Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

Using document-editing and presentation software

to facilitate collaborative language learning

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

“…supporting learner control over even a few facets of their learning can help learners with different language levels, interests, and learning styles.”

Egbert & Yang, in press (ReCALL)

Introduction

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

Research Qu.

In what ways might the use of document-editing and presentation software support collaborative language learning activities?

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

1. The context2. The role of the computer3. The research methodology4. A description of the study5. Data collection, analysis

and triangulation6. Some conclusions7. Further questions

Objectives

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

The context

Grammar school in Nordrhein-Westfalen, Germany

26 ninth-grade EFL students Natural classroom setting –

one-computer classroom (“Limited Resource Environment”)

Project-based groupwork - pen and paper activities - computer activities

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

A tool in supporting the writing process

A medium for group presentations

The role of the computer

1 2

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

The research methodology

is a vehicle in understanding a process

provides a background against which to examine themes emerging during the process

An instrumental case study(Stake 1995):

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

1. Research aspects of the culture of Trinidad & Tobago.

2. Use process writing techniques to prepare a final presentation.

Brainstorm themes and related ideas

Gather relevant information

Complete worksheets

Create mindmaps Present interim

and final documents

Description of the study

Objectives Procedure

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

Data collection, analysis & triangulation

Initial questionnaire Field notes Learner diaries Pre and post pair interviews Student assignments Student summaries

Key words

Phrases Concepts

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

Some conclusions

Learning: facts vs. skills broadened perspective on learning

“…We got a lot of informations about the location, population, music etc.”

“I learn to use the computer in a new way.”

“We learnt today to order our topic sentence.”

“I learned to work in groups in a better way.”

Collaborative work increased comfort

“Students enjoy working in groups and see it as fun and supportive.”

Computer as tool  Useful

“Yes, we save our new decisions and that’s good.”

Some reservations.

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

Further questions

1. What are students‘ perspectives on the process of learning in the language classroom?

2. How might the use/integration of computer technology in a collaborative learning environment cause these perspectives to change?

Tanyasha Yearwood

University of Duisburg-EssenUNTELE 2004

Thank you for your attention!