TECHNOLOGY-ENHANCED STUDIES OF ENGLISH GRAMMAR AND PRONUNCIATION AT TERTIARY LEVEL

The role of computer-assisted language learning (CALL) has noticeably evolved and advanced since its early days in the 1960ties (Davies, Otto, Ruschoff, 2013) resulting in the various initiatives, one of those being the application of learning management systems (LMS) such as Moodle in language learning at tertiary level (Godwin-Jones, 2012). Due to its advantages, Moodle LMS was introduced at the University of Latvia and so all e-courses were transferred to this LMS five years after WebCT application. The transition to Moodle was completed in 2008.

The goal of the present on-going research is to design and pilot Moodle-based activities applicable on mobile devices for teaching English grammar and pronunciation  to English philology undergraduate students.

The research unfolds by exploring the needs of the students, who are non-native speakers of English, to assist them in studying grammar and pronunciation in mobile and web-based Moodle learning environment by administering questionnaires. It continues by creating Grammar and Pronunciation practice and analysis activities tailored according to their needs. This stage of the study comprises the extension of Moodle functionality by integrating of Praat (open-source acoustic analysis software) as well as Kahoot. com resources. The theoretical research framework underpinning this study comprises behaviourism and web-constructivism – the adaptation of Constructivist learning principles to the web-based learning environment (Hein, 1995, Basiel 2002) and Human Computer Interaction (HCI) - the principles guiding the design process of a computer interface interaction for learners to engage with content and communication in the mobile and web-based learning environment. The empirical research method is an exploratory case study. The obtained results highlight the mobile and web-based learning environment adaptation principles, review students' lacks, wants and needs operating in mobile and web-based learning environments as well as review the designed task types to address those needs.

References:
[1] Basiel A. 2002  “Meeting the needs of the online researcher: an investigation in virtual autonomy”, HCT Conference - University of Sussex, Brighton – UK Sept. 2002
[2] Davies, G., Otto, S.E.K., Ruschoff, B. (2013) Historical perspectives on CALL In: (eds.M.Thomas, Reinders H., Warschauer M.) Contemporary Computer-Assisted Language Learning. Bloomsbury pp. 19-38.
[3] Godwin-Jones, R. (2012) Emerging technologies challenging hegemonies in online learning. Language Learning and Technology 16(2) pp. 4-13
[4] Hein, G. 1995 – “The Maze and the Web: Implications of Constructivist Theory for Visitor Studies”, http://www.lesley.edu/faculty/ghein/mazeweb.html