SMARTPHONES AS DIDACTICAL POSSIBILITY AND TECHNOLOGICAL ADVANTAGE IN LANGUAGE LEARNING
Sør-Trøndelag University College (HiST) (NORWAY)
About this paper:
Appears in: EDULEARN13 Proceedings
Publication year: 2013
Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain
Abstract:The LLP Comenius project named Identifying the Logical structure of languages by use of new Interactive mobile services, new diagnostic training methods for development of Key competences, and new Evaluation methods introducing assessment for learning practices (iLike), started 1st December 2012. The aim of the project iLike is to introduce a new and improved way of teaching pupils the logic behind languages.
Very often language students’ struggle with understanding the logic in grammar, reducing their ability to reproduce and manipulate language. Native speakers have an innate intuition about what sounds right language-wise. How can a non-native speaker elaborate on the differences between the sentences “Salmon ARE being sold here” and “Salmon IS an important product”? Will he/she be able to understand the logic behind conjugating verbs in relation to nouns? And what about vocabulary: “I can LEARN/TEACH my dog tricks” or syntax: “*They have SEEN never snow”? In other words, what is the logic of how language works? And how can we utilize new technology available to practically all students in order to enlighten them on the logic behind languages?
This article presents the outline of the iLike-project, both when it comes to preferred methodology and the technology being used. It focuses on the advantages provided by technology already available, like SmartPhones, tablets and computers, and especially on how the teacher should utilize the fact that more and more students and pupils are bringing their own devices to class. There are certain advantages provided by usage of mobile technology in class that are difficult to achieve in other ways, like anonymity, engagement by all of the students, peer learning effects and real interaction between teacher and students towards the learning objectives. In order to get the full effect of the methodology, the project will create an innovative online-service named Logical Language Services (LLS).
The article provides background on common methods for teaching grammar in English as a Foreign Language (EFL) to the target group (13-18 year olds) today, and displays how this could be varied through letting students and pupils themselves investigate the logic lying behind the grammatical build-up of sentences and text, hence better preparing them for production, not only reproduction, of their own material and lessening reproduction exercises. The article presents results obtained from different countries like Serbia, Sweden and Norway on dry testing (without using technology) of the methodology and feedback given by students in interview groups at Sør-Trøndelag University College (HiST).
The article concludes with the possible outcomes of the project, both for lecturers, pupils and other stakeholders concerned by the project, and points at areas where the project’s outcomes will impact on the way we teach EFL today.
The development of iLike will be funded by the EU-Commission.
Keywords: Languages, logic, peer learning outcome.