1. Presentation of the Repository of oral competencies for French language learners

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1 Simon Collin, University of Quebec in Montreal Thierry Karsenti, University of Montreal ICT Repository of oral skills for second language learning Introduction The purpose of this paper is to evaluate the self-regulation potential of the Repository of oral competencies for French language learners (the Repository). The Repository is a tool for assessing oral competencies in French second language (FSL) learning, and it is complemented by open-access online video clips. In this way, it combines the function of assessment with the pedagogical integration of information and communication technologies (ICT). Before evaluating the Repository s potential for self-regulation by FSL learners in order to develop oral communication competency, we begin by presenting the concept of selfregulated learning based on the model developed by Zimmerman, Bonner, and Kovach (2000), a model of self-regulation that is particularly appropriate for teaching and learning. We then identify the pedagogical uses of the Repository that could support the self-regulated learning process in FSL learners. But first, we present a brief overview of the Repository to provide some background. 1. Presentation of the Repository of oral competencies for French language learners We begin with the Repository content Repository content The Repository covers a range of six competency levels: 0 (Complete Beginner), 1 (Beginner), 2 (Novice), 3 (Intermediate), 4 (Advanced), and 5 (Expert). Level 0 is unique to the Repository. It applies to students who have absolutely no previous knowledge or experience of French, or can understand a little but cannot speak at all. This case is not unusual in a bilingual country like Canada, where the two official languages, English and French, co-exist side-by-side but are not necessarily spoken by the same people. In addition to the six competency levels, the Repository covers six oral components: Overall communication skills, Vocabulary, Grammar and syntax, Degree of English language use, Rhythm and intonation, and Pronunciation. This breakdown of the oral communication competency is based primarily on consultations with a number of education experts across Canada Pedagogical use of the Repository The Repository can be used for both formative and summative purposes. Physically, it consists of a grid with six horizontal and six vertical headers, as illustrated in Figure 1. Each box contains a descriptor

2 Figure 1: Repository assessment grid 1 To evaluate the learner s level, the box that best represents the learner s level must be determined for each oral component. Note that by evaluating each oral component individually, the learner s communication competency may be described by more than one level. For example, Vocabulary could be at level 3 and Pronunciation at level 2. The Repository was designed to show that communication competency is not necessarily developed uniformly across the oral components. In other words, the Repository results can show a diversity of oral skills for a given individual, which fairly accurately reflects the reality of second language learning. Note also that, in addition to a number level, the Repository presents learners with a visual representation to give them a general overview of their oral communication capacity, even if they do not have enough language skills to understand the descriptors in the assessment grid. The Repository is an innovative technology in that it is complemented by open-access video clips, available on the Repository website at: These clips cover the range of competency levels included in the Repository, as illustrated in Figure

3 Figure 2: Video clips illustrating Repository levels The video clips present real-life interactive FSL learning scenarios with different age groups (All ages, 5 8 years, 9 12 years, and 13 + years). They can be used for teaching and learning in a number of ways. First, after receiving their Repository results, learners can view real-life illustrations of oral communication competency that are close to their own level. This allows learners to witness their own capacity level from an external standpoint and to form an objective, critical judgment of their skills. It also gives them a chance to visualize how they might progress in future. That is, once they have viewed the video clips that best represent their current level, they can look at higher-level clips to see how their FSL skills could improve with time. 2. What is the Repository s potential for self-regulation in FSL learning? The above-presented overview sets the stage for the following analysis, which aims to evaluate the Repository s potential for self-regulation by FSL learners in developing their oral communication competency The concept of self-regulation Self-regulation is a well established concept in the education field (Boekaerts, 1999). It first emerged in social psychology in the 1980s (Boekaerts, Pintrich & Zeidner (2000). Pintrich (1999) defined it as students use of diverse cognitive and metacognitive strategies to control and regulate their learning. Boekaerts et al. (2000, p. 14) further defined it as a process that

4 includes self-generated thoughts, feelings, and actions that are planned and adjusted in a cyclical procedure in order to attain personal goals. Various aspects of self-regulation were studied from the 1990s on, including self-control, selfmanagement, and self-regulated learning (Boekaerts et al., 2000). Zimmerman et al. (2000) proposed a model of self-regulated learning comprising four successive steps: - Self-evaluation and self-monitoring: learners evaluate their capabilities, usually by comparing them with their achievements and with previous performance. - Goal setting and strategic planning: learners analyze the learning task, set specific learning goals, and plan or improve their strategies to attain these goals. - Applying strategies and self-monitoring: learners implement the previous step and self-record their effectiveness in attaining performance goals. - Self-evaluation of learning progress: learners reflect on how their learning progress is related to their strategic approaches in order to determine the effectiveness of these learning strategies. Based on Zimmerman et al. s (2000) self-regulated learning model, we analyzed the Repository to determine its potential for self-regulation Self-regulation potential of the Repository We can now relate the steps in Zimmerman et al. s (2000) model to the Repository and identify the most appropriate ways it may be used to support teaching and learning. Step 1: Self-regulation and self-monitoring This step allows learners to determine their oral competency level in FSL communication at time T in their learning path and with respect to tangible markers such as previous results. Two pedagogical uses of the Repository correspond to this step: - Teacher evaluation: teachers may use the Repository in this traditional way to identify the learner s oral communication competency level and convey it to the learner. - Self-evaluation: the teacher s evaluation can be enriched by the learner s prior selfevaluation. Before evaluating, the teacher can ask learners to select the video clips that best represent their oral communication competency level. This self-evaluation using online videos combined with the teacher s evaluation is particularly supportive of the first step in self-regulated learning. It allows learners to compare their initial appraisal of their oral communication competency (Self-evaluation) with the teacher s appraisal (Teacher evaluation). This gives learners a chance to get an external, objective viewpoint on their oral communication capacity and to perform a reality check between their own and the teacher s perceptions. Step 2: Goal setting and strategic planning

5 Learners then set goals for developing their oral competency and decide on effective strategies to attain these goals. Applying this step to the Repository, it is a continuance of the teacher s evaluation (section 2.2.1). Learners can use the teacher s assessment grid to obtain a detailed picture of their oral communication competency level, with all the components: Overall communication competency, Vocabulary, Grammar and syntax, Degree of English language use, Rhythm and intonation, and Pronunciation. They can then decide which aspects they need to work on and set their goals accordingly. However, the Repository does not help learners decide on strategies to attain these goals. Once the learner has set the learning goals, it is up to the teacher to suggest possible strategies. In short, the Repository only partially supports the second step of the self-regulated learning model in that it assists in goal setting but not in strategic planning. Step 3: Applying strategies and self-monitoring In this step of the self-regulated learning process, learners apply their planned strategies. For example, they might use certain methods or perform certain communication exercises. The Repository does not cover this step, as it does not include a set of learning activities for developing oral communication competency. It is up to the teacher to provide appropriate resources for the learner s level. Step 4: Self-evaluation of learning progress The last step in the self-regulated learning model is where learners decide whether or not they have attained the learning goals they set in step 2. In this case, however, the teacher s evaluation would be the most appropriate use of the Repository. Learners could compare the teacher s evaluation with their previous performance using the teacher s before-and-after assessment grids. This way they can visualize the components that they have to work on as well as their progress in terms of their previous goals. Then, in light of the teacher s second evaluation, learners can re-determine their oral communication competency level in FSL (i.e., repeat step 1) and begin a new cycle of selfregulated learning. Conclusion This communication aims to evaluate the self-regulation potential of the Repository of oral competencies for French language learners. At the conclusion of our analysis, it appears that the Repository may be fully exploited at the beginning of the self-regulated learning process (step 1: Self-evaluation and self-monitoring) and at the end (step 4: Evaluation of learning progress). It is only partially useful in step 2 (Goal setting and strategic planning), as it supports goal setting but not strategic planning. However, it does not apply to step 3 (Applying strategies and self-monitoring), because it does not include any teaching or learning resources for the development of oral communication competency. Based on this finding, it was decided to develop a complementary set of teaching and learning activities, Seventy motivating strategies to foster the development of oral competency [free translation] (Karsenti & Collin, 2010)

6 References Boekaerts, M., Pintrich, P., Zeidner, M. (2000). Handbook of self-regulation. San Diego: Academic Press. Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31, Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Strasbourg: Council of Europe.[When available, the English reference should be used in an article for publication in an English journal] Karsenti, T., & Collin, S. (forthcoming). 75 stratégies motivantes pour favoriser le développement de la compétence orale. Montreal: Chenelière éducation. Karsenti, T., & Collin, S. (2007). Référentiel de compétences orales pour les élèves apprenant le français. Ottawa, ON: Canadian Association of Immersion Teachers. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association, Washington, D.C.]