MUESLI NEWS. Contents. Editorial. Micro Users in English as a Second Language Institutions. February 1989
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1 MUESLI NEWS Micro Users in English as a Second Language Institutions February 1989 Contents The Business of Meetings Glyn Jones 2 Learner Training for Self-Access CALL: a Summary and a Suggestion Steve Terry 3 CAR: Computer Assisted Reading in a Foreign Language Roland Nyns 6 Software Review: Boot Up and Turn On Ian Carus 9 Using Microtext to Teach Reading Skills Gary Motteram 10 Publishers' Corner Various 11 Designing Your Own Software C. H. Palmer 12 Competition Results Chris Jones 13 MUESLI Software Library: An Update John Higgins 14 Announcements 15 Prize Crossword 16 Editorial My final MUESLI News (for a time, anyway) owes much of its contents to the 2nd Avery Hill SIG Meeting, which was by all accounts a worthy successor to last year's. Steve Terry, Roland Nyns and Gary Motteram have all contributed written versions of their presentations, and Glyn Jones reports on the SIG business meeting. One of the most exciting things to emerge is the reality of MUESLI meetings outside the UK. Vienna will be first, Brussels later in the year - and meetings in Amsterdam and Frankfurt are also likely. Which is, of course, exactly as things should be. Also in this edition we have a software review by Ian Carus and a report by C.H.Palmer on the Grimstad model of software design, which requires no knowledge of coding. We have a new slot - Publishers' Corner - which may or may not take root, plus an international selection of Announcements, and I'm glad to say that Buffer is back with another prize crossword. A subsidiary competition concerns the hieroglyphics in Publishers' Corner: are they just random, or do they tell a story? And if so, what? Entries to me, please. A prize will be thought up later. How I managed to squeeze John Higgins's update on the Software Library onto one page, I'll never know. Must have been what Dr Runcie meant by 'death by 1000 cuts'. Thanks to John for providing a most informative and readable list, and my apologies for any inelegancies resulting from my savage pruning. And thanks to all other contributors, new, old and as yet unprinted. I'm afraid that for reasons of space, time and/or incompatibility, contributions from Chris Tribble (his excellent Avery Hill paper), Steve Chadwick (on Autotutor) and Prof. V.Monda (on a Shakespeare database) have had to be kept till next time. But how wonderful to have more copy than you can print. Sue Fortescue and Roland Nyns (See end, page 16) are editing the next issue. All contributions to them, please, and we're very happy to get letters, hints, anecdotes, announcements and experiences, as well as fulllength features articles. And the best of luck to Sue and Roland. Any offers for the August edition, anyone?
2 The Business of Meetings Glyn Jones reports THE BUSINESS MEETING at Avery Hill (4th January) began with the committee members trying vainly, for the second meeting running, to relinquish their posts. In the end David Eastment (Meetings Secretary) agreed to carry on for the time being, and Chris Jones (Newsletter Editor) agreed to edit the next MUESLI News (this one). This is not to say that there is a shortage of willing volunteer labour in MUESLI, but that nobody felt able to take on these particular posts, for reasons g e o g r a p h i c a l, personal, logistic or academic. In fact there were plenty of people keen to get things done. Gary Motteram offered to help with organising meetings, especially with any future meetings that take place north of Cambridge. Mike Carrier and Frans Hoffman will, independently, investigate the possibilities of MUESLI starting or joining a bulletin board. Earlier in the day Chris Tribble offered to co-ordinate the collection of academic texts for concordancing purposes (See p.15). Meanwhile John Higgins, who was not at the Symposium, has been doing a grand job maintaining and updating the MUESLI shareware library. I now have a copy of this which I shall try and bring to all future meetings. Talking of meetings, it was suggested that in future we should try to arrange and publicise meetings well in advance, and we made a start on this there and then. The next meeting is scheduled for 25th February at City of London Polytechnic. Main events will be a publishers' announcements session and a presentation/ discussion on the art of authoring,. This meeting will have been publicised separately (and I'm afraid will have happened, too - CJ) by the time you read this. The following meeting will take place, officially, during the IATEFL Conference in Warwick (31st March - 3rd April). The one after will also coincide with a conference, this time the British Council's Austrian ELT Conference in Vienna, 3rd-6th May. This event, at which more than 400 participants are expected, will be concerned with ELT in general, but we have been invited, along with the Video SIG, to make our presence felt, and we intend to take advantage of the opportunity to hold the first MUESLI meeting outside the UK since the IATEFL Conference in Belgium two years ago. The other dates pencilled in for this year are 17th June and 21st October. In June the theme of the meeting will be HYPERTEXT, definitely the buzz word of the Avery Hill Symposium, thanks to David Scarbrough, whose copy of the shareware program Hypershell was a A personal selection for MUESLI News from the new Wida Software New Lines Worlds without Words 4Mation The prize-winning BBC program for young and not so young learners. A being from another planet - perhaps - lands on earth - maybe - and does a number of surprising things. There are no words on screen. The whole point is to generate speech - describing what you think is going on. Brilliant. BBC (+VAT in UK) Rambler Palmsoft By Olav Palmqvist, Rolf Palmberg A word game in which students find as many words as they can from one of 15 words on screen, i.e. Rambler gives amble, ram, mar, blame, etc. MS DOS (+VAT) Rank Order Coming Soon Wida By Geoff Jordan An authoring program. Teachers (or learners) enter lists of items to be placed in order of importance. Each entry is accompanied by a short explanation of its relevance, and each list is given a one-page rationale of the relationship of the entries to each other. Stress is laid on group discussion of orders of priorities. Includes some intriguing demonstration material: in Lost (at sea) you have a number of objects to help save your life. But would you have placed a shaving mirror at top of the list? And how would a dollar bill help you? The rationale explains all. MS DOS (+VAT) Available end March
3 Learner Training for Self-Access CALL: a Summary and a Suggestion AS A NETWORK MANAGER for one of the Bell Schools in Norwich I had responsibility for the CALL resources within the school, both for teacher-led and self-access use. There seemed to be a lot of discussion and writing about teacher-led CALL but remarkably little about the conditions necessary for effective self-access use. So I chose to investigate this area as part of my MA course at UEA. In this first section I describe the questionnaire and the data derived from it; and then I go on to suggest a tentative model of learner training for CALL with reference to a group of students on an EAP course. 1 The survey questionnaire (reduced) and responses (greatly reduced) The questionnaires were designed to elicit responses which would provide a detailed description of the current provision, organisation and use of CALL facilities for selfaccess use in a range of institutions involved with TEFL in the UK. The list of institutions contacted initially was derived from three main sources: the MUESLI membership list; British Council lists of courses; and the ARELS- FELCO list of members. Of 34 institutions circulated, 28 responded; a response rate of over 80%. Through the good services of Richard Freeman at the British Council the questionnaire was also sent to 42 British Council (BC) operations overseas of which 21 responded; a response rate of 50%. Where relevant I have separated the UK and BC (overseas) responses as the contexts of the operations are so different. Many thanks to all those who responded so promptly, and especially to those who sent me examples of materials or took the trouble to write. A: CALL facilities 1 How many computers do you have available for learners? In the UK a surprising number of institutions (9) had twelve or more computers and 10 had between 7 and 12. In BC (British Council) centres there were only 2 with 12+ and 5 with What make(s) of computers do you have available for learners? The overwhelming majority are still BBC Bs and Masters. 7 UK centres also have PCs available, but only one centre has gone over completely to IBM (using PS/2-30s). There are a small number using Nimbus, Spectrum and Commodore machines. 3 How are your computers organised? Most centres either group their machines in a single Computer Room or in some sort of Integrated Resources Centre. 5 UK centres have machines available in individual classrooms in addition to a central location. A number of BC respondents commented on lack of space and the use of corridors. 4 What storage facilities do your computers have? With the exception of the Bell Schools and Institutes only one other centre has computers networked to a hard disk. All the others use stand-alone machines with or without hard disks. 2 centres still use cassettes, one of which has a 'turbo' system with over 150 programs available. 5 What software/materials do you find most suitable for self access use? Those programs most frequently mentioned were (in no particular order): Storyboard, Gapkit/master, Questionmaster, Choicemaster, Clozemaster, London Adventure, Fast Food, Vocab, Screentest, GB Ltd, and a range of inhouse materials (often using Microtext). 7 respondents specifically mentioned word processing as being of great value. 6 Are any 'application software' types available for self access? In the UK, 20 centres have word processing software, 6 databases and 4 spread-sheets. Another 5 use teletext emulators. Among the BC centres only 10 had word processing software. B: CALL Training 7 How are learners introduced to the computers? Most respondents (UK=22, BC=17) indicated that this is normally undertaken by the Group Teacher, although often supported by worksheets or a CALL 'expert'. Only 3 centres rely on their CALL 'experts'. 8 When are computers available for self access use and how often are they used? Only three respondents described semi-compulsory(?), timetabled self-access use. The significant feature of the other respondents' comments is the variability of use from learner to learner. A number of respondents commented that some learners use the self-access CALL facilities extensively, while others not at all. 9 Who supervises the use of computers in self access? Largely depending on the physical location of the computers, this ranged from a Resources Manager, through a CALL expert or Group Teacher, to nobody. 10 How, if at all, are learners guided towards identifying appropriate learning objectives in self access? While a majority of respondents indicated that the Group Teacher takes responsibility for this area (with or without the support of worksheets), a number emphasised the limited nature of such guidance with comments such as: 'some', 'theoretically', 'informal'. Of the BC respondents only 12 felt that any guidance was given. 11 How are learners able to locate appropriate CALL materials? UK Respondents using stand-alone systems emphasised the importance of teacher advice, while those with networked systems highlighted on-screen menus and random browsing. 15 respondents cited catalogues. BC respondents cited teacher advice; only one mentioned a catalogue of CALL materials. 12 If you have a catalogue of CALL materials, is it fully integrated with other (non-call) self access materials? Only 4 UK respondents (and no BC) have catalogues
4 which integrate CALL and non-call materials. 13 What is the primary field of organisation for your catalogue/menu system? 4 UK respondents have databased catalogues (multiplefield printouts). The others are evenly divided between Level and Program Name. 14 How, if at all, are learners given guidance on the use of appropriate learning strategies for use with self access CALL? (i.e. noting unfamiliar vocab.; working in pairs; use of off-screen reference materials, etc.) In the UK, 9 use general introductions; 10 use teachers or Resource Managers; 7 use on-screen advice; 5 use software-related worksheets. A number of respondents volunteered comments indicating the limited and haphazard nature of such guidance. BC responses were similar. 15 How, if at all, are learners encouraged to evaluate their own progress? Self-evaluation seems very limited indeed, with only 3 respondents indicating the use of software-related worksheets for such a purpose. 16 How, if at all, are learners encouraged to keep work records? Self-access record cards (9); Learner Diaries (6). 17 How, if at all, are learners encouraged to evaluate CALL software/materials? Comments book (4); class discussion (5); feedback questionnaires (5). Most respondents emphasised the informal nature of such evaluation. These responses were not greatly surprising. I've got a sneaking suspicion that a couple of hours spent in the pub with the participants at a MUESLI Meeting would have produced similar (but only intuitive) responses. However, only 8 respondents produced positive responses to all of the four final questions, although five others indicated that they intended to develop these areas in the near future. This suggested that few systematic attempts had been made to apply learner training approaches to self-access CALL. So my MA dissertation concluded with a proposal for a more systematic approach. 2 A model for learner training for self-access CALL? This section attempts to apply a model for learner training to the reality of a specific group of EAP learners. The model, derived from experience within the Bell School, is in diagrammatic form (see page 4, opposite) and represents a cyclical (spiral?) approach to the problem, with the learner being encouraged to take increasing responsibility as the course progresses. At various stages of the course the learners complete a profiling document in which they have to evaluate their competence in a range of skills necessary for the successful completion of a postgraduate degree. Each cycle represents approximately two hours per week of the Group Teacher's contact with the group. Group Specification: 12 participants, multilingual, ELTS avg. 5.5, mostly from developing countries. Course Specification: 12 weeks, 21 hours tuition/week (+ maximum 10 hours self-access), EAP pre-sessional. Stage 1: 'Needs' dictated by university requirements + ELTS. Le's + T. identify 'lacks' in linguistic + examination competence using in-house profiling document + diagnostic test results. Stage 2: Individual tutorials: initial objectives set by/agreed with T. on the basis of diagnostic test results and perceived 'lacks' in profile. Introduction to self-access resources (T-directed). Introduction to keyboard skills through materials specified by T., accompanied by worksheets. (These materials may include study skills activities such as comparing Le's own summary with summary on Storyboard; field-specific vocabulary work using simulations, Vocab, or Wordstore). Le's encouraged to keep a Learner Diary under specified headings. Group feedback session on objectives + materials evaluation. Stage 3: Le's identify new set of objectives (+ T's help) and self-evaluation goals agreed. Le's with similar objectives paired, if appropriate. T. introduces access system(s) - catalogue, menus, pathways. Introduction to word processing (using language-focus files). Le's locate relevant materials with T's support. T. introduces concept of learning strategies (e.g. using Ellis & Sinclair's materials). Class discussion. Stage 4: Written end-product negotiation between Le's and T (e.g. written report of speciality-related visit; extended academic writing task; etc.). Le's locate appropriate materials. Session on word processing techniques (especially for handling long texts). Continuing discussion of learning strategies. Stage 5: Cycle repeated with increasing Le independence. Weekly tutorials, using Learner Diary as focus for discussion, with academic writing projects underway. Review of 'profile' (self-evaluation): T. & Le. negotiation. Stage 6: Course evaluation + feedback on individual writing projects. Final 'profile' negotiated. I would be extremely interested in hearing from anyone who attempts to apply this model to other groups of learners, e.g. Cambridge examination groups? If anybody is interested in further information or discussion, please contact me at Bell School, Old House, Church Lane, Eaton, Norwich, NR4 6NW.
5 CAR: Computer Assisted Reading in a Foreign Language A S THE IMAGE of the microcomputer as a tool rather than a gadget continues to assert itself, so teachers begin to use it as such, much as they have introduced authentic reading material into the classrooms. Emphasis has shifted from CALL software design to applications in which preparation and follow-up phases without the computer are perceived as equally or even more important than student interaction with the courseware. The current view of those who use and develop software for language teaching is that what one does with the computer is more important than the sophistication of the actual programs (Higgins, 1988). The present article describes an extremely simple program, originally developed as an experiment in psycholinguistics, which proved to be quite an effective aid in teaching reading comprehension, more because of what students do with it than due to the software. I shall first describe what the program does, then what students are presumably up to while they are using the software to read. This will also explain why I think the program is an effective learning tool. History In its initial form, the program was written to support a thinking out loud experiment in reading comprehension (Olson, Duffy, & Mack, 1984). All it did, was to display a text in a sequence of segments more or less corresponding to clauses, so that subjects could read any previous material, but no subsequent clauses. While they were doing so, they were encouraged to "think aloud", indeed, they were trained to do so in a short practice session. The text they read was in a foreign language, English in the present case. The French-speaking subjects were allowed to "think aloud" in either French or English and were recorded. As soon as they had nothing more to say about what they had just read, they pressed a key, and the next segment of text was added on to what had been displayed so far. Thus, all the program did, was to display text so that the reader could always read the text up to the point s/he had reached, but could not jump ahead. After the experiment, all subjects remarked that they had actually "learnt something" from doing the experiment and that it was useful training in reading in a second language. This seemed strange, because the subject matter of the text was uninteresting for them and there had been no interaction with the experimenter which might have counted as "teaching", apart from the brief training session. As a result, I resolved to use the program "to teach", and moved by pedagogical scruples, I extended it by the adjunction of the possibility to consult an on-line dictionary. The result was a program written in HyperTalk, the programming language that runs HyperCard applications, which handled two files ("stacks" in HyperCard jargon): one file corresponds to a reading passage, while the other is a dictionary. Throughout a reading session, five "buttons" corresponding to actions a user might perform are active. The "explain" button provides on-line information as to how to use the software. The "quit" button interrupts the reading session at any point. A "help" button provides what is still very limited help in understanding the last segment of text to be displayed; it makes various suggestions as to reading strategies, indicates possible idioms, and leaves an indication for the teacher that the segment of text had been found difficult. The "continue" button displays the next segment of text after the passage already on the screen. The "dictionary" button opens a dialogue window into which the user may type a word s/he wishes to look up. If the word is found in the dictionary database, it appears on the same screen as the text passage, with its definition, an example, and its French equivalent. Otherwise, a morphological parser checks whether the word entered by the student is not an affixed word, in which case it is stripped of its affix and the user is asked whether that is the item s/he wishes to consult. Finally, if the word cannot be found, the user is asked to check its spelling, and if that is correct, it is entered on a blank record and left for the teacher to provide with a definition subsequently. Using HyperTalk to program this made it possible to import any wordprocessor document into a stack and thus use lots of different and I hope interesting texts. Furthermore, both teachers and students can obtain reports (printed or on-screen) at the end of a session. (Read the next issue of MUESLI News for a feature on HyperCard).
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Below left: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @? @?hf@@e@5e7@e@1e@@e@1e7@e@1e@@(men@@hhf?@e?@ @@e?@@@@6x??w2@6xew2@@6xe@6t2@?@@@@ What students do Students work in twos or threes on a machine. They are instructed about the limitations of the system, particularly as far as the dictionary is concerned. They are instructed to discuss what they read and make sure they have understood each segment before stepping to the next one. The dictionary is accessible at any time and any number of times, but students are told to use it only when they feel it is absolutely necessary. Most students are quite keen to work on the computer. Reading in the manner described above generates intense verbal interaction. While they read, students are in fact solving problems as a team. In doing so, they are teaching each other, discussing both grammar and points of vocabulary. Their reading is also clearly oriented toward global comprehension, with frequent reference to the overall situation described in the text, and predicting the topics and arguments to follow. The dictionary, which has been kept at its simplest possible level, also leads to much talk. First, there is discussion as to whether consultation is necessary; then, as to what the basic form of the word is; finally, the supplied translation is commented upon and adapted to the context of reading. The students' attention is much more sustained by this activity than by reading the same text in class, either in small groups, or individually. Tension is also much higher, so that it seems that extending sessions beyond one hour is not desirable. Student autonomy The described program does not allow many different activities. However, in what it does all initiative is left to the student. S/he decides how fast or slow to read, whether to follow the instructions concerning discussion of the text, when and whether to consult the dictionary. The student is neither bullied by a clever program, nor corrected or otherwise sanctioned by it. In all sessions I monitored, this also appeared to be superfluous and would probably have been counterproductive. Students working in pairs and threes did all the correcting and deciding themselves, requiring no directions or help from
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