Computer-assisted Language Learning

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1 Computer-assisted Language Learning 1. Summary One of the key factors of successful foreign language learning is to maximize a learner s exposure to the target language. Because the exposure to the language inside the classroom alone is not enough, practice at home plays a significant role. Typically assigned as homework are the word- or sentence-level skills such as verb conjugation, use of articles, or making a question sentence, etc., that must be mastered prior to a conversational activity. Unfortunately, the types of assignment have been mostly limited to the audio-tapes (CDs) and workbooks, both of which have serious shortcomings. Audio tapes with dialogues and mechanical drills lack detailed and interactive feedback; they do not clearly indicate where the students made an error, nor tell where to go back for review. In order to receive feedback on written homework, students must wait, sometimes for days, for the homework to be returned. The current project proposes the use of technology to better assist students practice foreign language, in both at home and the newly built Foreign Language Technology Center. As a pilot, the project creates (i) PowerPoint-based software for semi-interactive drills with feedback, and (ii) digitized recording of PowerPoint-based grammar lectures that students may use for the preparation or review. We will create materials enough for two courses, Beginning Japanese I and II. The PowerPoint-based software for question-and-answer drills will be mainly used as a part of homework. As shown in Figures 1 and 2, the practice first provides a question or a cue for the student s speech. After the student responds, he clicks a mouse, and its answer and further instruction to strengthen students knowledge appears. Fig. 1: Sample Drill Slide Before Student Answers Drill 1: Answer the question with yes. Q:xxxxxxxx (Click here for the audio) Do you play tennis often? A: (Click here for the audio) Fig. 2: Sample Drill Slide After the Student s Answer Drill 1: Answer the question with yes. Q: xxxxxxxx (Click here for the audio) Do you play tennis? A: xxxxxxxx (Click here for the audio) Yes, (I) do (it). -> Note: Answer to a question with a verb in Japanese requires the same verb as in the question, but the subject and object can be omitted because they are already understood. Review Chapter 1, Language I and Chapter 5, Language II. The exercises for one topic starts off with some word-level activities and advance into more conversational, discourse-oriented activities. The drills, which are presented by PowerPoint, can be

2 searched by grammatical structures or by chapter sections that directly correspond to the main textbook. Thus the students can practice either an entire chapter or a portion of it. They can easily repeat the practice as many times as they want. The questions and answers can be viewed in written language, but also an audio option is provided, enabling students opt for the written exercise or the spoken (conversational) exercise. The written option will directly benefit the NTID students, whose foreign language comprehension and production are heavily dependent on the written language. The digitized video recorded grammar lectures are also arranged by sections and grammatical structures that directly correspond to the existing textbook. The PowerPoint-based grammar lecture with short exercises will be videotaped. The rules, questions, and answers appear one by one as the instructor speaks. Thus, students that watch the video are able to participate in a real time course -- listen to the rule, think of the answer, and see the answer --as if they are being seated in a classroom. Such videotapes are motivated because students greatly benefit from the grammar lecture in addition to reading the textbook. Furthermore, they express the need to listen to the lecture more than once for confirming their knowledge or for review. The videos also benefit advanced students who need remedial in the grammatical structures introduced earlier in the program. 2. Targeted learners or population Immediate targeted learners are the students in beginning level (Beginning Japanese I and II) of Japanese at RIT. All students with Japanese Language and Culture Concentration, and the students minoring in Japanese Language, and in Japanese Language and Culture, take these courses. 3. The number of students who will be affected Approximately 280 students take courses of Beginning I and II will use the developed material annually. Furthermore, additional 360 students who take the upper level of Japanese (Beginning I, Intermediate I, II, III, Advanced Japanese I, II, III) may use the materials for review. 4. Anticipated impact on teaching and/or learning Currently, students materials for studying a foreign language at home are limited to audio tapes (CDs) and grammar workbooks, which lack either interactivity or immediacy of feedback. By incorporating the teaching materials proposed in the current project into the course work, students will have at-home learning opportunity which guides learning better and give immediate and frequent feedback. Because the length of study time at home is approximately twice as long as the in-class meeting, it is anticipated that the mastery of grammatical concepts and fluency of the target language will be significantly enhanced. 5. How the project will impact student success (i.e., retention)

3 The proposed project directly contributes the enhancement of the student s successful completion of one language course and further continuation to the advanced courses. One of the most critical factors in success in foreign language learning is not missing details during the process. Just like the building a brick wall cannot skip a few bricks during the process, not mastering a few grammatical concepts leads to the difficulty in mastering further materials in learning a foreign language. For example, if a student fails to master the rule of the past-form of a verb, it will seriously affect all aspects of student s verbal performance thereafter. The materials created by the current project will provide a fine-grained guidance, thus minimize the failure of acquisition of rules and expressions. 6. Measuring the impact, and reporting/sharing the findings In addition to the student course evaluation, an independent evaluation will ask the impact that the computer-assisted learning materials have made on students quality of learning. The attrition rate will also be compared before and after the introduction of the software. The process of creating and using the software will be shared to not only the faculty of Japanese but also to all foreign language faculty members. 7. Rationale a. Why it is not part of regular college business Development of computer-assisted language learning materials is highly labor-intensive. Because the practices for one course are divided into small tasks on many slides, approximately 1500 to 2000 PowerPoint slides, each with sound files, must be created for just one course (Beginning Japanese I). Furthermore, video taping of PowerPoint based lectures requires script in addition to the slides, in addition to actual time spent on lecturing and videotaping. Such task is too big to accomplish without a time release. Furthermore, we attempt to create materials for two consecutive beginning Japanese courses -- Beginning Japanese I and II. This is because the impact of foreign language course instruction cannot be easily measured with one course, due to the nature of the long process of foreign language learning. Developing two courses will take collaboration. Therefore time release of one course from each of the two applicants is necessary. b. Its relevance to required cluster, college, and/or department competencies Grammar of Japanese language introduced in Beginning Japanese I and II, and its appropriate use are most fundamental requirements of Japanese minors and concentrations. Providing an effective learning tool for those courses is essential in achieving language competencies required by those degrees.

4 c. How the project is relevant to other faculty and what you think it would take to transfer your success to other faculty Once the process of creating the materials is established in one language (Japanese), the method may be extended to any other foreign language. We intend to have a workshop to demonstrate the materials, and give guidance to any faculty who may be interested in developing similar materials. d. Relevant credentials, experience of involved faculty/staff Both of us are knowledgeable of principles and theories of foreign language pedagogy, as well as basic computer skills to create the described computer-assisted teaching materials. Hiroko Yamashita is a psycholinguist that investigates the comprehension and production of first and second language. She has fifteen years of experience in teaching Japanese in college, and is knowledgeable of the needs of the students. Yukiko Maru has a master s degree in foreign language pedagogy. She has four years of experience in teaching Japanese in college. e. Describe how this innovation is in your discipline or program This innovation is in my discipline of linguistics (second language acquisition). 8. A timetable of the development of the project. Fall Qtr, Winter and Spring Qtr, Fall Qtr, We will create prototype of materials for Beginning Japanese I and II. We will solicit feedback from a group of students and complete materials. We will incorporate the materials fully to Beginning Japanese I and II.

5 PROVOST S LEARNING INNOVATION GRANT APPLICATION PROPOSED BUDGET - PROOF OF CONCEPT PROGRAM (Track 1) Funds can be used to cover release time, pay student workers, and/or purchase supplies and services (such as CD pressing, video production, digitizing, photography). Funds will generally not be available for activities consistent with normal college business, overload pay, scholarly research, capital equipment purchase or travel - though the latter will be considered if a clear connection to the project can be demonstrated. Purpose Amount Budget Officer Verification SALARIES Adjunct Faculty Compensation $_6,000 (College guidelines should be used) Summer Salaries - Faculty $ Benefits: RIT - 7.9% $ NTID - 8.4% $ ITS: $77.53/FTE; adjuncts are charged at.33 FTE $ Student Compensation $ Other Compensation - Professional services $ Other Compensation - Consultants $ Other Compensation - Honoraria $ SALARIES TOTAL $_6,000 SUPPLIES Instructional $_300 Software $ Laboratory $ General $_280 SUPPLIES TOTAL $_580 SERVICES Attach estimates as appropriate NTID $ ETC $ HUB mailing/copying $ Other (describe) $ SERVICES TOTAL $ TOTAL BUDGET REQUEST $_6,580 DEPARTMENTAL/COLLEGE SUPPORT $ Describe support provided by the department/college in addition to grant request. Please be specific.

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