Technology in the FSL classroom by Jesica James https://padlet.com/jesicaj/na2fwlc9mzpl To what extent does the use of technology add value to student learning in French as a Second Language (FSL) classrooms? en-us 2019-06-20 22:32:28 UTC 2019-06-21 13:16:16 UTC hello@padlet.com Rationale jesicaj https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562795 To what extent does the use of technology add value to student learning in French as a Second Language (FSL) classrooms?

Why is this an important question?

FSL programs in Canada are traditionally associated with extremely low retention, with an estimated 95% of secondary students in FSL programs abandoning their studies after obtaining the mandatory credits (Smith, 2017, p. 4). Boredom and frustration with the language learning process are frequently cited by students as reasons for low enrollment (Smith, 2017, p. 4). Additionally, Erman (2018) writes that the more "traditional" methods of foreign language teaching, with their focus on grammar and receptive (listening and reading) skill development, do little to provide students with "real" or "authentic" language learning contexts within which they might develop their communicative skills (p. 159).

Perhaps most importantly, low student motivation and self-efficacy beliefs seem to be commonplace in foreign language classrooms. Because learners’ self-efficacy beliefs and attitudes are key factors in academic motivation, action and persistence (Erman, 2018, p. 160), novel approaches to second language education are clearly in order (Erman, 2018, p. 169). Literature on this topic suggests that technology-based learning tools may ameliorate the problem, as these tools often focus on language use, more collaborative, constructivist approaches (Smith, 2017, p. 6) and functional language (Erman, 2018, p. 160). Erman writes that providing students with opportunities to use language in the classroom helps develop their self-efficacy beliefs and a positive attitude towards learning (Erman, 2018, p. 162), which would, presumably, result in greater resilience and retention. Finally, technology-based learning tools provide an avenue for students to communicate with target language speakers, granting even greater opportunities for communication in authentic contexts (Erman, 2018, p. 169). 

Thus, it seems that the use of technology may potentially add tremendous value to student learning in FSL classrooms.]]> 2019-06-20 23:22:12 UTC https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562795 Research-based findings jesicaj https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562863 Game-based learning

In his study investigating the effects of game-based learning on students' self-efficacy beliefs and motivation, Erman (2018) found that: 
 
  • students who used digital game-based learning for foreign language vocabulary development produced longer and more effective writing, and were more successful in using vocabulary or groups of words than those using more traditional [non-game based] methods (p. 160) 
  • students who used Kinect technology [a motion-sensing input device which utilizes a camera, sensors and a microphone] as a learning tool developed a more positive attitude towards language learning and greater self-efficacy beliefs than previously held, and that these students developed a more positive attitude and improved self-efficacy beliefs than the control group (p. 169)

Interestingly, Erman's study revealed the greatest improvements in listening and speaking skill development (p. 170), reinforcing the idea that technology-based learning tools may significantly improve students' ability to communicate in their second language.

Web 2.0 technologies

Wang (2012) defines Web 2.0 as technology used to "interact, collaborate, network and entertain through blogs, wikis, social networking tools and multiplayer games [...] a perceived second generation of web development and design, that facilitates communication, secure information sharing, interoperability, and collaboration on the Internet” (p. 413). Wang's literature review on Web 2.0 and second language learning revealed that:

  • research commonly reported that these technologies increased students’ writing confidence, facilitated students’ use of writing strategies and enhanced students’ overall writing skills (p. 422) 
  • Web 2.0 technologies created learning environments which were comfortable, relaxed, collaboration-oriented and community-based, and included potential for increased student interaction, collaboration and target language output (p. 423) 
  • increased student interest and motivation in language learning 
    were the most frequently cited benefits of using Web 2.0 technology, due to “the favorable language-learning environment that they help to foster” (p. 424)  
]]> 2019-06-20 23:23:07 UTC https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562863 Classroom resources jesicaj https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562919
  • La dictée d’Archibald https://dictee.tv5monde.com/   
    • An online dictation tool which students can use in class or independently to develop their listening and writing skills.       
     
    • TV5Monde https://apprendre.tv5monde.com/fr
    A collection of video lessons which students can use in class or independently to develop their listening skills according to their level and learning pace. These videos feature individuals from various Francophone countries, which helps students to further develop their listening comprehension and cultural knowledge. 

    • Tandem https://www.tandem.net/practice-speaking-french
    An app which students can use to practice their oral French with native speakers. 

    • Lingua https://lingua.com/french/reading/
    A website students can use in class or independently to develop their reading skills. Lessons are organized by level and include comprehension questions and a self-check. 

    ]]>     2019-06-20 23:23:49 UTC https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562919     Reading list jesicaj https://padlet.com/jesicaj/na2fwlc9mzpl/wish/368562944 Erman, Y., Altıok, S., & Başer, Z. (2018). Using game-based learning with Kinect technology in a foreign language education course. Journal of Educational Technology & Society, 21(3), 159-173. Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2147863400?accountid=14771

    Gönen, S. K. (2019). A qualitative study on a situated experience of technology integration: Reflections from pre-service teachers and students. Computer Assisted Language Learning, 32(3), 163-189. doi: 10.1080/09588221.2018.1552974

    Koua, V. (2013). The internet in French language teaching and learning: Positive and negative impacts. Theory and Practice in Language Studies, 3(4), 564-571. doi: http://dx.doi.org.myaccess.library.utoronto.ca/10.4304/tpls.3.4.564-571

    Smith, C. W. (2017). Essayons: French as a second language teacher beliefs and experiences of technology-enhanced practices (Order No. 10630485). Available from ProQuest Dissertations & Theses Global. (1923429073). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/1923429073?accountid=14771

    Van Praag, B., & Sanchez, H. S. (2015). Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. ReCALL, 27(3), 288-303. doi: 10.1017/S0958344015000075

    Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430. Retrieved from https://www-jstor-org.myaccess.library.utoronto.ca/stable/calicojournal.29.3.412


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