Open Page 94, Unit 6; go to the
websites on the “study”.
The 6th group has to post the experience, opinion,
question/answer, and comment with those links and the other groups (all
members) have to give comment.
Due date: Thursday, November 1, 2012, at 11.00 pm. for the 6th
group.
Monday, November 5, 2012, at 10.00 am. for
other groups.
If you get trouble in your own posting, you may post your
comment through your group on FB.
Do not forget to write down your identity (name and group).
Do not forget to write down your identity (name and group).
By group six:
BalasHapusIrmayasari
Ida Nuraini
Ina Sakinah
M. Ahkam A
Today we give some explanations related to the links or the two websites provided in Unit 6 about CALL Research. The two websites are CALICO and LLT. CALLICO stands for the Computer-Assisted Language Instruction Consortium, which is an international organization devoted to research for CALL development. LLT, Language Learning and Technology, is a refereed journal focusing on publishing research about the use of technology in language learning for ESL teachers. From the two websites, there are eight pages we will explain here.
In the first link (https://www.calico.org/html/article_426.pdf), we may find a case study about the use of synchronous computer-mediated communication or “chat” for a language learning purpose. The case study was conducted over a nine-week period in two fourth-semester college Spanish classes. L2 here is Spanish and L1 is English. It’s not a new thing for us because what we are doing in the CALL class is using “chat” for language learning.
In the next link (http://llt.msu.edu/vol6num1/pdf/deridder.pdf), it’s a research entitled Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? In this research students were asked to read the texts online. To help them understand the passage well, they are easy to access the meaning, definition, or explanation of some new words for them just by clicking the words. This kind of study could be found in BBC and many other Websites aiming to language learning.
Another link (http://llt.msu.edu/vol7num2/pdf/thorne.pdf) shows how in intercultural communication, mediated by cultural artifacts (i.e., Internet communication tools: e-mail, facebook, instant messenger, etc) can be helpful in language learning. Three case studies conducted here tell us that different students may have different internet communication tools to prefer. Some students may prefer e-mail than IM, while others may prefer IM than IM for language learning.
The link (http://llt.msu.edu/vol5num1/sengupta/default.pdf) showed a research about exchanging ideas with peers in network-based classrooms: an aid or a pain. For some, it’s useful because it’s considered a new way of learning and thinking and it made them more active and more cooperative but others found this heavy workload. They were afraid of being judged by other students because of wanting to give critical, rational, and reasonable ideas with limited time.
In the fifth link (https://www.calico.org/html/article_326.pdf), there’s a research about the incidental development of L2 proficiency in NS -NNS email interactions. It’s useful for some students because they have a better chance to focus on the linguistics correctness. Unfortunately, this’s not good for others who need to focus on delivering their ideas rather than to focus on the linguistics form.
Then, the link (http://llt.msu.edu/vol7num2/pdf/kotter.pdf) explained about Negotiation of meaning and codeswitching in online tandems. In this research, there were 29 29 language students from classes at a German and a North American university. All of the students had to have a chat each other in the MOO, a chat room, by using English as a target language. It’s useful to get to know more about English because they could share each other by using English and of course they would have asked whether some new English words or other languages; it helped them expand their vocabulary not only in English but also in other languages.
BalasHapusIn the seventh link (https://www.calico.org/html/article_400.pdf), the research entitled “Second language incidental vocabulary retention: The effect of text and picture on annotation types.”In this research, three annotation types were compared: text-only, picture-only, and a combination of the two. The participants were 151 adult ESL learners at beginning and intermediate language proficiency levels. The participants read a story for comprehension purposes using the Internet. Three types of instruments were used for vocabulary retention assessment: Picture recognition, Word recognition, and Definition Supply tests.
BalasHapusThe last link (https://www.calico.org/html/article_453.pdf), the research entitled “Using the Web in Elementary French and German Courses: Quantitative and Qualitative Study Results.” The authors presented here an analysis of both quantitative and qualitative data collected for a study of the impact of World Wide Web use in Elementary French and German courses (first and second semester) in Fall 1998 and Spring 1999. Specifically, the control groups attended class with the instructor four days per week. The treatment groups attended class with the instructor 3 days per week and completed a web activity each week on their own time to “replace” the fourth class meeting. The main research question was: would the treatment group’s performance in the areas of reading, writing, listening, speaking and cultural understanding be similar to that of the control group in French and German, over two semesters of first year language study at the university level? It was found that there was no pattern of statistically significant differences between the treatment and the control groups in any of these areas.
By group six:
Irmayasari
Ida Nuraini
Ina Sakinah
M. Ahkam A
We are very sorry for being late. We thought the deadline was November 2. We got misunderstanding. Please, accept our apologize. Thanks
BalasHapusby group six
the web so helpful guys...syukron
BalasHapusNIM : 20401109052
BalasHapusPBI : 4 GROUP 4
Thanks for your nice explanation,,,
I think you have very Clearly Explained this website. it's very interesting, in this link to learn vocabulary incidentally, the understanding of the text, and the reader, then how in intercultural communication, mediated by cultural artifacts (ie, Internet communication tools: e-mail, facebook, instant messenger, etc.) can be very helpful in learn the language and have different communication internet tools freely choose to learn a language. and then about exchanging ideas with peers in a classroom-based networks help or hurt. In some ways, it is useful because it is considered as a new way of learning, thinking, and it makes them more active and more cooperative. And there is also about the development of incidental L2 proficiency in NS-NNS email interactions. This is useful for some students because they have a better chance to focus on linguistic correctness.
Then, explain the meaning and codes witching Negotiation in online tandems. In this case, there are 29 language students from a class in German and North American universities. All students should have a chat with one another in the MOO, chat room, using English as the target language. It's useful to know more about the English because they could share with each other, I think it's very useful for the teacher.
THANKS
KARMILA
BalasHapusPBI 3
GROUP 5
nice explanation,,,
personally I interesting with http://llt.msu.edu/vol7num2/pdf/thorne.pdf because this link use cultural artifacts e.g e-mail, facebook, etc to show intercultural communication, as we know that cultural artifacts become a popular way to communicate so it can helpful students in language learning.
Big thanks!!!
MISMAR M
BalasHapus20401109054
PBI 4
GROUP 4
HIii...lovers Education.
thanks for six grop explanation...after I raed the explanation, I GOT many information that improving my knowledge in computer programs..and also it's give me some information how to study and doing learning proses trough computer system....thamks again...
MUKTADIR
BalasHapus20401109066
PBI 04
GROUP 3
That's great explanation....
I'm interesting to the first link (https://www.calico.org/html/article_426.pdf), because we may find a case study about the use of synchronous computer-mediated communication or “chat” for a language learning purpose.
the student will probably easy to study and understand about their subject, because they can directly see it and listen to, so the student will be more getting point that they use audio-visual...
Munawarah musa
BalasHapus20401109067
PBI 4
assalamualaikum. wr. wb,Nice explanation for the sixth group, you have explained eight links. those are very helpful for language learning and specially those will enhance our knowledge about CALL.through all the links,we will develope CALL that have show us many way to know CALL deeply. Thanks...wassalam
Aslm …….
BalasHapusname : muh. Imran .s
nim : 20401109060
Klp : PBI 4
GOOD JOB FOR THE SIXTH GROUP ………I HAVE SAW this web and it is very interesting ,but I have some question ,what the advantages and disadvantages of this links base on your group ???? thanks …..
Could you make your question more specific please?
HapusYou may focus on one link you are most interested in
Aslkm . . .
BalasHapusit is a really distinct explanation from the Group who have responsibilities.
I am interested on the second explained link (http://llt.msu.edu/vol6num1/pdf/deridder.pdf). The web provide reading material. Here, the one who access this web can directly access the new word which is not recognized. The meaning, definition, and all about the the word searched. Nice is a word for those kind of advantages.
Name: Muh. Syihab As'ad
Group: second group of CALL
NIM : 20401109065
dear group six.............
BalasHapusNice explanation from the sixth group, you have explained clearly 8 pages of the website. by reading it, our knowledge about some research for CALL,for example in the seventh link the research about 29 language students from classes at a German and a North American university, but All students use English for chatting. many others can we get by reading this website.
Thanks........
Nama :Ina Erlina
Nim :20401109043
Group: 1
Nama : Hasnawati
BalasHapusNim : 20401109037/ PBI 3
The First Group
Nice explanation for the sixth group, all web are very helpful for learning and many information about technology……….. thanks.
Name : Marhamah (the first group of CALL)
BalasHapusNIM : 20401109051
Assalamu Alaikum...
Thank you very much for the sixth group who have trying hard to deliver a great explanations about CALICO and LLT. From the eight website (research) I’m interested on the second link (http://llt.msu.edu/vol6num1/pdf/deridder.pdf). It is a good research about vocabulary learning, text comprehension, and the reading process by using the highlighting of hyperlinks. After reading discussion and conclusion from this research, I think we may consider using the highlighting of hyperlinks to improve students’ vocabulary learning, text comprehension, and the reading process. Thanks...
Those are good explanations. And it may be your responsibility to explain all of the websites to give comments. I personally consider that when we deliver many explanations in one time make crowded and it will close audience idea to give you a response. (Buatlah orang bertanya-tanya to make a discussion crowded, just my suggestion and perception)Thanks for your great information. Assalaamu`alaikuum
BalasHapussorry, i meant, give many explanations and those are very clear make me cannot ask you a single question. once more because of your clear explanation. applaud. . .
BalasHapus