L544 CALL Software/Website Evaluation

Software/Website Title: Starfall.com Where children have fun learning to read

Website URL: starfall.com

Grade/Age Level: preschool, kindergarten, first grade, second grade, special education, homeschool, and English language development (ELD, ELL, ESL)

Language & Content:

The intended purpose of Starfall is to help facilitate phonemic awareness and learn to read with phonetics in children that are either early/advanced readers and/or have reading difficulties. The main goal in Starfall is to allow students to utilize the website and create a student-centered learning environment that facilitates an effective reading environment through fun and interactive activities.

The content of the website is devoted to language arts (reading), which include stories, rhymes, games and songs that encourage children to read. Students learn the sounds of the alphabet and vowels, and then they learn to read simple stories accompanied by interactive games that allow students to create words from root words, prefixes, and suffixes as well as long vowels, short vowels etc. All this is done through audio and visual interactive books.

External guides are varied from extra reading documents, visual aids, and interactive exercises. Students are able to practice their comprehension skills by applying the information they learned in the interactive games. They can either read the book on their own, and/or have it read to them. External documents also include printouts that accompany the visual aids. There are Level Journals that supplement the “interactive books” so that students are able to grasp letter-sound relationships and practice on the worksheets with digraphs, blends, word families and creative writing exercises. (http://www.starfall.com/n/N-info/level-1.htm?n=downloadcenter&educators)

Students like Starfall mainly because it is an interactive website. Students are able to answer questions, create words, play games and listen to rhymes. The stories have a natural appeal to younger children. The stories are funny and animated. The animations result from the cause and effect of the storyline allowing language learners to grasp the gist of the story.

The goals of the website are geared towards developing phonemic awareness, systematic phonics, vocabulary, fluency and comprehension. Their reading-based resources and activities are modeled through the list found by National Institute of Child Health and Human Development as well as aligning the content that meets Rading and Language Arts Standards. This website would also like to develop in students a motivation to read. Through using the computer, students are able to develop the language goals by fun and amusing activities.

  

There are many ways students are able to practice their reading, either through interactive activities, repetition, audio and visual reading activities, or through downloadable worksheets, journals or practice pages. All of Starfall’s programs allow students to give back a feedback on the “books” and “activities”. By either selecting they liked the program, did not like or did not care. There is a help section, FAQ section and a feedback page. The starfall curriculum has entry, mid-year, and post year assessments that must be ordered or a downloadable Teacher’s GUIDE (here is the site http://more.starfall.com/downloads/N-info-curriculum/starfall-kindergarten-catalog.php). Here is an example of a week 5 curriculum: http://more.starfall.com/downloads/N-info-curriculum/week5.php

This website allows students to easily navigate through the site and start performing tasks. This website is user friendly for younger students, with the large text format, graphics and pointers. Starfalls is colorful and exciting as well as encouraging for students who are low-level English learners.

Many students have taught themselves to read using this website, so that in itself is an accomplishment. Students have strengthened their reading skills, and vocab through this site.  I am pleased with the amount of external and supplemental worksheets within this site, so that students can strengthen their writing skills as well, because writing skills is just as important as reading skills. They have even added a mobile app for the user/parents/educators.

Since Starfall has incorporated Social Studies, Science and Technology, I think that they should expand their site to include 3-6 grade readers, or struggling readers in these grade levels. I did not locate a search feature, so this would be a good addition to the site. Overall, I believe this site is user-friendly and well developed which is evident by the high success rate.     

Utilizing the Concordancer

I also feel that training to use and utilize concordances might be burdensome for some low-level English language learners. If the language learner is at the lower level stage then the concordances may be overwhelming, however if the LLer is in advanced stages in learning then they have an great ability to benefit from concordances. I agree that through concordancers students are able to get a wide view on how lexical/grammar is used in meaningful context. "The call for teaching grammar in discourse contexts has its roots in functional grammar and is founded largely on the belief that grammar deals not only with forms but also with semantics and pragmatics" (Liu, Jiang, 2009, p.62). There are a wide variety of concordance softwares, therefore I noticed that some are more easier to use, while others have more corpus data than others. Students are able to use Wild Cards (if you are using AntConc) to check multiple or single words and phrases, words that are associated with the main word, and/or words etc. In regards to COCA, there is a ? next to Word (s), COLLOCATES, POS LIST etc. that, when clicked, gives you a step-by-step example on how to get concordance results and this is also available under the SECTION and DISPLAY sections. There are multiple displays, such as Lists, Charts, KWIC,and COMPARE to view your display and choose your context, whether it be in Spoken, Fiction, Magazine, Newspaper etc areas. Overall when training students in using COCA concordancer basically the training may be time consuming but once the student gets a feel of the software they will be able to utilize it during their LLing experience. 

In learning collocations, I would say that the inductive approach is more beneficial, since students are observing the concordance data to find a pattern in grammar and vocabulary usages thus deducing a relative rule concerning grammar/lexical usage. While, in deductive approach, a student will, "use corpora either to test the rules and patterns they have learned or to classify concordance data by applying the rules and patterns" (Liu & Jiang, 2009,p. 62). In teaching Lexico-grammar, I would say that the inductive approach is beneficial for students since through conducting analysis of the concordance data, LLers are able to retain the lexico-grammatical patterns and usages and "conducting concordance analysis of recurrent collocational and colligational patterns leads to acquisition of more useful general grammatical rules" (Liu & Jiang, 2009,p. 62). In addition, the analysis of corpus data allows LLers to view lexical usages in context forms.

The limited size of corpus data is, in my opinion, temporary. When corpus data is used more readily in LLing environments, the increasing popularity will ultimately increase the context data incorporated in the software. I think that in EFL classes will benefit from corpus data learning in greater magnitude, since they are able to "instantly explain difficult lexicogrammatical issues" (Liu & Jiang, 2009,p.69). But incorporating corpus based data learning in the classrooms, EFL teachers or ESL teachers are able to explain difficult lexical/grammatical usages and provide concordance results as examples. With the increasing usage of concordances, there will ultimately be an increase in corpus data results.  

Copus Based Language Learning

This was an interesting topic, one that I would not have particularly explored until I read both articles. Data-driven learning, I felt was geared mostly towards adult learners who are enrolled in remedial courses. Since most of the students who benefit from data driven learning are in the university level, their interest is geared towards more broader topics as well as learning the lexical usage within their respective fields. I also found that corpus based language learning can also be put to use for employees of Call Centers in India, and/or foreign businessmen who are constantly interacting with English speakers or vice versa. Challenge is the main stimulus behind corpus based language learning, and I think that this is achieved as Johns (1991) states, "What distinguishes the DDL approach is the attempt to cut out the middleman as far as possible and to give direct access to the data so that the learner can take part in building up his or her own profiles of meaning and uses" (p. 297).  I agree with Johns (1991), that we must give room for exploration since there is a multitude of usages of one word and/or expressions and this can be researched through DDL, "with the teacher abandoning the role of expert and taking on that of research organizer, has continued and has proved a powerful stimulus to student enquiry" (p. 297). I have had numerous enquiries from my own students in reference to a particular usage of a word or phrase. The use of Corpus of Contemporary American English (COCA) is very easy to use through its variety of areas of concentration and elements for a particular word. Since my mindset is focused on the usage of corpus based language learning for younger students, I was not particularly impressed by the lack of corpus for younger students or beginning ELLs.  

In the Lexical Approach article, I agreed with Rogers (2001) that through reading, and concordance databases students get access to a large amount of lexical usage for a particular word or phrase. My students, who are ELLs have asked about the lexical usage of certain words and it wasn't until I read this article and looked at both JEFLL and COCA, was I able to understand that students can go to these databases and search for the lexical collocations of certain words. Most of my students' "mother tongue" is not English, therefore the juxtaposition of particular word foreign word would differ from that of English words. Another point brought up was word frequency, and the databases such as COBUILD which, "would aim to cover the most frquent 700 words together with their common patterns and uses" (Rogers, 2001, p.135) should be the main object of the classroom, so that students, especially ELLs can familiarize themselves with common phrases, words and lexical usages. 

Teacher and student both as discoverers is a great way to open new avenues of learning and research. Students are able to effectively learn on their own and bring new ideas and discoveries to the classroom. Most of our learning multiplies when we do research and analyze the areas that we lack in expertise. I have found that students, especially LLs, are more apt to learn through discovery and research especially through data analysis through the internet which allows the, "examination of large corpora of language samples taken from 'real life' (Rogers, 2001, p.136). 

Reaction to Anderson's Article (2003)

"Getting the mix right" is definitely necessary in distance education. As educators, we have to first place primary emphasis on interaction between student-content, student-teacher, and student-student interaction. Anderson (2003) clearly laid down the key components of learning, one of which is "the value of another person's perspective". I have also found this to be an important facet in distance learning. Comments, suggestions or encouragement from the educator or from students can and may determine the students ability to perform in the content area whereas there can be an opposite effect if the comments are negative and/or discouraging.Informal or formal interaction in the educational contexts are both beneficial and encouraged, whether it be student-teacher, student-student, and student-content). Media that supports the various modes of interaction definitely benefits LLs, especially during informal interaction when the teacher is not available as noted, "attention to the creation of a personal voice in the content, and attention to ways to create “guided didactic interaction” in the text materials, can create high levels of student-content interaction" (Anderson, 2003, p. 12) For example, I have a student (I am currently doing some ESL work at a local elementary) who is a 2nd grader. She is a struggling reader and has minimal comprehension. Therefore I have decided to have her interact with media that will assist her in increasing her reading skills such as Starfalls (www.starfalls.com) so she can interact with modularities within her own pace (asynchronous). As displayed through Anderson's polls, "there is a wide range of need and preference for different combinations of paced and un-paced, synchronous and asynchronous activity, and also a strong desire for variety and exposure to different modes and modularities of educational provision and activity" (p. 7).

I am skeptical about Anderson's equivalency theorem, "Deep and meaningful formal learning is supported as long as one of the three forms of interaction is at a high level. The other two may be offered at minimum levels, or even eliminated, without degrading the educational experience..."(p.7). I'm not sure if he supports this claim or has just deduced this from his experience, however I am unconvinced that eliminating or deducting one mode of interaction can be beneficial for student achievement. Students, in my opinion, need all three modes of interaction to get satisfying results especially for the learning experiences in LLs. Language Learners need to interact with both their peers and content as well as teacher towards high achievement. I agree with Slavin (1995) that, "...enhancing student-student interaction in the classroom through case or problem based learning activities, have long been shown to increase not only student achievement, but also student completion and enjoyment rates "(Anderson 2003, p. 12). Another point brought by Anderson's article (2003), is the high level of learning with minimum student-teacher interaction in independent study students. In my opinion, ELLs may not be able to achieve the "high level of learning" without student-teacher interaction because the content material may not be comprehensible. Web based courses, I agree have "... the capacity of the Web to support enhanced levels of content interaction, and for autonomous agents to be created to assist both teachers and students in the educational process" (Anderson, 2003, p 16). Of course learning assistants are available for LLs through the Web, and this allows students to clarify content information, in some cases 24 hrs. However, there is a limit to assistance since the assistant may not be available and/or they don't know the material or how to convey it to the learner. Again, I believe there is a definite need for LLs to balance between, student-teacher, student-student and student-content, for higher achievement. Since distance education is more focused on student-student and student-content interaction there may be difficulty in the long run in regards to high achievement of success especially for language learners. 

ASL Blog Evaluation

Blog/Software/Website Title:  Teach Me Sign Language

Website URL: http://teachmesignlanguage.com/category/weekly-sign-videos/

Grade/Age Level: 2^nd grade (able to read) - adult

Language & Content:

When I first came upon this blog, I found the content very helpful and informative for those who want to learn ASL (American Sign Language) and find helpful external resources to facilitate their knowledge in this language.    This site directs their audience to various places (such as links to ASL dictionary, ASL fingerspelling, ASL classes in the New Hampshire area, ASL events etc.) and the site provides weekly videos that teach new words in ASL.  This site provides the external resources on one page, http://teachmesignlanguage.com/online-resources/learning-sign-language-online-resources-for-beginners/, which is extremely resourceful for beginners.  Again, there are video accompanied with the resources found on each link, (how to fingerspell, ASL dictionary words), therefore you feel that you are being assisted in every way if you are a beginner trying to master ASL. Fingerspelling and ASL dictionary are two very important fundamental resources that must be used when learning ASL, therefore these resources are extremely helpful.  If a beginner learner or just one who wants to further their knowledge in ASL comes upon this site, they will feel a sense of strong support due to the amount of videos accompanied with the author’s written instructions in following her directions when learning new words.  The target audience also feels comfortable and well taught when looking through this blog, due to the helpful external resources provided and if one lives in the New Hamphsire area, classes that are available to assist you.  This site is directed to English speaking or ASL LL, as all the content is written in English, and the author speaks in English to the audience. When watching the videos that teach you new words, you may leave a feedback through comment link found next to each video. The layout of this site is very user friendly, as you may easily navigate from page to page and find your place in the blog. The layout is very clear and well spaced; therefore it is not cluttered and confusing.  Each tab is clearly labeled with what content is found under that page. The blogs strengths include, clear formatting, well informed external resources, clear instructions in learning ASL through weekly demonstration videos, and helpful class information for those willing to learn ASL in the New Hampshire area. She may improve her blog by having her videos divided into categories on the weekly videos tab, and then the user can click the category (for example: sports) and then a user can see all the videos she has done on sports, etc.

Egbert (2005): Principles of CALL & Content Based Instruction

"...teachers should use such software and Web sites only when they have carefully planned how to use them so that they meet the conditions for effective language learning" (Egbert, 2005, p. 113).


The aforementioned quote simply summarized the main basis for the inclusion of CALL in language learning classrooms. Egbert (2005) had introduced to readers various useful information on the utilization of technology in schools to enhance language learning and content-based instruction. The standards introduced demonstrated what should be an educator's main goal so they do not detract from the main objectives, otherwise there is a fear of potential loss than gain in education and time. The eight goals (p.7 - 8), or learning conditions, and ESL/TESOL standards should be the teacher's primary objective before formulating CALL instruction in the classrooms.  Basically, computer technology should be utilized only when the goals and objectives can assist learner's towards an optimal and effective learning experience. Teachers should be aware that their approach towards language learning does not fall into technocentric learning--"technology use must be subordinated to the learning goals" (Egbert, 2005, p. 11).  Egbert (2005) provides five guidelines on using educational technology which I found to be very useful and informative. Through my own experience, I have discovered Webquests to be an effective language learning instruction that allows LLs to complete task-based instruction at their own pace either in a group setting or autonomously.

In this article I was first introduced to ISTE (International Society for Technology in Education)'s NETS (National Education Technology Standards), not knowing that this was even available. I looked over their website, which was a bit out of date, but discovered useful information to assist teachers in establishing an enhanced learning environment with the use of technology. There are standards for both teachers and students alike, not to mention administrators, to fulfill their goals in a CALL classroom environment. This site has also provided a place where teachers can purchase supplementary resources to assist them in the use of technology in their classrooms.

In Egbert (2005) article, he surmised that "content is purposeful, not just a vehicle to learn language; rather, the language is the vehicle for content learning" (p. 106). In my experience as an EFL teacher, I have witnessed this first hand. Language is the main source towards optimal content learning, otherwise without thorough understanding of the target language LLs cannot successfully understand the content material. LLs need assistance during both language and content instruction simultaneously and this can be accomplished through the usage of technology. However, both language and content teachers have to collaborate and be mindful of meeting the objectives in utilizing technology in language/content-based instruction to minimize any complexity that may arise.

Warschauer (2010): New Paradigms in Technology

If there is one lesson we have learnt about the 21st century, it's that our tangible world has turned into an virtual world through the global network. Whether it concerns working remotely, educating through the Webcam or learning online, we have utilized the global network to interact and exchange information through a virtual context. Network-based Language Teaching (NBLT) is the new-age medium of interactive learning for Language Learners, "where human-to-human communication is the focus" (Warschauer, 2010, p.28). Warschauer (2010) has introduced the importance of communication, whereby LLs can communicate one-on-one or with many people through the network either locally or globally, 24 hours a day, through computer-mediated communication. Whether the CALL approach is structural (computer-as-tutor model), cognitive (learner centered) or sociocognitive (interactive human communication via computer), it is necessary to include each approach during the language learning process/instruction through the medium of tools, such as computer-mediated conversation, multimodal communication, blogs, wikis, and various hardware and software. Communication is the key to learning, especially for language learners developing their academic skills. CALL has elevated language learning to a new dimension, whereby the 21st century student can utilize technology to enhance and enrich their learning experience.