Webby Link!
Posted byCheck out my website for Task 4.
http://amirulshariff.host56.com/
Task 2: Literature Review
Posted byComparison of Face-to-Face and Electronic Discussion in Second Language Classroom.
Education reform has brought the implementation of using technology in the language classroom. In this case, education is now divided into two ways of delivering the idea; face-to-face and electronic discussion in teaching English language. One of the supposed benefits of computer-mediated communication is that it can result in more equal participation among students. However, face-to-face discussion has been practiced in the language classroom for the rest of the history of teaching and it has proven that students could have discussion in the classroom normally due to a few circumstances such as; language ability and student attitude. The purpose of this study is to compare the face-to-face and electronic discussion in the second language classroom.
Although e-learning is still in its infancy, the knowledge acquired by teachers who use online and face-to-face methods can be great of use in improving both types of teahing, which is the reason why researchers nowadays study issues related to these teaching methods, e.g. Urtel (2008) and Georgouli et. al. (2008). Several researchers (Warschauer, 2004; Fitze, 2006; Vandergriff, 2006; Sook Kim, 2008; Diaz & Etonado, 2009, among others) have reported on the peculiarities in design, contents, activities, interaction, tools and evaluation processes in face-to-face and online modes of teaching.
In the 1980s, computer conferencing began to be used in academia and the business world, both in its asynchronous form (largely through e-mail discussion lists) and its synchronous form (through real-time discussion on local area networks). For teachers of second language classroom, the rationale and motivation were largely the same as for their first language counterparts.
For teachers of general second language classes, there were a number of additional motivations, including the desire to provide authentic communication partners (Cohen and Miyake, 1986; Paramskas, 1993) the recognition of the importance of cultural exchange (Soh & Soon, 1991) and the desire to teach new learning skills to language minority students (Cummins & Sayers, 1990). According to Warschauer (1996), it is found that students used language which is lexically and syntactically more formal and complex in electronic discussion than they did in face-to-face discussion, thus demonstrating another possible advantage of computer-mediated communication.
There are still some people who prefer face-to-face communication in learning. Scientist say that body language and facial gestures can say many things about a person, his strong and weak sides, his traits, manners and even habits. To know what kind of students the teacher is dealing with is very essential aspect in teaching. Face-to-face discussion would help to eliminate many farther misunderstandings. However, in terms of learning, face-to-face discussion somehow would discourage the students’ participation in the classroom.
Sullivan and Pratt (1996) found that 100% of the students participated in electronic discourse and only 50% in the face-to-face discussion. Kern (1996) and Kelm (1992) similarly found that some students said nothing face-to-face, while all participated online. Warschauer (1996) in an experimental study comparing small group discussion online or face-to-face, found that the online groups were twice as balanced, principally because the most silent students increased their participation many-fold online. A study found that the student-directed nature of the discussion –which contrasted greatly with the face-to-face discussions in the classroom, almost all of which were dominated by the teacher; allowed students to explore and develop their opinions on important topics related to second language learning.
Second and foreign language teachers have also claimed that electronic communication has proved an equalizer in their classrooms. Tella (1992) found that Finnish girls, who traditionally have less access to and experience with computers than boys, benefited greatly from their full and equal participation in an international English-language e-mail project. Kelm (1992) added, computer-assisted classroom discussions are great equalizers of student participation. Kern (1995) compared electronic and face-to-face discussions of the same length in his university French class and found that all students participated in two 50-minute whole class electronic discussion but four did not participate at all, while five tended to dominate, in two 50-minute face-to-face discussions. Sullivan and Pratt (in press) conducted a similar study and found that 50% of the students participated in a whole class face-to-face discussion compared to 100% in a whole class electronic discussion.
Evidence suggests that electronic communication can bring about more equal participation among second and foreign language students. However, all of the previously reported studies compared whole class discussion, where it is especially likely that shy students would be afraid to participate. No studies yet have attempted to compare systematically student participation in face-to-face and electronic discussions which take place in small groups, where the patterns of interaction might be different. It is still undecided yet of which method is the best to be implemented in the second language classroom because both methods have their own pros and cons. In Malaysia, the government has taking up several actions in supporting the implementation. Smart schools would be taken up as the pedestals in implementing the computer mediated classroom in Malaysian schools. However, teachers should play a pivotal role in this ambitious act to perk up the education level in second language learning. The traditional and modern method of learning can be adjoined in making this revolution a success.
References
Alonso D., L., & Blázquez E., F. (2009). Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different?. Educational Technology & Society, 12 (4), 331–343. Retrieved February 16, 2011 from http://www.ifets.info/journals/12_4/28.pdf
Fitze, M. (2006) Discourse And Participation In Esl Face-To-Face And Written Electronic Conferences. Language Learning & Technology. January 2006, Volume 10, Number 1 pp. 67-86. Retrieved February 22, 2011 from http://llt.msu.edu/vol10num1/fitze/
Kim, K.. Understanding synchronous online and face-to-face communication with EFL
learners. Ph.D. dissertation, University of Alberta (Canada), Canada. Retrieved February 28, 2011, from Dissertations & Theses: Full Text.(Publication No. AAT NR46346). Retrieved February 20, 2011 from
Vandergriff, I. (2006) Negotiating Common Ground In Computer-Mediated versus Face-To-Face Discussions. Language Learning & Technology January 2006, Volume 10, Number 1 (pp. 110-138). Retrieved February 20, 2011 from http://llt.msu.edu/vol10num1/vandergriff/
Warschauer, M. (2004). Technology and writing. In C. Davison and J. Cummins (Eds.),
Handbook of English Language Teaching. Kluwer: Dordrecht, Netherlands. Retrieved February 21, 2011 from
Website Evaluation -the Answers
Posted by1. What does the application attempt to “teach”?
I went through the Google application and found one website that is suitable for my first task of TSL 641’s Computer Assisted Language Learning. It is not that hard to find a language-teaching-website nowadays as there are thousands of running websites on the web. Finally, I chose the Eva Easton’s Authentic American Pronunciation website to fulfill the task. This domain is located at 69.163.235.244 with evaeaston.com hostname. The site is described as: Lessons about authentic use and pronunciation of American English. There are plenty of terms associated with this site lessons pattern examples practice quizzes pronunciation consonants vowels.
I went through the application and managed to understand the aim and purpose of the website. The application attempts to teach the authentic American pronunciation. The target user of this application could be either the native speaker itself or second language learner. From this website users would have the chance to learn how to pronounce various kinds of words in both types; consonants and vowels. In this website, there are thirty four (34) different tutorials which are Answering Machine Message, Contractions, Education Vocabulary, Greetings and Response and etc. All of these tutorials are in alphabetical order. User will easily find this on the home page of the website.
The website is divided into three main categories which are Consonant Sounds, Vowel Sounds and Teaching Pronunciation. In the Consonant Sounds category, the user will learn how to pronounce consonant words properly according to the English American style. In this section, user will get to learn about all the categories of consonant sounds such as plosive, affricates, fricatives, nasals, liquids and semivowels. The webmaster also includes the phonetic symbols of each alphabets and sounds. In the Vowel Sound category, the webmaster provided the users with useful information about vowels. The website is also included with the vowel categories such as the height, forward or backward and rounded or unrounded. These categories refer to the position of the tongue. As for the Teaching Pronunciation category, the webmaster provides a lot of links to help users to find more information and to understand on pronunciation.
2. What sorts of things is the application user expected to do with regards to learning the content?
The user would not have to expect much in using the application from the website. In other words, I must say that this website is user friendly and it focuses only on one aspect which is listening. Through my experience in operating this website, I would only have to go through the tutorials which are clearly provided by the webmaster before I decided to go any further. I would recommend the users to scale down their expectations in dealing with this website. If we look at other websites, they provide too many categories to choose from and users would have to decide on which section should they experiment on. As for this website, users would not have to browse through so many sections, just to make sure the users spend more time roaming around the website, to find their target section. The webmaster had made it easy for the users to access the website. After all, the users just have to make sure that they know what they need to do effortlessly.
3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?
When it comes to operating or handling computer or any related source of it for example, websites, Microsoft applications and so on, users are expected to have the required amount of computer skills in order to work on with the programmes. Thus, it is believe that computer skills are essential to all these days. The best definition of computer skills when it comes to mind is being able to make a computer do what you want it to do.
From this website, I found that users would need to have the basic amount of computer skills to utilize the system. The most important thing is, users have to know how to browse the website. The users should know what they want and looking for from the website. The major focus of this website is listening skill. Thus, users are expected to know how to download the applicable player for the website in order to listen to the tutorial and instructions for the quizzes provided. Other than that, it is believe that some of the activities from the website require the users to have typing skill.
4. While you are “playing”/”accessing”/”assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?
The website’s major intention is to focus on one of the language learning skill which is listening skill. This is actually fairly similar to what I have been gone through this programme. During the pre-degree session, I went for the listening skill course which was one of the core subjects of the programme. The course offers a lot of input to the students. I had the chance to learn about the basic sound in the English language. I experienced the lecture made us to listen to recorded material as part of the tutorials. This is basically what the website has to offer. Other than that, I learnt about the phonetic symbols of the words of English during the course period. As to this website, it also offers the tutorials for the sounds of each word so that users will know the correct way to pronounce each word or sound.
5. Can you pinpoint some theories of language learning and/or teaching underlying the application?
According to the CALL history, the use of computer in language learning dates back to the early 1960’s. Through time, the history of CALL has been divided into three phases: Behavioral CALL, Communicative CALL and Integrative CALL (Al-Shehri, 2004; Braul, 2006; Lee, 2000; Warschauer & Kern, 2000). Each of these phases portrays the development of CALL throughout time.
Through this website, it implies Behavioral CALL and Integrative CALL in the learning process. This website promotes drill and practice type application whereas; the users get to experiment with the tutorials before going through the quizzes. According to Behavioral CALL, the program provides a stimulus to which the users provide responses. Then, the computer would analyze errors and give feedback. However, the website only promotes listening activity in which further explanation is not required. Other than that, this website involves Integrative CALL. This is because the website integrates multimedia and internet in the learning process. The users will find that the website coincides with the development of multimedia technology, as the proof would be; the webmaster promotes text and audio as part of the learning process.
Besides that, this website also promotes theory linking to language learning skill which listening skill. I found that this website promotes non-reciprocal way of interaction which means a one way communication. In this theory, listeners are not required to participate. Participation accounts as involvement in the conversation. As the website only provide audio aids, it means the computer will do all the talking and the users will have to process the information attained from it.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
The term constructivism refers to the idea that learners construct knowledge for themselves, each learner individually or socially, as he or she learns (http://www.exploratorium.edu/IFI/resources/constructivistlearning.html). Based from my experience after going through the website, I feel that constructivist theory in learning is not well applied in the lesson. From my opinion, the activity in the website does not promote active learning to the users. As we all know, learning is an active process in which the learner uses sensory input and constructs meaning out of it. According to Dewey’s term, the more traditional formulation of this idea involves the terminology of the active learner stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learners engaging with the world. The activity in this website requires the users to listen and pay attention to what is uttered from the website and fill in the blanks provided in a form of questions. I do not accept that as an active learning. To add it up, the constructivist theory in learning agrees that learning involves language, in which the empirical level, researchers have noted that people talk to themselves as they learn. However, as I mentioned earlier, the website promotes non-reciprocal way of communication in which there is only one way of interaction where the computer speaks, the user listens.
7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation - was the computer a replacement for teachers, or merely an obedient servant to students?
At the start of the twenty-first century ‘multimedia’ has become virtually synonymous with ‘computer’. With these changes, issues in computer-assisted language learning (CALL) have also evolved from an early emphasis on how to use the new technology to research on technology's effects on learning. Higgins and Johns (1984) framed the major debate of the 1980s and early 1990s over whether the computer was ‘master’ of or ‘slave’ to the learning process: Was the computer to be a replacement for teachers, or merely an obedient servant to students?
From my point of view, I would say that computer is neither slave nor master. This is because to some certain extent, computer could act as a master and to certain extent it could act as a slave as well. Through my experience, I would sometimes depend on the computer to the task which I was instructed to do. For example, in doing this assignment, most of the information I gained is from the journals and articles that I found on the web. Besides, I am evaluating a website which belongs to the web for crying out loud. However, computer is a medium which I “ordered” to attain all this information and to help to complete this assignment. Thus, I am certain that computer can be considered as both master and slave depending on the circumstances.
As to my personal evaluation, I still believe that computer could never replace a teacher. It is undeniable that it is more fun, easier, and for some, it can be considered as complete, but it cannot fully substitute teachers. The computer is programmed by humans at the first place. Thus, anything that is in the computer could never be as supple as teachers. The students are only able to access information which strictly provided in the computer. It is almost impossible for us to create a perfect computer, which can readily adapt to our every need and desire. We could never really turn to computers as a replacement yet. Computers could only act as a helping hand for the teachers.
8. Would you like to use the application yourself in your future work?
Yes? Give reasons:
No? Give reasons:
Truthfully, I would not use this website as an assistant in my future work. The reasons are because; the website is lack of interactive and exciting activities. Language learning should be done in a fun way with more games, animation and sounds. The website is quite uninteresting as the activity is focused on listening only. In my opinion, if this application was to be used in Malaysian schools, it will not be able to gain students’ interest in learning English.
Other than that, the application is also only suitable to adults who want to learn very seriously. The home page is not well organized as it is directed straightly to the tutorials. The preface seems to be dull and dreary. The only colour is blue and though the colour is soothing, it does not stimulate the brain. I do not think that this website is suitable for students.
Suggestions/Recommendations.
I would recommend that this website should add more interesting games and activities. If I were a student, I would definitely avoid this website as it is not that easy to operate. This is because; I have tried to install a few media-related software in order to work on this website. This would kill the interest of the user as it consumes time before user can actually get into the learning process. The focus on different age of users will also be preferable as most users have different interests and learning methods. Generally, the outlook of the application also could be improved by applying a better layout. The graphical users interface (GUI) for the website is quite out of date and should be replaced with a new and better one. The application could also add more interactive features such as Adobe Flash. The quizzes that are only limited to fill in the blanks questions could also be further developed. The application should also added more interesting sound, instead of listening to lackluster voice over and over again, it should be replaced with more energetic and engaging voice, so that the users can interact better with the application.
MAKE SOME (Organised) NOISE!
Posted by
The Ultras Malaya pumping up the crowd right before the start of the match outside the stadium. NOT PICTURED: kuaci-munchers and fucktards
By now, the success of the Malaysian team and the spirited display of support by the Ultras Malaya in the 2010 AFF Suzuki Cup have gained some amount of attention on the national level, if not in the region. The ‘Tanah Tumpahnya Darahku’ banner, the giant jersey (thank you, Nike Malaysia. You guys must be swimming in piles of Malaysian kit-sales money by now.) and the infamous upside down giant Jalur Gemilang (again we unreservedly apologise for that screw-up, or do we?) have caught the attention of Malaysian football fans, for both good and bad reasons. People are now aware of the existence of a group of young men and young-at-heart men who call themselves the Ultras Malaya with their organised passionate support for the national team. Basically what we do is cheer our team on for the duration of the match regardless of the outcome of the match. For a more detailed explanation, do read earlier articles available on this website. And it is not only us that do it this way. It is basically what many other football ultra groups abroad also do to show their support.
However, there are still those who are mystified as to why we do it this way. People were asking questions like “Why the need to stand for 90 minutes?” “Tak penat ke nanti?” “But how can I pay my fullest attention to the game when I have to sing and there are guys standing up in front of me?” “Menang AFF ni masuk World Cup automatik kan?” (Ok the last question is not relevant to the discussion but the guy asking it was punished for his complete ignorance by being barred from attending local matches and made to watch English football instead. Lower league English football).
The answer to these questions lie in the fact that the Ultras Malaya believe that a more vocal support from the fans actually helps any team perform better. In regards to the Harimau Malaya, there are several more-or-less facts-based points that we would like to make in defence of our belief that we played a part in the recent years’ success. (What? You want a strictly factual article? You’re browsing the wrong website, you chump)
Firstly, since 2009, the Rajagobal-helmed national team had won almost all of their matches when those matches were attended by the Ultras Malaya, which mostly were home matches. They won against Syria, Yemen, Korea Olympic squad, Maldives and who could forget the two famous victories in the recently concluded AFF Cup against Vietnam and Indonesia. The only time they lost at home were to Uzbekistan 3-1 in a Asian Cup qualifying match in December 2009 and the other is the famous 3-2 defeat to the Manchester United vacationers (The Ultras Malaya attended the match, but somehow were drowned out by a sudden capacity-crowd turn out of suspiciously Asian-looking Mancunians. Hmmm, we never realised there are that many Mancunians in Malaysia.) Now we wouldn’t go as far as claim that we are the reason behind this success, but it is nice to believe, that we’ve had a hand in helping the players perform better and capture glory for the country.
Take your cue from the capo
The second point occurred during the home match against Indonesia. Now the details are a little hazy, after all who could remember exactly who did what and when, when your team is leading your regional rivals by three goals and complete strangers keep trying to hug and high-five you. (It officially ventures into weird-territory when a suspiciously effeminate-looking guy keeps trying to victory-hug you a few times, but that’s for a different article) During the match, one of the Malaysian players kept gesturing to the Malaysian fans to make more noise by repeatedly raising both his hands after every goal. Now if that isn’t a proof that players thrive on a vocal support of the fans, I don’t know what that is. Maybe someone can please spot this in any of the match highlights on Youtube and post it in the comments section?
The final proof that we would like to point out happened after the match against Vietnam. An assistant coach of the Malaysian team reportedly thanked the Ultras Malaya for doing our bit in unnerving their opponents. Can there be a bigger proof than this expression of gratitude from a team official? What exactly did we do? Well, if we tell you we’re gonna have to kill you and use your corpse as grass fertiliser for the Bukit Jalil pitch afterwards heheh. And no, we’re not talking about laser pointers ladies and gentlemen. Let’s leave such a primitive and obvious tactic to the Indonesian fans, shan’t we? (Yes, they totally did it during the opening match and no, the Ultras Malaya do not support such unsporting behaviour) We in Malaysia prefer to employ more overt yet also more efficient but no-less insidious methods. Cue evil laughter.
Capitalist Nike = BAD. A capitalist Nike-sponsored giant jersey for Ultras Malaya tifo = GOOD
And if all these points fail to impress you, there’s only one more thing to tell you. Singing and dancing in the stand during a football match is definitely way more fun than just sitting down, munching kuaci, hurling water bottles and yelling obscenities at underperforming players.
Of course there may be some people who say “I make noises too, I have vuvuzelas and horns!” The point here is to make organised noise, because if it is just a bunch of people making random uncoordinated noises, what we have is merely cacophony which the players on the field can’t make out and get pumped on. But were those efforts organised say, by singing songs the words to which many fans know, then you have 1,000 fans singing songs the words to which the players can actually understand and use to motivate themselves!
The conclusion is that being one of the ultras means being proactive in our support of the team. No more being helpless. It is a football revolution which begins in the stands all over the country. Gone now are the days of the teams being abused by their own supporters. We are now the unofficial stake-holders and stock-holders of our teams, we are in this through the good times and also the bad, which means we, through our vocal and visible support, have equally as much responsibility to our respective teams as the players and the management do. It also means showing to the management that there are still people who care about the state of Malaysian football and these are the same people who will burn the
To the new groups of Super League ultras, persevere. Established supporter clubs will envy you for not wanting to be affiliated with them, kuaci-munchers will verbally abuse you for being noisy (are they confusing the stadium for the library?), and fucktards will hurl half-eaten burgers at you because, well, they are fucktards and at home their family members hurl things at each other as a method of communicating instead of just talking. Simply ignore them and keep doing your thing, as we Malaysians are conditioned from a young age to automatically despise those who act, talk and dress differently than the mainstream society does. That’s essentially why we dont tolerate gays, mat rempits, deviant religious sects and that one particular kid when you were in school who liked hip-hop over rock music. In relation to the previous point, another thing about us Malaysians is that we are a flock of sheep. We will only do what the majority does. When you are established in your support of your respective teams, the same ‘sheep’ who once verbally abused and threw water bottles at you will suddenly want to join you even when they actually have no intention of standing for 90 minutes and cheering your team; because you are by then the ‘in’ crowd. When you are eventually succesful in getting people to join your ranks, make sure you weed out the lalangs who will abandon the team the first moment the team plays badly, and retain the true supporters.
We hope this article has helped explain more on the need to be vocal in your support. So come make some noise. Better still, come make some organised noise with the Ultras Malaya.
By -llclll-
The Start...
Posted byin the love of God...this the first post for the new blog...the previous was on the web for the past 2 years i think...and i would never have created a blog just to write my diary...this is for the course demand...the CALL...
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