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The Challenge of Learner Training for CAL=
L
Phil Hubbard
Stanford University
CALICO 2002
![](3D"slide0001_image003.gif")
![](3D"slide0001_image005.gif")
![](3D"slide0001_image007.gif")
????
CALICO
3/30/02
P. Hubbard: Learner Training
2
The Problem
•CALL gives language learners more cont=
rol and
responsibility over their own learning
<=
span
class=3DBB style=3D'position:absolute;left:-4.03%'>•Specifica=
lly, we
need to train them to adapt to the software
CALICO
3/30/02
P. Hubbard: Learner Training
3
Outline
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-3.99%'>•<=
/span>Briefly
describe current forms of training in CALL and related areas&#=
13;
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-4.04%'>•<=
/span>Suggest
five principles for effective learner training
•<=
/span>Example
from ESL academic listening class
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-4.71%'>•<=
/span>Discuss
4 areas for learner training: meaning technologies, CM=
C,
use of web materials, and tutorial CALL
CALICO
3/30/02
P. Hubbard: Learner Training
4
Learner training research &=
amp;
practice
•General computer training
<=
/div>
CALICO
3/30/02
P. Hubbard: Learner Training
5
General computer training
•Early work on “computer
literacy”
•Recent work on the Internet
•Becoming less critical over time
CALICO
3/30/02
P. Hubbard: Learner Training
6
Learner training research &=
amp;
practice
CALICO
3/30/02
P. Hubbard: Learner Training
7
Training for specific applications
•To avoid frustration
•To complete tasks
•Eck et al. (1994) & Jones (2001):
training takes considerable time
<=
span
class=3DBB style=3D'position:absolute;left:-4.54%'>•Students =
&
teachers may skip tutorials
CALICO
3/30/02
P. Hubbard: Learner Training
8
Learner training research &=
amp;
practice
CALICO
3/30/02
P. Hubbard: Learner Training
9
Learner control
•Generally considered a good thing
=
•Higgins (1984) magister vs. =
pedagogue
•Boling & Soo (1999): a high degree=
of learner
control may not be best
<=
span
class=3DBB style=3D'position:absolute;left:-4.02%'>•Pennington
(1996): tools which seem under learner control may cont=
rol
learners (e.g., grammar checkers)
CALICO
3/30/02
P. Hubbard: Learner Training
10
Learner training research &=
amp;
practice
CALICO
3/30/02
P. Hubbard: Learner Training
11
Learner strategy training
•Metacognitive & cognitive
strategies
•Reading & listening strategies
=
;
•Strategies may not transfer (Haskell,
2001)
CALICO
3/30/02
P. Hubbard: Learner Training
12
Learner training research &=
amp;
practice
CALICO
3/30/02
P. Hubbard: Learner Training
13
Training for learner autonomy
•Warschauer et al. (200=
0):
autonomy one of five learning goals for Internet training
=
<=
span
class=3DBB style=3D'position:absolute;left:-4.46%'>•Healey (1=
999):
learners need to control time, pace, path to goal &
measurement of success
<=
span
class=3DBB style=3D'position:absolute;left:-4.13%'>•Increasing
interest: monograph by Benson (2001)
CALICO
3/30/02
P. Hubbard: Learner Training
14
OK, but why train?
•Won’t learners left alone gravita=
te
naturally toward uses of technology most helpful to them?
<=
span
class=3DBB style=3D'position:absolute;left:-4.65%'>•Is it the=
case
that training is needed at beginning stages but not later?
CALICO
3/30/02
P. Hubbard: Learner Training
15
Five principles for learner training=
1)Experience CALL yourself
•
CALICO
3/30/02
P. Hubbard: Learner Training
16
Experience CALL yourself
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-4.39%'>•<=
/span>Explore
a foreign language website of a language you know to some
degree
CALICO
3/30/02
P. Hubbard: Learner Training
17
Five principles for learner training=
1)Experience CALL
yourself
2)Give learners teac=
her
training
CALICO
3/30/02
P. Hubbard: Learner Training
18
Give learners teacher training
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-4.02%'>•<=
/span>Explain
your approach and encourage them to develop their own
=
;
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-4.69%'>•<=
/span>Provide
a few relevant principles and generalizations from
research and practice
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-4.22%'>•<=
/span>Work
with students on setting objectives, planning, and maintaining
motivation
CALICO
3/30/02
P. Hubbard: Learner Training
19
Five principles for learner training=
1)Experience CALL
yourself
2)Give learners teac=
her
training
3)Use a cyclic
approach
•
CALICO
3/30/02
P. Hubbard: Learner Training
20
Use a cyclic approach
•Few things are learned the first time
through
•Learn the details piece by piece, not =
in
one marathon session
<=
span
class=3DBB style=3D'position:absolute;left:-4.45%'>•Use later
sessions to remind learners of points they may have
forgotten
<=
span
class=3DBB style=3D'position:absolute;left:-4.13%'>•Let learn=
ers
“play” with a new application before pedagogical train=
ing
or serious assignments
CALICO
3/30/02
P. Hubbard: Learner Training
21
Five principles for learner training=
1)Experience CALL
yourself
2)Give learners teac=
her
training
3)Use a cyclic
approach
4)Use collaborative
debriefings
CALICO
3/30/02
P. Hubbard: Learner Training
22
Use collaborative debriefings
•Collaborative learning is generally
useful
•CALL activities are often in
isolation—sharing the experience keeps them on task
=
<=
span
class=3DBB style=3D'position:absolute;left:-3.89%'>•Debriefin=
gs help
students maintain a balance between task and language learning =
objectives
<=
span
class=3DBB style=3D'position:absolute;left:-3.96%'>•Encourage
students to prepare for these; use real material (chat logs,
etc.) if available
CALICO
3/30/02
P. Hubbard: Learner Training
23
Five principles for learner training=
1)Experience CALL
yourself
2)Give learners teac=
her
training
3)Use a cyclic
approach
4)Use collaborative
debriefings
5)Teach general
exploitation strategies
CALICO
3/30/02
P. Hubbard: Learner Training
24
Teach general exploitation strateg=
ies
•Mine language material for other uses
•Make difficult material easier: use repetition,=
pausing,
and meaning technologies
•Make easy material more difficult
<=
/div>
–Turn off meaning technologies
–Reduce volume
–Hide support materials (e.g., MC answers)
–Push speed
–Do oral/written dictations on items
CALICO
3/30/02
P. Hubbard: Learner Training
25
Areas for general training
•Meaning technologies
CALICO
3/30/02
P. Hubbard: Learner Training
26
Meaning technologies
•Use freely when comprehension is the
goal
<=
span
class=3DBB style=3D'position:absolute;left:-3.92%'>•Let a str=
ong area
support but not submerge a weak one (e.g., translation,
captions)
<=
span
class=3DBB style=3D'position:absolute;left:-4.25%'>•Take adva=
ntage of
copy-paste and screen capture capabilities
<=
span
style=3D'visibility:hidden'>•
CALICO
3/30/02
P. Hubbard: Learner Training
27
Areas for general training
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Meaning
technologies
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Computer-=
Mediated
Communication
CALICO
3/30/02
P. Hubbard: Learner Training
28
Computer Mediated Communication
• If workin=
g with
NS’s, mine material for language
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Teaching Agents in Tutorial CALL
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Teaching Agents in Tutorial CALL
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Teaching Agents in Tutorial CALL
• Interacti=
onal
sequences in tutorial CALL
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Teaching Agents in Tutorial CALL
– Summariz=
ing
content of videos, dialogues, etc.
– Reflecti=
ng on
item feedback
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Teaching Agents in Tutorial CALL
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Teaching Agents in Tutorial CALL
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Teaching Agents in Tutorial CALL
• Week 9: In=
troduce
native speaker sites (CNN, NPR, Online News Hour): discuss meani=
ng technologies
(e.g., www.babylon.com) & use strategies
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gSldStack.length--;
var sldList =3D gSldStack[gSldStack.length-1];
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}
}
var custShowList=3Dnew Array();
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{
var t=3Dthis
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t.SetActive =3D _IBSetA
t.SetInactive=3D _IBSetI
t.SetPressed =3D _IBSetP
t.SetDisabled=3D _IBSetD
t.Enabled =3D _IBSetE
t.ChangeIcon =3D null
t.UserAction =3D action
t.ChgState =3D _IBUI
t.mObjId =3D oId
t.mBorderId=3D bId
t.mWidth =3D w
t.mIsOn =3D t.mCurState =3D 0
}
function _IBSetA()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _IBSetI()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0
}
}
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obj.style.posLeft+=3D1; obj.style.posTop+=3D1
}
}
function _IBSetD()
{
obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 )
obj.style.posTop=3D0
}
function _IBSetE( state )
{
var t=3Dthis
GetObj( t.mBorderId ).style.visibility=3D"visible"
if( state !=3D t.mIsOn ) {
t.mIsOn=3Dstate
if( state )
t.SetInactive()
else
t.SetDisabled()
}
}
function _IBP()
{
var t=3Dthis
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if( t.UserAction !=3D null )
t.UserAction()
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obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth
}
t.SetActive()
}
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var t=3Dthis
SetBorder( GetObj( t.mBorderId ),clr1,clr2 )
obj=3DGetObj( t.mObjId )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj=
.style.posTop
t.mCurState=3DnextState
return obj
}
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var t=3Dthis
t.Perform =3D _TBP
t.SetActive =3D _TBSetA
t.SetInactive=3D _TBSetI
t.SetPressed =3D _TBSetP
t.SetDisabled=3D _TBSetD
t.SetEnabled =3D _TBSetE
t.GetState =3D chkState
t.UserAction =3D action
t.ChgState =3D _TBUI
t.mObjId =3D oId
t.m_elementsId=3D oeId
t.mIsOn =3D 1
}
function _TBSetA()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gHiliteClr,gShadowClr,0,0 )
}
function _TBSetI()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
}
function _TBSetP()
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if( this.mIsOn )
this.ChgState( gShadowClr,gHiliteClr,1,1 )
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function _TBSetD()
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this.ChgState( gFaceClr,gFaceClr,0,0 )
this.mIsOn =3D 0
}
function _TBSetE()
{
var t=3Dthis
if( !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
else
t.ChgState( gShadowClr,gHiliteClr,1,1 )
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function _TBP()
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var t=3Dthis
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if( t.UserAction !=3D null )
t.UserAction()
if( !t.GetState )
return
if( t.GetState() )
t.SetPressed()
else
t.SetActive()
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function _TBUI( clr1,clr2,lOffset,tOffset )
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SetBorder( GetObj( this.mObjId ),clr1,clr2 )
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ft }
function SetBorder( obj, upperLeft, lowerRight )
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s=3Dobj.style;
s.borderStyle =3D "solid"
s.borderWidth =3D 1
s.borderLeftColor =3D s.borderTopColor =3D upperLeft
s.borderBottomColor=3D s.borderRightColor =3D lowerRight
}
function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] }
function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() }
function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() }
function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() }
function BtnOnUp()
{
b=3DGetBtnObj()
if( b !=3D null )
b.Perform()
else
Upd()
}
function GetNtsState(){ return parent.gNtsOpen }
function GetOtlState(){ return parent.gOtlOpen }
function GetOtlTxtState(){ return parent.gOtlTxtExp }
function NtsBtnSetFlag( fVal )
{
s=3Ddocument.all.item( this.m_flagId ).style
s.display=3D"none"
if( fVal )
s.display=3D""
else
s.display=3D"none"
}
function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etActive() }
function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etInactive() }
var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"=
THREEDFACE"
var gBtnArr =3D new Array()
gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan=
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gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt=
lPane,GetOtlState )
gBtnArr["nb_nts"] =3D new TxtBtn( "nb_nts","nb_ntsElem",parent.ToggleNtsPan=
e,GetNtsState )
gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","nb_prevBorder",30,parent.GoToP=
revSld )
gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","nb_nextBorder",30,parent.GoToN=
extSld )
gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent=
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gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa=
rent.FullScreen,null )
gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent=
.FullScreen,null )
gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_voice"] =3D new ImgBtn( "nb_voice","nb_voiceBorder",18,parent.=
ToggleVNarration )
gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlTxt","nb_otlTxtBorder",23,parent=
.ToggleOtlText )
gBtnArr["nb_nts"].m_flagId=3D "notes_flag"
gBtnArr["nb_nts"].SetFlag =3D NtsBtnSetFlag
gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState
var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr=
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function ShowMenu()
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BuildMenu();
var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y=
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m =3D PPTSld.document.all.item("ctxtmenu")
m.style.pixelLeft=3Dx
if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) )
m.style.pixelLeft=3Dx-m.scrollWidth
m.style.pixelTop=3Dy
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m.style.display=3D""
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s.cursor=3D"default"
s.width=3D"120px"
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SetCMBorder( iObj, "threedhighlight","threedshadow" )
iObj.style.padding=3D2
CreateMenuItem( iObj,sNext,M_GoNextSld,M_True )
CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld )
CreateSeparator( iObj )
CreateMenuItem( iObj,sEnd,M_End,M_True )
mObj.style.visibility=3D"visible"
}
function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa=
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function Highlight() { ChangeClr("activecaption","threedhighlight") }
function Deselect() { ChangeClr("threedface","menutext") }
function Perform()
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() )
e.Action()
else
PPTSld.event.cancelBubble=3Dtrue
}
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{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() ) {
e.style.backgroundColor=3Dbg
e.style.color=3Dclr
}
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function M_HasPrevSld() { return( parent.HasPrevSld() ) }
function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() }
function M_GoPrevSld() { if( gIsEndShow ) { history.back(); PPTSld.event.ca=
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function M_True() { return true }
function M_End() { window.close( self ) }
function CreateMenuItem( node,text,action,eval )
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e.innerHTML=3Dtext
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e.style.color=3D"threedshadow"
e.onclick=3DPerform
e.onmouseover=3DHighlight
e.onmouseout=3DDeselect
s=3De.style;
s.fontFamily=3DsFont
s.fontSize=3D"9pt"
s.paddingLeft=3D2
}
function CreateSeparator( node )
{
var sObj=3DCreateItem( node )
SetCMBorder(sObj,"menu","menu")
var s=3DsObj.style
s.borderTopColor=3D"threedshadow"
s.borderBottomColor=3D"threedhighlight"
s.height=3D1
s.fontSize=3D"0px"
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function CreateItem( node )
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var elem=3DPPTSld.document.createElement("DIV")
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------=_NextPart_01C2C982.DA0C0EF0
Content-Location: file:///C:/D86846A2/calico02b_files/fullscreen.htm
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="us-ascii"
Teaching Agents in Tutorial CALL
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Clarify
objectives for interactions
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Train in
negotiation of meaning
<=
/div>
<=
/div>
CALICO
3/30/02
P. Hubbard: Learner Training
29
Areas for general training
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Meaning
technologies
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Computer-=
Mediated
Communication
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Selecting=
&
exploiting web materials
CALICO
3/30/02
P. Hubbard: Learner Training
30
Selecting & exploiting web
materials
•Select familiar materials to support <=
/span>acquisition
•Select materials with related content
<=
span
class=3DBB style=3D'position:absolute;left:-4.36%'>•Select
conceptually simple materials for language focus
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Select ma=
terials
close to actual level
CALICO
3/30/02
P. Hubbard: Learner Training
31
Areas for general training
•Meaning technologies
•Computer-Mediated Communication
•Selecting & exploiting web
materials
CALICO
3/30/02
P. Hubbard: Learner Training
32
Interactional sequences
<=
span
class=3DBB style=3D'position:absolute;left:-4.34%'>•Recognizi=
ng
objectives for each activity
<=
span
class=3DBB style=3D'position:absolute;left:-4.1%'>•Thinking b=
efore
responding, if appropriate
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Using con=
trols in
an informed manner
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Pausing f=
or
consolidation
CALICO
3/30/02
P. Hubbard: Learner Training
33
Implementing learner
training in an ESL academic listening class-1
•First quarter graduate students: most
required, some voluntary
<=
span
class=3DBB style=3D'position:absolute;left:-3.82%'>•Week 2: T=
eacher
training (What is listening?)
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Week 3: H=
yperACE
& MicroReport
<=
span
class=3DBB style=3D'position:absolute;left:-3.8%'>•Week 4: Re=
training
& Debriefing. Goal not to get right answer but to
improve listening
CALICO
3/30/02
P. Hubbard: Learner Training
34
Implementing learner
training in an ESL academic listening class - 2
•Week 6: Debriefing: how to make it =
harder
•Week 6: Introduce EnglishBaby <=
span
style=3D'position:absolute;top:51.78%;left:4.32%;width:95.67%;height:48.21=
%'>(www.englishbaby.com)
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Week 7:
Debriefing of EnglishBaby
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Week 8: I=
ntroduce
Randall’s ESL Lab (www.esl-lab.com)
CALICO
3/30/02
P. Hubbard: Learner Training
35
Implementing learner
training in an ESL academic listening class - 3
•Week 9: Debriefing of =
ESL
Lab; discussion of alternative paths
<=
span
class=3DBB style=3D'position:absolute;left:-4.47%'>•Week 10: =
Review
approach & learning objectives
CALICO
3/30/02
P. Hubbard: Learner Training
36
Lessons learned
•Training leads to a
general learner awareness of language learning processes
• Training =
takes
time and effort
• Students
“get it” at differing rates
CALICO
3/30/02
P. Hubbard: Learner Training
37
Parting advice
<=
span
class=3DBB style=3D'position:absolute;left:-3.8%'>•Software
developers: Build more training into your products
=
<=
span
class=3DBB style=3D'position:absolute;left:-4.52%'>•Researche=
rs:
<=
span
class=3DB1B style=3D'position:absolute;left:-3.27%'>–Do more =
research
on trained instead of untrained users
<=
span
class=3DB1B style=3D'position:absolute;left:-3.82%'>–Do resea=
rch on
training practices
<=
span
class=3DBB style=3D'position:absolute;left:-4.3%'>•Language
instructors: Start training your students
‹header›
‹date/time›=
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
‹footer›
‹#›
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