Outiline

Mobile Language Learning

Purpose: To summarize the main ideas of an article in order to share the most important points.

Thesis: Glenn Stockwell’s findings have become obsolete.

Audience: English for Academic Purpose community

I. Recent research on CALL (computer assisted language learning) has often focused on different issues.

A. Learner autonomy.

B. Engagement of language learners in communicative tasks outside the classroom.

II. Analysis of why Stockwell’s findings in his research in 2010 were limited.

A. Technology seems to be developing faster than researchers can publish.

1.  Many of his findings seem to have already become obsolete.

2.  Many of the issues leading to his conclusions may have already been resolved by technological innovation.

B. Stockwell made some mistakes during the process of his research.

1. His activities were pen and paper activities, missing the point of MALL (mobile assisted language learning).

2. He simplified some facets of the mobile interface to accommodate the technological limitations of the platform.

III. It is still unknown whether MALL has the potential to replace our existing language learning resources.

Reference

Ballance, O. (2012). Mobile language learning: More than just ‘The Platform’. Language Learning and Technology, 16(3), 21-23. Retrieved October, 2012, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20170

Academic Summary

The Challenge of Online Learning as a Learning System

Goldin-Jones (2012) suggests that the design of most of the learning management system (LMS) has not really changed, remaining intact even though the Web environment has changed dramatically. He also states that notwithstanding the huge variety of new interactive, collaborative, and synchronous LMS, the instruction is led by a particular pedagogical approach. He observes that “The essential model is a closed, self-contained system using cognitive-behavioral learning, with emphasis on information presentation and measureable performance assessment” (p.4).   

Regarding technological models, Goldin-Jones (2012) highlights Moodle as the most outstanding LMS. He claims that it has many advantages, but the most important one is the fact that it is free of charge.

Furthermore, the author also argues that the fact that most LMS are very similar across disciplines is an advantage it can also have its drawbacks since “The static and controlled environment of an LMS is unlikely to either attract or stimulate such students” (Goldin-Jones, 2012, p.6).  According to the writer, students need to be informed in a bid to be technology literate. As regards this, Goldin-Jones (2012) asserts

That kind of knowledge is as important to language learners today as is meta-knowledge of how language and language learning work. They will need both the technology know-how and the awareness of their own language learning styles/aptitudes to function fully in a multicultural, multilingual world. (p. 6)

Goldin-Jones (2012) declares that in spite of popular belief, technology tools are not culturally neutral. However, most LMS are created taking into account students’ diversity. He declares “Universal design calls for consideration in all steps of development of the variety of users who might use the product” (p.7).

Lastly, Goldin-Jones (2012) mentions Dropbox and Google Docs as useful features of LMS for students to share files and write collaboratively. He points out this is a way of exposing the students to the tools and services that are available to build their knowledge so as to become a technology literate.  

Reference

Gowdin-Jones, R. (2012). Emerging technologies. Challenging hegemonies in online learning. Language Learning and Technology, 16(2), 4-13. Retrieved October, 2012, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20168

Task2-EAP

Academic writing: Starting with Wikipedia.

Academic summary.

Moving from personal writing to formal academic writing is a big challenge students have to face when going through higher education. Students must adopt styles, conduct research, summarize, paraphrase and meet audience expectations (Tardy, 2010). Another skill that must be learned is how to avoid plagiarism. Therefore, a certain level of expertise is required even though students do not see themselves as experts on the topic.

All these academic literacy skills are even more difficult in a second language. As a consequence, writing academic texts for second language (L2) L2 writers is a gruelling task. Tardy (2012) states that this arduous task of creating academic texts can be solved by “introducing the skills of academic writing for L2 writers through the process of composing an article for the web-based encyclopedia site Wikipedia” ( p.13).  

Tardy (2010) also affirms that writing for Wikipedia makes students face the challenges of academic writing and  it also raises awareness of the importance of reliability and credibility. Additionally, in order to support what she has claimed before, she makes reference to an assignment students had to accomplish in which students were expected to write a Wikipedia article. She also describes the steps learners had to go through and how successful this assignment has turned to be.

 To sum up, Tardy (20120) claims that even though writing formal academic texts could be a difficult task, its difficulty can be diminished by starting with small-scale research projects so that students can develop literacy skills gradually. She also states that writing a Wikipedia article can be one of those small projects for the students to start working with academic texts.

Reference

Tardy, C. M., (2010). Writing for the world: Wikipedia as an introduction to academic writing. English Teaching Forum, 1, pp. 12-19, 27. Retrieved October 2012 from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=19958