Joy Egbert

A Study of Flow Theory in the Foreign Language Classroom

This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a persons interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.

Moving Forward: Anecdotes and Evidence Guiding the Next Generation of CALL

This paper is grounded in the concept that it is the use of the technology to support language learning, not the technology itself, which makes a difference in language learning contexts. From this foundation, this paper provides a brief overview of some of the issues in the field of CALL that currently hold import and may be even more central in the future. It addresses concerns in research, teacher education, classroom practice, independent CALL, and developing technologies. The purpose of this paper is to present one view of where the field is now and where it may go in the future in supporting the achievement of language learners with technology use.

Understanding Computer-Supported Group Work: The Effects of Interaction Frequency on Group Process and Outcome

AbstractInteractive, anonymous, computer-supported brainstorming has been shown to be useful for a variety of forms of group work. Brainstorming software helps students work together to generate and evaluate ideas together effectively and efficiently. A laboratory experiment was used to evaluate the effects of group member interaction frequency—a major component of the automated brainstorming process—on computer-supported groups performing an idea-generation task. Interaction frequency is defined here as the length of time group members are allowed to form and input their contributions and the related rate at which group members exchange their contributions electronically. This study found that group members who interacted frequently and individuals whose outputs were pooled outperformed individuals working alone and group members who interacted infrequently. Although frequently interacting groups of students were among the most productive at generating ideas together to solve a problem, they also felt mo...

Mediating the digital divide in CALL classrooms: Promoting effective language tasks in limited technology contexts

This paper focuses on the divide at the classroom level in computer-assisted language learning (CALL) that is centered on how those who have technology use it in the pursuit of effective language teaching and learning. This divide is the result in part of the current emphasis on emerging technologies in the CALL literature and in CALL language teacher development that seems to indicate that good CALL activities and lessons can only be carried out with the use of advanced and cutting-edge technologies. The aim of this paper is twofold: (a) to argue that optimal language learning activities can be supported by the use of ‘limited’ technologies, and (b) to present a framework for developing language learning tasks in limited technology contexts. We do not suggest ways to bridge the digital divide that exists between technology haves and have-nots. Instead, we focus on ways to provide effective language learning experiences in CALL classrooms regardless of the technologies available. In doing so, we propose ways to work around the divide created by the overemphasis on new technologies. We suggest that rather than lamenting the fact that our tools are not the latest and greatest, we must pay attention to using the tools at hand to students’ best advantage while we look for ways to obtain additional resources. We must also consider and collaborate with educators who have accepted the position that the use of limited technology cannot be effective in supporting student learning or who do not know how to use their technology to present students with effective opportunities. By addressing these issues in the literature and other forums, the digital divide in CALL classrooms between good technology use and poor technology use can be bridged to the benefit of all.

To Flip Or Not To Flip? That's Not The Question: Exploring Flipped Instruction in Technology Supported Language Learning Environments

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments (e.g., Egbert, Hanson-Smith, & Chao, 2007) and student engagement (Lin, 2012, and others). This conceptual paper links flipped instruction to these two models and then briefly describes an ESL teacher education course that involves U.S. pre-service teachers learning Chinese online as part of a flipped classroom. The paper concludes by suggesting how flipped instruction might work in other CALL contexts and related issues.

“Out of complacency and into action”: an exploration of professional development experiences in school/home literacy engagement

Parents can provide interaction that is crucial to student learning. Helping teachers connect students’ home and school lives and assisting parents in understanding possible roles in student learning can contribute to student achievement. A one‐year funded project focused on: (1) helping teachers involve parents in the literacy achievement of their children; (2) developing responsible, effective, technologically enhanced partnerships between teachers and parents; and (3) providing a model for professional development in home/school literacy connections. This article explains the research base and procedures for the project, outcomes that impact how parent–teacher engagement can be formed, examples of effective activities, and guidelines for teacher educators to promote successful professional development in home/school engagement.

Four Faces of Differentiation: Their Attributes and Potential

T eachers, teacher educators, and researchers care deeply about students’ achievement. However, current assessments, such as the National Assessment of Educational Progress in the United States, have noted the small percentage of 8th-grade students who achieve a proficient performance (Grigg, Donahue, & Dion, 2007). To address students’ various needs, we call for teachers to differentiate their practices. To better understand differentiation, we surveyed existing scholarship with a particular focus on three general areas: 1) various approaches to differentiation, 2) the implications of each approach for application and implementation by classroom teachers, and 3) the potential of these differentiation options for effecting achievement for all students. Our interest in these three general areas translated into the following specific questions: 1) How do scholars and public policymakers define differentiation?, 2) What implications do these various definitions have for teachers’ implementation of differentiation?, 3) What empirical evidence warrants the use of differentiation?, and 4) What unanswered questions about differentiation for achievement might the education community address?