Paul Gruba

The Role of Video Media in Listening Assessment

Abstract With a growing and widespread usage of video, satellite broadcasts and multimedia applications in the language classroom, test developers are beginning to utilise video media as a mode of presentation in the assessment of second language listening comprehension. The use of video media, however, presents a number of challenges to the listening assessor. In brief, the paper discusses how the use of video media as a mode of presentation influences the definition, purpose and research agenda of a second language listening comprehension instrument.

Understanding Digitized Second Language Videotext

Despite the widespread use of digital video and, increasingly, multimedia in listening instruction throughout second language programs, little is known about how learners attend to dynamic visual elements in comprehension. A lack of research in how listeners engage with videotext retards the development of computer-based listening skills. This investigation seeks to describe what learners do when they attend to digital video media. In conjunction with Japanese language instructors, three authentic Japanese news broadcasts were recorded and digitized for computer display. Through a series of immediately retrospective verbal reports, 12 tertiary students of Japanese provided verbal reports as they attended to a front-to-back viewing of videotexts. Based on constructivist perspectives of comprehension, the study produced a seven-category framework regarding the comprehension of second language videotexts. The results of this investigation point out that visual elements work in a number of ways that go beyond merely ‘supporting’ verbal elements; they are better thought of as integral resources to comprehension whose influence shifts from primary to secondary importance as a Hlistener develops a mature understanding of the videotext.

A Constructivist Approach to Communication Skills Instruction in Computer Science

From the social constructivist perspective of education, learning is best achieved when students face complex, real world problems in which there are no clear answers. Faced with a sizable common goal, students work collaboratively towards outcomes and maintain ownership over key decisions. The role of staff is that of facilitators whose role is to challenge learners to explore multiple aspects of the problem as they go about reaching viable solutions. Such a role contrasts, for example, to an approach which sets out to lead students to a presumed correct solution that is already possessed by the instructor. Based on these principles we designed and implemented a course on communication skills in computer science. Here, we describe our experiences using a student-run conference as a means to teach communication skills. In this approach, students were charged with the task of planning and organising a conference, including peer review, publicity, budget, sponsorship, web design, conference program, presentation schedule, speaker support, and catering. We describe the principles and their implementation and reflect on the outcome.

Approaches to the Implementation of Generic Graduate Attributes in Australian ICT Undergraduate Education.

Over the past few years Australian universities have sought to establish generic graduate attributes statements to meet the demands of external stakeholders. Within the area of information and communication technology (ICT), for example, professional organizations and employers want new ICT graduates to be able to talk with clients, create persuasive arguments and present work confidently. To meet such requirements, Australian ICT educators have explored a variety of methods to implement graduate attributes. The selection and content of delivery models, however, vary according to university policies and departmental cultures. In this paper we critically examine the dedicated, infused, and embedded approaches to the delivery of generic graduate attributes. To do this, we first trace the development of graduate attributes. Secondly, we present three diverse approaches by two ICT departments within the same university and discuss factors that lead to sustainable generic graduate attribute programmes. We conclude our paper with issues to consider when adopting implementation models and map out suggestions for further research.

Blending technologies in second language classrooms

Preface Theoretical Foundations Understanding Technologies Designs for Blended Language Learning Blended Language Learning Assessment Action Research in Blended Classrooms Blended Language Lessons in Practice Blended Programs in Practice Further Considerations References Index

The Development of Individual Learners in an L2 Listening Strategies Course.

This study examined the idiosyncratic development of second language (L2) learners in a listening strategies course. The progress of four Taiwanese EFL learners was examined longitudinally through a variety of quantitative and qualitative techniques as the learners participated in a course combining direct instruction of strategies with their practice embedded in the class listening texts. The results showed how all learners developed a greater balance in their use of top-down and bottom-up strategies, chiefly by selectively integrating suitable strategies from the course into their listening repertoires. They also developed in a number of person-related and task-related areas, including their confidence, motivation and feeling of control over the listening process.

Towards model-driven end-user development in CALL

The purpose of this article is to introduce end-user development (EUD) processes to the CALL software development community. EUD refers to the active participation of end-users, as non-professional developers, in the software development life cycle. Unlike formal software engineering approaches, the focus in EUD on means/ends development is especially relevant to CALL application design, which traditionally suffers from idiosyncratic development efforts, minimal organisational support, and poor documentation practices. With the continued emphasis on teacher-led development in CALL, there is an urgent need to investigate appropriate frameworks, methodologies and tools that assist end-user developers to produce quality-driven, fit-for-purpose CALL applications. To this end, we promote the use of model-driven architectures (MDA) in EUD environments, and describe how MDA strategies lead to better alignment between software engineering and CALL design practices. Our discussion in this article seeks to achieve two objectives: (1) to underscore current limitations and possible future directions in CALL software development; and (2) to inform end-user developers in CALL of an appropriate and accessible software engineering framework for language learning environments.

Toward an instructional approach to developing interactive second language listening

This study details the development of six second language learners in an English listening course that focused on developing their bottom-up listening skills. The research employed longitudinal multi-case studies to chart the development of these lower proficiency-level Taiwanese university learners, and their progress in the course was analysed in light of the main theoretical claims of this instructional approach. The study found that many of the learners did not develop in the manner theorized, at least over the 22-hour period of the course, spread over a semester and a half. The study also found that there was no particular ‘type’ of learner, in terms of their predominant approach to listening (i.e. top-down or bottom-up), most likely to benefit from such a course. It was concluded that bottom-up skills ought to be taught in conjunction with more knowledge-based listening strategies to develop learners’ interactive listening abilities. The study also underscored how listeners need to develop an interaction between bottom-up and top-down processes in order to progress.

Listeners' interactions with help options in CALL

Help options, or in-built application resources designed to provide assistance, have long been an integral component of computer-based second language (L2) listening materials. Despite their potential to promote comprehension and efficiency, research on the role of help options has lagged. Previous research has found that learners do not often make use of help options. With a focus on the interventions listeners may deem relevant for comprehension and task completion, the aim of this qualitative study is to examine the interactions of language learners as they use, or do not use, these potentially assistive resources. Data were gathered from 15 adult learners of English who worked with a set of Longman English Interactive© (2008) listening exercises over three one-hour sessions. Within two studies, each participant was interviewed on three and six different occasions. Through our cyclical analysis of the data, five themes emerged: Relevance, Challenge, Familiarity, Recovery and Compatibility. We define and discuss each theme, and we conclude the article with suggestions for further research.

Decoding the CoDe: A framework for conceptualizing and designing help options in computer-based second language listening

computer-based L2 listening; design; framework.; Help options; L2 listening; participatory design