“Trends in computer-based second language assessment” –Jamieson

Computer-based tests could be highly effective in assessing students’ L2 knowledge, for instance with regards to grammar, vocabulary, reading comprehension, and listening comprehension. The article mentions how computer adaptive tests based upon students’ scores can obtain a profile of the test takers as they proceed taking the test. As a result this could provide the teachers with a better knowledge of the abilities of their students. Also the articles mentions how tests could be adapted to the ability and interest of test takers. This is an important point with regards to L2 learning because if tests are too difficult and above the level of students they might lose interest in learning L2. The author also discusses response type tests in which the responses of the test takers can be scored by a computer, as opposed to multiple choice questions. The response given by the test taker is matched with the pattern of the correct response. While this could have limitations, it can still be useful in the context of L2 learning. The article discusses different types of computer-based technologies that can be utilized by L2 teachers, especially in distance learning these technologies could be highly effective.

Reflections on class

This was a great quarter and I learned a lot. I especially liked how we were introduced to different types of tools that could be utilized in teaching L2. The class presentations were also great and I was also introduced to great tools that were both effective and fun. Different technologies enable us to bring authentic material and culture of the L2 into the classroom which could enhance learning and has the potential to engage the students in learning. I also enjoyed blogging and see blogging as a great tool for L2 learning with much potential.

“Evidence for a collective intelligence factor in the performance of the human groups” – Woolley et al.

In this study the researchers wanted to test the hypothesis that “groups, like individuals, do have characteristic levels of ‘intelligence,’ which can be measured and used to predict the groups’ performance on a wide variety of tasks” (1). The researchers wanted to know whether collective intelligence in this sense even exists. The researchers assigned individuals to different groups and asked them to perform different kinds of tasks such as visual puzzles, brainstorming, making moral judgments, etc. group members individual intelligence was measured in the beginning and at the end the groups were asked to play checkers against a computer opponent. The results supported the hypothesis and researchers found that a general collective intelligence (c) does exist in groups. The researchers replicated this study with some modifications and found that c was a significant predictor for group performance as opposed to individual members’ intelligence. The researchers also found that other factors such as group cohesion, motivation, and satisfaction did not predict group performance and did not have impact on c. However they found three factors that correlated with c: social sensitivity of the group members, distribution of conversation turn-taking, and proportion of females in the group. The researchers concluded that c was dependent upon the composition of the group and the way group members interacted when assembled. With regards to L2 learning, teachers can make use of this collective intelligence and assign group assignments that will benefit all group members. For example, students can create group blogs and do research and present their results on their blogs. Or students could create a multi-authored story on a blog. This kind of learning will add to all group members’ knowledge and will motivate the students since they will be contributing to other people’s learning.

Reflections on class

The OMG video was a great example of how technology can be used in a creative way for L2 teaching. I especially liked how the video did not require a lot of material, that is this was an affordable project that could be replicated in other languages. I also liked how she was using repetition which is an important aspect of L2 learning and her focus was mainly on inside cultural phrases or words. She was presenting her viewers with a wealth of authentic material that they might not be provided with from their textbooks. This video was a good example of how technology can be used in creative and effective ways for teaching purposes.

Qikpad

“Developing intercultural communicative competence through online exchanges” –Chun

In this study the researcher examined the discourse produced by L2 learners in asynchronous forums and synchronous chats between American and German students. The study revealed that these different tools, that is the forum and the chat, are not neutral media and they each foster a different kind of pragmatic and syntactic style (415). For example, in the forums the entries were longer and more formal, whereas in chats they were shorter and informal. Also, the data showed how the students interacted according to their own pragmatic norms and this sometimes resulted in clash of expectations. For example, the American students asked more questions in the chats and perceived the Germans to be less interested in their thoughts, despite the fact that the German students asked questions. On the other hand the researcher found interesting dialogues in the forums where the topic was regarding cultural or political topics. This was an interesting study and it revealed how intercultural communicative competence was dependent upon different factors such as the medium of communication and the topics being discusses.

Reflections on Class

We have been using Google docs a lot in class and I find them very useful. For example, last week’s exercise where we commented on a student’s essay is a good example of how Google docs can be used in class to help students work and collaborate on assignments and provide feedback. I also liked the corpus website that was presented to our class. A comprehensive corpus like that could be a useful tool for L2 learners especially with regards to learning vocabulary. The dictionary does not provide many examples of how a word can be used but a corpus can provide many different examples of how a word is used in different contexts and from different genres. In brief, we have many different kinds of sophisticated tools that could be utilized for learning different aspects of L2. But still they can be most useful when used judiciously.