Development of a Multimedia Software System for Teaching English as a Foreign Language to South Korean University Students
David B. Kent. Graduate School of TESOL-MALL. Woosong University, South Korea. Faculty of Education, Language Studies and Social Work. Curtin University of Technology, Australia.
[email protected] Robert Cavanagh. Faculty of Education, Language Studies and Social Work. Curtin University of Technology, Australia.
[email protected]
Abstract: An empirical project aiming to assess the value and effectiveness of utilizing the English inherent
within the native vernacular as a means for developing linguistic competence of students within mandatory EFL courses in a Korean university English program setting is being developed. Along with this the Korean cultural learning style is going to be taken into account, and implications this holds for the implementation of computer-assisted language learning (CALL) considered. Explanation of the software systems to be deployed for the research will be presented.
Background Educational Applicability of the First Language (L1) for Second Language Acquisition (SLA) In the EFL arena first language use by students has traditionally been viewed as a crutch but, as Weschler (1997) argues, it can provide scaffolding and act as a building block for second language acquisition. Daulton (1998) agrees with this, viewing the native language as a resource rather than a problem. However, use of the first language with the target language has been seen as a hindrance, providing ‘interference’, which learners should try to avoid. Yet such ‘interference’ can be recast as a learner ‘strategy’, from which the learner’s native language can facilitate the second language acquisition process. However, Wigglesworth (2002 p. 22) cautions, even though native language use within EFL instructional settings can be defended, “the emphasis must be on use of the first language only where it is introduced with great care and attention, and only under clearly delineated, and predetermined, conditions”. That being said, the English inherent within the native vernacular is recognized as a learning resource for Japanese EFL students (Simon-Maeda 1997), and their Korean counterparts (Shaffer 1999). Daulton (1998) also highlights the limited empirical research available, illustrating positive effect of loanword use and English vocabulary acquisition, for Japanese EFL students at all levels. Unfortunately, no experimental studies are available involving Korean learners – this study aims at being the first.
Implications of the Korean Cultural Learning Style for Computer-Assisted Language Learning (CALL) “Confucian ethics and mentality still pervade everyday Korean life” (Hyun 2001 p. 206), and these precepts generate a cultural learning style that strongly influences the means of acquiring knowledge in Korea. Yet Korean-based studies dealing with the impact of culture and Confucianism on CALL use, but more specifically the impact of the Korean cultural learning style on this process are limited. Nevertheless, the literature does mention that Koreans are dependent learners that need to be told what to learn, how to do things, and when to do them (Lee 2000). Korean tertiary students are passive and need to be reminded to actively participate in the learning process, and that Korean
EFL students are mostly culture-bound (Kim 2000). Further, Soper (1997 p.18) notes that students “believing a teacher should dictate knowledge to them” came from backgrounds of a traditional nature. Min, Kim, and Jung (2000), also reveal that Korean students strongly agree with the attitude that a teacher is responsible for the learning of students. As such, the ‘empty vessel’ argument of teaching and learning has been, and still is, predominant. Ramifications of such a learning context would prove to hold substantial impact over implementation and development of any form of CALL within the tertiary level EFL context of the nation. Especially since, as Lee (2002, p. 102) reminds us, “cyberspace is a highly learner-centered and self-regulated learning environment, where learners must take responsibility for what and how to learn.” Although recognizing Korean teachers traditionally provide teacher-centered classrooms Kim (2000 p. 39) introduces the concept of cultural learning styles, and stresses; “Korean students have been accustomed to lecture-oriented rote-learning”, but use of computer-based learning can come to accommodate various learning styles simultaneously, and optimal results can be achieved through communicative activities using multimedia targeting specific language skills. Taking the local cultural and learning context into account may allow even greater promise for the effectiveness of CALL initiatives in Korea (Kent, 2004). Although much research linking the Confucian consciousness and Korean classroom interactions has been undertaken (found in Robertson 2002), with the impact of the Confucian consciousness on elements such as discussions within the EFL classroom (see Lim & Griffith 2003) and teacher-student interaction (refer to Min et al. 2000) well-recognized, there is limited literature detailing specifically how such notions of interaction in the Korean EFL classroom come to affect the use of media and computer systems for learning.
Project Conceptual Model This research seeks to understand the interaction between multiple dimensions of computer assisted learning and English foreign language acquisition of Korean freshmen university students. In particular, to examine how the student’s knowledge of English words adapted for use in the Korean vernacular – loanwords – is affected by their attitudes towards computerized instruction, their preference for certain methods of learning and teaching, and also by the attributes of computerized instructional packages. Research questions are: 1. Is student understanding of loanwords associated with dispositions towards computer assisted learning of English as a foreign language? 2. Does the application of different computer assisted language learning instructional strategies affect student understanding of loanwords? Obtaining data to answer the research questions will be contingent on the following objectives: 1. Development of an interval level measure of Korean student dispositions towards computer assisted learning of English as a foreign language. 2. Development of a linear scale to measure Korean student understanding of loanwords for use as the pre-test and post-test in the experiment; and 3. Development of two computer assisted language instructional modules as treatment in an experiment. The necessary research pathways are outlined in a conceptual model (Tab. 1). However, the focus of the remainder of this paper rests in detailing aspects of the third section of the model – CALL instruction.
CALL Modules Characteristic Design Features To incorporate elements of what the literature describes as Korean classroom expectations and interaction characteristics (see Hofstede 1986, Cortazzi 1990, Hyun 2001), into a modern CALL-based learning system, two
modules were engineered as treatment while keeping five instructional features in mind per module. These features, for module one, are based on a number of behavioristic instructional design principles as presented by Atkins (1993). Student attitudes towards computer assisted learning of English as a foreign language Survey Constructs 1. Disposition towards Computer Assisted Instruction (CAI)
Sub-constructs 1.1 Computer competency 1.2 Preference for computerbased learning 1.3 Preference for learning English through CAI
2. Korean learning style
2.1 In-class relations 2.2 Desired characteristics of instructors 2.3 View of education
3. English as a Foreign Language learning style
Understanding loanwords
of
Computer assisted learning instruction
language
Pre-treatment test
CALL modules - treatment
Test construction 1. 50 items 2. Multiple-choice 3. Identification of meaning of one Korean loanword from statements written in English
Characteristic design features Module Two: Module One: 1.1 Small, 2.1 Broad allinclusive logically instructional discrete, steps instructional steps 1.2 Rote style 2.2 Application learning, and of understanding memorization 1.3 Transfer of 2.3 Interaction with computer information Learning 1.4 Learning 2.4 from game-play from repetition 1.5 Emphasis 2.5 Emphasis on problem on content solving Common design features 1. Assessment embedded within activities via immediate and extensive feedback 2. Learner control over pacing and sequence, teacher control of content 3. Proficiency built from ability to engage in repetitive review Module activities 1. Classification (easy) 2. Selection (more difficult) 3. Identification (most difficult)
3.1 Preference for cultural representation in EFL learning material 3.2 Loanword use 3.3 Vocabulary acquisition strategies Table 1: Conceptual model for the research
Understanding of loanwords Post-treatment test Test construction Same test as administered pretreatment
(1) A process of stimulus-response is relied upon to promote learning as student’s complete mutually exclusive exercises focusing upon single option ‘right-wrong’ answers. (2) To assist with memorization, and comply with rote learning strategies of Korean students, tasks were oriented to present the material to be learnt by emphasizing correct question answer completion over full comprehension. (3) The computer is viewed as a medium of information delivery and students expected to assimilate information. (4) Students are passive responders as acquisition is based on student activated repetition and not practice. Repetition is a process of completing the same solution over and
over again, as opposed to practice which is completion of an activity through a process of solution. (5) Students are presented with the information they need to complete the task, and are able to do so in a single step. The instructional design elements for module two, on the other hand, needed to contrast those of module one. The five features ultimately selected are based on aspects of instructional design indicative of communicative CALL (see Underwood 1984). (1) Exercises can be completed by applying cognitive rationalization to a task, with all possible solutions for current tasks self-contained within the presented exercise. (2) Focus on comprehension over completion as students are expected to utilize cognition to solve puzzles and answer questions. (3) The computer facilitates learning as students are presented with information they need to know, and the process of arriving at answers to questions involves a multi-step thought process. (4) game-play is used to motivate students in engaging with the material (Alessi & Trollip 2001), and progress toward learning goals is contingent on progress toward game completion. (5) Exercises are made challenging because information is hidden, needing to be discovered (Alessi & Trollip 2001).
Common Design Features Overall interface design is based upon the local cultural and contextual environment of the student, and presented in the form of maps. Each of the four maps (university, main street, underground, apartment) presents five locations, which form the units of study, and allows the system to bring in realities from outside ‘the classroom’. It is from here that communicative competence of students can begin to be addressed. That is, ability to use speech appropriately in varying social contexts, seeing competent speakers of a language knowing what to say, to whom to say it, and how. Support for learning is provided through each module by enhancing motivation, promoting encoding and retention and the use of linguistic knowledge. Motivational factors are bolstered through attention (facilitated through design and selection of media use), confidence (facilitated through navigation and orientation support), and control (facilitated through a user friendly interface) (Alessi & Trollip 2001). Encoding and retention is promoted through the interactivity of the language tasks available for practice. Further, the two modules share several instructional design principles, including: (1) embedded assessment; (2) teacher control of learning content with learner control over pacing and sequencing; and, (3) the ability to engage in repetitive review. It is these features that allow the two systems to facilitate language acquisition, and support learning through the use of a multimedia environment. (1) Assessment is embedded within an activity via immediate and extensive feedback. Student responses are always judged and appropriate response feedback is continuously provided by the system, in both English and Korean, and by simultaneous auditory and textual cues. This allows feedback on vocabulary items to relate to learner previous knowledge and experience, and serves to assist in establishing a mnemonic link between the vocabulary and definitions in each language. Further, the notion of feedback in task-based language learning is an evaluation of success that can lead to learner self-correction, and allow learners to revise their strategies for language comprehension. Instant feedback allows for learner understanding of errors, and provides ‘one-on-one tuition’ that may not be possible in conventional learner settings. Feedback is also an important form of learner consciousnessraising, particularly when feedback is delayed until actions are completed (Schar, Schluep & Schierz 2000). (2) Although there is teacher control of the learning content, learner control over pacing and sequence is maintained. Providing the learner with one-click system control and the ability to control activities establishes a fast pace, and can “appeal to a learner’s sense of accomplishment and enhance fluency” (Alessi & Trollip, 2001, p. 187). However, to maintain the systemic use of language for both modules it was essential that the learning material be teacher controlled. When using CALL, it is the educator who needs to be accountable for establishing an atmosphere maintaining a specific learning focus, clear goals, motivation, and time for reflection, so that structured, and meaningful learning can occur (Laurillard, Stratfold & Luckin 2000). The difficulty level of the content between modules also had to be constant, and to assist in vocabulary learning items were grouped by semantic similarity. In addition, core linguistic content was selected from a vocabulary of direct loanwords, false-cognates, hybrid terms, and substitution terms. Direct loanwords are those that contain the same meaning in both the original and borrowing
language. False–cognates are words that obtain the original pronunciation but possess different meanings in the borrowing language. Hybrid terms are words formed by a mixture of the original and borrowing languages. Substitution terms are words that are now commonly used in place of native terms in the borrowing language. (3) Proficiency is built from the ability to engage in repetitive review. As there are a limited number of items per activity, 5 or 6, this allows for each activity to be completed in a short period of time. The notion behind this was to create a system in which students could engage in completion of activities quickly, and conveniently. Efficient completion of activities also means activities are compact enough for students to approach at any time and engage in repetition for review. Structure of the modules, three activities per unit and 20 units per module, allows the longest activity to last no more than about 5 to 10 minutes, assisting in avoiding learner fatigue and boredom (Alessi & Trollip 2001 p. 201). Once an activity is complete the score can be recorded, if the student desires the process can be repeated and improved scores saved. Ability to repeat and redo exercises, in an attempt to improve upon previous performance, provides all learners with the chance to succeed.
Module Activities Activities of each module fall into one of three objective-based tasks – classification, being easiest; selection, more difficult; and, identification, the most difficult. Activities designed for module one are based on those found in typical language learning textbooks, and maintain a drill emphasis. These activities, like the game-based language puzzles selected for module two, were chosen as students would find them familiar. Classification activities see students presented with a word list, allowing them to participate in the item selection process, and begin cognitive classification of terminology into one of two categories. In such cases, presenting a complete list of terms is common and useful, particularly for foreign language vocabulary (Alessi & Trollip 2001). Selection activities follow the multiple-choice model closely. Choices for the presented vocabulary item consist of an English dictionary definition, the Korean language meaning, and two other plausible sounding distracter definitions. Students are expected to differentiate between Korean and English meanings for terms, and select the English definition. This question type allows learners to draw on prior word knowledge, as students tend not to rely on random selection but decide on answers due to association (Paul, Stallman, & O’Rourke 1990). Identification activities involve the matching of single vocabulary items, form a five-item word list, to presented English definitions. Learning from such an exercise occurs in two stages that involve response learning, where random errors occur, and an associative stage in which responses are linked to correct stimulus and discrimination errors then become more common (Alessi & Trollip 2001).
Summary and Significance The Korean cultural learning style affects the means by which Korean students acquire knowledge, and aspects of this are well-documented, but the impact of this on CALL use is not as clear. Any application of CALL with Korean EFL students will need to consider such notions. In addition, although perhaps controversial, the value of using loan terminology and the native language to assist with target-language acquisition has been recognized, but the effectiveness of such material has not been widely assessed. As such, the ramifications of this research will be threefold. First, a unique means of computer-based EFL teaching from which Korean students can avoid lexical errors, broaden their vocabulary base, and increase linguistic confidence will be introduced, and its effectiveness examined. Second, the study will explore the specific impact of the local cultural and learning context as it relates to the application of CALL initiatives. Third, analysis of implementation procedures and system effectiveness will come to assist in the future impact of the introduction of CALL initiatives at the tertiary level.
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