Technology-Enhanced instruction in learning world languages: The middlebury interactive learning program
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Nov 12, 2015
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Abstract
Middlebury Interactive Language (MIL) programs are designed to teach world language courses using blended and online learning for students in kindergarten through grade 12. Middlebury Interactive courses start with fundamental building blocks in four key areas of world-language study: listening comprehension, speaking, reading, and writing. As students progress through the course levels, they deepen their understanding of the target language, continuing to focus on the three modes of communication: interpretive, interpersonal, and presentational. The extensive use of authentic materials (video, audio, images, or texts) is intended to provide a contextualized and interactive presentation of the vocabulary and the linguistic structures. In the present paper, we describe the MIL program and the results of a mixed-methods survey and case-study evaluation of its implementation in a broad sample of schools. Technology application is examined with regard to MIL instructional strategies and the present evaluation approach relative to those employed in the literature.
Keywords: Middlebury Interactive Language, materials, technology.
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References
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Negretti, R. (1999). Web-based activities and SLA: A conversation analysis research approach. Language Learning & Technology, 3(1), 75–87.
Pawan, F., Paulus, T. M., Yalcin, S., & Chang, C.-F. (2003). Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning & Technology, 7(3), 119–140.
Ross, S. M., & Morrison, J. (2014) Measuring meaningful outcomes in consequential contexts: Searching for a happy medium in educational technology research (Phase II). Journal of Computing in Higher Education, 26(1), 4–21.
Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456–458.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the New Millennium. Language Learning and Technology, 6(1), 165–180.
Tang, E., & Lam, C. (2014). Building an effective online learning community (OLC) in blog-based teaching portfolios. The Internet and Higher Education, 20, 79–85.
Thorne, S. L., & Smith, B. (2011). Second language development theories and technology-mediated language learning. CALICO Journal, 28(2), 268–277.
Vorobel, O., & Kim, D. (2012). Language teaching at a distance: An overview of research. CALICO Journal, 29(3), 548–562.
Wang, L. (2005). The advantages of using technology in second language education: Technology integration in foreign language teaching demonstrates the shift from a behavioral to a constructivist learning approach. T.H.E. Journal, 32(10), 38–42.
Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430.
Wu, J., & Zhang, Y. (2010). Examining potentialities of handheld technology in students’ academic attainments. Educational Media International, 47(1), 57–67.
Wu, W.-C. V., Yen, L.-L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Journal of Educational Technology & Society, 14(3), 118–129.
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7–27.
Al-Jarf, R. (2004). The effect of web-based learning on struggling ESL college writers. Foreign Language Annals, 37, 1, 46–56.
Arnold, N., & Ducate, L. (2006). Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning & Technology, 10, 42–66.
Barrette, C. (2001). Students’ preparedness and training for CALL. Calico Journal, 19(1), 5–36.
Chang, M. (2010). Effects of self-monitoring on web-based language learner’s performance and motivation. CALICO Journal, 27(2), 298–310.
Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19–43.
Chapelle, C. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Languages Journal, 93, 741–753.
Chen, Y. (2011). The influence of integrating technology in language learning courses. (Order No. 3458352, University of Kansas). ProQuest Dissertations and Theses, 150. Retrieved from http://search.proquest.com/docview/874962661?accountid=11752. (874962661)
Chinnery, G. M. (2008). You've got some GALL: Google-assisted language learning. Language Learning & Technology, 12(1), 3–11.
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445.
Clark, R. E. (1985). Confounding in educational computing research. Journal of Educational Computing Research, 1(2), 137–148.
Davies, R. J. (2011). Second-language acquisition and the information age: How social software has created a new mode of learning. TESL Canada Journal, 28(2), 11–19.
Dooly, M. (2009). New competencies in a new era? Examining the impact of a teacher training project. ReCALL, 21, 352–369.
Felix, U. (2008). The unreasonable effectivness (sic) of CALL: What have we learned in two decades of research? ReCALL: The Journal of EUROCALL, 20(2), 141–161.
Fischer, R. (2013). A conceptual overview of the history of the CALICO Journal: The phases of CALL. CALICO Journal, 30(1), 1–9.
Garrett, N. (1991). Technology in the service of language learning: Trends and issues. Modern Language Journal, 75, 74–101.
Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719–740.
Gass, S., & E. Varonis. (1994). Input, interaction and second language production. Studies in Second Language Acquisition, 16, 283–302.
Godwin-Jones, R. (2008). Web-writing 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12(2), 7–13.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2012). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. doi: 10.1080/09588221.2012.700315
Grgurovic, M., Chapelle, C., & Shelley, M. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL Journal, 25(2), 165–198.
Hoopingarner, D. (2009). Best practices in technology and language teaching. Language and Linguistics Compass, 3, 222–235.
Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning and Technology, 31(1), 88–103.
Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. CALICO Journal, 30(2), 163–178.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: can mobile devices support collaborative practice in speaking and listening? ReCALL, (20)3, 271–289.
Lai, C., & Gu, M. Y. (2011). Self-regulated out-of-class language learning with technology. ComputerAssisted Language Learning, 24, 317–335. doi: 0.1080/09588221.2011.568417
Lake C., & Ross, S. M. (2013). Evaluation of the Middlebury Interactive Language program. Final. Baltimore, MD. Center for Research and Reform in Education, Johns Hopkins University.
Lee, S., & Lee, J. (2007). Blended learning revisited: A new approach to foreign language education. Multimedia-Assisted Language Learning, 10(2), 142–157.
Lemons, C. J., Fuchs, D., Gilbert, J. K., & Fuchs, L. S. (2014). Evidence-based practices in a changing world. Reconsidering the counterfactual in education research. Educational Researcher, 43(5), 242-252.
Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34, 250–273.
Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching,45(1), 1–43.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7–22.
Murday, K., Ushida, E., & Chenoweth, N. A. (2008). Student learning in hybrid French and Spanish courses: An overview of language online. Computer Assisted Language Learning, 21(2), 125–142.
Negretti, R. (1999). Web-based activities and SLA: A conversation analysis research approach. Language Learning & Technology, 3(1), 75–87.
Pawan, F., Paulus, T. M., Yalcin, S., & Chang, C.-F. (2003). Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning & Technology, 7(3), 119–140.
Ross, S. M., & Morrison, J. (2014) Measuring meaningful outcomes in consequential contexts: Searching for a happy medium in educational technology research (Phase II). Journal of Computing in Higher Education, 26(1), 4–21.
Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456–458.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the New Millennium. Language Learning and Technology, 6(1), 165–180.
Tang, E., & Lam, C. (2014). Building an effective online learning community (OLC) in blog-based teaching portfolios. The Internet and Higher Education, 20, 79–85.
Thorne, S. L., & Smith, B. (2011). Second language development theories and technology-mediated language learning. CALICO Journal, 28(2), 268–277.
Vorobel, O., & Kim, D. (2012). Language teaching at a distance: An overview of research. CALICO Journal, 29(3), 548–562.
Wang, L. (2005). The advantages of using technology in second language education: Technology integration in foreign language teaching demonstrates the shift from a behavioral to a constructivist learning approach. T.H.E. Journal, 32(10), 38–42.
Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430.
Wu, J., & Zhang, Y. (2010). Examining potentialities of handheld technology in students’ academic attainments. Educational Media International, 47(1), 57–67.
Wu, W.-C. V., Yen, L.-L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Journal of Educational Technology & Society, 14(3), 118–129.
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7–27.