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TOWARDS A BROAD-BASED UNDERSTANDING OF EFFECTIVE CALL PRACTICE: REACTIONS AND RECOMMENDATIONS OF UNIVERSITY-LEVEL MOROCCAN ENGLISH LANGUAGE LEARNERS

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Seilstad B.

Teaching English with Technology

2014

vol. 14

issue 2

27-50

This paper explores effective uses of technology in teaching with a focus on a case study of English Language Learning (ELL) at a Moroccan university. A review of literature reveals a wide variety of pedagogical practices that are recommended by theory and implemented in practice. These theories and practices describe a spectrum of activities ranging from “traditional” practices that develop specific skills at a similar pace and with a high level of teacher monitoring to “emerging” practices that emphasize independent learning, collaboration, and project- or group-based tasks that assist students in becoming life-long learners and users of technology. The case study focuses on grammar courses in which these Moroccan students improve their knowledge of English grammar in order to be prepared to use English at the academic level. The results reveal that grammar teachers employ a variety of pedagogical practices in their use of the CALL but the majority tends toward “tutorial” or “traditional” approach whereas some of the practices employ the “authentic materials engagement” or “computer-mediated communication” approach as identified in the literature review. Students, when asked what they would do differently if they were the teacher, often identified practices that would be consistent with the emerging practice paradigm even if they had not been exposed to that kind of CALL practice.

USING TAILOR-MADE YOUTUBE VIDEOS AS A PRETEACHING STRATEGY FOR ENGLISH LANGUAGE LEARNERS IN MOROCCO: TOWARDS A HYBRID LANGUAGE LEARNING COURSE

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Seilstad B.

Teaching English with Technology

2012

vol. 12

issue 4

31-47

This paper introduces the use of technology in the classroom and highlights the growing challenges and opportunities teachers face in its application. One specific technique, the use of teacher-made and annotated YouTube videos to preteach class-specific course content for English language learners is presented. These videos were created to 1) be under five minutes, 2) annotated with text to reinforce the key concepts, 3) specific to the teacher’s classes and not necessarily for a wider audience, and 4) offer in-class incentives for online work. Qualitative and quantitative results of the use of this technique are described over four semesters of data, two before the preteaching videos intervention and two after. The results conform to the previous research about preteaching in specific and the use of technology overall, but isolating the particular effect of the preteaching videos on learning remains a point for a future study. The paper concludes with a summary of the results and a discussion of the increasing role of technology in teaching and an exhortation for classroom teachers to make the most of these tools to remain relevant to learners.

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2 Teaching English with Technology

2 Seilstad B.

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1 2012

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TOWARDS A BROAD-BASED UNDERSTANDING OF EFFECTIVE CALL PRACTICE: REACTIONS AND RECOMMENDATIONS OF UNIVERSITY-LEVEL MOROCCAN ENGLISH LANGUAGE LEARNERS

USING TAILOR-MADE YOUTUBE VIDEOS AS A PRETEACHING STRATEGY FOR ENGLISH LANGUAGE LEARNERS IN MOROCCO: TOWARDS A HYBRID LANGUAGE LEARNING COURSE