Reassessing the Role of Tutorial CALL

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Reassessing the Role of Tutorial CALL TESOL 2002
Claire Bradin Siskin University of Pittsburgh
Philip Hubbard Stanford University
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Web page for this session

• http//edvista.com/claire/tutorial/
• (will include PowerPoint slide show)

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Overview

• I. The problem
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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Overview

• I. The problem
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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The problem

• Tutor vs. tool
• Old CALL disk-based tutorial programs

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Old CALL
Tutorial CALL
Tool CALL
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The problem

• Tutor vs. tool
• Old CALL disk-based tutorial programs
• New CALL computer for production, information,
  and interaction (CMC)

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New CALL
Tool CALL
Tutorial CALL
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The problem

• Tutor vs. tool
• Old CALL disk-based tutorial programs
• New CALL computer for production, information,
  and interaction (CMC)
• Need to revisit tutorial CALL
• Clarify what it is and isnt
• Highlight roles for teachers

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Future CALL?
Tool CALL
Tutorial CALL
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Overview

• I. Tutor vs. tool
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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Myth

• Tutorial CALL software just works with grammar
  and vocabulary.

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Myth

• Tutorial CALL software is behaviorist.

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Myth

• Tutorial CALL software is all drill and
  practice.

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Myth

• All tutorial CALL software is boring.

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Myth
Tutorial CALL is a transmission model in which
the learner is passive.

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Myth
In tutorial CALL, the learners have no control.

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Myth
on a disk or CD tutorial
on the Internet not tutorial

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http//www.esl-lab.com/
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Myth
Tutorial CALL isnt useful because it isnt
communicative.

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Myth
Language teachers must force students to do
tutorial CALL activities. Levy (1997) Meskill
(1999)

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Myth
In tutorial CALL, the teacher is absent/has no
role.

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Overview

• I. Tutor vs. tool
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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Why has it been marginalized?

• It didnt live up to expectations
• It appears inconsistent with some contemporary
  learning theories
• It is dominated by commercial interests
• It isnt new
• Teachers role seems limited

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Overview

• I. Tutor vs. tool
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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The "tutor vs. tool dichotomy

• Computer as tutor tutorial CALL
• Computer as tool

word processing email presentation software
Web spreadsheets
MOOs concordancers chat
Taylor (1980), Kenning Kenning (1983), Levy
(1995 1997) etc.
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The "tutor vs. tool dichotomy has been
over-simplified and may be misleading.
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Seeing tutor and tool as mutually exclusive
categories does not accurately reflect the
reality of how CALL software is used.
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Levy (1995)

• Tutorial CALL
• computer controls the learning
• instructor has no role
• computer evaluates
• Computer-as-tool
• instructor has central role
• greater demands on the instructor
• computer does not evaluate

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These distinctions may be artificial.

• Tutorial CALL
• Learners may in fact have a high degree of
  control.

Options sequence glosses hints search
functions help screens mode of operation
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Tutorial CALL

• Instructors may be involved to a high degree.

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Computer-as-tool

• Some tools such as word processors provide a
  type of evaluation (feedback).
• Since todays learners are increasingly
  proficient with software tools, the instructors
  role may be less than it was previously.

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The current generation of learners is much more
comfortable with CALL software and its options.

• .

Perhaps all uses of the computer are tool-like.
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Many CALL software packages contain both tutor
and tool functions.

• Decoo and Colpaert (1999),
• Richmond (1999)
• hybrid packages Levy (1999 )

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Future CALL?
Tool CALL
Tutorial CALL
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Overview

• I. Tutor vs. tool
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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What is the role of tutorial CALL?

• Focus on learning rules, patterns, and items
• Support one-way comprehension
• Listening
• Reading
• Handle limited, predictable interactions

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So, what can you do?
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Overview

• I. Tutor vs. tool
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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Become an informed consumer

• Experience tutorial CALL as a learner
• Visit the EV check out exhibitors
• Learn to evaluate software constructively
• Determine where tutorial programs could fit in
  your curriculum
• Share your experiences (e.g., Software Fair)

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Train learners in effective use

• Give learners teacher training
• Use a cyclic approach
• Use collaborative debriefings
• Teach strategies for setting an appropriate level
  of challenge

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Make your own CALL materials

• Support materials handouts, tasks,
• Template authoring (e.g., Hot Potatoes)
• Other authoring tools
• Quicktime HyperStudio
• Revolution Flash
• MaxAuthor WinCalis

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Overview

• I. Tutor vs. tool
• II. Myths about tutorial CALL
• III. Why has it been marginalized?
• IV. The tutor-tool dichotomy
• V. Roles for tutorial CALL
• VI. Roles for teachers
• VII. Conclusion

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Conclusion

• Instead of rejecting tutorial CALL out of
  hand, try to understand what it is and what it
  can do.

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• Questions?
• Discussion?

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• Thanks for your attention.