‘Technology in testing: the present and the future’ by J. Charles Alderson (2000)

In the article, Alderson (2000) talks about advantages and disadvantages of computer-based testing. He says that ‘computer-based testing removes the need for fixed delivery dates and locations normally required by traditional paper-and-pencil-based testing’. Test takers can take the test at any time of their own choice. Another advantage is that ‘results can be available immediately after the test, unlike paper-and-pencil-based tests’. It is believed that ‘feedback given immediately after an activity has been completed is likely to be more meaningful and to have more impact, than feedback which is substantially delayed’. Comparisons are also made between diskette, CD ROM- based tests and the tests delivered over the Internet. For the Internet-based tests, delivery and purchase of disks is not required. Anybody with an access to the Internet can take a test. Disks and CD ROMS are fixed in format, which normally can’t be updated. Whereas tests delivered by the Internet can be updated normally. Further, results of Internet-based tests can be sent immediately to score users, which is not possible with diskette and CD ROM- based tests. Also, Internet-based tests can access large databases of items, which is not possible through diskette and CD ROM-based testing.

As every coin has two sides, computer-based testing is also not free of the disadvantages. Firstly, computer-based items are ‘limited in the item types’. MC, gap-filling and cloze items are frequently used. Other items can’t be used since they are ‘much harder to implement in a setting where responses must be machine-scorable.’ Secondly, ‘a degree of computer-literacy is required’. It would be unfair to ask those candidates to sit for computer-based testing who are computer illiterate. Further, Alderson (2000) also states that ‘there is a degree of risk in delivering high-stakes tests over the Internet’ since hackers might break into the database.

Alderson (2000) has also thrown light on the ‘computer-adaptive’ testing. In computer-adaptive tests, computers estimates the candidates’ ability and offer test-items according to a candidates’ ability. But, it requires large banks of items to be presented to candidates of varying ability. Pedagogically, computer-adaptive tests are more ‘user-friendly’ as ‘they avoid users being presented with frustrating difficult or easy items’. They can also be ‘user-friendly’ in the sense that they can ‘provide a range of support to test takers’. ‘On-line dictionaries’ that are tailor-made for the text and test being taken can be made available. Computers can also adjust scores on items for which extra support has been accessed.’

Though Alderson (2000) has listed number of possibilities of computer-adaptive testing in becoming much user-friendly by adjusting the level of difficulty of items and by providing extra support, offering massive control-over one’s testing could put the reliability of the computer-adaptive tests into question. I would appreciate allowing control-over one’s learning than allowing control-over one’s testing as too much support provided during the tests could make the ‘interpretation of scores’ very challenging.

The web as a vehicle for constructivist approaches in language teaching.

The article ‘The web as a vehicle for constructivist approaches in language teaching.’ sheds light on the contribution of technology in accelerating second language learning process. The article has reported two studies, carried out in 1999 and 2000, that have proved Web ‘as a viable environment for language learning (Felix, 2002)’. The article states that ‘websites set up an environment in which both processes and goals are stimulating and engaging (Felix, U. 2002). Well, there is no doubt that online learning activities are more interactive and involving than ‘paper-pen’ based activities. The online activities have an edge over paper based activities. Online activities have visual impact which can’t be found in paper based activities. Also, selecting correct answer with the ‘click-of-mouse’ is much more interesting than writing an answer in pen/pencil. Online learning activities ‘allow the learners to make mistakes in a safe environment’ (Felix, U. 2002). The learners feel free of the fear of loosing face in front of their classmates or being shouted at by their teachers. Through online activities students can have immediate feedback since ‘students quite like receiving instant feedback in self-access activities’ (Felix, U. 2002).

Felix (2002) also suggests that on-line learning ‘must lead to the acquisition of language and social interaction skills, in a way that reflects what is waiting for students in the real world’. Therefore, students must be engaged in online blogging/forums because it provides students an opportunity to develop their interaction skills through online communication with global community. Students feel more stress free while communicating online than communicating in classroom discussions.

Reflection on 'Can learners use concordance feedback for writing errors?

The article ‘Can Learners use concordance feedback for writing errors? introduces a research that focused on discovering whether learners could enjoy and use networked concordancing as a learning tool. The participants were lower intermediate level 20 adult Chinese EFL learners. The participants had to submit 10 assignments over a 15-week semester. When each participant submitted his/her assignment, the instructors gave feedback through concordance links for five typical errors. Then, the students had to revise the assignment for the final submission and need to submit a form explaining what corrections they have made based on the understanding developed from concordance –feedback.

Evidence collected from the error analysis forms show that when pre-cast links were provided on the texts most of the students completed the concordance searches and submitted completed error analysis forms, but without the links less than half students submitted error analysis forms. Though the research has borne out the intended results, there are several gaps left. Firstly, the four-week time-period was insufficient. If the similar research is repeated in the future, it must be expanded over longer period of time. Since the research was not experimental , there was absence of a control group. If there had been a control group, more reliable and authentic results could have been achieved.

Indeed this research proved meaningful to the participants, who were adults, but I wonder if concordancing softwares are useful/applicable to primary school students. Since I teach in a primary school, I am interested in knowing if such kinds of resources pose any linguistic challenge to my students. The default linguistic explanation offered through concordancing might be beyond my students’ linguistic repertoire, therefore it might be off-putting.

The Use of Hot Potatoes

HOT POTATOES software is amazing. It can be used to repalce non-interactive paper-based worksheets. Matching exercises given on worksheets are not as much involving as matching exercises done through HOT POTATOEs. The exercises done on HOT POTATOES are much more interactive and involving. The visual impact and 'clicking the mouse' are one of the imporant conributing factors in enhancing students involvment in the tasks. For the successful completion of tasks/exercises students need to strike good co-ordination between eyes, hands and their minds.

Though the software is marvellous, many teachers lack knowledge, confidenc and expereince in using these kinds of software.For example, I, myself, learnt about HOT POTATOES just in this course. To make the best use of such type of resources, it is really necessary to provide training and support to teacher who are technology immigrants. only then these kinds of softwares will become more worthwhile tools for leanguage learning and teaching.

Reflection on week 4 "Language learner behavior in a virtual Environment"

This article by Jannie Roed throws light on behavior of second language learners in a virtual environment. He says that a virtual learning environment provides a more relaxed and stress free environment than a classroom. Students who might not speak-up because of being mocked at by others could be highly active when communicating online, which has been supported by the research that was undertaken by the author.

The research aimed at investigating the behavior of language learners communicating through computers. In this study, students have to interview each other to find out the identities of fellow students who were given identities of famous persons. The task was kept linguistically simple so that majority of students could communicate easily and freely. The findings of the research report that students who were rather shy during classroom discussions showed full control over the online communication.

Personally, I have also observed similar kinds of differences in learners’ behaviors when they are working with internet. Among my P3 students, I have seen that when I take my students to any online game, the faces of shy ones lighten up with excitement. They begin to show more interest in online activity than any text-book oriented activity. So we can say that integration of online communication in English language teaching could serve as a springboard for language learners who hesitate to open-up otherwise.

Contrary to it, I still have a doubt if online communication can help students overcome the fear of speaking in front of an audience. I think online communications are still written communication though the register is oral and shy students who may write online posts freely, would still be unable to present their viewpoints in oral negotiations.

Second Life

Second life is just a discovery of new world for me : a world that dazzled me at the first sight. The interface caught me by surprise as it was a very fine representative of real world. It attracted me like a magnet and on the top of it, I was overwhelmed to see my avatar and far more excited to see my classmates' avatars who started appearing from here and there. Since it was my first time on second life, I had to ask Robbie everytime, when I didn't understand what to do next. So beginners, like me, really need help otherwise they would give up sooner or later. Similar thing happened to me, when I lost tracks every now and then and soon that world which filled me with excitement started baffling me. So, I called Christoph in to ask "What am I supposed to do in Second Life?" because I was just flying here and there, doing nothing except chatting.
After that night's first trial, I have come to know more about second life. Well, second life is not only about chatting, it an endless world of discoveries and once you have learnt the skills to dive into this discoveries, you will dive deeper and deeper.
But, we have to be uterly careful while introducing this type of technology to students. First of all, we have to address the above question "What am I supposed to do in Second Life?" We should very clearly set out goals for students. They should be told in clear terms what they are expected to do. For my students, I will not use second life just for chatting with their classmates, but for something productive, creative and meaningful.
Besides, all these we need to remind them of netiquetes every now and then. Otherwise, it will mar the very purpose of using second life.

My expereinces of technology in language learning

Well, there would be nothing wrong if I call myself technology immigrant since I'm an amateur in this filed. I am not involved in any online community network, I prefer calling someone than writing SMS, I also do not write many e-mails as well. I would be more than happy if someone could download songs for me.

In my teaching life also, I avoid using new technology. I just use e-book, powerpoint, you-tube and some online language games. Also, there's no e-learning system in our school. So I can say that my school is not that much member of CALL community.

Since I lack so much of computer-oriented teaching, I hope to learn much from this course. I want to know how I can use wikies/flickers for P3-P4 students. I expect this course can make me technology native from technology immigrant. I just blow in myself with anger when I can't find the resources I am looking for on the internet.