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Policastro - LAMS

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on 11 November 2014

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Transcript of Policastro - LAMS

Luca Policastro
PhD, Università degli Studi di Genova (Italy)
Is LAMS an efficient second language
teaching and learning tool?

lucapolik@gmail.com
9th International LAMS and Learning Design Conference - Singapore, 2014
Goal of the study
What is this presentation about
Spanish course for Italian university students (n=23) on LAMS platform
design
implementation
monitoring
evaluation
Investigate the potential of LAMS as a tool
to enhance second language strategic learning
and teaching processes.
Holgado Sáez, 2010 and 2011
Brenes Castaño et al., 2011; Burns, 2008 Lim et al., 2011; Campbell et al., 2012
Literature on LAMS as a CALL tool
CALL = Computer Assisted Language Learning
Methodological framework
Design-Based Research
(Anderson and Shattuck, 2012; Collins
et al.
, 2004)
positive transfer
negative transfer
Language learning
Interlinguistic similarity?
Example: Can you drop the subject pronoun?
(IO) ho tre fratelli
(YO) tengo tres hermanos
L1 = L2 ?
YES: pro-drop languages
NO: non-pro-drop languages
I have three brothers
J'ai trois frères
yes

Importance of metacognitive thinking:
does LAMS interface foster students' metacognitive strategies?
no
Holgado Sáez (2011)
Kordaki (2010)
How to measure them?
Self-Regulated Learning framework
the set of processes ("strategies") students use to plan, manage and monitor their learning.
Measurements
self-reports
observation
log files analysis
diaries
obtrusive
unobtrusive
think aloud p.
in-task interviews
Research questions
Designer perspective
Student perspective
Which are the strengths and the weaknesses of LAMS as a tool for designing, implementing and monitoring an ELE course for Italian students?
Data collection:
Account of the personal experience as course designer and monitor (qualitative data)
Data collection:
Did the students activate SRL strategies? Did they exploit LAMS features? Did they feel comfortable?
Log files analysis (quant. data), questionnaires (both qualitative and quantitative data), LAMS forum, e-mail (qualitative data).
The context
University
of Genoa
n = 23 ELE [Español Lengua Extranjera] students.
Mother tongue: Italian.
from March to October 2013
Didactic intervention:
Spanish course on LAMS
Goal: develop communicative skills concerning expression and comprehension of past events using the indicative mood.
Level: A2-B1 CEFR
(1st year university students)
Features of the design
pre-determined
sequence
of individual
activities
Glossary
Grammar exercises
Marauder's Map
Some results
metalinguistic reflection:
find regularity into irregularity (Lombardini, 2001)
(Latin) fǎcĕre
Ex:
fare
[to do]
???
hacer
!!!
Conclusions
Context: offer of blended courses increasing
Results:
LAMS is a good CALL tool
(glossary, automatic feedback assessment tests...)
Students evalued it positively
New developments?
Drag-and-drop questions,
gap-fill tests, "Map"...
.
,,
Full transcript