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IPads in Education: A potential to Promote Language Acquisition Zahra Al-Qahtani King Khalid University 2014-12-14
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IPads in Education: A potential to Promote Language Acquisition Recently, the 21st Century learning field which demands a shift from traditional way of education to a learner-centered, inquiry-based design requires a need to review some of the pillars of public education such as standardized assessment, whole group instruction and subjectspecific learning (Alberta Education, Inspiring Education, 2010). In addition, the work on initiating a learner-centered methods and strategies like the insertion of iPads to “provide all students with the most appropriate learning environments and opportunities for them to best achieve their potential”, demands the use of technology to differentiate instruction (Alberta Education, 2011). Increasingly, technology is a potential that can be utilized by many educational leaders, stockholders and the public in enhancing learning experiences of students. This unrealized potential is shedding the light on classroom technologies, especially the use of iPads. Current technology provides new opportunities to increase the effectiveness of language teaching and to facilitate language learning or language acquisition. The aim of this paper is to outline how one such technological innovation, the iPads, used with the iTunes, can be used as a powerful tool for teaching and acquiring languages. With its great features of portability, ease of use, file storage capacity and rich application combined with its advantages like access to digital sources, multiple communication channels, multi-media learning, opportunities for personal learning, and new literacies, the iPad holds the promise of revolutionizing the way languages are acquired both in and out of school. In this paper I will:
Discuss current theories of second language acquisition and bilingualism
Review advantages of using iPads and its features
Provide a contextual support for language Teaching
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Discuss ways in which the iPad and iTunes can be best used to support language acquisition in teaching
Using the iPad to Promote Language Acquisition (Theoretical Framework) Technological media is not new to language education. Since the mid 1990s research concerning mobile-assisted language learning (MALL) has explored the use of mobile devices and mobile phones in the process of language learning. As well as, CALL (computer assisted language learning), has played a well-established role in language pedagogy, largely supported by theoretical trends in second-language acquisition theory (Gruba, 2004). The dramatic technological changes that hold the promise of more effective teaching methods and strategies and the emergence of new innovations are noticed in the last few years. The iPad provide us with several important new opportunities to take what is known about how children and adults acquire languages and accelerate that acquisition through new applications. To explore how the iPad can help in acquiring languages, we need first to review how languages are acquired (Zhang, 2012). Language Acquisition Second language acquisition research provides insights on how languages can be acquired. These insights show clear indication on how technology can be exploited to accelerate language acquisition. In language acquisition theory, many scholars agree on that we acquire a language when we know what is being communicated to us (Zhao, 2005). That is, we will acquire spoken or oral messages from others (vocabulary, grammatical structure and so on) when enough messages or "input" is obtained. The input in language acquisition significant role is that it hold true for oral and written language, for first and second languages, and for children and
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adults. For students to acquire a second language, they need to be exposed to a comprehensible messages or as it refers to sometimes as "comprehensible input" (Krashen, 1982). This language input, whether in conversations, books, movies, audio files, or websites, must be comprehensible and interesting (for example, a newscast intended for native speakers would not be the best choice for beginning language learners). Also, it should be interesting in order to motivate and captivate the listener to make learners unconscious and forget that they are reading or listening to in a second language. Language acquisition can be accelerated by social and psychological factors which are labeled as (motivation, self-esteem, and anxiety). Recent research has classified these factors under the broader label of group membership (McQuillan, 2006). This means that when students perceive themselves accepted as legitimate speakers of a new language, they are more likely to succeed than those who cannot. The sense of belonging will encourage the amount of input and the level of proficiency in second language students. Therefore, we need to foster this identification and sense of community among second language learners. Second language acquisition environment, as agreed by second Language researchers and teachers, should involve the use of the "target" language- the language that students want to acquire. For example, a Chinese class must be conducted primarily in Chinese language. In addition, the language must be comprehensible and culturally relevant and accurate and provide students with contact with the target culture in such a way as to foster the sense of group membership. However, the native or first language of the student can still contribute to second language acquisition, for example, by providing important background knowledge or clearing up confusions that arise (McQuillan, 2006). Language comprehension
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The understanding of a new language depends on two ways: first, the existing knowledge of the world (sometimes called background or prior knowledge). This includes the previous knowledge of discussed topics and knowledge of the target language itself through previous exposure. For example, if a person is familiar with the topics of fashion of dress and the latest designs in his\ her native language, he will understand it better in the second language rather than other topics, such as cooking. Second, the absence or presence of extra-linguistic clues can affect comprehension. Clues mean things facilitating comprehension than the language itself, like gestures, pictures, visuals, facial expressions, and so forth. Thus, students provided with input that uses extra-linguistic clues and takes advantage of their’ background knowledge are more successful in acquiring a new language. This kind of contextual support can help teachers in teaching foreign and second languages (McQuillan, 2006). Features of the iPad and its advantages A mobile learning (M-learning) device is examined through its hardware and software, such as portability, accessibility, application, and communication. The features of portability, access, multi-touch, rich applications, and being virus-free make iPad occupy the most marketable of tablet devices. Moreover, the huge number of iPad users is having an important influence on mobile learning (Zhang, 2012). Unique Hardware The iPad is the most recommended device because of its thinness, 0.34 inch and its light weight, 1.33 pounds. The iPad is connected to the net through Wi-Fi or 3G, and the included GPS can find learners. The iPad screen is 9.7 inches at its widest; the resolution is 1024 x 768. With this size students can get a lot of information at one time when they reach a learning
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resource center or net course. The Multi-Touch technology in iPad enables learners of using their fingers to do many things with funs, such as surfing the web, typing email, reading books, adding notes, and switching between applications. This flexible feature makes iPad a unique device in M-learning. Rich Application Rich applications are needed by learners to support M-learning. There are many free or relatively inexpensive applications. They are distributed in different categories such as books, business, education, entertainment, games, reference, tools, and so on. At the same time, many new applications and updates are available every day. There are educational application, like books and reference materials which can also be looked on in the educational category. On this web page: http://www.ipadinschools.com/, the iPad applications used in K-12 schools can be seen. The applications listed are used in math, language, art, science and social studies in elementary school, middle school and high school. The rich applications of the iPad can provide many paths for M-learning. The iPad allows learners to communicate with other learners or teachers whenever and wherever, experience an interaction community. Learners can share what they have learned, cooperatively learning with others through these applications.
Its advantages There are some advantages in using iPads in education. According to Zhang (2012), iPads have the following characteristics: Access to digital learning sources The comfortable use of iPad makes it an ideal device for M-learning which integrates the textbooks, reference books, dictionary and all kinds of Medias into a whole digital learning
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source that can be carried about. Learners can get all the information through a network; this can reduce their economic and physical burden. These digital learning sources are dynamic and can be updated manually or automatically. Students can add notes and create personal digital learning sources based on their own experience while they are learning (Zhang, 2012). Multiple communication channels M-learning Learners can communicate with each other when they are participating in online learning. They can share their own experiences, transport documents and e-books, record real time observations, corporate with other learners through some applications. IPad also supports learners with multi-media communication, whenever and wherever, easily than other devices, e.g., a laptop. Multi-media learning environment IPad is special on presenting multi-media information and creating multi-media learning environment. This is because of the nice frame, flowing video, fitting screen and the convenience of receiving and transmitting multi-media information that engage learners into multi-media environment, inspire students’ learning, raise the students enthusiasm, enjoyment in learning process and enhance the learning outcomes. Opportunities for personal learning The iPad has many features among which are the movable multi-media knowledge thesauruses. Learners can carry it about and easily find resources with a fingertip touch. The rich applications and the web-based resources enable learners of completing their studying tasks and their assignments conveniently. Learners have the freedom to choose the style of learning that suit their personalities (such as cooperative learning, independent learning, inquiry-based learning and experiential learning, etc...) depending on context and independence. Learners can
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easily construct individual digital learning resources. For example, learners can use the iPad to recognize the constellations out of the doors at night by using astronomy applications such as Sky Safari, or Star Walk for iPad (Zhang & Betts, 2012). New literacies in M-learning In order to create meaningful learning which is active, constructive, cooperative, authentic and intentional, learners need to develop new literacies to accommodate with information technology. The new literacies include the literacies of inquiring, experimenting, designing with technologies, the literacies of communicating, community building and collaborating with technologies, the literacies of writing, modeling, visualizing with technologies. Learners can start authentic and active learning, try solving problems, carry out cooperate learning through multi interaction modes, and complete the construction of knowledge at last, all by using iPads. In the M-learning process, learners will explore actively all kinds of technologies to support their leaning and they enhance their new literacies correlated with new technologies unconsciously. Moreover, students can extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of Internet sources; communication using e-mail, texts, and chats; and the use of word processing programs. Contextual Support for Language Teaching In a research undertaken by McQuillan (2006) about the use of iPods in education, the researcher presented a contextual framework to support language teaching. I find it useful to adapt this contextual framework in my research to reflect on how iPads can be used to support Second Language Acquisition.
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Oral Language Acquisition Table (1) Level
Audio
Text
Visual
True Beginner
Required
Recommended
Required
Upper Beginner
Required
Recommended
Recommended
Intermediate
Required
Optional
Recommended
Advanced
Required
Optional
Optional
Written Language Acquisition Table (2) Level
Audio
Text
Visual
True Beginner
Recommended
Required
Recommended
Upper Beginner
Recommended
Required
Recommended
Intermediate
Optional
Required
Recommended
Advanced
Optional
Required
Optional
Table (1) and (2) manifest both oral language acquisition and written language acquisition with required, recommended and optional components. As represented in table (1), oral language acquisition requires audio input at all levels, while it can enhance written language acquisition. On the other hand, the use of texts is required in written language acquisition, but texts are used to enhance oral language acquisition, and visual support can assist both. For
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example, students who learn a certain language when reading a text will find it easier to read while they are listening to that text, especially beginners. Ways in which the iPad and iTunes can be best used to support language Acquisition in teaching Recently, research has confirmed that students who are exposed to a greater quantity of comprehensible language in and out of the classroom have higher levels of language proficiency than other students. And to make language comprehensible, we need to consider these principles: •
Slow the rate of speech
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Provide contextual support for language ( beginner, intermediate and advanced)
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Use vocabulary appropriate to the student’s level
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Build on the student’s existing background knowledge
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Foster a comfortable environment
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Encourage identification with people who speak the target language
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Create a topic-driven rather than a grammar-based syllabus These are the basis of all successful second language education programs, including
English language development, foreign and second language classrooms and first language programs (McQuillan, 2006). Comprehensible language with iPad The iPad allows learners to receive a comprehensible language according to their level (beginner, intermediate and advanced) in a convenient manner. This feature of iPad and iTunes reduce the difficulty of language comprehension (input) on the learner so the learner will not need to translate every word. For example, if students receive an Audio input enhanced with
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pictures and video, this will make it easier for learners to comprehend it in the target language. However, first language can be used to check or review the understanding of general concepts.
Materials and classroom applications There are three main categories of materials according to their source of creation: commercial- or community-generated, teacher generated, and student-generated. All these categories provide useful input of comprehensible language (McQuillan, 2006). Podcasts Podcasts are very good resource of getting materials or comprehensible input for language education. Podcasts are personal, create one- to- one connection between the listener and the speaker. They create a kind of intimacy between the listener and the target language via personal connection. Also, podcasts can provide multiple types of language input using menus more than the classroom resources. The variety of input is not restricted to dialects and usage, but also topics and levels. Commercial and Community Materials Commercial and community materials usually produced by publishers who prepare pedagogical materials (audio, video programs), and by the community (universities, schools, and other educational institutions). The best resource of commercial and community materials is the iTunes store with podcasts collection which is ranked according to popularity. Learners can listen to topics they are interested in and download episodes they want to save. Teacher Materials Teachers also can create their own materials which suits the language and the level of their students. They can record some supplemental materials beside the textbooks or
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conversations and stories told by proficient speakers. Teachers also can make presentations using visual support for the audio, using Keynote app. Moreover, teachers who look for podcasts for their students can check other classes that use Podcasts as part of their instruction. To do so, they need to go to Education Podcast Network to find a list of these classes and their schools. Teacher can check Shaun Else’s Podcasting in Education website (http://chatt.hdsb.ca/~magps/boylit/ Podcasting %20in%20Education) to find tutorials on how to create audio materials for classrooms. Student Materials Students can use recording and editing features of the iPad to produce materials that they may use in instruction and in assessment. They can produce some audio files, record conversations with each other or with native speakers to practice the target language, and submit their assignments. Students can cooperate with each other; more proficient target language students can prepare reading materials for reading by less proficient students. Also, they can make video files on many topics for their peers of lower levels. Teachers can also make connections online with their peers in other countries that speak the target language, and create a language exchange between their classes. Some classroom applications of iPad Besides Podcasts of iTunes, many educational applications can be used for different purposes to satisfy needs of students. Here are two educational apps that can promote language acquisition by giving attention to correct language form and creative expression and communication of meaning (Hunter & Daly 2013): 1) Word Bingo 2) Book Creator
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Word Bingo contains four-word recognition and spelling game formats with multimodal features. The games are timed, and players can choose from three speeds at which word prompts appear. Users can compete with each other on the number of scores they get. “Word Bingo is a traditional bingo game with spoken words to match by tapping the written word on a bingo screen. Spelling Practice involves dragging letters to spell the spoken word prompts. Word Fling is a timed game requiring players to match a spoken and written word. Correct responses show a “bingo bug” on the screen that the player then drags and pushes toward the edge of the screen to go into the “warp zone”. Word It Up involves descending words that must be tapped as they are spoken to prevent them from filling the screen, with sound effects and graphics to indicate correct and incorrect answers. The games can be played by up to four participants. Each player can select a cartoon character with various features and dress." (Hunter & Daly, 2013) Book Creator, a creative app, contains a blank screen with icon options for users to select various tools whether to draw, paint, stamp, insert text or photos onto the screen, and record sound. Its idea is that users can create pages to compile as a book, play the book and publish it, then send it as a pdf or email. Interactivity is possible as students compose and compare work. So, students, with this kind of app, can participate creatively in school projects regardless of their level of English proficiency. The multimodality allows flexibility in modes of expression for all students. Discussion Technology is a potential that can be utilized by many educational leaders, stockholders and the public in enhancing learning experiences of students. There is increasing evidence that iPads can promote language acquisition because of its unique features and advantages which makes it an ideal device for learning. According to the theory of second language acquisition, the
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more learners are exposed to a high quantity of comprehensible input, the more they become proficient in acquiring a particular language. The iPad, with iTunes and various rich applications provide a potential for acquiring as second language. However, teachers or instructors who are using iPad software should have knowledge and experience with MALL in order to fully make use of it in their classrooms. Moreover, the choice of educational apps should be studied before implementing them in the classroom. Some apps may not provide the aspect of language that the teacher wants to address. Teachers need first to examine the usefulness of these apps before applying them in the class. That means if the app provides learners with comprehensible input that will enhance their creative output in the classrooms. For example, according to Hunter & Daly (2013), Word Bingo as an app is limited in providing learners with communicative language potential (i.e., single words are presented without phrases). So, the opportunity for learners to use the target language is limited. In fact, the nature of the apps, along with the activities the teacher set, has an important effect on the interaction between learners. In other words, some apps may not encourage communicative language learning or interactive language use. They only enable participation in competitive games. Thus, I think teachers need to critically examine language learning apps in conjunction with language acquisition theory in order to become aware of language acquisition potential.
Conclusion It seems that using mobile technology as iPads to promote language acquisition is a new area of research that needs to be investigated. Although, many opportunities arise when embedding these tools to education, careful consideration toward best practices, as well as careful and intentional planning around increasing staff capacity for employing sound pedagogy
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using the tools is necessary. Teachers play a big role in reflecting upon the process of learning and in guiding their students during the process.
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References
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