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Figure 2: Proposed structure of interventions and evaluation activities.
This study does not aim to expand the intended learning outcomes by including
competence
in using technology for certain learners only, but to better learners’
performance in the area of oral proficiency in French.
It is therefore hoped that
Chapelle’s reservation about studies offering “only limited insights” will be negated
(Chapelle, 2010, p. 70). Chapelle and many other scholars are correct when questioning
the (added) value of e-learning tools when rashly deployed in technology-driven teaching
methods. Pedagogy-driven technology implementation in (language) teaching differs
from such a technology-driven approach because of its theoretical embedding.
Laurillard’s Conversational Framework offers such a model for designing the environment
of teaching and learning. Mayer’s (2001) Cognitive Theory of Multimedia Learning (CTML)
is another instance of this. Set within the cognitivist-constructivist framework that
interprets the learning process as constructing, organizing and integrating memory-based
mental schemes, Mayer’s theory has
brought about a number of e
-learning design
principles enhancing effectiveness of technology in the classroom (Mayer, 2005). In
short, a pedagogy-driven approach implies providing the technological tools after having
identified the pedagogic-didactic requirements of the educational setting and the most
appropriate method for learning.
The digital patterns will include the following aspects: New concepts will be introduced to
students via the NWU’s learning management system (LMS) through the flipped
classroom approach. Students will be expected to study aspects
of oral communication
that have not been taught explicitly in class. The material will provide intrinsic feedback
and will give the student the opportunity to practise the new concepts. In the model
pedagogical pattern this self-study will be followed by a short test assuring that students
have acquired the expected knowledge before allowing students to record their
contributions to a conversation. Individual feedback from the teacher will be provided
and this will be followed by the production of a short video clip in pairs. The video clips
will
then
be
posted
on
the
LMS
where
other
students
will
give
advice/feedback/commentary on these productions.
This adheres to
Laurillard’s (2012)
advice to “give learners the means to build an external representation of their
knowledge
to share with others; provide feedback that can guide modification of actions and the
concepts that generated them” (p. 89
-90)
.
Students will then produce the final video clip taking into account their peers’ comments.
The skills acquired in this way will then be put into practice during a conversation with
the teacher in an effort to bring it closer to ‘real life’
and give students another
opportunity to interact and communicate as suggested by Smith and Schulze (2013). The
extent to which the other two digital pedagogical patterns should/could differ from one
another is not yet defined.
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As technology such as
Nihongo Partner
(a multi-media
software programme allowing
language students to master model dialogues and to interact with pre-recorded onscreen
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