Schedule: 2009-09-10 (16:30 - 18:00)
Poster Presentations and Commercial Exhibition (Exhibition Hall)

Title: How can target group specific multimedia software support language learning and the development of media literacy? Results of a feedback analysis.
Authors: Jeannine Gerbault, Sabine Ylönen
Abstract: The aim of this study is to explore the potentials of target group specific multimedia software for language learning and the development of media literacy. Multimedia software has often been criticised for its atomistic and particularistic approach that does not meet the needs of a constructivist learning approach with an emphasis on language use in context rather than on acquiring contextless language knowledge. On the other hand, multimedia software to support autonomous language learning for specific purposes has gained an increased popularity. Consequently e-material should be designed according to the specific needs of the target group. In this paper, we are going to explore how multimedia software - designed for the specific needs of exchange students in Europe - is employed and evaluated by its users. We will focus on the Euromobil programmes that were developed to prepare international exchange students to cope with studying and everyday situations during their stay in the host countries. Because the promotion of student mobility, multilingualism, and media literacy are declared aims of the EU, the development of the Euromobil programmes was supported by the European Commission. However, until now only little is known about the impact of such programmes in terms of how multimedia material can provide assistance in the process of language learning and the development of media literacy skills. To explore these issues, we are going to conduct an online-survey in spring 2009 amongst all of the approximately 5000 persons who have ordered a password for downloading all nine programmes (for Czech, English, Finnish, French, German, Hungarian, Polish, Portuguese, and Romanian). These programmes were designed on the basis of needs analyses informed and assisted by students. Consequently, their contents and target skills vary depending on the results of these needs analyses. One aim of our survey is to compare the acceptance of the materials designed for beginners (with strong emphasis on vocabulary training of the lesser widely learned and taught languages) and advanced learners (that focus on interactive oral study situations in Great Britain, France and Germany). To maximise the response rate and to optimise the analysis of the empirical data, the dynamic online questionnaire will mostly consist of closed questions with opportunities for free comments. The questionnaire will contain background information (including media expertise and affiliation of the users), questions concerning the dissemination of the programmes (that are available for free distribution) as well as the evaluation of the offline and online components (in terms of how they support language learning and media skills development). We will examine how users react to different modes of oral and written language learning material, and how they perceive and make use of the various types of help that are made available in different programmes. The results are expected to provide valuable insights into how language learners initiate, carry on, and react to language study through using CALL material. Conclusions for the needs and challenges in the development of language training software and its use in blended and autonomous learning will be drawn.
Keywords: user feedback analysis, media literacy, autonomous learning, blended learning, online survey

Main topic: Assessment, testing, feedback and guidance in CALL

Biodata: Sabine Ylönen is a professor (pro tem) at the Centre for Applied Language studies of the University of Jyväskylä (Finland). Her main emphasis of research is on language learning and teaching in multilingual, multicultural and multimodal learning environments, and on language education policies. Jeannine Gerbault has now retired from her Professorship at the University of Bordeaux, France. She received a Ph.D.in Applied Linguistics from UCLA. Her research interests are in the cognitive and socio-psychological aspects of the use of ICT for language learning and in the relationships between ICT development and language policies.
Type of presentation Poster

Paper category (Other)

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-10 (16:30 - 18:00) Poster Presentations and Commercial Exhibition (Exhibition Hall)
Title:	How can target group specific multimedia software support language learning and the development of media literacy? Results of a feedback analysis.
Authors:	Jeannine Gerbault, Sabine Ylönen
Abstract:	The aim of this study is to explore the potentials of target group specific multimedia software for language learning and the development of media literacy. Multimedia software has often been criticised for its atomistic and particularistic approach that does not meet the needs of a constructivist learning approach with an emphasis on language use in context rather than on acquiring contextless language knowledge. On the other hand, multimedia software to support autonomous language learning for specific purposes has gained an increased popularity. Consequently e-material should be designed according to the specific needs of the target group. In this paper, we are going to explore how multimedia software - designed for the specific needs of exchange students in Europe - is employed and evaluated by its users. We will focus on the Euromobil programmes that were developed to prepare international exchange students to cope with studying and everyday situations during their stay in the host countries. Because the promotion of student mobility, multilingualism, and media literacy are declared aims of the EU, the development of the Euromobil programmes was supported by the European Commission. However, until now only little is known about the impact of such programmes in terms of how multimedia material can provide assistance in the process of language learning and the development of media literacy skills. To explore these issues, we are going to conduct an online-survey in spring 2009 amongst all of the approximately 5000 persons who have ordered a password for downloading all nine programmes (for Czech, English, Finnish, French, German, Hungarian, Polish, Portuguese, and Romanian). These programmes were designed on the basis of needs analyses informed and assisted by students. Consequently, their contents and target skills vary depending on the results of these needs analyses. One aim of our survey is to compare the acceptance of the materials designed for beginners (with strong emphasis on vocabulary training of the lesser widely learned and taught languages) and advanced learners (that focus on interactive oral study situations in Great Britain, France and Germany). To maximise the response rate and to optimise the analysis of the empirical data, the dynamic online questionnaire will mostly consist of closed questions with opportunities for free comments. The questionnaire will contain background information (including media expertise and affiliation of the users), questions concerning the dissemination of the programmes (that are available for free distribution) as well as the evaluation of the offline and online components (in terms of how they support language learning and media skills development). We will examine how users react to different modes of oral and written language learning material, and how they perceive and make use of the various types of help that are made available in different programmes. The results are expected to provide valuable insights into how language learners initiate, carry on, and react to language study through using CALL material. Conclusions for the needs and challenges in the development of language training software and its use in blended and autonomous learning will be drawn.
Keywords:	user feedback analysis, media literacy, autonomous learning, blended learning, online survey
Main topic:	Assessment, testing, feedback and guidance in CALL
Biodata:	Sabine Ylönen is a professor (pro tem) at the Centre for Applied Language studies of the University of Jyväskylä (Finland). Her main emphasis of research is on language learning and teaching in multilingual, multicultural and multimodal learning environments, and on language education policies. Jeannine Gerbault has now retired from her Professorship at the University of Bordeaux, France. She received a Ph.D.in Applied Linguistics from UCLA. Her research interests are in the cognitive and socio-psychological aspects of the use of ICT for language learning and in the relationships between ICT development and language policies.
Type of presentation	Poster
Paper category	(Other)
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No