Today’s classroom is more culturally and linguistically rich than ever before, and new technology tools emerge so fast that often our students are more conversant with “the latest gizmos” than we are. So how do we engage this young, diverse group in subjects they might feel are dry and meaningless? How do we design and create learning experiences that are personal and real, so that students embrace the learning needed to help them become good, global citizens?

Theorists in language learning contend that motivation is considered one of the main determining factors in the success of second language acquisition (Gardner, 1985; Oxford & Shearin, 1994). Motivation theories (Gambrell & Morrow, 1996) emphasize that learning can be facilitated through social interaction with others. Sharing ideas and exchanging views with others about world events, books, neighborhood, or other common interests are important to keep learners engaged. Internet technologies provide a perfect venue for such social interaction.

Research has shown that students have positive attitudes toward using computers for writing and communication when they feel personal empowerment, experience enhanced learning opportunities, and engage in computer-mediated communication (Warschauer, 1996). Students showed strong enjoyment when they engaged in Internet activities that allowed for social interaction with both native and non-native speakers (Donaldson & Kotter, 1999, Osuna, 2000).

This session will focus on how ESL teachers and classroom teachers who serve the needs of ESL students can optimize learning, enhance student inquiry, and promote greater intercultural understanding by infusing simple, yet powerful, technology into their daily classroom work. In the traditional classroom, lessons tend to start, on any given day, from where the lecture left off the previous day. In this presentation we will describe two powerful learning models that can add new dimensions to the experiences of second language students.

The WebQuest, a learning model designed by Bernie Dodge and Tom March, utilizes the powerful resources of the Internet to engage students in higher level learning activities. Translation tools, resources in many languages, and the abundance of cultural sites provide great opportunities in the second language classroom. The focus of the first part of this panel session will be on the use of WebQuests to provide learning activities that are culturally responsive and engaging to ESL students. The presenters will describe design considerations, suggest specific resources, and give examples of WebQuests designed to meet the needs of a culturally diverse student population.

A free networked learning environment for ESL K-12 learners, APEC (Asia Pacific Economic Corporation) Cyber Academy (http://linc.hinet.net/apec/), promotes intercultural exchanges through collaborative, project-based, and game-based learning. It was launched in 2002 and designed based on constructivist and self-regulated learning theories. In addition to global and project-based learning modules, the site utilizes several information and communication technology (ICT) tools such as multi-user video-conferencing, 3D virtual reality chat, text chat, mailbox, and games to engage ESL learners in completing projects. K-12 ESL students and native speakers of English from all over the world can participate in an annual nine-week contest and present various cultural artifacts under specific themes such as “A Day in Our school,” “What Money Can Buy,” “Weather and Natural Disasters,” and “Holidays around the World.” Participants follow a weekly calendar and engage in team-based activities. K-12 educators facilitate students in developing digital artifacts such as digital video stories, web pages, animations, and slideshows that are presented in the online gallery for peer and expert evaluation. Online tutors, who are native speakers of English, are available to provide language and general project support.

The 2006 ACA annual contest attracted 130 teams and 1,152 students (grades 5-12) from eight APEC countries. Research (Chou, 2007; Chou & Lin, 2007) showed that ESL learners improved their English and ICT skills as a result of participating in the ACA contest. The studies also concluded that community building, a sense of satisfaction, and improved literacy skills play a key role in motivating ESL students.

Outline

This poster session will emphasize the following topics:

1. Designing and creating WebQuests that address the cultural and linguistic needs of ESL students.
2. A networked learning environment for ESL students, APEC Cyber Academy, promotes intercultural exchanges through collaborative, project based learning activities.

Supporting Research

Chou, C. C. (2007, March). Motivation factors in ESL student participation of international networked learning and strategies to partner with k-12 students from North America. Keynote speech at the APEC Cyber Academy 2007 International Conference on Networked English Learning, Tainan, Taiwan.

Chou, C. C., & Lin, C.-S. (2007, April). Asian k-12 students’ and teachers’ perceptions of global networked learning. Paper presented at the American Educational Research Association (AERA) 2007 Annual Meeting, Chicago, IL.

Donaldson, R., & Kotter, M. (1999). Language learning in cyberspace: Teleporting the classroom into the target culture. CALICO Journal, 16(4), 530-557.

Gambrell, L. B., & Morrow, L. M. (1996). Creating motivating contexts for literacy learning. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 115-136). Hillsdale, NJ: Lawrence Erlbaum Associates.

Osuna, M. (2000). Promoting foreign culture acquisition via the internet in a sociocultural context. Journal of Educational Computing Research, 22(3), 323-346.

Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal78, 78, 12-28.

Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawai'i symposium (Technical Report #12, pp. 29-46). Honolulu, HI: University of Hawai'i, Second Language Teaching & Curriculum Center.

Presenter Background

Margaret Thombs, Ph.D. is an associate professor in education at Roger Williams University in Bristol, Rhode Island. She is co-author of The Culturally Responsive Social Studies Teacher (Corwin, in press) with Maureen Gillis and Alan Canestrari. She earned a Master’s degree in Mathematics Education and a Ph.D. in Instructional Technology. Her areas of research interest are accessible and assistive technology and language learning and technology. Dr. Thombs is an active member of ISTE and SIGTE and is a frequent presenter at national and regional conferences, including NECC conferences.

Maureen Gillis is co-author of The Culturally Responsive Social Studies Teacher (Corwin, in press) with Margaret Thombs and Alan Canestrari. She is the owner of an Internet-based business and the coordinating editor for Spalding University’s manuscript review program for MFA alumni in Louisville, Kentucky. Ms. Gillis earned her MFA in Writing from Spalding, and has taught in that program. Prior to becoming a writer and Internet entrepreneur, she was a CPA and business executive and taught in the MBA program at the University of Hartford.

C. Candace Chou is an assistant professor in the Department of Curriculum and Instruction at the School of Education at the University of St. Thomas in Minneapolis, MN. She is in charge of the Learning Technology MA/Certificate Program. As the co-director of the Minnesota Leaders and Educators Technology Initiatives (MELTI), she has worked to bridge the digital divide in the K-12 schools. Her research focuses on the integration of technology into curriculum, computer-mediated communication (CMC) systems, and the design of distance learning environments.

Chi-Syan Lin earned his Ph.D. in Instructional Technology and Computer Science at Indiana University in 1994. He is currently a professor at National University of Tainan, Taiwan. With his expertise in the field of networked learning, Chi-Syan Lin frequently serves as a consultant to numerous governmental digital learning projects in Taiwan and other Asian countries. Chi-Syan Lin focuses his research on blending the strength of microworlds, simulations, and role playing games to create virtual learning environments and content.

Mark van 't Hooft Ph.D., is a researcher and technology specialist at the Research Center for Educational Technology (RCET) at Kent State University, and is a founding member and current chair for ISTE’s Special Interest Group for Handheld Computing (SIGHC). His current research focuses on ubiquitous computing and the use of mobile and connected technology in K-12 education and beyond, especially in areas related to social studies and citizenship education. He has published and presented extensively on these subjects, including at the last 6 NECC conferences. Prior to his work at RCET, Mark taught middle school and high school social studies and language arts. He holds a B.A. in American Studies from the Catholic University of Nijmegen, the Netherlands, and an M.A. in History from Southwest Texas State. He received his doctoral degree with a dual major in Curriculum and Instruction, and Evaluation and Measurement in 2005.