Current Projects
Research and development of a best-practice model for on-line language teaching
This ARC-funded project is a joint venture between the Centre and the Victorian School of Languages to develop a model for intermediate German.
Website:
http://www.arts.monash.edu.au/affiliates/hexe-hilde
Keynote Paper presented at WorldCALL in Canada ( Abstract)
Investigating the effectiveness of the use of audio-graphics in distance language learning
This ARC-funded project is a joint venture between the Centre and the British Open University investigating the effectiveness of an in-house produced 'voice over the Internet resource' called Lyceum.
Screenshot of Lyceum in action:
Project Website:
http://fels-staff.open.ac.uk/lesley-shield/arc/
(German)
http://fels-staff.open.ac.uk/lesley-shield/arc/english/
(English)
Paper presented at ASCILITE Conference in Perth (Abstract)
A multivariate analysis of the Web as a viable environment for language learning in schools
This project (Monash Research Grant) is being carried out using a variety of school students in local and international settings.
The Web Experience and Perception questionnaire can be found at:
http://www.arts.monash.edu.au/lcl/newmedia_in_langlearn/web-experience-perception.html
The SILL (Strategy Inventory for Language Learning) can be found in:
Rebecca Oxford, Language Learning Strategies. What Every Teacher Should know , (New York : Newbury House, 1990) pp 283-291
Abstract of paper published in ReCALL
Dynamics of interactions in computer-aided collaborative revision activities
This PhD project aims at filling an identified gap in our understanding of writing processes in a foreign language and the impact of collaborative work in a computer-aided environment. At a theoretical level, the research will examine key notions such as: interaction and collaborative learning, shared/mediated cognition and interactivity. This project breaks new ground in developing observation protocols that allow collection of extensive data about such activity.
Using Action Theory as its major paradigm, the project seeks to develop an overarching theoretical model to account for the dynamics between interaction (student/student) and interactivity (student/computer) which can be applied to the analysis and understanding of students' activity as revealed in the data.
The project will cast light on the impact on learning of collaborative tasks and the use of new technologies in second language writing composition.
More info: Patrick.Durel@arts.monash.edu.au
The unreasonable effectiveness of CALL: What have we learnt in two decades of research?
http://vsportal2007.googlepages.com/home
This 4-year research project was designed to present a comprehensive picture of what has been investigated in terms of CALL effectiveness over the period 1981-2005. It looks at both strengths and weaknesses in this body of work, highlighting pitfalls and paradoxes in research designs and providing valid design models. This includes the contribution of dedicated meta-analyses to this controversial field and a discussion of the benefits and limitations associated with this type of research.
Background (pdf format)
Findings have been presented in three separate papers:
Study 1
Felix, U. (2005). Analyzing recent CALL effectiveness research: Towards a common agenda. Computer Assisted Language Learning, 18(1 & 2), 1-32.
Study 1 addtional data (pdf format)
Study 2
Felix, U. (2005). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17(2), 269-288.
Study 2 addtional data (pdf format)
Study 3
Felix, U. (2006). Analyzing the impact of educational technologies on L2 writing. paper presented at EUROCALL, Granada.
Study 3 addtional data (pdf format)
Queries
Queries about this project should be directed to Nina Dow (nina.dow@arts.monash.edu.au)