ABSTRACT
Ubiquitous computing technologies have traditionally striven to augment objects and the environment with sensing capabilities to enable them to respond appropriately to the needs of the individuals in the environment. This paper considers how such technologies might be harnessed to support language learning, and specifically Task-Based Learning (TBL). Task-Based Learning (TBL) involves doing meaningful tasks in a foreign language, emphasising the language's use in practice. TBL is seen as a highly engaging and motivating approach to learning a language, but is difficult to do in the classroom. Here, learners typically engage in activities that only simulate 'real-world' tasks, and as such only rehearse language use, rather than applying the language in practice. In this paper, we explore how an instrumented, context-aware environment whose design is grounded in pedagogical principles can support TBL. We present the French Kitchen, an instrumented kitchen for English speakers who are learning French, and describe a 46-participant evaluation of the kitchen. Based on the evaluation, we provide a set of design recommendations for those building instrumented systems for TBL.
- Abowd, G. D. 1999. Classroom 2000: An Experiment with the Instrumentation of a Living Educational Environment. IBM Systems Journal -- Special Issue on Pervasive Computing. 38, 4 (1999), 508--530. Google ScholarDigital Library
- Akbar, F. S. 2011. CALL for SLA: Does its Benefits Outweigh its Costs? Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. 11, 2 (2011), 15--17.Google Scholar
- Bonanni, L. et al. 2005. CounterIntelligence: Augmented Reality Kitchen. Proc. ACM CHI Conference on Human Factors in Computing Systems. (2005), 2239--2245.Google Scholar
- Chambers, A. and Bax, S. 2006. Making CALL work: Towards normalisation. System. 34, 4 (Dec. 2006), 465--479.Google ScholarCross Ref
- Communities, E. 2008. Languages mean business: Companies work better with languages. Recommendations from the Business Forum for Multilingualism established by the European Commission. Recommendations from the Business Forum for Multilingualism established by the European Comm.Google Scholar
- Davies, G. 2005. Computer Assisted Language Learning: Where are we now and where are we going? Keynote speech at the University of Ulster Centre for Research in Applied Languages UCALL conference: "Developing a pedagogy for CALL" (2005).Google Scholar
- Dimitrova, V. 2003. STyLE-OLM?: Interactive Open Learner Modelling. International Journal of Artificial Intelligence in Education. 13, (2003), 35--78. Google ScholarDigital Library
- Fox, J. 1984. Computer-assisted vocabulary learning. ELT Journal. 38, 1 (1984), 27--33.Google ScholarCross Ref
- Halloran, J. et al. 2006. The literacy fieldtrip. Proceeding of the 2006 conference on Interaction design and children - IDC '06 (New York, New York, USA, Jun. 2006), 17.Google Scholar
- Hoey, J. et al. 2011. Rapid specification and automated generation of prompting systems to assist people with dementia. Pervasive and Mobile Computing. (2011). Google ScholarDigital Library
- Kranz, M. et al. 2007. Context-aware kitchen utilities. Proc. Int. Conf. Tangible and Embedded Interaction (2007), 213--214. Google ScholarDigital Library
- Laufer, B. 2001. Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics. 22, 1 (Mar. 2001), 1--26.Google ScholarCross Ref
- Macaro, E. 2008. The decline in language learning in England: getting the facts right and getting real. Language Learning Journal. 36, 1 (Jun. 2008), 101--108.Google ScholarCross Ref
- Motteram, G and Thomas, Michael (2010) Afterword: Future directions for technology-mediated tasks. In: Task-based language learning and teaching with technology. Contiuum, London, pp. 218--238. ISBN 978-1441101532Google Scholar
- Ogata, A. H. et al. 2004. Computer supported ubiquitous learning environment for vocabulary learning using RFID tags. Technology Enhanced Learning. 171, 1 (2004), 121--130.Google ScholarCross Ref
- Ogata, H. et al. 2004. TANGO?: Supporting Vocabulary Learning with RFID tags. Proc. Int. Workshop Series on RFID. (2004).Google Scholar
- Olivier, P. et al. 2009. Ambient Kitchen: Designing Situated Services using a High Fidelity Prototyping Environment. Workshop on Affect & Behaviour Related Assistance in the Support of the Elderly, PETRA-09. (2009). Google ScholarDigital Library
- Open Movement - WAX3 Wireless Accelerometers: http://code.google.com/p/openmovement/wiki/WAX3. Accessed: 2012-03-16.Google Scholar
- Pham, C. and Olivier, P. 2009. Slice&Dice: Recognizing Food Preparation Activities Using Embedded Accelerometers. AmI (2009), 34--43. Google ScholarDigital Library
- Pham, C. et al. 2010. A Dynamic Time Warping Approach To Real-Time Activity Recognition for Food Preparation. Proc. Int. Joint Conf. on Ambient Intelligence (Malaga, 2010). Google ScholarDigital Library
- Rogers, Y. et al. 2004. Ambient wood. Proceeding of the 2004 conference on Interaction design and children building a community - IDC '04 (New York, New York, USA, Jun. 2004), 3--10. Google ScholarDigital Library
- Ryokai, K., Oehlberg, L., Manoochehri, M., and Agogino, A. 2011. GreenHat: exploring the natural environment through experts' perspectives. Proc. ACM CHI Conference on Human Factors in Computing Systems. (2011) 2149--2152. Google ScholarDigital Library
- Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective (Language Learning Monograph). Wiley-Blackwell.Google Scholar
- Seedhouse, P. P. et al. 2010. Conceptualising "Learning" in Applied Linguistics. Palgrave Macmillan.Google Scholar
- Skehan, P. 1998. A cognitive approach to language learning. Oxford University Press.Google Scholar
- Warschauer, M. 1996. Computer Assisted Language Learning: An Introduction (web version, from www.ict4lt.org). Multimedia language teaching. S. Fotos, ed. Logos International. 3--20.Google Scholar
- Willis, J. 1996. A Framework for Task-based Learning (Longman Handbooks for Language Teaching). Longman.Google Scholar
Index Terms
- The french kitchen: task-based learning in an instrumented kitchen
Recommendations
Courseware integration into task-based learning: A case study of multimedia courseware-supported oral presentations for non-english major students
This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A ...
The development of meaningful interactions on a blog used for the learning of english as a foreign language
The use of a blog as a pedagogical aid for the learning of foreign languages is gaining support among teachers’ communities (Soubrié, <xref ref-type="bibr" rid="ref13">2006</xref>; Tomé, <xref ref-type="bibr" rid="ref16">2007</xref>) as it can help ...
Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-based Discussion
This study examined the effectiveness of incidental focus on form in facilitating second language learning for learners of different proficiency levels in a synchronous computer-mediated communication environment. Sixteen native speaker NS-nonnative ...
Comments