Tuesday, February 10, 2015


I like computer games. I like earning badges. I like languages. I like working together with researchers, teachers, developers all across Europe. In short: I love MElang-E! :)
MElang-E is an Erasmus+ project in which I take part. Over the course of two years, we will develop a serious-game-inspired language learning platform for teenagers. While solving quests and earning badges, students can improve their communicative competence in English. BUT, and this is the really interesting part, not only in English. Depending on who you talk to within the game, you can use different languages, as each character in the game has a full sociolinguistic profile. The player gets to chose the language he/she wishes to use with a specific person in a specific setting. Also, multiple 'Englishes' will be included in the game, as most characters will be non-native speakers of English. This is not just for the sake of realism, but also as a preparation for using English as a lingua franca in real-world contexts.

Last weekend, we had our first transnational meeting, where we developed our basic storyline, the main characters, etc. Using English as a lingua franca, of course, unless another language was contextually more appropriate ;)

Sunday, February 1, 2015

One week of CALL

This year, I got a headstart on teaching. How? Well, Frankfurt University has long Winter vacations, lasting from the day before Christmas Eve till after Epiphany, nearly three weeks. During the last week of these winter vacations, when no regular classes are scheduled but most students have finished seasonal celebrations and the stock of mulled wine and home-made cookies has been somewhat diminished, I had the wonderful opportunity to teach an intensive seminar on computer-assisted language learning.
Computer-assisted language learning is a topic that requires a solid foundation in theory, of course. But this theoretical foundation is, by far, not enough to prepare teacher training students to actually use CALL in their future teaching. Hands-on learning, though, is not always easily integrateable into 90-minutes-per-week rhythms. Therefore, the opportunity to teach an intensive seminar, with the workload of a full semester collapsed into just one week, suited me very much.

We had five full days, each one of which we could dedicate to one major theme within CALL. On Monday, we discussed competencies and infrastructure, trying to come to grips with the conditions under which CALL happens – or does not happen – at schools.
On Tuesday, we focused on the four skills – reading, writing, listening, speaking – writing wiki pages and starting a blog (both of which were maintained throughout the week), learning about podcasts and apps for speaking practice. As all of this required some revision of theory (Krashen's comprehensible input, Swain's comprehensible output) and getting to know a broad range of tools, we could have used even more time on that topic.
Wednesday, we moved on the topic of multimedia, discussing Mayer's cognitive theory of multimedia learning, the ARCS model of motivation, and the options digital storytelling provides for the language learning classroom. We also had Michael Filsecker of University Duisburg-Essen join as as a virtual guest to prepare us for the topic of Thursday, which was game-based language learning.
Thursday certainly was a day of emotions, not only because we discussed serious games using the deeply serious Depression Quest and the extremely enjoyable Argument wars, but because we used half the day to experiment with developing games. A student had developed expertise with Construct 2, so we could split the group into two subgroups, one of which developed a simple game using Construct 2, while the other group stayed with me and made interactive stories with Ren'Py.
Friday was dedicated to evaluating CALL products using the LORI instrument. It was a good opportunity to tie together many things we had discussed during the week: We evaluated the Anki vocabulary drill software, a bunch of Tiptoi and Ting reading-pen supported books, and a student-created game for practicing irregular verbs.

Teaching 5 hours a day for 5 days in a row was certainly a challenge – but being able to focus on a topic for a full week was pleasurably different from the often fragmented experience of one-session-per-week teaching. I could have used twice the time, as we had way too little time to discuss options for speaking practice, to do practical work on multimedia and digital storytelling, or to delve into CALL research. Looking back, I wish we'd had time not only to discuss in general terms how one can use CALL in different teaching contexts, but to actually plan a lesson together. I do hope, though, that I was able to strike a balance between mainstream ideas and bleeding edge work, between small-scale ideas and year-long-projects, between theory and hands-on-work, to give all students the knowledge needed to critically assess claims about hyped language learning products and the tools needed to start experimenting with CALL in their teaching.

What do you think should have been included? What tools and techniques should be covered in any CALL seminar?

Sunday, October 19, 2014

Birthday research project: Follow up study

Four years ago, I counted how birthday greetings reached me. This year, I replicated this study. Let's look at the results:
In 2010:
Twitter - 6
e-mail - 2 (spam e-mails congratulating me were not counted)
physical co-presence - 1
telephone - 1
Xing private messages - 1 (spam PMs were non counted)
Skype - 1

In 2014:
Twitter - 0
e-mail - 1
physical co-presence - 1
telephone - 0
Xing private messages - 1
Skype - 0
Facebook private messages - 10
SMS - 1 (+ 1 spam mesage)
text messaging (not SMS) - 1
snail mail - 1

Quick summary:
Twitter is dead. Long life Facebook!
OK, OK, let's try again:
Online services that send "birthday reminders" to people (Facebook, Xing) increase the number of birthday congratulations sent through them.

Thursday, October 9, 2014

Dogma 95 - instructional video edition

Imagine, you were to create an instructional video.

Imagine, too, that it must not be longer than 30 seconds.

30 seconds, that's about three to four sentences. What can you explain in just three or four sentences?

Tellagami is an app that allows you to record a message (by speaking or typing) that will then be turned into a 30-second video of an avatar 'speaking' that message. You need a cellphone, a quiet place, and a fairly good internet connection, and you can create a mini-instructional video in about 5 minutes, including the time it takes to upload the video to YouTube.

  • You can choose between speaking yourself or typing your text and have it read by the software. 
  • You can use different background, including photos. 
  • You can "draw" on the background, too - though what you can do with this is very much limited by the size of your screen - my attempts to write "negotiation" by hand on my smartphone weren't very successful. 
  • It's quick and easy to learn. 

  • The software offers male and female characters, and characters of different skin colors. But there is only one body shape for each gender, and dress-choices are strictly gender-specific (This also applies to the extra items you can buy in-app). 
  • The software adapts lip-movements to fit the speech (more or less), and throws in random gestures. 
  • You cannot change those to fit your message, though. When I used it, I would lose all data/recordings whenever the phone went on standby - which it did quite often while the video was rendered. It's a good idea to change the "wait till standby" times while working with Tellagami. 

Here are the results of my little experiment - please share any "Gamis" for educational purposes you created in the comments!

Saturday, October 4, 2014

Speaking practice with apps

Just a silly little video of how you can use apps for speaking practice in foreign language learning:

Friday, October 3, 2014

Passive blogging

This blogpost comes with homework: Before you read on, please write a Clerihew. You don't know what a Clerihew is?
"The first line is the name of the poem's subject, usually a famous person put in an absurd light. The rhyme scheme is AABB, and the rhymes are often forced. The line length and meter are irregular." (Wikipedia)

Now, don't dawdle your time - strirctly NO googling - just start writing.

Have you done your homework? Then read on:

Imagine the homework had instead been complemented by a few examples, such as:
William Labov,
as cool as the 'Hoff, (*1)
asks about the fourth floor,
no more.
Would this have made task any easier?

As part of my research on use of blogs in schools, I interviewed a range of teachers who had used blogs in class. You see, blogs aren't a dominant medium for youth in Germany - and this a euphemistic way of putting it (cf. JIM study). Accordingly, teachers reported having had to start 'from scratch', by explaining what the word 'blog' actually means. Interestingly, not all teachers actually showed examples of blogs in this process.

If you did your homework above, you might agree with me: Passive blogging, i.e. simply reading blogs, can be a helpful element in blogging instruction. One teacher in my sample actually had a really nice way to combine the two: he used a blog to explain blogging to his learners. But showing exemplary student blogs, both created in school and out of school (free range blogs), or even science blogs dealing with relevant subject area, might also be interesting options.

* Sounds like a VERY forced rhyme? Not if your native language has final obstruent devoicing ;)

Life, Language and E-Verything

So Long, and Thanks for All the Ghoti.