Language(s)

Spanish

Learner level

low intermediate

Institution

The University of Surrey

Name(s)

Contact details

Objectives

The aim of this project was to develop and trial a series of web-based tasks, each exploiting one or two Spanish or Latin American sites, for use in an intermediate level course for adult learners of Spanish at the University of Surrey.

Implementation

Our initial step was to research and select one or two sites from Spain or Latin America relating to a number of topics in the intermediate level course for adults. We decided to use a web-based task once a fortnight, a total of eight tasks over the 16-week course.

We then began developing specific tasks based on the chosen sites. Each task incorporated:

Outcome

We managed to trial only six tasks due to staff illness during the teaching period.

Oral feedback, obtained at the end of the session in the multimedia laboratory, revealed a number of issues. Most of the group said they enjoyed the task and found it stimulating and useful, and there was enthusiasm for working on the Internet materials as homework tasks. A number of students stressed the importance of the Internet work being integrated with class work and of receiving feedback on the web-based tasks.

As we had anticipated from the pilot study carried out in a previous course, the group expressed a strong preference for not working on computers in class time. A number of factors contribute to this: those learners who spend the day in front of a screen at work are not too keen on doing the same in their language class; and even where the task is designed so that learners can work collaboratively, learners perceive that working on computers inhibits the usual type of interaction that takes place in class and takes time away from other activities.

A further aspect of the feedback related to experience of, and attitude towards, the use of computers. A significant number of the group had little or no experience of computers, and were not able to carry out the language task satisfactorily due to problems such as mouse control. Two learners who had never used computers before emphasised that their aim was to learn Spanish, not computing: they were not interested in receiving training in use of computers.

On the basis of this feedback, we decided to ensure that for each web-based task parallel "paper-based" resources should be suggested for those learners not interested in using the Internet. On setting up each task, the tutor suggested a range of resources - such as newspapers and brochures - that learners could consult. Thus all learners in the group could successfully complete the task, with or without access to the Internet.

On completion of each of the subsequent tasks, learners gave informal feedback on the relative interest / usefulness / difficulty of the task and the sites themselves.

We distributed a questionnaire to all of the adults attending our language courses, to investigate their familiarity with and attitudes towards using computers in language learning. Out of around 110 questionnaires distributed we received 55 back, or 50%. 60% of respondents had used computers for language learning before, and a further 25% expressed an interest in doing so. However, there were a few who were not aware of what using computers in language learning might involve, or who were concerned that it would lead to reduced tutor contact. In line with the feedback from our learners, 85% expressed a preference for using computers in their own time rather than in class.

Evaluation

Although we were not able to complete the full range of tasks as anticipated, and encountered a number of problems in implementing the project, we have learnt a great deal and believe there are important lessons to be drawn from our experience.

Students' feedback illustrated that they enjoyed learning about aspects of Spanish/ Latin American life and culture, in which the web excels due to its great range of information, interactivity and up-to-date nature. The freedom that the web can offer to the learner interested in exploring a particular issue was appreciated, and learners were pleased that they were able to understand "real-life" written Spanish.

The major difficulty we encountered arose from the differing levels of computer expertise and interest within the group. Although the questionnaire results showed that the great majority of adult learners attending language courses at the University are interested in using computers in language learning, some of our pilot group did not wish to do so. If one is not familiar with the workings of a computer and the Internet, the technology presents a barrier, rather than a stepping-stone, to learning. We were careful not to appear to be forcing use of the web on learners, and to ensure that those who did not want to use the web were not disadvantaged.

Finally, we should mention a couple of technical issues. First, installing plug-ins for a site that contained 3-D images turned out to be far more time-consuming than the pedagogical value of using these images warranted. Such considerations should be taken into account when selecting websites for class exploitation. Second, we found that prior bookmarking of the sites on students' computers was extremely helpful, allowing learners to begin the language task immediately.

Four major lessons can be drawn from our experience:

1. We must be sensitive to the fact that some adult learners may not wish to use ICT in their language learning. We would be interested in hearing about other colleagues' experiences, and how this issue has been addressed.
2. We view the web as a complement to other resources available for language learning, one that is an exceptionally rich source of up-to-date cultural and linguistic information. We would like to share our enthusiasm for this resource with our students, and encourage them to consider the possibilities it offers.
3. Learner training in IT could resolve the problem of lack of computer expertise. We believe that making initial training and on-going support available should be key in any attempts to integrate web use into language courses.
4. When using the web in a teaching session it is essential to anticipate any technical preparation that may be required - e.g. installation of plug-ins. We found that bookmarking the web sites on the learners' computers beforehand saved valuable time in class.

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