Language(s)

Italian

Learner level

Intermediate

Institution

Coventry University

Name(s)

Contact details

Objectives

To analyse cross-cultural translation issues on-line and to prepare assessed on-line presentations about translation issue on-line. To improve students' awareness of C&IT and expand their knowledge of Italian.

Implementation

We followed a model of CALL implementation developed by myself (Fluid Role-Exchange Environment - FREE). Students discussed some Italian texts on paper (from different registers, styles, etc.) and decided what issues they would like to know more about, These issues were transformed into hot-words, following the three main categories of 'style' 'register' and 'vocabulary'. Students discussed what words to allocate to what categories on-line in the WebCT bulleting board. By studying the on-line discussion, a sample text was subsequently transformed into a hypertext with the help of a computer designer, according to students' feedback. Students then studied the hypertextual version of such text in order to create their own hypertext version of another text to translate. The translation, the on-line discussion, the group presentation and the written reflective report about the presentation attached to it counted for 12% of the students' final mark for a mandatory double module in Italian language for their Ba Honours in Modern Languages at Coventry University. Each group of students created their on-line translation lesson on WebCT which they presented to their peers, but which will also be used by future cohorts of students reading Italian at Coventry University.

Outcome

At the end of the year all students were administered two evaluation questionnaires: one about WebCT in particular and one about the module in general. They also gave feedback regularly on-line at the end of each session with the language tutor (they posted it aither in the bulletin board or in the private e-mail section in WebCT).

In the lecturer's eyes the major achievement consisted in the fact that four out of the five groups' presentations were outstanding. The on-line discussion which came before the on-line hypertextual analysis of the texts chosen by the students enhanced the students' understanding of the different translation categories and made them more aware of issues relating to context, style and register. The use of C&IT helped them in analysing the chosen text in depth and they all agreed that the experience had been gratifying in terms of confidence and self-esteem, as they had been able to display their own work in hypertextual version on the large monitor screen during their presentation.

The foreign students (Socrates and direct entry) who were in the group (25%), after a terrified beginning - as most had never used computers before - became relaxed and in the final evaluation questionnaire declared that the course had improved their IT skills and that they were pleased about it.

All students commented that WebCT was easy to use and that they had also appreciated being able to see the weekly home-work and the assessment guidelines on-line.

The majority of students agreed that the course had enhanced both their translation skills (Italian-English) and their IT skills. They also said they had learnt a lot both from doing their own presentations and from listening to those of their peers. Some commented that they feel they have learnt IT skills which will be useful for the world of work.

It must be pointed out, however, that some students expressed concerns about the on-line discussion, as they said they would have preferred to do it face-to-face all the time. One mature student felt that she did not have sufficient access to computers to enjoy using on-line materials.Some students commented that they did not enjoy doing literary texts (as the first one we dealt with was an extract from a novel). One student resented being used as a 'gunea pig': this group was one of the pilot ones in the implementation of WebCT across the university.

On the whole, however, the feedback was overwhelmingly positive. The module was awarded a 5/5 in the evaluation questionnaires (in a scale 1-5 in which 5 is the highest mark).

Evaluation

The effort was definitely worthwhile. The major difficulties were of a technical nature, as the www connection was not always as fast as it could have been. Furthermore, WebCT needs to be supported by Netscape rather than Explorer, and we had a panic period after Easter when Netscape crashed after the introduction of windows NT for our network.

Moreover, it is undeniable that the full implementation of a methodology which heavily relies upon computers requires both serious planning and good nerves (as computers are still not very reliable and technicians are not always at hand). Hard-copies must be kept for all materials posted on-line and an alternative 'plan B' must always be ready in case the computers crash.

Both lecturers and students agreed that it was worth using such a powerful tool - WebCT - as it could really be harnessed in order to improve the students' learning experience. Students expressed great appreciation for the variety of things they could do thanks to WebCT. For example the links to on-line dictionaries were made easier and so were the links to on-line materials about Italy and Italians which were relevant to the course.

Furthermore communicationbetween lecturers and students greatly improved, as homework, assessment and course materials were regularly posted for students.

As for the lessons to be drawn, it is undeniable that students need extra time to develop C&IT and study skills. Perhaps it could be an idea to introduce peer-mentoring. Within the pilot group in question there were great discrepancies in terms of C&IT skills. This is unavoidable, particularly when a module is also open to Socrates students and/or members of the public ('associate students'). In the future the tutor will focus more on a preliminary assessment of C&IT skills within the group and see how expert computer users can help less expert ones.

Another lesson to be learnt was the disaster which followed the attempt at using the chatline facility within WebCT. The lecturer in charge of the module thought that a live 'written chat' in Italian would be an increadible boost to the students' competence in the foreign language. Unfortunately it was too fast to be of any pedagogical use and students could not help slipping into nonsense and obscenities (they were not even deterred by serious threat about lower marlks in assessed work). It was decided to hide the chatline button and to use the bulletin board only, which works like e-mail and gives students more time to think about what they are writing before they post it.

On a final positive note: the bulletin board exchange was helpful in establishing a new kind of discourse between lecturer and students. Shy students found the heart to say what they thought - in Italian - and in so doing improved both their ability to communicate in Italian and to be more assertive.

Further details about this case-study will be available in two forthcoming papers: one in the first Web edition of ReCALL and one in Active Learning (both July editions).

Project url

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