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Using document-editing and presentation software to facilitate collaborative language learning

This study explores how document-editing and presentation software can facilitate collaborative language learning in a ninth-grade EFL classroom in Nordrhein-Westfalen, Germany. The research focuses on the effects of utilizing technology within a limited-resource environment to support project-based group work, aid the writing process, and enhance group presentations. The findings reveal that students benefited from collaborative work, increased comfort in group settings, and improved skills in using technology effectively. This research contributes to understanding how technology can enrich language learning experiences.

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Using document-editing and presentation software to facilitate collaborative language learning

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  1. Using document-editing and presentation software to facilitate collaborative language learning

  2. Introduction “…supporting learner control over even a few facets of their learning can help learners with different language levels, interests, and learning styles.”Egbert & Yang, in press (ReCALL)

  3. Research Qu. In what ways might the use of document-editing and presentation software support collaborative language learning activities?

  4. The context The role of the computer The research methodology A description of the study Data collection, analysis and triangulation Some conclusions Further questions Objectives

  5. The context • Grammar school in Nordrhein-Westfalen, Germany • 26 ninth-grade EFL students • Natural classroom setting – one-computer classroom (“Limited Resource Environment”) • Project-based groupwork - pen and paper activities - computer activities

  6. A tool in supporting the writing process A medium for group presentations The role of the computer 1 2

  7. The research methodology An instrumental case study (Stake 1995): • is a vehicle in understanding a process • provides a background against which to examine themes emerging during the process

  8. Research aspects of the culture of Trinidad & Tobago. Use process writing techniques to prepare a final presentation. Brainstorm themes and related ideas Gather relevant information Complete worksheets Create mindmaps Present interim and final documents Description of the study Objectives Procedure

  9. Key words Phrases Concepts Data collection, analysis & triangulation • Initial questionnaire • Field notes • Learner diaries • Pre and post pair interviews • Student assignments • Student summaries

  10. Learning: facts vs. skills broadened perspective on learning “…We got a lot of informations about the location, population, music etc.” “I learn to use the computer in a new way.” “We learnt today to order our topic sentence.” “I learned to work in groups in a better way.” Some conclusions • Collaborative work • increased comfort “Students enjoy working in groups and see it as fun and supportive.” • Computer as tool • Useful “Yes, we save our new decisions and that’s good.” • Some reservations.

  11. What are students‘ perspectives on the process of learning in the language classroom? How might the use/integration of computer technology in a collaborative learning environment cause these perspectives to change? Further questions

  12. Thank you for your attention!

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