Week 3

Part 1

The use of Rosetta Stone and Tell Me More (Nielson, 2011)

Katharine Nielson’s article “Self-Study With Language Learning Software in the Workplace: What Happens?” addressed a study that focused on language training software for self-study, particularly focusing on workplace conditions with products such as Rosetta Stone and Auralog’s TELL ME MORE. As commercially available standalone CALL materials, it was surprising to me that both of these resources have been readily available for several years, but that not much empirical evidence had studied the effectiveness of the learning outcomes of both programs. It is very unfortunate to see that the study was inconclusive due to the high rate of attrition to participate. I personally feel that most of these stand-alone programs are excellent tools for reviewing material receptively for more intermediate/ advanced learners, but I would not recommend such CALL materials for a 0-beginner. Just as Nielson mentioned, “nineteen of the 30 P2 participants who completed the exit survey reported seeking outside resources to supplement the ATMM materials, including eight learners who sought out native Spanish speakers for conversational practice” (121). If the study itself casts doubt on the extent that these P2 participants sought outside help in order to reinforce their expressive abilities, then this demonstrates that the software alone is not enough, but that these learners need support and guidance in order to facilitate their proficiency in the TL, and clearly as a motivational factor as well.

Part 2

Gauchospace Virtual Language Lab

Prior to the virtual language lab presentation by the Collaborate TAs, I had used Gauchospace for teaching my Spanish courses (forums, quizzes, feedback, etc.) but I was completely amazed by the resourcefulness of some of the tools that I was completely unfamiliar with since they can be embedded in Moodle itself. For example, one particular tool I would never have imagined having such useful means with language evaluation and assessment, was the Google Voice application. I immediately reflected on past beginning Spanish courses where students are required arrange a day/ time at the end of the course with the TAs in order to assess their oral proficiency.  Just by knowing that we could have the prompt come up when the student calls in, eliminates the inconvenience of having a class of 30 students come in for these oral exams, when clearly they would be able to record their conversations with their partners and submit them. What I really thought  was wonderful about this tool is that since it is a recording, an instructor can always replay a clip or part of the clip instead of hurriedly listening to the conversation and assessing it at the same time (which is challenging at times since we might miss something being said).