A single-display groupware collaborative language laboratory

Abstract

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design.

Keywords:

• computer-assisted language learning
• computer-supported collaborative learning
• single-display groupware
• language laboratory
• speech recognition
• speech synthesis

Acknowledgment

This work was supported by Center for Research on Educational Policy and Practice, Chile [Grant CIE01-CONICYT].

Notes on contributors

Juan Felipe Calderón is PhD. candidate in Computer Science at the School of Engineering of the Pontificia Universidad Católica de Chile. His research interests are: technology in education, software design, distributed systems, and programming languages.

Miguel Nussbaum is full professor for Computer Science at the School of Engineering of the Pontificia Universidad Católica de Chile. His pedagogical methodologies for in classroom interactive (collaborative) learning has been used in schools in Argentina, Chile, Brazil, Guatemala, India, England, USA and Uruguay, and is endorsed by UNESCO.

Ignacio Carmach is undergraduate student in Computer Science at School of Engineering of the Pontificia Universidad Católica de Chile.

Juan Jaime Díaz is undergraduate student in Computer Science Department at School of Engineering of the Pontificia Universidad Católica de Chile.

Marco Villalta is academic at School of Humanities, Universidad de Santiago de Chile. His research interest are: intercultural education, qualitative methodology.