Development of a Cross Platform Support System for Language Learners Via Interactive Television and Mobile Phone

DEVELOPMENT OF A CROSS PLATFORM SUPPORT SYSTEM FOR LANGUAGE LEARNERS VIA INTERACTIVE TELEVISION AND MOBILE PHONE SANAZ FALLAHKHAIR A thesis submitted in partial fulfilment of the requirements of the University of Brighton for the degree of Doctor of Philosophy April 2009 The University of Brighton Abstract This thesis explores and develops the potential of interactive television (iTV) technology for language learning. Through a modified form of the socio-cognitive engineering approach (Sharples et al., 2002a), a range of learner centred design activities were carried out and a system developed to provide cross platform support, blending iTV and mobile phones, for adult language learners. The focus group technique was used to study adult language learners‘ strategies, motivations and use of technologies for learning. The results of this study were integrated to shape a framework for iTV based language learning, drawing also on language learning theories and the learning affordances of the iTV technology. On the basis of this framework, a number of scenarios were developed, which were subsequently translated into a list of general requirements. TAMALLE (Television and Mobile Assisted Language Learning Environment), a prototype system based on these requirements, was designed and developed. TAMALLE is a cross platform informal language learning environment that supports learners‘ understanding of authentic materials broadcast on television, by scaffolding difficult language items with explanation. It supports learners‘ overall understanding and enables learners to construct and organise their own individualised knowledge environment, which can be also accessed on an anytime and anywhere basis. In this process, the system supports learners‘ comprehension of television programmes and learning of new language items. A study was conducted with EFL learners to identify criteria for selection of language learning items from authentic English TV programmes that could further scaffold learners‘ understanding through the recommendation and annotations functions of the TAMALLE system. Three different television genres were studied: a popular UK soap opera, a news broadcast and a lifestyle programme. The results suggest a number of categories of language item that learners might find difficult to understand whilst watching a broadcast programme. In particular, names of unknown places, words referring to UK culture, Western references, figurative expressions and slang were perceived to be difficult. On the basis of this study, learning materials were developed for adult English foreign language learners and used in the TAMALLE prototype system. A multi-method evaluation approach was used to gauge the usability, perceived usefulness and desirability of the TAMALLE system. The results revealed an overall positive response from language learners. Although there were some reported difficulties in reading text and on-screen display on the iTV side and for entering text and scrolling on the mobile side of the interface, TAMALLE was perceived to be a usable, useful and desirable tool to support informal language learning and also for gaining new contextual and cultural knowledge. 1 Table of Contents Abstract…………………………………………………………………………………..1 Table of Contents………………………………………………………………………...2 List of Figures……………………………………………………………………………7 List of Tables………………………………………………………………………….....9 Acknowledgments..…………………………………………………………………….10 Declaration……………………………………………………………………………...11 Chapter 1 Introduction ................................................................................................. 13 1.1 Introduction ..................................................................................................... 13 1.2 Background ..................................................................................................... 15 1.2.1 Interactive television: research and development ................................... 15 1.2.2 Mobile telephony: research and development......................................... 17 1.3 Research questions .......................................................................................... 18 1.4 Contribution to knowledge .............................................................................. 21 1.5 Overview of the thesis chapters ...................................................................... 22 Chapter 2 Adult foreign second language acquisition ................................................. 25 2.1 Introduction ..................................................................................................... 25 2.2 Language learning theories ............................................................................. 25 2.2.1 Behaviourist theory ................................................................................. 26 2.2.2 Cognitive theory ...................................................................................... 27 2.2.3 Creative constructionist theory ............................................................... 27 2.2.4 Constructivist theory ............................................................................... 28 2.2.5 Sociocultural theory ................................................................................ 29 2.3 Language teaching approaches ....................................................................... 30 2.3.1 The grammar-translation approach ......................................................... 30 2.3.2 Audio-lingual approaches ....................................................................... 31 2.3.3 Cognitive code approach ......................................................................... 33 2.3.4 The ‗Direct method‘ approach ................................................................ 33 2.3.5 Oral and situational language approach .................................................. 34 2.3.6 The natural approach ............................................................................... 35 2.3.7 Communicative approach........................................................................ 36 2.3.8 Total physical response approach ........................................................... 37 2.4 Factors influencing second language learning ................................................ 38 2.4.1 Attitude and motivation........................................................................... 39 2.4.2 Intelligence .............................................................................................. 39 2.4.3 Personality ............................................................................................... 39 2.4.4 Aptitude ................................................................................................... 39 2.4.5 Age .......................................................................................................... 40 2.5 Theories of formal, informal and incidental learning ..................................... 40 2.6 Adult learning theories and practices .............................................................. 43 2.7 Design implications ......................................................................................... 50 2.8 Conclusions ..................................................................................................... 52 Chapter 3 Language learning technologies .................................................................. 54 3.1 Introduction ..................................................................................................... 54 3.2 Printed materials.............................................................................................. 55 3.3 Audio based media .......................................................................................... 57 3.3.1 Language lab ........................................................................................... 57 3.3.2 Radio ....................................................................................................... 57 3.3.3 Tape cassette ........................................................................................... 59 2 3.3.4 CDs .......................................................................................................... 59 3.4 Video based media .......................................................................................... 60 3.4.1 Video-based language teaching programme ........................................... 61 3.4.2 Video-based authentic programmes ........................................................ 62 3.4.2.1 Films .................................................................................................... 62 3.4.2.2 TV in the target language .................................................................... 63 3.4.2.3 TV with subtitles or closed captions ................................................... 65 3.4.3 Interactive video delivered via CD-ROM or DVD ................................. 67 3.5 Computers for language learning .................................................................... 71 3.5.1 Computer assisted language learning: a historical development ............ 71 3.5.2 Intelligent Computer Assisted Language Learning Systems (ICALL) ... 74 3.5.3 The computer as a tutor ........................................................................... 75 3.5.4 The computer as a tool ............................................................................ 77 3.5.4.1 Office tools .........................................................................................

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