Of course a single article cannot cover all sources of technology that might be used to take language learning via technology outside of the classroom. This article focuses on two specific sources: Skype and Google chat. A more comprehensive list is included at the end of the article.

GUIDING QUESTIONS

As mentioned in my previous article (HEIS 29-2), 10 guiding questions help me assess technology, its worthiness for my students, and its usefulness to me. There are six considerations for the “learning beyond the classroom” concept to be successful:

1. Will participation be required or optional?
2. Will boundaries be set on what may be addressed (e.g., the day’s class information, homework, related but non-text-specific information, a free-for-all discussion)?
3. Will there be limits (set access times, teacher/tutor-available times, and so forth)?
4. Will the participation be graded or receive feedback of some kind, or will it be designed as a low-affective filter activity, welcoming any and all contributions for the purpose of language usage, thereby allowing creation with the language and error?
5. Is the information achievable? Is it necessary to archive the information exchange (for later reference, for assessment artifacts, for accreditation purposes, etc.)?
6. Is it necessary for the teacher to monitor the technology usage?

Because this technology is to be used by the students outside the classroom, the teacher needs to decide how much monitoring there will be, how this usage of the technology-language-learning process will have feedback, and whether this exchange of information and knowledge acquisition will be needed for archival purposes.

SKYPE

Skype, a VoIP platform for both PC-compatible and Mac computers, enables users to connect verbally and visually by video calling, Skype calling, and group video conferencing (Skype Limited, 2010). Giving language students opportunities to connect with native speakers and authentic materials via Skype makes the language-learning process come alive, as it allows for the most experiential-learning environment short of being in the target culture. For many students, this may be as close as they come to a study-abroad opportunity.

Skype offers language teachers the ability to supplement in-class activities with beyond-the-classroom activities, resources, and conversations that the language learners can take advantage of with peers and other speakers of the target language. It also allows for different learning styles: oral, aural, visual, and, to some degree, tactile.

In a second language setting, students felt that “teacher talk” and “student-to-student” conversation is basically fake. The free price tag of VoIP (Voice over Internet Protocol) programs is what makes these real-time international conversations possible as out-of-class activities. With a microphone, Web cam, and Internet connection, students can practice the second language with native speakers (Rao, 2007).

Click here to see a screenshot of how a typical Skype session appears on the computer screen.

GOOGLE TALK

Google chat (a function of Google talk) is similar to Skype in that it allows users to talk and see one another simultaneously. It also allows for the sharing of files with others so that there can be an additional exchange of information. Google's chat network lets users― in this case, teachers and students―send and receive instant messages with friends, family, and colleagues, exchanging real-time notes and emoticons with anyone on the network using Gmail, iGoogle, orkut, Google talk, or a third-party client. All that is needed to chat is a Google account. (Note: A Gmail account is required to use Google chat. Communicating face-to-face requires downloading the free voice and video chat plug-in in Gmail, iGoogle, and orkut. This is a major difference between Google chat and Skype. Skype is its own stand-alone program requiring no extra plug-ins or add-ons.

If Gmail is used, all chats are saved and searchable by default.)

Click here to see a screenshot of how a typical Google chat session appears on the computer screen.

CONCLUSION

Whereas language-related technology is a way of accessing information in an immediate fashion geared toward the “Generation Net” (Nurmukhamedov, 2010)students who are now populating our classrooms, it is also a resource that teachers can control and manipulate to the advantage of their students. It can break down the classroom walls to take learning beyond (APEC, 2010). After all, isn’t this the ultimate goal of teaching and learning: giving students the tools necessary to become life-long learners?

ADDITIONAL TECHNOLOGY SOURCES

Dropbox: http://www.dropbox.com

ePals: http://www.epals.com

Facebook: http://www.facebook.com

iMovie: http://www.apple.com/ilife/imovie

Moodle: http://www.moodle.com

Movie Maker: http://en.wikipedia.org/wiki/Windows_Movie_Maker

Ning: http://www.ning.com

Tell Me More: http://www.tellmemore.com

YouTube: http://www.youtube.com

Online resources: http://docs.docstoc.com/pdf/1161554/09175294-7679-456c-9f48-80e5518cb61c.pdf

REFERENCES

APEC. (2010). “Ideas for using virtual learning environment.” Retrieved December 2, 2010, from http://hrd.apec.org/index.php/Ideas_for_Using_Virtual_Learning_Environments

Lawrence, G., Compton, T., Young, C., & Owen, H. (2009). Using wikis for collaborative writing and intercultural learning. In S. Rilling & M. Dantas-Whitney (Eds.), Authenticity in the language classroom and beyond: Adult learners (pp. 199–211). Alexandria, VA: TESOL, Inc.

Nurmukhamedov, U. (2010). “Review of Second Language Teaching and Learning in the Net Generation.” Language Learning and Technology, 14(1), 20–23. Retrieved December 2, 2010, from http://llt.msu.edu/vol14num1/review1.pdf

Rao, P. (2007). “Skype as a language-learning tool.” The GW hatchet. Retrieved December 10, 2010, from www.gwhatchet.com/home/index.cfm?event=displayArticle&ustory_id=bd2237d0-b32c-4668-836f-9367053c984a

Skype Limited. (2010). “Features.” Retrieved December 10, 2010, from www.skype.com/intl/en-us/features/

Dr. Alan D. Lytle, , tesolcomptech@hotmail.com, the teaching director of the intensive English language program at the University of Arkansas at Little Rock, USA, has a background in second and foreign language education (ESL/EFL, German, and French) as well as 20 years of ESL teaching experience at all levels, in academic-preparation programs, conversation programs, English-for-special-purposes programs, and topic-specific programs.