Por Camila Dias da Silva e Jenny Yoshioka.
Identificação:
KYEI-BLANKSON,
Lydia; TRAORE, Moussa. Using Literature
and Multiple Technologies in ESL Instruction. Journal of Language Teaching
and Research, vol. 2, n° 3, 2011, p. 561-568.
Resumo: Many
instructors are using literary texts along with language structure books in
English as a Secondary Language (ESL) classrooms. Since literature is often
written to portray a particular cultural or authentic experience, the material
presented may not be familiar to ESL students. Also, the students may find such
texts structurally complex and impossible to understand. To overcome these
challenges, instructors need to implement strategies that will make the
literary materials relevant and useful to student learning. The current study
describes how multiple technologies were successfully employed in the
presentation of Chinua Achebe’s 1958 novel, Things
Fall Apart. In addition, ESL students’ reactions to the integration of
technology in instruction were explored. Findings from this study have
pedagogical implications for instructors who plan to incorporate literature and
technology into their ESL curricula.
Palavras-chave: technology,
literature, ESL instruction.
Citações:
I.
INTRODUCTION
“(…) Trends in technology
have indeed altered the educational landscape and have caused changes in the
way courses are developed and delivered (Hicks, Reid & George, 2001).” (p. 561);
“(…) Empirical research
conducted to examine the influence of this approach showed that the use of
technology helped motivate ESL learners to develop strategies for successful
learning (Mayer, 1999, Moreno, Boire, & Vagge, 1999, Jelfs & Whitelock,
2000, Mansoor, 2002).” (p. 561);
“(…) Arguments forwarded
against its use include the fact that the language used in the literature is
structurally complex, conceptually difficult to understand, and is unique to a
particular culture or authentic situation, therefore does not support the goals
of teaching grammar in a language classroom and helping students meet their
academic and occupational needs (Kay, 1982).” (p. 561).
A. Purpose of the Study
“The purpose of this study
was to describe how technology was used to successfully teach literature in an
ESL class and explore the affect on students’ vocabulary skills and their
reactions to the use of literature and technology in their learning.” (p. 562).
B. Research Questions
1.
What did the ESL students acquire from the use of
literature in their classroom?
2.
How did the students perceive the effect of technology
integration in the teaching of literature on their learning?
3.
In what specific ways did the variety of technology
used help student understand the concepts presented in the authentic text?
C.
Significance of
the Study
“(…). First, (…)
to know how technology facilitates the teaching and learning of literature.
Second, (…) realize the benefits of integrating literature instruction with
technology and its implications for ESL students’ learning. Finally, (…)
realize through this study the importance of technology integration in the
teaching and learning of literature especially to ESL students.” (p. 562).
II.
REVIEW OF
LITERATURE
A. Approaches and Methods in ESL
“According to Li (2006),
language acquisition among young children is a gradual process that involves
building vocabulary from messages received through communication and using the
language in a highly supportive, non-stressful environment.” (p. 562);
“(…), the language presented
by the teacher, the environment in which the language is presented, and the
strategies used in presentation are very important considerations for the
instructor if the aim is to facilitate student comprehension and language
skills.” (p. 562);
“The Grammar-Translation
method involves having students translate sentences from their native language
into the target language. (…). The Direct approach on the other approaches does
not allowed students the opportunity to apply their native tongue. Students are
immediately immersed into studying the new language they plan to acquire.” (p.
562);
“(…) [Reading approach]
where the emphasis is placed on being able to read and build vocabulary in the
secondary language. This approach requires more control over the frequency and
usage of the vocabulary. Similarly, the Audio-Lingual method involves focusing
attention on pronunciation and oral drillings.” (p. 562);
“The Cognitive approach, for
instance, involves emphasizes on rule acquisition and the instructor views
reading and writing as important as students’ ability in listening and speaking.
That students are able to understand and comprehend the language are the main
objectives put forth in the Counseling Learning, Comprehension-based and
Communicative approaches. In these methods listening comprehension, language
use, and fluency of use are viewed as important. (…) the Communicative Approach
emphasizes where language use and fluency of use is emphasized.” (p. 562);
“(…) it is essential that
the instructor provides a supportive environment, adequate communicative
practice, and applicable learning activities to assist students. Another
element of importance is the language learner’s acquisition of vocabulary. (…).
In addition, the provision of meaningful input, communicative teaching methods,
and authentic materials is essential to ensure the development of learners’
vocabulary and communicative competence.” (p. 562-563).
B. Using Literary Texts in Language Instruction
“(…) reading, listening,
speaking, and writing are four important activities emphasized in language
learning. (…). However, using only textbooks in ESL instruction has been found
to be insufficient.” (p. 563);
“(…) The use of literature
provides the opportunity for ESL students to interact with the language as they
get to learn new words or vocabulary.” (p. 563);
“In addition to helping
students build vocabulary, other suggested benefits of using literature books
are that they are motivating and authentic, provide a narrative and plot to
stimulate interest, build up interest for other cultures, and help build fluency
(Horst, 2005). Furthermore, literature books are often less expensive and may
come with other supplementary material (…).” (p. 563);
“Although, the evidence
suggests that these materials can ensure language proficiency levels at all
levels of education, one drawback that has pointed out is that the texts do not
present curricular items in a particular sequence as textbooks do (Gareis,
Allard, & Saindon, 2009). (…). One way to resolve this issue might be for
such instructors to be very selective in the choice of the text used and
considerate about when such texts need to be included in the curriculum. Also,
since literary materials might present some cognitive difficulties for
students, instructors might want to consider the inclusion of other
presentations or supplementary materials to support learning.” (p. 563).
C. Using Multiple Technologies in Language Acquisition
“(…) Through the use of word
processors, presentation software, multimedia, hypermedia, drill and practice
programs, the Internet, and other procedures and tool, students from all walks
of life are able to engage in instruction and the learning environment designed
to meet their specific needs.” (p. 563);
“(…) According to Usun and
Kömür (2009), technology such as movies and music can help instructors in
language classes by providing them a good opportunity to develop and create
different, enjoyable tasks for their classes. Wang (2004) also added that the
use of technology helps meet language learners communication needs as well as
help them develop their language skills in the classroom. Using various kinds
of technological devices gives language students the sense of freedom,
motivation, and encouragement they need for learning (Gene-Ilter, 2009).” (p.
563);
“(…) Audio materials
encourage listening skills while the visual presentation not only provide a
focus of attention but also makes it easier for language learners to fill in
any information they do not understand. (…) some students may view the visual
content passively and may garner very little meaning from the presentation.
Presenting the visual information first and then and then following up with the
audio is one strategy that has been suggested to prevent this problem.” (p.
563);
“(…) using both audio and
visual presentations simultaneously lead to a higher effect when compared to a
single presentation at one time (Mayer, 2001). (…). Audio-visual materials
present students with a lot of information, especially in the form of cues such
as facial expression, hand movement, and gestures which hold their attention
and may encourage even the novice learner to focus on the message at hand. In
addition, the representations enhance learners’ listening comprehension and
helps with understanding of difficult materials (Ginther, 2001).” (p. 563-564);
“(…), most of the research
indicate that the use of technology in language classes helps improve the for
skill areas recommended for success, (…): instructors need to focus on the
importance of using authentic and interactive activities, materials should be
selected with the needs and interests of the students in mind, the lessons
should meet pedagogical requirements, and the activities should be well
supported by the technology.” (p. 564).
III.
METHOD
A. Research Design and Participant Selection
“This study used a
qualitative approach to describe how technology was used to successfully teach
literature in an ESL class and explore students’ reactions to the use of
technology in the ESL classroom.” (p. 564);
“The study participants
comprised of 10 Thai students who were studying English as a second language,
(…), computer technology, the Internet, and an overhead projector were used in
the presentation of literary materials to the students.” (p. 564).
B. Data Collection and Analysis
“Data for the study were collected
by way of one-on-one interviews. (….). Specifically, students’ perception of
the use of technology in the teaching of literature in the ESL classroom was
assessed.” (p. 564).
IV.
FINDINGS
“The first phase of data
collection helped the instructor of the class determine the teaching strategies
that would help reach the needs of the students.” (p. 565);
“The second set of
interviews revealed changes in student understanding of the novel in general,
the terminology in the novel, specifically, as well as their use of the
vocabulary. Also students indicated that they found the use of technology in the teaching of literature in this course
effective.” (p. 565).
Influences
of Multiple Technologies
“The students perceived the
technological devices as education tools that helped enhance their
understanding and engagement (…). The general reactions from the students show
that the technology enabled easier and accurate evaluation of the characters
and events in the literature.” (p. 565);
“The students realized that
weaving technology within the Literature curriculum equips them with high
listening and comprehension skills that in turn facilitate their discussion of
the literary text.” (p. 565);
“Using technology in this
class produced a familiarity between students and the setting of the novel.”
(p. 565);
“The participants also
indicated that the use of technology in this class enabled them to have more
interaction and feel more proximity with the literary material; (…). It
appeared the technology made it easier for students to draw comparisons between
the plot in the book, the setting and conflicts in the text, and their personal
environment and society.” (p. 565);
“The data showed that the
use of technology in this class empowered the students to such an extent that
remarkable and striking inferences were made in their study and discussion of
the text, and the learners felt that they improved theirs skills in Literary
criticism and beyond that, their overall level in English language improved.”
(p. 565);
“(…) the tendency to
substitute the movie for the literary text, instead of combining the use of the
printed text with the movie.” (p. 566);
“(…) power of technology in
terms of comparing societal features to the highest level.” (p. 566);
“Another important feature
that technology brought into this study is the specific details that contribute
to add an interesting twist to the plot. Watching the movie enabled the
students to grasp certain feelings and emotions that are difficult to capture
in a simple reading of the text, especially for ESL students.” (p. 566).
V.
DISCUSSION
“(…) ‘Literature does indeed
have a place in ESL curriculum. For many students, literature can provide a key
to motivating them to read in English. For all students, literature is an ideal
vehicle for illustrating language use and for introducing cultural assumptions’.” (p. 566);
“(…), using literature in
combination with the multiple technologies in the ESL classroom made it easier
for the ESL students to understand the material which was initially construed
as difficult to grasp. The study also showed that using audio-visual materials
in the form of movies on a book prepares students to a more complete and
complex reaction to the material and it also generates critical thinking as
NCLE (2002) stipulates. The use of listening materials also prepares students
and equips them with a better ability and predisposition to understanding and
analyzing literary materials as some of the students pointed out in this
research. (…). This project showed that carefully selecting an audio visual
material and introducing students to it while placing specific emphasis on
vocabulary and prior knowledge factors as Koskinen et al. (1985) reiterate,
facilitates the teaching of Literature in the ESL classroom.” (p. 566).
VI.
RECOMMENDATIONS
“Both ESL and Literature
faculty need expose students to the use of audiovisual technology. ESL student
expose to literature is also recommended. (…), a strategy that encourages
students to combine Literature, Writing (Composition), Language and Pedagogy in
their study of texts. Using technology and Literature in the ESL classroom
helps train ‘strong readers’ (…): readers who competently and confidently
engage literary materials while bringing their own personal experience into that
of the characters in the text. (…), how can ESL programs efficiently and
successfully match technology applications to the instructional needs and goals
of ESL program? (…). The rift between those who have access to technology and
those who do not is giant and must be considered.” (p. 567).
