龍谷大学FDサロンリポGoing Beyond CALL: The Role of FD in Facilitating Foreign language Teacher Use of “Computer Mediated Communication” in the CALL Classroom 「コンピュータを使用した新しい学習法」マノフスキー・マイケル（国際文化学部助教授） 2004年10月15日(金)於／瀬田学舎く3号館326演習室〉 Title外国語教員のCALL教室におけるコンビュータ・メディエイティッド・コミュニケーション(コンピュータを媒体としたコミュニケーション)利用促進にあたってのFDの役割Abstract:今日あらゆる学問分野の教員が、授業やカリキュラムを直接改善するために当てられた機会のほかに、広範囲に及ぶFDの機会を有益に利用することができ、利用している。しかしながら近年FD分野においては、教えること自体をスカラリー・アクティヴィティ(学究的活動)として見ることができる、あるいはそう見るべきである、という見解がますます是認されるようになってきた。これは、みずからの職務内容や貴務において、時代に適った教授法やカリキュラムを推進することに重きを置く外国語教員にとって、重要な進展である。本論文では、 FDの援助があれば、徹底した訓練を受けなくとも、また特別なコンピュータの技能がなくとも語学教員は、ここ10年領著に進歩した技術を利用し、コンピュータ・メディエイティッド・コミュニケーションに対して学生が大いに意欲的になれる環境を、コンピュータを装備したオープンプランの(机を固定しない演習宝式)教室に創り出すことが可能であることを提案した。 Teachers from every academic discipline can, and do, benefit from a wide range of FD opportunities other than those designed to directly improve their classroom teaching and curriculum design.  In recent years, however, there has been a growing acceptance within the FD field that teaching itself, can and should, be viewed as a scholarly activity. This is an important development for foreign language instructors for whom keeping up-to-date on teaching methodologies and curriculum design, is not merely one of several FD-related possibilities, but a vital component of their job description and responsibilities. For while language teachers can and should do academic research in Applied Linguistics or language acquisition theory, it is their teaching methodology, rather than a discreet body of knowledge or research in one specialist area of the field, that will most benefit undergraduate students. Until the mid 1990s, a university-level language EFL teacher could reasonably pick and choose between different methodological approaches to teaching and course design. Few would have suggested, for example, that they needed any specific training in the use of computers and information technology in order to perform their job to a high standard. Rather, the general assumption was that those teachers with a special interest in using computers as a teaching tool would work in the field of “CALL” (Computer Assisted Language Learning) while other teachers specialized in "Oral Communication” “Phonetics” “Composition” "Reading" "Testing," "EAP" or any other sub- discipline within the larger field of EFL. Indeed there was no reason why these teachers would have occasion to use a room with computers or one with an Internet connection and projector, unless asked to do so. The logic behind this view was that to use CALL effectively, instructors needed specialized training in the use of IT or at the very least should be skilled at using computers and high technology. As such only specialists or enthusiasts were in a position to fully utilize or design software that could provide students with new ways of developing their listening, pronunciation, writing or research skills. By contrast, those without the training would likely become frustrated with numerous technical and practical problems such as computer crashes, slow Internet connections, security issues, student fear of unfamiliar technology and highly inflexible room layouts. The result in many cases would be a waste of valuable classroom teaching time and a tendency by some instructors to barely use the resources available, if asked to teach in a computer room. In a typical EFL curriculum then, it made sense for students to have perhaps one CALL-type class taught by a specialist. If necessary, this could be supplemented by non-expert instructors taking their students to some kind of AV Center or computer¬ equipped room where the latter could make use of simple pronunciation or listening EFL software installed on a server—much as their counterparts a decade or two earlier might have taken students to a Language Lab. In the past few years, a number of major computer and Internet-related innovations have created the opportunity for a significant shift in the role of the non-expert EFL instructor. Taken collectively, these developments have the potential to drastically reduce the separation between the CALL "specialist" and other less technologically knowledgeable instructors-at great benefit to students. The depth of these changes—both in terms of the vast range of new teaching methodologies available and the relative ease with which teachers can acquire the skills and knowledge necessary to offer them—are of great relevance to those with an interest in effective Faculty Development. Indeed if the immediate goal of FD is to improve the quality of university-level teaching and curriculum design, then a basic understanding of what today's communication-related Information Technology can provide learners, is essential for EFL university instructors. As such one could reasonably suggest that some degree of training in this field should be an obligatory component of any university-funded FD for full time language teaching staff.
Information Technology and EFL: New Opportunities
for Non-Experts
The transformative nature of the technological and other changes mentioned above have led academics working in CALL to a reassessment of the nature of their work and function within the EFL field. We can see the evolution of this change by looking at the introduction of new terminology that attempts to broaden or even replace the term “CALL.” These include Mediated e-learning, Computer Communication and Computer Enhanced Language Learning. This new terminology reflects the degree to which multimedia in general and the communication opportunities offered by the Internet in particular can, and have, revolutionized teaching methodologies across academic disciplines. For those in the FD field, this is of the utmost importance, since they are concerned with how educators can be helped to develop the skills and knowledge needed to provide a better learning experience for students. Whereas ten years ago, this training might have involved a major investment in time and resources for a university—including short term leaves of absence for full time staff to take IT courses—it is now something that can be done in a much more cost effective and efficient manner. The chart below illustrates the changes in CALL and IT based teaching opportunities over the past decade.
Comparison of Opportunities for CALL-Based Instruction by Non-Specialist EFL As the comparison table shows, a computer- mediated and communicative approach to EFL instruction is not only more effective and stimulating for students than a decade ago, but equally important, can be implemented by teachers with relatively little knowledge or training. This can be seen more directly by looking at the following list of EFL and EAP (English for Academic Purposes) activities that non-specialists could provide after, for example, a one-day FD sponsored workshop. These could include: • Listening practice from a wide variety of authentic sources without a server (Using Internet-based resources described in the chart) • Instant peer and teacher feedback on any piece of writing (using Student Weblogs with instant web-based Comment function) • Effective and Speedy Research Techniques (Using Google and offshoots such as Google Scholar as well as Aggregators to collect and organize relevant websites) • Writing, editing and making presentations with English-only menus (Using inexpensive or bundled English language software such as Apple Mac's Pages and Keynote) • Weblogs allowing for membership in an online community (Using Live Journal or other free blogging sites. Students' blogs can be accessed by anyone on the Net) • "Blended Learning" (Using teacher designed or free, online multimedia quizzes or activities that require students to practice several skills—listening, reading, writing, searching— in order to complete a task) University FD professionals have a responsibility to help Faculty maximize their potential as teachers, research scholars, curriculum designers and collaborators. Ultimately, however, their main responsibility is to ensure that full time teachers, who are paid employees with considerable time off from routine duties, provide students with the best possible learning experience. As this article suggests, for language teachers, keeping up with and receiving retraining in new teaching methodologies should be an especially high priority. Given the new opportunities for effective, motivating and easy to learn computer-mediated communication, FD budgets can and should be used to encourage all full time foreign language Faculty to acquire the knowledge and skills that can transform their everyday teaching and lead to enhanced student satisfaction and proficiency.大学教育開発センターでは、教戦員間の交流の場として、各種の教育活動の経験や意見が話し合えるように「FDサロン」を2002年１０月から開催しています。大学教育開発センター運営委員が、話題提供者をコーディネートし運営されています。話題提供者のお話に耳を傾け、お茶でも飲みながら自由に意見交換等が行える機会として定着してきました。しかし、開催時間や開催場所の問題から、参加ができないとの声も聞かれます。そのようなことから、FDサロンでの話題をもっと全学に環流させ、FDの取り組みを深めていくためにFDサロンリポートを発行することといたしました。 F Dサロンリポート04-6発行日：2005年2月22日行：能谷大学大学教育開発センター 〒612-8677京都市伏見区深草塚本町67 TEL. 075-645-2163   FAX. 075-645-2190 http://www.ryukoku.ac.jp/fd