implementing mall in japan
TRANSCRIPT
Implementing Mobile-Assisted Language Learning
in Japan
Hiroyuki OBARI(Aoyama Gakuin University)
Takeshi SATO(Tokyo University of Agriculture and Technology)
LET 2016August 8th, 2016
Mobile Learning: Anytime, Anywhere
Retrieved 6th of Aug. from http://society-zero.com/chienotane/archives/1935
Overview
•Introduction
•Practice report 1 @ Aoyama Gakuin University
•Practice report 2 @ TUAT
•Discussion & Conclusion
The advantages of Mobile-Assisted Language Learning (MALL)
•convergence of technologies
•ownership
•mobility(Kukulska-Hulme, 2009) Retrieved 2nd of August from http://goo.gl/h0qw69
“The mobility of digital technologies creates intriguing opportunities for new forms of learning” (Laurillard 2007 p. 153)
Mobile Learning: Sometime, Somewhere
Retrieved 6th of Aug. from http://society-zero.com/chienotane/archives/1935
Our practices addresses
• How did MALL integrate with classroom practicesWhat materials or applications were used?How did they connect the activities in and
outside the classroom? What did the teacher do to facilitate the
activities?To what extent was the learning effect
found?How did the learners feel about the
practices?
Implementing MALL in curricular programs
•Practice 1 @ Aoyama GakuinUniversity• Flipped Learning with mobile devices
•Practice 2 @ TUAT• Essay writing with online discussion
with mobile devices
Research Questions:
Can technologies enhanced language learning with mobile technologies help to improve English proficiency of EFL learners in Japan?
Outline of Today’s Talk:
Paradigm Shift
Theoretical Background
Flipped & Active Learning
CASE Study
RESULTS
Summary
How can you learn a foreign language?
1st person experiences
Comprehensible input i+1
ICT and Mobile Technologies
Survey (1)
Question:
Do you think learning English with mobile devices is effective?
90% of students believe that mobile devices can be effective for language learning.
90%
Second Survey (2)
Do you have enough knowledge to utilize mobile devices for language learning?
Approximately 30% of students admitted that they had insufficient knowledge to use mobile devices for language learning.
30%
Social Constructionism
New knowledge through social interaction
and exchanging information (Burr,1995,2003)
Build Ideas through Experiential Learning,
Jean Piaget (Bandura, 1977)
What is a “flipped classroom?”
“Flipping” the classroom is both a pedagogical approach and a theoretical framework rooted in constructivist and problem-based theories of learning. It involves reversing the traditional structure of the classroom, such that in-class time is dedicated to interactive activities and homework is dedicated to would-be in-class lecture materials. (2014, Kerry Pusey, Evelyn Doman, and Marie Webb)
Learning Activities and Assessments (n=24)Online course (ATR CALL Brix and Newton e-Learning)
Oxford Digital text Lecture Ready, Outside the class
Study the video materials about worldviews, Outside the class
TED Talks and wrote 20 summaries. (300 words), Outside
Globalvoice CALL (Pronunciation and Prosody), Inside
Making movies while studying the world religion, Outside
Newton e-Learning, Inside with mobile and PC.
Presentations with iPads and PC, Inside
Presentations about Japanese culture and presented at NUS.
TOEIC/CASEC tests and OPIc Computer Speaking test, Inside
Presentation
Discussion
Online Digital Text
Recognition
PPTS
Digital storytelling
iPadDoodlecast.Pro
Portfolio
Assessment
Presentation
TOEIC
CASEC
Pre vs. Post
Prosody
Active
Participation
Digital storytelling
OPIc
Speaking
2015, Flipped Lessons for 3rd year students Improvements of mean TOEIC score. p<0.01 (n=24)
639
727
580
600
620
640
660
680
700
720
740
Pre-test April 2015 Post-test January 2016
(SD, 118)
(SD, 136)
88 points
2015, Flipped Lessons for 3rd year students Improvements of mean CASEC score. p<0.01(n=24)
626
720
560
580
600
620
640
660
680
700
720
740
Pre-test April 2015 Post-test January 2016
CASEC
(SD,
(SD, 90)
94 points
2014, Improvements of TOEIC, P<0.01 (n=25)
577
758
400
450
500
550
600
650
700
750
800
PreTOEIC PostTOEIC
(SD, 135)
(SD, 107)
181 points
ACTFL• 7 levels
Level Level略称 言語能力
Advanced LOW AL自分の考えや経験を流暢に表現できる。討論や交渉、説得など実際の業務で駆使することができる。
Intermediate
HIGH IH文法的に大きな間違いが無く言語を駆使し、基本的なビジネスや会議でコミュニケーションができる。
MID IM1~3小さな文法的ミスはあるものの、長いセンテンスを駆使し、基本的なコミュニケーションができる。※IM3(上)、IM2(中)、IM1(下)に細分化される
LOW IL日常的な話題はセンテンスで話すことができる。会話に参加し、興味のある話題は自信を持って話すことができる。
Novice
HIGH NH 簡単な単語や句を駆使してコミュニケーションができる。
MID NM 既に暗記している単語やセンテンスで話すことができる。
LOW NL 限定的ではあるが、単語を羅列して話すことができる。
36 © NEC Management Partner, Ltd.
Does flipped lesson help to improve your autonomous learning? (n=24) 100%
92%
8%
0% 0%0%
Strongly Agree Agree Neutral Disagree Strongly Disagree
Does SNS help to improve your learning activities in general? (n=24) 92%
Strongly Agree42%
Agree50%
Neutral4%
Disagree0%
Strongly Disagree4%
Strongly Agree Agree Neutral Disagree Strongly Disagree
What instruments did they use?
17%
37%
0%
29%
4% 13%
PC Smartphone Tablet PC + Smartphone PC + Tablet PC + Sphone + Tablet
Does PPTS presentation help to improve your English proficiency? (n=24) 97%
Strongly Agree71%
Agree25%
Neutral0%
Disagree4%
Strongly Disagree0%
Strongly Agree Agree Neutral Disagree Strongly Disagree
Does writing a summary of TED Talks help to improve your English proficiency? (n=24) 96%
Strongly Agree79%
Agree17%
Neutral4%
Disagree0%
Strongly Disagree0%
Strongly Agree Agree Neutral Disagree Strongly Disagree
Research Questions:
Can technologies enhanced language learning with mobile technologies help to improve English proficiency of EFL learners in Japan? Yes,
Summary
Flipped and active learning activities with SNS are effective in teaching EFL.
Mobile technologies help to improve English proficiency.
Pedagogy Comprehensive input I + 1Autonomous learningMentoring Love for Students
Essay writing through online interaction with peers
•“the processes of coming to know through conversations across multiple contexts amongst people and personal interactive technologies”
(Sharples, et al. 2007, p.225)
•Collaborative dialogue (Swain 2000)
Procedures
1. Downloaded the Moodle Mobile application
2. Used the app through the lectures
3. Uploaded the draft of 5-paragraph essay
4. Interacted with the 4-5 peers by giving and receiving comments on the group board.
5. Conducted online discussion for one week to complete their final drafts (n=56)
6. Answered closed and open-ended questions via Survey Monkey (n=48)
Procedures
1. Downloaded the Moodle Mobile application
2. Used the app through the lectures
3. Uploaded the draft of their 5-paragraph essay
4. Interacted with the 4-5 peers by giving and receiving comments on the group board.
5. Conducted online discussion for one week to complete their final drafts (n=56)
6. Answered closed and open-ended questions via Survey Monkey (n=48)
Procedures
1. Downloaded the Moodle Mobile application
2. Used the app through the lectures
3. Uploaded the draft of 5-paragraph essay
4. Interacted with the 4-5 peers by giving and receiving comments on the group board.
5. Conducted online discussion for one week to complete their final drafts (n=56)
6. Answered closed and open-ended questions via Survey Monkey (n=48)
Procedures
1. Downloaded the Moodle Mobile application
2. Used the app through the lectures
3. Uploaded the draft of 5-paragraph essay
4. Interacted with the 4-5 peers by giving and receiving comments on the group board.
5. Conducted online discussion for one week to complete their final drafts (n=56)
6. Answered closed and open-ended questions via Survey Monkey (n=48)
Procedures
1. Downloaded the Moodle Mobile application
2. Used the app through the lectures
3. Uploaded the draft of 5-paragraph essay
4. Interacted with the 4-5 peers by giving and receiving comments on the group board.
5. Conducted online discussion for one week to complete their final drafts (n=56)
6. Answered closed and open-ended questions via Survey Monkey (n=48)
Do you think that the mobile interaction is easier to conduct than the f2f interactions?
10
33
5 0
strongly agree
agree
disagree
strongly disagree
Grammar mistakes
10.54
7.55
7.00
7.50
8.00
8.50
9.00
9.50
10.00
10.50
11.00
1st draft final draft
Significant difference t (55) = 31.47, p < .05 d = 5.99
Length of the essays
303.24
352.65
300.00
310.00
320.00
330.00
340.00
350.00
360.00
1st draft final draft
Significant difference t (106) = 6.00, p < .05 d = 0.63
Lexical Density (%)(how much information is packed into a single clause)
47.9
46.2
45.0
45.5
46.0
46.5
47.0
47.5
48.0
48.5
1st essay final essay
No significant difference t (55) = 1.54, p > .05 d = 0.30
Do you agree that the mobile interaction is enjoyable?
15
28
4 1
strongly agree
agree
disagree
strongly disagree
Suggestions
•Use an application available both on PC and mobile devices
• Familiarize it during the course
• Extend the classroom-based practice to autonomous learning with their mobile device.
References
Kukulska-Hulme, A (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165.
Laurillard, D. (2007) Pedagogical forms for mobile learning: framing research
questions, In: Pachler, N. (ed) (2007). Mobile learning: towards a
research agenda. London: WLE Centre, Institute of Education,
University of London.
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: Structures,
agency, practices. New York: Springer.
Sharples, M., Taylor, J., & Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.) The Sage
Handbook of Elearning Research. London: Sage, pp. 221-47.