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- 1. Supporting Communicative English Class Using PDAs Noriko Uosaki a ,Hiroaki Ogata b ,Junko Matsumoto c , and Yoneo Yano d a Center for General Education, The University of Tokushima, Japan b,c,d Dept. of Information Science and Intelligent Systems Faculty of Engineering, The University of Tokushima, Japan [email_address]
2. English Education in Japan 3. OUTLINE 1. INTRODUCTION 2. SYSTEM DESIGN 3. USER STUDY 4. RESULTS AND DISCUSSION 5. CONCLUSIONS AND FUTURE WORK 4. 1. INTRODUCTION (1/3)
- Background of this study:
- Problems in EFL (English as a Foreign Language) education in Japan
- (1) Not supportive enough for the learners to improve their communicative competence
- Traditionally, much emphasis is put on
- reading and translation.
- Not enough number of communicative
- English classes in universities
5. 1. INTRODUCTION (2/3)
- (2) Evaluation Problem
- Communicative ability is best measuredsituationally. --Upshur, J.A.(1971)
- Traditional way: face to face, one by one evaluation
- heavy load for instructors
- uses up class time
- as a digital recorder
- will help make effective use of class time
- ultimately will contribute to the improvement of
- communicative competence of Japanese people
6. 1. INTRODUCTION (3/3) International Students enhanced motivation Aim : To design PDA Assisted Interactive ESL Class with International Students to make the students feel like being in the place where English is spoken Interactive Learning LMS Shared folder Mobile Devices Recordablity Mobility NEW PROJECT 7. 2. System Design (1/2) PDA Assisted ESL Class 8. 2. System Design (2/2) Learning Sequence in PDA Assisted ESL Class
- (1) Making Questionnaires
- (2) Self-practice by Listening to theInstructors Model Reading
- (3) Peer-to-Peer Interview
- (4) Interview with International Students
- (5) Dictation and Summary Report
9. 3. User Study (1/3)
- The target class :
- 20 sophomore students (11 males, 9 females) majoring in pharmaceutical sciences.
- Four consecutive classes out of total of 15 classes during spring semester 2007.
10. 3. User Study (2/3)
- (1)Making 20 questions submitted to LMS Preparation for international interview Upload to LMS
- (2) Practice 20 questions and record by PDA
- The instructors model reading recorded in Audio Portfolios (http://www.audioportfolios.com/ ) Students listen, practice, make recording by PDA and upload to LMS
- (3) Peer-to-Peer Interview using PDAPair work interview recorded by PDAUpload to the shared folder of LMSListen to other interviews in the shared folder
Procedures (1/2) 11. 3. User Study (3/3) Four volunteer international studentsrecruited. Each international student got interviews fromfive students during 90-minute-class (4) Interview with International Students (5) Dictation and Summary Report Upload the recorded files to LMS Listen and Dication Upload the Summary Reports to LMS Procedures (2/2) 12. 4. Results and Discussion(1/3)
4.1 Students views (1/2) The Result of the Five-point-scale Style Survey 13. 4. Results and Discussion(2/3)
- able to use the Internet wherever we are
- easy to make a recording
- handy and convenient
- quick start-up
- like a small computer
- running out of battery quickly
- troublesome to input by small pen(stylus)
Comments from the students about PDA 4.1 Students views (2/2) 14. 4.2The instructors view (1/2) Advantages ofthe use of PDA with LMS
- The recordability of PDA helped make an effective interactive learning.
- Its usability (easy to record, quick start-up) helped make efficient use of class time.
- Its mobility helped conduct interview session smoothly and successfully.
- Novelty effect of new technology helped enhance students motivation.
- Digital recording by PDAs and uploading recorded files and summary reports to LMS helped save the instructors time and labor to carry things like cassette tapes and papers.
- Digitalization of both spoken and written English eased the instructors concern about losing data.
4. Results and Discussion(2/3) 15. 4.2The instructors view (2/2) Disadvantages ofthe use of PDA with LMS
- Unstableness of wireless LAN, which might not directly be related to PDA function itself, caused loss of class time.
- Short duration of battery and bother of using stylus caused some user unfriendliness.
- It was difficult to run the class without help from some technical staffs.
- Its implementation is costly. The model used here cost about 60,000yen (US$600) per each.Therefore it might be difficult for this project to be applied in emerging countries.
4. Results and Discussion(3/3) 16. 5. Conclusions and Future Works (1/2) The survey shows that it was successful in a sense thatthe students gave the highest average score of 4.42 and that the students free comments show that most students made favorable remarks (6 favorable & 2 unfavorable comments). Conclusions Aim of this study:To designPDA Assisted ESL Classto make it look like being in the place where English is spoken 17. 5. Conclusions and Future Works(2/2)
- 1)Cost problem:use of mobile phones100 percent reported owning a mobile phone (Thornton and Houser 2005).
- 2)How to recruit international students : need to establish a new system
- 3)Cooperative Learning : more effective use of shared files in the LMS Vote for the best interviewer : help reduce instructors burden of evaluation Enhancement of motivation.
future works 18.
- Thank you for your attention!