implementing mall in japan

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

How to integrate MALL with classroom-based practices?

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

Practice 1Aoyama Gakuin University

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

Pedagogy &Technology Enhanced Language

Learning

How can you learn a foreign language?

1st person experiences

Comprehensible input i+1

ICT and Mobile Technologies

The Paradigm shift: Aspect of Learning

No More Teacher’s Monopoly

Student’s Control

Mobile Learning

FacilitatorCuratorMentor

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)

Retention rates

19

CASE Studies

Pedagogy:Task-based

Project-based

Student centered

Collaboration

Critical thinking

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

ResultsTOEIC/CASEC

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

Changes of the individual data

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

ResultsOPIc Speaking

ＡＣＴＦＬ• 7 levels

ＬｅｖｅｌＬｅｖｅｌ略称言語能力

ＡｄｖａｎｃｅｄＬＯＷＡＬ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

ＨＩＧＨＩＨ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。

ＭＩＤＩＭ１～３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

ＬＯＷＩＬ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

ＨＩＧＨＮＨ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。

ＭＩＤＮＭ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。

ＬＯＷＮＬ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.

Questionnaires

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%


Where did they access ?

35%

33%

32%

Home School During Commuting time

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%


Does writing a summary of TED Talks help to improve your English proficiency? (n=24) 96%

Strongly Agree79%

Agree17%

Neutral4%

Disagree0%

Strongly Disagree0%


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

Practice 2Tokyo University of

Agriculture & Technology

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



3. Uploaded the draft of their 5-paragraph essay




Procedures



3. Uploaded the draft of 5-paragraph essay




Findings

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

Nodes of their comments

To what extent did your final draft improve?

8

29

8

3

very large

large

small

very small

Word Cloud

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

General comments

Conclusion

“the processes of coming to know through conversations”

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.

We would like to show my greatest appreciation to

Steve McCarty