How to develop the system

How to Develop Foreign Language

Education Support System

Yuichi Ono, Ph.D Faculty of Humanities and Social Sciences Center for Education of Global Communication(CEGLOC) University of Tsukuba, Japan ono.yuichi.ga@u.tsukuba.ac.jp Workshop dan Seminar ICT ASEAN Human

Development Program.

Table of Contents

nIntroduction

nSystem Development

nSystem Description

nExperimental Study for System Evaluation

• Let’s have a review of the relationship

Technology ✕ Pedagogical Principles ⇒ Paradigm

Technology Mainframe PCs Multimedia and _Internet

English-(a formal structural system)

computers Drill and practice

Communicative exercises

Authentic discourse Principal

objective Accuracy And fluency And agency

Mark Warschauer and Deborah Healey: “Computers and language learning: an overview”,

Recent trends in Japan

• In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is promoting the use of ICT in education.

• Furthermore, MEXT in Japan has a clear agenda that tablets will be incorporated into the classroom in all schools by 2020 to achieve the goal of having each student in Japan use the tablet one by one in class. • MEXT also promoting digital-textbook (eBooks)

introduction along with paper-based textbook.

Introduction (1/3)

• Universities and colleges all over the world are advancing the use of Massive Open Online

Courses (MOOC) and Online Educational

Introduction (2/3)

• MOOC has become a standardized educational

resource. On the other hand, the use of OER has not

spread widely so far. (Shigeta et. al., 2016)

• It is pointed out that only half of the higher

education institutions seem to have been working on the active use of OER in the US in 2015 (Allen &

Seaman, 2014).

Reasons

n Difficulty in constructing curriculum from OER

n Not controlled for English as a Foreign Language

Introduction (3/3)

• OER materials are the direct instructional resources for familiarizing students with authentic language use.

• The system for encouraging EFL learners to expand

their interest may lead to “creative” and

Creating Truly Motivated and

Independent Learners of English

nLearning to Learn in Practice

“Good schools and good teachers make a difference. A really effective teacher can add significant value to a student’s life chances.”

Smith, A., Lovatt, M. and Turner, J. (2009) Learning to Learn in Practice: The L2

Approach. Crown House Publishing.

nPlacing Students at the Heart of Creative Learning

“Learning engages young people in serious, meaningful, relevant, imaginative and challenging activities and

tasks.”

Owen, N. (2012) Placing Students at the Heart of Creative Learning (Creative

Open Education OER

Learning Analytics

Personalized Learning

• The words that need to be reviewed are listed in various sizes, that is, the larger words represent those the user needs to check with more care.

• The blue font : a dictionary use

• The orange : mistakes made.

• The number: the ranks specified by JACET 8000 vocabulary list (http://language.sakura.ne.jp/s/voc.html).

• The vertical axis: the number of repeated trials.

Pilot Study

n

Flipped Classroom model is becoming more

popular in Japan under the Free Movement

(Nakajima & Ono, 2015).

n

How will the OER learning support system

System Development

• Automatic Quiz Generator “TED Note”

• Updated Version “YouTutors”

Points of modification

(i) a more user-friendly interface

(ii) Learning Management System (LMS) functions like class management

(iii) more factors for gamification

Study

(RQ1) Does the combined use of OER and the

proposed system have any effect on Japanese EFL learners’ motivation?

• Pre- and post- paired t-test on the Motivational Survey

• Factor Analysis of Post-test results to produce interrelationship among factors

(RQ2) How did the learners use the system?

• Semi-structured interview of four randomly chosen

RQ1: Motivational Survey

• ARCS Model (Keller, 2010)

• The ARCS model is rooted in the idea that learner’s motivation can be analyzed as consisting of four

independent aspects: Attention, Relevance, Confidence, and Satisfaction.

• If a student learns successfully, the arisen motivation at the first stage of learning (Attention) is followed by the feeling that this content is relevant to their lives or

RQ1: Instrument

• The questionnaire scale: Instructional Materials Motivational Survey (IMMS) (Huang & Yoo, 2010; Keller, 2010)

• Consisting of 36 items, divided into four basic components (Attention, Relevance, Confidence, and Satisfaction).

A There was something interesting at the beginning of YouTutors_{that got my attention.} C After working on YouTutors for a while, I was confident that I_{would be able to pass a test on.}

A The variety of reading passages, exercises, illustrations, etc.,_{helped keep my attention on the tutorial.} C I could not really understand quite a bit of the material in_YouTutors.

A The style of writing is boring. C The good organization of the content helped me be confident_{that I would learn this material.}

A There are so many words on each window that it is irritating. R It is clear to me how the content of YouTutors is related to_{things I already know.}

A YouTutors is eye-catching. R There were examples that showed me how YouTutors could be_{important to some people.}

A The quality of the game helped to hold my attention. R Completing YouTutors successfully was important to me.

A YouTutors is so abstract that it was hard to keep my attention on_it. R The content of YouTutors is relevant to my interests.

A The design of YouTutors looks dry and unappealing. R The content and style of writing in YouTutors convey the_{impression that its content is worth knowing.}

A The way the information is arranged in YouTutors helped keep_{my attention.} R YouTutors was not relevant to my needs because I already knew_{most of it.}

A YouTutors has things that stimulated my curiosity. R I could relate the content of YouTutors to things I have seen,_{done or thought about in my own life.}

A The amount of repetition in YouTutors caused me to get bored_sometimes. R The content YouTutors will be useful to me.

A I learned some things that were surprising or unexpected. S Completing the exercises in YouTutors gave me a satisfying_{feeling of accomplishment.}

C When I first looked at YouTutors, I had the impression that it_{would be easy for me.} S I enjoyed YouTutors so much that I would like to know more_{about his topic.}

C YouTutors was more difficult to understand than I would like for_{it to be.} S I really enjoyed studying with YouTutors.

C After reading the introductory information, I felt confident that I_{knew what I was supposed to learn from YouTutors.} S The working of feedback after the exercises, or of other_{comments in YouTutors, helped me feel rewarded for my effort.}

C Many of the pages had so much information that it was hard to_{pick out and remember the important points.} S It felt good to successfully complete YouTutors.

C As I worked on YouTutors, I was confident that I could learn the_content. S It was a pleasure to work on such a well-designed system.

RQ1: Results

• A total of 72 first year students participated in the two-week experiment in an EGAP course. (α=.905)

• Results of paired t-test showed that almost all of the question (30/36) items showed significant differences.

• Maximum Likelihood Method of Promax Rotation

Question Item

Descriptive Statistics Rotated Factor Pattern

M SD Skew Kurt Factor1 Factor2 Factor3 Factor4

S I really enjoyed studying with YouTutors. 3.99 0.87 -0.45 -0.56 0.914 -0.078 -0.050 0.147 S The working of feedback after the exercises, or of other comments in

YouTutors, helped me feel rewarded for my effort. 3.56 0.93 -0.19 -0.28 0.862 -0.253 -0.058 0.116 S I would like to use YouTutors for my self-study from now. 3.88 0.90 -0.67 0.45 0.701 0.030 0.026 0.206 A The variety of reading passages, exercises, illustrations, etc., helped

keep my attention on the tutorial. 4.07 0.84 -0.53 -0.41 0.631 0.385 -0.088 -0.221 S I enjoyed YouTutors so much that I would like to know more about

his topic. 3.75 0.89 -0.18 -0.72 0.612 0.210 0.135 0.013 A There was something interesting at the beginning of YouTutors that

got my attention. 4.05 0.85 -0.53 -0.41 0.508 0.407 0.160 -0.225 R The content YouTutors will be useful to me. 3.77 0.77 -0.83 1.62 0.501 0.024 0.197 0.251 A The quality of the game helped to hold my attention. 3.78 0.84 -0.16 -0.58 -0.073 0.819 -0.162 0.188 A YouTutors has things that stimulated my curiosity. 3.81 0.84 -0.58 0.69 0.216 0.691 -0.179 0.129 A _{I learned some things that were surprising or unexpected. 2.99 1.02 -0.08 -0.27 -0.071 0.586 0.085 0.014} R The content and style of writing in YouTutors convey the impression

that its content is worth knowing. 3.68 0.91 -0.54 0.10 0.081 -0.101 0.692 -0.213 R There were examples that showed me how YouTutors could be

important to some people. 2.38 1.09 0.46 -0.57 0.014 -0.172 0.594 -0.021 R It is clear to me how the content of YouTutors is related to things I

already know. 2.63 0.95 0.24 -0.17 -0.125 0.232 0.496 0.046 A The way the information is arranged in YouTutors helped keep my

attention. 3.37 0.89 -0.23 -0.29 0.206 0.085 -0.228 0.492 C The good organization of the content helped me be confident that I

would learn this material. 2.99 0.81 -0.14 0.70 -0.066 0.331 0.355 0.423

Accumulated Factor Loadings 0.422 0.492 0.540 0.572

Correlation among Factors

Factor2 0.733

Factor3 0.365 0.390

RQ2: Semi-Structured Interview

nFour first year students volunteered to carry out self-study with YouTutors independent of the course.

nTheir requirement was that they had to work on at

least one Ted Talk video of their interest every day for a week, which means that they were expected to complete at least seven videos in a week.

nIn order to investigate how they worked on the

system during the week, we carried out a semi-structured interview and asked the following

questions in Japanese along with their reflection on the visualized learning process data. We have

RQ2: Semi-Structured Interview

1)Is it difficult to continue the task for a week?

2)When and how long did you work on YouTutors in a day?

3)What did you enjoy when studying? 4)What was painful when studying?

5)What was the standard of your choice?

Video Titles Participants Chose

Participants A Participants B

Are you human? / Ze Frank 1,000 TED Talks in six words / Sebastian Wernicke The world's English mania / Jay Walker The year open data went worldwide / Tim Berners-Lee Selling condoms in the Congo / Amy Lockwood The quantified self / Gary Wolf

How I harnessed the wind / William Kamkwamba The surprising way groups like ISIS stay in power / Benedetta Berti

The lost art of letter-writing / Lakshmi Pratury Physical therapy is boring -- play a game instead / Cosmin Mihaiu

The best gift I ever survived / Stacey Kramer How to succeed? Get more sleep / Arianna Huffington Letʼs try emotional correctness / Sally Kohn

A story of mixed emoticons / Rives How to use a paper towel / Joe Smith

Participants C Participants D

How Syria's architecture laid the foundation for brutal war / Marwa Al-Sabouni

Looks aren't everything. Believe me, I'm a model. / Cameron Russell

Street art with a message of hope and peace / eL Seed How I fell in love with quasars, blazars and our incredible universe / Jedidah Isler

What's so funny about mental illness? / Ruby Wax Wry photos that turn stereotypes upside down / Uldus Bakhtiozina

What I've learned from my autistic brothers / Faith Jegede

Cole It's TED, the Musical / TED staff

For these women, reading is a daring act / Laura Boushnak "High School Training Ground" / Malcolm London

Questions Participant A Participant B Participant C Participant D

Is it difficult to keep the task in a week?

Not so much. Very hard. Tempted to give up. Didn’t have a computer so they have to go to satellite. Thus very troublesome but enjoyed.

I was busy, so it was difficult to have time for the study. The study is enjoyable.

When and how long did you work on YouTutors in a day?

About 20 minutes at night. At night after club activity. More than an hour when free, but less than 20 minutes when tired.

After club activity, went to satellite, and tried about an hour.

At night, before going to bed. 30-60 minutes a day.

What did you enjoy during the study?

The contents of Ted were interesting. Chose the video I am interested in.

Enjoyed choosing the video. Found some funny videos. Also enjoyed Japanese videos.

Enjoyed an easy video, slowly spoken. Enjoyed following the stories.

Enjoued observing various kinds of videos. When I got the right answer at the first try, I was really excited.

What was painful during the study?

Some difficuly

vocabularies. But did not use hint-module.

Exhaused with some words I know but whose spelling I did not know. But little by little, I came to like typing mode.

Some speeches were difficult to understand and exhausting.

I was exausted when I had difficulty in listening and when I faced with unkown words.

What was the standard of your choice?

Chose the movies of my interest. I was interested in social issues.

Chose less academ,ic, informal and friendly movies. I love “Paper Towel” movie. Chose a Japanese movie for translation practice.

Chose the movie of my interest at first. But chose movies about “Statistics” later.

Chose short movies. Want to choose my own movie, not assigned by the instructor.

What is important to keep your study?

Feedback was interesting. Need some reinforcement by the instructor to a certain degree. Decided to buy a computer.

No idea. Want a reward when I reach a certain level.

Others I like English. I want to go abroad to study. I am now working on TOEFL study.

I like English especially I want to go to Canade for study. Want to speak English well.

I like to study geography.I like listening. I want to study tourism. I want to improve practical speaking skill.

I like programming. I want to work internationally. TED speakiers are good models for me. I am not good at listening.

Summary

• Participant A worked on the task smoothly and seems highly proficient because of fewer dictionary uses, hint modes, mistakes, and repeated tries.

• Participants B and D appear to have a lot of difficulty in completing the task. This is reflected in the frequencies of the functions used.

• Note that the materials and difficulty levels are not

controlled due to the lack of restriction on the choice of videos, and it is not certain if the frequency is related to the psychological condition of the users or their

proficiency levels.

• However, given a sufficiently large number of participants with a huge amount of “big” data on the learning process, it might be proved that these frequencies can reflect

learners’ motivation factors to a certain degree.

Summary

• A wider range of choices of OER may have a

Conclusion

• This study confirmed the relationship among four

components in the ARCS Model. In addition, the data suggested that the choice of contents (OER) should be carefully chosen by students in terms of topic and difficulty.

Yuichi Ono

Center for Education of Global Communication (CEGLOC), University of Tsukuba ono.yuichi.ga@u.tsukuba.ac.jp