Advanced Researches in 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 [email protected]
Workshop dan Seminar ICT ASEAN Human Development Program.
Contents
• Introduction
• Recent Educational ICT Policy in Japan • Fundamental Concepts
Backgrounds: ICT in Japan
Question:
How is technology incorporated with
Foreign Language Classroom in a proper
Effects of Media on Learning
Media do not influence learning. (Richard E. Clark) “Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes
changes in our nutrition.”
Clark, R. E. (1983). Reconsidering research on learning from media.
What is an Instructional Method, and How is it
Different From a Medium?
• An instructional method is any way to shape information that activates, supplants or
compensates for the cognitive processes necessary for achievement or motivation (Salomon, 1979).
• Delivery technology formats and packages essential instructional methods based on available resources and the cost-effectiveness qualities of media
attributes for specific learners and learning contexts.
• Let’s have a review of the relationship
Technology ✕ Pedagogical Principles ⇒ Paradigm
-S c a CALL
-C ica i e CALL
Ce y I eg a i e CALL
Technology Mainframe PCs Multimedia and Internet English-teaching program Grammar-Translation and Audio Lingual Communicate [sic]language teaching Content-Based, ESP/EAP View of Language Structural
(a formal structural system) Cognitive (a mentally constructed system) Socio-cognitive (developed in social interaction) Principal use of
computers Drill and practice
Communicative
exercises Authentic discourse Principal
objective Accuracy And fluency And agency
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.
本文タイトル
本文見出し
本文□□□□□□□□
1
Impact of ICT incorporation
n
Pedagogical Point of View
→ A wider range of teaching model
(Case Study 1)
n
Data-Use Point of View
Case Study 1
•
Flipped Classroom
×
Jigsaw Discussion
×
Digital Storytelling (DST)
nUsing images, graphics, music, and sound mixed together with the author’s own story voice
(Porter,2005)
nMovies are created by presentation software or applications (i.e., PowerPoint for PC,
Author’s Motivation
• Less confident students in speaking tackled with computers to record their voice on the computer. • They spent much longer time in practicing their
scripts repeatedly.
• They made various types of revisions on the visuals on the presentation sheets.
• They are proud of what they CREATED.
Higher Order Thinking Skills
Digital Storytelling (DST) Project
nEnhances Collaborative Session (F2F Group/Pair Session, CMC Session, etc) to achieve a goal.
n “Creation through Discussion”
Digital Storytelling (Merits)
Davis (2004), Sadik (2008)
Castañeda (2013), Ohler (2006), Sadik (2008)
Ono & Ishihara (2012), Ono (2014)
Castañeda & Rodríguez-González(2011)
◆To advance cognitive
development, self-authoring and identity construction
◆To sharpen critical thinking skills ◆To expand the knowledge
of the audience
◆To assess students’ progress
toward learning goals easily
◆To enhance learners’
Digital Storytelling
：
Author’s Study
Ono et al. (2012), Ono (2014)
Ono(2014)
◆
To Reduce Foreign Language Speaking Anxiety
less confident EFL learners
◆
To enhance Project-Based Learning (PBL) Skills
(proficient EFL learners)
Morino, Lopez, & Ono (2017)
Digital Literacy and Critical
Thinking Skills
• Critical thinking, a kind of essential thinking skills, aims to promote people’s ability to criticize,
question, evaluate and reflect.
• ‘The 21st century is regarded as a knowledge-based era as well as an “information explosion” one.’
Digital Literacy and Critical
Thinking Skills
nInformation literacy and critical thinking skills are two important parts of the twenty-first century
skills (Kong, 2014; Gut, 2011; Kang, Heo, Jo, Shin, & Seo, 2010).
nInformation literacy refers to the mastery of
Learning Process
STEP1
• IDEA
STEP2
• OPPOSING IDEA
STEP3
• RECONSTRUCTION
Flipped Classroom & Jigsaw
Model for Discussion Session
nIntroduction of Flipped Classroom to develop Critical Thinking
• HOME: Online Session (Learning with Video or
Courseware)
• CLASSROOM: Extensive Interaction with teachers and
peers
nFormal class time is dedicated to learning tasks in a collaborative manner, such as whole-class
brain-storming, group-based hands-on assignments and peer reviews, feedback exchange and remedial help, etc.
Jigsaw Method
Step 1 • Homework (Online)
Step 2 • Expert Session
Step 3 • Jigsaw Discussion
Step 4 • Cross-Talk
Course Flow
Online Materials
At home
Flipped Classroom Model
Small Test on Comprehension
Jigsaw Discussion
Summary & Reflection
In the Classroom
Foreign Students as Facilitators
Study
Research Questions
1. Does the DST Project have an effect on
Japanese EFL learners’ critical thinking and motivation?
Method
• A total of 35 Japanese university students participated in the study.
Research Flow
Experimental Group (N=18) Control Group (N=17)
Flipped Classroom X
Jigsaw Discussion
Flipped Classroom X
Jigsaw Discussion
Digital
Storytelling F2F Presentation
Instruments
nCritical Thinking Disposition Scale for
Japanese students (Hirayama & Kusumi, 2004) • 4 Categories (33 question items)
Awareness of logical thinking, Inquisitiveness, Objectiveness, Evidence-based judgement
nInstructional Materials Motivational Survey (IMMS)
• 4 Categories (36 question items)
Results (Critical Thinking Skills)
2 2.5 3 3.5 4 4.5 5
Pre Post
Evidence-based judgement
Results (Motivational Survey)
2.00 3.00 4.00 5.00
Attention Relevance Confidence Satisfaction
Result of Motivational Survey
Discussion + DST Pre Discussion + DST Post
Conclusions
• The combined course model (Discussion X
DST) has cultivated their motivation and critical thinking attitudes.
Limitations
• Small samples
• How about critical thinking “skills” and its realization with performance?
Case Study 2
Introduction
• The way in which how EFL learners starts
practice speaking varies according to their
strategies, beliefs or other factors of their learning contexts.
• As an example, please imagine how EFL learners
Difference in Organization Structure between the US and India
For the remainder of today, we are going to move quickly through five major Asian country’s cultural expectations. Let’s begin with India. In your information packet, you read about the geography, a short history, and the political structure of India. Each of these played and continues to play a role in the developing economic culture. Also, any information that you receive on these cultures and business practices should be viewed as a rule-of-thumb, because there is always individual variation. However, today I would specifically like to organize our discussion around three key topics: the corporate
structure, negotiation practices, and business in a social setting. Most businesses in India are privately owned and highly centralized. Most privately owned corporations are also family-owned. The eldest male family member is usually the key decision-maker. The chairman position is usually held by oldest male family members. And then other (usually male) family members hold the other key decision-making positions, managing director or president, and general manager or vice president. In many businesses, the chairman is usually the original founder or closely-related to the original founder. This person may have a great deal of authority, but may know little about the daily operations of corporation. Usually the managing director has the day-to-day authority and oversees the entire business. Those at the Vice president level and lower have negligible power for decision-making. Hence, compared to the U.S., titles at the lower levels of the structure often imply more authority than is actually the case. Also, at the highest levels, compared to the bureaucracy in the U.S.. Indian decision-making can occur with much more speed and with much less ado because the highest levels of the structure in India actually carry much more power than in U.S, corporations.
Initial (Intuitive or Empirical) Descriptions
of Learners’ Variety
Bottom-Upper
They start practice with rehearsal or check of unknown
words or difficult-to-pronounce words, then proceeds to the passage.
Top-Downer
They start listening to the whole passage or sentences for practice even if they encounter difficult words or phrases. Then goes back to difficult words or phrases for check.
Accuracy ◎ Fluency ??
Fluency ◎ Accuracy ??
Purpose of Study: ■Data-based Validation
Pilot Study (Suro & Ono, 2016)
• Investigated Japanese EFL learners’
Learning Proficiency and Learning Behavior Patterns
• Top-downers/Bottom-Uppers
• No correlation as to proficiency and learning
patterns
• Implied that the learning behavior patterns
might be a reflection of their learning strategies rather than proficiency.
•
How will learning big data predict
Age of “Big Data”
Can the ”Educational Big Data” tells us anything about
the relationship between log data and learners’ factors? Expansion of
e-Learning Environments
A large Amount of Log Data Can Be
Collected
Learning Analytics
Learning analytics (LA) is the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of
understanding and optimizing learning and the environments in which it occurs.
Learning Strategies
nLearning Strategies are specific behaviors and thought
processes to facilitate language acquisition. (Weinstein & Mayer, 1986)
nGood Learners use a variety of strategies frequently (Oxford,
1990)
nOxford (2003) created “Strategy Inventory for Language
Learning (SILL)” categorizes language learning strategies into:
• Cognitive strategies
• Metacognitive strategies • Memory-related strategies • Compensatory strategies • Affective strategies
Speaking Anxiety
• Anxiety has been shown to negatively influence foreign
language learning, including academic achievement (Horwitz et al., 1986; Young, 1986).
• Reading, writing, as well as listening in a second language can
trigger anxiety, but speaking seems to be most anxiety-provoking.
• Anxiety of speaking might come out from “Perctionism” or
“Grammar focused” awareness.
• “Speaking Belief Scale” (Sekiya, 2008)
nPerfectionism in English, nGrammar Focused,
nNegative Attitude toward Speaking
System Description
nUse of Web-Speech API for Text-to-Speech nGoogle Chrome extension
nLearner can choose anything (words, phrases, sentences or
passage) for.
nData to be collected
• What to click
• When to click (time stamps)
• Unknown words/ Difficult to Pronounce Words
Research Design
• Purpose: To investigate the relationship between learners’
strategies and speaking behaviors.
• Project: 6-week use of the system in speaking practice session • Materials: Online Textbook (Super-Eigo Academic Express 2) • A total of 102 first-year students participated in the project.
Materials information
Lesson TitleFlesch-Kincaid Reading Ease score
1 Weather forecast 79.7
2 Security instructions before flight take off 58.6 3 Educational software release announcement 47.2
4 Annual general meeting 71.8
5 Economy news 84.7
Research Design
Research Questions
1. Does the six-week project cause learners to change their
learning behaviors?
2. What is the relationship between SILL & Speaking anxiety factors
and learning behaviors?
Method
nQuestionnaire survey before the project
• SILL (Oxford, 2003) #Japanese version • “Speaking Belief” Scale (Sekiya, 2008)
#Before the analysis, factor analysis was conducted due to
insufficiency of validity and the factorial structure was reconstructed
nThe system stored all the log data during the experiment. #The
number amounts to 13,320.
Change of Behaviors
(Paired-Sample t-test)95% CI
M SD SE Lower Upper t-Value p
Passage 1.55 1.91 0.22 1.12 1.98 7.168 0.000*** Sentence 8.24 22.14 2.51 3.25 13.24 3.288 0.002**
Chunk -4.21 31.10 3.52 -11.22 2.81 -1.194 0.236 Word -7.28 19.53 2.21 -11.69 -2.88 -3.293 0.001**
2.1923 0.6410 31.6154 23.3718 17.0897 21.2949 5.3077 12.5897 0 5 10 15 20 25 30 35
Lesson2 Lesson6 Lesson2 Lesson6 Lesson2 Lesson6 Lesson2 Lesson6 Passage Sentence Chunk word
***
**
*** ns
Correlation
• Pearson’s Parametric Correlation Analysis
Passage Sentence Chunk Word Metacognition Social Importance of Grammar in Speaking
Passage Sentence Chunk Word
.259*
-.238* .253*
.249* -.297**
Correlation Analysis (Lesson 2)
Correlation Analysis (Lesson 6)
Preference of Grammar to
Speaking
Perfectism in Speaking
What Did Learning Data Tell us?
nRQ1 Does the six-week project cause learners change their
learning behaviors?
➡Learners seem to change speaking attitude from fluency to accuracy,
they clicked words or chunks more frequently.
nRQ2 What is the relationship between SILL & Speaking anxiety
factors and learning behaviors?
➡At the beginning, their general strategies triggered learning
behaviors. On the other hand, speaking anxiety or grammar focused factors showed correlationship to behaviors.
These findings were discovered by the large amount of log data
collected by the system. However, the data did not tell anything about the detailed relationship with personal factors. It is still difficult for
Learning Analytics Approach to predict individual learning patterns automatically. The issue of whether psychological factors can be
Conclusions
“Tell me and I forget,
Teach me and I may remember, Involve me and I learn”
Benjamin Franklin (1706-1790)
“I hear and I forget,
I see and I remember, I do and I understand”
Confucius (551-480 BC)
