a cross-country comparison of end users’ profiles, motivation, and preferences t. taraszow, e....
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A Cross-Country Comparison of End Users’ Profiles, Motivation, and
Preferences
T. Taraszow, E. Aristodemou, V. Slavidou, J. Burston and Y. Laouris
Presentation given at SALL2010, Patras, 4-5 Nov 2010
MobLang—Learning Foreign Languages via Mobile:
Content
Cross-country comparison of mobile users‘ profiles, preferences, & movitation2
MobLangResearch QuestionsBackground and theoretical framework
Second Language LearningMobile Language Learning
StudyParticipantsData AnalysisResults
Discussion
MobLang
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Language barriers can hinder fruitful intercultural exchange and dialogue
Exploiting technology offer an alternativeMobile phones are optimal learning toolsMobLang
www.moblang.eu Innovative foreign language teaching and
learning tool aiming at designing, developing, and publishing language learning courses delivered via the mobile phone
Basque in the Basque country, Turkish and Greek in the separate parts of Cyprus, Albanian and Turkish in Greece, and Irish in Northern Ireland
Research Questions
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1. What is the profile of the identified potential target groups (age, gender, usage of mobile phone and Internet)?
2. What is the identified potential target groups’ main motivation to learn a second local language?
3. Which is the identified potential target groups’ preferred content and way to learn a foreign language?
4. Do the identified potential target groups differ in their profile, motivation, and preference across the participating countries?
Second Language Learning I
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Without grammar very little can be conveyed, without vocabulary nothing can be conveyed [Wilkins, 1]
Five fundamental principles of vocabulary acquisition in foreign language learning [Barcroft, 2]:Present new words frequently and repeatedly in the inputUse meaning-bearing comprehensible input when
presenting new wordsLimit forced output during the early stages of learning
new wordsLimit forced semantic elaboration during the initial stages
of learning new wordsProgress from less demanding to more demanding
vocabulary related activities
Second Language Learning II
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Three processes necessary for thorough acquisition of new vocabulary [Nation, 8]:Noticing: first stepRetrieval: repetitive receptive or productive Generative use: recognition and use of
previously encountered words in different contexts
Mobile Language Learning – Pro‘s
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“allows ... students to exploit small amounts of time and space for learning...“ [Traxler, 15]
“regular practice in short bursts” [Kennedy & Levy, 16]Learners are flexible of when, where, and how often to
learnAllows user to virtually access material anywhere at any
time, indicating a high degree of mobility as well as freedom of time and place [Stockwell, 18]
SMS help learners build their command of vocabulary as words can be presented through definitions and examples [16]
Modes of operations [Mellow, 17]: (1) push mode, (2) pull mode, (3) interactive mode
Mobile Language Learning – Con‘s
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Small screen and inconvenient keypad as restrictive factors to effective mobile learning [Thornton, 20], [Lee, 21]
Due to high mobile costs users rather spend the costs on private use than learning purposes [Mellow, 17]
Lack of appropriate software for mobile language learning [Stockwell & Stockwell, 19]
Mobile Language Learning – Studies
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Investigation of acceptability of push mode [Kennedy & Levy, 16]SMS to support vocabulary learning at beginner’s
level of Italian Students valued the SMS language coursePush mode is restrictive
Web based intelligent learning system accessible via PC and mobile in order to teach English vocabulary to intermediary level students [Stockwell, 18]Preference for the web based course
Study
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Participants460 individuals: 273 females and 179 males10-18 age group: 20%
19-30 age group: 33% 31-40 age group: 26%40+ age group: 21%
Data collection: QuestionnaireDemographicsInternet access and usage via PC, mobileMotivationPreferred course content and activities
Results – Profile: Gender
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Results – Profile: Age
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Results – Profile: Internet Usage
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Results – Profile: Internet usage via mobile
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Results – Profile: Reasons for not using Internet via mobile
Cross-country comparison of mobile users‘ profiles, preferences, & movitation16
Results – Motivation
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Results – Preferences I
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Ranks per country
Basque
Cyprus
Greece-Albania
Greece-Turkey
Northern Ireland
Average
Survival phrases
1 1 1 1 4 1,6
Short dialogues
2 2 2 2 1 1,8
Vocabulary 3 3 3 3 3 3,0
Pronunciation
4 4 5 5 2 4,0
Access to native speaker
5 5 4 4 5 4,6
Results – Preferences II
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Ranks per country
Basque
Cyprus
Greece-Albania
Greece-Turkey
Northern Ireland
Average
Games etc 1 3 1 5 1 2,2
Quizzes 3 6 6 5 2 4,4
Filling in the missing word
1 3 4 2 3 2,6
Matching words
3 2 2 3 3 2,6
Reading comprehension
2 2 4 1 3 2,4
Listening comprehension
1 1 5 3 3 2,6
Correct answer
-- -- 3 2 -- --
Discussion I
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1. What is the profile of the identified potential target groups (age, gender, usage of mobile phone and Internet)?
Males and females showed interest in MobLang; a slightly higher participation of females
Basque country & Cyprus: majority from age group31 to 40+, Greece: majority from age group19-40 Northern Ireland: secondary school students
Majority uses Internet on a daily basis Minority uses Internet via mobile phone because of
its expensivess
Discussion II
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2. What is the identified potential target groups’ main motivation to learn a second local language?
Main reason: personal interest
Discussion III
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3. Which is the identified potential target groups’ preferred content and way to learn a foreign language?
Content preferences: survival phrases and dialogues
Learning activities/exercises preferences: games/crosswords/ puzzles, listening and reading activities, find the matching words, fill the missing word
Discussion IIII
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4. Do the identified potential target groups differ in their profile, motivation, and preference across the participating countries?
Individuals interested in MobLang seem to be quite homogenous in age, Internet usage, motivation to learn another local language, as well as learning preferences and wishes
Exception: Northern Ireland MobLang development team will use these results
in order to develop target specific language courses delivered via mobile phone
Thank you for your attention!
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For further information please contact:Tatjana Taraszow: [email protected]
OR visit our website at: www.moblang.eu
References
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[1] Wilkins, D., Linguistics in Language Teaching. London: Edward Arnold, 1972.[2] Barcroft, J., “Semantic and Structural Elaboration in L2 Lexical Acquisition,” Language Learning, vol. 52, no 2, pp. 323-363, 2002.[3] McKeown, M.G., Beck, I.L., Omanson, R.C.,& Pople, M.T., “Some Effects of the Nature and Frequency of Vocabulary Instruction on the
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Applied Linguistics, vol. 22, n 91. pp. 1-26, 2001.[13] Lewis, M., The Lexical Approach. Hove: Language Teaching Publications, 1993.[14] Lewis, M., Implementing the Lexical Approach: Putting Theory into Practice. Hove: Language Teaching Publications, 1997. [15] Traxler, J., “Defining, discussing, and evaluating mobile learning: The moving finger writes and having writ…,”International Review
of Research in Open and Distance Learning, vol. 8, no. 2, pp. 1-12, 2007.[16] Kennedy, C., & Levy, M., “L’italiano al telefonino: Using SMS to support beginners’ language learning,” The ReCALL Journal, vol. 20,
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[18] Stockwell, G., “Vocabulary on the Move: Investigating an intelligent mobile phone-based vocabulary tutor,” Computer Assisted Language Learning, vol. 20, no. 4, pp. 365-383, 2007.
[19] Stockwell, G., & Stockwell, E., What do learners think of mobile phones for language learning?, Paper presented at EUROCALL 2010 Languages, Cultures and Virtual Communities, Bordeaux, France, September 2010.
[20] Thornton, P., & Houser, C., “M-learning: Learning in transit,”. In The changing face of CALL: A Japanese perspective, P. Lewis, Ed. The Netherlands: Swets & Zeitlinger, 2002, pp. 229–243.
[21] Lee, L., “Using web-based instruction to promote active learning: Learners' perspectives,” CALICO Journal, vol. 23, no. 1, pp. 139–156, 2005.