cieeemeeting nov15

Enhancing outside-class learning using ubiquitous

learning log system Noriko UOSAKIa*, Hiroaki OGATAb, Mengmeng LIc, Bin

HOUc, & Kousuke MOURIc

aCenter for International Education and Exchange, Osaka University, Japan

bGraduate School of Information Science and Electric Engineering, Kyushu University, Japan

cFaculty of Engineering, The University of Tokushima, Japan*uosaki@ciee.osaka-u.ac.jp

Meeting Room 3rd Floor, IC Hall, Osaka University, 10:00- November 15, 2013

http://icce2013bali.org/

ICCE2013

About Me

Born in Tarumi, Kobe Graduated from Nagata Senior High School

Nagata Senior High SchoolShioya-cho, Tarumi-ku, KobeA view from the nearest station from my parent house

About Me BA at Kobe City University of Foreign Studies, English

major Bank of Tokyo, Tor Road Office in Kobe: - Foreign Exchange Dept. Foreign remittance, Export Division

Bank of Tokyo, Kobe

Kobe City University of Foreign StudiesTor Road, Kobe

About Me MA at Kobe City University of Foreign Studies Title: An Experimental Study of Language Acquisition: Segmentals vs. Non-Segmentals (Advisor: Dr. Morio Kohno) Moved to Tokushima

With Prof. Morio Kohno Tokushima

About Me Part-time lecturer at The University of Tokushima /

Shikoku University / Kansai University Visiting lecturer of the Speech & Hearing Science

Dept. at the University of Illinois at Urbana-Champaign

Dr. Bob Bilgerthe University of Illinois at Urbana-Champaign

Dr. Molly Mack

About Me Ph.D. at The University of Tokushima

PDA room (PDA: personal digital assistant)With Prof. Hiroaki Ogata

1. Supporting Communicative English Class Using Mobile Devices2. Incidental second language vocabulary learning from reading novels: a

comparison of three mobile modes

Dissertation Title:Seamless Language Learning Environment Using Ubiquitous Learning-log System (Advisor: Dr. Hiroaki OGATA)

Enhancing outside-class learning using ubiquitous

learning log system Noriko UOSAKIa*, Hiroaki OGATAb, Mengmeng LIc, Bin

HOUc, & Kousuke MOURIc

aCenter for International Education and Exchange, Osaka University, Japan

bGraduate School of Information Science and Electric Engineering, Kyushu University, Japan

cFaculty of Engineering, The University of Tokushima, Japan*uosaki@ciee.osaka-u.ac.jp

ICCE2013 Workshop Session(9:00-12:00) Tue. 19, November, 2013, Sita Room, Grand Inna Bali Beach Hotel, Indonesia

Noriko Uosaki, Hiroaki Ogata, Mengmeng Li, Bin Hou, Kousuke Mouri, Enhancing Learning Time Using Learning Log System, Workshop Proc. of ICCE2013, (in press) , Bali, Indonesia, 18-22 November 2013.

・・

OUTLINE

1.  Introduction2.  Related works3.  SCROLL4.  Evaluations5.  Conclusions

1. Introduction1.1 MotivationEFL (English as a Foreign Language) education is important for non-English speaking countries

1.1 MotivationEFL (English as a Foreign Language) education is important for non-English speaking countriesJapan ranked 27th (the third worst)

out of 30 Asian countries in TOEFL 2011 (cited from TOEFL official website) *

*Test and Score Data Summary for TOEFL® Internet-based and Paper-based Tests (2011). http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf

1. Introduction

1.1 MotivationEFL (English as a Foreign Language) education is important for non-English speaking countriesJapan ranked 27th (the third worst) out of 30 Asian countries in TOEFL

2011 (cited from TOEFL official website) *

One of the problems in EFL learners in Japan is

1. Introduction

1.1 MotivationEFL (English as a Foreign Language) education is important for non-English speaking countriesJapan ranked 27th (the third worst) out of 30 Asian countries in TOEFL

2011 (cited from TOEFL official website) *

One of the problems in EFL learners in Japan is

Lack of learning time

1. Introduction

1.1 MotivationEFL (English as a Foreign Language) education is important for non-English speaking countries

Lack of learning time630–650 hours - junior and senior high school) (Curriculum Guidelines by MEXT )135-180 hours - college years (Osaka University enrollment regulations 2013)

totally 765–830 hours in Japan

1. Introduction

1.1 MotivationLack of learning time

totally 765–830 hours in Japan

2,200 hours is necessary for English speakers to achieve general professional proficiency level** of Japanese language.---- according to the Foreign Service Institute (FSI) of the US Department of State.*

(cf.http://web.archive.org/web/20071014005901/http://www.nvtc.gov/lotw/months/november/learningExpectations.html )

1. Introduction

1.1 MotivationLack of learning time

Lack of commitment to English learning

“Confining the learning of English to the classroom may fail to enable learners to construct and apply knowledge and skills coherently and integratively.”

- English Language Curriculum and Assessment Guide, HK (2007)

1. Introduction

1.1 MotivationLack of learning time

Lack of commitment to English learning

“Confining the learning of English to the classroom may fail to enable learners to construct and apply knowledge and skills coherently and integratively.”

- English Language Curriculum and Assessment Guide, HK (2007)

Outclass learning is pivotal!

1. Introduction

1.2 Objectives Main objective :To encourage learners to get more involved in outside-class learning

1. Introduction

1.2 Objectives Main objective :To encourage learners to get more involved in outside-class learning with our developed system called SCROLL

1. Introduction

1.2 Objectives Main objective :To encourage learners to get more involved in outside-class learning with our developed system called SCROLL.

SCROLL : System for Capturing and Reminding Of Learning Log

1. Introduction

1.2 Objectives Main objective :To encourage learners to get more involved in outside-class learning with our developed system called SCROLL.

SCROLL : System for Capturing and Reminding Of Learning Log

Key concepts : v Learner Autonomy v Seamless Learning v Collaborative Learning

1. Introduction

1.2 Objectives Hypothetical Question :

Does SCROLL contribute to the solution of lack of learning time?

1. Introduction

2. Related Works2.1 Learner Autonomy Learner autonomy: “the ability to take charge of one's own learning” ----- (Holec, Henri 1981)

2.1 Learner Autonomy Only by letting their students keep their learning reports and submit them to their teacher, it helped them get more committed to outside-class learning. ----- Shirono (2009)

2. Related Works

2.1 Learner Autonomy Only by letting their students keep their learning reports and submit them to their teacher, it helped them get more committed to outside-class learning. ----- Shirono (2009)

Tan (2012) explored blended language learning to promote learner autonomy. ----- Tan (2012)

2. Related Works

2. Related works2.2 Seamless Learning “The situations where students can learn whenever they want to in a variety of scenarios and that they can switch from one scenario to another easily and quickly using one device or more per student (“one-to-one”) as a mediator. “ ----- Chan et al.

(2006)

2.2 Seamless Learning More simply, Seamless Learning literally means learning without seam. The situation where we can learn seamlessly wherever we are, whenever we are.

2. Related Works

2.2 Seamless Learning ‘American College Personnel Association (1994) stressed the importance of linking students’ in-class and outside-class experiences to create seamless learning and academic success.’ ------- (Wong and Looi, 2011)

2. Related Works

2.2 Seamless Learning ‘American College Personnel Association (1994) stressed the importance of linking students’ in-class and outside-class experiences to create seamless learning and academic success.’ ------- (Wong and Looi, 2011)

Seamless learning can mean learning which occurs with smooth and seamless transitions between in-class and outside-class learning.

2. Related Works

2.2 Seamless Learning

2. Related Works

Why is it important to learn

seamlessly in language learning?

2.2 Seamless Learning

2. Related Works

Why is it important to learn

seamlessly in language learning?

We learn words from the contexts!

2.2 Seamless Learning

2. Related Works

We learn words from the contexts!・‘ subject to …’ ～に制約される、～を免れない All visitors and packages are subject to

electronic scan.　　滞在者と荷物全部にスキャンをかけることになっています。 This agreement shall be subject to the laws of

Japan. 　　　　本契約は日本国の法律に従うものとする。 The terms of your account are subject to

change. 口座の条件は変わることがあります。

Frequency of occurrence encourages incidental vocabulary learning and reappearance of a word reinforces the form-meaning connection in the learner’s mental lexicon.　　　　　　　　　　　　　　　　　　　　　　　　　　　　 ------ (Hulstijn, 1996)

2.2 Seamless Learning

2. Related Works

seamless rate : the rate how we can carry out class seamlessly

2.2 Seamless Learning

2. Related Works

Type of seamless learning

3. SCROLL

http://ll.is.tokushima-u.ac.jp

3.1 Design

Log

Organize

Recall

Evaluate SCROLL

LORE model : (Log-Organize-Recall-Evaluate).

3. SCROLL

SCROLL interface of Android mobile phone (My Log List (left) and Quiz (right))

SCROLL interface on the Web (My Log (left) and Quiz (right))

http://ll.is.tokushima-u.ac.jp

3.1 Design

・‘ subject to …’ ～に制約される、～を免れない All visitors and packages are subject to

electronic scan.　　滞在者と荷物全部にスキャンをかけることになっています。 This agreement shall be subject to the laws of

Japan. 　　　　本契約は日本国の法律に従うものとする。 The terms of your account are subject to

change. 口座の条件は変わることがあります。

3. SCROLL3.1 Design3.1 DesignHow the system supports linking

4. Evaluation4.1 The average outside-class learning time in our previous evaluation (Evaluation I)

Outside-class Learning Time (min)Mean (SD)

t Effect Size (d)1

A (with System) 142.25 (106.14) 0.391

＊0.53

(Medium)B (without System) 130.7 (105.2)

(Uosaki et al., 2012)

Uosaki, N., Ogata, H., Sugimoto, T., Li, M. and Hou, B. (2012). Towards Seamless Vocabulary Learning: How We Can Entwine In-class and Outside-of-class Learning. International Journal of Moble Learning and Organization, 6(2), 138–155.

*p = 0.69

Data collecting method: by means of answering questionnaires on the web

4.1 The average outside-class learning time in our previous evaluation (Evaluation I)

Outside-class Learning Time (min)Mean (SD)

t Effect Size (d)1

A (with System) 142.25 (106.14) 0.391

＊0.53

(Medium)B (without System) 130.7 (105.2)

(Uosaki et al., 2012)

Uosaki, N., Ogata, H., Sugimoto, T., Li, M. and Hou, B. (2012). Towards Seamless Vocabulary Learning: How We Can Entwine In-class and Outside-of-class Learning. International Journal of Moble Learning and Organization, 6(2), 138–155.

*p = 0.69

Group A : 47.4 minutes per week / only 6.8 minute per day Group B : 43.6 minutes per week / only 6.2 minute per day

4. Evaluation

1.2 Objectives Hypothetical Question :

Does SCROLL contribute to the solution of lack of learning time?

1. Introduction

4.2 Method

The evaluation design

4. Evaluation

Subjects : 24 university freshmen of Basic English class majoring health sciences at the University of Tokushima (2012 spring semester) Two conditions

1) reading e-book contents and uploading new words to SCROLL 2) reading e-book contents and making a vocabulary book on spreadsheets

Pre-test

Phase 1 Phase 1

Survey and focus groups

Group A

e-book with SCROLL Post-

test (1)

e-bookPost-test (2)

Group A e-book

e-book with SCROLL

4.2 Method 4. Evaluation

E-book user interface

Briefing on the delivery day

4.3 Results

4. Evaluation

Average Outside-class Learning Time(/two weeks)

(1) Outside-class Learning Time

Outside-class Learning Time

(min) Mean (SD)t Effect Size

(d)

With SCROLL 141.04 (151)

1.28*0.37

(Small)Without

SCROLL91.88 (115)

*

p = 0.11

4.3 Results

4. Evaluation

(2) Test Results

* p=0.01 **p=0.23

***p=0.0167

Pre-test and Post-test results (full mark: 20,000).

① Pre-test

Mean (SD)

②Post-testwith

SCROLLMean (SD)

③ Post-test without SCROLL

Mean (SD)

① vs. ② t

Effect Size (d)

① vs. ③ t

Effect Size (d)

② vs. ③t

Effect Size (d)

Group A+B

5,603(1,439)

7,310 (3,058)

5,970 (1,383)

2.31 * 0.74** 2.26 ***

0.72 (M) 0.26 (S) 0.57 (M)

V-check test (http://www.wordengine.jp/)

4.4 Discussion

4. Evaluation

(1) Outside-class Learning Time ReconsideredComparison of average outside-class learning time between Evaluation I and II.

Evaluation I Evaluation II

Outside-class Learning Time per

week (min) Mean (SD)

t Effect Size (d)

Outside-class

Learning Time per

week (min)Mean (SD)

t Effect Size (d)

With SCROLL without e-book

47.4 (35.38)

0.39*  

0.11 (None)

With SCROLL

& e-book

70.5 (75.26)

1.25** 0.37 (Small) Without

SCROLL & e-book

43.6 (35.07)

With e-book

Without SCROLL

45.9 (57.27)

*p = 0.69 **p = 0.22

4.4 Discussion

4. Evaluation

(3) the open-ended comments of the participants whose outside-class learning time was short

1) I prefer paper books to e-book, because it is not easy for me to.2) I had to prepare some tests for other classes and did not have enough time to read.3) Before I noticed, it was running out of battery and I could not read when I wanted to.4) I was busy with my club.5) It was difficult to handle Galaxy Tab.6) I do not like e-book because I cannot put annotations. 7) It was hard to find time to read.8) E-book was not easy to handle, which made me hesitant in reading.9) It was bothering to charge the device.10) The story was difficult to read.11) I do not like to read in the first place.12) Even though I set it manner mode, it produced some beep sound and I got.

4.4 Discussion

4. Evaluation

(4) open-ended comments from the participants who got involved in more outside-class learning

1) It was easy to consult the dictionary, so it was easy to go on reading.2) When I touched an English word, then its Japanese translation

appeared and I liked it very much.3) I prefer tablets for reading.4) I liked the illustrations.5) The story was very interesting, so I could get absorbed in reading.

4.4 Discussion

4. Evaluation

(5) open-ended comments in favour of SCROLL

1) It was good because I could learn words from other classmate uploaded words.2) The words which I uploaded appear as a quiz, and I think it is a good way

to memorize words (plurality opinion).3) I thought it was convenient.4) It was easy to remember by answering quizzes.5) It was fun to answer quizzes (plurality opinion). 6) Answering quizzes reminds me of the words forgotten.7) I did not like to make a vocabulary book on spreadsheets.8) “Relog” function was very convenient.9) I forget new vocabulary very easily, but it was a good way to review by answering

quizzes.10) It was easy to handle.

4.4 Discussion

4. Evaluation

(6) unfavorable comments on SCROLL

1) There came out a quiz of a word which I did not upload and I did not like it.

2) Sometimes, some weird translation came out. So, a dictionary function as a translator of an uploaded English word was not good enough.

3) Some distractors in quizzes are so simple that it was very easy to choose right answers.

4) It was troublesome to log into the system and input new vocabulary

4.4 Discussion

4. Evaluation

(7) Was vocabulary learning effective using SMALL System?

yes37%

weak yes21%

yes or no25%

weak no13%

no4%

5.1 ConclusionOur hypothetical question: Does SCROLL contribute to the solution of lack of learning time?

5. Conclusion and Future Works

Evaluation IIOutside-class learning time increased only when they read an e-book together with the System even though no statistically significant difference was detected.

Evaluation IThey hardly had outside-class learning

e-book application introduced

5.1 Future Work 5. Conclusion and Future Works

Customized learning recommendation systemPeer-to-peer collaboration

53

Thank you for your attention! Terima kasih ! 谢谢 ! ご清聴ありがとうございました！