icce2013nov19_2013

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

OUTLINE

1. Introduction

2. Related works

3. SCROLL

4. Evaluations

5. Conclusions

EFL (English as a Foreign Language) education is

important for non-English speaking countries

1. Introduction

1.1 Motivation

EFL (English as a Foreign Language) education is

important for non-English speaking countries

Japan ranked 27th (the third worst) out of 30 Asian countries in TOEFL 2011

(cited from TOEFL official website) *

1. Introduction

1.1 Motivation

EFL (English as a Foreign Language) education is

important for non-English speaking countries

Japan 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 Motivation

EFL (English as a Foreign Language) education is

important for non-English speaking countries

Japan 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 at school

1. Introduction

1.1 Motivation

Lack of learning time at school

630–650 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 Motivation

Lack 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/le

arningExpectations.html )

1. Introduction

1.1 Motivation

Lack 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/le

arningExpectations.html )

1. Introduction

1.1 Motivation

Outclass learning is pivotal!

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 LogKey concepts : v Learner Autonomy

v Seamless Learning

1. Introduction

1.2 Objectives

Hypothetical Question :

Does SCROLL contribute to the solution of

lack of learning time?

1. Introduction

1.2 Objectives

2. Related

Works

2.1 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. Related works

2.2 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 any seams.

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

2.2 Seamless

Learning

2. Related

Works

We learn words from the situations

23

In-class

CALL

handhelds

Watching DVD at home

Reading inthe train

Reading at cafe

Link Outside-class

Learning with entwinement between in-class and outside-class learned knowledge

2. Related

Works

SCROLL

2.2 Seamless

Learning

2.2 Seamless

Learning

2. Related

Works

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

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

Design

3.1 Design How the system supports linking

4. Evaluation

4.1 The average outside-class learning time in our previous

evaluation (Evaluation I)

Outside-class Learning Time

(min)

Mean (SD) (3 weeks)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 VocabularyLearning: How We Can Entwine In-class and Outside-of-class Learning. International Journal ofMoble 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) (3 weeks)t

Effect Size

(d)1

A (with System) 142.25 (106.14)

0.391＊ 0.53 (Medium)

B (without System) 130.7 (105.2)

(conducted in 2011 spring semester)

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

*p = 0.69

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

per day

4. Evaluation

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 SCROLL2) reading e-book contents and making a vocabulary book on

spreadsheets

Pre

-

test

Phase 1 Phase 2

Survey and

focus

groups

Group Ae-book with

SCROLL Post-

test

(1)

e-book Post-

test

(2)Group B

e-booke-book with

SCROLL

4.2 Method

4. Evaluation

E-book user interface

Briefing on the delivery day

Mobile device: Galaxy Tab SC-01C (Samsung)

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

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

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).

①Pre-test

Mean

(SD)

②Post-test

with

SCROLL

Mean

(SD)

③Post-test

without

SCROLL

Mean

(SD)

① vs. ②t

Effect

Size

(d)

① vs. ③t

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 Reconsidered

Comparison of average outside-class learning time between Evaluation I and II.

Evaluation I Evaluation II Outside-

class

Learning

Time per

week (min)

Mean (SD)

tEffect Size

(d)

Outside-

class

Learning

Time per

week (min)

Mean (SD)

tEffect

Size (d)

With

SCROLL

without

e-book

47.4 (35.38)

0.39* 0.11

(None)

With

SCROLL

& e-book70.5 (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 Conclusion

Our hypothetical question:

Does SCROLL contribute to the solution of lack of

learning time?

5. Conclusion and Future Works

Evaluation II

Outside-class learning time increased only when they read an e-

book together with the System even though no statistically

significant difference was detected.

Evaluation I

They hardly had outside-class learning

e-book application introduced

5.1 Future Work

5. Conclusion and Future Works

Customized learning recommendation system

Peer-to-peer collaboration

43

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

Noriko UOSAKI, Ph.D.

Project Associate Professor

Center for International Education and

Exchange, Osaka University, Japan

uosaki@ciee.osaka-u.ac.jp

n.uosaki@gmail.com

About Me

Born in Tarumi, Kobe

Graduated from Nagata Senior High School

Nagata Senior High School

Shioya-cho, Tarumi-ku, Kobe

A view from the nearest station from the house I used to live

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 at the Speech & Hearing Science Dept.,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 Devices

2. 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)