researching ict-integrated efl instruction in japan
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Researching ���ICT-Integrated ���
EFL Instruction in Japan
Mari Yamauchi Michael Stout
ICTEC 2012, Sep. 27-29 2012, New Delhi
Online “communicative” activities 2010-2012
(2010 Fall)
2011 Spring
2011 Fall
2012 Spring
2012 Fall
Regular Class-room
Moodle - In-class - Assigned M-Net - Inter-school - Spon- taneous
Blog 1 (T/S) - In-class - Assigned Blog 2 - Interschool - Spontaneous
Blog 1 (T) Blog 2 (S) - In-class - Assigned Blog 3 (S) - Interschool - Assigned/ Spontaneous
Blog 1 (T) Blog 2 (S) - In-class - Interschool - Assigned
Blog 1 (T) Blog 2 (S) - Assigned - In-class FB Group - Spontaneous - in-class/Interschool
Lab Blog (T) Twitter (S) - In-class - Spontaneous
Blog (T) Twitter (S) - In-class - Assigned/Spontaneous
Successful student blogging can …
v Make them aware that productive use of English is beneficial for learning it & improving their skills
v Make them aware of the gap between what they want to say and what they can
v Make them feel more confident about expressing themselves in English
v Help them realize what it is like to use English in everyday life
v Help prepare them for the networked world where they can find plenty of opportunities for communicative use of English
v Help them build good relationships with classmates
Challenges in implementing student blogging
Related to Technology Use
- Strong preference for mobile phones - Limited computer/Internet literacy - Little expectation to use technology
in language classes
General shyness
Output anxiety Limited
language skills
Developing a learner community
Blogging (out of class)
Pair/Group work
(in class)
- Knowing each other
- Motivation to commu-
nicate
Treatment of students’ errors
Explicit corrective feedback
in the comments
Treatment of students’ errors
Less threatening feedback:
Students’ Posts → Language exercise
(Using Moodle, 2010, N=25)
Students found it hard or too much of bother to use a computer for communicative activities. (“It would’ve been easier with a smartphone!” “How about using cellphones?”)
Strong preference for using mobile phones
Signed up at home in a week 92%
Submitted writing assignment (Ave.) 80%
Dropped by Interschool Forums (M-Net) 76%
Contributed to interschool discussions 60%
Found Moodle easy to use (Don’t know) 29% (38%)
Showed positive feelings about online activities 88%
Strong preference for using mobile phones
Q: Which do you use more often to do the following, a computer or your mobile phone? (May 2012, N=135)
40#19# 18# 26#
14# 5# 6#
36#12# 9#
28#
22#10#
16#18#
10#
22#
20#11#
8#
6# 8#8#
8#
5#
Very#familiar#
Okay# Not#very#familiar#
Not#familiar#at#all#
Very#familiar#
Okay# Not#very#familiar#
Not#familiar#at#all#
Very#familiar#
Okay# Not#very#familiar#
Not#familiar#at#all#
Internet#search# Email# MSWord#
I#own#a#computer# My#family#shares#a#computer# We#have#no#computer#at#home#
“Limited” computer experience
Q: Are you confortable using a computer to do the following activities? (May 2012, N=135)
4%#
12%#
31%#
4%#
15%#
20%#
1%#
6%#
4%#
0%# 10%# 20%# 30%# 40%# 50%# 60%#
Never#
Once#a#week#or#less#
275#days#a#week#
6#days#a#week#or#more#
I#own#a#computer# My#family#shares#a#computer# We#have#no#computer#at#home#
… though they do use a computer or the Internet
Frequency of Internet use (n=135)
Devices used to access the Internet (n=63; Multiple answers allowed)
Solution: Mobile-phones-friendly activities
Shared account → Posting by email
Solution: Mobile-phones-friendly activities
Settings for Posting by Email
Solution: Mobile-phones-friendly activities
Labels for tracking
Blogging using a shared account
2011 Spring 2011 Fall 2012 Spring
Blog 1: T & S use + Blog 2: interschool (later)
Blog 1: T use Blog 2: S use/in class Blog 3: S use/interschool
Blog 1: T use Blog 2: S use/ in class & interschool
A shared account used + A class set of iPads
Posting-by-email introduced Labels used to identify the authors
Student posts integrated with class work
Errors from the posts covered in class + Corrective feedback
given in comments
Pair/group work used to help build a community + Students randomly paired up every time
2011 Spring 2011 Fall 2012 Spring
Overall satisfaction
Satisfied: 52% (3.6)
Satisfied: 66% (4.17)
Blogging helps improve English skills
Yes: 85% Yes: 84% (4.6) Yes: 83% (4.7)
Posting by email Easy to use:
66% (4.2) Easy to use: 66%
(3.7) Easy to use: 74%
(4.1)
Commenting on the web
Easy to use: 67% (4.2)
Easy to use: 56% (3.7)
Easy to use: 70% (3.9)
Communication tool
Blog preferred: 59%
Blog preferred: 74%
Blogging using a shared account
2011 Spring 2011 Fall 2012 Spring
*Liked the way posts were used in class: 67%
Mistakes to be corrected in red in the post: 42%
Mistakes to be corrected explicitly (in Japanese) in the comment: 61%
*Mistakes to be corrected: 41%
Corrective feedback to be included in the comment: 27%
Mistakes to be covered in class (Worksheet): 22%
Private feedback to be given (email/paper): 27%
Mistakes to be corrected implicitly (in English) in the comment: 17%
Blogging using a shared account
Overall satisfaction & relevant factors (2012)
Overall satisfaction with blogging
1 2 3 4 5 6 Ave.
Perceived helpfulness of blogging in English
2 2 4.33 4.25 5.57 5.75 4.74
Satisfaction with pair work 2 2 3.5 4 5 5.75 4.3
Satisfaction with the use of iPads for hands-on instructions
2 2 3 4.5 4.71 5.25 4.09
Perceived ease of use of the posting method
2 1 3.67 3.5 4.71 5.5 4.09
Perceived ease of use of the commenting method
2 1 3.17 2.75 4.86 5.75 3.91
1. Accessibility of a platform is crucial to get students to participate in the online activities.
v Using posting by email helps get students started easily in a classroom with limited access to ICT.
v Hands-on experience using ICT tools in class is desirable to help less experienced students to get started.
2. Perceived usefulness of activities can be a stronger factor to keep students motivated than perceived ease of use of the online tools.
Conclusions
3. Pair/group work and blogging activities can help each other to promote active participation.
4. Posting by email using a shared account is a great way to help students get used to using English productively.
v Suitable for assigned work, helping prepare inexperienced/shy students for communicative activities.
v Not very suitable for informal, spontaneous interaction: tracking and editing problem can be frustrating for those who got used to blogging and want to do more. → Twitter/Facebook will be more suitable.
5. Explicit feedback can hinder spontaneous interaction.
Conclusions
v If/How Twitter/Facebook can facilitate spontaneous, more natural communication (2012 Fall)
v If/How their English is improved through online productive/communicative activities (Text analysis)
v How motivational factors correlate each other (Survey revision)
v How to give straightforward corrective feedback
v If/How student attitudes towards using technology and English will change over the academic year
To be examined
Thank you yamauchi.mari@gmail.com
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