Learning Support System 1
Workshop dan Seminar ICT ASEAN Human
Development Program.
JICA-IIAI Japan dengan Universitas Kristen Duta Wacana
15, September 2017, 9:30AM-10:30AM.
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]
Contents
• Introduction
• Recent Educational ICT Policy in Japan
• Fundamental Concepts
• Study 1: Innovative Course Model
• Study 2: Use of Learning Log Data
• Conclusion
Backgrounds: ICT in Japan
Question:
How is technology incorporated with
Foreign Language Classroom in a proper
way?
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.
Review of Educational Research, 43(4), 445-459.
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.
http://www.ucs.mun.ca/~bmann/0_ARTICLES/Media_Clark.html
• Let’s have a review of the relationship
between technology and pedagogy.
Technology ✕ Pedagogical Principles ⇒ Paradigm
S
c a CALL
C
CALL
ica i e
Ce
y
I eg a i e CALL
Technology Mainframe
PCs
Multimedia and
Internet
Englishteaching
program
GrammarTranslation 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
Mark Warschauer and Deborah Healey: “Computers and language learning: an overview”,
Language Teaching, Vol. 31, pp. 57–71 (1998) Partially modified by the author
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.
Ministry of Education, Culture, Sports, Science and Technology in Japan.
2015. http://www.mext.go.jp/english/
A Classroom in the old days
Traditional Classroom
A little more Developed
「ICT教育環境ハンドブック」
www2.japet.or.jp/ict-handbook/2015/ICThandbook2015_web.pdf
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
→ Use of learning log data
(Case Study 2)
Case Study 1
• Flipped Classroom × Jigsaw Discussion ×
Digital Storytelling
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,
ExplainEverything for iPad, etc)
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.
DSTà Project-Based Learning CALL Model???
Higher Order
Thinking Skills
Lower 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”
nMotivational, Technology-Mediated, Task-Based
Multiliteracy Project (Castaneda, 2013)
Characteristics of DST
Digital
Storytelling
workshopbased
approach
(Hartley &
Kelly, 2009)
Storytelling
+
Mediabased
component
Produce
something
concrete
out of their
experiences
(Gubrim,
2009)
Created by
amateurs
(Lundby,
2008)
Constructivism
=
collaboration
(Ya-Ting, et
al., 2011)
Digital Storytelling (Merits)
Davis (2004), Sadik (2008)
◆To advance cognitive
development, self-authoring
and identity construction
Castañeda (2013), Ohler (2006),
Sadik (2008)
◆To sharpen critical thinking skills
◆To expand the knowledge
of the audience
Ono & Ishihara (2012),
Ono (2014)
◆To assess students’ progress
toward learning goals easily
Castañeda & RodríguezGonzález(2011)
◆To enhance learners’
awareness of linguistic skills
Digital Storytelling： Author’s Study
Ono et al. (2012), Ono (2014)
◆To Reduce Foreign Language Speaking Anxiety
less confident EFL learners
Ono(2014)
◆To enhance Project-Based Learning (PBL) Skills
(proficient EFL learners)
Morino, Lopez, & Ono (2017)
◆Effect on CALL attitudes and awareness of CALL tasks.
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 knowledgebased era as well as an “information explosion”
one.’
Zhou, Jiang & Yao, 2015)
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
necessary knowledge of gathering, synthesizing,
analyzing, interpreting and evaluating information.
(Kong, 2007, 2014; Price, Becker, Clark, & Collins,
2011).
Learning Process
STEP1
• IDEA
STEP2
• OPPOSING IDEA
STEP3
STEP4
• RECONSTRUCTION
• Presentation/Creation
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 brainstorming, group-based hands-on assignments and peer
reviews, feedback exchange and remedial help, etc.
(Bergmann & Sams, 2012; Davies, Dean, & Ball, 2013).
Jigsaw Method
Step 1
• Homework (Online)
Step 2
• Expert Session
Step 3
Step 4
• Jigsaw Discussion
• Cross-Talk
http://coref.u-tokyo.ac.jp/archives/5515
Jigsaw Method
Jigsaw Method
Course Flow
Foreign Students
as Facilitators
Online
Materials
At home
Small Test on
Comprehension
Jigsaw
Discussion
Summary &
Reflection
In the Classroom
Flipped Classroom Model
Digital
Storytelling
Use of Nuclear Energy: Agree or Disagree?
Study
Research Questions
1. Does the DST Project have an effect on
Japanese EFL learners’ critical thinking and
motivation?
2. Does the task of DST has any role in
improving their critical thinking and
motivation?
Method
• A total of 35 Japanese university students
participated in the study.
• The students were divided into two groups
(Experimental and Control). Their proficiency
levels are equivalent.
Research Flow
Experimental Group (N=18)
Control Group (N=17)
Flipped Classroom
X
Jigsaw Discussion
Flipped Classroom
X
Jigsaw Discussion
Digital
Storytelling
F2F Presentation
1. Instructional Materials Motivational Survey (IMMS)
2. Critical Thinking Disposition Scale (CTDS)
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)
Attention, Relevance, Confidence, Satisfaction
Results (Critical Thinking Skills)
Evidence-based judgement
5
4.5
4
3.5
3
2.5
2
Pre
Post
DST
F2F
Results (Motivational Survey)
Result of Motivational Survey
5.00
4.00
3.00
2.00
Attention
Relevance
Confidence
Satisfaction
Discussion + DST Pre
Discussion + DST Post
Discussion + F2F Presentation Pre
Discussion + F2F Presentation Post
Conclusions
• The combined course model (Discussion X
DST) has cultivated their motivation and critical
thinking attitudes.
• DST task might trigger further cultivation for
critical thinking attitudes and motivation.
Limitations
• Small samples
• How about critical thinking “skills” and its
realization with performance?
• Relevance with DST-related CALL tasks
Case Study 2
• Learning Log Data and Speaking Practice
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
practice speaking the following passage.
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.
An example taken from online courseware (Super-Eigo Academic Express 2) for
Japanese EFL learners.
http://www.chieru.net/catalogue/seigo.html
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.
Accuracy ◎
Fluency ??
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.
Fluency ◎
Purpose of Study:
Accuracy ??
■Data-based Validation
■Possibility of Data-based approach to predict
Language Learning Patterns
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.
Fu Suro and Yuichi Ono: "Japanese EFL Learners' Uses of Text-to-Speech Technology and Their Learning
Behaviors: A Pilot Study," 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI),
Kumamoto, 2016, pp. 296-301. doi: 10.1109/IIAI-AAI.2016.193
• How
will learning big data predict
learners’ learning patters or learning
strategies.
Age of “Big Data”
Expansion of
e-Learning
Environments
A large Amount of
Log Data Can Be
Collected
Can the ”Educational Big Data” tells us anything about
the relationship between log data and learners’ factors?
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.
Long, P., & Siemens, G. (2011). Penetrating the fog: Analytics in learning andeducation. EDUCAUSE Review
September/October, 31-40.
Process in Learning Analytics
http://dailygenius.com/wp-content/uploads/2014/06/Learning-Analytics.jpg
Learning Strategies
n Learning
Strategies are specific behaviors and thought
processes to facilitate language acquisition. (Weinstein &
Mayer, 1986)
n Good Learners use a variety of strategies frequently (Oxford,
1990)
n Oxford (2003) created “Strategy Inventory for Language
Learning (SILL)” categorizes language learning strategies
into:
• Cognitive strategies
• Metacognitive strategies
• Memory-related strategies
• Compensatory strategies
• Affective strategies
• Social 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 anxietyprovoking.
•
Anxiety of speaking might come out from “Perctionism” or
“Grammar focused” awareness.
•
“Speaking Belief Scale” (Sekiya, 2008)
n Perfectionism
in English,
n Grammar Focused,
n Negative Attitude toward Speaking
n Attitude toward Intercultural Communication
System Description
n Use
of Web-Speech API for Text-to-Speech
n Google
Chrome extension
n Learner
can choose anything (words, phrases, sentences or
passage) for.
n Data
to be collected
•
What to click
•
When to click (time stamps)
•
Unknown words/ Difficult to Pronounce Words
à DEMONSTRATION
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
6 Flight cancellation announcement
67.2
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
n Questionnaire
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
n The
system stored all the log data during the experiment. #The
number amounts to 13,320.
n Data
of Lessons 2 & 6 are used for analysis.
Memory
Preference of
Grammar to
Speaking
Passage
Cognition
Importance of
Grammar in
Speaking
Sentence
Compensation
Confidence in
Grammar in
Speaking
Metacognition
Perfectism in
Grammar, Reading
and Listening
Social
Perfectism in
Speaking
SILL
Speaking
Beliefs
❌
Chunk
Word
Learning
behavior
Results …
Change of Behaviors (Paired-Sample t-test)
**
35
30
31.6154
ns
25
23.3718
20
21.2949
15
10
***
17.0897
12.5897
***
5
2.1923
5.3077
0.6410
0
Lesson2 Lesson6 Lesson2 Lesson6 Lesson2 Lesson6 Lesson2 Lesson6
Passage
Passage
Sentence
Chunk
Word
M
1.55
8.24
-4.21
-7.28
Sentence
SD
1.91
22.14
31.10
19.53
SE
0.22
2.51
3.52
2.21
Chunk
95% CI
Lower
Upper
1.12
1.98
3.25
13.24
-11.22
2.81
-11.69
-2.88
word
t-Value
7.168
3.288
-1.194
-3.293
Awareness changed form fluency to accuracy?
p
0.000***
0.002**
0.236
0.001**
Correlation
•
Pearson’s Parametric Correlation Analysis
was conducted.
Passage
.259*
Sentence
Chunk
Word
.253*
.249*
-.238*
Metacognition
Social
-.297**
Importance of
Grammar in
Speaking
Correlation Analysis (Lesson 2)
Passage
Sentence
.276*
-.361**
Preference of
Grammar to
Speaking
Chunk
-.343**
Perfectism in
Speaking
Correlation Analysis (Lesson 6)
Word
What Did Learning Data Tell us?
n RQ1
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.
n RQ2
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
determined by our learning data or not has to be pursued in the future.
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)
TECHNOLOGY × PEDAGOGY ＝
∞
Thanks for Listening！
Yuichi Ono
ono.yuichi,[email protected]
https://sites.google.com/site/smallfieldherono1/
Development Program.
JICA-IIAI Japan dengan Universitas Kristen Duta Wacana
15, September 2017, 9:30AM-10:30AM.
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]
Contents
• Introduction
• Recent Educational ICT Policy in Japan
• Fundamental Concepts
• Study 1: Innovative Course Model
• Study 2: Use of Learning Log Data
• Conclusion
Backgrounds: ICT in Japan
Question:
How is technology incorporated with
Foreign Language Classroom in a proper
way?
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.
Review of Educational Research, 43(4), 445-459.
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.
http://www.ucs.mun.ca/~bmann/0_ARTICLES/Media_Clark.html
• Let’s have a review of the relationship
between technology and pedagogy.
Technology ✕ Pedagogical Principles ⇒ Paradigm
S
c a CALL
C
CALL
ica i e
Ce
y
I eg a i e CALL
Technology Mainframe
PCs
Multimedia and
Internet
Englishteaching
program
GrammarTranslation 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
Mark Warschauer and Deborah Healey: “Computers and language learning: an overview”,
Language Teaching, Vol. 31, pp. 57–71 (1998) Partially modified by the author
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.
Ministry of Education, Culture, Sports, Science and Technology in Japan.
2015. http://www.mext.go.jp/english/
A Classroom in the old days
Traditional Classroom
A little more Developed
「ICT教育環境ハンドブック」
www2.japet.or.jp/ict-handbook/2015/ICThandbook2015_web.pdf
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
→ Use of learning log data
(Case Study 2)
Case Study 1
• Flipped Classroom × Jigsaw Discussion ×
Digital Storytelling
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,
ExplainEverything for iPad, etc)
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.
DSTà Project-Based Learning CALL Model???
Higher Order
Thinking Skills
Lower 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”
nMotivational, Technology-Mediated, Task-Based
Multiliteracy Project (Castaneda, 2013)
Characteristics of DST
Digital
Storytelling
workshopbased
approach
(Hartley &
Kelly, 2009)
Storytelling
+
Mediabased
component
Produce
something
concrete
out of their
experiences
(Gubrim,
2009)
Created by
amateurs
(Lundby,
2008)
Constructivism
=
collaboration
(Ya-Ting, et
al., 2011)
Digital Storytelling (Merits)
Davis (2004), Sadik (2008)
◆To advance cognitive
development, self-authoring
and identity construction
Castañeda (2013), Ohler (2006),
Sadik (2008)
◆To sharpen critical thinking skills
◆To expand the knowledge
of the audience
Ono & Ishihara (2012),
Ono (2014)
◆To assess students’ progress
toward learning goals easily
Castañeda & RodríguezGonzález(2011)
◆To enhance learners’
awareness of linguistic skills
Digital Storytelling： Author’s Study
Ono et al. (2012), Ono (2014)
◆To Reduce Foreign Language Speaking Anxiety
less confident EFL learners
Ono(2014)
◆To enhance Project-Based Learning (PBL) Skills
(proficient EFL learners)
Morino, Lopez, & Ono (2017)
◆Effect on CALL attitudes and awareness of CALL tasks.
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 knowledgebased era as well as an “information explosion”
one.’
Zhou, Jiang & Yao, 2015)
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
necessary knowledge of gathering, synthesizing,
analyzing, interpreting and evaluating information.
(Kong, 2007, 2014; Price, Becker, Clark, & Collins,
2011).
Learning Process
STEP1
• IDEA
STEP2
• OPPOSING IDEA
STEP3
STEP4
• RECONSTRUCTION
• Presentation/Creation
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 brainstorming, group-based hands-on assignments and peer
reviews, feedback exchange and remedial help, etc.
(Bergmann & Sams, 2012; Davies, Dean, & Ball, 2013).
Jigsaw Method
Step 1
• Homework (Online)
Step 2
• Expert Session
Step 3
Step 4
• Jigsaw Discussion
• Cross-Talk
http://coref.u-tokyo.ac.jp/archives/5515
Jigsaw Method
Jigsaw Method
Course Flow
Foreign Students
as Facilitators
Online
Materials
At home
Small Test on
Comprehension
Jigsaw
Discussion
Summary &
Reflection
In the Classroom
Flipped Classroom Model
Digital
Storytelling
Use of Nuclear Energy: Agree or Disagree?
Study
Research Questions
1. Does the DST Project have an effect on
Japanese EFL learners’ critical thinking and
motivation?
2. Does the task of DST has any role in
improving their critical thinking and
motivation?
Method
• A total of 35 Japanese university students
participated in the study.
• The students were divided into two groups
(Experimental and Control). Their proficiency
levels are equivalent.
Research Flow
Experimental Group (N=18)
Control Group (N=17)
Flipped Classroom
X
Jigsaw Discussion
Flipped Classroom
X
Jigsaw Discussion
Digital
Storytelling
F2F Presentation
1. Instructional Materials Motivational Survey (IMMS)
2. Critical Thinking Disposition Scale (CTDS)
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)
Attention, Relevance, Confidence, Satisfaction
Results (Critical Thinking Skills)
Evidence-based judgement
5
4.5
4
3.5
3
2.5
2
Pre
Post
DST
F2F
Results (Motivational Survey)
Result of Motivational Survey
5.00
4.00
3.00
2.00
Attention
Relevance
Confidence
Satisfaction
Discussion + DST Pre
Discussion + DST Post
Discussion + F2F Presentation Pre
Discussion + F2F Presentation Post
Conclusions
• The combined course model (Discussion X
DST) has cultivated their motivation and critical
thinking attitudes.
• DST task might trigger further cultivation for
critical thinking attitudes and motivation.
Limitations
• Small samples
• How about critical thinking “skills” and its
realization with performance?
• Relevance with DST-related CALL tasks
Case Study 2
• Learning Log Data and Speaking Practice
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
practice speaking the following passage.
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.
An example taken from online courseware (Super-Eigo Academic Express 2) for
Japanese EFL learners.
http://www.chieru.net/catalogue/seigo.html
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.
Accuracy ◎
Fluency ??
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.
Fluency ◎
Purpose of Study:
Accuracy ??
■Data-based Validation
■Possibility of Data-based approach to predict
Language Learning Patterns
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.
Fu Suro and Yuichi Ono: "Japanese EFL Learners' Uses of Text-to-Speech Technology and Their Learning
Behaviors: A Pilot Study," 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI),
Kumamoto, 2016, pp. 296-301. doi: 10.1109/IIAI-AAI.2016.193
• How
will learning big data predict
learners’ learning patters or learning
strategies.
Age of “Big Data”
Expansion of
e-Learning
Environments
A large Amount of
Log Data Can Be
Collected
Can the ”Educational Big Data” tells us anything about
the relationship between log data and learners’ factors?
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.
Long, P., & Siemens, G. (2011). Penetrating the fog: Analytics in learning andeducation. EDUCAUSE Review
September/October, 31-40.
Process in Learning Analytics
http://dailygenius.com/wp-content/uploads/2014/06/Learning-Analytics.jpg
Learning Strategies
n Learning
Strategies are specific behaviors and thought
processes to facilitate language acquisition. (Weinstein &
Mayer, 1986)
n Good Learners use a variety of strategies frequently (Oxford,
1990)
n Oxford (2003) created “Strategy Inventory for Language
Learning (SILL)” categorizes language learning strategies
into:
• Cognitive strategies
• Metacognitive strategies
• Memory-related strategies
• Compensatory strategies
• Affective strategies
• Social 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 anxietyprovoking.
•
Anxiety of speaking might come out from “Perctionism” or
“Grammar focused” awareness.
•
“Speaking Belief Scale” (Sekiya, 2008)
n Perfectionism
in English,
n Grammar Focused,
n Negative Attitude toward Speaking
n Attitude toward Intercultural Communication
System Description
n Use
of Web-Speech API for Text-to-Speech
n Google
Chrome extension
n Learner
can choose anything (words, phrases, sentences or
passage) for.
n Data
to be collected
•
What to click
•
When to click (time stamps)
•
Unknown words/ Difficult to Pronounce Words
à DEMONSTRATION
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
6 Flight cancellation announcement
67.2
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
n Questionnaire
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
n The
system stored all the log data during the experiment. #The
number amounts to 13,320.
n Data
of Lessons 2 & 6 are used for analysis.
Memory
Preference of
Grammar to
Speaking
Passage
Cognition
Importance of
Grammar in
Speaking
Sentence
Compensation
Confidence in
Grammar in
Speaking
Metacognition
Perfectism in
Grammar, Reading
and Listening
Social
Perfectism in
Speaking
SILL
Speaking
Beliefs
❌
Chunk
Word
Learning
behavior
Results …
Change of Behaviors (Paired-Sample t-test)
**
35
30
31.6154
ns
25
23.3718
20
21.2949
15
10
***
17.0897
12.5897
***
5
2.1923
5.3077
0.6410
0
Lesson2 Lesson6 Lesson2 Lesson6 Lesson2 Lesson6 Lesson2 Lesson6
Passage
Passage
Sentence
Chunk
Word
M
1.55
8.24
-4.21
-7.28
Sentence
SD
1.91
22.14
31.10
19.53
SE
0.22
2.51
3.52
2.21
Chunk
95% CI
Lower
Upper
1.12
1.98
3.25
13.24
-11.22
2.81
-11.69
-2.88
word
t-Value
7.168
3.288
-1.194
-3.293
Awareness changed form fluency to accuracy?
p
0.000***
0.002**
0.236
0.001**
Correlation
•
Pearson’s Parametric Correlation Analysis
was conducted.
Passage
.259*
Sentence
Chunk
Word
.253*
.249*
-.238*
Metacognition
Social
-.297**
Importance of
Grammar in
Speaking
Correlation Analysis (Lesson 2)
Passage
Sentence
.276*
-.361**
Preference of
Grammar to
Speaking
Chunk
-.343**
Perfectism in
Speaking
Correlation Analysis (Lesson 6)
Word
What Did Learning Data Tell us?
n RQ1
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.
n RQ2
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
determined by our learning data or not has to be pursued in the future.
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)
TECHNOLOGY × PEDAGOGY ＝
∞
Thanks for Listening！
Yuichi Ono
ono.yuichi,[email protected]
https://sites.google.com/site/smallfieldherono1/