Presentation at LET 2016 conference @ Waseda University, Japan

1. Implementing Mobile-
Assisted Language Learning
in Japan
Hiroyuki OBARI
(Aoyama Gakuin University)
Takeshi SATO
(Tokyo University of Agriculture and Technology)
LET 2016
August 8th, 2016

2. Mobile Learning: Anytime, Anywhere
Retrieved 6th of Aug. from http://society-zero.com/chienotane/archives/1935

3. Overview
•Introduction
•Practice report 1 @ Aoyama
Gakuin University
•Practice report 2 @ TUAT
•Discussion & Conclusion

4. The advantages of Mobile-Assisted
Language Learning (MALL)
•convergence of
technologies
•ownership
•mobility
(Kukulska-Hulme, 2009) Retrieved 2nd of August from http://goo.gl/h0qw69
“The mobility of digital technologies creates
intriguing opportunities for new forms of learning”
(Laurillard 2007 p. 153)

5. Mobile Learning: Sometime, Somewhere
Retrieved 6th of Aug. from http://society-zero.com/chienotane/archives/1935

6. How to integrate MALL with
classroom-based practices?

7. Our practices addresses
• How did MALL integrate with classroom
practices
What materials or applications were used?
How did they connect the activities in and
outside the classroom?
What did the teacher do to facilitate the
activities?
To what extent was the learning effect
found?
How did the learners feel about the
practices?

8. Implementing MALL in curricular
programs
•Practice 1 @ Aoyama Gakuin
University
•Flipped Learning with mobile devices
•Practice 2 @ TUAT
•Essay writing with online discussion
with mobile devices

9. Practice 1
Aoyama Gakuin University

10. Research Questions:
 Can technologies enhanced language
learning with mobile technologies help to
improve English proficiency of EFL learners in
Japan?

11. Outline of Today’s Talk:
Paradigm Shift
Theoretical Background
Flipped & Active Learning
CASE Study
RESULTS
Summary

12. Pedagogy &
Technology Enhanced Language
Learning

13. How can you learn a foreign language?
1st person experiences
Comprehensible input i+1
ICT and Mobile Technologies

14. The Paradigm shift: Aspect of Learning
No More Teacher’s Monopoly
Student’s Control
Mobile Learning

15. Facilitator
Curator
Mentor

16. Survey (1)
Question:
Do you think learning English with mobile devices is effective?
90% of students believe that mobile devices can be effective for language learning.
90%

17. Second Survey (2)
Do you have enough knowledge to utilize mobile devices for
language learning?
Approximately 30% of students admitted that they had
insufficient knowledge to use mobile devices for language
learning.
30%

18. Social Constructionism
New knowledge through social interaction
and exchanging information (Burr,1995,2003)
Build Ideas through Experiential Learning,
Jean Piaget (Bandura, 1977)

19. Retention rates
19

21. CASE Studies

22. Pedagogy:
Task-based
Project-based
Student centered
Collaboration
Critical thinking

24. What is a “flipped classroom?”
“Flipping” the classroom is both a
pedagogical approach and a theoretical
framework rooted in constructivist and
problem-based theories of learning. It
involves reversing the traditional structure of
the classroom, such that in-class time is
dedicated to interactive activities and
homework is dedicated to would-be in-class
lecture materials. (2014, Kerry Pusey, Evelyn
Doman, and Marie Webb)

25. Learning Activities and Assessments
(n=24)
Online course (ATR CALL Brix and Newton e-Learning)
Oxford Digital text Lecture Ready, Outside the class
Study the video materials about worldviews, Outside the class
TED Talks and wrote 20 summaries. (300 words), Outside
Globalvoice CALL (Pronunciation and Prosody), Inside
Making movies while studying the world religion, Outside
Newton e-Learning, Inside with mobile and PC.
Presentations with iPads and PC, Inside
Presentations about Japanese culture and presented at NUS.
 TOEIC/CASEC tests and OPIc Computer Speaking test, Inside

26. Presentation
Discussion
Online Digital
Text
Recognition
PPTS
Digital
storytelling
iPad
Doodlecast.Pro

27. Portfolio
Assessment
Presentation
TOEIC
CASEC
Pre vs. Post
Prosody
Active
Participation
Digital
storytelling
OPIc
Speaking

28. Results
TOEIC/CASEC

29. 2015, Flipped Lessons for 3rd year
students Improvements of mean TOEIC
score. p＜0.01 (n=24)
639
727
580
600
620
640
660
680
700
720
740
Pre-test April 2015 Post-test January 2016
(SD, 118)
(SD, 136)
88 points

30. Changes of the individual data

31. 2015, Flipped Lessons for 3rd year
students Improvements of mean CASEC
score. p＜0.01(n=24)
626
720
560
580
600
620
640
660
680
700
720
740
Pre-test April 2015 Post-test January 2016
CASEC
(SD,
(SD, 90)
94 points

32. Changes of the individual data

33. 2014, Improvements of TOEIC,
P<0.01 (n=25)
577
758
400
450
500
550
600
650
700
750
800
PreTOEIC PostTOEIC
(SD, 135)
(SD, 107)
181 points

34. Changes of the individual data

35. Results
OPIc Speaking

36. ＡＣＴＦＬ
• 7 levels
Ｌｅｖｅｌ Ｌｅｖｅｌ略称 言語能力
Ａｄｖａｎｃｅｄ ＬＯＷ ＡＬ
自分の考えや経験を流暢に表現できる。討論や交渉、説
得など実際の業務で駆使することができる。
Ｉｎｔｅｒｍｅｄｉａｔｅ
ＨＩＧＨ ＩＨ
文法的に大きな間違いが無く言語を駆使し、基本的なビ
ジネスや会議でコミュニケーションができる。
ＭＩＤ ＩＭ１～３
小さな文法的ミスはあるものの、長いセンテンスを駆使し
、基本的なコミュニケーションができる。
※ＩＭ３（上）、ＩＭ２（中）、ＩＭ１（下）に細分化される
ＬＯＷ ＩＬ
日常的な話題はセンテンスで話すことができる。会話に参
加し、興味のある話題は自信を持って話すことができる。
Ｎｏｖｉｃｅ
ＨＩＧＨ ＮＨ 簡単な単語や句を駆使してコミュニケーションができる。
ＭＩＤ ＮＭ 既に暗記している単語やセンテンスで話すことができる。
ＬＯＷ ＮＬ 限定的ではあるが、単語を羅列して話すことができる。
36 © NEC Management Partner, Ltd.

37. Questionnaires

38. Does flipped lesson help to improve
your autonomous learning? (n=24)
100%
92%
8%
0%0%0%
Strongly Agree Agree Neutral Disagree Strongly Disagree

39. Does SNS help to improve your
learning activities in general? (n=24)
92%
Strongly Agree
42%
Agree
50%
Neutral
4%
Disagree
0%
Strongly Disagree
4%
Strongly Agree Agree Neutral Disagree Strongly Disagree

40. Where did they access ?
35%
33%
32%
Home School During Commuting time

41. What instruments did they use?
17%
37%
0%
29%
4% 13%
PC Smartphone Tablet PC + Smartphone PC + Tablet PC + Sphone + Tablet

42. Does PPTS presentation help to
improve your English proficiency?
(n=24) 97%
Strongly Agree
71%
Agree
25%
Neutral
0%
Disagree
4%
Strongly Disagree
0%
Strongly Agree Agree Neutral Disagree Strongly Disagree

43. Does writing a summary of TED Talks
help to improve your English
proficiency? (n=24) 96%
Strongly Agree
79%
Agree
17%
Neutral
4%
Disagree
0%
Strongly Disagree
0%
Strongly Agree Agree Neutral Disagree Strongly Disagree

44. Research Questions:
Can technologies enhanced language
learning with mobile technologies help to
improve English proficiency of EFL learners in
Japan? Yes,

45. Summary
Flipped and active learning activities with SNS are
effective in teaching EFL.
Mobile technologies help to improve English proficiency.
Pedagogy
Comprehensive input I + 1
Autonomous learning
Mentoring
Love for Students

46. Practice 2
Tokyo University of
Agriculture & Technology

47. Essay writing through online
interaction with peers
•“the processes of coming to know
through conversations across
multiple contexts amongst people
and personal interactive
technologies”
(Sharples, et al. 2007, p.225)
•Collaborative dialogue (Swain 2000)

48. Procedures
1. Downloaded the Moodle
Mobile application
2. Used the app through the
lectures
3. Uploaded the draft of 5-
paragraph essay
4. Interacted with the 4-5 peers
by giving and receiving
comments on the group
board.
5. Conducted online discussion
for one week to complete
their final drafts (n=56)
6. Answered closed and open-
ended questions via Survey
Monkey (n=48)

49. Procedures
1. Downloaded the Moodle
Mobile application
2. Used the app through the
lectures
3. Uploaded the draft of their 5-
paragraph essay
4. Interacted with the 4-5 peers by
giving and receiving comments
on the group board.
5. Conducted online discussion for
one week to complete their
final drafts (n=56)
6. Answered closed and open-
ended questions via Survey
Monkey (n=48)

50. Procedures
1. Downloaded the Moodle
Mobile application
2. Used the app through the
lectures
3. Uploaded the draft of 5-
paragraph essay
4. Interacted with the 4-5 peers
by giving and receiving
comments on the group
board.
5. Conducted online discussion
for one week to complete
their final drafts (n=56)
6. Answered closed and open-
ended questions via Survey
Monkey (n=48)

51. Procedures
1. Downloaded the Moodle
Mobile application
2. Used the app through the
lectures
3. Uploaded the draft of 5-
paragraph essay
4. Interacted with the 4-5 peers
by giving and receiving
comments on the group
board.
5. Conducted online discussion
for one week to complete
their final drafts (n=56)
6. Answered closed and open-
ended questions via Survey
Monkey (n=48)

52. Procedures
1. Downloaded the Moodle
Mobile application
2. Used the app through the
lectures
3. Uploaded the draft of 5-
paragraph essay
4. Interacted with the 4-5 peers
by giving and receiving
comments on the group
board.
5. Conducted online discussion
for one week to complete
their final drafts (n=56)
6. Answered closed and open-
ended questions via Survey
Monkey (n=48)

53. Findings

54. Do you think that the mobile
interaction is easier to conduct than
the f2f interactions?
10
33
5 0
strongly agree
agree
disagree
strongly disagree

55. Nodes of their comments

56. To what extent did your final draft
improve?
8
29
8
3
very large
large
small
very small

57. Word Cloud

58. Grammar mistakes
10.54
7.55
7.00
7.50
8.00
8.50
9.00
9.50
10.00
10.50
11.00
1st draft final draft
Significant difference t (55) = 31.47, p < .05 d = 5.99

59. Length of the essays
303.24
352.65
300.00
310.00
320.00
330.00
340.00
350.00
360.00
1st draft final draft
Significant difference t (106) = 6.00, p < .05 d = 0.63

60. Lexical Density (%)
(how much information is packed into a single clause)
47.9
46.2
45.0
45.5
46.0
46.5
47.0
47.5
48.0
48.5
1st essay final essay
No significant difference t (55) = 1.54, p > .05 d = 0.30

61. Do you agree that the mobile
interaction is enjoyable?
15
28
4 1
strongly agree
agree
disagree
strongly disagree

62. General comments

63. Conclusion
“the processes of
coming to know
through
conversations”

64. Suggestions
•Use an application available both on PC
and mobile devices
•Familiarize it during the course
•Extend the classroom-based practice to
autonomous learning with their mobile
device.

65. References
Kukulska-Hulme, A (2009). Will mobile learning change language learning?
ReCALL, 21(2), 157–165.
Laurillard, D. (2007) Pedagogical forms for mobile learning: framing research
questions, In: Pachler, N. (ed) (2007). Mobile learning: towards a
research agenda. London: WLE Centre, Institute of Education,
University of London.
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: Structures,
agency, practices. New York: Springer.
Sharples, M., Taylor, J., & Vavoula, G. (2007) A Theory of Learning for the
Mobile Age. In R. Andrews and C. Haythornthwaite (eds.) The Sage
Handbook of Elearning Research. London: Sage, pp. 221-47.

66. We would like to show my
greatest appreciation to
Steve McCarty