Enhancing outside-class learning using ubiquitous learning log system Noriko UOSAKI a* , Hiroaki OGATA b, Mengmeng LI c , Bin HOU c , & Kousuke MOURI c a Center for International Education and Exchange, Osaka University, Japan b Graduate School of Information Science and Electric Engineering, Kyushu University, Japan c Faculty of Engineering, The University of Tokushima, Japan *[email protected]Meeting Room 3 rd Floor, IC Hall, Osaka University, 10:00- November 15, 2013
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Enhancing outside-class learning using ubiquitous
learning log systemNoriko 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
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. Introduction
2. Related works
3. SCROLL
4. Evaluations
5. Conclusions
1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
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) *
*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 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
1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
Lack of learning time
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
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
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
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 SCROLL2) reading e-book contents and making a vocabulary book on
spreadsheets
Pre
-
test
Phase 1 Phase 1
Survey and
focus
groups
Group Ae-book with
SCROLL Post-
test
(1)
e-book Post-
test
(2)Group A
e-booke-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)
tEffect Size
(d)
With SCROLL 141.04 (151)
1.28* 0.37 (Small)Without
SCROLL
91.88 (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).