peggy 3/16 cell phone video teaching

Cell Phone Video Recording Feature as a Language Learning Tool: A Case Study

Presenter: Peggy Huang

Instructor: Dr. Pi-Ying Teresa Hsu

Date: 104.3.16 1

Gromik, N. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230.

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Literature Review Literature Review

Research Questions Research Questions

MethodMethod

ResultsResults

Introduction Introduction

ConclusionConclusion

ReflectionReflection

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◎ Background

◎ Purpose of the study

Definitions of TermsDefinitions of TermsDefinitions of TermsDefinitions of Terms

CALL: Computer Assisted Language Learning

M-Learning Mobile Learning

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BackgroundBackgroundBackgroundBackground

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Some of the literature on m-learning asserts that cell phones can be integrated in the CALL classroom, while others argue about that.

Purpose of the studyPurpose of the studyPurpose of the studyPurpose of the study

To reveal whether or not cell phone video production is a suitable communicative learning tool for EFL learners.

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◎ MALL

◎ Different Aspects

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MALLMALLMALLMALL

Research about Mobile Assisted Language Learning is extensive and ranges from studies of Tablet PC, mp3 technology, PDAs and cellphones.

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Different AspectsDifferent AspectsDifferent AspectsDifferent Aspects

The technology is not yet up to the standard required for educational needs. (Higgins& Shudong, 2006)

Different AspectsDifferent AspectsDifferent AspectsDifferent Aspects

Cell phone can be a viable learning tool for enhancing learning development. (Stockwell, 2007; Gromik,2009)

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Is it possible to use the cell phone video recording feature to evaluate learners’ speaking skills?

Data collection

strategy

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ParticipantsParticipantsParticipantsParticipants

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In-class video recordings

Cell phone video performance

Process reports

Surveys / interviews

InstrumentsInstrumentsInstrumentsInstruments

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Data Collection strategyData Collection strategyData Collection strategyData Collection strategy

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Pre-test

Video performance

Post-test

Statistic Analysis

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The evidence reveals that all students are familiar with this technology and willing to experiment and use its many features.

Pre-testPre-testPre-testPre-test

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Needed six attempts

Spent 20-30 minutes to

produce one video

Video performanceVideo performanceVideo performanceVideo performance

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Average weekly cell phone video production word and time performance over 13 weeks.

46% improvement in word production

Video performanceVideo performanceVideo performanceVideo performance

Concluded that producing regular cell phone video encourages students to consideer best video production strategies as well as enhance students’ word output performance.

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Video performanceVideo performanceVideo performanceVideo performance

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Students perceived a lot of improvement in their speaking performance especially in terms of speed (n=6), fluency (n=5) and speaking without notes (n=9).

Post-testPost-testPost-testPost-test

Statistic Analysis : Statistic Analysis : tt-test analysis-test analysisStatistic Analysis : Statistic Analysis : tt-test analysis-test analysis

Pre/ post-test survey samples t-test analysis.

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Statistic Statistic AnalysisAnalysisStatistic Statistic AnalysisAnalysis

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Statistic Analysis : Statistic Analysis : tt-test analysis-test analysisStatistic Analysis : Statistic Analysis : tt-test analysis-test analysis

Comparing the pre-survey item “agree to study with cell phone” with other similar post-survey items indicated significant differences.

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Pearson product-moment correlations between weekly production process report and post-survey.

Statistic Analysis: Pearson CorrelationStatistic Analysis: Pearson CorrelationStatistic Analysis: Pearson CorrelationStatistic Analysis: Pearson Correlation

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Pearson product-moment correlations between weekly production process report and post-survey.

Statistic Statistic AnalysisAnalysisStatistic Statistic AnalysisAnalysis

Statistic Analysis: Pearson CorrelationStatistic Analysis: Pearson CorrelationStatistic Analysis: Pearson CorrelationStatistic Analysis: Pearson Correlation

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Statistic Analysis: Pearson CorrelationStatistic Analysis: Pearson CorrelationStatistic Analysis: Pearson CorrelationStatistic Analysis: Pearson Correlation

As the evidence from week 2 and week 13 reveals, more relationships emerged as students gained more practice with producing cell phone videos in the target language.

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Is it possible to use the cell phone video recording feature to evaluate learners’ speaking skills?

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◎ This case was able to document that the students were motivated by the task requirement to use their cell phone video recording feature to practice their speaking skills in the target language.

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◎ How can we make good use of technology to enhance students’ learning via cell phones?

Test yourself, push your limits!