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CALL and Possibilities CALL and Possibilities of Action Research:of Action Research:

A report on a five-year field study of enhancing large university EFL classes with CALL and Internet

technology

YASUDA, Masami, Kwansei Gakuin Univ.,

myasuda@kwansei.ac.jp

JALT 　 First Annual Joint Tokyo Conference:

“Action Research - Influencing Classroom Practice”

Oct. 22, 2006. Tokyo

October 22, 2006Temple Univ., Tokyo

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0.0. Introduction: Introduction: Entertainment!?Entertainment!?

Protopage: Web 2.0 panel site http://www.protopage.com/myasuda

Pandora Music: Web 2.0 music listening station http://www.pandora.com/people/myasuda

Presentation link and memo site: http://myasuda2.hp.infoseek.co.jp/public_html/102206.f/

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0.1.0.1. Introduction:Introduction:CAI, CALL, e-Learning, WELLCAI, CALL, e-Learning, WELL

e-Learning:Network Web based Learning

CALL:Computer AssistedLanguage Learning

CAI:Computer Assisted Instruction

http://myasuda2.hp.infoseek.co.jp/public_html/102206.f/

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0.20.2 Overview of CALL History*

A: 1960 - 80

B: 1980 - 90 C: 1990 -

1. 行動主義的 Behavioristic

2. チューターとしてのコンピューター / Tutorial

3. コンピューター上の学習教材 / Study ware (FD’s)

1. 認知的 /Cognitive

2. 道具としてのコンピュー

ター Computer as tools

3. CD-ROM 上の学習教材 / CD-ROMs, Mac’s (Computers)

1. 知識構成主義 / Knowledge building

2. コミュニケーション環境としてのコンピューター / E-mail, chats, Synchronic & asynchronic communication

3. 試行錯誤する場 / trials and errors, sandbox, playroom

1. 閉じた課題 / Standalone isolated tasks

2. Drill, pattern-practice

1. 半分開いた教材 / Stand-alone half-isolated tasks

2. 穴埋め， Cloze, 並び替え，テキスト再構成など /Gap-fill, Cloze, Unscramble texts

1. 開いた課題 / Open ended task2. リサーチ型学習 / Research

based3. 課題解決型学習 / Task based

Learning

4. データ駆動学習 / Data driven learning ‘ 発見学習？“* 境　一三 Sakai ( 2004) 　 CALL の歴史とその今日的意義について , 「 e-learning 公開講座」 , 2004 年 5 月

13 日　慶應義塾大学日吉 ITC. Available on the web Translation mine

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0.0. ３３ Classroom Classroom Research:Research:TreatmentTreatment & & ControlControl

+Treatment

+Control

-Control

InteractionAnalysis

ExperimentalResearch

ObservationMethod(KJ Method, Mindmap)

-Treatment

Adapted from the table in Sano(2000), 『アクション・リサーチのすすめ』 p. 204

ActionResearch

Jump to Questionnaire analysis

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0.40.4 Professional DevelopmentProfessional DevelopmentA

ctio

n R

esearc

h

Questions, Inquiries, Demands for changes, Belief systems, etc.

Plan: Problems to identify, Observation (Teacher's, Researcher's)

Hypotheses, Explanatory Questions

Data & Note collection, Protocols, Journals: (Teachers, students)

Analysis, Reflection, Action Changes, Public Reporting, Publishing

Return to Teaching Narrative Writing slide Jump to Questionnaire analysis

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1.01.0 Presentation sub-title:Presentation sub-title:

WELL: Web Enhanced Language Learning:Technology for teaching writing

for large Univ. EFL classes in Japan:

A 5-year field study: videos, a group Mailing List,Groupware on the Internet

YASUDA, Masami, Kwansei Gakuin Univ.,

myasuda@kwansei.ac.jp

http://myasuda-web.hp.infoseek.co.jp/myindex.html

October 22, 2006Temple Ｕｎｉｖ． ,

Tokyo

Skip Abstracts

http://myasuda2.hp.infoseek.co.jp/public_html/102206.f/

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2.02.0 Introduction - L2 writingIntroduction - L2 writingDichotomies/Dilemmas

Fluency and accuracyContrastive rhetoric debate Process vs. Product debate AssessmentFeedback and error correction

cf. Casanave, Christine Pearson. (2004) Controversies in second language writing. Ann Arbor,

Michigan: Univ. of Michigan

June 2-4, 2006

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2.12.1 Kinds of questions to pose Kinds of questions to pose

How can we focus onmeaning

rather than

forms?Learning English

vs.Learning about EnglishThe place of

grammar learning andcorrection.

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2.2.12.2.1 Kinds of further Kinds of further questions to pose (2)questions to pose (2)

Individual and autonomyIndividual and autonomyIndividual and autonomyIndividual and autonomy

How can we create “autonomous learning” environment with group work?

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2.3.1 2.3.1 Kinds of questions to poseKinds of questions to pose (3) (3)

How can we put communicative aspects

in classroom - with or without the use of E-mails?

Group Dynamics to expect!?Group Dynamics to expect!?Group Dynamics to expect!?Group Dynamics to expect!?

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3.03.0 “Teaching narrative “Teaching narrative writing in large EFL writing in large EFL classes”classes”

I would like, now, to present my own experience of “Technology for teaching narrative writing,”

for oral and written communications in"regular" and large

EFL classes on a Japanese university level.

Jump to Action Research cycle

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3.13.1 The class needs and The class needs and purposespurposes

At the Law Dept, at Kwansei Gakuin Univ., we offer two classes each for the two year required English courses.

Semester system since 1987

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3.23.2 two kinds of classes for each yeartwo kinds of classes for each year

Two: 1) Reading, 2) communication. credit hours of English

total to 8 hours out of 16 hours in foreign language requirements. the general 'regular' EFL classes.

“English Otsu” in Japanese, emphasis on oral and written communication.

Adapted:Video Narrative Writing via E-mail

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3.33.3 Video Textbooks Video Textbooks

A few years with trials and errorsAdopted a well-received Video

textbook entitled: (Oxford University Press)Mystery Tour

and Jericho Conspiracy

Skip lesson plan details and jump to Final Project:　Video narration

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4.04.0 Examples of actual lesson Examples of actual lesson plans plans - 90 min.- 90 min.

Cycle - 3 classes to cover two chaptersDay 1 –

IntroductionPreview TF Questions - 5 min.

Preview with digested video - 5 min.Preview with full version video -10 min.Comprehension checkups (TF) - 5 min.Show and stop with

Explanation (Vocabulary, Grammar, Culture)Questions and Answer drills - 60 min.

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4.14.1 Examples of actual lesson Examples of actual lesson plans plans - 90 min. (2)- 90 min. (2)

Cycle - 3 classes to cover two chaptersDay 2 ( a week after)

Preview with digested video - 5 min.

E-mail grading – via ML - over the weekend

Group presentation for approved work 30 min.

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4.24.2 Examples of actual lesson plans Examples of actual lesson plans - 90 min. (3)- 90 min. (3)

Cycle - 3 classes to cover two chapters Day 3 ( 2 weeks after) - same as Day 1

Group presentation for approved work 30 min.

Quizzes on each chapter: Who said what?Take home

Final Project last two weeks – grading, recitation, record

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4.34.3 Homework - sample work Homework - sample work

Error Correction, feedbackE-mails – Group workRewrites until approvedDeadline: Each Friday evening 20:00

Final Project – 8 ½ min. digested videoUse of stationary file - word processingGroup (All chapters except the last one)Individual work (last chapter)

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4.44.4 Homework - sample work Homework - sample work (2)(2)

Course gradingGroup and Individual workOnline quizzesFinal exam - only 30%

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4.54.5 Homework - Homework - sample work sample work separate (3)separate (3)

Winning the students’ trust that their work is being graded with feedback

E-Mail archivesWeb-mail (IMAP: Univ. official)Yahoo Group site:

yahoo.co.jp/mygroupsyahoo.co.jp/group/Eng1z_KGLaw/files/Emails.f/

Index: infoseek. - Emails_all.html

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5.05.0 Students’ work: Students’ work: Video narrationVideo narration

E-mail work Video - Separate

video output (OHC) Audio Recording

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6.06.0 IT tools -- mostly free!IT tools -- mostly free!

Internet Browser: Internet Explorer - both on

Windows and MacintoshE-mails

Outlook Web Access, OutlookInstructor: Eudora Pro on Macintosh

Mailing List: no campus supportSince 2002 - started using Yahoo Group

E-Mail archives: infoseek. - Emails_all.htmlJump to Final Project

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7.07.0 ServersServers

Internet Server - off campus - freeweb provider with FTP - free server space

Personal files: Students and InstructorsVirtual Server - mail file and other documents – can be accessed to from home, too.

https://webmail.kwansei.ac.jp/ Instructors’ notes, homework files

Only on campus - intranet

myasuda-web.hp.infoseek.co.jp/myindex.html

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7.1 Outlook Web 7.1 Outlook Web Access:Access:

Mails: Web mail (IMAP),

Personal Files: Z

drives BBS: Public

Folders

https://webmail.kwansei.ac.jp/

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7.27.2 BBS - Bulletin BBS - Bulletin BoardBoard

On-campus BBSNot quite helpfulNot so useful.

So, instead of school BBS,Free BBS service (aaacafe)Yahoo Group

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7.3 Public Folders (BBS)7.3 Public Folders (BBS)

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7.47.4 　　 Off-campus BBS - Off-campus BBS - aaacafeaaacafe 　　 and othersand others

URL: myasuda-web.hp.infoseek.co.jp/public_html/bbs_f/bbs100105.html

URL: aaacafe.ne.jp - free www2.aaacafe.ne.jp/free/myasuda/main.bbs www2.aaacafe.ne.jp/free/myasuda/eng1z.bbs

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7.57.5 On-line quizzes authoring On-line quizzes authoring and delivery - QUIA and and delivery - QUIA and othersothers

QUIA - (login name: myasuda_kg)http://www.quia.com/QUIA - stores students' logs and

grades, but not item answersClass portal page URL:

http://www.quia.com/pages/masamimystery.html http://www.quia.com/pages/masamijericho.html

Instructor mode: http://www.quia.com/servlets/quia.web.QuiaWebManager?tagModuleType=10400

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7.67.6 Mailing List - pseudo Mailing List - pseudo groupwaregroupware

Yahoo eGrouphttp://groups.yahoo.co.jp/mygroups

Other BBS - Groupware, etc. (Requires PIN) http://cgi.f11.aaacafe.ne.jp/~myasuda/treebbs/tree.php?mode=root

画像メモ (Requires PIN) http://cgi.f3.aaacafe.ne.jp/~myasuda/gazoubbs/gazou.php

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7.77.7 Final ProjectFinal Projectin the final class, Each student will recite and record

On cassette tapesthe narrative recitation work,watching and synchronizing with

an 8 1/2 minute long, Digested and muted video story.

Emails_all.html - all the mail exchanges protected at Yahoo Group site

Return to Video textbook slides

photos　yahoo　/Eng1z_KGLaw/slideshow

http://www.voiceblog.jp/myasuda/

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7.87.8 Final Project: AudioFinal Project: Audio

Video Narration – student’s audioStudent audio in MP3-shrt (Local) http://www.voiceblog.jp/myasuda/139636.html (Web)

Jump to Action Research cycle

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8.8. Questionnaire – Online formQuestionnaire – Online form Online questionnaire 　 (Requires PIN) 　– hit return if error

https://webinfo.kwansei.ac.jp/active/login

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8.18.1 Questionnaire – Result 7/2004 - 2004 Questionnaire – Result 7/2004 - 2004 Spring Freshmen ClassesSpring Freshmen Classes

Excel file: ( n=12) Server: http://myasuda2.hp.infoseek.co.jp/public_html/JALT2005.f/QuestionnaireIZ07310both.xls

Local Excel file :

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8.28.2 Questionnaire – Result 7/2004 - 2004 Questionnaire – Result 7/2004 - 2004 Spring Freshmen Classes – Spring Freshmen Classes – Raw Scale Raw Scale AverageAverage Excel file: ( n=12) Server: http://myasuda2.hp.infoseek.co.jp/public_html/JALT2005.f/QuestionnaireIZ07310both.xls

Local Excel file :

Freshmen Eng. Spring '04- Myasuda both periods (N=12) Raw scales

3rd (N=4) & 4th period (N=8)

0.0

1.0

2.0

3.0

4.0

5.0

_bothアンケー ト結 果 3.83333 3.18182 3.25 2.54545 2.66667 2.91667 4.08333 3.58333 3.41667 3.41667 2.75 5 4.25 3.33333 3.16667 3.83333 4.08333 2

英 語 Ｉ乙 １組 ３時 限 3.25 3 3.25 2.5 2.75 2.5 3.75 3 3.5 3.25 2.75 5 3.25 3.75 2.75 3.25 3.75 1.75

英 語 Ｉ乙 ２組 ４時 限 4.125 3.28571 3.25 2.57143 2.625 3.125 4.25 3.875 3.375 3.5 2.75 5 4.75 3.125 3.375 4.125 4.25 2.125

まとまり 資 料 有 益使 い方 が効 果 的

抽 象 的説 明 話 し方

内 容 は興味

新 しい知識 や物 事の見 方

課 題 （発表 、レ

ポー ト）

質 問 応答

助 言 を与え相 談

理 解 度適 切 に対

応よく出 席

意 欲 的 に取 り組 ん

だ

ほかの学生 に薦 め

授 業 に満足

英 語 による講 義

要 約 で訓練 するのが斬 新

模 範 解 答を暗 唱 発表 のほう

が

This shows what?

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8.38.3 Questionnaire – Result 7/2004 - 2004 Questionnaire – Result 7/2004 - 2004 Spring Freshmen Classes – Spring Freshmen Classes – Weighted Weighted ScoresScores

評価段階 ( 5 point scale: 1-5, NA )

コメント comments

names weighted scale

1 全くそうは思わない Disagree strongly

weights_1 -1.0

2 そうは思わない Disagree little weights_2 -0.5 3 どちらともいえない Neutral weights_3 0.0

4 どちらかというとそう思う Agree little weights_4 0.5

5 そう思う Agree strongly weights_5 1.0 NA 不明・該当しない Not Applicable weights_9/NA 0.0

Excel file: ( n=12) Server: http://myasuda2.hp.infoseek.co.jp/public_html/JALT2005.f/QuestionnaireIZ07310both.xls

Local Excel file :

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8.48.4 Questionnaire – Result 7/2004 - 2004 Questionnaire – Result 7/2004 - 2004 Spring Freshmen Classes – Spring Freshmen Classes – Weighted Weighted ScoresScores Excel file: ( n=12) Server: http://myasuda2.hp.infoseek.co.jp/public_html/JALT2005.f/QuestionnaireIZ07310both.xls

Local Excel file :

Freshmen Eng. Spring '04- Myasuda both periods (N=12)

3rd (N=4) & 4th period (N=8)Weighted Scale (- 1.0, - 0.5, 0, +0.5, +1)

-60.0%

-50.0%

-40.0%

-30.0%

-20.0%

-10.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

_Wアンケー ト結 果 41.7% 9.1% 12.5% - 22.7% - 16.7% - 4.2% 54.2% 29.2% 20.8% 20.8% - 12.5% 100.0% 62.5% 16.7% 8.3% 41.7% 54.2% - 50.0%

まとまり_W

資 料 有 益_W

使 い方 が_W効 果 的

抽 象 的_W説 明 _W話 し方

内 容 は興_W味

新 しい知識 や物 事

_Wの見 方

課 題 （発表 、レ

ポー ト）_W

質 問 応_W答

助 言 を与_Wえ相 談

理 解 度適 切 に対

_W応

よく出 席_W

意 欲 的 に取 り組 ん

_Wだ

ほかの学生 に薦 め

_W

授 業 に満_W足

英 語 によ_Wる講 義

要 約 で訓練 するの

_Wが斬 新

模 範 解 答を暗 唱 発表 のほう

_Wが

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9.0. 9.0. Projects in progressProjects in progress

Weblog Projects: http://advcomp.wordpress.com/

RSS feeder in Web 2.0: http://reader.www.infoseek.co.jp/reader/

Composition grading: Online Slide show stored at:

http://1458462720.slide.com/

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9.1. 9.1. Projects in progress Projects in progress (2)(2)

Weblog Projects: http://advcomp.wordpress.com/

Students Weblogs and commentsProtected privacy with PINs http://advcomp.wordpress.com/tag/classblog/ http://myasuda.my.land.to/treebbs/tree.php?n=470

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9.2 9.2 Projects in progress Projects in progress (3)(3)

WELL Project Presentation2004 and others

Portfolio: WELL projects:http://myasuda2.hp.infoseek.co.jp/p

ublic_html/032205.f/ Audio Projects:

http://wiki.livedoor.jp/myasudakg/d/MenuBar2

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9.3 9.3 Projects in progress Projects in progress (4)(4)

AJAX and Web 2.0 http://advcomp.wordpress.com/tag/web20/

What it is: http://www.google.com/search?q=Ajax&q=Web2.0

Netvibes and Protopage, etc.http://www.netvibes.com/ http://myasuda-web.hp.infoseek.co.jp/public_html/eng2z.f/KG-N

etvibes.f/slideshow040906.html

Video on demand http://myasuda-web.hp.infoseek.co.jp/public_html/eng1z.f/One

Campus.f/

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10.1.10.1. Projects in progress (A)Projects in progress (A)

Wiki pagesBBS links:

http://myasuda-web.hp.infoseek.co.jp/public_html/bbs_f/bbs100105.html

Syllabus pages: http://www.wikihouse.com/myasuda/index.php?Adv-Comp

Hyperlink wiki page:http://f3.aaa.livedoor.jp/~myasuda/tiddlywiki02/

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10.2.10.2. Projects in progress (B)Projects in progress (B)

Wiki pages (cont’d)pukiwiki: (Requires PIN)

http://f3.aaa.livedoor.jp/~myasuda/pukiwiki14/pukiwiki.php

Wiki*2: http://wikiwiki.jp/myasuda/?PodcastLinks

Wiki Livedoor: http://wiki.livedoor.jp/myasudakg/d/CALL%2dA302

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10.3. 10.3. Projects in progress (C)Projects in progress (C)

Wiki Livedoor: audio projects http://wiki.livedoor.jp/myasudakg/d/Audio

CALL Laboratory System http://myasuda.my.land.to/kglaw-it.f/2006.f/

Video Interview in mpeg4 (LOCAL)

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11.11. New Assignment:New Assignment:VOA – GroundZero2006VOA – GroundZero2006

0 0

86 7

9 8 7910

86

35

2 3 3 4

0 1 1 2 1 0

5

10

15

20

“x”

-100 102030405060708090 110

90

27

525

50

75

100

“x”

1-F

resh

men

2-S

ophom

ore

s

3-A

dv-

Com

p

度数 /n 割合 / ratio

1-Freshmen 90 0.74

2-Sophomores

27 0.22

3-Adv-Comp

5 0.04

合計 / total

122 1.00

平均 Mean 33.93% 標準偏差 SD 24.30 n= 103

Quia Quiz on Ground Zero2006 Quia Quiz on Ground Zero2006 storystory

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Grades % : Analysis of Variance – by Level

11.1.11.1. VOA – GroundZero2006 (2)VOA – GroundZero2006 (2)

-100

102030405060708090

100110

ALL -

Gro

undZ

eo2006_%

1-Freshmen 2-Sophomores3-Adv-Comp

Level

‚·‚ׂẴyƒATukey-Kramer‚ÌHSDŒŸ’è0.05

要因 factors

自由度(df)

平方和(SS)

平均平方 F 値p 値

(Prob.>F)

Level 2 7048.904 3524.45

6.627 0.002***

誤差 / error 100 53183.620

531.84

全体 ( 修正済み )

102 60232.524

level nmea

nSD

1-Freshmen

71

29.58

2.74

2-Sophomore

s

27

39.63

4.44

3-AdvComp

5 65.00

10.31

47

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