ShizukaKa o
         nd ri
Background at “The College”
 C tho g ’ c o in Vic ria
   a lic irls s ho l  to
 No b o c m ute p g mw sintro uc d in Ye ...
Visit to a French class…
 Ye r 7 Fre h c s
    a       nc la s
   Stud ntss rte the c m ute a thes rt o thele s n.
     ...
Other issues
 P s ureo ha w
   re s      n nd riting
   o Stud ntsne d to ha w
          e    e       nd ritefo a w n a s...
Previous Studies on Influence of ICT
          in Language Study
Phinne (19 9 Ro rig sa Ro rig s(19 6
       y 8 ), d ue ...
 Ba ra Rulea Die a (2 0
     rre ,       nd m rt 0 1)
    Fo us d o thew
       c e n       ritingskillso firs g d s e ....
Previous Studies on Influence of ICT
             in Japanese
 The ha b e fe s ie c nd te o theus o
     re ve e n w tud ...
Kubota (1999)
 Re e rc din aw bb s dla ua ep je t tha a ore uire
    s a he      e a e ng g ro c              t ls q d
  ...
Chikamatsu (2003)
 Re e rc d o s e ’ ritings
     s a he n tud nts w        killsin J p ne ew n us IC
                   ...
Focus of this study
 P vio s ie fo us d o thew
   re us tud s c e n       ritingd ve p e o unive ity
                    ...
Research Questions
Thiss y a e toid ntify p s
     tud im d     e     o itivea ne a e c o
                                ...
Project - Setting
 P rtic a : Aus lia Ye r 8s e in 2c s e o
   a ip nts     tra n a tud nts     la s s f
  J p ne ew reth...
Project - Setting
 La to p g ma s ho l. W le sc nne tio
    p p ro ra t c o     ire s o c n
  thro ho thes ho l. “ o le w...
Methodology
Qua i-e e e (Co n, Ma n a Mo o 2 0 )
    s xp rim nt     he   nio nd rris n, 0 0
  Exp rim nta Gro a C ntro ...
Project
 P -Te t
   re s
   Be rec m e ingthete c
       fo o m nc            a hingp g mo 5w e ,
                      ...
Data collection in the Pre-Test
 Aw rd d p ints 2p intsfo c rre t tra la n, 1 p int
    a e o : o             r o c ns ti...
Lessons      ***Same program of work was taught in both groups.
 To ic
    p s
  o Tim (ho to s y tim , Ka num e w reus d...
Lessons         ***Same program of work was taught in both groups.
C ntro Gro
 o l      up
 C m ute w reno us da a in c s...
Lessons
 Exp rim nta Gro
     e e l       up
   Fo w d thes m le s n p n a theC ntro Gro .
      llo e    a e s o la s  ...
Lessons in the Experimental Group
 Thete c r typ da thele s n no so thec m ute a this
       a he    e ll     so     te n...
Post-Tests
 At thee o thete c
         nd f    a hingp g m s e to k 2s tso
                        ro ra , tud nts o e f
...
Post-Tests
 Sa ea theP -Te t, e c P s s ha tw s c nsa
    m s     re s a h o t-Te t s o e tio nd
  e c s c n ha te vo a u...
Data collection in the Post-Tests
 Aw rd d p ints 2p intsfo c rre t tra la n, 1 p int
    a e o : o             r o c ns ...
Group Interview
 C nd te in e c Exp rim nta a Co l g up
   o uc d      ah     e e l nd ntro ro .
 Dig lly re o e a la r ...
Questions for the Group Interviews
1.   Wha a yo e e nc so us thec m ute in c s in thep s
          t re ur xp rie e f ing...
Data Analysis
 Quantita Da
          tive ta
  (Da fromthePre s isthebe hm rk s rtingpoint.)
     ta         -Te t     nc...
Group average
Figure 1: Group average time in Section One
Figure 2: Group average time in Section Two
Figure 3: Group average results of
correct translations in Section One
Figure 4: Group average results of
correct translations in Section Two
Figure 5: Group average results of
accuracy of Hiragana in Section One
Figure 6: Group average results of
accuracy of Hiragana in Section Two
Individual students
Findings – on average
 W n thete tsw rec m le d b ha w
   he        s e o p te y nd riting
   TheExp rim nta Gro a hie d...
Findings – individual students
Time
 The spread of the time difference was reduced in the
  Experimental Group in both Po...
Tra la ns
    ns tio
<P s s 1>
   o t-Te t
 Thes re do there ultsw sre uc din Se tio One b
        p a f        s      a ...
<P s
   o t-Te t 2
          s >
 The spread of results in the Experimental Group was
  reduced in Section One and remain...
Group Interview with the Experimental Group
 <P s
    o itivec m e >
            o m nts
 W riting
  Ea ie a fa te to typ...
Exp rie e
   e nc
 Us ac m ute w sinte s
    ing o p r a      re tinga s e e ye the
                             nd tud n...
<Ne a c m e >
    g tive o m nts
 4o o 5s e s idit w sm red
     ut f tud nts a      a o iffic tole rn
                  ...
<Othe ne a c m e >
     r g tive o m nts
 Nuis nc to s a Eng p o Glo a
      a e wp        -J n n   b l-IME.
 C m ute p ...
Group Interview with the Control Group
***w t the tho ht m ht ha p n if the w reto us a
      ha y ug          ig    pe   ...
<Ne a c m e >
    g tive o m nts
 Ga e o thec m ute c n b d tra ting
     ms n      o p r a e is c .
 The m y fo e ho to...
Individual students
 Mo t o theExp rim nta Gro a hie dlo e re ultstha the
    s f        e e l       up c ve w r s       ...
Summary
ICT influe e s e b th p s
          nc d tud nts o o itive a ne a ly.
                                ly nd g tive...
Limitation
 C ic o thec ra te
   ho e f       ha c r
   e . Ka –s e ne dtotyp thes undo thec ra te in
    .g nji tud nts ...
Conclusion
 Theus o IC inte s da m tiva ds e tole rn
       e f T     re te nd o te tud nts a
    J p ne e
     a a s.
 ...
Future research
 Num e o p rtic a (re ults
      b r f a ip nts s )
 Tim o thep je t (b g
     ing f    ro c e inning nd...
References
Ba ra M. T., A. C Rulea A. Die a (2 0 TheEffe t o Writingw C m tue ve us
   rre ,             .         nd     ...
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Influence of ICT on Japanese handwriting skills

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The Influence of ICT on secondary school students' development in Japanese handwriting skills, Presentation by Shizuka Kandori at AFMLTA conference Sydney 2009

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Influence of ICT on Japanese handwriting skills

  1. 1. ShizukaKa o nd ri
  2. 2. Background at “The College”  C tho g ’ c o in Vic ria a lic irls s ho l to  No b o c m ute p g mw sintro uc d in Ye rs te o k o p r ro ra a d e a 10 in 19 6 -12 9.  All s e p s e s d ano b o c m ute in 2 0 . tud nts o s s e te o k o p r 04  In Ye r 7, J p ne ea Ind ne ia w reta ht fo 1 a a a s nd o s n e ug r s m s r e c a Fre h w sta ht fo aye r. e e te a h nd nc a ug r a  Fro Ye r 8 J p ne ew so o thee c m a , a a s a ne f le tives je ts ub c .
  3. 3. Visit to a French class…  Ye r 7 Fre h c s a nc la s  Stud ntss rte the c m ute a thes rt o thele s n. e ta d ir o p r t ta f so  Stud ntsw reto to ke p thelid o thec m ute c s d e e ld e f o p r lo e .  Stud ntss rte c p e ta d o yingno sfro theb a d c to the la to te m o rd ire tly ir p p c m ute o p r.  Fre h a Eng h => a ha e s rip nc nd lis lp b tic c t  J p ne e=>Hira a , Ka ka a Ka aa s g na ta na nd nji  J p ne es rip a unkno n to thes e w s rt le rning a a s c ts re w tud nts ho ta a J p ne e aa s. W uldIC ha a im a t o thes e ’ te n o o T ve ny p c n tud nts re ntio f theJ p ne es rip ? a a s c ts
  4. 4. Other issues  P s ureo ha w re s n nd riting o Stud ntsne d to ha w e e nd ritefo a w n a s s m nt, r ny ritte s e s e p rtic rly in a s s m ntso VC a ula ses e f E. o Stud ntsm t b a leto ha w e us e b nd ritec m e ntly in s ho l o p te c o a s s e c urs w rk a atw ho e m tio s e s d o e o nd o ur xa ina n.  Theus o Romaji isd c ura e b c us Romaji o n e f is o g d e a e fte hind rss e fro a q e tud nts m c uiringtheJ p ne es rip a a a s c ts nd c rre t p nunc tio o c ro ia n. Romaji isus d fo w rdp c s ingin J p ne e e r o ro e s a a s.
  5. 5. Previous Studies on Influence of ICT in Language Study Phinne (19 9 Ro rig sa Ro rig s(19 6 y 8 ), d ue nd d ue 8 ), P nning n a Bro k (19 2 e to nd c 9)  IC fa ilita ss e ’ ng g le rningb m tiva T c te tud nts la ua e a y o ting s e le rningEuro e n la ua e (L2 a ESL. tud nts a p a ng g s ) nd Pso itivec ng so s e ’ ttitud sto a sw ha e n tud nts a e w rd riting b c us it re uc sthe fe r o m kingm ta s ea e d e ir a f a is ke .
  6. 6.  Ba ra Rulea Die a (2 0 rre , nd m rt 0 1)  Fo us d o thew c e n ritingskillso firs g d s e . f t ra e tud nts  There e rc w sc rrie o fo s m nths s a h a a d ut r ix o .  Stud ntsw tethe c m o itio us e r w rd e ro ir o p s ns ing ithe o p c s ingo ha w ro e s r nd riting.  Find s ing : o Stud ntsw tem rew rd a s nte e o thec m ute a the e ro o o s nd e nc s n o p r nd o ra p g s w sb tte in w ve ll ro re s a e r ritingc m e nc . o p te e o The e ye re d the te o thes re n a re e the w rk y njo d a ing ir xts n c e nd vis d ir o m reo n tha w o fte n ritingb ha . y nd o Thee c o “ w s ” nd theinflue eo s e ’ o tio ffe t f ne ne s a nc n tud nts m tiva n w ss rt-te . a ho rm
  7. 7. Previous Studies on Influence of ICT in Japanese  The ha b e fe s ie c nd te o theus o re ve e n w tud s o uc d n e f IC in J p ne ec s e (C T a a s la s s hika a u, 2 0 ), m ts 0 3 e p c lly in theb g rs le l w s c nd ry s e ia e inne ’ ve ith e o a s ho l s e . c o tud nts  Kub ta(19 9 a C o 9 ) nd hika a u (2 0 ) fo us d o the m ts 0 3 c e n ps o itivee c o us ICT in theJ p ne ec s e w re ffe ts f ing a a s la s s he unive ity s e s ie J p ne ea afo ig la ua e rs tud nts tud d a a s s re n ng g .
  8. 8. Kubota (1999)  Re e rc din aw bb s dla ua ep je t tha a ore uire s a he e a e ng g ro c t ls q d w rdp c s ingin J p ne e in athirdye r c lle ela ua e o ro e s a a s, a o g ng g c urs . o e  Find s ing : o Thep rtic a a ip tings e enjoyed their learning a fe tha tud nts nd lt t the la ua es ir ng g killshad improved a tha utilis aword nd t ing processor made their writing easier and faster. o Ho e r, s m s e w reuns a o which was the w ve o e tud nts e ure b ut correct Kanji to choose from the list displayed when converting Hiragana to Kanji. o Stud ntsa o fo e ls und it challenging to read Japanese websites, w h us ala ea o o Ka m ny o w h the ha hic e rg m unt f nji, a f hic y ve ne r le rnt b fo . C ns q ntly s e c uldno re d the ve a e re o e ue tud nts o t a w b ite . So es e w reanxious about using unfamiliar es s m tud nts e software and hardware.
  9. 9. Chikamatsu (2003)  Re e rc d o s e ’ ritings s a he n tud nts w killsin J p ne ew n us IC a a s he ing T.  Tw typ so w n te ts(w rd te tsa e s y te ts to 2 c lle e o e f ritte s o s nd s a s ) 0 o g le rne o J p ne ew ha c m le ds c ndo third ye r a rs f a a s ho d o p te e o r a J p ne ec urs sa aunive ity aa s o e t rs  Thes e ha ap r kno le g o J p ne ew rd p c s inga tud nts d rio w d e f a a s o ro e s s the ha b e e ha inge a w J p ne ec lle es e in y d e n xc ng m ils ith a a s o g tud nts J p n. aa  Find s ing : o ICT enhanced students’ Kanji ability and students’ learning at word level in Japanese study o Ho e r, it did not help speed or length of students’ written work. w ve o The w sare tio hip b tw e thes e ’ e rm nc sa the re a la ns e en tud nts p rfo a e nd ir p fic nc in thela ua e ro ie y ng g . o Students were able to edit their work independently and subsequently it may enhance students’ editing skills.
  10. 10. Focus of this study  P vio s ie fo us d o thew re us tud s c e n ritingd ve p e o unive ity e lo m nt f rs s e w s la ua ea ility in J p ne ew shig r a the tud nts ho e ng g b aa s a he nd re e rc rsa lys d theus o Ka c ra te . s a he na e e f nji ha c rs  In thiss y, thefo usiso thed ve p e o s c nd ry s e tud c n e lo m nt f e o a tud nts w a le rningb s J p ne em inly us Hiragana characters. ho re a a ic a a s a ing  In o e to a lys thes e ’ c ve e , thiss y rd r na e tud nts a hie m nts tud im le e dthem tho stha C p m nte e d t hika a u (2 0 ) a p dtofind o m ts 0 3 p lie ut the effectiveness of the use of ICT by measuring the time and the correctness of their answers in the vocabulary tests. The s e ’ is ke in the ha w tud nts m ta s ir nd ritingw rec te o e tos ethe e a g ris d e d ve p e o s e ’ ritings e lo m nt f tud nts w killsin Hira a c ra te . g na ha c rs
  11. 11. Research Questions Thiss y a e toid ntify p s tud im d e o itivea ne a e c o nd g tive ffe ts f theus o IC in J p ne e e f T a a s. 2. Do s e a thejunio le l le rn tow Hira a tud nts t r ve a rite g na c ra te m req kly a a c te b ha w ha c rs o uic nd c ura ly y nd riting o b us IC r y ing T? 3. Do sIC us ha a e c o s e ’ te n o e T e ve ny ffe t n tud nts re ntio f vo a ula c b ry? 4. Do sIC m tiva thejunio le l s e tole rn e T o te r ve tud nts a J p ne e a a s?
  12. 12. Project - Setting  P rtic a : Aus lia Ye r 8s e in 2c s e o a ip nts tra n a tud nts la s s f J p ne ew rethere e rc r w sthete c r. a a s he s a he a a he  10s e (5s e fro e c c s ) re tud nts tud nts m a h la s turne the d c ns nt fo sfo d tac lle tio o e rm r a o c n.  Thre le s nso 75m e so f inute in afo s rtnight  Dura n: 6w e in Te 4 tio e ks rm  To ic Sp rtsa Le urein Unit 7&8in P rt 3o p : o nd is a f Mirai 1
  13. 13. Project - Setting  La to p g ma s ho l. W le sc nne tio p p ro ra t c o ire s o c n thro ho thes ho l. “ o le w sintro uc da ug ut c o Mo d ” a d e s thes ho l intra t. c o ne  Stud ntsha the o n la to c m ute a the a e ve ir w p p o p r nd y re e e te tous the in c s . Ho e r, s e ha xp c d e m la s w ve tud nts d no us dw rd ro e s r in J p ne e t e o -p c s o aa s.  Stud ntsha a a y le rnt Hira a a s m Ka e ve lre d a g na nd o e nji c ra te . ha c rs
  14. 14. Methodology Qua i-e e e (Co n, Ma n a Mo o 2 0 ) s xp rim nt he nio nd rris n, 0 0  Exp rim nta Gro a C ntro Gro e e l up nd o l up  Exp rim nta Gro –Us thec m ute a thetim e e l up ing o p r ll e  C ntro Gro –No us thec m ute a a o l up t ing o p r t ll Mixe m tho s d e d  TheSta Gro P te t-P s s De ig (Fra nke a tic up re s o tte t s n e l nd W lle 2 0 ) a n, 0 3 O: Ob e tio (m a ure e s rva n e s m nt) O X1 O X: Exp s o theg up to thetre tm nt o ure f ro a e  Gro O rvie s O X2 inte up w
  15. 15. Project  P -Te t re s  Be rec m e ingthete c fo o m nc a hingp g mo 5w e , ro ra f e ks s e in b th g up to k aP -Te t. tud nts o ro s o re s  Stud ntsin b th g up w tethe a w rsb ha . e o ro s ro ir ns e y nd  Thete t ha 2s c nsa e c s c n ha 10vo a ula s s e tio nd a h e tio d c b ry fro to ic tha the ha s ie p vio ly. m p s t y d tud d re us  Se tio One Tra la Eng h w rd into J p ne ew c n : ns te lis o s a a s ith Romaji c s (Che kings e ’ bility tow theHira a lue . c tud nts a rite g na c ra te .) ha c rs  Se tio Tw : Tra la Eng h w rd into J p ne e c n o ns te lis o s aa s without Romaji c s (norm l voc bula te t in c s .) lue . a a ry s la s
  16. 16. Data collection in the Pre-Test  Aw rd d p ints 2p intsfo c rre t tra la n, 1 p int a e o : o r o c ns tio o fo p rtia c rre t tra la n a ze p int fo aw ng r a lly o c ns tio nd ro o r ro tra la n o no a w r. (%) ns tio r ns e  Num e o c ra te tha thes e w tec rre tly. b r f ha c rs t tud nts ro o c (%)  Tim tha s e s e toc m le thete t. e t tud nts p nt o p te s  Stud ntsw rea w d to ta a unlim d a o e e llo e ke n ite m unt o tim . f e  Stud ntsp the ha up w n the ha c m le d thete t e ut ir nd he y d o p te s a thetim ta n w sre o e o as pw tc b the nd e ke a c rd d n to a h y te c r. a he
  17. 17. Lessons ***Same program of work was taught in both groups.  To ic p s o Tim (ho to s y tim , Ka num e w reus d e w a e nji b rs e e .) o Ve s(inc rp ra rb o o tingw “ e toe re sthed ily ith Tim ” xp s a routine ) s la e o o tingw いきます (tog ) o P c s(inc rp ra ith o o Us o p rtic s( に (a to 、を) e f a le t, )
  18. 18. Lessons ***Same program of work was taught in both groups. C ntro Gro o l up  C m ute w reno us da a in c s . o p rs e t e t ll la s  Stud ntsc p dthec s no sin Hira a a Ka num e e o ie la s te g na nd nji b rs intothe no b o b ha . ir te o k y nd  Ne ite sw reintro uc db us fla hc rd a w m e d e y ing s a s nd ha w n o theb a b thete c r. nd ritte n o rd y a he  Ga e w rep ye us fla hc rd . m s e la d ing s a s  As e s e ta ksw rec m le db ha w s s m nt s e o p te y nd riting .  Stud ntsc a dab o t o “ ily Ro e re te o kle n Da utine( 私の一日 )” .
  19. 19. Lessons  Exp rim nta Gro e e l up  Fo w d thes m le s n p n a theC ntro Gro . llo e a e s o la s o l up  C m ute w reus d a thetim in c s . o p rs e e ll e la s  Stud ntsne d d to ins ll theJ p ne ew rd p c s ing e ee ta a a s o ro e s p g m(Glo a ro ra b l-IME) a le rn ho totyp Hira a a nd a w e g na nd Kanji.  Re is r o QUIA (w w uia o ) g te n w .q .c m  Da p je to w sus d to d p y thele s n no so the ta ro c r a e is la so te n b a . (IW w reno ye a ila lein thero m w re o rd B e t t va b o s he the ele s nsto k p c .) s so o la e
  20. 20. Lessons in the Experimental Group  Thete c r typ da thele s n no so thec m ute a this a he e ll so te n o p r nd w sd p ye o theb a thro h d tap je to a is la d n o rd ug a ro c r.  Stud ntsc p dthec s no sin Hira a a Ka num e e o ie la s te g na nd nji b rs o the la to c m ute nto ir p p o p r.  Ne ite sw reintro uc db us fla hc rd tha w reus d w m e d e y ing s a s t e e in theC ntro Gro a “a Fla hc rd ” n QUIA. o l up nd J va s a s o  Ga e w rep ye us “a Fla hc rd ” “um le W rd ” m s e la d ing J va s a s , J b d o s a “ ha ng Bo rd o QUIA. nd C lle e a ” n  As e s e ta ksw rec m le do thec m ute s s m nt s e o p te n o p r.  Vo a ula te ts–s m d b e a c b ry s ub itte y m il  P w rP int p s nta n o “ ily ro o e o re e tio n Da utine( 私の一日 )”. Stud ntsw tethe firs d ft o Mic s ft W rd e ro ir t ra n ro o o .
  21. 21. Post-Tests  At thee o thete c nd f a hingp g m s e to k 2s tso ro ra , tud nts o e f P s s (P s s 1 a P s s 2 o t-Te ts o t-Te t nd o t-Te t ).  TheC ntro Gro w tethe a w rsb ha in b th P s o l up ro ir ns e y nd o o t- Te t 1 a 2 s nd .  TheExp rim nta Gro w tethe a w rsin P s s 1 b e e l up ro ir ns e o t-Te t y ha a the typ dthe a w rsin P s s 2 Stud nts nd nd y e ir ns e o t-Te t . e s m dthe te tsb e a ub itte ir s y m il.
  22. 22. Post-Tests  Sa ea theP -Te t, e c P s s ha tw s c nsa m s re s a h o t-Te t s o e tio nd e c s c n ha te vo a ula fro theto ic o Tim , a h e tio d n c b ry m p s f e Ve sa p c s rb nd la e .  Se tio One Tra la Eng h w rd intoJ p ne ew c n : ns te lis o s a a s ith Romaji c s (Che kings e ’ bility tow theHira a lue . c tud nts a rite g na c ra te .) ha c rs  Se tio Tw : Tra la Eng h w rd intoJ p ne e c n o ns te lis o s aa s without Romaji c s (norm l voc bula te t in c s .) lue . a a ry s la s
  23. 23. Data collection in the Post-Tests  Aw rd d p ints 2p intsfo c rre t tra la n, 1 p int a e o : o r o c ns tio o fo p rtia c rre t tra la n a ze p int fo aw ng r a lly o c ns tio nd ro o r ro tra la n o no a w r. (%) ns tio r ns e  Num e o c ra te tha thes e w tec rre tly. b r f ha c rs t tud nts ro o c (%)  Tim tha s e s e toc m le thete t. e t tud nts p nt o p te s  Stud ntsw rea w d to ta a unlim d a o e e llo e ke n ite m unt o tim . f e  Stud ntsp the ha up w n the ha c m le d the e ut ir nd he y d o p te te tsa thetim ta n w sre o e o as pw tc b the s nd e ke a c rd d n to a h y te c r. a he
  24. 24. Group Interview  C nd te in e c Exp rim nta a Co l g up o uc d ah e e l nd ntro ro .  Dig lly re o e a la r tra c e . ita c rd d nd te ns rib d  Se i-s ture inte ww q s nsp p re b info a s m truc d rvie ith ue tio re a d ut rm l tyleat lunc htim . e  C m rta lee o fo b nviro e fo s e to c ntrib the id a . nm nt r tud nts o ute ir e s  All s e w ree o g d to ta turnsto a w r e c q s n a tud nts e nc ura e ke ns e a h ue tio nd the re d to k p rt in thed c s nsw theExp rim nta Gro y a ily o a is us io ith e e l up la tingfo 4 m s r 0 inute a theC ntro Gro fo 2 m s nd o l up r 5 inute . s  Que tio w rep p re b s d o Kub ta ss y (19 9 o s ns e re a d a e n o ’ tud 9) n p c nc p nsre a ingIC us a the w rem d d in theinte w re o e tio g rd T e nd y e o ifie rvie s to b a p p teto theYe r 8s e . e p ro ria a tud nts
  25. 25. Questions for the Group Interviews 1. Wha a yo e e nc so us thec m ute in c s in thep s t re ur xp rie e f ing o p r la s a t? Ho ha yo us d yo c m ute in J p ne eo o r la ua ec s e w ve u e ur o p r a a s r the ng g la s s b fo ? e re 2. Ho d yo fe l a o us thec m ute to le rn J p ne e Did yo w id u e b ut ing o p r a a a s? u fe l c m rta leus IC e o fo b ing T? 3. Did yo b c m m rec nfid nt w w u e o e o o e ith ritingin J p ne e Why? a a s? 4. Do yo think us ac m ute in J p ne ehe e yo s y?Do yo u ing o p r a a s lp d ur tud u think yo J p ne eb c m b tte ur a a s e a e e r? 5. C ma o p ringthele s nsus thec m ute a theo sw ut the so ing o p r nd ne itho c m ute w t d yo think w rethep s o p r, ha o u e o itivea p c o us the s e ts f ing c m ute in J p ne ele s ns o p r a a s so ? 6. Wha d yo think thene a a p c w rew n us thec m ute in t o u g tive s e ts e he ing o p r J p ne ele s ns a a s so ? 7. C m a theus l le s nsto thele s nsin w h ICT w sus d Whic o p re ua s o so hic a e. h o d yo p fe Why? ne id u re r?
  26. 26. Data Analysis  Quantita Da tive ta (Da fromthePre s isthebe hm rk s rtingpoint.) ta -Te t nc a ta  Gro a ra e up ve g  Re ultso ind s f ivid l s e ua tud nts  Tim ta n to c m le thete ts e ke o p te s  C rre t tra la n o c ns tio  C rre tly w o c ritte Hira a n g na  Qua tiveDa lita ta  Re p ns sfro theGro Inte so e m up rview
  27. 27. Group average Figure 1: Group average time in Section One
  28. 28. Figure 2: Group average time in Section Two
  29. 29. Figure 3: Group average results of correct translations in Section One
  30. 30. Figure 4: Group average results of correct translations in Section Two
  31. 31. Figure 5: Group average results of accuracy of Hiragana in Section One
  32. 32. Figure 6: Group average results of accuracy of Hiragana in Section Two
  33. 33. Individual students
  34. 34. Findings – on average  W n thete tsw rec m le d b ha w he s e o p te y nd riting  TheExp rim nta Gro a hie d lo e re ultstha the e e l up c ve w r s n C ntro Gro in tra la n a a c c o l up ns tio nd c ura y  Sp e o ha w e d f nd ritinga kno le g in Hira a re a d nd w de g na m ine thes m . a e  W n thete tsw rec m le d o thec m ute he s e o p te n o p r  TheExp rim nta Gro a hie d hig r re ultstha the e e l up c ve he s n c ntro g upin a c c o thec ra te a w ll a in o l ro c ura y f ha c rs s e s the tra la ns ir ns tio .  TheExp rim nta Gro c m le d thete t fa te tha the e e l up o p te s s r n C ntro Gro . o l up
  35. 35. Findings – individual students Time  The spread of the time difference was reduced in the Experimental Group in both Post-Tests, w it w sinc a e hile a re s d in theC ntro Gro in Se tio 1 o theP s s . o l up c n f o t-Te ts  In Se tio Oneo P s s 1, thefa te t s e in theP -Te t c n f o t-Te t s s tud nts re s inc a e thetim toc m le thete t, w s w r s e re s d e o p te s hile lo e tud nts d c a e thetim in theExp rim nta Gro . e re s d e e e l up  In Se tio Tw o P s s 1, o them d s e in theP - c n o f o t-Te t nly id le tud nt re Te t inc a e thetim in theExp rim nta Gro . s re s d e e e l up  In theP s s 2 thes re d o thetim d re ew sre uc d o t-Te t , p a f e iffe nc a d e a s e in b th g up c m le db th s c nsfa te ll tud nts o ro s o p te o e tio s r c m a dtotheP -Te t. o p re re s
  36. 36. Tra la ns ns tio <P s s 1> o t-Te t  Thes re do there ultsw sre uc din Se tio One b p a f s a d e c n , ut inc a e in Se tio Tw in theExp rim nta Gro , re s d c n o e e l up w it w sinc a e in b th s c nsin theC ntro hile a re s d o e tio o l Gro . up  In Se tio One theto s e a thelo e t s e in c n , p tud nts nd w s tud nt theP -Te t im ro d the re ults w m d s e re s p ve ir s , hile id le tud nt a hie d lo e re ult. c ve w r s  In Section Two, everyone except for the 4th student in the Pre-Test achieved lower results in the Experimental Group, w 3m d s e in the hile id le tud nts C ntro Gro im ro d the re ults o l up p ve ir s .
  37. 37. <P s o t-Te t 2 s >  The spread of results in the Experimental Group was reduced in Section One and remained the same in Section Two c m a dtotheP -Te t. o p re re s  In Se tio One m s o thes e in theExp rim nta c n , ot f tud nts e e l Gro m inta do im ro dthe re ults up a ine r p ve ir s .  In Se tio Tw , the top 3 students in the Pre-Test achieved c n o lower result in the Experimental Group. 4th student in the Pre-Test achieved better result and the lowest student maintained her result. In theC ntro Gro , 2 s e in the o l up nd tud nt P -Te t lo e he re ult, w o rsm inta do im ro d re s w r r s hile the a ine r p ve the re ults ir s . Mo tly s m re ultsw reo s rve in theAc ura y. s a e s e be d c c
  38. 38. Group Interview with the Experimental Group <P s o itivec m e > o m nts W riting  Ea ie a fa te to typ in J p ne era r tha s r nd s r e a a s the n ha w nd ritinga thise b dthe to d m rething . nd na le m o o s  Ea ie to ke pup w o r c s m te . s r e ith the la s a s  Ea ie to typ b c us the o ne d d tokno Romaji s r e e a e y nly e e w  “ w P d o Glo a Dra ing a ” n b l-IME he e tod p y the lp d is la c ra te e n if the w reuns o there d . ha c rs ve y e ure f a ing  P fe d thene tly d p ye c ra te tothe o n re rre a is la d ha c rs ir w ha w nd riting(c ns e d m s y) o id re e s
  39. 39. Exp rie e e nc  Us ac m ute w sinte s ing o p r a re tinga s e e ye the nd tud nts njo d e e nc . xp rie e  Exc itingtos etheEng h a ha e c ng toJ p ne e e lis lp b ts ha ing a a s c ra te . ha c rs  Us thec m ute in J p ne ew sc nve nt a ing o p r a a s a o nie nd a s te the ind p nd nt re io s is d ir e e e vis n.  Go d toha ava ty o a tivitie . o ve rie f c s  2o 5s e p fe d toc ntinuetheus o c m ute f tud nts re rre o e f o p r in c s a o rss id“ lf-ha la s nd the a ha lf”
  40. 40. <Ne a c m e > g tive o m nts  4o o 5s e s idit w sm red ut f tud nts a a o iffic tole rn ult a J p ne eb c us the w reus d to m m ris a a s ea e y e e e o ing vo a ula thro h ha w c b ry ug nd riting (“ o . Lo k-Sa o r- y-C ve W -C c ) rite he k”  Typ d no he the le rn J p ne ec ra te . ing id t lp m a a a s ha c rs  Only 1 s e us d thec m ute tore eto p p refo tud nt e o p r vis re a r theq uizze b s a o p c e b ha w s ut he ls ra tis d y nd riting .  So ec m ine s und (e . しょ ) w res c nfus m o b d o s .g e till o ing fo s e to typ a it w sq ke to ha w the r tud nts e nd a uic r nd rite c ra te . ha c rs
  41. 41. <Othe ne a c m e > r g tive o m nts  Nuis nc to s a Eng p o Glo a a e wp -J n n b l-IME.  C m ute p b ma ne o p b md c ura e the o p r ro le nd tw rk ro le is o g d us o c m ute e f o p r.  C m ute ha b e ad tra tio fro the s y. (a o p rs d e n is c n m ir tud t ho e w re e m , hile c ivinga s nd thete ts nd e ing s )
  42. 42. Group Interview with the Control Group ***w t the tho ht m ht ha p n if the w reto us a ha y ug ig pe y e e c m ute a thetim in J p ne ec s *** o p r ll e a a s la s <P s o itivec m e > o m nts  It w uld b fa te to w d w a the w o e s r rite o n nd ir ritingw uld o b ne te e a r.  It w uld b e s r to w Ka ka . o e a ie rite ta na  P s ib to ha b tte a c s to re io to lso the o s le ve e r c e s vis n o n inte t. rne  Theg m tha theExp rim nta Gro ha us dd a e t e e l up d e uring thep je t w sfun a s e fe tha the p id m re ro c a nd tud nts lt t y a o a ntio toc s . (TheC ntro Gro ha ac nc to tte n la s o l up d ha e p y theg m sla r) la a e te
  43. 43. <Ne a c m e > g tive o m nts  Ga e o thec m ute c n b d tra ting ms n o p r a e is c .  The m y fo e ho tow J p ne ec ra te a b c m y a rg t w rite a a s ha c rs nd e o e s w ra w lo e t ritingthe b ha . m y nd  Burd n o c rryingm rething a p b mo c m a ility b tw e e f a o s nd ro le f o p tib e en c m ute , theinte t a thew le ss te a und thes ho l. o p rs rne nd ire s ys m ro c o <Stude w ha us dJ pa s typingduetohe injury> nt ho s e a ne e r  C ng Eng p w sfrus tinga s d like b ing ha ing -J n a tra nd he is d e b hindthere t o thec s w w rec p e s f la s ho e o yingtheno sm re te o q kly b ha . uic y nd  Sheha fo o n ho tow s m Hira a a s d rg tte w rite o e g na nd he c uld t re e b r vo a ula a w ll a s us lly d . o n’ m m e c b ry s e s he ua id =>extrare io tim vis n e
  44. 44. Individual students  Mo t o theExp rim nta Gro a hie dlo e re ultstha the s f e e l up c ve w r s n C ntro Gro . o l up  W a r s e in theExp rim nta Gro fe le sb e a e ke tud nt e e l up lt s urd n nd b c m m rec m rta lew w e a e o o fo b ith ritingJ p ne eb there ultsw re a a s ut s e lo e in thete t ta n b ha w wr s ke y nd riting .  W a r s e im ro d thes e d o w e ke tud nts p ve p e f ritinga thes re d o the nd p a f s e din theg upw sre uc d pe ro a d e. ***So ep s m o itivee c o thes w s s e a s m ne a ffe t n lo e t tud nt nd o e g tive e c o thefa te t s e ffe t n s s tud nt.  Stud ntsin b th g up w rea a tha theus o c m ute c n b e o ro s e w re t e f o p r a e d tra tingto the ha w e c ir nd ritings . kills  The a o s id theus o c m ute w a n the m m ry s y ls a e f o p r e ke ir e o killsfor le rningthevo a ula a s e a c b ry nd p lling .
  45. 45. Summary ICT influe e s e b th p s nc d tud nts o o itive a ne a ly. ly nd g tive  Stud ntsb c m m reinte s d in le rningJ p ne e e ea e o re te a aa s.  Theus o IC he e w a r s e w w e f T lp d e ke tud nts ith riting J p ne em ree s a a s o a ily.  Theg p b tw e s e b c m le sin m s c s s a e e n tud nts e a e s o t ae.  Theus o IC to k a a theo p rtunitie o ha w e f T o wy po s f nd riting fro s e w ha a a y e ta lis dg o m tud nts ho d lre d s b he o d ha w nd ritingskillsa the w rene a ly influe e . nd y e g tive nc d  W a rs e s e ke tud nts trug le tole rn thes e g d a p llingo J p ne e f aa s o e n fo o s m o Hira a . r ve rg t o e f g na
  46. 46. Limitation  C ic o thec ra te ho e f ha c r e . Ka –s e ne dtotyp thes undo thec ra te in .g nji tud nts e e o f ha c r Hira a firs the c nve the toKa g na t, n o rt m nji  Le l o thele rne ve f a rs  Ele tivevs C m uls ry c . o p o  P teg s ho l –b y’ s ho l/c -e s ho l, s e , riva irls c o o s c o o d c o tud nts re o e s urc s
  47. 47. Conclusion  Theus o IC inte s da m tiva ds e tole rn e f T re te nd o te tud nts a J p ne e a a s.  Thec ns nt us o IC ne a ly influe e s e ’ o ta e f T g tive nc d tud nts ha w nd ritings . kills  Ta kingno sb ha in c s isave im o nt o p rtunity te y nd la s ry p rta p o fo s e top c eha w r tud nts ra tis nd ritings killsin thec s ro m la s o .  Theus o IC in a a p c o la ua ele rningin s ho ls e f T ll s e ts f ng g a c o w b ac ia p b mif s e a toc m le the ill e ruc l ro le tud nts re o p te ir a w rsb ha in VC a s s m nts ns e y nd E ses e .  Theus o IC ise c e f T ffe tivew n it isus da as p m nta he e s up le e ry m te l. a ria
  48. 48. Future research  Num e o p rtic a (re ults b r f a ip nts s )  Tim o thep je t (b g ing f ro c e inning nd o theye r) /e f a  Le th o thep je t (e . Ba ra Rulea Die a 2001) ng f ro c .g rre , nd m rt,
  49. 49. References Ba ra M. T., A. C Rulea A. Die a (2 0 TheEffe t o Writingw C m tue ve us rre , . nd m rt. 0 1). c f ith o p rs rs Ha w nd ritingo theW n ritingAc ve e o Firs ra e . Information Technology in hie m nt f t-g d rs Childhood Education. Chika a u, N. (2 0 ). TheEffe tso C m ute Us o L2J p ne eW m ts 03 c f o p r e n a a s riting Foreign Language . Annals, 36(1), 114 7 -12 C he L., La re eMa n a Ke Mo o (2 0 ). Research methods in Education. Ne o n, w nc nio nd ith rris n. 0 0 w Yo Ro d eFa e rk: utle g lm r. Fra nke J R., a No a E. W lle (2 0 ). How To Design and Evaluate Research in e l, . nd rm n a n. 0 3 Education. Bo to : Mc w s n Gra -Hill Hig r Ed a n. he uc tio Kub ta R. (19 9 W rdP c s inga W W P je tsin aC lle eJ p ne eLa ua eC s . o , 9 ). o ro e s nd W ro c o g a a s ng g la s Foreign Language Annals, 32(2), 203-218 P nning n, Ma e to rthaC a Ma N. Bro k. (19 2 ‘ro e sa P d t Ap ro c stoC m ute . nd rk c 9 ). P c s nd ro uc p a he o p r As is dC m o itio . In M. P nning n a V. Ste ns(Ed .), Computers in Applied s te o p s n’ e to nd ve s Linguistics: An International Perspective, So Aus lia Multiling l Ma rs p -10 uth tra : ua tte p .79 9   hinne Ma nne (19 9 ‘Computers, Composition, and Second Language Teaching’. P y, ria . 8 ). Teaching Languages With Computers: TheSta Of TheArt. C Athe ta P lic tio te A: ls n ub a ns :p .8 6 p 1-9 Ro rig s Da n, a Ra o J Ro rig s (19 6 Teaching Writing with a Word Processor, d ue , w nd ym nd . d ue . 8 ). Grades 7-13. Illino : TheERIC C a ho eo Re d a C m unic tio Skillsa the is le ring us n a ing nd o m a n nd Na na C unc o Te c rso Eng h. : p .5 . tio l o il f a he f lis p -13

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