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Web Enhanced Language Learning in a Japanese University EFL Setting
June 4-6, 2004 Tokiwa Univ.

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  • Comparison of Spring and Fall 2001 available by Gender and Class There was no significant differences in almost all comparisons, except by the Class.
  • JALTCALL2004

    1. 1. 1.0 Presentation Title: <ul><li>Web Enhanced Language Learning in a Japanese University EFL Setting </li></ul><ul><ul><li>Info of the presenter/ panelist: </li></ul></ul><ul><ul><ul><ul><li>YASUDA, Masami, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Kwansei Gakuin Univ., </li></ul></ul></ul></ul><ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul></ul>http://myasuda-web.hp.infoseek.co.jp/myindex.html
    2. 2. 1.1 Abstract: <ul><li>The use of Internet, in particular, rich authentic Web sources, is becoming more popular in foreign language teaching.  As with the printed reading materials, however, we are all the more concerned with how to guide the learners to make more productive use of the target language, using Web resources. </li></ul>
    3. 3. 1.1.1 Abstract: 2 <ul><li>The presenter will discuss and demonstrate how to organize the so-called &quot;Web-enhanced&quot; language learning ( WELL ), in particular, for oral and written communication in 'regular' EFL classes on a university level. The presentation is a report on a three-year filed study of WELL teaching, with many trials and errors. </li></ul>
    4. 4. WELL: Web Enhanced Language Learning <ul><li>http:// www.well.ac.uk/wellproj/booklet/booklet.htm </li></ul>
    5. 5. 1.1.2 Abstract 3 <ul><li>It will introduce a few examples of actual lesson plans, students' project work, and findings from a questionnaire study for a few semesters. </li></ul>
    6. 6. 1.1.3 Abstract 4 <ul><li>It will also introduce classroom setup and software, as well as IT tools, most of which are free services. Since the syllabus design to be presented is still developmental, suggestions and discussion from the floor will be much appreciated. </li></ul>
    7. 7. 2.0 Introduction <ul><li>There are notably two major trends in the teaching of English profession. </li></ul><ul><li>One is the need for implementing communicative language teaching (CLT) and, </li></ul><ul><li>the other is that of web or Internet technology or resources. </li></ul>How can one incorporate such two major objectives in organizing teaching syllabus? Actually, it is easier said than done.
    8. 8. 2.1.1 Kinds of questions to pose <ul><li>How can we focus on meaning rather than forms? </li></ul><ul><li>How can we put communicative aspects in classroom - </li></ul><ul><ul><li>with or without the use of Internet? </li></ul></ul><ul><li>How can we have interactive drills, </li></ul><ul><ul><li>so that students can actively participate in class? </li></ul></ul>Skip to Sec. 3: Use of Internet Skip to Sec 4: WELL
    9. 9. 4.0 &quot;Web-enhanced&quot; language teaching <ul><li>I would like, now, to present my own experience of &quot;Web-enhanced&quot; language teaching, in particular, for oral and written communications in &quot;regular&quot; EFL classes on a university level. </li></ul>Skip to Sec. 3: Use of Internet Skip to Sec 4.2.2: Exercises in conventional textbooks
    10. 10. 4.2 The class needs and purposes <ul><li>At the Law Dept, at Kwansei Gakuin Univ., we offer two classes each for the two year required English courses. </li></ul>
    11. 11. two kinds of classes for each year <ul><li>Roughly speaking, one is for reading, and the other for communication. The credit hours of English total to 8 hours out of 16 hours in foreign language requirements. </li></ul><ul><li>Since 1987, we adopted a semester course for English, and since 1998 for all foreign language classes. </li></ul><ul><li>The classes where I adopted &quot;Web-enhanced&quot; language teaching are not specialized classes such as &quot;information English&quot; or &quot;advanced&quot; classes, but the general 'regular' EFL classes. </li></ul><ul><li>And these classes are named as &quot;English Otsu&quot; in Japanese, which places an emphasis on oral and written communication. </li></ul>
    12. 12. 4.2.2 I decided to make use of the resources on the Internet as the basic materials, so that I can motivate the students in my class toward the use of IT and computers.
    13. 13. 4.2.3 Syllabus - a list of bookmarks? <ul><li>At first, I thought I would organize the syllabus to have the students present what they research and read authentic materials on the Web. There was a need to make a reading list on the bookmark format, with some annotations. </li></ul><ul><li>Quickly, I realized that it would not be too easy to prepare such a list in a year or so, and worse still the resources might be broken, by the time I begin teaching. </li></ul>
    14. 14. 4.3 authentic materials - only for reading? <ul><li>With a quick and easy access and linkage, Web resources present an enormous amount of authentic materials - of various topics, from adventure games, short stories, even to ethics & philosophy. </li></ul><ul><li>In a way, they present a wide selection of reading materials, and thus it is possible, </li></ul><ul><li>for example, to organize a list of reading materials on the web in a form of bookmarks on the reading list. </li></ul>
    15. 15. 4.3- Questions - Reading to productive practice? <ul><li>But there arise a number of questions. </li></ul><ul><ul><li>Is it only useful for reading? </li></ul></ul><ul><li>How can we control the difficulty level of the reading materials on the web? </li></ul><ul><li>How can we structure the genre or topics of the web resources? </li></ul><ul><li>And more importantly, </li></ul><ul><ul><li>how can we guide the learners to appreciate the contents </li></ul></ul><ul><li>as well as, </li></ul><ul><ul><li>to guide them to make a productive use of the target language, based on such rich resources? </li></ul></ul>
    16. 16. 4.4 Traditional textbooks and the need for authentic materials and helpful exercises <ul><li>4.4.1 Well, the other day I was visited by a representative of the textbook publisher, who asked me if I were using Internet resources rather than conventional textbooks. </li></ul><ul><li>My answer was YES, and I showed two representative textbooks or workbooks, one of which I have been adopting for my sophomore general English courses. </li></ul>
    17. 17. Textbook - 2 <ul><li>He humbly asked if I were interested in compiling textbooks that encourage the use of Web or Internet resources. </li></ul><ul><li>And then I started realizing a simple fact that there are more resource books on how to make use of the Web or Internet resources than actual textbooks or syllabi in the market. </li></ul><ul><li>Is it really possible to compile such workbooks with tried and succeeded lesson plans? </li></ul>
    18. 18. Textbook - 3 <ul><li>I never thought of such needs in the market in textbook publishing, </li></ul><ul><li>but I have been experimenting how to make use of the rich, authentic resources on Internet to organize communicative language teaching, </li></ul><ul><li>and that in a regular General English classes. </li></ul>
    19. 19. 4.4.2 Exercises in conventional textbooks <ul><li>As most of you, I myself had long used such conventional textbooks where reading materials are organized with </li></ul><ul><li>such exercises as </li></ul><ul><li>comprehension checks, </li></ul><ul><li>True or False, </li></ul><ul><li>Fill-in-the-blanks, </li></ul><ul><li>Questions and Answers, open-ended discussion and composition topics , and others. </li></ul>
    20. 20. 4.4.2 part 2 <ul><li>Often reading materials are enriched by the audio, videos resources </li></ul><ul><li>and recently lists of related web addresses which students can access for further reading. </li></ul><ul><li>More recent textbooks even go so far as to compile the web resource materials as the reading lessons, with such exercises that are proven useful in the past. </li></ul>
    21. 21. 4.5 Internet English (OUP) <ul><li>It took me almost a year and half with trials and errors to come up with feasible lesson plans, which can be used for not 'special' or advanced', but 'regular' general English classes on a university level. </li></ul><ul><li>I have adopted a recently published and well-received textbook entitled </li></ul><ul><ul><li>Internet English (Oxford University Press, 2000) </li></ul></ul>
    22. 22. 4.6 How to make more productive use of the target language, using Web resources. <ul><li>4.7 from reading to writing and discussion </li></ul>
    23. 23. 5.0 Examples of actual lesson plans - 90 min. <ul><li>Cycle - 3 classes to cover two topics </li></ul><ul><li>Day 1 - homework topics - email or in class </li></ul><ul><ul><li>smalltalk and other topics 5+ min. </li></ul></ul><ul><ul><ul><li>due in two weeks or two classes ahead </li></ul></ul></ul><ul><ul><li>Questions and Answer drills (topic #1) </li></ul></ul><ul><ul><ul><li>Pair Drills - 10 min. </li></ul></ul></ul><ul><ul><ul><li>15 to 20 students - 70 min. </li></ul></ul></ul><ul><li>Day 2 ( a week after) </li></ul><ul><ul><li>Questions and Answer Drills (topic #2) </li></ul></ul><ul><ul><li>Discussion of ‘pros & cons’ - 20 min. </li></ul></ul><ul><li>Day 3 ( 2 weeks after) - same as Day 1 </li></ul><ul><ul><ul><li>20+ students - 70 min. </li></ul></ul></ul>
    24. 24. 5.1 Homework - sample work separate <ul><li>Compile resources - web or library </li></ul><ul><ul><li>Search engines </li></ul></ul><ul><ul><li>Instructor’s bookmark collection file </li></ul></ul><ul><ul><li>Publisher’s lesson portal sites </li></ul></ul><ul><li>Stationary file - word processing </li></ul><ul><ul><li>Copy & paste allowed, but, </li></ul></ul><ul><li>10 WH-Questions - a frame of mind </li></ul><ul><li>Review of homework grading </li></ul><ul><li>Winning the students’ trust that their work is being graded </li></ul><ul><ul><li>by the first 3 topics </li></ul></ul>
    25. 25. 6.0 Students’ project work <ul><li>Separate video ouput (OHC) </li></ul>
    26. 26. 7.0 IT tools which are mostly free services. <ul><li>Internet Browser: </li></ul><ul><ul><li>Netscape Communicator - both on Windows and Macintosh </li></ul></ul><ul><li>E-mails </li></ul><ul><ul><li>Students: Outlook Express/Netscape Communicator on Windows or Eudora Pro on Macintosh </li></ul></ul><ul><ul><li>Instructor: Eudora Pro on Macintosh </li></ul></ul><ul><li>Mailing List: no campus support </li></ul><ul><ul><li>Since 2002 - started using Yahoo Group </li></ul></ul><ul><li>Instructor himself compiled E-mail aliases from student master files </li></ul>
    27. 27. 7.3 Servers <ul><li>Internet Server - off campus - freeweb provider with FTP - free server space </li></ul><ul><li>Intranet Server - on campus </li></ul><ul><ul><li>1 Students - mail file and other documents - Windows NT Apple Share quota </li></ul></ul><ul><ul><li>2 Instructors/Managers - Macintosh with Apple Share in Law Dept. zone </li></ul></ul>http://myasuda-web.hp.infoseek.co.jp/myindex.html
    28. 28. 7.4 BBS - Bulletin Board <ul><li>On-campus BBS </li></ul><ul><li>Alta Vista Forum </li></ul><ul><ul><li>for classes - intranet only </li></ul></ul><ul><li>- accessible only from campus client machines </li></ul><ul><li>sine October, 2001, accessible from off-campus as well </li></ul>
    29. 29. AltaVista.EngIIZ.Screen01.pict
    30. 30. AltaVista.EngIIZ.Screen02.pict
    31. 31. KGBBS latest screen shot
    32. 32. 7.4.2   Off-campus BBS - aaacafe   and others <ul><li>URL: http://myasuda-web.hp.infoseek.co.jp/public_html/bbs_f/bbs100104.html </li></ul><ul><li>URL: aaacafe.ne.jp - free </li></ul><ul><ul><li>http://www2.aaacafe.ne.jp/free/myasuda/main.bbs </li></ul></ul><ul><ul><li>http://www2.aaacafe.ne.jp/free/myasuda/eng1z.bbs </li></ul></ul><ul><ul><li>http://www2.aaacafe.ne.jp/free/myasuda/eng2z.bbs </li></ul></ul>
    33. 33. 7.5 On-line quizzes authoring and delivery- QUIA and others <ul><li>QUIA - (login name: myasuda_kg) </li></ul><ul><ul><li>http://www.quia.com/ </li></ul></ul><ul><ul><li>QUIA - stores students' logs and grades, but not item answers </li></ul></ul><ul><ul><li>Class portal page URL http:// www.quia.com/pages/masamimystery.html </li></ul></ul><ul><ul><li>Instructor mode: http://www.quia.com/servlets/quia.web.QuiaWebManager?tagModuleType =10400 </li></ul></ul>
    34. 34. 7.4.3 Mailing List - pseudo groupware <ul><li>Yahoo eGroup </li></ul><ul><ul><li>http:// groups.yahoo.co.jp/mygroups </li></ul></ul><ul><li>Other BBS - Groupware, etc. </li></ul><ul><ul><li>http://cgi.f11.aaacafe.ne.jp/~myasuda/treebbs/tree.php?mode=root </li></ul></ul><ul><ul><li>画像メモ http://cgi.f3.aaacafe.ne.jp/~myasuda/gazoubbs/gazou.php </li></ul></ul>
    35. 35. 7.5.2 Others - <ul><li>Mr. Irie's free software: JavaScript based web MC quiz authoring </li></ul><ul><ul><li>http://www.iwai-h.ed.jp/~irie </li></ul></ul><ul><ul><ul><li>http://www.iwai-h.ed.jp/~irie/javascript/webquiz / </li></ul></ul></ul><ul><ul><ul><li> URL: http://www.kcc.zaq.ne.jp/myasuda/MysteryTour.Web.html.f/MysteryTourUnit6_Lines.htm </li></ul></ul></ul><ul><ul><li>Multiple Choice question HTML generator - can not take students' logs or grades </li></ul></ul><ul><li>Others - HotPotatoes: SuperCard based authoring software </li></ul>
    36. 36. 8.0 Findings from the tentative questionnaire study. <ul><li>Questionnaire form - mirror html - no submit </li></ul><ul><ul><li>http://myasuda-web.hp.infoseek.co.jp/public_html/eng2z.f/Questionnaire03.html </li></ul></ul><ul><li>Summary of satisfaction rate and subjects </li></ul><ul><ul><li>http://myasuda2.hp.infoseek.co.jp/public_html/LET2001_f/Fall01_f/00.Interim.Report_f/00.Interim.Report.html </li></ul></ul><ul><li>Questionnaire results & analysis </li></ul><ul><ul><li>http://myasuda2.hp.infoseek.co.jp/public_html/LET2001_f/ </li></ul></ul><ul><li>CGI - free service </li></ul><ul><ul><li>http://server.com/WebApps/db-maint.cgi?id =102243 </li></ul></ul><ul><ul><li>http://server.com/ </li></ul></ul>jump to figure - questionnaire satisfy 2001 Fall
    37. 37. 9.0 Classroom setup and software <ul><li>48 client machines at the Law Dept. </li></ul><ul><ul><li>2001 - Macintosh PowerBook 1400c </li></ul></ul><ul><ul><li>2002 - Macintosh PowerBook G4 </li></ul></ul><ul><ul><li>two Laser Printers in Mac Lab </li></ul></ul>http://myasuda.fc2web.com/public_html/kglaw-it.f/Replace2004.f/Yokensho082203.html
    38. 38. 9.3 Software <ul><li>Internet Explorer or Netscape Communicator </li></ul><ul><li>MS-Office </li></ul><ul><ul><li>MS-Word 98 --> 2001 </li></ul></ul><ul><ul><li>Excel </li></ul></ul><ul><ul><li>PowerPoint </li></ul></ul><ul><li>E-mail: Eudora Light -->PRO </li></ul><ul><ul><li>E-Dictionary - installed in HD from CD </li></ul></ul><ul><ul><li>Kenkyusha's Bilingual Dictionary </li></ul></ul><ul><li>American Heritage Dictionary </li></ul>
    39. 39. 10.0 Kwansei Gakuin Media Center (ITC) - Hardware configuration <ul><li>Servers </li></ul><ul><li>Description URL: http:// www.media.kwansei.ac.jp/system/service/index.html </li></ul>
    40. 40. 10.1.2 A. Server - old <ul><ul><li>1. STATHOST - DEC AlphaServer4100 5/466 Digital UNIX 4.0D </li></ul></ul><ul><ul><li>2. Mail Server - DEC AlphaServer1200 5/533 Digital UNIX 4.0D with TruCluster </li></ul></ul><ul><ul><li>3. FileManager - DEC DIGITAL Server7305 WindowsNT Server 4.0 with DigitalClusters for WindowsNT </li></ul></ul><ul><ul><li>4. BBS - DEC AlphaServer1200 5/533 Digital UNIX 4.0D </li></ul></ul><ul><ul><li>5. Course Server DEC DIGITAL Server5305 WindowsNT Server 4.0 </li></ul></ul><ul><ul><li>6. PDC - DEC DIGITAL Server5305 WindowsNT Server 4.0 </li></ul></ul><ul><ul><li>7. BDC - DEC DIGITAL Server3205 WindowsNT Server 4.0 </li></ul></ul>
    41. 41. 10.1.3 B. Network <ul><li>1. DNS Fujitsu S-7/400Ui model 270D Solaris2.6 </li></ul><ul><li>2. mail same as the above </li></ul><ul><li>3. NetNews Fujitsu S-7/400Ui model 270D Solaris2.6 </li></ul><ul><li>4. proxy Fujitsu S-7/400Ui model 270D Fujitsu S-7/300U model 170E Solaris2.6 </li></ul><ul><li>Client Windows NT client machines - ca 700 stations </li></ul><ul><ul><li>DIGITAL PC 5510 6266 - CPU- Pentium II 266MHz, Memory:64MB, HD: 3GB </li></ul></ul><ul><ul><li>URL: </li></ul></ul><ul><ul><li>http://www.media.kwansei.ac.jp/system/service/index.html </li></ul></ul>
    42. 42. Questionnaire Fall 2001 - How much are they satisfied? http://myasuda2.hp.infoseek.co.jp/public_html/LET2001_f/ - scroll down to #15 for comparisons Return to 8.0 Links - Findings questionnarire
    43. 43. Questionnaire - 2002 Spring & Fall - Gain Satisfy% by Semester <ul><li>Gain:ClassSatis% (Y) </li></ul><ul><li> By CLASS_Satis%July02 (X) </li></ul><ul><li>Summary of Fit </li></ul><ul><li>RSquare    0.32563 </li></ul><ul><li>RSquare Adj 0.293517 </li></ul><ul><li>Pearso r= -0.6319 </li></ul>Linear Fit Gain:ClassSatis% = 57.5 + 0.69792 * CLASS_Satis%July02 ScatterClassSatisfy2002.html
    44. 44. Correlation matrix: 2002 Class Satisfy - Spring, Fall, Gain 1.0000 0.5475 -0.6319 Gain% 0.5475 1.0000 0.2880 CLASS_Satis%:Jan03 -0.6319 0.2880 1.0000 CLASS_Satis%July02 Gain% CLASS_Satis%:Jan03 CLASS_Satis%July02 Variable
    45. 45. VOA - Remembering 911 and Post 911 issues http://myasuda-web.hp.infoseek.co.jp/public_html/BBCNews091201_f/BBCNewsAMERICASInPicture.html http://myasuda-web.hp.infoseek.co.jp/public_html/WarIRAQ03.f/Links.f/Links032003.html http://myasuda-web.hp.infoseek.co.jp/public_html/BBCNews091201_f/091101.htm http:// www.raycharles.com/flash/atb.swf http://myasuda.at.infoseek.co.jp/public_html/BBCNews091201_f/Afghan092901.html
    46. 46. VOA - North Korea issues since 2002 Menu 052204 http://myasuda-web.hp.infoseek.co.jp/public_html/NorthKorea052204.f/
    47. 47. Projects in progress automatic scrolling, dictionary lookup <ul><li>Use of JavaScript </li></ul><ul><ul><li>Tagged dictionary lookup </li></ul></ul><ul><ul><li>Automatic authoring </li></ul></ul><ul><ul><li>Automatic scrolling </li></ul></ul><ul><ul><ul><li>Bilingual or timed reading </li></ul></ul></ul><ul><li>Pages to search by strings of texts </li></ul><ul><ul><li>Tohoho CGI engine </li></ul></ul><ul><li>text2speech </li></ul><ul><ul><li>Robot reading texts </li></ul></ul><ul><ul><li>eBook authoring </li></ul></ul>Seasonal games