1. Enhancing outside-class
learning using ubiquitous
learning log system
Noriko 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
*uosaki@ciee.osaka-u.ac.jp
Meeting Room 3rd Floor, IC Hall, Osaka University, 10:00- November 15, 2013

2. ICCE2013
http://icce2013bali.org/

3. About Me


Born in Tarumi, Kobe
Graduated from Nagata Senior High School
Shioya-cho, Tarumi-ku, Kobe
A view from the nearest station from my parent house Nagata Senior High School

4. About Me


BA at Kobe City University of Foreign Studies, English major
Bank of Tokyo, Tor Road Office in Kobe:
- Foreign Exchange Dept. Foreign remittance, Export Division
Bank of Tokyo, Kobe
Kobe City University of Foreign Studies
Tor Road, Kobe

5. About Me
 MA at Kobe City University of Foreign Studies
Title: An Experimental Study of Language Acquisition:
Segmentals vs. Non-Segmentals (Advisor: Dr. Morio
Kohno)
 Moved to Tokushima
With Prof. Morio Kohno
Tokushima

6. About Me
 Part-time lecturer at The University of Tokushima / Shikoku
University / Kansai University
 Visiting lecturer of the Speech & Hearing Science Dept. at
the University of Illinois at Urbana-Champaign
Dr. Molly Mack
Dr. Bob Bilger the University of Illinois at Urbana-Champaign

7. About Me
 Ph.D. at The University of Tokushima
Dissertation Title:
Seamless Language Learning Environment Using Ubiquitous
Learning-log System (Advisor: Dr. Hiroaki OGATA)
With Prof. Hiroaki Ogata
PDA room (PDA: personal digital assistant)
1.
2.
Supporting Communicative English Class Using Mobile Devices
Incidental second language vocabulary learning from reading novels: a comparison of
three mobile modes

8. Enhancing outside-class
learning using ubiquitous
learning log system
Noriko 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
*uosaki@ciee.osaka-u.ac.jp
ICCE2013 Workshop Session(9:00-12:00) Tue. 19, November, 2013, Sita Room, Grand Inna Bali Beach Hotel, Indonesi

9. OUTLINE
1. Introduction
2. Related works
3. SCROLL
・
4. Evaluations
5. Conclusions
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.

10. 1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries

11. 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) *
*Test and Score Data Summary for TOEFL® Internet-based and Paperbased Tests (2011). http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf

12. 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

13. 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

14. 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

15. 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
the US Department of State.*
(cf.http://web.archive.org/web/20071014005901/http://www.nvtc.gov/lotw/months/november/le
arningExpectations.html )

16. 1. Introduction
1.1 Motivation
Lack of learning time
Lack of commitment to English learning
“Confining the learning of English to the classroom may fail to
enable learners to construct and apply knowledge and skills
coherently and integratively.”
-
English Language Curriculum and Assessment Guide, HK (2007)

17. 1. Introduction
1.1 Motivation
Lack of learning time
Lack of commitment to English learning
“Confining the learning of English to the classroom may fail to
enable learners to construct and apply knowledge and skills
coherently and integratively.”
-
English Language Curriculum and Assessment Guide, HK (2007)
Outclass learning is pivotal!

18. 1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning

19. 1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning with our
developed
system called SCROLL

20. 1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning with our
developed
system called SCROLL.
SCROLL : System for Capturing and Reminding Of
Learning Log

21. 1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning with our
developed
system called SCROLL.
SCROLL : System for Capturing and Reminding Of
Learning Log
Key concepts : v Learner Autonomy
v Seamless Learning
v Collaborative Learning

22. 1. Introduction
1.2 Objectives
Hypothetical Question :
Does SCROLL contribute to the solution of
lack of learning time?

23. 2. Related
Works
2.1 Learner Autonomy
Learner autonomy:
“the ability to take charge of one's own learning”
----- (Holec, Henri 1981)

24. 2. Related
Works
2.1 Learner Autonomy
Only by letting their students keep their
learning reports and submit them to their
teacher, it helped them get more committed to
outside-class learning.
----- Shirono
(2009)

25. 2. Related
Works
2.1 Learner Autonomy
Only by letting their students keep their
learning reports and submit them to their
teacher, it helped them get more committed to
outside-class learning.
----- Shirono
(2009)
Tan (2012) explored blended language learning to
promote learner autonomy. ----- Tan (2012)

26. 2. Related
works
2.2 Seamless Learning
“The situations where students can learn
whenever they want to in a variety of
scenarios and that they can switch from one
scenario to another easily and quickly using
one device or more per student (“one-to-one”)
as a mediator. “
----- Chan et
al.(2006)

27. 2. Related
Works
2.2 Seamless Learning
More simply,
Seamless Learning literally means learning
without seam.
The situation where we can learn
seamlessly wherever we are, whenever we
are.

28. 2. Related
Works
2.2 Seamless Learning
„American College Personnel Association
(1994) stressed the importance of linking
students‟ in-class and outside-class
experiences to create seamless learning and
academic success.‟
------- (Wong and Looi,
2011)

29. 2. Related
Works
2.2 Seamless Learning
„American College Personnel Association
(1994) stressed the importance of linking
students‟ in-class and outside-class
experiences to create seamless learning and
academic success.‟
------- (Wong and Looi,
2011)
Seamless learning can mean learning which
occurs with smooth and seamless transitions
between in-class and outside-class learning.

30. 2. Related
Works
2.2 Seamless Learning

31. 2. Related
Works
2.2 Seamless Learning
We learn words from the contexts!

32. 2. Related
Works
2.2 Seamless Learning
We learn words from the contexts!
・„subject to …‟ ～に制約される、～を免れない
 All visitors and packages are subject to electronic
scan.
滞在者と荷物全部にスキャンをかけることになっています。
 This agreement shall be subject to the laws of Japan.
本契約は日本国の法律に従うものとする。
 The terms of your account are subject to change.
口座の条件は変わることがあります。
Frequency of occurrence encourages incidental
vocabulary learning and reappearance of a word
reinforces the form-meaning connection in the
learner‟s mental lexicon.
------ (Hulstijn, 1996)

33. 2. Related
Works
2.2 Seamless Learning
seamless rate :
the rate how we can carry out class seamlessly

34. 2. Related
Works
2.2 Seamless Learning
Type of seamless learning

35. 3.
SCROLL
3.1 Design
LORE model : (Log-Organize-Recall-Evaluate).
Log
Evaluate
SCROL
L
Recall
http://ll.is.tokushima-u.ac.jp
Organize

36. 3.
SCROLL
3.1 Design
SCROLL interface of Android mobile phone (My Log List (left) and Quiz (right))
SCROLL interface on the Web (My Log (left) and Quiz (right))
http://ll.is.tokushima-u.ac.jp

37. 3.
SCROLL
3.1 Design
Design
How the system supports linking
・„subject to …‟ ～に制約される、～を免れない
 All visitors and packages are subject to electronic
scan.
滞在者と荷物全部にスキャンをかけることになっています。
 This agreement shall be subject to the laws of Japan.
本契約は日本国の法律に従うものとする。
 The terms of your account are subject to change.
口座の条件は変わることがあります。

38. 4. Evaluation
4.1 The average outside-class learning time in our previous
evaluation (Evaluation I)2012)
(Uosaki et al.,
Outside-class Learning Time
(min)
Mean (SD)
A (with
System)
B (without
System)
t
Effect Size
(d)1
142.25 (106.14)
0.391＊ 0.53 (Medium)
130.7 (105.2)
*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 Vocabulary
Learning: How We Can Entwine In-class and Outside-of-class Learning. International Journal of
Moble Learning and Organization, 6(2), 138–155.

39. 4. Evaluation
4.1 The average outside-class learning time in our previous
evaluation (Evaluation I)2012)
(Uosaki et al.,
Outside-class Learning Time
(min)
Mean (SD)
A (with
System)
B (without
System)
t
Effect Size
(d)1
142.25 (106.14)
0.391＊ 0.53 (Medium)
130.7 (105.2)
*p = 0.69
Group A : 47.4 minutes per week / only 6.8 minute per
day
Group B : 43.6 minutes per week / only 6.2 minute
per day
Uosaki, N., Ogata, H., Sugimoto, T., Li, M. and Hou, B. (2012). Towards Seamless Vocabulary
Learning: How We Can Entwine In-class and Outside-of-class Learning. International Journal of
Moble Learning and Organization, 6(2), 138–155.

40. 1. Introduction
1.2 Objectives
Hypothetical Question :
Does SCROLL contribute to the solution of
lack of learning time?

41. 4. Evaluation
4.2 Method
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 SCROLL
2) reading e-book contents and making a vocabulary book on
spreadsheets
The evaluation design
Phase 1
Group A
Group A
Pre
test
e-book with
SCROLL
e-book
Phase 1
Posttest
(1)
e-book
e-book with
SCROLL
Posttest
(2)
Survey and
focus
groups

42. 4. Evaluation
4.2 Method
Briefing on the delivery day
E-book user interface

43. 4. Evaluation
4.3 Results
(1) Outside-class Learning Time
Outside-class Learning
Time
(min) Mean (SD)
With SCROLL
t
Effect Size
(d)
1.28*
0.37 (Small)
141.04 (151)
Without
91.88 (115)
SCROLL
*p = 0.11
Average Outside-class Learning Time(/two weeks)

44. 4. Evaluation
4.3 Results
(2) Test Results
Pre-test and Post-test results (full mark: 20,000).
①
Pre-test
Mean (SD)
Group
A+B
* p=0.01
②
Post-test
with
SCROLL
Mean (SD)
③
Post-test
without
SCROLL
Mean (SD)
5,603
(1,439)
7,310
(3,058)
5,970
(1,383)
**p=0.23
***p=0.0167
① vs. ②
① vs. ③
② vs. ③
t
t
t
Effect Size Effect Size Effect Size
(d)
(d)
(d)
2.31 *
0.74**
2.26 ***
0.72 (M)
0.26 (S)
0.57 (M)
V-check test (http://www.wordengine.jp/)

45. 4. Evaluation
4.4 Discussion
(1) Outside-class Learning Time Reconsidered
Comparison of average outside-class learning time between Evaluation I and II.
Evaluation I
Outside-class
Learning Time
per week (min)
Mean (SD)
t
With
SCROLL
47.4 (35.38)
without
e-book
0.39*
Without
SCROLL 43.6 (35.07)
& e-book
*p = 0.69 **p = 0.22
Evaluation II
Outside-class
Learning Time
per week (min)
Mean (SD)
Effect Size
(d)
0.11
(None)
With
SCROLL
& e-book
With ebook
Without
SCROLL
t
Effect
Size (d)
70.5 (75.26)
1.25**
0.37
(Small)
45.9 (57.27)

46. 4. Evaluation
4.4 Discussion
(3) the open-ended comments of the participants whose outside-class
learning time was short
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
I prefer paper books to e-book, because it is not easy for me to.
I had to prepare some tests for other classes and did not have enough time to read.
Before I noticed, it was running out of battery and I could not read when I wanted to.
I was busy with my club.
It was difficult to handle Galaxy Tab.
I do not like e-book because I cannot put annotations.
It was hard to find time to read.
E-book was not easy to handle, which made me hesitant in reading.
It was bothering to charge the device.
The story was difficult to read.
I do not like to read in the first place.
Even though I set it manner mode, it produced some beep sound and I got.

47. 4. Evaluation
4.4 Discussion
(4) open-ended comments from the participants who got involved in more
outside-class learning
1) It was easy to consult the dictionary, so it was easy to go on reading.
2) When I touched an English word, then its Japanese translation
appeared and I liked it very much.
3) I prefer tablets for reading.
4) I liked the illustrations.
5) The story was very interesting, so I could get absorbed in reading.

48. 4. Evaluation
4.4 Discussion
(5) open-ended comments in favour of SCROLL
1) It was good because I could learn words from other classmate uploaded words.
2) The words which I uploaded appear as a quiz, and I think it is a good way
to memorize words (plurality opinion).
3) I thought it was convenient.
4) It was easy to remember by answering quizzes.
5) It was fun to answer quizzes (plurality opinion).
6) Answering quizzes reminds me of the words forgotten.
7) I did not like to make a vocabulary book on spreadsheets.
8) “Relog” function was very convenient.
9) I forget new vocabulary very easily, but it was a good way to review by answering
quizzes.
10) It was easy to handle.

49. 4. Evaluation
4.4 Discussion
(6) unfavorable comments on SCROLL
1) There came out a quiz of a word which I did not upload and I did not
like it.
2) Sometimes, some weird translation came out. So, a dictionary
function as a translator of an uploaded English word was not good
enough.
3) Some distractors in quizzes are so simple that it was very easy to
choose right answers.
4) It was troublesome to log into the system and input new vocabulary

50. 4. Evaluation
4.4 Discussion
(7) Was vocabulary learning effective using SMALL System?
no
4%
weak no
13%
yes
37%
yes or no
25%
weak yes
21%

51. 5. Conclusion and Future Works
5.1 Conclusion
Our hypothetical question:
Does SCROLL contribute to the solution of lack of
learning time?
Evaluation I
They hardly had outside-class learning
e-book application introduced
Evaluation II
Outside-class learning time increased only when they read an ebook together with the System even though no statistically
significant difference was detected.

52. 5. Conclusion and Future Works
5.1 Future Work
 Customized learning recommendation system
 Peer-to-peer collaboration

53. Thank you for your attention!
Terima kasih !
谢谢!
ご清聴ありがとうございました！
53