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Phone CALLIncidental Language Learning with Mobile TechnologiesMike Sharples<br />with Tony Fisher, Richard Pemberton, Tom...
Mobile language learning is boring <br />
...but important <br />¼ of the population of China is learning English (300 million people)<br />In the next 5 years all ...
How can we design language learning for a smartphone that is engaging and effective?<br />
Initial vocabulary and grammar<br />Direct instruction<br />In a context<br />Creating a context<br />Context<br />Fluency...
Initial vocabulary and grammar<br />Direct instruction<br />BBC Janala in Bangladesh<br />English teaching on mobile phone...
Initial vocabulary and grammar<br />Direct instruction<br />Learn vocabulary in context<br />Rehearse<br />Use vocabulary ...
Research project by the Learning Sciences Research Institute in association with the University of Tokushima andSharp Labo...
Incidental second language learning<br />Self-directed learning of vocabulary in the context of reading from books<br />Fi...
Elmo Mark 2 for smartphones<br />Smartphones: Sharp WS004SH (3.7 inch colour TFT screen, 480x640 resolution) and Sharp WS0...
Research question<br />Are there differences in the learning of English vocabulary through reading novels, depending on th...
Three modes of interaction<br />Paper book<br />e-book reader with English dictionary<br />‘ELMO’: e-book reader with enha...
Participants<br />Class of 39 students (24 female, 15 male) aged 15-17 at a Japanese high school<br />Class divided on the...
Crossover design<br />Survey and focus groups<br />Post-test three<br />Base-line test<br />Post-test two<br />Post-test o...
Conduct of the study<br />Pre-test: test of specific vocabulary from the three novels<br />Two weeks to read a novel – stu...
Results for adaptive handheld learning device<br />9.5<br />9<br />8.5<br />8<br />7.5<br />7<br />6.5<br />6<br />5.5<br ...
9.5<br />9<br />8.5<br />8<br />Adaptive<br />7.5<br />7<br />Book<br />6.5<br />6<br />5.5<br />5<br />Pre<br />Post<br /...
9.5<br />9<br />8.5<br />8<br />Adaptive<br />7.5<br />Ebook<br />7<br />Book<br />6.5<br />6<br />5.5<br />5<br />Pre<br ...
Log data<br />
Interview data<br />“Made my eyes tired, so I recommend ‘paper book’”<br />“It is good to write down whatever I want on ‘p...
Conclusions<br />The study was carefully set up and rigorously conducted<br />It didn’t show any particular technology to ...
Conclusions<br />The study was carefully set up and rigorously conducted<br />It didn’t show effectiveness of any particul...
Elmo Mk3 for Android devices<br />Product launch in Autumn 2011<br />(NB – these are screenshots from an early prototype v...
Initial vocabulary and grammar<br />Direct instruction<br />Context<br />Fluency<br />Social interaction<br />Vocabulary a...
MiLexicon – Joshua UnderwoodPhD, Institute of Education, London<br />https://sites.google.com/site/joshunderwood/milexicon...
miLexicon: connecting vocabulary<br />Share<br />Look up on favourite sites<br />Scroll for self-assessment prompts & item...
Toponimo– TommySweeney<br />PhD, University of Nottingham<br />
Initial vocabulary and grammar<br />Direct instruction<br />Creating a context<br />In a context<br />Context<br />Fluency...
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PhoneCALL: EuroCALL 2011 keynote

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PhoneCALL: Incidental Language Learning on Mobile Devices. Edited version of presentation to EuroCALL 2011.

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  • miLexicon is about making connections between words and experiences.I looked at accounts of successful experience-based vocabularylearning and found that learners made various kinds of connection:- connecting experiences of new language in context with opportunitiesfor investigation into form, meaning &amp; use, and practice.- connecting spoken and written forms or vice-versa- connecting first language concepts and second language concepts- connecting experiences across episodes and settings- connecting representations across various media (e.g. Facebook,twitter, SMS, an information sign, a conversation, a paperback).miLexicon is Android phone software that aims to prompt and supportlearners in making these connections. It provides a multimediavocabulary notebook with tightly integrated direct access to socialand technological resources. These resources are customisable. Ongoingparticipatory design suggests that current versions of miLexicon doprompt collection and investigation of new vocabulary. However, thesoftware could and should do more to support self-regulation. Forexample: by using spoken notifications to prompt spaced recall andremind learners to look up and practise the words and phrases theycollect, by challenging users with an interest related new &apos;word aday&apos; or similar, by offering practice tests or games using thecollected vocabulary.
  • Transcript of "PhoneCALL: EuroCALL 2011 keynote"

    1. 1. Phone CALLIncidental Language Learning with Mobile TechnologiesMike Sharples<br />with Tony Fisher, Richard Pemberton, Tommy Sweeney<br />University of Nottingham<br />Hiroaki Ogata, Noriko Uosaki<br />University of Tokushima<br />Phil Edmonds, Anthony Hull, Patrick Tschorn<br />Sharp Labs, Europe<br />
    2. 2. Mobile language learning is boring <br />
    3. 3. ...but important <br />¼ of the population of China is learning English (300 million people)<br />In the next 5 years all Chinese schools will teach English in kindergarten<br />All state employees younger than 40 will be required to master 1,000 English phrases<br />“ Numerous obstacles stand in the way of China’s quest, including a shortage of good English teachers and the country’s test-oriented education system”<br />1 billion people in China use mobile phones (67% of the population) of which 100 million are smartphones<br />Indianapolis Business Journal, <br />“Report from China”, March 2011<br />
    4. 4. How can we design language learning for a smartphone that is engaging and effective?<br />
    5. 5. Initial vocabulary and grammar<br />Direct instruction<br />In a context<br />Creating a context<br />Context<br />Fluency<br />Social interaction<br />Vocabulary acquisition<br />Incidental<br />learning<br />
    6. 6. Initial vocabulary and grammar<br />Direct instruction<br />BBC Janala in Bangladesh<br />English teaching on mobile phones<br />Dial 3000 to access three minute audio lessons<br />Content linked to youth TV show and news<br />Over 3.5 million calls<br />Context<br />
    7. 7. Initial vocabulary and grammar<br />Direct instruction<br />Learn vocabulary in context<br />Rehearse<br />Use vocabulary to create new contexts<br />Share the contextualised vocabulary<br />Context<br />Vocabulary acquisition<br />Incidental learning<br />
    8. 8. Research project by the Learning Sciences Research Institute in association with the University of Tokushima andSharp Laboratories of Europe<br />
    9. 9. Incidental second language learning<br />Self-directed learning of vocabulary in the context of reading from books<br />Fits into gaps in everyday life<br />Adaptive tutoring<br />Motivating: e-book & e-game<br />E-book<br />Read<br />story for vocabulary<br />E-game<br />Practise sentence construction<br />Selected <br />words<br />Personal vocabulary<br />Rehearse vocabulary<br />list <br />Game<br />words<br />Missing<br />words<br />
    10. 10.
    11. 11.
    12. 12. Elmo Mark 2 for smartphones<br />Smartphones: Sharp WS004SH (3.7 inch colour TFT screen, 480x640 resolution) and Sharp WS007SH (2.8 inch colour TFT screen, 480x640 resolution). <br />
    13. 13. Research question<br />Are there differences in the learning of English vocabulary through reading novels, depending on the mode of mobile interaction?<br />
    14. 14. Three modes of interaction<br />Paper book<br />e-book reader with English dictionary<br />‘ELMO’: e-book reader with enhanced software, including adaptive user modelling and additional interactivity<br />Paper book<br />E-book<br />Elmo <br />adaptive system<br />
    15. 15. Participants<br />Class of 39 students (24 female, 15 male) aged 15-17 at a Japanese high school<br />Class divided on the basis of a pre-test into 3 comparison groups balanced in terms of English vocabulary and gender, enabling a crossover design to be employed for the study<br />
    16. 16. Crossover design<br />Survey and focus groups<br />Post-test three<br />Base-line test<br />Post-test two<br />Post-test one<br />
    17. 17. Conduct of the study<br />Pre-test: test of specific vocabulary from the three novels<br />Two weeks to read a novel – students could decide how much, when and where<br />Discussion of novel allowed, but no swapping<br />Help-sheet and local advice in case of a problem with a device<br />No school implications of results<br />Post-test: the same words as in pre-test (scored out of 30)<br />
    18. 18. Results for adaptive handheld learning device<br />9.5<br />9<br />8.5<br />8<br />7.5<br />7<br />6.5<br />6<br />5.5<br />5<br />Pre<br />Post<br />Vocabulary score<br />
    19. 19. 9.5<br />9<br />8.5<br />8<br />Adaptive<br />7.5<br />7<br />Book<br />6.5<br />6<br />5.5<br />5<br />Pre<br />Post<br />Vocabulary score<br />Comparison with paper book<br />
    20. 20. 9.5<br />9<br />8.5<br />8<br />Adaptive<br />7.5<br />Ebook<br />7<br />Book<br />6.5<br />6<br />5.5<br />5<br />Pre<br />Post<br />Comparison with e-book<br />Vocabulary score<br />
    21. 21. Log data<br />
    22. 22. Interview data<br />“Made my eyes tired, so I recommend ‘paper book’”<br />“It is good to write down whatever I want on ‘paper book’”<br />“I do not want to bring another device with me other than my mobile phone to read novels”<br />“Many say that if a small and light device with a satisfactory English-Japanese dictionary, smooth scrolling, less charging is possible, then Adaptive Device would be best” (Teacher)<br />
    23. 23. Conclusions<br />The study was carefully set up and rigorously conducted<br />It didn’t show any particular technology to be effective in enhancing incidental learning of English vocabulary<br />
    24. 24. Conclusions<br />The study was carefully set up and rigorously conducted<br />It didn’t show effectiveness of any particular technology to enhance incidental learning of English vocabulary<br />But... Sharp Labs Europe is developing a new version of Elmo with an attractive interface, pictorial e-book and vocabulary games<br />
    25. 25. Elmo Mk3 for Android devices<br />Product launch in Autumn 2011<br />(NB – these are screenshots from an early prototype version, not the market product)<br />
    26. 26. Initial vocabulary and grammar<br />Direct instruction<br />Context<br />Fluency<br />Social interaction<br />Vocabulary acquisition<br />Incidental<br />learning<br />Research prototypes for contextual vocabulary acquisition and fluency<br />
    27. 27. MiLexicon – Joshua UnderwoodPhD, Institute of Education, London<br />https://sites.google.com/site/joshunderwood/milexicon<br />
    28. 28. miLexicon: connecting vocabulary<br />Share<br />Look up on favourite sites<br />Scroll for self-assessment prompts & item history <br />
    29. 29. Toponimo– TommySweeney<br />PhD, University of Nottingham<br />
    30. 30. Initial vocabulary and grammar<br />Direct instruction<br />Creating a context<br />In a context<br />Context<br />Fluency<br />Social interaction<br />Vocabulary acquisition<br />Incidental<br />learning<br />
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