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Bring your own vocabulary: Engaging students in vocabulary learning with mobile & collaborative technologies

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Slides presented at the 7th biennal LLAS conference entitled "Reshaping Languages in Higher Education Conference 2014".

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Bring your own vocabulary: Engaging students in vocabulary learning with mobile & collaborative technologies

  1. 1. BRING YOUR OWN VOCABULARY Engaging students in vocabulary learning with mobile & collaborative technologies Benoît Guilbaud @BenGuilbaud
  2. 2. This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported licence (CC BY-NC 3.0). More details at http://creativecommons.org/licenses/by-nc/3.0/ @BenGuilbaud, 2014
  3. 3. #LLASconf14
  4. 4. Sydney Uni CC BY-NC-SA 2.0 Zut !
  5. 5. #LLASconf14 BenoîtGuilbaud,2014 • Language for specific purposes: medical French - prevalence of lexicon • Y1&2 MBChB undergraduates / two academic years / 71 B2 students • Attempt to increase student engagement, motivation and collaboration • Draw on students’ specialist knowledge and clinical placement experience CONTEXT
  6. 6. #LLASconf14 BenoîtGuilbaud,2014 Vocab TRADITIONAL VOCABULARY TEACHING (and maybe learning)
  7. 7. #LLASconf14 BenoîtGuilbaud,2014 BETTER VOCABULARY LEARNING Vocab! +++ Vocab
  8. 8. #LLASconf14 BenoîtGuilbaud,2014 WHY?
  9. 9. #LLASconf14 BenoîtGuilbaud,2014 WHAT’S IN IT FOR… Students Tutors • Increasing breadth of vocabulary easily and systematically • Active participants in their learning process • Collaboratively involved in content design • Engage with outward-facing learning & OER production • Reduces need for specialist knowledge • Keeps students engaged outside of contact hours • Increases class motivation • Saves time
  10. 10. #LLASconf14 BenoîtGuilbaud,2014 HOW?
  11. 11. #LLASconf14 BenoîtGuilbaud,2014 GOOGLE DRIVE QUIZLET +
  12. 12. #LLASconf14 BenoîtGuilbaud,2014 GOOGLE DRIVE • Template list created by tutor for each topic/fortnight • Each student adds 5 words and their translations • Content is checked, curated and completed by tutor • Final list imported into web 2.0 vocab app Quizlet • Students learn/revise list for formative test the following week • Summative vocab test in final exam QUIZLET
  13. 13. #LLASconf14 BenoîtGuilbaud,2014 GOOGLE DRIVE
  14. 14. #LLASconf14 BenoîtGuilbaud,2014 QUIZLET
  15. 15. #LLASconf14 BenoîtGuilbaud,2014 QUIZLET IOS ANDROID WINDOWS PHONEWEB
  16. 16. #LLASconf14 BenoîtGuilbaud,2014 THE STUDY
  17. 17. #LLASconf14 BenoîtGuilbaud,2014 THE STUDY • End-of-semester questionnaire • 53 open and closed questions • 44% respondents 18/06/2013 11:19Survey Results Page 1 of 14https://selectsurveys.humanities.manchester.ac.uk/PrintOverview.aspx?SurveyID=9lK34l83 1. Please enter your full name (Optional) (NB: all survey results will be anonymised entirely) Total Respondents 14 (skipped this question) 15 2. Which of the following units were you enrolled on in 2012-13? Response Total Response Percent Points Avg Medical French level 1 7 35% n/a n/a Medical French level 2 9 45% n/a n/a Business French "further" level 4 20% n/a n/a Total Respondents 20 100% (skipped this question) 9 3. "I understand that my answers may be used and quoted anonymouly for the purpose of the present research study." Click here to read more. Response Total Response Percent Points Avg Yes 20 100% n/a n/a Total Respondents 20 (skipped this question) 9 4. From which devices did you usually access Quizlet? Tick all answers that apply. Response Total Response Percent Points Avg University PC 9 53% n/a n/a Personal computer (including laptop) 17 100% n/a n/a Smartphone 5 29% n/a n/a Tablet 0 0% n/a n/a Printed lists 1 6% n/a n/a Other, please specify 0 0% n/a n/a Total Respondents 17 (skipped this question) 12 5. From which device did you access Quizlet the most? Response Total Response Percent Points Avg University PC 1 6% n/a n/a Personal computer (including laptop) 14 82% n/a n/a Smartphone 2 12% n/a n/a Tablet 0 0% n/a n/a Printed lists 0 0% n/a n/a Other (as specified above) 0 0% n/a n/a Total Respondents 17 100% (skipped this question) 12 Quizlet survey 2013 Respondents: 29 displayed, 29 total Status: Closed Launched Date: 05/06/2013 Closed Date: 16/06/2013
  18. 18. #LLASconf14 BenoîtGuilbaud,2014 FINDINGS
  19. 19. #LLASconf14 BenoîtGuilbaud,2014 VOCABULARY LEARNING
  20. 20. #LLASconf14 BenoîtGuilbaud,2014 “QUIZLET WAS USEFUL TO MY LEARNING” Very useful Useful Neutral Useless Very useless
  21. 21. #LLASconf14 BenoîtGuilbaud,2014 “I FOUND THAT QUIZLET MOTIVATED ME TO REVISE VOCABULARY” Strongly agree Agree Neutral Disagree Strongly disagree
  22. 22. #LLASconf14 BenoîtGuilbaud,2014 PLACE OF USE Very often Often Sometimes Rarely Never Public transports Home University & library Outdoors Work Around campus
  23. 23. #LLASconf14 BenoîtGuilbaud,2014 LENGTH OF REVISION SESSION AVERAGE MAX 40 mins 100 mins
  24. 24. #LLASconf14 BenoîtGuilbaud,2014 CLASS-GENERATED VOCABULARY LISTS
  25. 25. #LLASconf14 BenoîtGuilbaud,2014 “COLLABORATIVELY CREATING VOCABULARY LISTS IS A GOOD WAY TO ENCOURAGE STUDENT ENGAGEMENT” Strongly agree Agree Neutral Disagree Strongly disagree
  26. 26. #LLASconf14 BenoîtGuilbaud,2014 HOW IMPORTANT IS IT THAT STUDENTS ARE INCLUDED IN THE DESIGN OF STUDY MATERIALS? Very important Important Neutral Unimportant Very unimportant
  27. 27. #LLASconf14 BenoîtGuilbaud,2014 Technical problems 4% Late entries (delaying test revisions) 29% Duplicate entries 21% Inaccurate entries 29% Irrelevant entries 34% % of respondents agreeing ISSUES WITH CLASS-GENERATED LISTS OCCURRING “OFTEN”
  28. 28. #LLASconf14 BenoîtGuilbaud,2014 Very likely Likely Neutral Unlikely LIKELINESS OF SHARING OWN LEARNING RESOURCES
  29. 29. #LLASconf14 BenoîtGuilbaud,2014 Very pleased Pleased Neutral PLEASED TO SHARE CLASS-MADE RESOURCES
  30. 30. #LLASconf14 BenoîtGuilbaud,2014 VIEWS ON BYOD • Free choice of learning device is favoured. • University-sanctioned platforms should be widely compatible. • Despite empirical evidence that students enjoy using their own devices in class, survey responses show reluctance to bring devices to class. • BYOD may create discrepancies in access to learning.
  31. 31. #LLASconf14 BenoîtGuilbaud,2014 CONCLUSIONS
  32. 32. #LLASconf14 BenoîtGuilbaud,2014 CONCLUSIONS • Experience very positive overall • High level of student engagement and satisfaction • Several positive comments in unit satisfaction survey • Summative test results show very effective learning • System works best for individual words and short phrases • Importance of thorough curation of contents by tutor
  33. 33. #LLASconf14 BenoîtGuilbaud,2014 COMMENTS • “Provided there is appropriate oversight this is a fantastic resource.” • “I will definitely continue to use Quizlet in the future. I have also started using it to help me learn other areas of my medicine degree.” • “Quizlet has revolutionised the way I learn vocabulary.”
  34. 34. #LLASconf14 BenoîtGuilbaud,2014 REFERENCES • Casserly, C.M., Smith, MS.S, 2008. Revolutionizing education through innovation: Can openness transform teaching and learning? In: Iiyoshi, T. & Kumar V. (eds), 2008. The collective advancement of Eduction through Open Technology, Open Content and Open Knowledge. Cambridge, Mass, MIT Press. • Couros, A., 2011. Why networked learning matters. Education in a Changing Environment (ECE) 6th International Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK. • Craig, D.V., 2011. Encouraging Participatory Culture and Language Learning: Assisting ELLs in Becoming Part of the Digital Youth. In: TNTESOL Journal, 4(1) pp. 84-93. • Kop, R., Hill, A., 2008. Connectivism: Learning theory of the future or vestige of the past? In: International Review of Research in Open and Distance Learning, 9(3) [Online]. Accessible at: http://www.irrodl.org/index.php/irrodl/article/ viewArticle/523 [accessed 27th June 2013]. • Martin, A., Madigan, D. (eds), 2006. Digital Literacies for Learning. London: Facet publishing. • Nation, I.S.P., 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Cambridge Applied Linguistics. • Siemens, G., 2005. Connectivism: A Learning Theory for the Digital Age. In: International journal instructional technology and distance learning, 2(1) [Online]. Accessible at: http://itdl.org/journal/jan_05/index.htm [accessed 27th June 2013].
  35. 35. ANY QUESTIONS? Benoît Guilbaud @BenGuilbaud #LLASconf14 BenoîtGuilbaud,2014

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