Japanese Students' Perceptions of Required Smartphone Use in EFL Classes
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This is the slide deck of the presentation I gave at GloCALL 2019 in Da Nang, Vietnam about the use of students' smartphones in Japanese university EFL classes.
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Japanese Students' Perceptions of Required Smartphone Use in EFL Classes
- 1. JAPANESE UNIVERSITY STUDENTS’ PERCEPTIONS OF REQUIRED SMARTPHONE USE IN EFL CLASSES Dr. Edo Forsythe Dept. Head, Dept of English Language & Literature Hirosaki Gakuin University This slide deck available at slideshare.net/EdoForsythe
- 2. Problem • More teachers are using MALL methods with student smartphones in EFL classes, but little research exists about how students feel about this trend Purpose • To determine how students feel about being required to use their personal smartphones for EFL classroom activities Study Problem and Purpose
- 3. RESEARCH QUESTION How do Japanese university students perceive the requirement to use their personal smartphones to complete EFL classroom activities, tasks, and assignments? 3 Smartphone-related language tasks included: • watching videos, • listening to textbook audio clips, • recording speaking samples, • self-evaluations of speaking samples, • information retrieval, and • submission of assignments.
- 4. COURSE WIKI PAGE PBWiki page: 1-stop shop for all course audio and video files 4
- 5. Methodology Research Design • Qualitative single case study • Nine participants: • Freshmen at Japanese public university • All had completed blended EFL course with the researcher • Six female & three male (= class ratio) Data Collection • Semi-structured Interviews in Japanese • Nine questions • Nonverbal communications observed and noted in field notes as well as being added to transcripts for coding • Informed consent obtained beforehand • Audio recording consent also obtained Instrument • Nine questions adapted from similar studies related to this research (Leis et al., 2015; Lockley & Promnitz- Hayashi, 2012; Stockwell & Liu, 2015; White & Mills, 2014). Data Analysis • Interviews transcribed & translated • Analyzed using Dedoose™ Online tool • Stake’s (1995) categorical aggregation and pattern discovery methods • Validity of data triangulated using nonverbal communications (Bryman, 2003; Stake, 2003)
- 6. DATA ANALYSIS RESULTS Interview Question Topic Emerging Themes Q1. Previous MALL experience in EFL studies Most students had no previous experience Those who did, used smartphones in high school English classes Q2. Feelings about smartphone use in English Speaking course All participants had a good Surprising at first, but they got used to it Most thought it was helpful Q3. Perception of being required to use own smartphone in EFL class All participants preferred it because they were used to the device’s functionality No participant felt reluctant or forced to use their own device
- 7. DATA ANALYSIS RESULTS Q4. Feelings of smartphones being beneficial in EFL classes All participants considered smartphones as helpful and beneficial Ability to control playback of AV materials was especially important Several stated that access to Internet for information retrieval was helpful Q5. Trouble using smartphones in EFL class None of the participants felt that they had problems with smartphones for activities Some connectivity issues were discussed (e.g., slowness of WiFi connection due to entire class streaming video) Q6. Opinion of other teachers having students use smartphones in EFL class Other professors should incorporate smartphones Especially good for listening and speaking Less confidence in being apropos for reading and writing classes
- 8. DATA ANALYSIS RESULTS Q7. Future use of smartphones for English study Strong probability of continued use Probable use of vocabulary study apps Q8. Classes with smartphones are more enjoyable than those without All participants found it interesting, exciting, and fun Self-control of AV materials was good Q9. Classes with smartphones are more productive than those without Unanimously considered more productive Self-control of AV materials was more productive Better than using classroom AV system for video / audio playback Enables students to look up information when needed
- 9. Same questions asked in online survey to students who had similar experiences in Listening & Speaking classes (similar sample framework from original research study) Preferred using smartphones to classroom AV equip: 70 / 81 Smartphones helped learn better: 80 / 81 said Yes Want other teachers to use smartphones: 70 / 81 said Yes Will continue using their smartphone for English study: 77 /81 Yes Smartphone classes are more enjoyable: 60 / 81 Yes Smartphone classes are more productive: 69 / 81 Yes CONTINUED QUANTITATIVE RESEARCH
- 10. IMPLICATIONS Japanese university EFL students want more personal smartphone use in language classes Students believe MALL is appropriate & expected; trend of student smartphone use should continue
- 11. RECOMMENDATIONS FOR PRACTICE Japanese university professors should continue to incorporate MALL methodology using student smartphones Participants enjoy & strongly prefer using their own smartphones for interacting with & creating AV materials Bottom line: Professors should take advantage of students’ smartphones in the EFL classroom using MALL teaching methods. Use smartphones for individualized audio & video access, information retrieval, and content creation.
- 12. RECOMMENDATIONS FOR FUTURE RESEARCH Next logical step: replication studies At both public and private universities across Japan Seek larger sample sizes, or Conduct a number of studies with similar sample sizes Teacher perceptions of using smartphones in Japanese university EFL classrooms need to be explored as well. No published studies found in reviewing the literature Bottom line: More research is needed to truly reveal student and teacher perceptions of MALL in EFL classes
- 13. Thank you for your attention. Are there any questions? Contact me at edosan@gol.com
- 14. REFERENCES Barrs, K. (2011). Mobility in learning: The feasibility of encouraging language learning on smartphones. Studies in Self-Access Learning Journal, 2(3), 228- 233. Retrieved from http://sisaljournal.org/archives/sep11/barrs Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. Retrieved from http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf Bryman, A. (2003). Triangulation. Encyclopedia of Social Science Research Methods. Thousand Oaks, CA: SAGE Publications. doi: http://dx.doi.org/10.4135/9781412950589 Burston, J. (2013). MALL: Future Directions for BYOD Applications. The IALLT Journal, 43(2). 89-96. Retrieved from http://www.iallt.org/sites/default/files/07_techcolumn_iallt_journal_43-2.pdf Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357. doi: 10.1080/09588221.2014.914539 Claudia, H. I. (2014). Teaching English as a foreign language to foreigners. Annals of the University of Oradea, Economic Science Series, 23(2), 87-94. Damico, J., & Simmons-Mackie, N. (2002). The base layer and the gaze/gesture layer of transcription. Clinical Linguistics & Phonetics, 16(5), 317-327. doi: 10.1080/02699200210135857 Davies, R. (2015). Why tweet when you can bubble? Students’ perceptions of a voice microblog for the development of their L2 spoken production skills. The JALT CALL Journal, 11(3), 213- 233.
- 15. REFERENCES (CONTINUED) Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge. Garcia Mendoza, G.A. (2014). A comparative study of computer and mobile phone- mediated collaboration: The case of university students in Japan. Mobile Learning Applications in Higher Education [Special Section]. Revista de Universidad y Sociedad del Conocimiento (RUSC).11(1), 222-237. doi: http://doi.dx.org/10.7238/rusc.v11i1.1898 Gikas, J., & Grant, M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19. 18–26. doi: http://dx.doi.org/10.1016/j.iheduc.2013.06.002 Hall, J. (2016). Student perceptions of smartphone use for EFL learning. In M. Iguchi, & L. Yoffe (Eds.), JACET Summer Seminar Proceedings: Vol. 14. Mobile Learning In and Out of the Classroom: Balancing Blended Language Learner Training (pp. 24- 30). Ilic, P. (2015). The effects of mobile collaborative activities in a second language course. International Journal of Mobile and Blended Learning, 7(4), 16-37. doi: 10.4018/IJMBL.2015100102 Ko, E., Chiu, D., Lo, P., & Ho, K. (2015). Comparative study on m-Learning usage among LIS students from Hong Kong, Japan and Taiwan. The Journal of Academic Librarianship, 41(5), 567-577. doi: http://dx.doi.org/10.1016/j.acalib.2015.07.005 Leis, A., Tohei, A., & Cooke, S. (2015). Smartphone assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching, 5(3), 75-88. doi: 10.4018/IJCALLT.2015070105
- 16. REFERENCES (CONTINUED) Lockley, T. (2011). Japanese students' experience of ICT and other technology prior to university: A study. The JALT CALL Journal, 7(1), 93-102. Lockley, T. (2013). Answers to outstanding questions about Japanese student ICT competencies and a glance into a mobile future. Asia-Pacific Education Researcher, 22(4), 603-617. doi: 10.1007/s40299-013-0063-3 Lockley, T., & Promnitz-Hayashi, L. (2012). Japanese university students’ CALL attitudes, aspirations, and motivations. CALL-EJ, 13(1), 1-16. Retrieved from http://callej.org/journal/13-1/Lockley_Promnitz-Hayashi_2012.pdf Milliner, B. (2017). One year of extensive reading on smartphones: A report. The JALT CALL Journal, 13(1), 49-58. Nakaya, K., & Murota, M. (2013). Development and evaluation of an interactive English conversation learning system with a mobile device suing topics based on the life of the learner. Research and Practice in Technology Enhanced Learning, 8(1), 65－89. Shibusawa, T., & Lukens, E. (2004). Analyzing qualitative data in a cross-language context. In D. K. Padgett (Ed.), The Qualitative Research Experience (pp. 179-192). Belmont, CA: Brooks / Cole Cengage Learning. Stake, R. (1995). Case studies. In Denzin, N. K. & Lincoln, Y. (Eds.), Handbook of Qualitative Research (pp. 236-247). Stake. R. (2003). Case studies. In Denzin, N. K., & Lincoln, Y. S. (Eds.), (2008). Strategies of Qualitative Inquiry (2nd ed.) (pp. 134-164). Thousand Oaks, CA: SAGE Publications.
- 17. REFERENCES (CONTINUED) Stockwell, G., & Liu, Y. C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO, 32(2), 299-322. doi: 10.1558/cj.v32i2.25000 Toland, S., Mills, D., & Kohyama, M. (2016). Enhancing Japanese university students’ English-language presentation skills with mobile-video recordings. The JALTCALL Journal, 12(3), 179-201. Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134. Retrieved from http://llt.msu.edu/issues/october2013/wangsmith.pdf White, J., & Mills, D. (2012). Get smart!: Smartphones in the Japanese classroom. In A. Stewart & N. Sonda (Eds.), JALT2011 Conference Proceedings. Tokyo JALT. White, J., & Mills, D. (2014). Examining attitudes towards and usage of smartphone technology among Japanese university students studying EFL. CALL-EJ, 15(2), 1-15. Wu, Q. (2015). Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170-179. doi: 10.1016/j.compedu.2015.02.013
Editor's Notes
- Introduce myself & the study Tell why I chose this topic Japanese university students more comfortable with mobile phones than with computers (Lockley, 2011, 2013; Stockwell & Liu, 2015) Many teachers in Japanese universities require students to use personal smartphones in EFL classrooms (Barrs, 2011; Burston, 2013; Gikas & Grant, 2013; Milliner, 2017; Wang & Smith, 2013; White & Mills, 2012, 2014) Stockwell & Liu (2015) and White & Mills (2012, 2014) investigated students’ perceptions of smartphone use in university EFL language learning in prestigious, private universities: found positive perceptions Several researchers recommend further research into student perceptions (Hall, 2016; Ilic, 2015; Stockwell & Liu, 2015; White & Mills, 2012, 2014)
- The problem is: - EFL teachers require students to use their smartphones to perform language learning activities (Barrs, 2011; Burston, 2013; Davies, 2015; Garcia Mendoza, 2014; Lockley, 2013; Nakaya & Murota, 2013; Toland et al., 2016), - little is known about public univ. student perceptions of using student-owned smartphones for language classroom exercises (Stockwell & Liu, 2015; White & Mills, 2012, 2014). - Mobile Assisted Language Learning (MALL) methods are prevalent in Japanese university EFL classes (Davies, 2015; Garcia Mendoza, 2014; Ilic, 2015; Nakaya & Murota, 2013; Toland et al., 2016) Students use smartphones in m-learning to study English on their own (Barrs, 2011; Ilic, 2015; Lockley, 2013; Stockwell & Liu, 2015) - Stockwell and Liu (2015) learned that Japanese university students are increasingly willing to use their smartphones in EFL learning activities, and that smartphones allow users to perform comparably to computers on language learning activities—confirming findings of Wang and Smith (2013) - White and Mills (2012, 2014) reported that student perceptions toward EFL learning using smartphones in MALL methods continue to improve. - Lockley and Promnitz-Hayashi (2012) revealed that Japanese university students expressed a desire for MALL activities in their EFL classes. The purpose is: To investigate how average Japanese university students feel about being required to use their smartphone in EFL classrooms, thereby providing a better picture of how trends in m-learning may be impacting the general population of Japanese university students. If this study were not conducted, Japanese university instructors may continue to unknowingly adversely affect their students’ English learning motivation by requiring the students to use their personal smartphones for EFL classroom activities as recommended by Hall (2016), Ilic (2015), Stockwell and Liu (2015), White and Mills (2012, 2014). If this study were not conducted, Japanese university instructors may continue to unknowingly adversely affect their students’ English learning motivation by requiring the students to use their personal smartphones for EFL classroom activities. Failure to investigate student perceptions of personal smartphone use in language classes could lead to a long-term negative impact on students’ learning. Negative perceptions of being required to use their own devices for classroom activities could cause students to develop animosity towards EFL and m-learning methods
- Data collection employed in-depth interviews to gather college student experiences with being required to use their personal smartphones in the course. Nine questions guided the semi-structured interviews. Secondary data were gathered by collecting nonverbal cues observed during the interviews to confirm the students’ feelings as expressed in their verbal interview responses (Damico & Simmons-Mackie, 2002). Responses in Japanese were translated by the researcher and verified by two bilingual, native Japanese-speaking colleagues as recommended by Shibusawa and Lukens (2004). Data analysis involved Stake’s (1995) categorical aggregation and pattern discovery methods (Stake, 1995, 2003) using the Dedoose™ qualitative analysis software to determine emergent themes. The study results may inform higher education professors who intend to incorporate student smartphone use in university EFL classrooms to exploit student technical resources for language learning.
- Responses in Japanese were transcribed by native Japanese speaking research assistants. The transcripts were then translated by the researcher and verified by two bilingual, native Japanese-speaking colleagues as recommended by Shibusawa and Lukens (2004). Data analysis involved Stake’s (1995) categorical aggregation and pattern discovery methods (Stake, 1995, 2003) using the Dedoose™ qualitative analysis software to determine emergent themes. The study results may inform higher education professors who intend to incorporate student smartphone use in university EFL classrooms to exploit student technical resources for language learning.
- The sampling frame included approximately 30 students in EFL courses in regular, public, non-prestigious, Japanese universities. Purposeful sampling was used to gather a minimum sample of nine students from a sampling frame of one university EFL class at one public university in northern Japan (Baxter & Jack, 2008; Stake, 1995, 2003).
- Japanese university students have little experience with MALL instructional methods prior to university classes - 2/3 of participants had never used smartphone for EFL - Findings confirm Lockley (2013) Students see the benefit of, and even prefer using their personal smartphones for language learning activities in EFL classes - Gives them more control of their learning - Allows them to continue their studies more easily outside of the classroom
- Participants indicated strong preference for using their smartphones - Watching and listening to AV materials - Creating their own videos and audio clips Research supports having students create videos and audio clips in their EFL classes to practice their English language skills - Allows for individualized feedback on students’ language abilities.
- Participants support their professors requiring them to use their personal smartphones for: Watching and listening to AV materials Creating AV materials Searching for content on the Internet Findings in line with those of previous research in the field which support the use of students’ personal smartphones in MALL activities in the EFL classroom.
- Study addressed the gap in research identified by Hall (2016), Ilic (2015), Stockwell and Liu (2015), and White and Mills (2012, 2014) into the perceptions of Japanese university students about using their personal smartphones in EFL classes. Most students have a desire for more of their EFL professors to incorporate the use of MALL teaching methods in their English classes (as also found in Lockley & Promnitz-Hayashi, 2012). Remember: some students still prefer to primarily use textbooks and paper-based materials for studying English, so teachers must remember that not all students are ready to rely solely on MALL methods and need to be accommodated appropriately.
- 2. Because of the ability they had to research information and content online whenever necessary
- 1. In the investigation of Japanese university student perceptions of personal smartphone use in their EFL classes…