M-learning object of Chinese character learning<br />Hilda Ma & Julia Yan<br />March 5, 2010<br />Citer 2010<br />
Outline<br /><ul><li>Background
Features
Survey
methodology
findings
conclusion
future development</li></li></ul><li>Mobile Assisted Language Learning (MALL)<br /><ul><li>Mobile phone ownership as of 20...
Key affordances of mobile device
portability,
mobility
user controlled what, when & where to learn
Two main research and approach</li></ul>content based - developing activities and learning materials, usually link to text...
The objectives of the first phase development</li></ul>assist learners to recognize Chinese characters & learn history of ...
Methodology<br /><ul><li>A Qualitative research
Purpose:
to explore in what ways Mobilese is used in learning
to understand participants' viewpoints on using the mobile tool in learning.
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M-learning object for Chinese character learning

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5 March 2010 (Friday) | 15:50 - 16:10 | http://citers2010.cite.hku.hk/abstract/36 | MA, Hilda; YAN, Jingjing Julia; HKU

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M-learning object for Chinese character learning

  1. 1. M-learning object of Chinese character learning<br />Hilda Ma & Julia Yan<br />March 5, 2010<br />Citer 2010<br />
  2. 2. Outline<br /><ul><li>Background
  3. 3. Features
  4. 4. Survey
  5. 5. methodology
  6. 6. findings
  7. 7. conclusion
  8. 8. future development</li></li></ul><li>Mobile Assisted Language Learning (MALL)<br /><ul><li>Mobile phone ownership as of 2008 was 4 billion. (CIA Fact book)
  9. 9. Key affordances of mobile device
  10. 10. portability,
  11. 11. mobility
  12. 12. user controlled what, when & where to learn
  13. 13. Two main research and approach</li></ul>content based - developing activities and learning materials, usually link to textbook<br />design based - design issues relating to learning activities development e.g. fragmented learner attention, learn at spare time <br />(Kukulske-Hulme & Shield (2008)<br /><ul><li>Mostly teacher-learner communication and feeding of contentVS supporting social aspects e.g.  communication & interaction (Chinnery, 2006)</li></li></ul><li>Mobiliese<br /><ul><li>An on-going research project at HKU which aims at supporting Chinese character learning outside beyond the classroom walls.
  14. 14. The objectives of the first phase development</li></ul>assist learners to recognize Chinese characters & learn history of chinese words<br />help teachers illustrate Chinese words during teaching.  <br /><ul><li>There are 180 frequently used chinese characters available on web with 40 downloadable on mobile phone </li></li></ul><li>Features<br />http://mobilese.cite.hku.hk/<br />
  15. 15. Methodology<br /><ul><li>A Qualitative research
  16. 16. Purpose:
  17. 17. to explore in what ways Mobilese is used in learning
  18. 18. to understand participants' viewpoints on using the mobile tool in learning.
  19. 19. Methodology:
  20. 20. Class observations
  21. 21. Survey
  22. 22. Interviews
  23. 23. Sample: 
  24. 24. Foreign students learning Chinese language at HKU
  25. 25. Chinese Teachers at HKU</li></li></ul><li>Observations & Questionnaires<br />Sample: 4 classes – 2 certificate & 2 exchange classes. <br />Questionnaires sent to same 4 classes <br />Aims: to find out <br /><ul><li>Background of participants (both students and teachers)
  26. 26. Habits of teach and learn Chinese character
  27. 27. Objectives on usage of the tool
  28. 28. Opinions on usage of Mobilese
  29. 29. If not use, reasons & alternative tools
  30. 30. Suggestions for future development
  31. 31. Questionnaire size: 20
  32. 32. Question type: close -ended questions  (Numerical, Multiple choice, Categorical, Likert-Scale )</li></li></ul><li>Interviews<br />3 students:<br />Aims: <br /><ul><li>to clarify & explore further experiences, comments and opinions on usage of Mobilese
  33. 33. Future development direction
  34. 34. Experiences & opinion on mobile learning</li></ul>2 teachers:<br />Aims:<br /><ul><li>Pedagogical benefits
  35. 35. Improvements</li></ul>Main questions: open-ended <br />
  36. 36. Findings - Background<br /><ul><li>Reasons for learning Chinese
  37. 37. Most difficult part</li></li></ul><li>Findings – learning (con’t)<br /><ul><li>Mobilese is a handy and convenient aid, support learning beyond classroom
  38. 38. "quick & easy tool"  " for reference & revision"
  39. 39. "a good introduction to Hanzi "</li></ul>Where the participants used Mobilese<br />Purpose for the participants to use Mobilese<br />
  40. 40. Findings – learning (con’t)<br /><ul><li>Learning Chinese characters
  41. 41. Illustration of the character writing (94%)
  42. 42. Practice by following the stroke sequence (73%)
  43. 43. Differentiate structures of two similar characters (69%)
  44. 44. Browse the character history (56%)
  45. 45. " the hardest thing in Chinese courses is handwriting....   I really like about is the strokes"
  46. 46. " it shows you how the start in the right order."
  47. 47. "visual reference to go back to see how to write the character in correct order. It’s really helpful."
  48. 48. " I like the history, because I found it helps me remember."
  49. 49. " I remember when it just has a story. "
  50. 50. Pinyin & pronunciation </li></ul> "I like the tone when I speak it. I found that useful."<br />
  51. 51. Findings – learning (con’t)<br />Improvement:<br /><ul><li>Performance sometimes is not so smooth
  52. 52. Search by Pinyin, English and number of stroke is not sufficient
  53. 53. compatibility </li></ul>Positive:<br /><ul><li>Interface-clear and friendly
  54. 54. Easy to self-explore
  55. 55. Convenient</li></li></ul><li>Findings - teaching<br /><ul><li>Helpful in tackling the challenges in Chinese character teaching</li></ul>- radicals/character structure/ stroke sequence<br /><ul><li>Save time in class demonstration
  56. 56. Extend the teaching beyond the class</li></li></ul><li>Views on mobile learning<br /><ul><li>“I got everything on the computers or CDs download on my Ipod. I attend to when I am walking. I get on the bus and I read my flashcards. I walk and I listen to my Ipod, and I am trying to listen to the conversations. </li></ul>So again, if all on one thing- all on the phone, it would be great.“<br /><ul><li>" very easy to take that with me to practice while I am on the bus, or just look up a character that I’ve just seen somewhere or I am curious, to correct stroke order. "   
  57. 57.  'it’s more comfortable or I’m more willing to study e.g. lying on my bed", " some people learn when they relax or lying on bed rather than on table“
  58. 58. E-learning is environmental friendly  e.g. while practicing handwriting  "I do not waste paper. "</li></li></ul><li>Conclusion<br />Learners are supportive of mobile learning, part of life <br />Mobilese is a useful, convenient language learning aid particularly in Chinese character recognition and writing.<br />Afford different learners’ style – visual, audio learners e.g. word stroke order, word history<br />The potential of Mobilese to support communication & social interactions - frequently used phrases in daily life & social settings e.g. greetings, transportation, food<br />
  59. 59. Future development <br />Content development:<br /><ul><li>Add more characters
  60. 60. Link up to textbook
  61. 61. Add frequently used words/phrases in daily life and social setting </li></ul>Mobile devicescompatibility :<br /><ul><li>Be adaptable to more versions of mobile phone, iphone & other mobile devices</li></ul>Additional features:<br /><ul><li>Search character by handwriting input 
  62. 62. Chinese-Pinyin-English dictionary for the words
  63. 63. Be able to print out characters and practice
  64. 64. Provide space on screen to compare own writing to system strokes  </li></li></ul><li>References<br /><ul><li>Kukulske-Hulme & Shield (2008), An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction, ReCALL 20(3): 271-289. 2008
  65. 65. Wang & Higgins (2006), Limitations of Mobile Phone Learning, The JALT CALL Journal, vol.2,No.1,pp3-14,2006
  66. 66. Belanger (2005), Duke University iPod first year experience final evaluation report, June,2005
  67. 67. Chinnery (2006), EMERGING TECHNOLOGIES Going to the MALL: Mobile Assisted Language Learning, Language Learning & Technology, January, 2006, Volume 10, Number 1 , pp. 9-16</li></li></ul><li>Thank you !<br />

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