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. http://icce2013bali.org/
ICCE2013

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

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. Bob Bilger the University of Illinois at Urbana-Champaign
Dr. Molly Mack

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

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

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

11. 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 Paper-
based Tests (2011). http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf
1. Introduction

12. 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
1. Introduction

13. 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
1. Introduction

14. 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
1. Introduction

15. 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 )
1. Introduction

16. 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)
1. Introduction

17. 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!
1. Introduction

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

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

20. 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
1. Introduction

21. 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
1. Introduction

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

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

24. 2.1 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)
2. Related
Works

25. 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)
2. Related
Works

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

28. 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)
2. Related
Works

29. 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.
2. Related
Works

30. 2.2 Seamless Learning
2. Related
Works

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

32. 2.2 Seamless Learning
2. Related
Works
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. 2.2 Seamless Learning
2. Related
Works
seamless rate :
the rate how we can carry out class seamlessly

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

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

36. 3.
SCROLL
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
3.1 Design

37. ・‘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。
3.
SCROLL
3.1
Design
3.1 Design
How the system supports linking

38. 4. Evaluation
4.1 The average outside-class learning time in our previous
evaluation (Evaluation I)
Outside-class Learning Time
(min)
Mean (SD)
t
Effect Size
(d)1
A (with
System) 142.25 (106.14)
0.391＊ 0.53 (Medium)
B (without
System) 130.7 (105.2)
(Uosaki et al., 2012)
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.
*p = 0.69
Data collecting method: by means of answering questionnaires on the web

39. 4.1 The average outside-class learning time in our previous
evaluation (Evaluation I)
Outside-class Learning Time
(min)
Mean (SD)
t
Effect Size
(d)1
A (with
System) 142.25 (106.14)
0.391＊ 0.53 (Medium)
B (without
System) 130.7 (105.2)
(Uosaki et al., 2012)
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.
*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
4. Evaluation

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

41. 4.2 Method
The evaluation design
4. Evaluation
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
Pre
-
test
Phase 1 Phase 1
Survey and
focus
groups
Group A
e-book with
SCROLL Post-
test
(1)
e-book Post-
test
(2)
Group A
e-book
e-book with
SCROLL

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

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

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

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

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

47. 4.4 Discussion
4. Evaluation
(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. 4.4 Discussion
4. Evaluation
(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. 4.4 Discussion
4. Evaluation
(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. 4.4 Discussion
4. Evaluation
(7) Was vocabulary learning effective using SMALL System?
yes
37%
weak yes
21%
yes or no
25%
weak no
13%
no
4%

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

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

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