Uploaded byMari Yamauchi
20120107 hicoe yamauchi
This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
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20120107 hicoe yamauchi
- 1. Blogs in L2Classroom: Maximizing Meaning-Focused Output Mari Yamauchi Chiba University of Commerce HICOE 2012, January 07, 2012, Honolulu
- 2. Goals Goals ofthis 3-year research* 1. To build an online learning environment where students can use English for communicative purposes 2. To propose practicable ways to integrate out-of-class activities with in-class activities, esp. where there is limited access to ICT in the classroom *Supported by Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research (2011-2013)
- 3. Many Japanese universitystudents learning EFL (esp. non-English majors) have had very few opportunities to use English out of class for communicative purposes. 60% 45% 30% 58% Exposed to English out of class 15% Exposed to little English out of class 21% 0% Q: What do you think of your experience learning English? (Multiple answers; 2010, N=24)
- 4. Q: How oftendo you use English out of class? (2011, N=92) Reading Writing 8% 6% 11% 19% 53% Listening 20% Speaking 64% 20% 13% 6% 18% 49% 18% 57% 19% 19% (Almost) Everyday Twice a week or more Once a week or less (Almost) Never
- 5. Three functions ofoutput (Swain, 1995) Noticing/Triggering: Output raises learners’ awareness of gaps in their knowledge Hypothesis-testing: Learners’ output is a test of a learner-generated hypothesis Metalinguistic: Learners use language to reflect on language, allowing them to control and internalize it
- 6. Although it isquite easy to be exposed to spoken or written English, not many university students are ready for online activities using English. Once they get used to those activities, they can keep using/learning English after the course.
- 7. It is stillcommon to have a language class in a regular classroom with limited access to ICT
- 8. Platforms considered* Teacher’s Cellphone Organized Customi- Closed Open Grading Multimedia readiness compatibility activities zation community community Moodle Blogger Posterous Twitter Facebook Tumblr Mixi *As of September, 2010
- 9. Students may relytoo much on (feature) phones How user-friendly was Moodle for you? (2010, N = 24) I wish I could have used my 8% 4% cellphone! 25% 25% It would’ve been easier with a smartphone! 38% How about using cellphones for such online discussions? Very easy Easy Don’t know Little difficult Very difficult Websites incompatible with cellphones are inconvenient.
- 10. Integrating student blogging ✦ A class blog was set up for students to share their English output ✦ Posting by email was used to make it easier to for them to start blogging (allowing hands-on in a regular classroom)
- 11. Integrating student blogging ✦ Topics were selected from what they wanted to say to make writing more meaning-focused ✦ Students’ posts were used in class to facilitate noticing and give feedback to the “hypotheses” ✦ Pair/Group work was related to their previous/next posts to facilitate noticing and hypothesis-testing through peer interaction
- 12. Topics (& languageobjectives) • Daily life : School, Part-time job, Club, Friends, Family, Shopping, Eating, Pastimes, Hobbies • Events : Travel, Parties, Festivals, Concerts, Vacation; Memories, Plans • Reviews : Books, Comics, Movies, Dramas, Songs, Music • News : Environment, Technology, Society, Health, Science, Politics, Entertainment
- 13. Topics (& languageobjectives) cf. CEFR A1 A2 B1 • familiar • frequently used • familiarmatters everyday expressions regularly encountered phrases • in work, school, leisure very basic personal • very basic & family information, • situations likely to phrases shopping, local arise while traveling • needs of a geography • simple connected text concrete • simple/direct on topics familiar or of type exchange of personal interest • questions information on • experiences, events, about familiar/routine matters dreams, hopes, personal ambitions, reasons, details • his/her background, explanations for immediate opinions, plans environment/need
- 14. Blog Posts In-class activity Blog post A: What were you doing at 7 PM yesterday? Grammar B: I (am, was) eating dinner. Exercise A: What (do, did) you eat? (Worksheet) B: I (have, had) pizza and fried noodle.
- 15. Blog Posts In-class activity
- 16. Findings & Issues Increased accessibility and activity design helped increase participation in online activities Students found productive use of English and sharing their output beneficial (though challenging) They were satisfied with how “feedback” on their output was given in class They wanted feedback on language error They wanted to edit their posts
- 17. 1. Increased Participation 400 40 300 30 200 20 10 100 0 Assignements Posts/Contributer Posts/Topic 0 Posts 2010 Fall (N=24) 2011 Spring (N=27)
- 18. Page views: April- July, 2011 4000 3332 2846 2944 3000 2286 2000 1000 729 58 0 2011.3 2011.4 2011.5 2011.6 2011.7 2011.8
- 19. 2. They foundblogging beneficial & challenging Do you think blogging in English What do you think of blogging in English? will help you improve your English? (N=27) 65.5 (%) 44.8 10% 41.4 34.5 7% 27.6 27.6 83% I enjoyed reading others’ posts I enjoyed writing my opinions/ideas in English I found myself using English more often Yes It was difficult to write in English No It was difficult to read in English Don’t know I'm now feeling more comfortable using English
- 20. My writing skillsimproved through blogging during this I feel I understand what it’s like to use semester. English in everyday life. I’ve improved my English I was happy that communication with my through blogging so I want to classmates increased through blogging. do more next semester. I felt uncomfortable blogging first but I Blogging in English was enjoyed it later on as I got used to it. challenging but fun. It’d be great if we post whenever we like, in addition to assigned tasks.
- 21. July May
- 22. July April
- 23. 3. Feedback ontheir output in class How did you like the way your posts were used in class? (N=27) (%) 67 23 23 10 Good to learn how to say something I wanted to say Easier to write something related to what was covered in class Happy to have my posts used in class Don’t want my posts used in class
- 24. 4. Feedback andcorrection Suggestions for better blogging activities? (N=27) 40 40 (%) 23 17 Mistakes to be corrected Posts to be editable More comments from teacher Interactions to be increased
- 25. Feedback and correction- Issues Teacher feedback on language error As a comment to each post? LMS (Moodle) might work better? (What about giving a comment to each forum post?) Allowing students to edit their posts They need to have their own accounts If they have an account, which platform is the best?
- 26. iPads might helpto give some hands-on At least one iPad per 3 students desirable
- 27. To conclude ... 1.Using posting by email helps get students started easily in a classroom with limited access to ICT, but this way of using a class blog has its limitations. A better solution will be looked for.
- 28. To conclude ... 2.Giving students opportunities to express what they want to express, with appropriate feedback to their output (as “hypotheses”), can facilitate their learning. These productive tasks also help them realize English is a tool for communication, not just as another subject to study.
- 29. To conclude ... 3.Students’ output should be analyzed to see if their English is improved through these productive activities.
- 30. To conclude ... 4.As they get used to sharing their writing online, they will become more active and communicative in the classroom. (A positive “side” effect)
- 31. To conclude ... 4.As they get used to sharing their writing online, they will become more active and communicative in the classroom. (A positive “side” effect)
- 32. To conclude ... 4.As they get used to sharing their writing online, they will become more active and communicative in the classroom. (A positive “side” effect)
- 33. Thank you! Mari Yamauchi Chiba University of Commerce HICOE 2012, January 07, 2012, Honolulu