This slide deck was used during my presentation at AsiaCALL 2017 in Ho Chi Minh City, Vietnam. All data herein is my property and those who wish to use this data must obtain permission first.
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.
The study was intended to examine the utilization as well as the availability of E-learning facilities in the teaching of senior school physics in Ilorin, Nigeria. The study was a survey type and all physics teachers constitute the population. A total of 60 teachers was sampled for the study. Multi-stage sampling technique was adopted in the selection of respondents. Simple random sampling technique was used to select 20 out of 35 secondary schools. Two structured checklists were used to collect data. Percentage and mean were used to answer the research questions while ANOVA was used to test hypotheses at 0.05 level of significance. The finding revealed that printers, photocopying machine, desktop computers, laptop computers, Android phones, electronic typewriters and scanners were available, E-learning facilities were not utilized, there is no significant difference in the utilization of E-learning facilities for teaching physics based on teachers’ qualifications and experience. It was then recommended that physics teachers should be given proper training on how to use as well as maintain E-learning facilities in their various schools in order to equip them with the necessary skills, knowledge and values that will enable them optimize teaching in a fast changing world.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
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.
The study was intended to examine the utilization as well as the availability of E-learning facilities in the teaching of senior school physics in Ilorin, Nigeria. The study was a survey type and all physics teachers constitute the population. A total of 60 teachers was sampled for the study. Multi-stage sampling technique was adopted in the selection of respondents. Simple random sampling technique was used to select 20 out of 35 secondary schools. Two structured checklists were used to collect data. Percentage and mean were used to answer the research questions while ANOVA was used to test hypotheses at 0.05 level of significance. The finding revealed that printers, photocopying machine, desktop computers, laptop computers, Android phones, electronic typewriters and scanners were available, E-learning facilities were not utilized, there is no significant difference in the utilization of E-learning facilities for teaching physics based on teachers’ qualifications and experience. It was then recommended that physics teachers should be given proper training on how to use as well as maintain E-learning facilities in their various schools in order to equip them with the necessary skills, knowledge and values that will enable them optimize teaching in a fast changing world.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
“But, Did It Work?”Effects of Teacher-Implemented ComputerAssisted Instructio...inventionjournals
Four students with learning disabilities participated in a supplemental repeated reading intervention in order to increase oral reading fluency (ORF) skills. Teachers implemented the computerized intervention with the students in an inclusive classroom during reading/language arts time. The students engaged with the computerized repeated reading program three times per week for 10 weeks. Teachers administered generalization passages once a week to determine each student’s reading skills on passages that had not been read. Study data revealed mixed results as the students increased their ORF on progress monitoring generalization passages and tended to reach their goals, but only two of the four students showed a positive level change on the computerized repeated reading intervention passages. Implications, limitations, and future research are discussed.
STUDENT’S ATTITUDES TOWARD INTEGRATING MOBILE TECHNOLOGY INTO TRANSLATION ACT...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
“But, Did It Work?”Effects of Teacher-Implemented ComputerAssisted Instructio...inventionjournals
Four students with learning disabilities participated in a supplemental repeated reading intervention in order to increase oral reading fluency (ORF) skills. Teachers implemented the computerized intervention with the students in an inclusive classroom during reading/language arts time. The students engaged with the computerized repeated reading program three times per week for 10 weeks. Teachers administered generalization passages once a week to determine each student’s reading skills on passages that had not been read. Study data revealed mixed results as the students increased their ORF on progress monitoring generalization passages and tended to reach their goals, but only two of the four students showed a positive level change on the computerized repeated reading intervention passages. Implications, limitations, and future research are discussed.
STUDENT’S ATTITUDES TOWARD INTEGRATING MOBILE TECHNOLOGY INTO TRANSLATION ACT...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
THE ATTIDUDES OF ELT STUDENTS TOWARDS THE INTERNETIN DOING THEIR HOMEWORKMxioMel Alt Alv
Educational technology has been gaining importance in English language teaching since with the help of technological tools teaching and learning became more effective.
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
Investigating the Effects of Variables of Gender, Locality, Computer Accessibility, and Computer Familiarity on Iranian High school Students’ Attitudes towards CALL
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
Student's Attitudes about Computer-Assisted Writing Classes: A Qualitative StudyMxioMel Alt Alv
Computer technology in English as a Second Language (ESL) and English as a Foreign Language (EFL) composition classrooms is becoming a norm of 21st-century literacy, environment, and culture.
Student's Attitudes Toward Integrating Mobile Technology Into Translation Act...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but
numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative
learning improve educational outcomes. This study aims to question the feasibility of replicating their
research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year
license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed
and their participation was examined through an interview that revealed the perceptions of their learning
experiences. The results of this study show that students, when allowed to use their cell phones according to
their own needs in a collaborative learning, become more interested in their learning and can improve their
English efficiency more than students in the conventional classroom. It is thus recommended that highly
advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
This presentation was given at the 2014 ALT Skill Development Conference in Aomori, Japan. The audience consisted of Assistant Language Teachers (ALT) and Japanese Teachers of English (JTE) from around Aomori prefecture. The content is about improving students' confidence in English and provides some suggestions for engaging students in learning activities to instill confidence.
This presentation was given at the JALTCALL 2014 conference. It discusses the lessons learned from an online collaboration between two language classes in Japanese and English. The presentation discusses steps to take to help ensure a successful collaboration as well as a ways find collaboration partners.
This presentation discusses two language learning websites, The Mixxer and Livemocha, and how they can be incorporated in language learning curricula. There is also a discussion of the caution one needs when approaching new language learning websites.
This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
Here's a presentation given at Hirosaki University as a faculty development seminar on how professors should teach students to publish and give presentations in English. The video on the final slide comes from YouTube so it's not included here - search for "how to improve your presentations" by SpeakFirst to find the video I used. My notes for each slide are included in the notes section, so make sure to check them out.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Japanese Univ Student Perceptions of MALL - AsiaCALL 2017
1. NCU Proprietary
A QUALITATIVE CASE STUDY OF JAPANESE
UNIVERSITY STUDENTS AND PERSONAL
SMARTPHONE USE IN ENGLISH AS A
FOREIGN LANGUAGE CLASSES
DR. EDO FORSYTHE
HIROSAKI GAKUIN UNIVERSITY
NORTHCENTRAL UNIVERSITY
2. NCU Proprietary
REVIEW OF THE LITERATURE
The Literature Review was broken down into 9 categories:
2
Historical Overview
Learning Theories Supporting Mobile Language Learning in EFL
Learning Theories Applied to Current Research
Recent Research into Computer Assisted Language Learning in
Japan
Mobile Devices in Japanese EFL Studies
Student Perspectives on Mobile Learning and Social Media
Student Perceptions of Smartphones in Japanese EFL Classes
Teacher Attitudes Toward Mobile Technology Integration
Teachers’ Perceptions of Smartphones in Japanese EFL Classes
3. NCU Proprietary
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
3
Study Problem and Purpose
4. NCU Proprietary
RESEARCH QUESTION
How do Japanese university students perceive the
requirement to use their personal smartphones to
complete EFL classroom activities, tasks, and
assignments?
4
5. NCU Proprietary
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)
5
6. NCU Proprietary 6
Transcribe • Researcher & assistants transcribed
interviews
Translate • Researcher & Assistants translated
and verified transcriptions
Analyze
• Researcher coded data
2X using Dedoose™
Data Analysis Procedures
7. NCU Proprietary
DEMOGRAPHICS
Six female, three male
(matched sample frame gender
ratio of 2:1)
All freshmen from various
departments within university
(specific data not collected)
Probably from across northern
Japan
(Hometown and secondary school
background data not collected)
Ages probably between 17 and 19
based on typical freshman ages
(specific data not collected)
9 participants
7
8. NCU Proprietary
DATA ANALYSIS RESULTS
8
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 experience
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
9. NCU Proprietary
DATA ANALYSIS RESULTS
9
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
10. NCU Proprietary
DATA ANALYSIS RESULTS
10
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
11. NCU Proprietary
IMPLICATIONS
EFL students want more personal smartphone use
in language classes
Students believe MALL is appropriate & expected;
trend of student smartphone use should continue
11
12. NCU Proprietary
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
12
13. NCU Proprietary
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
15. NCU Proprietary
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
16. NCU Proprietary
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.
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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)
Very briefly explain the salient points of the following literature review sections:
Historical overview
Recent research into CALL in Japan
Mobile devices in Japanese EFL
Japanese university student perspectives on smartphones use in EFL classes
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…