Mobile Learning Enhances EFL through Social Media Discussion

Symposium Summary
This symposium examines the potential
of emerging technologies -- including
social media (e.g., Facebook, Twitter),
hand-held devices (smart phone, iPod,
iPad), and e-Books -- to approach
ubiquitous language learning. Case
studies focusing on higher education in
Japan show how these communication
technologies could improve language
acquisition in EFL and ESL contexts.

Analyzing Successful
Mobile Learning for EFL
Takeshi Sato
Tokyo University of Agriculture and Technology, Japan
tsato@cc.tuat.ac.jp

What makes learning EFL
successful with mobile devices?
• Devices?
• technologically advanced function?
• Resources?
• Or anything else?

Overview
1. Background
2. Research Question
3. Research Procedures
4. Findings
5. Conclusion

Challenges in learning English
for the Japanese
• Very few chances to use English in their daily life
• Learning English for examination or job hunting
• Learning as knowledge acquistion
• Decontextualized learning materials
(Shirai 2011)

Mobile Learning
• Ownership
• Mobility
• Convergence of technologies
(Pachler et al. 2010; Kukulska-Hulme 2009)

Ownership
• All students in a
Japanese university
have mobile devices
• 94% smartphone
• 21% mobile phone
• 7% Tablet
(Kindai University 2013)
Retrieved from http://goo.gl/UWzH47

Mobility
“The mobility of digital
technologies creates
intriguing opportunities for
new forms of learning”
(Laurillard 2007 p. 153)
Retrieved from http://goo.gl/h0qw69

Convergence of technologies
• Technologically
advanced
presentation of
learning resources
(e.g. Chun & Plass
1996; Sato & Suzuki
2010, 2012)

Other advantages of
mobile learning
1.Personal
2.User centered
3.Mobile
4.Networked
5.Ubiquitous
6.Durable
Sharples, et al. (2007)
Retrieved from http://goo.gl/7Fbcao

CALL vs. MALL
CALL
• PC in a classroom or
house
• Fixed contents
• Giving some knowledge
to the learners
• Learning the knowledge
by answering questions,
for example.
• Technology is a tool for
effective display of the
knowledge
MALL
• Smart phone and mobile
phone
• Contents are from
learners
• Sharing the contents with
other learners
• Learning the knowledge
through sharing and
discussion the knowledge
• Technology gives an
environment to
communicate with others

Community of
Practice:
socializing
networking
discussing
negotiating
Learner Learner
Learner
Teacher
User generated
Contents from
their life worlds
User generated
Contents from
their life worlds
User generated
Contents from
their life worlds

Questions
• Does “mobile learning” enhance learners’ language
competence?
• Do mobile devices facilitate online communication
within a community of practice?
• Do the learners actively participate in the activities?

Practice 1
• English communication in English with mobile
devices
• LINE as an online communication tool
• One-month interaction with other members

LINE
• One of the most popular
communication tools in
the world
• Free download
• From one-to-one to
group communication
• Upload photos and
movies easily
• Stamps to express
feelings
• Give us a notice Retrieved from http://goo.gl/OjNzRH

Why LINE?
• Most mobile users
download
• Easy to use
• Available not only in
mobile devices but
also in PCs.
• Does not disclose
private
communications
Retrieved from
http://about.naver.jp/press/press_detail?docId=968

Procedures
1. 7 university under and post graduates as participants
2. Lower to upper intermediate English competence
3. English Communication with each member by way of
LINE group
4. 1 facilitator was selected
5. 3 posts per a weekday for a month
6. TOEIC test and essay writing before and after the
task

Finding 1: Number of posts
37
55
25
43
21 21
46
19
8
38
22
14
36
17
15
33
22
19
2
7 7
14
9
3
0
15
30
45
60
Total posts: 533

Posts per participant
108
71
79
69
64
93
49
0
28
55
83
110
Member1 Member2 Member3 Member4 Member5 Member6 Member7

Finding 2: Number of words
535
1,392
518
917
566
478
766
481
83
682
556
326
672
439 430
729
294 274
27
121 109
293
205
82
0
350
700
1050
1400
Total words: 10,975

Words per participant
3,539
996
2,055
940
1,296 1,253
896
0
1000
2000
3000
4000

TOEIC score
795
530
375
460
530
680 685
800
370
460
420
635
780
715
0
200
400
600
800
1,000
member 1 member 2 member 3 member 4 member 5 member 6 member 7
pre TOEIC post TOEIC

Listening Section
415
280
175
245
260
395
415420
250
225
210
300
420 425
0
125
250
375
500
Member 1 Member 2 Member 3 Member 4 Member 5 Member 6 Member 7
pre post

Reading Section
380
250
200
215
270
295
270
380
120
235
210
335
360
290
0
100
200
300
400
pre post

Posts and scores
380
250
200
215
270
295
270
380
120
235
210
335
360
290
0
100
200
300
400
3539 996 2055 940 1296 1253 896
pre post

Readability of pre & post essays
5
4
2.1
5.2
4
5.3
2.5
4.4
4.1
4.7
1.9
3.5
7.9
1.7
0
1
2
3
4
5
6
7
8
9
1 2 3 4 5 6 7
pre ARI
post ARI

Word Level (JACET 8000)
1.03
1.12
1.04
1.00
0.94 0.92
0.96
1.06 1.05
1.18
1.09
0.99
1.03
1.07
-0.10
0.10
0.30
0.50
0.70
0.90
1.10
1.30
1 2 3 4 5 6 7
pre essay
post essay

Length of their sentences
9.5
8
6.5
7.2
6.5
10.2
5.5
11.1
8.1
12.7
6.1
8.4
17.3
7.6
0
2
4
6
8
10
12
14
16
18
5 -160 85 -40 105 100 30
pre essay
post essay

How often did you check posts from
the other members?
sometimes, 1
often, 4
very often, 2

How did you feel when you posted?
rather
passively, 1
rather
actively, 5
actively, 1

How did you respond to inquiries
from the other members?
rather
passively, 1
rather
actively, 3
actively, 3

What did you think of the online
discussion in English?
rather
enjoyable, 2
enjoyable, 5

Why did you think so?
• No fixed topic allowed us to talk comfortably.
• Exposing various expressions from others made
my English improve.
• It was good to compare the expressions in English
with each other.
• I enjoyed interacting with other members about
various topics which would be useful in our life.
• It was enjoyable because we could chat with others
like we do with L1.
• I have never joined such discussion, so I felt it was
innovative.

Do you agree this the online discussion
would be useful in learning English?
rather
agree, 3
agree, 5

Why do you think so?
• It became a trigger to learn English for communication.
• I found I could make myself understood in English to some
extent.
• I sometimes feel irritated because I could not express
what I wanted to express, but such experience made me
motivated in studying English.
• Looking up dictionaries to participate in the discussion, I
improved vocabulary and grammar.
• I enjoyed the process to express what I want to say.
• Reading the posts from the other members was very
useful.

Challenges for English
communication with LINE
• Learners may not be
used to typing English
sentences with mobile
devices.
• They may worry
whether the text they
wrote is correct.
• Such factors may make
them reluctant to
participate in a
community of practice.
Retrieved 4th of August from http://urx.nu/aHJR

Translation bot as
a possible solution
• Translates any
Japanese message into
English automatically
• Not completely correct
but understandable
• Updating its database
continuously
Retrieved from http://about.naver.jp/press/press_detail?docId=491

Conclusions
• Online discussion by mobile learning might
improve English language competence, especially
in reading and writing skills.
• The more learners participate in the discussion,
the more they tend to improve.
• They could pay attention not only to meaning but
also to form by reading others’ posts.
• Interacting in a community of practice with user-
generated contexts seems to be a key for
successful EFL learning.

Stephen G. Lambacher
Aoyama Gakuin University
Tokyo, Japan
41
Using Social Media to Enhance
Second Language Learning

Overview
• Introduction
• Method
• Student Questionnaire
• Likes and Dislikes
• Conclusions/Recommendations
• Future plan
42

Roman Roads
• Spanned more than 250,000 miles.
43

New Roman Roads
1. The Internet (Information superhighway)
44

• Ancient roads connected hundreds of towns and cities.
• The new roads connect millions of
of homes and individuals.
"The world has gone from connected
to hyperconnected."
-- New York Times columnist Tom Friedman
45

48
elearninginfographic
@eLearngraphic

49
Should we embrace social media in the
foreign language classroom?

Stats worldwide
• Total number of monthly active users: 1,310,000,000
• Total number of mobile users: 680,000,000
• Percent of all users who log on in any given day: 48 %
• Average time spent per visit: 18 minutes
• The average American, aged 18-64, spends 3.2 hours
per day on social media sites.
For many people, Social Media is the last thing they
check at night and first thing they check in the
morning.
50
From Statistic
Brain (July 2014)

Popularity in Japan
• 2010 movie The Social Network.
• March 2011 earthquake and tsunami.
• Set up Groups and Pages to spread information and
collect donations.
• Job search tool.
51

Social constructivism/learning theory
• People create new knowledge and learn most effectively
through social interaction and exchanging information for the
benefit of others (Burr, 1995, 2003).
• A big part of social learning theory (Bandura, 1977) is providing
an environment where learners can connect to one another,
such as through social media, where individuals are equipped
to express themselves, establish various relationships, and
interact with others at any distance in time and space,
addressing their self expressive, networking and informational
needs (Yu, Tian, Vogel, and Kwok, 2010).
• Building on-line communities can facilitate long-term learning by
connecting students with course materials, professionals, and
classmates beyond the classroom (Langmia, Tyree, O’brien,
and Sturgis, 2013).
52

53
Why ?
• Many students already using it.
• Eliminates need for other programs.
• “Group” page is easy to create.
• Apps:
• post articles and information
• upload/download files and videos
• like button/comment
• messaging
• Chat
• Mobile app is available.

Participants
• 75 undergraduates at a private Japanese university in
Tokyo.
• Courses
• Intercultural Communication
• Presentations
• Writing
54

55
Activities
• Created a ‘Group’ page for each class.
• Disseminated class information and assignments.
• Presentations:
• Posted PPT presentations
• Ss commented on presentations
• Intercultural:
• Supplemented textbook assignments 
• Final project (groups created FB pages)
• Writing:
• Download and uploading of assignments

Questionnaire Survey Monkey
56

Facebook is my favorite
social networking site.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
13 14 17 5 2 2
57
Number of student responses

I use Facebook every day.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
16 8 13 6 6 4
58

Using Facebook helped me to
better prepare for this class.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
19 24 5 2 2 0
59

Using Facebook helped me to
better understand the homework
assignments in this class.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
25 20 5 3 0 0
60

I enjoyed using Facebook to
write comments and/or attach
photos during class.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
15 16 11 5 5 1
61

Facebook made this class
more fun and interesting.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
16 20 10 6 1 0
62

I think Facebook is a
good way to help
improve my English.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
12 14 16 8 2 1
63

Using Facebook improved
my English.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
10 14 14 12 2 1
64

I am glad my teacher
created a group Facebook
page for this class.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
21 20 10 2 0 0
65

Facebook should be used
more in this class in the
future.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
9 19 17 4 3 0
66

I wish Facebook was used
in my other classes.
Strongly
agree
Agree
Slightly
agree
Slightly
disagree
Disagree
Strongly
disagree
8 22 16 4 2 1
67

Student comments….
• I think using Facebook is fit to use English
class. I feel fun!
• I noticed the new way of using Facebook.
Thank you.
• I think it was useful to be able to share the
materials you use at the time of your
presentation.
• Using Facebook is one of the most
convenient way to contact and share
information about the class.
68

• I enjoyed using Facebook. My English skilled
up and I enjoyed! Thank you!
• The teacher communicating on Facebook
about the weekly homework was very helpful.
• My teacher reminded us that homework in
Facebook. I thought that it was good way to
unforgettable doing homework.
• It's good to use facebook because sending
message and knowing homework can be done
easily.
69

• At first, I didn't want to use Facebook because I
worried about the security of my information on fb. But
it was just a group and we didn't have to tell our
accounts to other students. And also the comments
which Mr. Lambacher posted were very clear to
understand homework or the next classes. I think it
should be continued in this class.
• The class was very convenient and easy-to-
understand regarding information, because I could
see it outside of the classroom every day. Thank you
all!
• It was convenient to check the homework, and to
contact the teacher.
70

Instructor’s observations
• Smooth dissemination of information and files.
• Shy students more likely to communicate.
• Accountability regarding assignments and absences.
• Common bond (community) created among students.
• Not necessary to “friend” students.
• Mobile platform available.
• Teacher should be a model social media user.
71

• Free, fun, easy to set up and use.
• Many Ss already users.
• Keep Ss in the loop.
• Multiple apps available.
• Collaborative learning and Community building.
• Share and interact beyond classroom.
• Ubiquitous learning.
• Good privacy settings.
• Ss can leave Group at any time. 72

• Privacy issues – Ss may not want to join.
• Ss communicating with outside friends.
• Copying and pasting homework from Internet.
• Managing many Groups may get overwhelming.
• Activities may lead to passive observation instead of
active learning and engagement.
• Easy to lose pedagogical focus.
73

Conclusions/Recommendations
• Very helpful as a classroom management tool.
• Improved and easier communication.
• Makes classes more enjoyable.
• Ground usage on pedagogical goals and objectives, and
match with desired platform.
• Be cautious of “friending” students – can still be connected to
Group without it.
• Ensure institutional support and infrastructure.
• Set aside times to check on Group pages.
• Teacher modelling of social media usage.
74

Future
• More integration into course activities.
• Investigate use with larger non-CALL classes.
• Examine effects on L2 acquisition through
empirical research studies.
75

References
• Bandura, A. (1977). Social learning theory. New York: General Learning Press.
• Burr, V. (2003). Social constructionism. 2nd edition, Routledge.
• Langmia, K., Tyree, T.C., O’brien, P., & Sturgis, I. (2013). Social media: Pedagogy
and practice. University Press of America.
• Mazer, J.P., Murphy, R.E., & Simmonds, C.J. (2007). I’ll see you on “Facebook”:
The effects of computer-mediated teacher self-disclosure on student motivation,
affective learning, and classroom climate. Communication Education, 56 (1), 1-17.
• Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing:
How Today’s Higher Education Faculty Use Social Media, Pearson Learning
Solutions and Babson Survey Research Group,
http://www.pearsonlearningsolutions.com/educators/pearson-social- media-
survey-2011-bw.pdf
• Yu, A.Y., Tian, S.W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually
boosted? An investigation of online social networking impacts. Computers &
Education, 55, pp. 1494-1503. 76

Thank you for listening!
Contact:
steve.lambacher@gmail.com
77

Project-based EFL
Learning through e-Book
and Video Creation
AILA World Congress Symposium
Utilizing Emerging Technologies and
Social Media to Enhance EFL Learning
11 August 2014
Kazunori Nozawa
Ritsumeikan University, Japan

Introduction
•Ritsumeikan University
•English for Specific Purposes
(ESP) to English for General
Academic Purposes (EGAP) at
College of Information Science
and Engineering (CISE)
•Language Informatics IV at
Graduate School of Language
Education and Information
Science (LEIS)

From WBT to BL and PBL
•Computer Assisted Language
Learning 2004-12 at CISE
•Technology Enhanced
Language Learning 2013-14 at
CISE
•Web-Based Training (WBT)
using JAVA-Script webpages
(2004-2006)

From WBT to BL and PBL
•Blended Learning (BL) using
Moodle and Project-Based
Learning (PBL) (2006-Current)
•Blended Learning (BL) using
emerging information
technologies (2003-Current) at
LEIS

PBL at CISE
•Short period group project for
movie creation and
presentation with iPad in
English 1 (Listening &
Speaking)
•PowerPoint group project with
Digital Storytelling in CALL
classes (2004-12)
•PowerPoint/Prezi group &
individual projects with Digital
Storytelling in CALL classes
(2013-Current)

PBL with iPad
•English 1 & 4 (L & S) classes
•Limited length (3-4 wks)
•Small group (basically 3)
•Limited No. of iPad (10)
•Movie creation (Promotion
video for a snack and a drink)
•Group presentation and Peer-
to-Peer evaluation

PBL with iPad
Preparation
Stage 1
• Info Search & Discussion
• Script Writing & Rehearsal 1
Preparation
Stage 2
• Rehearsal 2 & Movie Creation
• Movie Editing 1
Presentation
& Evaluation
• Movie Editing 2
• Group Presentation & Evaluation

iPad Project P2P
Evaluation (2013)

iPad Project Post-
Questionnaire (2014)

Final Project at LEIS
•eBook creation individual
project using iBooks Author or
Sigil for Language Informatics
IV (2013-Current)
•Only a few postgraduates
tried because of demanding
mastery of multimedia
software and time-consuming
creation activities.

eBook Project at LEIS 2013
• Only one out of two
enrolled postgraduates
tried to create an eBook as
the final project.
• He was very enthusiastic
about creating and using
eBooks for teaching EFL at
the secondary school level.

Final Remarks
 There were some
limitations of available
iPad or Mac PC, time on
task, and lack of software
training for the PBL;
however, students
participated positively
and enjoyed themselves.
 More carefully planned
PBL should be
implemented.

Introductory Outline
Towards ubiquitous language learning
* Mobile language learning, online at any time, any place, & any pace
* Using hand-held, portable, or wearable Internet-connected devices
* Smart phones, media players (e.g., iPod), tablets (e.g., iPad), etc.
* m-Learning in cultural, disciplinary, and temporal contexts
(next slide, adapted from McCarty, 2005a – see References, last slides)
* Ubiquitous computing
* Internet of Things: applications in Japan, ubiquitous learning
Initiatives on the way to ubiquitous language learning
* Mobile Internet since the late 1990s; author’s site from the year 2000
* Osaka Jogakuin University – iPod for all incoming students from 2004;
author’s podcasting and social media initiatives; iPad for students from
2012, with campus-wide wifi and faculty-created interactive e-books
Conclusion: pedagogy amplified by (mobile) technology
* Motivating, authentic, relevant, suitable, ubiquitous language learning

Ubiquitous Computing
*Defined as “machines that fit the human environment instead of forcing
humans to enter theirs” (Wikipedia, 2011)
* Internet of Things (Dormehl, 2014): physical world – Internet interface
* Hardware: cloud computing; sensor networks
* E.g., mobile phone infra-red or barcode readers, iPad QR code reader
* Software: embedded systems (built-in programs for specific tasks)
* E.g., controlling appliances while away, GPS location-based services
Home-made calling card with QR code
for mobile phones or tablets (iPad, etc.)
to access the author’s mobile Internet site
(this and below from McCarty, 2011b)
Hospital wristband barcode that nurses scan
to access the patient’s chart, confirming and
updating the patient’s data, avoiding mistakes
(the Kyoto Medical Center uses QR code)

Example of location-based services, utilizing GPS on mobile phones:
In case of an earthquake in a tourist area visitors are unfamiliar with,
they could point their phones at a sensor on a surface in a central area
and be directed to the nearest hospital and other relevant information
(adapted from Hirano, Nakatani, McCarty, & Masui, 2007)
Click here for the next screen

Initiatives on the way to Ubiquitous Learning
Mobile Internet was pioneered in the late 1990s in northern Europe and
Japan, with some geographical and proprietary limitations. In Japan, first
some big corporations made mobile sites with paid access, then users
could pay their providers for Web access, with formats for each major
provider, e.g., compact HTML by Nippon Telephone and Telegraph (NTT).
One of the first educational mobile
Internet sites accessible worldwide
included bilingual haiku and information
about the World Association for Online
Education (WAOE) http://www.waoe.org
Made in 2000, following NTT DoCoMo
specifications under consideration by the
W3 Consortium, the contents fit the small
screens at the time. This is the Web view.
(from McCarty, 2008)

Social Media to enhance Integrative Motivation
“Social media to motivate language learners from before admission to after
graduation” (McCarty, 2011a) details initiatives to reach students where they
are, online, first in the exclusively Japanese language Mixi social networking
service, to help students make English communication an authentic part of
their real lives. Nowadays many academics use social media professionally
(Lupton, 2014), and having students as Facebook friends or Twitter followers
seems natural, but at first there was a question whether students would
willingly interact with teachers in their private social spaces, with Asian
students typecast as having solely instrumental motivation. Collaborating on
podcasts with students from 2005 showed that students would reciprocate if
the teacher would go beyond class hours. Having a global audience
stimulated integrative motivation. Computer Communication class students
enjoyed working overtime on YouTube videos and other online media from
2007. A student reported that English was a “tool” when graded, but also a
“longing” to be part of the English-speaking world, thus showing both
instrumental and integrative motivation. Besides blended learning approaches
between classes, through social media the author was able to encourage high
school students to major in English, and to show concern for former students
after graduation (McCarty, 2011a).

Initiatives at Osaka Jogakuin University
In 2004, each incoming student received an iPod stocked with English
listening files. Note that when all students use the same device, it can
become an extension of the campus infrastructure. Educational materials
such as homework assignments were synched to each iPod. It was not fully
ubiquitous but at most “spoken Internet to go” (McCarty, 2005b).
The author’s “Podcasting student-generated performances to develop EFL
skills” had many listeners, which was motivating to the students. The site
of annotated audio files was reported on by the Sloan Consortium for
Online Education in the U.S. in 2007 and designated an “Effective Practice.”
From 2012, each incoming student has received an iPad, and with a wifi
network, the campus infrastructure is closer to supporting ubiquitous
learning. Some students have wifi at home, and devices can be purchased
from providers for Internet access in much of urban Japan. However,
e-books can be used on an iPad anywhere, except for their Web links to
further investigate topics. Most e-books are made by faculty members with
iBook author for content-based EFL (Bramley, 2014), with Oxford University
Press e-books also used for academic listening (Sarosy & Sherak, 2013).

iPad screen shot: a few of the Osaka Jogakuin University
faculty-created content-based EFL e-books, and paperless
college catalogues, all of which save natural resources

Example e-book affordances – economical: using many color photos, and
interactive: notes and (on other pages) self-check quizzes, Web links, etc.

Another affordance: besides text notes (“T” above), voice notes can be
recorded, by speaking near the iPad, and saved anywhere in the e-book
– from Lecture Ready 1 (Sarosy & Sherak, 2013)

References
Bramley, D. (2014). Tap into the future: A study of iPads and interactive eBooks in an e-
learning project. Osaka JALT Journal, 1(1), 89-108. Retrieved from
http://www.osakajalt.org/storage/journal/Osaka%20JALT%20Journal%20March%202014.pdf
Dormehl, L. (2014, June 8). Internet of Things: It’s all coming together for a tech revolution.
The Guardian. Retrieved from http://www.theguardian.com/technology/2014/jun/08/internet-of-things-
coming-together-tech-revolution
Hirano, K., Nakatani, Y., McCarty, S., & Masui, H. (2007). Applications of mobile research
in Japan. Ubiquity, 8(38), 1-34. Retrieved from http://waoe.org/president/ubiquity.pdf
Lupton, D. (2014). ‘Feeling better connected’: Academics’ use of social media. News &
Media Research Centre report, University of Canberra, Australia. Retrieved from
http://www.canberra.edu.au/faculties/arts-design/attachments/pdf/n-and-mrc/Feeling-Better-Connected-
report-final.pdf
McCarty, S. (2005a). Cultural, disciplinary, and temporal contexts of e-learning and English
as a foreign language. eLearn Magazine, April 2005 issue, Research Papers). Retrieved
from http://elearnmag.acm.org/archive.cfm?aid=1070950
McCarty, S. (2005b). Spoken Internet to go: Popularization through podcasting. JALT
CALL Journal, 1(2), 67-74. Retrieved from http://journal.jaltcall.org/articles/1_2_McCarty.pdf

McCarty, S. (2008, May 31). Making mobile phone Websites. A workshop at JALTCALL
2008, Nagoya University of Commerce and Business. Retrieved from
http://www.slideshare.net/waoe/workshop-on-making-mobile-phone-homepages/
McCarty, S. (2011a). Social media to motivate language learners from before admission to
after graduation. In A. U. Chamot & W. M. Chan (Eds.), Studies in Second and Foreign
Language Education, Vol. 5: W. M. Chan et al. (Eds.) Media in Foreign Language
Teaching and Learning (pp. 87-105). Berlin, Germany: De Gruyter Mouton.
McCarty, S. (2011b, October 17). Ubiquitous computing and online collaboration for open
education. A keynote address at the Malaysian Educational Technology Convention,
Kuantan, Malaysia. Retrieved from http://www.slideshare.net/waoe/malaysia-keynote
Sarosy, P. & Sherak, K. (2013). Lecture ready 1: Strategies for academic listening and
speaking. Oxford: Oxford University Press [textbook & Website or e-book].
Wikipedia (2011). Ubiquitous computing. Retrieved from
http://en.wikipedia.org/wiki/Ubiquitous_computing
Thank you!
E-mail: waoesteve@gmail.com
Bookmark: Bilingualism and Japanology Intersection
http://www.waoe.org/steve/epublist.html

A Blended Environment with m-Learning:
Impact on EFL Skills
Hiroyuki Obari (Ph.D.)
Aoyama Gakuin University
AILA Symposium
August 11th, 2014

Overview
 Pedagogy of (TELL)
 Method
 ATR CALL Brix
 Newton’s m-Learning
 Globalvoice CALL
 Assessment
 Summary
 Conclusions

Research Questions:
• (1) Are blended learning activities using mobile devices
useful in improving students’ overall English skills?
• (2) Can online TED Talks and ATR CALL Brix program
help to improve the TOEIC scores of Japanese EFL
learners?
• (3) Can Globalvoice CALL help to improve English
pronunciation of Japanese EFL learners?
• (4) Can online Newton m-Learning program help to
improve the TOEIC scores of Japanese EFL learners?

Survey (1)
Have you ever used mobile devices for language learning?
77% of students utilize mobile devices for language learning
77%

Survey (2)
Have you ever received any information regarding mobile devices from your teachers?
The majority of teachers is not actively introducing mobile devices to their students.
39%

Survey (3)
Question:
Do you think learning English with mobile devices is effective?
90% of students believe that mobile devices can be effective for language learning.
90%

Second Survey (4)
Do you have enough knowledge to utilize mobile devices for language learning?
Approximately 30% of students admitted that they had insufficient knowledge to use mobile
devices for language learning.
30%

ＴＥＬＬ
LMS
ATR Brix
Opic
Globalvoice
CALL
E-Learning
Cooori
Newton
Digital
storytelling
SNS
Blogs Facebook

The Paradigm Shift: Aspect of Learning
No More Teacher’s Monopoly
Student’s Control
Open Source Approach

How can one learn English?
1st person experiences
Comprehensible input i+1
ICT and Mobile Technologies

Social Constructionism
New knowledge through social interaction
and exchanging information (Burr,1995,2003)
Build Ideas through Experiential Learning,
Jean Piaget (Bandura, 1977)

Blended Learning:
• Partly through online delivery of content and
instruction
• Face-to-face classroom methods combined
with computer-mediated activities.
• Babu M, Sameer (2009) defines Blended
Learning as a fruitful effort in integrating live
classroom activities including face-to-face
instructions along with online learning.

The Smartphone (mobile devices)
128
100% 30%

Learning any place, any time:
(Ubiquitous) Social Constructionism
People can create new knowledge and
learn through social interaction and
exchanging information (Bur, 1995,
2003).
Constructionism is connected with
experiential learning (Bandura, 1977).

Flipped Lessons:
 Online Learning Materials
 PPTS
 Digital Storytelling
 Presentation Practice
 Interaction
 Blog writings

Study from April 2013 to January
2014.
Flipped lessons:
• Students watched TED Talks (Mobile & PC)
• Wrote twenty 300-word summaries.
• STS presented oral summaries in class.
• STS used Globalvoice CALL software to brush up on Prosody and
segmental features. (PC in class)
• STS used Newton e-Learning TOEIC Practice Kit (Mobile & PC)
• STS use ATR CALL Brix (Mobile & PC)
• STS studied World Heritage sites (PPTS, DS, Blogging, Share)
• A questionnaire was administered.

133
 LMS (Learning Management System)
 ATR CALL Brix
 Newton’s m-Learning Program
 Computer Assessment
 SNS (Facebook, Twitter, Line)
 iPad, Smartphone
Technology Enhanced Language Learning

 Online TED Talks
 Online International Heritage Sites
 Newton e-learning TOEIC Practice
 ATR CALL Brix (Assessment and
Learning)
Digital Learning Materials

570
687
4月 1月
SD 102
SD 108
Improvements
+ 117
points

416
600544
773
4月 1月
下級上級
+184
Improvements of
TOEIC scores
+229

TED TALKS, Useful in Learning English?
91% (N=90)
43, 48%
39, 43%
6, 7%
2, 2%
0, 0%
Strongly agree Agree Neutral Disagree Strongly disagree

TED TALKS:
Writing > Listening > Reading > Speaking

ATR CALL Brix, Useful:
79% (N=90)
21%
58%
15%
4%
2%

Newton e-Learning, 81%
useful (N=90)
34%
47%
16%
2%
1%

Globalvoice CALL, Useful:
91% (N=90)
38%
44%
12%
5%
1%

PPT Presentation
83％
Digital story telling
86％
Blog Presentation
68％

Improvements of TOEIC scores
313
264
577
331
297
628
0
100
200
300
400
500
600
700
Listening Reading Total
Apr-14 Jul-14

Number above 600 and
above 700 (n=25)
18
5
22
8
0
5
10
15
20
25
600点以上 700点以上
4月 7月

2. PowerPoint is useful:
100% (n=25)
68%
32%
0%
0%
0%
大いに多少はどちらでもないほとんど全く

3. Digital storytelling is useful:
92% (n=25)
28%
64%
4%
4%
0%

4. Newton e-Learning TOEIC
Practice Kit is useful: 92% (n=25)
44%
48%
4%
4%
0%

5. ATR CALL Brix is useful:
96% (nu=25)
72%
24%
4%
0% 0%

6. Lecture Ready 2 digital
text is useful: 92% (n=25)
48%
44%
8%
0% 0%

8. Globalvoice CALL is
useful: 81% (n=25)
16%
36%
44%
4%
0%

Globalvoice CALL is useful in
speech training: 91% (N=86), 2013

11. iPad mini is useful in
learning English: 88% (n=25)
68%
20%
12%
0% 0%

12.Doodlecast Pro is useful:
76% (N=25)
24%
52%
16%
8%
0%

162
 It promotes better linguistic skills in students
• Vocabulary
• Writing
• Reading
• Speaking
• Better paralinguistic skills
 Rhetorical Skills
 Develop creative thinking
 Construct knowledge, and develop innovative products
Why should we use digital storytelling?

Portfolio
Assessment
Presentation
TOEIC
Pre vs. Post
Prosody
Participation
Digital
storytelling
Blogs

Globalvoice CALL pre vs. post
• Male pre
• Male post
• Female pre
• Female post

 Improvements of TOEIC Test scores
 Presentation skills
 Peer assessment (BBS)
 Prosody
Portfolio Assessment

Gunma JALT 2006 166
Assessme
nt

Summary of Research
Questions and Answers
 (1) Are blended learning activities using mobile devices
useful in improving students’ overall English skills? Yes
 (2) Can online TED Talks and ATR CALL Brix program help
to improve the TOEIC scores of Japanese EFL learners? Yes
 (3) Can Globalvoice CALL help to improve English
pronunciation of Japanese EFL learners? Yes
 (4) Can online Newton m-Learning program help to improve
the TOEIC scores of Japanese EFL learners? Yes

168
Conclusions: Education
for the 21st century
 Blended Learning
 Make the most use of advanced technologies to
get information, analyze, integrate, restructure
one’s own intellectual framework, and develop
thinking networks.
 People can create new knowledge and learn
through social interaction and exchanging
information.

169
• Brain
• Mind
• Body
• Spirit
SENSE THOUGHT

Why Study?
The opening words of Psalm 27,
‘Dominus illuminatio mea’ (The Lord
is my light and my salvation), are the
motto of the University of Oxford on
its coat of arms.
Globalization and Human Person

Please contact me for more information:
obari119@gmail.com
171
Thank you for your kind attention.
May God bless you all.

Mobile Learning Enhances EFL through Social Media Discussion

Mobile Learning Enhances EFL through Social Media Discussion

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