Text of 10122603劉倪均 cell phone video recording feature as a language learning tool(102 2)
1. Cell phone Video Recording Feature as a Language Learning tool : A case study Presenter: Ni-Jyun Cathy Liu Instructor: Dr. Pi-Ying Teresa Hsu Date: March 3, 2014
2. Citation Nicolas A. G. (2012). Cell phone video recordingfeature as a language learning tool: A case study. Computer & Education, 58 (1), 223-230.2 3. Contents Introduction Purpose Literature Review MethodologyResult & Conclusion Critiques & Suggestions 3 4. Introduction Background Purpose Research Questions 4 5. Background 5 billion cell phones world wideSmart phone > tablet size computers(International Telecommunication, 2010)(Economist Intelligence Unit, 2009, P. 121)Mobile subscription worldwide stands at 80 %(Economic, 2010) 5 6. Background6 7. Background7 8. Purpose 2. Assess the students opinions about activities 1. Evaluate feasibility of integrating such a project and learning approach using the cell phone video recording feature in thelanguage learning classroom.8 9. Research Questions 1. How Japanese EFL undergraduate 2. What s the effect of the task on students students use their cell phone video vision of the benefit on the cell phone video recording feature to complete a verbal recording feature? performance?9 10. Literature Review Cell phone as a learning tool 10 11. Cell phone as a learning toolImprovements in technology and practical applicationsphonesasareanneededtoappropriaterendercellplatformtodeliver educational material to students. (Motiwalla, 2007; Oliver & Goerke, 2008; Pouezevara & Khan, 2007; Shudong & Higgins, 2006)11 12. Cell phone as a learning toolThe use of cell phones does not replace learning; they simply provide a new tool for learning.(Shudong & Higgins, 2006)12 13. Cell phone as a learning toolThe cell phone technology empowers owners to record events that enable them to develop an identity and a perception of the environment inwhich students live. (Cavus & Ercag, 2009; Gromik, 2009)13 14. Methodology Instruments Participants Procedure 14 15. SurveysInterviewsInstrumentsObservations30 seconds video on a weekly basis 15 16. 9 second year undergraduate engineering students19-20 years old with mixed English as a Foreign LanguageParticipants6 years of English exposureJapanese National University 16 17. Procedure Pre-surveyCell phone video performance14 weeksPost-survey 17 18. Result & Conclusion Average weekly performance Cell phone video speaking performance Recording attempts Preparation time to produce one video Areas of improvement Paired samples t-test analysis Pearson product-moment correlations18 19. Average weekly cell phone video production word and time performance19 20. Pre/post cell phone video speaking performance46.111.6467.662.2620 21. Recording attempts before final videoDifficulty of producing videos 1. Vocabulary recollection 2. Pronunciation satisfaction 3. Visual presentation21 22. Preparation time to produce one videoVideo production process 1. Write a script and memorize 2. Practice 3. Preview22 23. Areas of improvementStudents believed they gained a positive learning outcome.23 24. Pre/post test survey paired samples t-test analysis24 25. Pearson product-moment correlations between variables from weekly production process report and post-survey25 26. Conclusion Students were encouraged to contemplate best video production strategies as well as enhance students output performance. Learners are becoming more familiar with using their cell phones to create and share content meaningful to them.All students concluded that cell phone were a good learning tool. 26 27. Critiques & Suggestions 27 28. Critiques & SuggestionsThis study should provide why chose speaking skill to be research target.This study should provide more examples of surveys, interview questions, and observation outcomes. 28 29. Thanks for your listening29.