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Presented at GloCALL 2011, Manila Yamauchi
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Mari Yamauchi Chiba University of Commerce
GloCALL 2011, October 28-29, 2011 Manila, Philippines
Effective implementation of a class blog in the traditional classroom setting: Toward more learner-centered EFL instruction
11年10月30日日曜日
Japanese university students learning EFL (esp. non English majors) need more opportunities to use English
Outside of the classroomFor communicative purposes
BACKGROUND & GOALS
Goals of this 3-year research*
To build an online learning environment where students can use English for communicative purposes
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)
11年10月30日日曜日
Classroom with limited access to ICT → Limited hands-on activities
11年10月30日日曜日
PLATFORMS CONSIDERED*
*As of September, 2010
Teacher’sreadiness
Cellphonecompatibility Grading Multimedia Organized
activitiesCustomi-
zationClosed
communityOpen
community
Moodle ★★★ ★ ★★★ ★ ★★★ ★★ ★★★ ★
Blogger ★★★ ★★ ★ ★★ ★★ ★★★ ★ ★★★
Posterous ★★ ★★ ★ ★★★ ★★ ★★★ ★★ ★★★
Twitter ★★ ★★★ ★ ★★ ★ ★ ★ ★★★
Facebook ★ ★★ ★ ★★ ★? ★? ★★ ★★★
Tumblr ★ ★★ ★ ★★? ★? ★? ★★? ★★★
Mixi ★ ★★★ ★ ★? ★? ★? ★★★? ★?
11年10月30日日曜日
USING MOODLE - 2010 FALL
11年10月30日日曜日
• Using forums for homework writing assignments (to build a learner corpus) ← English 1D (Year 1, N=33)
• Using Moodle Network to set up intercollegiate discussion forums (= “Moodle Project” ) ← English 2B (Year 2, N=25)
• Using forums for warm-up and follow-up activities ← English 2B, English 1D
Uhida & Yamauchi (2011), Yamauchi (2011), Yamauchi & Uchida (2011) , Harashima, Kanda, Sato & Yamauchi (2011)
USING MOODLE, 2010 FALL
11年10月30日日曜日
1. For some, using Moodle outside of class was difficult, or too much of a hassle.
FINDINGS (2010)
0%# 10%# 20%# 30%# 40%# 50%# 60%# 70%# 80%# 90%# 100%#
Very#easy#to#use#
Easy#to#use#
Not#sure#
A#li;le#diffiult#to#use#
Very#difficult#to#use#
0"
2"
4"
6"
8"
10"
12"
14"
16"
Mixi" Twi-er" Email" Blog" Facebook" Moodle"Don't"know"
Was it easy to use
Moodle? (2B, N = 24)
Which would you like to use for
online discussion? (2B, N = 24)
11年10月30日日曜日
2. Students enjoy communicating in English online (once they get used to it).
3. Topics that interest them will motivate them to write in English (if they feel they can).
FINDINGS (2010)
0"
2"
4"
6"
8"
10"
12"
14"
16"
18"
Topics"I'm"interested"
in"
Feedback"from"the"teacher"
Interac<on"with"other"students"
Scores" Rankings"
What do you think would motivate you to join?(2B, N = 24)
Don’t know13%
Good idea83%
Very good idea4%
What do you think of sharing information or opinions in English
online? (2B, N=24)
11年10月30日日曜日
USING A CLASS BLOG - 2011 SPRING
11年10月30日日曜日
• A class blog was used as the platform, which allowed the students to post by email.
• Topics and target language objectives were selected from the initial class survey, a Can-Do list adapted from CEFR, and students’ posts.
• Student blogging was explicitly integrated with class work, with a lot of pair work/group work
• Focus-on-form instruction was given before and after posting on a particular topic.
USING A CLASS BLOG
11年10月30日日曜日
BLOG ALLOWED STUDENTS TO POST BY EMAIL
Posting by email → Hands on available in a regular classroom
11年10月30日日曜日
POSTING USING EMAIL (BLOGGER)
11年10月30日日曜日
• A class blog was used as the platform, which allowed the students to post by email.
• Topics and target language objectives were selected with reference to the initial class survey, CEFR descriptors, and students’ posts.
• Student blogging was explicitly integrated with class work, with a lot of pair work/group work
• Focus-on-form instruction was given before and after posting on a particular topic.
USING A CLASS BLOG
11年10月30日日曜日
TOPICS & LANGUAGE OBJECTIVES ← CEFR, SURVEY, POSTS
A1 A2 B1• familiar
everyday phrases
• very basic phrases
• needs of a concrete type
• questions about personal details
• frequently used expressions
• very basic personal & family information, shopping, local geography
• simple/direct exchange of information on familiar/routine matters
• his/her background, immediate environment/need
• familiar matters regularly encountered in work, school, leisure
• situations likely to arise while traveling
• simple connected text on topics familiar or of personal interest
• experiences, events, dreams, hopes, ambitions, reasons, explanations for opinions, plans
11年10月30日日曜日
TOPICS & LANGUAGE OBJECTIVES:CEFR, SURVEY, POSTS
• 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
“These are the topics the students last year said they would like to
cover in class. What topics would you like to talk about in English?”
11年10月30日日曜日
TOPICS & LANGUAGE OBJECTIVES ← SURVEY, CEFR, POSTS
Blog post
A: What were you doing at 7 PM yesterday?B: I (am, was) eating dinner. A: What (do, did) you eat?B: I (have, had) pizza and fried noodle.
Grammar Exercise (WS)
11年10月30日日曜日
• A class blog was used as the platform, which allowed the students to post by email.
• Topics and target language objectives were selected from the initial class survey, a Can-Do list adapted from CEFR, and students’ posts.
• Student blogging was explicitly integrated with class work, with a lot of pair work/group work
• Focus-on-form instruction was given before and after posting on a particular topic.
USING A CLASS BLOG (2011 SPRING)
11年10月30日日曜日
Posting
In-class activityFocus on form
Grammar & Conversation
Reading & Interview/
Survey
11年10月30日日曜日
RESULTS - 2011 SPRING
11年10月30日日曜日
0%# 10%# 20%# 30%# 40%# 50%# 60%# 70%# 80%# 90%# 100%#
Very#easy#to#use#
Easy#to#use#
Not#sure#
A#li;le#diffiult#to#use#
Very#difficult#to#use#
2010 FallWas it easy
to use Moodle?
(2B, N = 24)
0%# 10%# 20%# 30%# 40%# 50%# 60%# 70%# 80%# 90%# 100%#
Very#easy#
Easy#
A#li7le#difficult#/#a#bit#of#hassle#
Very#difficult#/#a#big#hassle#
2011 SpringWas it easy to post by
email? (2B, N = 27)
ACCESSIBILITY INCREASED
11年10月30日日曜日
PARTICIPATION INCREASED
0
10
20
30
40
Assignements Posts/Contributer Posts/Topic
2010 Fall (2B, N=24)2011 Spring (2B, N=27)
0
100
200
300
400
Posts
11年10月30日日曜日
0
1,000
2,000
3,000
4,000
2011.3 2011.4 2011.5 2011.6 2011.7 2011.8
58
2846 29443332
2286
729
Page views: April - July, 2011
11年10月30日日曜日
I enjoyed reading others’ posts
I enjoyed writing my opinions/ideas in English
I found myself using English more often
It was difficult to write in English
It was difficult to read in English
I'm now feeling more comfortable using English
0 18 35 53 70
What do you think of blogging in English? (2B, N=27)
Do you think blogging in English will help you improve your English? (2B, N=27)
10%7%
83%
Yes No Don’t know
USING ENGLISH - BENEFICIAL; CHALLENGING & FUN
(%)
11年10月30日日曜日
STUDENTS WANT LANGUAGE HELP/FOCUS ON FORM
How did you like the way your posts were used in class?
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
0 18 35 53 70 (%)
Mistakes to be corrected
Posts to be editable
More comments from teacher
Interactions to be increased
0 10 20 30 40
Suggestions for better blogging activities?
(%)
11年10月30日日曜日
• I feel I understand what it’s like to use English in everyday life.
• It’d be great if we post whenever we like, in addition to assigned tasks.
• My writing skills improved through blogging during this semester.
• I’ve improved my English through blogging so I want to do more next semester.
• Blogging in English was challenging but fun.
• I felt uncomfortable blogging first but I enjoyed it later on as I got used to it.
• I was happy that communication with my classmates increased through blogging.
SOME OF THE STUDENTS’ FEEDBACK (FREE DESCRIPTION)
11年10月30日日曜日
WRAP UP
11年10月30日日曜日
• Using posting by email helps get students started easily in a classroom with limited access to ICT.
• Giving students opportunities and help to express what they want to express helps them realize English is a tool for communication.
• As they get used to sharing their writing online, they will become less shy in the classroom.
• As they want to write and communicate more with other people, they will start using a computer.
EFFECTIVE IMPLEMENTATION OF A CLASS BLOG
11年10月30日日曜日
NEXT STEP: INTER-SCHOOL / INTERNATIONAL BLOGGING
2011 Spring 2011 Fall
11年10月30日日曜日
NEXT STEP: IPADS WILL HELP?
11年10月30日日曜日
Thank you!
11年10月30日日曜日