10122603劉倪均 cell phone video recording feature as a language learning tool(102 2)
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Transcript of 10122603劉倪均 cell phone video recording feature as a language learning tool(102 2)
Cell phone Video Recording Feature as a Language
Learning tool : A case study
Presenter: Ni-Jyun Cathy Liu Instructor: Dr. Pi-Ying Teresa HsuDate: March 3, 2014
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Nicolas A. G. (2012). Cell phone video
recording feature as a language learning
tool: A case study. Computer & Education,
58 (1), 223-230.
Citation
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ContentsIntroduction
Purpose
Literature Review
Methodology
Result & Conclusion
Critiques & Suggestions
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Introduction
Background Purpose Research
Questions
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Background5 billion cell
phones world wide
(International Telecommunication, 2010)
Smart phone >tablet size computers
(Economist Intelligence Unit, 2009, P. 121)
Mobile subscription
worldwide stands at 80 %
(Economic, 2010)
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Background
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Background
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Purpose1. Assess the feasibility of integrating
activities using the cell phone video
recording feature in the language
learning classroom.
2. Evaluate students’ opinions about
such a project and learning approach
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Research Questions1. How Japanese EFL undergraduate
students use their cell phone video
recording feature to complete a verbal
performance?
2. What ‘s the effect of the task on
students’ vision of the benefit on the cell
phone video recording feature?
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Literature Review
Cell phone as a learning tool
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Cell phone as a learning toolImprovements in technology and
practical applications are needed to
render cell phones as an appropriate
platform to deliver educational material
to students. (Motiwalla, 2007; Oliver & Goerke, 2008; Pouezevara & Khan, 2007; Shudong & Higgins, 2006)
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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)
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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 in which students live.
(Cavus & Ercag, 2009; Gromik, 2009)
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Methodology Instruments
Participants Procedure
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Surveys Interviews
Observations 30 seconds video on a weekly basis
Instruments
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9 second year undergraduate
engineering students
19-20 years old with mixed English as a Foreign Language
6 years of English exposure
Japanese National University
Participants
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ProcedurePre-survey
Cell phone video
performance
Post-survey
14 weeks
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Result & Conclusi
on 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 correlations
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Average weekly cell phone video production word and time performance
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Pre/post cell phone video speaking performance
46.11
67.66
1.64
2.26
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Recording attempts before final video
Difficulty of producing videos
1. Vocabulary recollection2. Pronunciation satisfaction3. Visual presentation
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Preparation time to produce one video
Video production process
1. Write a script and memorize
2. Practice3. Preview
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Areas of improvement Students believed they gained a positive learning outcome.
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Pre/post – test survey paired samples t-test analysis
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Pearson product-moment correlations between variables from weekly production process report and post-survey
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ConclusionStudents 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.
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Critiques &
Suggestions
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Critiques & Suggestions
This study should provide more examples of surveys, interview questions, and observation outcomes.
This study should provide why chose speaking skill to be research target.
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Thanks for your
listening.