The Effects of English Speaking Practice with a Web-Based CALL System

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A presentation at JALTCALL2012

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The Effects of English Speaking Practice with a Web-Based CALL System:

The Effects of English Speaking Practice with a Web-Based CALL System Tetsuo KIMURA Niigata Seiryo University JALTCALL 2012 (2012.06.02, Konan University)

Outline:

Outline Backgrounds Previous study (Kimura, 2010) Current Study Procedure Current Study Result Conclusion & Limitations Further topics

Backgrounds:

Backgrounds Japanese EFL learners do not have enough opportunity to practice speaking English. They hesitate to practice speaking English in front of other classmates.

PowerPoint Presentation:

I introduced 10 useful self-study sites to 78 Japanese university freshmen in two classes. Previous Study (Kimura, 2010) Procedure

Previous Study (Kimura, 2010) Procedure:

Previous Study (Kimura, 2010) Procedure Students were invited to try them, both in and outside class Basic lesson plan First 5 min. : Review quiz Next 45 min. : Lesson with textbook & courseware Next 15 min. : Introduction of a new site Last 25 min. : Individual training (shadowing performance check / self-study of their choice) English Central was introduced in Week9 of the 15-week semester as the 7 th self-study site.

Previous Study (Kimura, 2010) Procedure:

Previous Study (Kimura, 2010) Procedure At the end of the semester, they answered the following three questions about the ten self-study sites according to a five-point scale: (5: strongly agree, 4: agree, 3: no opinion, 2: disagree, 1: strongly disagree) Do you think you can continue studying English with the site? Did you enjoy studying English at the site? Do you think the site is helpful for your study?

Previous Study (Kimura, 2010) Students’ reaction & feedback:

Previous Study (Kimura, 2010) Students’ reaction & feedback

Previous Study (Kimura, 2010) EC’s benefits for students:

Previous Study (Kimura, 2010) EC’s benefits for students Can practice individually on their pace. C an select their favorite topics. Can compare their pronunciations with the model. C an compete their scores with their classmates as if they are playing some kind of game.

Previous Study (Kimura, 2010) EC’s benefits for teachers:

Previous Study (Kimura, 2010) EC’s benefits for teachers EC provides teachers with an interface to analyze their students’ learning progress. Teachers can make subgroups and set goals for each group. Teachers can select video clips from the database and make their own channels for their classes. Only EC has these functions in the ten self-study sites.

PowerPoint Presentation:

EC motivates students to practice speaking English, even in larger classes. EC has great potential for English learning and teaching and it holds great promise of becoming the most popular web-based CALL system. Previous study (Kimura, 2010) Conclusion and research question for the current study Does EC improve learners’ speaking proficiency as well?

PowerPoint Presentation:

About 200 Japanese university freshmen practiced speaking English using EC for 14 weeks individually. Their speaking proficiency was evaluated before and after this period, using the Pearson Versant™ English Test (VET). The amount of study at EC and the increase of VET were compared. Procedure The more study at EC the more increase of VET score?

PowerPoint Presentation:

Result r =0.34

PowerPoint Presentation:

Result r =0.34

PowerPoint Presentation:

Result r =0.34 EC < 40,000 (N=88 ) EC ≧ 40,000 (N=67 )

PowerPoint Presentation:

Result EC <40,000 EC ≧ 40,000 N 88 67 Mean 2.3 4.1 SD(SE) 3.80 (0.41) 3.64 (0.48) t- test result t =-3.00 df =156 p =.002

PowerPoint Presentation:

Result r =0.34 EC Low EC Mid EC High

PowerPoint Presentation:

Result EC Low EC Mid EC High N 88 58 11 Mean 2.3 3.7 6.3 SD(SE) 3.80 (0.41) 3.43 (0.45) 4.10 (1.24)

PowerPoint Presentation:

Result ANOVA Post-hoc comparisons (Turkey) * p<0.05 EC Low (2.3) EC Mid ( 3.7) EC Mid ( 3.7) 1.4 --- EC High (6.3) 4.0* 2.6 Sum of Squares df Mean Squre F p Between Groups 188.62 2 94.31 6.93 0.001 Within Groups 2094.74 154 13.60 Total 2283.36 156 14.64

Conclusions and limitations:

Conclusions and limitations Those who studied more than 40,000 points at EC increased their VET points significantly more than those who studied less than 40,000 points. The more they study at EC the more they improve their speaking proficiency. The length of study was not long enough. Only 44% studied more than 40,000, only 7% studied more than 80,0000. EC improves learners’ speaking proficiency as well as their motivations.

Thank you audience for listening.:

Thank you audience for listening. Tetsuo Kimura Niigata Seiryo University kimura@n-seiryo.ac.jp Thank you English central team for developing such a wonderful system . &

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