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.