1 / 32

By David W. Reedy and James W. Pagel Associate Professors School of Science and Engineering

A Five-year project CALL Project Leads to the Analysis of Motivation with an Eye on Curriculum Reform. By David W. Reedy and James W. Pagel Associate Professors School of Science and Engineering Aoyama Gakuin University Tokyo, Japan 14th International CALL Conference 08/20/2010.

kezia
Download Presentation

By David W. Reedy and James W. Pagel Associate Professors School of Science and Engineering

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Five-year project CALL Project Leads to the Analysis of Motivation with an Eye on Curriculum Reform By David W. Reedy and James W. Pagel Associate Professors School of Science and Engineering Aoyama Gakuin University Tokyo, Japan 14th International CALL Conference 08/20/2010

  2. This presentation deals with: • Our previous study on implementing an e-learning component in all English classes offered in our department; • The current investigation of whether entrance routes have any affect on performance on post tests two years after university entrance, and whether there is any correlation between completion of the e-learning project and an increase in test scores.

  3. A basic explanation may be necessary. • This research is the culmination of the authors’ efforts to implement and e-learning component in all English classes in their department to comply with MEXT mandates. • It is our goal to improve the department’s English curriculum.

  4. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has set various targets. • In 2001 the Rainbow plan was announced: Smaller classes, easier-to-understand lessons and Integration of IT into the classrooms • In 2004 the agency stated its goal of having all eligible High School graduates be accepted to university • In 2005 in its initiatives for higher education, called for a fierce competition among private universities, and for globalization, which meant: 1. Accepting more students from overseas; 2. Sending more students abroad; 3. Opening satellite campuses; 4. Offering joint degree projects with other universities.

  5. Globalization is the key word, but… • Many universities* reported that they lacked the money the staffing the infrastructure to implement e-learning on a large scale basis * 60 percent answering the survey by the National Institute of Multimedia Education Source: Japan Times “E-Learning: Making Inroads into Nation’s Colleges” May 7, 2007

  6. Japanese students are not so interested in going overseas. • Students are content with their situation “at home.” Internet research is sufficient. (And companies can no longer afford to send its workers overseas as in the past.) • Students fear they lack the ability to succeed in foreign countries. • Reverse Japan’s Insularity. Japan Times April 8, 2010 • Forty-nine percent of new hires will not go abroad. JijiPress August 13, 2010

  7. This is the start of the study. • Integrate commercial software in all departmental English classes. But only 36.3% of Japanese universities had offered e-learning classes as of 2006. Purchase of commercial software was “one-time only.” • Analyze the merits of such software.

  8. In short, we succeeded.

  9. We needed to know how students reacted to such software.

  10. Our survey results were inconclusive. 938

  11. Why did they stop? 9a. Why did you give up? 2006 2007 Hard to maintain motivation 90 (40%) 91 (54%) Takes too much time 72 (32%) 33 (20%) “Typically, drop-out rates are reported to be 80 percent or more in e-learning environments where little or no classroom support is available. “ Evolution of CALL” by Lance Knowles http://www.dyned.com/pdf/Teacher-Guides/TGTHEORY.PDF

  12. Here is some more information. 1. Why didn’t you try the material? 2006 2007 Too busy 454 (61%) 228 (65%) Bonus points 110 (15%) 25(7%) too low Dislike English 68 (9%) 34 (9%)

  13. Our target became how to identify students who completed the e-learning component and their motivation. • Break down the students by department. (2010) • Seek other ways of finding correlations. • Reinvent the student survey.

  14. We broke down students by department. N=564

  15. So you are now up to speed. • What is next? We could analyze completion of the e-learning component other ways. And why…(problem: survey answers were anonymous.) We could study how students are admitted to the university to better understand motivational factors in the study of English.

  16. There are ten ways to get accepted.

  17. We considered success on the basis the following. TOEFL ITP • Pretest results averages • Posttest results averages • Best score change averages • Percentage of students whose scores increased • Percentage of students whose scores decreased e-learning • Percentage of freshmen who completed the requirement • Percentage of freshmen who completed the bonus component • Percentage of sophomores who completed the requirement • Percentage of sophomores who completed the bonus component

  18. TOEFL ITP pretest scores

  19. Pretest and Posttest scores

  20. The Spearman rank-order correlation coefficient calculates to .82.

  21. How did scores change?

  22. TOEFL achievements at a glance.

  23. Give your eyes a little break!

  24. Are you now ready for more? I am David & on vacation

  25. Our e-learning program at a glance.

  26. They always do better as freshmen.

  27. Let’s focus on E-learning achievements.

  28. Let’s tally up the two groups.

  29. We drew the following conclusions. • Success can’t be determined by comparing entrance route and TOEFL scores. The Spearman rank-order correlation coefficient of TOEFL and e-learning achievements calculates to .44. • Students entering via the internal high school evaluation system were most consistent (ranked 3rd in both categories). • More data analysis is necessary.

  30. Our current investigations have led us to consider: • Limiting comparison to top and bottom scoring students; • Looking at individual departments and their students’ pre- test and posttest scores vse-learning completion rates, considering the types of classes required); • Revising the student survey tool to include more questions that would address motivation.

  31. References not listed above • Ministry of Education, Culture, Sports, Science and Technology. (2001). The education reform plan for the 21st century – the Rainbow Plan. Retrieved from http://www.mext.go.jp/english/topics/21plan/010301.htm • Ministry of Education, Culture, Sports, Science and Technology. (2003). Regarding the establishment of an action plan to cultivate ‘Japanese with Englishabilities’. Retrieved from http://www.mext.go.jp/english/topics/03072801.htm • Ministry of Education, Culture, Sports, Science and Technology. (2008). Recent MEXT’s Initiatives for Higher Education. Retrieved from http://www.jpf.go.jp/cgp/exchange/event/pdf/overview_ota.pdf • Ministry of Education, Culture, Sports, Science and Technology. (2009). Launching the Project for Establishing Core Universities for Internationalization (Global 30) Retrieved from http://www.mext.go.jp/english/news/1283454.htm

  32. Thank you for your attention! Any questions? James W. Pagel David W. Reedy jwpagel@yahoo.comdavidr@cc.aoyama.ac.jp • 14th International CALL Conference • 08/20/2010

More Related