2007年度 森基金国際共同研究:フィールドワーク研究 報告書

 

No.5 英語を通じた国際理解教育:デジタルコンテンツを利用した経験学習の実践と評価

 

研究代表者:千代倉弘明 環境情報学部教授

研究担当者:飯沼瑞穂 環境情報学部訪問講師

 

 

Abstract

 

Prompted by advances in information technology, digital contents are used in various environments in Japan. However, effective educational use of digital content needs further research. In this study, we focused on the application of 3D content and Geographic Information System (GIS) for university language teaching. We are integrating multimedia for English as Foreign Language (EFL) course. A group of students participated in a high intermediate EFL course. In the course, they were led to be involved in the Cultural Orientation Project on Vietnam using English text, 3D, photographs, GIS map and video/audio. We will present the curriculum, media integration, and analysis of the video recordings of classroom activities. The research shows that the greater integration of multimedia has made language teaching environment a place of rich potential for content based instruction.

 

Introduction

 

Globalization has led Japan and its neighboring countries to further build strong ties and to promote mutual understanding among its people. In such a context, promoting healthy relationship between other Asian countries and Japan is an area that still needs further improvement. This tendency is slowly changing how English is being taught in Japanese educational system. English is increasingly seen as a language for global communication. For instance, the Action Plan made public in 2003 by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) states that globalization and the progress of information technology revolution are extending activities of individuals to participate more in international activities. In such a situation, the Action Plan (MEXT,2003) stresses the importance of English as the common international language in linking people who have different mother tongues, and states that “For children living in the 21st century, it is essential for them to acquire communication abilities in English as a common international language.” (MEXT, 2003). The Action Plan defined English abilities required for all Japanese people, and proposed goals to cultivate English abilities of Japanese; thus, promoting English as a “language for international communication”. Included within the plan was the general tendency of Japanese government to promote English language at all educational level. Today, English is not a compulsory subject at primary level. However, by year 2006, according the quantitative survey administered by the Japanese Ministry of Education, English was being taught as part of “Integrated Studies” in 95.8% of 22,031 public and private primary schools in Japan (MEXT, 2007). Within the “Integrated Studies” period, primary level students are engaging in what is called "English Activities" i.e, communicative practices using English. Most recent data shows that most schools integrate “understanding of international culture and foreign country” as part of the English Activities being offered at school (MEXT, 2007). To ensure equal access of quality to education; despite much controversy, the Japanese Ministry of Education is moving toward making English as a compulsory subject for fifth and sixth grade students in primary education.   

Raising global awareness in language classrooms is a pressing issue in all level of Japanese English education. We need to redefine English in education to one that includes diverse culture and English speakers, based on the notion of “Global Englishes” (Crystal, 1997).

Furthermore, there is a need to design English curriculum which integrate and foster information literacy. Information literacy along with English is viewed as an important skill necessary to be successful in the labor force in Japan. Kasper (2000) contends that in order for students to succeed in a digital information-oriented society demands multiliteracies which includes new electronic skills and competence in language classrooms. The term “information literacy” is used to describe the knowledge and skills needed to prepare students for global competitiveness and career development.

The concept of ‘multiple literacies’ has emerged from this framework of the New Literacy Studies (Rasool, 1999). “Multiple literacies” is a term created in an attempt to incorporate the many facets of literacy used within different societies. Some typology used are; social literacies, cultural literacies, vernacular, and local or community literacies (Rasool, 1999, p.11). Social literacy includes areas such as reading the newspaper online. This is a type of literacy considered to be functional within everyday life. Cultural literacies, on the other hand, are embedded in “religious and ethnic-group-based cultural practices and may have high personal value associated with issues of groups and self-identity” (Rasool, 1999, p.11). Vernacular, local, or community literacies are associated with different subcultures, communities, ages, and genders. They tend to “obtain their relative value with particular, usually informal, contexts of interaction” (Rasool, 1999, p.11). Along with the typology is information literacy, which is skill to use the Internet, digital database and other computer software and use of other new technology.

In the last two decades, we have experienced a rapid progress in information technology, and teachers were asked not to lag behind to its development. Armstrong & Casement (2000) claim that in the 1980s, with the development of CDROM technology, progressive teachers switched from the “drill-and-kill” software to simulation programs and electronic encyclopedias. Since the 1980s, each time a new technology arose, schools were forced to catch up with the new development. For instance, since the mid 1990s, the focus has been on the Internet. Since the 2000s, we are seeing a new development of technologies as represented in Web 2.0, where easy collaboration in network communities and on-line sharing of digital content is becoming possible. For example, development of lightweight 3 dimensional computer graphics (3DCG) now allows easy creation and sharing of 3D models on-line. Also, technology such as geographic information system (GIS) is becoming easily available through the internet.

Based on such background, in this study, we have designed and implemented a content based EFL curriculum for higher education that incorporates the use of digital contents to promote intercultural understanding and facilitate the use of multiple literacies. The goals of the curriculum are twofold; 1) to teach a language learning curriculum that integrates the theme of Asia and international understanding 2) to foster global awareness and English through different and new media such as 3D and GIS as digital contents. This paper will first describe the educational theory used for the development of the curriculum, second show media technology that was used in the curriculum, explain the designing process of the EFL curriculum, the actual classroom practice, and the outcome based on a questionnaire.

 

Content based language instruction

 

We have chosen content based instruction as the pedagogy to develop our curriculum. Content Based Instruction in EFL language teaching provides English language development through content area instruction. The model was originally designed for students who have developed social communicative skills in English and students who are bilingual but still need to acquire academic skill in English. The CALLA model is also recommended for intermediate- level ESL (English as a Second Language) classes. However, there is a growing interest in content-based instruction in foreign language education, particularly in English as a foreign language (EFL) in East Asia (Butler, 2005; Chapple,L.& Curtis, A, 2000).

 Wesche & Skehan (2002) define content based instruction as “integration of school or academic content with language teaching objectives” (p.220). Content Based Instruction in language teaching is an approach for ESL or ESL students that combine development of language proficiency with content area knowledge. The goal is to prepare students to learn a content area in the target language, while also develop English proficiency. For example, the Cognitive Academic Language Learning Approach (CALLA) is a model of Content Based instruction proposed by Chamot & O`Malley (1994) which prepares ESLstudent in the US to participate in mainstream content instruction. Content Based Instruction has three major components 1) Inclusion of content knowledge 2) English language development 3) Learning strategy (Chamot, 1985; Chamot & O`Malley, 1992; Richard-Amato, P.A & Snow, M.A. (Ed.), 1992)

Wesche & Skehan (2002) mention that today there are diverse form of content based instruction curriculum, some are strong and some are weak forms of CBI. For example, a strong form of content based instruction places its goal and emphasis on subject mastery. On the other hand, a weak form of content based instruction focuses more on developing communicative proficiency of second language through curriculum organized around learning of content. Although there are numerous variation of content based instruction in English learning classrooms, Wesche & Skehan (2002) state that in successful CBI, learners master both language and content through a “reciprocal process as they understand and convey varied concepts through their second language” (p.220).

Many research on content based instruction reported on different initiatives on programs with content based instruction (Wesche & Skehan, 2002). Many of the research finding show that content based instruction is effective in EFL courses. According to Wesche & Skehan (2002) past research showed that content based instruction, overall led to successful subject matter learning, second language learning, as well as positive attitude change of both instructors and students, compared to that achieved otherwise in academic programs, in addition to it being highly appreciated by students. Garner & Borg (2005) also mention that overall, content-based instruction has been proposed as an effective approach of preparing students for study in English-medium universities, and has won adherents for its pedagogical effectiveness. The goal of the content based curriculum is for the students to learn about the content as well as acquire language skills. To support the curriculum, we have created our textbook by incorporating the pedagogical approach of content based instruction. The textbook was entitled “The Spirit of Vietnam: International Perspective” (Iinuma & Tran, 2007), and was written for intermediate English language learners. The curriculum and the textbook were designed so that the students would gain sensitivity towards cultural understanding as well as acquire English skill. We have chosen Vietnam as the content of the textbook because, culture and history of Vietnam is not very well known in Japan. However, due to the development of global economy, the relationship with Vietnam is an emerging interest of people in Japan. Since 1985, relationship between Japan and Vietnam is quickly being rebuilt due to the Doi Moi Reform, a major change of economic policy in Vietnam. In addition, Japan became one of the major countries that economically support Vietnam among Singapore and Taiwan in the last two decades.

The textbook introduces Vietnam so that the students learn about the country from an international perspective. The chapters cover a wide array of topics such as history, culture, customs and language. They also include images and excerpts of English essays written by Vietnamese authors. Each chapter is divided into four sections, motivational question section, reading section, questions on the reading, and group activity. In the first section of each chapter, an image or a passage along with an example question is introduced. The second section is a reading passage on different aspects of Vietnam. Following the reading passages, reading comprehension questions are included in each chapter. The fourth section consists of ideas for individual and/or group activities.

 

Case study  

 

In this study, a group of twenty students at Keio University participated in high intermediate EFL course. The classes continued for 13 weeks and each session lasted for 90 minutes. In the course, they were led to be involved in the Cultural Orientation Project on Vietnam and each time, the textbook and different technologies were utilized. The curriculum integrated different types of technology into the classroom practices depending on the type of information students are exposed in each lesson. The different types of  media technologies used were video clips, 3 Dimensional Computer Graphics (3DCG) models, Geographic Information System (GIS), online collaboration website using Microsoft Sharepoint©. The 3DCG models and videos clips were designed as supplementary materials corresponding to the book chapters. The students had access to 3DCG and video clips from the CDROM they were given with the textbook.  3DCG models were also uploaded onto the GIS map made available on Google Earth© and were accessed through the collaboration website. The collaboration website was used by the classmembers both during the class period and outside the classroom period. .

 

Method

 

The following passage describes some examples of how media technologies were used in the classroom. In every 90 minutes class period, students work with reading materials and later are asked to participate in group activities. Depending on the chapter content, appropriate media technology is used to facilitate language acquisition and subject comprehension. For instance, Figure. 1 shows an image of an instructor giving a lecture using GIS map and a 3D model designed for this class. The image shows a screen snapshot of the image projected on the monitor and the students and the instructor discussing the architecture of Vietnam. In this lecture, 3D models are uploaded onto the GIS map and used to show the structural characteristics of historical architectures found in the capital of Vietnam, Hanoi. Using the GIS map, the instructor can also explain the spatial relationship among different cultural sites to the students as she explains in English. In Figure 1, the instructure is explaining where the French Gothic cathedral built during the French Colonial era can be found in Hanoi.

 

Fig. 1 Video recorded lecture

 

In this particular lesson, the students were later asked to refer to the textbook to engage in a group activity. An example page which describes the instruction for the group activity is shown in Figure 2. The students were asked to use their computers to look at different 3D models found in their CDROMS and to compare how the cathedral is different from a more traditional style architecture such as Van Mieu shown in Fig, 3. After a group discussion, the students are encouraged to give an English presentation using the 3D models as well as English comparison and contrast phrases taught in the classroom.

 

 

   

 

Figure 2

 

 

 

 

Fig 3. 3D model Van Mieu in Hanoi, Vietnam

 

A similar lesson consisted of learning about UNESCO world heritage sites found in Vietnam using the Internet. In this lesson, 3D models of the Hue Imperial Complex were used both by the students and the instructor to explain its cultural importance and Chinese geomancy used by the Ngyuen dynasty when building the complex. Please see Figure 4.

 

 

Figure 4. UNESCO world heritage Hue Complexes

 

    The advantage of using 3Dmodels in the language classroom is the possibility and the degree of interaction it allows. The students can freely manipulate the virtual object by changing its size, by rotating it and by moving it. In the group presentations, students, for example manipulated the 3D models to show the different characteristics of Vietnamese architecture; therefore, handling the models as if they are objects. Thus, 3D models can adequately used in virtual "show and tell" activities. Also, GIS maps can be used to show the spatial relationship among different historical and cultural places. For example, GIS map was also used to create "Four day travel plan of Vietnam" in which student groups created their original travel plans onto the internet GIS map and used them to present the travel plans to the class.  In cases where 3D models were not used, video clips were often used. For instance, in a lesson where Vietnamese language system was discussed, video clip of simple greetings in Vietnamese were shown in the classroom. Later, as a group activity, the students used the class collaboration site to write e-mails in English to a Ms. Tran Nu May Thy who is the author of the textbook used for the class. Figure 5 shows a sample image of the streaming video clip which was shown in the classroom.

 

 

Figure 5. Streaming Video of Vietnamese Language

 


    In addition to the 3D models, GIS and video clips, the students utilized collaboration website. The students used the coll
aboration website 1) to access digital contents such as technological resources such as 3D models, GIS and video clips, 2) to communicate with the class members using the web discussion board, e-mails,WIKI, and blogs,  and 3) to collaborate online with small group members.

For instance, the students were able to access the digital contents used in the classroom such as the 3D models from the collaboration website outside the class period. Also, collaboration website was used to enhance the communication between the instructor and the class members. The instructor posted each week`s assignment on the collaboration website, and for each week`s designated page, the students were able to upload their homework assignments. Other communication tools such as web discussion board and e-mail were used. Lastly, the collaboration website was used for small group activities. For example, this website allows creation of sub-web pages with can be customized by each group. Figure 6, shows how the collaboration website allows creation of sub-web pages for small student groups. In this way, each group was able to have their own place within the collaboration website to communicate with each members using electronic tools such as WIKI, web discussion board, e-mails and file upload features to work on their projects.

 

 collaboration site

 

Figure 6. Collaboration Site

 

Evaluation

 

  We have administered a questionnaire to the twenty students who participated in the course at the end of thirteen weeks. The purpose of the questionnaire was to evaluate the project from the perspective of the learners. The evaluation was meant to establish students` perceptions of the quality and usefulness of the course. The questionnaire was also administered to see the students` perception on the use of different media technologies that were applied to the content based instruction. The questionnaire asked questions related to class satisfaction, types of knowledge learned, and effectiveness of the use of different media technologies applied to the course. The questionnaire consisted of total of 18 Likert-type survey format questions ranging from [1]“not at all” to [5]“very much”. Five multiple selection style questions which allowed students to chose from several choices of answers. In the last section of the questionnaire, the students were asked to write comments on what they felt was the most useful aspect of the course and areas they felt needed improvement. The summary of the questionnaire is attached in Appendix 1.

 

Result

        

The following graphs are the representative answers selected from the questionnaire. When the students were asked to write why they decided to take the course, twelve students said that they were interested in learning English, eight students said they were interested in Vietnam, and two students along with the two reasons, said that they were interested in learning under the teacher who taught the course. Please see Figure 6.

 

Figure 6.

 

  From figure 7 to figure 15 show the answers to Likert type questionnaire. The questions evaluated class satisfaction, perception of learning, and usefulness of technology. For example, to evaluate class satisfaction, we asked the following question; “Did you enjoy the course?” Figure 7 shows that 75% of the students answered that they enjoyed the course “very much” and 25% answered “quite a lot”.

Figure 7.

 

According to the questionnaire, we received a high satisfaction rate not only in the course itself but also on the textbook that was created for this course. To the question, “was the textbook interesting to you?” 80% of the students answered they enjoyed the text “very much” and “quite a lot”.

 

Figure 8.

 

On the other hand, as shown in Figure 9 below, 50% of the students said they enjoyed using the 3D models and the other half answered “neither yes or no,” “not so much” and “not at all”.

Figure 9

 

Figure 10 shows that 100% of the students thought they gained new knowledge by taking this course. 65% of the students answered “very much” and 35% answered “quite a lot “.

 

Figure 10

 

When the student were asked whether they would like to learn more about Vietnam, total of 70% said that they would either like to learn more about Vietnam either “very much” or “quite a lot.” 25% answered “neither yes or no” and 5% answered not so much. The result shows that most students who took the course gained further interest in learning about the content of the course. The result is shown in Figure 11.

Figure 11

 

On the other hand, when the students were asked whether taking the course increased their motivation to learn more English, fewer students answered that it did. Figure 12 shows the result from the questionnaire which asked this question. 50% of the students answered that the course motivated them to learn more English. However, 50 % said it had no effect.

 

 

Figure 12.

 

The students when asked whether the course help deepen their understanding of culture of Vietnam, 85% of the students answered “very much” and “quite a lot.” 15 % of the students answered it “neither yes or no”. Please see Figure 13.

Figure 13

 

Overall, as shown in Figure 14, more than half of the students answered that GIS and 3D models helped them in learning about Vietnam. 65% of the students thought they were helpful in learning about Vietnam. However, 20 % answered “neither yes or no”, 10% answered “not so much”, and 5% said “not at all” to this question.

 

Figure 14.

 

The students, when asked whether the 3D models helped them in understanding English, 45% of the students answered “not so much” 25% answered “neither yes or no” 25% answered “quite a lot” and 5 % answered “very much”. The answers are shown in Figure 15.

 

Figure 15.

 

Figure 16 shows the students` perception of learning effect of the different technologies used in the course. The questionnaire asked two consecutive questions; which are, 1) “What kind of learning effect did 3D and GIS have?” and 2) “What kind of learning effect did the collaboration website have?” The students were given the choices to choose from seven descriptions of possible learning effects. The students were asked to select the as many answers as they thought were appropriate. The descriptions were 1) motivation to learn about content 2) understanding Vietnam 3) visualization of content knowledge 4) motivation to learn English 5) support for English presentation 6)support in understanding English 7)support in conducting group work.

Nineteen students said that 3D and GIS were effective in visualization of content knowledge. However, only six students said the collaboration site was effective in visualization of content knowledge. On the other had, seventeen students said that the collaboration site was useful in conducting group work; however, only five students said that the 3D and GIS were effective in conducting group work. Only one student said that 3D and GIS was effective in raising their motivation to learn English, while eight students mentioned that the collaboration site was effective. On the other hand, only three students mentioned that the collaboration site was effective in raising the motivation to learn about Vietnam. However, seven students felt that 3D models and GIS were helpful in raising their motivation to learn about Vietnam. In addition, more students felt that 3D and GIS were effective in understanding the content of the course, while collaboration website was more useful in preparing for presentations. The questionnaire showed that both 3D and GIS were effective in visualizing the content knowledge, but less so in raising the students` motivation to learn about the content. Similarly, the collaboration web site was effective in helping the student conduct group work, but less so in raising the students` motivation to learn English.

Figure 16.

 

Discussion

   

The course had a very high satisfaction rate. 100% of the students answered that they either enjoyed the course very much or quite a lot. By the end of the course, 100% of the students said they gained “new knowledge” by taking this course, and 85% of the students answered that they were able to gain deeper understanding of Vietnam by taking this course. This result is consistent with past research on content based instruction which show that it leads to successful mastery of subject (Wesche & Skehan, 2002). The questionnaire shows that the course motivated the students to learn more about the subject matter rather than English, which may indicate that this type of course may fall into a weaker form of content based instruction, in which the content subject is stressed over language acquisition. While only 50% of the students said that they were interested in working with 3D models and GIS, nineteen out of twenty students said that the 3D models and GIS were effective in visualizing content knowledge. Also, thirteen out of twenty students answered that the 3D models and GIS were helpful in understanding about Vietnam. In addition, seventeen out of twenty students said that the collaboration website was helpful in conducting group work. This may show that while they were not very familiar to 3D and GIS as a learning tool, after the course was over, they attitude changed positively, and thus were able to acknowledge the new technology in their learning process.

         

Conclusion

           

  Globalization and the progress of information technology are changing how English education is viewed in Japan. English is understood today as a “common language for international communication” (MEXT, 2003). There is a need to design a new curriculum which integrate, language learning, global and cultural awareness, as well as information literacy for the new generation. In this study, we have created a textbook entitled, “The Spirit of Vietnam: International Perspective” (Iinuma & Tran, 2007), and administered a course to a group of twenty high intermediate English student at a university. We have also utilized different types of new media technology. The new media technologies which were incorporated were 3D models, GIS, streaming video and collaboration website.

            According to the questionnaire taken at the end of the course, the students had a high satisfaction of the course content and all students who participated in the course thought that they gained new knowledge and understanding about Vietnam. The questionnaire also showed that while only half of the students showed interest in the new technology, most students felt they were useful tools.

     In future research, we need to further look at linguistic acquisition of the students who partake in such curriculum. We also need to look more closely into the qualitative communication of the interaction using different types of technologies that became a routine in the classroom activities. For example, interaction with on-line group work, 3Dmodels and GIS were highly recurrent, and therefore, provided much opportunity for English communication to occur. Further investigation is needed to look at the differences inherent in diverse communication media technology as well as how English can be used. In addition, it would be beneficial to see how positive attitude change (Wesche, M.B., & Skehan, P, 2002) and acquisition of new knowledge occur hand in hand. However, in this study, we were unable to analyze such interaction in detail. Since students showed high satisfaction and understanding of the content, in taking this course, we need to make sure that this is due to the curriculum design and thus is reusable.

           

Acknowledgement

 

We would like to thank Dr. Takashi Nakagawa, Dr. Shin-ichiro Nakazawa, and Dr. Hideaki Hayashi at Institute of UNESCO World Heritage, Waseda University for sharing with us much information on the UNESCO World Heritage Sites. We also thank Ms. Tran Ny Mai Thy at Teachers College, Columbia University for providing us with information on Vietnam. We also would like to thank the graduate and undergraduate students, Tomoki Itamiya, Takuto Negishi, Takao Kawai, Yoshiki Tanaka and Shuzo Kuwako at Keio University who created the 3D models that were used in the course. This project was supported and funded by Keio Gijiku Academic Research Fund and Mori Research Funds: Keio SFC Research Institute.


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