A Longitudinal Study of Time on Task and TOEIC Scores

Study of Time on Task and TOEIC Scores E011: Out of class study Students were encouraged, but not required to read graded readers and use iKnow!. A majority of the students completed the non-credit bearing E011 class and continued their English study in the credit bearing E111 class. E111: Out of class study Students were required to: • Read and pass quizzes for 2 graded readers every week for a total of 14 books • complete 78 minutes using EnglishCentral every week. by Dubhgan Hinchey Time on task The objective was to increase students’ access to comprehensible input, outside of class time, at a time of their choosing. iKnow! and EnglishCentral were used to facilitate students vocabulary acquisition in parallel with an extensive reading program. Krashen, S. (2008). Language Education Past, Present and Future. RELC Journal, 39(2), 178-187. Nishizawa, H., Yoshioka, T., & Fukada, M. (2010). The impact of a 4-year extensive reading program. In JALT2009 conference Proceedings (pp. 632-640). Rationa le Classes E011 and E111 had 90 minute classes twice a week over a 15-week period. Both courses had an online component. Backgrou nd Data Collection Initial TOIEC IP scores from April 2013 were compared to the later August scores for the 20 students. Reading Speed A self selected sample of 5 students was used to calculate an average reading speed. words read / 65wmp = minutes Method Spearman Rank Correlation No correlation between time on task and change in TOEIC score. Non- Monotonic relationship. (Correlation Coefficient = 0.324060) Wessa, P. (2013), Free Statistics Software, Office for Research Development and Education, version 1.1.23-r7, URL http://www.wessa.net Resul ts Krashen (2008) comprehensible input should be in the form of an extensive reading program. Nishizawa et.al. (2010) also showed a strong correlation between number of words read and improved TOEIC scores. Books read over 4 month period 12 books read in E011. 17 books read in E111 and still reading! Extensive Reading E011 Intro. to English E111 Basic English I Non-credit Credit bearing iKnow! EnglishCentra l MoodleReader MoodleReader 20 students followed over 4 months Upper cohort 71 hrs. Entire cohort 53 hrs. Lower cohort 35 hrs. 0 1000 2000 3000 4000 5000 Time on task: Minutes Upper Cohort Entire Cohort Lower Cohort 0 20 40 60 80 100 120 140 Mean of TOEIC change TOEIC Improvement The upper cohort spent twice as much time on task than the lower. Upper cohort = 10 Ss Entire cohort = 20 Ss Lower cohort = 10 Ss Notes: Ss grouped by TOEIC improvement. 3 fatigued Ss removed from data 122 points 77 points 33 points

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The current trend of demographic change in Japan is compelling many universities to relax admission standards or even move to an open enrollment policy in order to fill available seats (Kinmonth, 2005). This potentially leaves an English educator with students of lower English ability than in previous years while still being required to deliver students with improved TOIEC scores. This poster will correlate the students’ change in TOEIC score and students’ time on task in an extensive reading program using MoodleReader combined with the use of the space repetition software of iKnow! and EnglishCentral. References: Kinmonth, E. H. (2005). From selection to seduction: the impact of demographic change on private higher education in Japan. The ‘Big Bang’in Japanese Higher Education: The 2004 Reforms and the Dynamics of Change, 106-35.

Transcript of A Longitudinal Study of Time on Task and TOEIC Scores

A Longitudinal Study of Time on Task and TOEIC Scores

E011: Out of class studyStudents were encouraged, but not required to read graded readers and use iKnow!. A majority of the students completed the non-credit bearing E011 class and continued their English study in the creditbearing E111 class.

E111: Out of class studyStudents were required to: • Read and pass quizzes for 2 graded readers every week for

a total of 14 books• complete 78 minutes using EnglishCentral every week.

by Dubhgan Hinchey

Time on taskThe objective was to increase students’ access to comprehensible input, outside of class time, at a time of their choosing. iKnow! and EnglishCentral were used to facilitate students vocabulary acquisition in parallel with an extensive reading program.

Krashen, S. (2008). Language Education Past, Present and Future. RELC Journal, 39(2), 178-187.

Nishizawa, H., Yoshioka, T., & Fukada, M. (2010). The impact of a 4-year extensive reading program. In JALT2009 conference Proceedings (pp. 632-640).

Rationale

ClassesE011 and E111 had 90 minute classes twice a week over a 15-week period. Both courses had an online component.

Background

Data CollectionInitial TOIEC IP scores from April 2013 were compared to the later August scores for the 20 students.

Reading SpeedA self selected sample of 5 students was used to calculate an average reading speed. words read / 65wmp = minutes

Method

Spearman Rank Correlation

No correlation between time on task and change in TOEIC score. Non-Monotonic relationship. (Correlation Coefficient = 0.324060)Wessa, P. (2013), Free Statistics Software, Office for Research Development and Education, version 1.1.23-r7, URL http://www.wessa.net

Results

Krashen (2008) comprehensible input should be in the form of an extensive reading program. Nishizawa et.al. (2010) also showed a strong correlation between number of words read and improved TOEIC scores.

Books read over 4 month period

12 books read in E011.17 books read in E111 and still reading!

Extensive Reading

E011 Intro. to English

E111Basic English I

Non-credit Credit bearing

iKnow! EnglishCentral

MoodleReader MoodleReader

20 students followed over 4 months

Upper cohort

71 hrs.

Entire cohort