Collaborative Learning using tablets in EFL to develop Oral Communication
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Sílvia Roda Couvaneiro Instituto de Educação da Universidade de Lisboa [email protected] Neuza Pedro Instituto de Educação da Universidade de Lisboa [email protected] Collaborative Learning using tablets in EFL to develop Oral Communication
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Transcript of Collaborative Learning using tablets in EFL to develop Oral Communication
Sílvia Roda Couvaneiro Instituto de Educação da Universidade de Lisboa
Neuza Pedro Instituto de Educação da Universidade de Lisboa
Collaborative Learning using tablets in EFL to develop Oral Communication
PROJECT STEPS
- plan of action according to literature- data collection instruments - unit and lesson plans- digital resources
- contact with teachers and students- activities in class- mixed data collection
- data analysis, crossing all the results and contrasting with literature
- systematic literature review,3 criteriaa) 22 articles and studies - iPad in education b) 2 studies - EFL & mobile technologiesc) 2 Apple studies
research preparation intervention evaluation
- seems evident that the iPad can add value to learning contexts: characteristics and high level of usability
- most significant aspects about the iPad's educational use: • approach to the needs and interests of students as a
form of motivation; • the possibility of differentiation; • the development of a large range of skills, including
those related to the use of technologies; • the possibility of individual work as well as an
autonomous collaborative work; • less need of teacher lecture; • and creative production of different artefacts.
Literature review
Problem: Do mobile technologies have a positive impact on learning when combined with collaborative strategies for productive purposes?1st goal: collect benefits identified in literature2nd goal: plan a unit according to what was identified in the literature3rd goal: implement the unit with 2 teachers and 2 A2 classes (53 8th grade students) to evaluate an impact on learning.
Goals of the study
Evaluate an impact on: i) students’ motivation and involvement in learning the foreign language; ii) the development of oral production in English;iii) the teachers’ use of ICT as tools that support their practices.
Research Questions
QUESTIONS VS INSTRUMENTSresearch questions
students’ oral fluency
data collection instrumentsQUAL
students’ motivation to learn EFL
teachers’ technology frequency
students’ surveys
teachers’ surveys
students’ products
teachers’ interview
QUAN
qualitative data collection
intervention
students’ survey
teachers’ survey
teachers’ interview
students’ products
1st quantitative data collection 2nd quantitative data collection
teachers’ survey
students’ survey
April 2014 July 2014
DATA COLLECTION
iBook - created with iBooks Author
Unit plan and resources - iTunesU
Reading
ComprehendingCreating
Communicating
Unit planCollaborating
1. Groups of 4/5 students - Collaborative Reading aloud; Reading Comprehension: immediate feedback exercises; brief sketch per group of an element in the story discussed in class (iBook); 2. Models and guidelines for after reading task (iTunes U); 3. “News from 2064” - Animation and Video production (iMovie & Garage Band); 4. Students’ products - Presentation, communication, sharing & class discussion with improvement suggestions (Apple TV); Discussion after class on Edmodo.
Activities in class
Students' survey, ‘AMTB’ Gardner scales (1985, 2004)Scores by Dimension in both schools
School 1 (n=27)Mean
Standard deviation
Levene test (F)
Levene test (sig.)
t- Student test (t)
t-Student test (sig.)
Score - Dimension 1 Attitudes towards learning English
Moment 1 41,11 7,17
,003 ,954 ,078 ,938Moment 2 40,96 6,77
Score - Dimension 2Motivational Intensity
Moment 1 23,88 2,97,878 ,353 ,634 ,529
Moment 2 23,33 3,45
Score - Dimension 3Desire to learn English
Momento 1 23 4,25,121 ,730 -,315 ,754
Moment 2 23,37 4,39
Total Score Moment 1 87,99
Moment 2 87,66
School 2 (n=26)
Score - Dimension 1 Attitudes towards learning English
Moment 1 43 7,37
1,54 ,221 -,915 ,365Moment 2 44,73 6,22
Score - Dimension 2Motivational Intensity
Moment 1 23,85 3,51,044 ,835 ,113 ,911
Moment 2 23,73 3,86
Score - Dimension 3Desire to learn English
Moment 1 25,12 4,19,306 ,583 ,000 1,00
Moment 2 25,12 4,27
Total Score Moment 1 91,97
Moment 2 93,58
Teachers' perceptions: both considered this was a different moment in their classes - different student attitude and involvement in activities;- students were more active when working collaboratively;- participated in a more orderly way, used English spontaneously.
Results: i) students' motivation to learn EFL
Results: ii) developing oral productionStudents' products - description and assessment
Description Assessment
Product Code
Number of Ss in group
Video title Students' future technology ideas Length 1.
Creativity2.
Quality
3. English (SP8)
Global Assessment
1.1 4Flying
Houses
Flying house that allows moving house quickly, taking your belongings around the world.
1,16 5 5 5 5
1.2 5The first
time machine
Time machine (not accurately described).
0,31 4 4 5 4,3
1.3 4Cloning robot
Cloning robot that will allow avoiding extinction of any species.
0,55 5 4 5 4,7
1.4 5The
robot teacher
Robot substitutes teachers in class. 0,16 2 3 3 2,7
1.5 5Jumping
carA jumping sports car, interview to the designers team.
0,48 3 4 5 4
1.6 4Flying carpet
Flying carpets to travel around the word easily.
0,57 5 4 5 4,7
2.1 4Arriving on Mars
Portal for tele-transport to other planets.
0,42 5 5 4 4,7
2.2 4DNA
Mutation
Nano robots that once inside our organism can detect human ADN, cure diseases and create human war machines.
1,12 5 5 5 5
2.3 3Time
Machine revealed
Time machine allowing time travelling.
0,43 5 4 4 4,3
2.4 4Dolphin Sonar
Water sonar that looks like a dolphin, found the Loch Ness monster.
0,32 4 4 3 3,7
2.5 4Ms. Rose
TripSpace boots - the fastest way to travel around the world.
0,37 5 4 5 4,7
2.6 3Advanced
Online Shopping
Through monitor delivery for online shopping.
0,40 5 5 5 5
2.7 4Smart
GlassesGlasses that can help develop cognitive skills.
0,32 5 4 5 4,7
Teachers' perceptions:- spontaneous oral participation more frequent and orderly;- improved oral participation quality, felt more difference in special needs cases.
High SP8 global assessment:- assessment according to QECR: A2+ - context, correction and fluency (School 1- 4,7; School 2 - 4,4)
Results: iii) Teachers' use of ICT
Teachers' survey,‘TTUS’ - Bebel, Russell & O’Dwyer (tr. Pedro, 2011)
Scores - by Dimension & e GlobalTeacher
from school 1 (n=1)
Teacher from school
2 (n=1)
Mean (n=2)
Standard deviation
(n=2)
1) Teaching-learning activities preparation
Moment 1 4,11 4,33 4,22 ,158
Moment 2 5,00 5,00 5,00 ,000
2) Email professional useMoment 1 3,00 4,00 3,50 ,707
Moment 2 5,00 4,00 4,50 ,707
3) Development of teaching activities
Moment 1 2,00 3,67 2,83 1,178
Moment 2 4,33 5,00 4,67 ,471
4) Adapting resourcesMoment 1 2,33 2,67 2,50 ,236
Moment 2 4,33 4,67 4,50 ,236
5) Students classroom useMoment 1 1,67 1,67 1,67 ,000
Moment 2 4,33 4,67 4,50 ,236
6) Supporting students' productions
Moment 1 1,40 1,40 1,40 ,000
Moment 2 4,44 4,60 4,50 ,141
7) AssessmentMoment 1 3,67 4,33 4,00 ,471
Moment 2 5,00 5,00 5,00 ,000
Global scoresMoment 1 2,33 2,83 2,58 ,353
Moment 2 4,62 4,67 4,64 ,029
Teachers' perceptions:- considered there was a positive ICT impact (SP8, motivation and quality of resources and artefacts) - iBook - immediate feedback - autonomous work
Different tendency:- Moment 1 - frequent use before and after class (Dim. 1, 2 and 7) - Moment 2 - higher use during class (Dim. 3, 4, 5 and 6)
1. Individualising special needs students and understanding an eventual impact on their learning, according to their specific cases; 2. Time / intervention length - one unit, time for overcoming novelty effect; 3. Oral production assessment in group and with no contrast with previous similar students' artefacts; 4. Providing more time for teachers to develop their digital competence; differences between tablet owner teacher vs no previous experience.
Study limitations
1. Students were more active - apparent changes in motivation and involvement in class - teachers perceptions 2. Students' oral fluency appears to have improved; teachers felt it was more frequent in spontaneous situations in class 3. Teachers used ICT for more purposes than before, with stronger incidence on supporting students' productions 4. Both teachers considered technology and strategies affected behaviour positively
1. Evaluate longer term impact on learning and motivation; 2. Also focus on Students’ use of technology, digital competence; 3. Allow Teachers to have training in advance and support throughout the study; 4. Consider 1:1 deployments to individualise learning progress.
Further research
Main Findings
Collaborative Learning using tablets in EFL to develop Oral Communication
Sílvia Roda Couvaneiro | Neuza Pedro
