Abstract
This presentation focuses on the efficacy of teaching EFL learners through an approach that combines independent computer-based grammar learning with weekly classroom-based lessons focusing on speaking, listening, and writing. The fifteen-week study aims to measure language learning through standardized testing, classroom observation, and online quiz results. Conscious learning was also monitored through periodic surveys. Learners were Japanese businessmen mostly aged 30 to early 40s with CEFR levels ranging from A2 to B1.Modern technology can provide a portable, adaptive, and multimodal experience. According to a Pew Research study, 77% of Americans have a smartphone (2017), similar to numbers in Japan. To take advantage of the portability of the classroom, we must critically look at the effect on language learning that arises from integrating such programs into the curriculum. This study examines how such digital language learning materials can be exploited to create multifaceted language learning experiences.Learners showed a marked improvement in the volume of output, listening comprehension, willingness to engage in discussion, and rising standardized test scores. Our session will feature these results, along with learner feedback from reflective portfolios, discussion points on the integration of online language learning programs and the effect they have on the overarching curriculum, as well as suggestions for future studies. We will frame the discussion using the perspectives of mobile assisted language learning offered by Burston (2014) and Rosell-Aguilar (2017).
Author Information
Justin Parker Pool, Osaka Kyoiku University, Japan
Haruyo Yoshida, Osaka Kyoiku University, Japan
Paper Information
Conference: IICEHawaii2018
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICEHawaii2018 Conference Proceedings (View)
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