1. Cell phone Video Recording Feature
as a Language Learning tool :
A case study
Presenter: Ni-Jyun Cathy Liu
Instructor: Dr. Pi-Ying Teresa Hsu
Date: March 3, 2014

2. Citation
Nicolas A. G. (2012). Cell phone video recording
feature as a language learning tool: A case study.
Computer & Education, 58 (1), 223-230.
2

3. Contents
Introduction
Purpose
Literature Review
Methodology
Result & Conclusion
Critiques & Suggestions
3

4. Introduction
 Background
 Purpose
 Research Questions
4

5. Background
5 billion cell
phones world wide
Smart phone >
tablet size computers
(International Telecommunication, 2010)
(Economist Intelligence Unit, 2009, P. 121)
Mobile subscription
worldwide stands at 80 %
(Economic, 2010)
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6. Background
6

7. Background
7

8. Purpose
2. Assess the students’ opinions about activities
1. Evaluate feasibility of integrating such a
project and learning approach
using the cell phone video recording feature in the
language learning classroom.
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9. Research Questions
1. How Japanese EFL undergraduate
2. What ‘s the effect of the task on students’
students use their cell phone video
vision of the benefit on the cell phone video
recording feature to complete a verbal
recording feature?
performance?
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10. Literature
Review
Cell phone as a learning tool
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11. Cell phone as a learning tool
Improvements in technology and practical
applications
phones
as
are
an
needed
to
appropriate
render
cell
platform
to
deliver educational material to students.
(Motiwalla, 2007; Oliver & Goerke, 2008; Pouezevara & Khan, 2007; Shudong
& Higgins, 2006)
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12. Cell phone as a learning tool
The use of cell phones does not replace
learning; they simply provide a new tool for
learning.
(Shudong & Higgins, 2006)
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13. Cell phone as a learning tool
The cell phone technology empowers owners to
record events that enable them to develop an
identity and a perception of the environment in
which students live.
(Cavus & Ercag, 2009; Gromik, 2009)
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14. Methodology
 Instruments
 Participants
 Procedure
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15. Surveys
Interviews
Instruments
Observations
30 seconds video on
a weekly basis
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16. 9 second year
undergraduate
engineering students
19-20 years old with
mixed English as a
Foreign Language
Participants
6 years of English
exposure
Japanese National
University
16

17. Procedure
Pre-survey
Cell phone
video
performance
14 weeks
Post-survey
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18. Result &
Conclusion
 Average weekly performance
 Cell phone video speaking performance
 Recording attempts
 Preparation time to produce one video
 Areas of improvement
 Paired samples t-test analysis
 Pearson product-moment correlations
18

19. Average weekly cell phone video production word and time performance
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20. Pre/post cell phone video speaking performance
46.11
1.64
67.66
2.26
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21. Recording attempts before final video
Difficulty of producing videos
1. Vocabulary recollection
2. Pronunciation satisfaction
3. Visual presentation
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22. Preparation time to produce one video
Video production process
1. Write a script and memorize
2. Practice
3. Preview
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23. Areas of improvement
Students believed they gained a
positive learning outcome.
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24. Pre/post – test survey paired samples t-test analysis
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25. Pearson product-moment correlations between variables from weekly
production process report and post-survey
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26. Conclusion
Students were encouraged to contemplate best video
production strategies as well as enhance students’
output performance.
Learners are becoming more familiar with using
their cell phones to create and share content
meaningful to them.
All students concluded that cell phone were a good
learning tool.
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27. Critiques &
Suggestions
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28. Critiques & Suggestions
This study should provide why chose
speaking skill to be research target.
This study should provide more examples of
surveys, interview questions, and observation
outcomes.
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29. Thanks for your listening
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