The Influence of ICT on secondary school students' development in Japanese handwriting skills, Presentation by Shizuka Kandori at AFMLTA conference Sydney 2009

1. ShizukaKa o
nd ri

2. Background at “The College”
 C tho g ’ c o in Vic ria
a lic irls s ho l to
 No b o c m ute p g mw sintro uc d in Ye rs
te o k o p r ro ra a d e a
10 in 19 6
-12 9.
 All s e p s e s d ano b o c m ute in 2 0 .
tud nts o s s e te o k o p r 04
 In Ye r 7, J p ne ea Ind ne ia w reta ht fo 1
a a a s nd o s n e ug r
s m s r e c a Fre h w sta ht fo aye r.
e e te a h nd nc a ug r a
 Fro Ye r 8 J p ne ew so o thee c
m a , a a s a ne f le tives je ts
ub c .

3. Visit to a French class…
 Ye r 7 Fre h c s
a nc la s
 Stud ntss rte the c m ute a thes rt o thele s n.
e ta d ir o p r t ta f so
 Stud ntsw reto to ke p thelid o thec m ute c s d
e e ld e f o p r lo e .
 Stud ntss rte c p
e ta d o yingno sfro theb a d c to the la to
te m o rd ire tly ir p p
c m ute
o p r.
 Fre h a Eng h => a ha e s rip
nc nd lis lp b tic c t
 J p ne e=>Hira a , Ka ka a Ka
aa s g na ta na nd nji
 J p ne es rip a unkno n to thes e w s rt le rning
a a s c ts re w tud nts ho ta a
J p ne e
aa s.
W uldIC ha a im a t o thes e ’ te n o
o T ve ny p c n tud nts re ntio f
theJ p ne es rip ?
a a s c ts

4. Other issues
 P s ureo ha w
re s n nd riting
o Stud ntsne d to ha w
e e nd ritefo a w n a s s m nt,
r ny ritte s e s e
p rtic rly in a s s m ntso VC
a ula ses e f E.
o Stud ntsm t b a leto ha w
e us e b nd ritec m e ntly in s ho l
o p te c o
a s s e c urs w rk a atw ho e m tio
s e s d o e o nd o ur xa ina n.
 Theus o Romaji isd c ura e b c us Romaji o n
e f is o g d e a e fte
hind rss e fro a q
e tud nts m c uiringtheJ p ne es rip a
a a s c ts nd
c rre t p nunc tio
o c ro ia n.
Romaji isus d fo w rdp c s ingin J p ne e
e r o ro e s a a s.

5. Previous Studies on Influence of ICT
in Language Study
Phinne (19 9 Ro rig sa Ro rig s(19 6
y 8 ), d ue nd d ue 8 ),
P nning n a Bro k (19 2
e to nd c 9)
 IC fa ilita ss e ’ ng g le rningb m tiva
T c te tud nts la ua e a y o ting
s e le rningEuro e n la ua e (L2 a ESL.
tud nts a p a ng g s ) nd
Pso itivec ng so s e ’ ttitud sto a sw
ha e n tud nts a e w rd riting
b c us it re uc sthe fe r o m kingm ta s
ea e d e ir a f a is ke .

6.  Ba ra Rulea Die a (2 0
rre , nd m rt 0 1)
 Fo us d o thew
c e n ritingskillso firs g d s e .
f t ra e tud nts
 There e rc w sc rrie o fo s m nths
s a h a a d ut r ix o .
 Stud ntsw tethe c m o itio us e r w rd
e ro ir o p s ns ing ithe o
p c s ingo ha w
ro e s r nd riting.
 Find s
ing :
o Stud ntsw tem rew rd a s nte e o thec m ute a the
e ro o o s nd e nc s n o p r nd
o ra p g s w sb tte in w
ve ll ro re s a e r ritingc m e nc .
o p te e
o The e ye re d the te o thes re n a re e the w rk
y njo d a ing ir xts n c e nd vis d ir o
m reo n tha w
o fte n ritingb ha .
y nd
o Thee c o “ w s ” nd theinflue eo s e ’ o tio
ffe t f ne ne s a nc n tud nts m tiva n
w ss rt-te .
a ho rm

7. Previous Studies on Influence of ICT
in Japanese
 The ha b e fe s ie c nd te o theus o
re ve e n w tud s o uc d n e f
IC in J p ne ec s e (C
T a a s la s s hika a u, 2 0 ),
m ts 0 3
e p c lly in theb g rs le l w s c nd ry
s e ia e inne ’ ve ith e o a
s ho l s e .
c o tud nts
 Kub ta(19 9 a C
o 9 ) nd hika a u (2 0 ) fo us d o the
m ts 0 3 c e n
ps
o itivee c o us ICT in theJ p ne ec s e w re
ffe ts f ing a a s la s s he
unive ity s e s ie J p ne ea afo ig la ua e
rs tud nts tud d a a s s re n ng g .

8. Kubota (1999)
 Re e rc din aw bb s dla ua ep je t tha a ore uire
s a he e a e ng g ro c t ls q d
w rdp c s ingin J p ne e in athirdye r c lle ela ua e
o ro e s a a s, a o g ng g
c urs .
o e
 Find s
ing :
o Thep rtic a
a ip tings e enjoyed their learning a fe tha
tud nts nd lt t
the la ua es
ir ng g killshad improved a tha utilis aword
nd t ing
processor made their writing easier and faster.
o Ho e r, s m s e w reuns a o which was the
w ve o e tud nts e ure b ut
correct Kanji to choose from the list displayed when
converting Hiragana to Kanji.
o Stud ntsa o fo
e ls und it challenging to read Japanese websites,
w h us ala ea o o Ka m ny o w h the ha
hic e rg m unt f nji, a f hic y ve
ne r le rnt b fo . C ns q ntly s e c uldno re d the
ve a e re o e ue tud nts o t a
w b ite . So es e w reanxious about using unfamiliar
es s m tud nts e
software and hardware.

9. Chikamatsu (2003)
 Re e rc d o s e ’ ritings
s a he n tud nts w killsin J p ne ew n us IC
a a s he ing T.
 Tw typ so w n te ts(w rd te tsa e s y te ts to 2 c lle e
o e f ritte s o s nd s a s ) 0 o g
le rne o J p ne ew ha c m le ds c ndo third ye r
a rs f a a s ho d o p te e o r a
J p ne ec urs sa aunive ity
aa s o e t rs
 Thes e ha ap r kno le g o J p ne ew rd p c s inga
tud nts d rio w d e f a a s o ro e s s
the ha b e e ha inge a w J p ne ec lle es e in
y d e n xc ng m ils ith a a s o g tud nts
J p n.
aa
 Find s
ing :
o ICT enhanced students’ Kanji ability and students’ learning at
word level in Japanese study
o Ho e r, it did not help speed or length of students’ written work.
w ve
o The w sare tio hip b tw e thes e ’ e rm nc sa the
re a la ns e en tud nts p rfo a e nd ir
p fic nc in thela ua e
ro ie y ng g .
o Students were able to edit their work independently and
subsequently it may enhance students’ editing skills.

10. Focus of this study
 P vio s ie fo us d o thew
re us tud s c e n ritingd ve p e o unive ity
e lo m nt f rs
s e w s la ua ea ility in J p ne ew shig r a the
tud nts ho e ng g b aa s a he nd
re e rc rsa lys d theus o Ka c ra te .
s a he na e e f nji ha c rs
 In thiss y, thefo usiso thed ve p e o s c nd ry s e
tud c n e lo m nt f e o a tud nts
w a le rningb s J p ne em inly us Hiragana characters.
ho re a a ic a a s a ing
 In o e to a lys thes e ’ c ve e , thiss y
rd r na e tud nts a hie m nts tud
im le e dthem tho stha C
p m nte e d t hika a u (2 0 ) a p dtofind o
m ts 0 3 p lie ut
the effectiveness of the use of ICT by measuring the time and the
correctness of their answers in the vocabulary tests. The
s e ’ is ke in the ha w
tud nts m ta s ir nd ritingw rec te o e tos ethe
e a g ris d e
d ve p e o s e ’ ritings
e lo m nt f tud nts w killsin Hira a c ra te .
g na ha c rs

11. Research Questions
Thiss y a e toid ntify p s
tud im d e o itivea ne a e c o
nd g tive ffe ts f
theus o IC in J p ne e
e f T a a s.
2. Do s e a thejunio le l le rn tow Hira a
tud nts t r ve a rite g na
c ra te m req kly a a c te b ha w
ha c rs o uic nd c ura ly y nd riting
o b us IC
r y ing T?
3. Do sIC us ha a e c o s e ’ te n o
e T e ve ny ffe t n tud nts re ntio f
vo a ula
c b ry?
4. Do sIC m tiva thejunio le l s e tole rn
e T o te r ve tud nts a
J p ne e
a a s?

12. Project - Setting
 P rtic a : Aus lia Ye r 8s e in 2c s e o
a ip nts tra n a tud nts la s s f
J p ne ew rethere e rc r w sthete c r.
a a s he s a he a a he
 10s e (5s e fro e c c s ) re
tud nts tud nts m a h la s turne the d
c ns nt fo sfo d tac lle tio
o e rm r a o c n.
 Thre le s nso 75m
e so f inute in afo
s rtnight
 Dura n: 6w e in Te 4
tio e ks rm
 To ic Sp rtsa Le urein Unit 7&8in P rt 3o
p : o nd is a f
Mirai 1

13. Project - Setting
 La to p g ma s ho l. W le sc nne tio
p p ro ra t c o ire s o c n
thro ho thes ho l. “ o le w sintro uc da
ug ut c o Mo d ” a d e s
thes ho l intra t.
c o ne
 Stud ntsha the o n la to c m ute a the a
e ve ir w p p o p r nd y re
e e te tous the in c s . Ho e r, s e ha
xp c d e m la s w ve tud nts d
no us dw rd ro e s r in J p ne e
t e o -p c s o aa s.
 Stud ntsha a a y le rnt Hira a a s m Ka
e ve lre d a g na nd o e nji
c ra te .
ha c rs

14. Methodology
Qua i-e e e (Co n, Ma n a Mo o 2 0 )
s xp rim nt he nio nd rris n, 0 0
 Exp rim nta Gro a C ntro Gro
e e l up nd o l up
 Exp rim nta Gro –Us thec m ute a thetim
e e l up ing o p r ll e
 C ntro Gro –No us thec m ute a a
o l up t ing o p r t ll
Mixe m tho s
d e d
 TheSta Gro P te t-P s s De ig (Fra nke a
tic up re s o tte t s n e l nd
W lle 2 0 )
a n, 0 3
O: Ob e tio (m a ure e
s rva n e s m nt)
O X1 O X: Exp s o theg up to thetre tm nt
o ure f ro a e
 Gro O rvie s
O X2 inte
up w

15. Project
 P -Te t
re s
 Be rec m e ingthete c
fo o m nc a hingp g mo 5w e ,
ro ra f e ks
s e in b th g up to k aP -Te t.
tud nts o ro s o re s
 Stud ntsin b th g up w tethe a w rsb ha .
e o ro s ro ir ns e y nd
 Thete t ha 2s c nsa e c s c n ha 10vo a ula
s s e tio nd a h e tio d c b ry
fro to ic tha the ha s ie p vio ly.
m p s t y d tud d re us
 Se tio One Tra la Eng h w rd into J p ne ew
c n : ns te lis o s a a s ith
Romaji c s (Che kings e ’ bility tow theHira a
lue . c tud nts a rite g na
c ra te .)
ha c rs
 Se tio Tw : Tra la Eng h w rd into J p ne e
c n o ns te lis o s aa s
without Romaji c s (norm l voc bula te t in c s .)
lue . a a ry s la s

16. Data collection in the Pre-Test
 Aw rd d p ints 2p intsfo c rre t tra la n, 1 p int
a e o : o r o c ns tio o
fo p rtia c rre t tra la n a ze p int fo aw ng
r a lly o c ns tio nd ro o r ro
tra la n o no a w r. (%)
ns tio r ns e
 Num e o c ra te tha thes e w tec rre tly.
b r f ha c rs t tud nts ro o c
(%)
 Tim tha s e s e toc m le thete t.
e t tud nts p nt o p te s
 Stud ntsw rea w d to ta a unlim d a o
e e llo e ke n ite m unt o tim .
f e
 Stud ntsp the ha up w n the ha c m le d thete t
e ut ir nd he y d o p te s
a thetim ta n w sre o e o as pw tc b the
nd e ke a c rd d n to a h y
te c r.
a he

17. Lessons ***Same program of work was taught in both groups.
 To ic
p s
o Tim (ho to s y tim , Ka num e w reus d
e w a e nji b rs e e .)
o Ve s(inc rp ra
rb o o tingw “ e toe re sthed ily
ith Tim ” xp s a
routine )
s
la e o o tingw いきます (tog )
o P c s(inc rp ra ith o
o Us o p rtic s( に (a to 、を）
e f a le t, )

18. Lessons ***Same program of work was taught in both groups.
C ntro Gro
o l up
 C m ute w reno us da a in c s .
o p rs e t e t ll la s
 Stud ntsc p dthec s no sin Hira a a Ka num e
e o ie la s te g na nd nji b rs
intothe no b o b ha .
ir te o k y nd
 Ne ite sw reintro uc db us fla hc rd a
w m e d e y ing s a s nd
ha w n o theb a b thete c r.
nd ritte n o rd y a he
 Ga e w rep ye us fla hc rd .
m s e la d ing s a s
 As e s e ta ksw rec m le db ha w
s s m nt s e o p te y nd riting .
 Stud ntsc a dab o t o “ ily Ro
e re te o kle n Da utine( 私の一日 )”
.

19. Lessons
 Exp rim nta Gro
e e l up
 Fo w d thes m le s n p n a theC ntro Gro .
llo e a e s o la s o l up
 C m ute w reus d a thetim in c s .
o p rs e e ll e la s
 Stud ntsne d d to ins ll theJ p ne ew rd p c s ing
e ee ta a a s o ro e s
p g m(Glo a
ro ra b l-IME) a le rn ho totyp Hira a a
nd a w e g na nd
Kanji.
 Re is r o QUIA (w w uia o )
g te n w .q .c m
 Da p je to w sus d to d p y thele s n no so the
ta ro c r a e is la so te n
b a . (IW w reno ye a ila lein thero m w re
o rd B e t t va b o s he
the ele s nsto k p c .)
s so o la e

20. Lessons in the Experimental Group
 Thete c r typ da thele s n no so thec m ute a this
a he e ll so te n o p r nd
w sd p ye o theb a thro h d tap je to
a is la d n o rd ug a ro c r.
 Stud ntsc p dthec s no sin Hira a a Ka num e
e o ie la s te g na nd nji b rs
o the la to c m ute
nto ir p p o p r.
 Ne ite sw reintro uc db us fla hc rd tha w reus d
w m e d e y ing s a s t e e
in theC ntro Gro a “a Fla hc rd ” n QUIA.
o l up nd J va s a s o
 Ga e w rep ye us “a Fla hc rd ” “um le W rd ”
m s e la d ing J va s a s , J b d o s
a “ ha ng Bo rd o QUIA.
nd C lle e a ” n
 As e s e ta ksw rec m le do thec m ute
s s m nt s e o p te n o p r.
 Vo a ula te ts–s m d b e a
c b ry s ub itte y m il
 P w rP int p s nta n o “ ily ro
o e o re e tio n Da utine( 私の一日 )”.
Stud ntsw tethe firs d ft o Mic s ft W rd
e ro ir t ra n ro o o .

21. Post-Tests
 At thee o thete c
nd f a hingp g m s e to k 2s tso
ro ra , tud nts o e f
P s s (P s s 1 a P s s 2
o t-Te ts o t-Te t nd o t-Te t ).
 TheC ntro Gro w tethe a w rsb ha in b th P s
o l up ro ir ns e y nd o o t-
Te t 1 a 2
s nd .
 TheExp rim nta Gro w tethe a w rsin P s s 1 b
e e l up ro ir ns e o t-Te t y
ha a the typ dthe a w rsin P s s 2 Stud nts
nd nd y e ir ns e o t-Te t . e
s m dthe te tsb e a
ub itte ir s y m il.

22. Post-Tests
 Sa ea theP -Te t, e c P s s ha tw s c nsa
m s re s a h o t-Te t s o e tio nd
e c s c n ha te vo a ula fro theto ic o Tim ,
a h e tio d n c b ry m p s f e
Ve sa p c s
rb nd la e .
 Se tio One Tra la Eng h w rd intoJ p ne ew
c n : ns te lis o s a a s ith
Romaji c s (Che kings e ’ bility tow theHira a
lue . c tud nts a rite g na
c ra te .)
ha c rs
 Se tio Tw : Tra la Eng h w rd intoJ p ne e
c n o ns te lis o s aa s
without Romaji c s (norm l voc bula te t in c s .)
lue . a a ry s la s

23. Data collection in the Post-Tests
 Aw rd d p ints 2p intsfo c rre t tra la n, 1 p int
a e o : o r o c ns tio o
fo p rtia c rre t tra la n a ze p int fo aw ng
r a lly o c ns tio nd ro o r ro
tra la n o no a w r. (%)
ns tio r ns e
 Num e o c ra te tha thes e w tec rre tly.
b r f ha c rs t tud nts ro o c
(%)
 Tim tha s e s e toc m le thete t.
e t tud nts p nt o p te s
 Stud ntsw rea w d to ta a unlim d a o
e e llo e ke n ite m unt o tim .
f e
 Stud ntsp the ha up w n the ha c m le d the
e ut ir nd he y d o p te
te tsa thetim ta n w sre o e o as pw tc b the
s nd e ke a c rd d n to a h y
te c r.
a he

24. Group Interview
 C nd te in e c Exp rim nta a Co l g up
o uc d ah e e l nd ntro ro .
 Dig lly re o e a la r tra c e .
ita c rd d nd te ns rib d
 Se i-s ture inte ww q s nsp p re b info a s
m truc d rvie ith ue tio re a d ut rm l tyleat
lunc htim .
e
 C m rta lee
o fo b nviro e fo s e to c ntrib the id a .
nm nt r tud nts o ute ir e s
 All s e w ree o g d to ta turnsto a w r e c q s n a
tud nts e nc ura e ke ns e a h ue tio nd
the re d to k p rt in thed c s nsw theExp rim nta Gro
y a ily o a is us io ith e e l up
la tingfo 4 m
s r 0 inute a theC ntro Gro fo 2 m
s nd o l up r 5 inute .
s
 Que tio w rep p re b s d o Kub ta ss y (19 9 o
s ns e re a d a e n o ’ tud 9) n
p c nc p nsre a ingIC us a the w rem d d in theinte w
re o e tio g rd T e nd y e o ifie rvie s
to b a p p teto theYe r 8s e .
e p ro ria a tud nts

25. Questions for the Group Interviews
1. Wha a yo e e nc so us thec m ute in c s in thep s
t re ur xp rie e f ing o p r la s a t?
Ho ha yo us d yo c m ute in J p ne eo o r la ua ec s e
w ve u e ur o p r a a s r the ng g la s s
b fo ?
e re
2. Ho d yo fe l a o us thec m ute to le rn J p ne e Did yo
w id u e b ut ing o p r a a a s? u
fe l c m rta leus IC
e o fo b ing T?
3. Did yo b c m m rec nfid nt w w
u e o e o o e ith ritingin J p ne e Why?
a a s?
4. Do yo think us ac m ute in J p ne ehe e yo s y?Do yo
u ing o p r a a s lp d ur tud u
think yo J p ne eb c m b tte
ur a a s e a e e r?
5. C ma
o p ringthele s nsus thec m ute a theo sw ut the
so ing o p r nd ne itho
c m ute w t d yo think w rethep s
o p r, ha o u e o itivea p c o us the
s e ts f ing
c m ute in J p ne ele s ns
o p r a a s so ?
6. Wha d yo think thene a a p c w rew n us thec m ute in
t o u g tive s e ts e he ing o p r
J p ne ele s ns
a a s so ?
7. C m a theus l le s nsto thele s nsin w h ICT w sus d Whic
o p re ua s o so hic a e. h
o d yo p fe Why?
ne id u re r?

26. Data Analysis
 Quantita Da
tive ta
(Da fromthePre s isthebe hm rk s rtingpoint.)
ta -Te t nc a ta
 Gro a ra e
up ve g
 Re ultso ind
s f ivid l s e
ua tud nts
 Tim ta n to c m le thete ts
e ke o p te s
 C rre t tra la n
o c ns tio
 C rre tly w
o c ritte Hira a
n g na
 Qua tiveDa
lita ta
 Re p ns sfro theGro Inte
so e m up rview

27. Group average
Figure 1: Group average time in Section One

28. Figure 2: Group average time in Section Two

29. Figure 3: Group average results of
correct translations in Section One

30. Figure 4: Group average results of
correct translations in Section Two

31. Figure 5: Group average results of
accuracy of Hiragana in Section One

32. Figure 6: Group average results of
accuracy of Hiragana in Section Two

33. Individual students

34. Findings – on average
 W n thete tsw rec m le d b ha w
he s e o p te y nd riting
 TheExp rim nta Gro a hie d lo e re ultstha the
e e l up c ve w r s n
C ntro Gro in tra la n a a c c
o l up ns tio nd c ura y
 Sp e o ha w
e d f nd ritinga kno le g in Hira a re a d
nd w de g na m ine
thes m .
a e
 W n thete tsw rec m le d o thec m ute
he s e o p te n o p r
 TheExp rim nta Gro a hie d hig r re ultstha the
e e l up c ve he s n
c ntro g upin a c c o thec ra te a w ll a in
o l ro c ura y f ha c rs s e s
the tra la ns
ir ns tio .
 TheExp rim nta Gro c m le d thete t fa te tha the
e e l up o p te s s r n
C ntro Gro .
o l up

35. Findings – individual students
Time
 The spread of the time difference was reduced in the
Experimental Group in both Post-Tests, w it w sinc a e
hile a re s d
in theC ntro Gro in Se tio 1 o theP s s .
o l up c n f o t-Te ts
 In Se tio Oneo P s s 1, thefa te t s e in theP -Te t
c n f o t-Te t s s tud nts re s
inc a e thetim toc m le thete t, w s w r s e
re s d e o p te s hile lo e tud nts
d c a e thetim in theExp rim nta Gro .
e re s d e e e l up
 In Se tio Tw o P s s 1, o them d s e in theP -
c n o f o t-Te t nly id le tud nt re
Te t inc a e thetim in theExp rim nta Gro .
s re s d e e e l up
 In theP s s 2 thes re d o thetim d re ew sre uc d
o t-Te t , p a f e iffe nc a d e
a s e in b th g up c m le db th s c nsfa te
ll tud nts o ro s o p te o e tio s r
c m a dtotheP -Te t.
o p re re s

36. Tra la ns
ns tio
<P s s 1>
o t-Te t
 Thes re do there ultsw sre uc din Se tio One b
p a f s a d e c n , ut
inc a e in Se tio Tw in theExp rim nta Gro ,
re s d c n o e e l up
w it w sinc a e in b th s c nsin theC ntro
hile a re s d o e tio o l
Gro .
up
 In Se tio One theto s e a thelo e t s e in
c n , p tud nts nd w s tud nt
theP -Te t im ro d the re ults w m d s e
re s p ve ir s , hile id le tud nt
a hie d lo e re ult.
c ve w r s
 In Section Two, everyone except for the 4th student in
the Pre-Test achieved lower results in the
Experimental Group, w 3m d s e in the
hile id le tud nts
C ntro Gro im ro d the re ults
o l up p ve ir s .

37. <P s
o t-Te t 2
s >
 The spread of results in the Experimental Group was
reduced in Section One and remained the same in Section
Two c m a dtotheP -Te t.
o p re re s
 In Se tio One m s o thes e in theExp rim nta
c n , ot f tud nts e e l
Gro m inta do im ro dthe re ults
up a ine r p ve ir s .
 In Se tio Tw , the top 3 students in the Pre-Test achieved
c n o
lower result in the Experimental Group. 4th student in the
Pre-Test achieved better result and the lowest student
maintained her result. In theC ntro Gro , 2 s e in the
o l up nd tud nt
P -Te t lo e he re ult, w o rsm inta do im ro d
re s w r r s hile the a ine r p ve
the re ults
ir s .
Mo tly s m re ultsw reo s rve in theAc ura y.
s a e s e be d c c

38. Group Interview with the Experimental Group
<P s
o itivec m e >
o m nts
W riting
 Ea ie a fa te to typ in J p ne era r tha
s r nd s r e a a s the n
ha w
nd ritinga thise b dthe to d m rething .
nd na le m o o s
 Ea ie to ke pup w o r c s m te .
s r e ith the la s a s
 Ea ie to typ b c us the o ne d d tokno Romaji
s r e e a e y nly e e w
 “ w P d o Glo a
Dra ing a ” n b l-IME he e tod p y the
lp d is la
c ra te e n if the w reuns o there d .
ha c rs ve y e ure f a ing
 P fe d thene tly d p ye c ra te tothe o n
re rre a is la d ha c rs ir w
ha w
nd riting(c ns e d m s y)
o id re e s

39. Exp rie e
e nc
 Us ac m ute w sinte s
ing o p r a re tinga s e e ye the
nd tud nts njo d
e e nc .
xp rie e
 Exc itingtos etheEng h a ha e c ng toJ p ne e
e lis lp b ts ha ing a a s
c ra te .
ha c rs
 Us thec m ute in J p ne ew sc nve nt a
ing o p r a a s a o nie nd
a s te the ind p nd nt re io
s is d ir e e e vis n.
 Go d toha ava ty o a tivitie .
o ve rie f c s
 2o 5s e p fe d toc ntinuetheus o c m ute
f tud nts re rre o e f o p r
in c s a o rss id“ lf-ha
la s nd the a ha lf”

40. <Ne a c m e >
g tive o m nts
 4o o 5s e s idit w sm red
ut f tud nts a a o iffic tole rn
ult a
J p ne eb c us the w reus d to m m ris
a a s ea e y e e e o ing
vo a ula thro h ha w
c b ry ug nd riting (“ o
. Lo k-Sa o r-
y-C ve
W -C c )
rite he k”
 Typ d no he the le rn J p ne ec ra te .
ing id t lp m a a a s ha c rs
 Only 1 s e us d thec m ute tore eto p p refo
tud nt e o p r vis re a r
theq uizze b s a o p c e b ha w
s ut he ls ra tis d y nd riting .
 So ec m ine s und (e . しょ ) w res c nfus
m o b d o s .g e till o ing
fo s e to typ a it w sq ke to ha w the
r tud nts e nd a uic r nd rite
c ra te .
ha c rs

41. <Othe ne a c m e >
r g tive o m nts
 Nuis nc to s a Eng p o Glo a
a e wp -J n n b l-IME.
 C m ute p b ma ne o p b md c ura e the
o p r ro le nd tw rk ro le is o g d
us o c m ute
e f o p r.
 C m ute ha b e ad tra tio fro the s y. (a
o p rs d e n is c n m ir tud t
ho e w re e
m , hile c ivinga s nd thete ts
nd e ing s )

42. Group Interview with the Control Group
***w t the tho ht m ht ha p n if the w reto us a
ha y ug ig pe y e e
c m ute a thetim in J p ne ec s ***
o p r ll e a a s la s
<P s
o itivec m e >
o m nts
 It w uld b fa te to w d w a the w
o e s r rite o n nd ir ritingw uld
o
b ne te
e a r.
 It w uld b e s r to w Ka ka .
o e a ie rite ta na
 P s ib to ha b tte a c s to re io to lso the
o s le ve e r c e s vis n o n
inte t.
rne
 Theg m tha theExp rim nta Gro ha us dd
a e t e e l up d e uring
thep je t w sfun a s e fe tha the p id m re
ro c a nd tud nts lt t y a o
a ntio toc s . (TheC ntro Gro ha ac nc to
tte n la s o l up d ha e
p y theg m sla r)
la a e te

43. <Ne a c m e >
g tive o m nts
 Ga e o thec m ute c n b d tra ting
ms n o p r a e is c .
 The m y fo e ho tow J p ne ec ra te a b c m
y a rg t w rite a a s ha c rs nd e o e
s w ra w
lo e t ritingthe b ha .
m y nd
 Burd n o c rryingm rething a p b mo c m a ility b tw e
e f a o s nd ro le f o p tib e en
c m ute , theinte t a thew le ss te a und thes ho l.
o p rs rne nd ire s ys m ro c o
<Stude w ha us dJ pa s typingduetohe injury>
nt ho s e a ne e r
 C ng Eng p w sfrus tinga s d like b ing
ha ing -J n a tra nd he is d e
b hindthere t o thec s w w rec p
e s f la s ho e o yingtheno sm re
te o
q kly b ha .
uic y nd
 Sheha fo o n ho tow s m Hira a a s
d rg tte w rite o e g na nd he
c uld t re e b r vo a ula a w ll a s us lly d .
o n’ m m e c b ry s e s he ua id
=>extrare io tim
vis n e

44. Individual students
 Mo t o theExp rim nta Gro a hie dlo e re ultstha the
s f e e l up c ve w r s n
C ntro Gro .
o l up
 W a r s e in theExp rim nta Gro fe le sb e a
e ke tud nt e e l up lt s urd n nd
b c m m rec m rta lew w
e a e o o fo b ith ritingJ p ne eb there ultsw re
a a s ut s e
lo e in thete t ta n b ha w
wr s ke y nd riting .
 W a r s e im ro d thes e d o w
e ke tud nts p ve p e f ritinga thes re d o the
nd p a f
s e din theg upw sre uc d
pe ro a d e.
***So ep s
m o itivee c o thes w s s e a s m ne a
ffe t n lo e t tud nt nd o e g tive
e c o thefa te t s e
ffe t n s s tud nt.
 Stud ntsin b th g up w rea a tha theus o c m ute c n b
e o ro s e w re t e f o p r a e
d tra tingto the ha w
e c ir nd ritings .
kills
 The a o s id theus o c m ute w a n the m m ry s
y ls a e f o p r e ke ir e o killsfor
le rningthevo a ula a s e
a c b ry nd p lling .

45. Summary
ICT influe e s e b th p s
nc d tud nts o o itive a ne a ly.
ly nd g tive
 Stud ntsb c m m reinte s d in le rningJ p ne e
e ea e o re te a aa s.
 Theus o IC he e w a r s e w w
e f T lp d e ke tud nts ith riting
J p ne em ree s
a a s o a ily.
 Theg p b tw e s e b c m le sin m s c s s
a e e n tud nts e a e s o t ae.
 Theus o IC to k a a theo p rtunitie o ha w
e f T o wy po s f nd riting
fro s e w ha a a y e ta lis dg o
m tud nts ho d lre d s b he o d
ha w
nd ritingskillsa the w rene a ly influe e .
nd y e g tive nc d
 W a rs e s
e ke tud nts trug le tole rn thes e
g d a p llingo J p ne e
f aa s
o e n fo o s m o Hira a .
r ve rg t o e f g na

46. Limitation
 C ic o thec ra te
ho e f ha c r
e . Ka –s e ne dtotyp thes undo thec ra te in
.g nji tud nts e e o f ha c r
Hira a firs the c nve the toKa
g na t, n o rt m nji
 Le l o thele rne
ve f a rs
 Ele tivevs C m uls ry
c . o p o
 P teg s ho l –b y’ s ho l/c -e s ho l, s e ,
riva irls c o o s c o o d c o tud nts
re o e
s urc s

47. Conclusion
 Theus o IC inte s da m tiva ds e tole rn
e f T re te nd o te tud nts a
J p ne e
a a s.
 Thec ns nt us o IC ne a ly influe e s e ’
o ta e f T g tive nc d tud nts
ha w
nd ritings .
kills
 Ta kingno sb ha in c s isave im o nt o p rtunity
te y nd la s ry p rta p o
fo s e top c eha w
r tud nts ra tis nd ritings killsin thec s ro m
la s o .
 Theus o IC in a a p c o la ua ele rningin s ho ls
e f T ll s e ts f ng g a c o
w b ac ia p b mif s e a toc m le the
ill e ruc l ro le tud nts re o p te ir
a w rsb ha in VC a s s m nts
ns e y nd E ses e .
 Theus o IC ise c
e f T ffe tivew n it isus da as p m nta
he e s up le e ry
m te l.
a ria

48. Future research
 Num e o p rtic a (re ults
b r f a ip nts s )
 Tim o thep je t (b g
ing f ro c e inning nd o theye r)
/e f a
 Le th o thep je t (e . Ba ra Rulea Die a 2001)
ng f ro c .g rre , nd m rt,

49. References
Ba ra M. T., A. C Rulea A. Die a (2 0 TheEffe t o Writingw C m tue ve us
rre , . nd m rt. 0 1). c f ith o p rs rs
Ha w
nd ritingo theW
n ritingAc ve e o Firs ra e . Information Technology in
hie m nt f t-g d rs
Childhood Education.
Chika a u, N. (2 0 ). TheEffe tso C m ute Us o L2J p ne eW
m ts 03 c f o p r e n a a s riting Foreign Language
.
Annals, 36(1), 114 7
-12
C he L., La re eMa n a Ke Mo o (2 0 ). Research methods in Education. Ne
o n, w nc nio nd ith rris n. 0 0 w
Yo Ro d eFa e
rk: utle g lm r.
Fra nke J R., a No a E. W lle (2 0 ). How To Design and Evaluate Research in
e l, . nd rm n a n. 0 3
Education. Bo to : Mc w
s n Gra -Hill Hig r Ed a n.
he uc tio
Kub ta R. (19 9 W rdP c s inga W W P je tsin aC lle eJ p ne eLa ua eC s .
o , 9 ). o ro e s nd W ro c o g a a s ng g la s
Foreign Language Annals, 32(2), 203-218
P nning n, Ma
e to rthaC a Ma N. Bro k. (19 2 ‘ro e sa P d t Ap ro c stoC m ute
. nd rk c 9 ). P c s nd ro uc p a he o p r
As is dC m o itio . In M. P nning n a V. Ste ns(Ed .), Computers in Applied
s te o p s n’ e to nd ve s
Linguistics: An International Perspective, So Aus lia Multiling l Ma rs p -10
uth tra : ua tte p .79 9
hinne Ma nne (19 9 ‘Computers, Composition, and Second Language Teaching’.
P y, ria . 8 ).
Teaching Languages With Computers: TheSta Of TheArt. C Athe ta P lic tio
te A: ls n ub a ns
:p .8 6
p 1-9
Ro rig s Da n, a Ra o J Ro rig s (19 6 Teaching Writing with a Word Processor,
d ue , w nd ym nd . d ue . 8 ).
Grades 7-13. Illino : TheERIC C a ho eo Re d a C m unic tio Skillsa the
is le ring us n a ing nd o m a n nd
Na na C unc o Te c rso Eng h. : p .5 .
tio l o il f a he f lis p -13