This document summarizes a research study that investigated the effect of model video viewing order on Japanese EFL students' speaking performance. The study showed student performances before and after viewing either more or less proficient speaker videos. Results found that viewing less proficient models first followed by more proficient models improved students' speaking skills the most according to peer evaluations. Qualitative reflections also indicated students learned from comparing different proficiency levels. The replication study results were consistent with previous research, suggesting viewing a progression of model proficiency levels can effectively help develop EFL speaking skills.

1. Effect of Model Video Viewing
Order on Speaking
Performance in Japanese EFL
Classrooms
Yasuko Okada
(Seisen University, Japan)
Takafumi Sawaumi
(Ryutsu Keizai University, Japan)
Takehiko Ito
(Wako University, Japan)
GLoCALL & PCBET 2017 Joint Conference, 7-9 September 2017 at Universiti Teknologi
Brunei, Brunei Darussalam, Presented at Room 1, 11:00-11:30.

2. Our interests are…
• To develop students’ public speaking skills
in English
• To make effective use of video-recordings
of student speaking performance as
models, but…
• Not easy to collect student video data due
to various reasons, but it may be possible
to collect such data by conducting a
replication study.
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3. Research Questions
1. How does model video observation affect
EFL learners’ speaking performance in
the classroom?
2. Are learners able to benefit more from
viewing speech model videos in less-
proficient to more-proficient model
sequence order or vice versa?
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4. Outline
1.Previous studies
2.Method
3.Results
4.Discussion
5.Conclusion
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5. Observational learning
• Most human behavior is learned through
observation and modelling (Bandura, 1977).
• Observational learning processes: attention,
retention, reproduction, and motivation.
• In education settings, observational learning
can assist students in recognizing behavioral
patterns and developing cognitive skills.
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6. Instructional sequence effect
• Instructional sequence order has
affected foreign language learners’
comprehension/performance,
– Reading comprehension (Shimizu, 2007;
Chen, 2012)
– Listening performance (Winke, Gass &
Syndrenko, 2010)
– Speaking performance (Okada, Sawaumi &
Ito, in press)
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7. Okada, Sawaumi & Ito (2014)
• Conducted video-based observational
learning research in the Japanese EFL
context.
• Used more-proficient speaker models in
the two groups (high-and low-level
groups).
• Concluded that the model videos
successfully helped motivate high-level
learners but didn’t help low-level learners.
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8. Okada, Sawaumi & Ito (in press)
• Based on our 2014 study, we conducted a further
study.
• Showed more- and less-proficient speaker
models to two groups (equivalent language
proficiency) in different order.
• Both models helped motivate learners and
enhance language skills for different purposes.
• In particular, it was more effective to present less-
proficient model first and more-proficient model
next.
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9. Limitation on Okada et al. (in press)
• Insufficient number of participants: N = 27
• Maybe difficult to generalize the findings of
the study
• Thus it will be necessary to replicate
findings of the study, using the same
procedure with different participants.
In this presentation, I will show you how our
replication study was conducted.
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10. Outline
1.Previous studies
2.Method
3.Results
4.Discussion
5.Conclusions
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11. Participants
• Twenty-four Japanese university students
• Enrolled in English communication in Fall 2015
• Class A (n = 10) and Class B (n = 14)
• Average TOEIC Bridge scores were 130 for
class A and 116 for class B
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12. Model videos
• Selected from former Japanese EFL
students’ video recorded performances.
• Eight more-proficient models were from
higher-level English classes.
• Eight less-proficient models were from
lower-level English classes.
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13. Data collection procedures
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Round I
Round III
Round II
ORAL PRESENTATION
SELF- & PEER EVALUATION
ORAL PRESENTATION
ORAL PRESENTATION
SELF- & PEER EVALUATION
SELF- & PEER EVALUATION
CLASS A:
MORE-PROFICIENT MODEL
OBSERVATION
CLASS B:
LESS-PROFICIENTMODEL
OBSERVATION
CLASS B:
MORE-PROFICIENT
MODEL OBSERVATION
CLASS A:
LESS-PROFICIENTMODEL
OBSERVATION
VIDEO-BASED OBSERVATION
REFLECTION

14. Round 1
ORAL PRESENTATION
SELF- & PEER EVALUATION
CLASS A:
MORE-PROFICIENTMODEL
OBSERVATION
CLASS B:
LESS-PROFICIENTMODEL
OBSERVATION
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Self & peer
evaluation forms

15. Round 2
ORAL PRESENTATION
SELF- & PEER EVALUATION
CLASS B:
MORE-PROFICIENT
MODEL OBSERVATION
CLASS A:
LESS-PROFICIENTMODEL
OBSERVATION
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Self & peer
evaluation forms
1st Reflection

16. Round 3
ORAL PRESENTATION
SELF- & PEER EVALUATION
VIDEO-BASED OBSERVATION
REFLECTION
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Self & peer evaluation
forms
2nd Reflection
Final Reflection

17. Evaluation form
• 11 variables on 4-point scale from 1 (weak) to 4 (great)
• 3 subscales: voice control (1-4), body language (5-8) &
effectiveness (9-11)
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18. Outline
1.Previous studies
2.Method
3.Results
4.Discussion
5.Conclusions
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19. Data analysis
• Repeated measures ANOVA using SPSS 22
• Class (A vs. B [between-participants factor],
performance round (first vs. second vs. third
[repeated factor], and their interaction with
self/peer evaluation scores
• Reflection papers: text mining using Text
Mining Studio, in addition to qualitative
analysis
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20. Summary of statistical analyses
voice
control
body
language
effective
voice
control
body
language
effective
Round * ** ** ** **
Class *
Round x Class ** ** *
*p < .05 **p < .01
Peer evaluationSelf-evaluation
Significant interaction effect
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21. Peer evaluated voice control
For Class B, more-proficient models might have helped
improve peer evaluated voice control.
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22. Peer evaluated body language
For Class B, both less-proficient and more-proficient models
might have helped improve peer evaluated body language.
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23. Peer evaluated effectiveness
For Class B, more-proficient models might have helped
improve peer evaluated effectiveness.
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24. 1st reflection
• “I learned to imitate the more-proficient
speakers because they looked calm. I
consequently tried not to move my hands
or body during my own performance.”
(Class A)
• “While watching the less-proficient
speaker models, I realized that it was
important to be understood by one’s
listeners, and so I tried to speak clearly at
an appropriate volume...” (Class B)
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25. 2nd reflection
• “… I rehearsed several times so that I would
not stumble over the words. I was careful not to
move my body or hands, since such behavior
seemed to cause the less-proficient speakers
to lose their concentration.” (Class A)
• “I thought that I would deliver my performance
as before, since the more-proficient speakers
seemed too good to imitate. Nevertheless, I
wanted to improve my performance.” (Class B)
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26. Final reflection
• “I clearly understood the weaknesses in each
model. I therefore learned how to improve my
performance by comparing the more- and
less-proficient speakers.” (Class A)
• “Aside from helping me to evaluate my own
performances, I was able to see how well
other students delivered their performances. I
also became aware of my weaknesses, and
[therefore] tried to imitate the more-proficient
speakers. Watching my own and other
students’ videos enabled me to explore ways
to possibly improve my performance.” (Class
B)
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27. Outline
1.Previous studies
2.Method
3.Results
4.Discussion
5.Conclusions
27

28. Discussion (RQ1)
• Video-based observational learning
positively affected learners’ speaking
performances.
• More-proficient models observation helped
participants enhance their English
pronunciation and public speaking skills.
• Viewing models helped to develop greater
awareness of other students as well as
greater self-awareness.
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29. Discussion (RQ2)
• Quantitative findings were consistent with
those of the original study (Okada et al., in
press).
• Viewing less-proficient first and more-
proficient next may be effective at improving
peer evaluation on student performance.
• But as the replication was conducted as part
of regular lessons, other factors, e.g.,
watching self and peer video recordings, may
have affected peer evaluation scores.
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30. Discussion (cont’d)
• For Class A, the first peer evaluation
scores were already high.
• The ceiling effect may have occurred,
• It was speculated that:
• Class A’s performance was good compared to that of
Class B.
• They were more lenient than those in Class B.
• Class A’s peer evaluation scores may not have
improved in the 2nd round, regardless of viewing
order.
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31. Outline
1.Previous studies
2.Method
3.Results
4.Discussion
5.Conclusion
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32. Conclusion
• The quantitative results of this study was
consistent with the original study (Okada et al., in
press).
• Qualitative findings suggest that watching video
recordings of model speakers was effective for
different purposes and different reasons.
• It will be necessary to enhance internal validity by
using teacher evaluation in future study, though.
• Viewing non-native speaker models may be
feasible to improve EFL learners’ public speaking
skills not only in Japan but also in other countries
in Asia.
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33. Acknowledgements
This work was supported by:
• JSPS Kakenhi Number 15K02730; and
• The Research Institute for Language
Education at Seisen University, Tokyo.
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