Track 02 - Educational innovation
Authors: SĂlvia Roda Couvaneiro and Neuza Pedro
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Collaborative Learning using tablets in EFL to develop Oral Communication
1. SĂlvia Roda Couvaneiro
Instituto de Educação da Universidade de Lisboa
silvia.couvaneiro@campus.ul.pt
Neuza Pedro
Instituto de Educação da Universidade de Lisboa
nspedro@ie.ulisboa.pt
Collaborative Learning using tablets in
EFL to develop Oral Communication
2. PROJECT STEPS
âš
- plan of action
according to
literatureâš
âš
- data collection
instrumentsâš
âš
- unit and lesson
plansâš
âš
- digital resources
âš
- contact with
teachers and
studentsâš
âš
- activities in classâš
âš
- mixed data
collection
âš
- data analysis,
crossing all the
results and
contrasting with
literature
âš
- systematic
literature review,âš
3 criteriaâš
âš
a) 22 articles and
studies - iPad in
educationâš
b) 2 studies - EFL &
mobile technologiesâš
c) 2 Apple studies
research preparation intervention evaluation
silvia.couvaneiro@campus.ul.pt
3. - 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:
âą approach to the needs and interests of students as a
form of motivation;
âą the possibility of differentiation;
âą the development of a large range of skills, including
those related to the use of technologies;
âą the possibility of individual work as well as an
autonomous collaborative work;
âą less need of teacher lecture;
âą and creative production of different artefacts.
silvia.couvaneiro@campus.ul.pt
Literature review
4. Problem: Do mobile technologies have a positive impact on learning
when combined with collaborative strategies for productive purposes?âš
1st goal: collect benefits identified in literatureâš
2nd goal: plan a unit according to what was identified in the literatureâš
3rd 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:âš
i) studentsâ motivation and involvement in
learning the foreign language;âš
ii) the development of oral production in
English;âš
iii) the teachersâ use of ICT as tools that
support their practices.
Research Questions
silvia.couvaneiro@campus.ul.pt
5. QUESTIONS VS INSTRUMENTS
research questions
studentsâ oral ïŹuency
data collection instruments
QUAL
studentsâ motivation to learn EFL
teachersâ technology frequency
studentsâ
surveys
teachersâ
surveys
studentsâ
products
teachersâ
interview
QUAN
silvia.couvaneiro@campus.ul.pt
8. iBook - created with iBooks Author
silvia.couvaneiro@campus.ul.pt
Unit plan and resources - iTunesU
9. silvia.couvaneiro@campus.ul.pt
Reading
ComprehendingCreating
Communicating
Unit plan
Collaborating
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. âNews from 2064â - Animation and Video production (iMovie & Garage Band);
4. Studentsâ products - Presentation, communication, sharing & class discussion
with improvement suggestions (Apple TV); Discussion after class on Edmodo.
Activities in class
10. Students' survey, âAMTBâ Gardner scales (1985, 2004)âš
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 âš
Attitudes towards learning
English
Moment 1 41,11 7,17
,003 ,954 ,078 ,938
Moment 2 40,96 6,77
Score - Dimension 2âš
Motivational Intensity
Moment 1 23,88 2,97
,878 ,353 ,634 ,529
Moment 2 23,33 3,45
Score - Dimension 3âš
Desire to learn English
Momento 1 23 4,25
,121 ,730 -,315 ,754
Moment 2 23,37 4,39
Total Scoreâš Moment 1 87,99
Moment 2 87,66
School 2 (n=26)
Score - Dimension 1 âš
Attitudes towards learning
English
Moment 1 43 7,37
1,54 ,221 -,915 ,365
Moment 2 44,73 6,22
Score - Dimension 2âš
Motivational Intensity
Moment 1 23,85 3,51
,044 ,835 ,113 ,911
Moment 2 23,73 3,86
Score - Dimension 3âš
Desire to learn English
Moment 1 25,12 4,19
,306 ,583 ,000 1,00
Moment 2 25,12 4,27
Total Scoreâš Moment 1 91,97
Moment 2 93,58
Teachers' perceptions: both
considered this was a different
moment in their classesâš
- different student attitude and
involvement in activities;âš
- students were more active when
working collaboratively;âš
- participated in a more orderly
way, used English spontaneously.
Results: i) students' motivation to learn EFL
11. Results: ii) developing oral production
Students' products - description and assessment
Description Assessment
Product
Code
Number
of Ss in
group
Video
title
Students' future technology ideas Length
1.
Creativity
2.
Quality
3.
English
(SP8)
Global
Assessment
1.1 4
Flying
Houses
Flying house that allows moving
house quickly, taking your belongings
around the world.
1,16 5 5 5 5
1.2 5
The first
time
machine
Time machine (not accurately
described).
0,31 4 4 5 4,3
1.3 4
Cloning
robot
Cloning robot that will allow avoiding
extinction of any species.
0,55 5 4 5 4,7
1.4 5
The
robot
teacher
Robot substitutes teachers in class. 0,16 2 3 3 2,7
1.5 5
Jumping
car
A jumping sports car, interview to the
designers team.
0,48 3 4 5 4
1.6 4
Flying
carpet
Flying carpets to travel around the
word easily.
0,57 5 4 5 4,7
2.1 4
Arriving
on Mars
Portal for tele-transport to other
planets.
0,42 5 5 4 4,7
2.2 4
DNA
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 3
Time
Machine
revealed
Time machine allowing time
travelling.
0,43 5 4 4 4,3
2.4 4
Dolphin
Sonar
Water sonar that looks like a dolphin,
found the Loch Ness monster.
0,32 4 4 3 3,7
2.5 4
Ms. Rose
Trip
Space boots - the fastest way to
travel around the world.
0,37 5 4 5 4,7
2.6 3
Advanced
Online
Shopping
Through monitor delivery for online
shopping.
0,40 5 5 5 5
2.7 4
Smart
Glasses
Glasses that can help develop
cognitive skills.
0,32 5 4 5 4,7
Teachers' perceptions:âš
- spontaneous oral participation
more frequent and orderly;âš
- improved oral participation
quality, felt more difference in
special needs cases.
High SP8 global assessment:âš
- assessment according to
QECR: A2+ - context, correction
and fluency (School 1- 4,7;
School 2 - 4,4)
12. Results: iii) Teachers' use of ICT
Teachers' survey,âš
âTTUSâ - Bebel, Russell & OâDwyer (tr. Pedro, 2011)âš
Scores - by Dimension & e Global
Teacher
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 use
Moment 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 resources
Moment 1 2,33 2,67 2,50 ,236
Moment 2 4,33 4,67 4,50 ,236
5) Students classroom use
Moment 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) Assessment
Moment 1 3,67 4,33 4,00 ,471
Moment 2 5,00 5,00 5,00 ,000
Global scores
Moment 1 2,33 2,83 2,58 ,353
Moment 2 4,62 4,67 4,64 ,029
Teachers' perceptions:âš
- considered there was a positive
ICT impact (SP8, motivation and
quality of resources and artefacts)âš
- iBook - immediate feedback -
autonomous work
Different tendency:âš
- Moment 1 - frequent use before
and after class (Dim. 1, 2 and 7)âš
- Moment 2 - higher use during class
(Dim. 3, 4, 5 and 6)
13. 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
silvia.couvaneiro@campus.ul.pt
14. 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;âš
2. Also focus on Studentsâ use of technology, digital competence;
3. Allow Teachers to have training in advance and support
throughout the study;âš
4. Consider 1:1 deployments to individualise learning progress.
Further research
Main Findings
silvia.couvaneiro@campus.ul.pt
15. Collaborative Learning using tablets inâš
EFL to develop Oral Communication
âš
SĂlvia Roda Couvaneiro | Neuza Pedro