Int. J. Mobile Learning and Organisation, Vol. 2, No. 3, 2008
271
LOCH: supporting mobile language learning outside
classrooms
Hiroaki Ogata*, Gan Li Hui and Chengjiu Yin
Faculty of Engineering,
Department of Information Science and Intelligent Systems,
Tokushima University, 2-1, Minamijosanjima,
Tokushima, 770-8506, Japan
Fax: 81-88-656-7498
E-mail: ogata@is.tokushima-u.ac.jp
E-mail: jeannie@is.tokushima-u.ac.jp
E-mail: chengjiu@is.tokushima-u.ac.jp
*Corresponding author
Takahito Ueda and Yasuko Oishi
International Student Center,
Tokushima University,
2-1, Minamijosanjima, Tokushima, 770-8506, Japan
Fax: 81-88-656-7498
E-mail: ueda@isc.tokushima-u.ac.jp
E-mail: oishi@isc.tokushima-u.ac.jp
Yoneo Yano
Faculty of Engineering,
Department of Information Science and Intelligent Systems,
Tokushima University, 2-1, Minamijosanjima,
Tokushima, 770-8506, Japan
Fax: 81-88-656-7498
E-mail: yano@is.tokushima-u.ac.jp
Abstract: This paper describes a Computer-Supported Mobile Learning
(CSML) environment for language learning, called Language-learning Outside
the Classroom with Handhelds (LOCH). In the environment, the teacher
assigns field activities to the students, who go around the town to fulfil them
and share their individual knowledge and experiences. The main aim of this
project, called One-Day Trip with PDA, was to integrate the knowledge
acquired in the classroom and the real needs of the students in their daily life.
This paper also presents the evaluation by five different groups of foreign
students for the past three years.
Keywords: mobile learning; language learning; personal digital assistants;
PDA; global positioning system; GPS; outside classroom activity.
Reference to this paper should be made as follows: Ogata, H., Hui, G.L.,
Yin, C., Ueda, T., Oishi, Y. and Yano, Y. (2008) ‘LOCH: supporting mobile
language learning outside classrooms’, Int. J. Mobile Learning and
Organisation, Vol. 2, No. 3, pp.271–282.
Copyright © 2008 Inderscience Enterprises Ltd.
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H. Ogata et al.
Biographical notes: Hiroaki Ogata is an Associate Professor in the Faculty of
Engineering, Tokushima University, Japan. He received the BE, ME and
PhD from Tokushima University in 1992, 1994, and 1998, respectively. He was
a visiting researcher at L3D, the University of Colorado at Boulder,
USA, from 2001 to 2003. His current interests are in computer-supported
ubiquitous learning and he received the best paper award from JSiSE in 1998,
from WebNet 1999, and from ICALT 2006.
Gan Li Hui graduated with a Degree from the Department of Electrical
Engineering, University Technology Malaysia in 2003. She worked as a
Test and Technical Marketing Engineer for Agilent Technologies Malaysia
until 2005. Currently, she is pursuing her Master’s Degree in the Department
of Information Science and Intelligent Systems, Tokushima University.
Her research interest is in mobile learning, ubiquitous computing, and
knowledge management.
Chengjiu Yin graduated from China Jinzhou Normal College Computer
Department. In 2005, he received his ME from the Department of Information
Science and Intelligent Systems, Tokushima University. At the moment, he is
pursuing his PhD in Tokushima University. Currently, he is committing himself
in mobile learning and ubiquitous computing.
Takahito Ueda is an Associate Professor at International Student Center,
Tokushima University. He received ML from Toyama University in 1995 and
PhD from Hiroshima University in 2000. He was a Visiting Lecturer at
Keimyung University at South Korea.
Yasuko Oishi is a full Professor at International Student Center, Tokushima
University. She is involving in Japanese language education for foreign
students in Tokushima University.
Yoneo Yano is currently a full Professor and also the Dean at the Faculty of
Engineering, Tokushima University. He received BE, ME, and PhD in
Communication Engineering from Osaka University in 1969, 1971, and 1974,
respectively. He was a Visiting Research Associate at the Computer-Based
Education Research Lab, University of Illinois, USA.
1
Introduction
Mobile handheld devices have become broadly available, opening an additional platform
for supporting learning (Ogata et al., 2005; Uden, 2007). There are more and more
researches about mobile learning to enhance learning and teaching (Roschelle, 2003),
for example, classroom response systems (http://www.cyic.com/educlick.htm),
collaborative data gathering systems (Chen et al., 2002), participatory simulations
(Colella et al., 2002), studio-based learning systems (Saito et al., 2005; Barak et al.,
2007). Those systems mainly focus on supporting ‘in-class’ activities with mobile and
wireless technologies.
Computer-Supported Mobile Learning (CSML) is advocated by different learning
theories, like hands-on or minds-on learning, situated and authentic learning (Ogata
and Yano, 2004). The process of authentic learning is learner centred, active and
takes place around real-world situations. Also, language is contextualised, speech
LOCH: supporting mobile language learning outside classrooms
273
is used productively, background knowledge is exploited, and the language-thinking
pattern is assimilated in the real world (LaPointe and Barrett, 2005). Notice for example,
the vocabulary teaching experiment by Miller and Gildea (1987), in which they describe
how children acquire vocabulary faster with the method used outside the school, by
relating words to ordinary conversation, than with the traditional method based upon
abstract definitions and sentences taken from external contexts. Therefore, it is very
important to support activities outside classroom in the context of language learning.
Recently, language learning comes to be one of the important application domains of
mobile learning. For example, Thornton and Houser (2005) developed an English text
message system using mobile phone. Uther et al. (2005) developed a mobile learning
application for speech/audio language training using Java J2ME. Also, PhotoStudy
(Joseph et al., 2005) was developed to support vocabulary study with mobile phones.
In addition, there are a lot of commercial products and Podcast contents to support
mobile language learning. These systems do not take care of learners’ location.
Therefore, they do not provide suitable advices or information at the learners’ location.
Global Positioning System (GPS) is often used to detect learners’ location to support
learning outside classroom. According to Nova et al. (2005), there are two kinds of
educational use of positioning technologies. One is tracking users’ location and showing
them to their partners to support collaboration among users. For example, DigitalEE II
(Okada et al., 2003), Ambient Wood (Rogers et al., 2005) and Savannah (Facer et al.,
2004) support children to learn about ecology by sharing learners’ location, which helps
to coordinate for collaborative learning. The other is triggering specific events or
allowing learners to post messages bound to this specific location. For example, GIUDE
system (Cheverst et al., 2002) provides appropriate information according to visitor’s
location. However, little attention has been paid for employing positioning technologies
for language learning.
This paper proposes that Language-learning Outside the Classroom with Handhelds
(LOCH) system uses GPS in order that overseas students can notify teachers their
location, and teachers can give location-specific advice. The design, implementation, and
evaluation of the system are described in the following sections of this paper.
2
LOCH system
LOCH was conceived to assist overseas students to learn Japanese while involved in
real-life situations. This system is a specific application to support language learning and
supports the following processes:
•
enhancing the applicability of the sentences that students learnt during the course
•
learning on-site Japanese language in real-life situations such as in a shopping
market
•
learning local Japanese language and culture through the conversation with local
Japanese people
•
sharing strategies and knowledge to solve problems when overseas students face.
Using the provided interfaces, the teacher assigns tasks to the students to go around the
town, interact with native speakers and bring back their findings and questions.
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2.1 Background
Here is the background of Japanese language education for overseas students in
universities in Japan:
•
Normally, most of the foreign students have to take an intensive Japanese-language
course for six months before entering the university. However, it is not enough to
apply all kinds of knowledge in their daily life. In addition, there are a lot of dialects
in Tokushima. Therefore, these kinds of activities are very valuable and practically
useful for overseas students to communicate with Japanese people in the daily life in
Tokushima to live.
•
At the end of the Japanese language intensive course, the one-day trip takes place
outside the classroom. Overseas students sometimes get lost in the town and it takes
much time to find them to come back to the university. Therefore, it is necessary for
teachers to understand where the students are.
•
It is very difficult for overseas students to tell others where they are, because there
is only a few street sign in Japan, and most of the street signs and the name of
landmarks are written in Japanese only. Therefore, GPS is available to show the
location of the student without any input.
2.2 Learning process in one-day trip
Teachers give overseas students the following tasks at the beginning of the one-day trip:
•
Interview with a person. Students go to an office and make an interview with a
person in Japanese for 10 min or so. The mission is recording the interview and
taking a picture of the person with PDA. For example, a student goes to the dean’s
office and interviews with him
•
Gather information. The mission is going to the specific location and getting
information. For example, student goes to the bicycle-parking space at the station,
and asks the staff about the fee, business hours, the number of the parking lots, etc.
•
Buy something local. For example, student goes to the supermarket, buy
‘fish sausage’ and asks how to make it.
•
Have an experience. For example, the mission was going to the university health
centre and take blood pressure.
By carrying out those tasks, we expect overseas students to enhance the communication
skill in Japanese, and to perceive the local culture such as foods, and activities. Students
can make use of their PDAs for writing down annotations, recording questions, taking
pictures and reporting back to the teacher. At anytime, the teacher is monitoring the
position of the students (Figure 1(A)) and can establish communication with them,
either through instant messaging (Figure 1(B)) or BBS (bulletin board system)
(Figure 1(C)). Then, the teacher guides the students through the task activities,
giving suggestions or hints (such as “Ask somebody how to get there” or “You have to
find the post office first”).
After all the students conclude their tasks, they meet together at the classroom, which
is equipped with a smart board and where the teacher has being following their advances.
LOCH: supporting mobile language learning outside classrooms
275
All the gathered information is displayed and discussed, and each student explains his or
her strategies to the rest of the group. Similar situations are identified, and their solutions
are shared under the guidance of the teacher. Also, the teachers link the problems and the
knowledge that they taught during the course. This is a kind of ‘seamless learning’,
where students can seamlessly learn Japanese language not only inside the classroom but
also outside the classroom.
Figure 1
Students location interface
Certainly, this approach contributes with a better insight of the foreign students during
their daily life in Japan. There are a myriad of expressions that students are unfamiliar
with, and the purpose of the teacher is to give them the tools to respond and behave
according to the situation. Furthermore, students are encouraged to go around because the
usage of mobile devices seems new and interesting, and they have the assurance that the
teacher can be immediately reached in case something goes wrong.
Since its development, this system has been evaluated and used by five different
groups of foreign students for the past three years. The results (pictures, voices and BBS)
were stored and shared in the system. The students and teachers can easily access to the
data at any time after the one-day trip. Further plans for evaluation are also planned for
continuous improvement of this system.
2.3 Design and implementation
We have designed the system as a central server, with two user interfaces (one for the
teacher and one for the students) that grant access to their respective functionalities
(Figure 2).
276
Figure 2
H. Ogata et al.
Architecture of the system
The central server has a repository of the student’s information, tasks provided
by other teachers, and data gathered outside the classroom. The user interfaces are
web-based because of the flexibility that this implies, any mobile device can access
the system as long as it counts with internet connectivity and a web browser with basic
capabilities. The size of the pages can be scaled accordingly to the size of the device’s
display without interfering with the business logic of the system.
Relying on the premise that the lack of standardisation in relation to platform,
software and communication techniques available in mobile or wireless devices are
inherent to the variety and rapid development of new technologies, we aimed to design a
system that could be as accessible as possible, even when programmed in different
languages or running over different platforms. Thus, the information is exchanged
between modules using Extensible Markup Language (XML), because it is a flexible text
format that has been widely accepted as a standard for the exchange of data.
In addition, we use Simple Object Access Protocol (SOAP) as communication
protocol, since it is founded upon XML technologies, and intended for data exchange
over several underlying protocols, independently of the programming model and other
specific semantics.
The system was implemented using Java programming language and following the
Java 2 Platform, Enterprise Edition (J2EE) specification, which supports the development
of reusable components as well as the integrated data exchange using XML-based open
standards and protocols. The restrictions of the currently available Java virtual machines
for mobile devices, however, compelled us to implement the module for delivering the
position of the student, from the PDA to the server, with Embedded Visual C++ 3.0.
The prototype system was developed for PDA (Fujitsu Pocket LOOX v70) with
Pocket PC 2003 second edition, which has a built-in 1.3 mega pixels camera, SD and
Compact Flash expansion card slots. Bluetooth GPS and Personal Handy System (PHS)
were attached (see Figure 3). PHS is a digital mobile phone system according to Japanese
standard in the frequency range 1900 MHz. Also, it is low-cost, its data communication
speed is higher than cellular phones, and some of the PHS has a Compact Flash or SD
interface to connect computers directly. We chose to use PHS technology owing to the
availability of a one-year unlimited service programme that has the same cost, regardless
LOCH: supporting mobile language learning outside classrooms
277
the amount of time that the devices are connected to the internet, or the size of the
packages sent and received. This will give us enough time for experimenting with the
system several times. Likewise, the PHS has a faster connection speed (128 kbps)
and a much lower battery consumption than Wi-Fi connections (11 Mbps). Cellular
phones were not used for this research, because the resulting usage fees cannot be
absorbed by the university, which would imply that the students have to pay for their own
expenses.
Figure 3
3
PDA, GPS and PHS technology
Experimentation
3.1 Method
This system was used in two classes in different three semesters, where 22 users
(4 women and 18 men, between 20 and 35 years old), all of them were overseas students
enrolled in the Japanese language intensive course at the University of Tokushima.
The students (from Korea, Bangladesh, Bhutan, China, Egypt, Peru, Malaysia,
Philippines and Thailand) had different levels of expertise in the use of computer devices.
Besides the students, two teachers of this course were directly involved during the
development and experimentation phases of the project.
Since the students were not familiar with the use of PDAs, we organised a hands-on
session one week before the one-day trip, and distributed the devices and the usage
manuals for them to get acquainted with. Subsequently, the teachers scheduled the tasks
for the students, which include such activities as:
“Go to the tourist information stand in Tokushima JR Station, and enquire
about the places you can visit in just one day and the price. Record the answer
of the stand attendant and send it back”
(Figure 4), or
“Go to the Awaodori Kaikan, and enquire about the price and schedule of the
ropeway. Bring back the schedule and send the recording of the characteristic
music of the Awaodori, continuously playing inside this building, and a picture
of the souvenirs displayed in the shop.”
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H. Ogata et al.
On the day of the experimentation, the students gathered at the classroom with the
teachers, picked up their PDAs and received instructions for completing the first task,
subsequent tasks were provided by the teacher when they successfully achieved the
expected results. After the experimentation, the students answered a questionnaire,
assigning a number between one and five to each one of the six questions (where 1 was
the lowest and 5 the highest score) and writing down the advantages and disadvantages of
the system, as well as their personal comments about the experience.
Figure 4
Scene of town trip
3.2 Reflection session
As explained in the previous section, a reflection session is conducted after the trip is
done. This session is coordinated as such that the students will be gathered together after
the trip and the Japanese teachers will chair this reflection session. This session has two
main goals, the first goal is to discuss the contents of the trip and the second goal is to
LOCH: supporting mobile language learning outside classrooms
279
discuss about the difficulties faced in using Japanese and strategies to solve the problem
to enhance their learning. The session is then ended with the students answering a
questionnaire about the system.
Since each task designed in the trip has a specific purpose, the teachers and students
will view the results collected from the trip and see if the goals are achieved or not.
The students will then tell about what they have learned and then discuss how they can
improve the next time when they face similar situations. It is an open discussion and
students can make comments about certain tasks. Students also share about the type of
problems faced and then ask for the best method to solve it.
Some examples of problems discussed in the reflections session are:
•
Usage of dialect. One observation made was the usage of dialect in town by the
Japanese. In Japan, besides the formal Japanese language, dialects are commonly
used and since this is seldom learned in formal classes, students faced problem when
trying to comprehend and communicate with the people in town.
•
Differences of sentence/word usage. There are some differences in the usage of
sentences and words in class when compared with real life. Some words are more
commonly used for writing purposes and not for communication. Other examples are
structure of sentences. This applies too for sentences and language expressions.
Then, the students and teachers will then discuss about strategies and ideas to solve the
problems. The teacher will also talk about the contents of the task in detail and also the
purpose for each task and what are the points to be learned. The teacher receives
feedback too about the practicality of the Japanese learned in class from the task done in
the trip. From this session, students also found out that certain common keywords and
question words are usually used and this helps the students to realise the importance of
such words and learn to use them effectively. Also, by sharing experiences the students
can learn from each other, they can always reflect again anytime after that from the log
files of the BBS.
Lastly, as mentioned before, students are given a questionnaire about the system.
This is important to analyse if the system is helpful for learning Japanese in a real-life
and mobile environment. The result will be discussed in detail in the results section.
4
Results
Table 1 shows the results of the questionnaire and the standard deviation for each set of
answers. According to question 1 (Q1), Q5 and Q6, the students enjoyed the experience
and would like to use the system again. Opinions were divided when asked about the time
allowed to complete the tasks, as illustrated by Q2. Similarly, some students found the
PDA and the system easier to use than others (Q3); this is partly related to their level of
expertise using computational devices, and to the fact that the operating system was in
Japanese. In addition, the students had to change the battery during the trip but they did
not know well how to change it. Therefore, more training for using PDA will be needed.
Finally, they found the PDA to be helpful when confronted with situations that aroused
doubts or questions to bring back to the classroom, or were uncertain about the goals of
their task (Q4).
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Table 1
H. Ogata et al.
Results of the questionnaire
No.
Question
Ave.
Q1
Do you think that the one day trip with PDA was exciting?
4.9
Q2
Do you think the time allowed for completing the tasks was enough?
3.3
Q3
Do you think the PDA was easy to use?
3.5
Q4
Was the PDA helpful when you found some troubles completing the tasks?
4.9
Q5
Do you think the system was interesting?
4.3
Q6
Would you like to use the system again?
5.0
Table 2 shows an example of interactions between an overseas student and a teacher.
They communicated with BBS system in Japanese. First, the teacher gave the student a
task and if the student has a question about the task, he or she can ask and solve the
problem. Likewise, when the students asked the way to some Japanese people, they could
not sometimes understand what the Japanese people were saying. In this case, the
students recorded the voice and asked the teacher and learnt Japanese words and
sentences. Also, in the reflection process, they shared what they learned during the
activities, e.g., Japanese words, sentences and dialects.
Table 2
Example of an interaction between a student (S) and a teacher (T)
Among the comments, there were some complaints about the text input method using
stylus of the PDAs, small screen size, and the difficulties of using the software for GPS.
Many students asked for more time to practise before the trip, especially those that were
using mobile devices for the first time. However, time was limited because of short
battery life (Davidrajuh, 2007). Nonetheless, they found that the system is useful for
learning local expressions, and practising what they have learned in class.
The teachers were interviewed and their response to the system was positive,
although they had some suggestions to improve it for the next time. Amid other
comments, the teachers found the system to be useful for the students to practise Japanese
in a real social context, and reported that their confidence for speaking increased after the
experiment. Regarding the PDA capabilities, they would like to have more choices, such
as built-in cameras in all the devices, to broaden the options of the tasks. As for the
LOCH: supporting mobile language learning outside classrooms
281
instant messaging, they agreed with the students that more practice was needed before the
experiment.
5
Conclusions
This paper focused on the design, implementation and evaluation of a language-learning
support system for overseas students in Japan; the project was called One-Day Trip with
PDA. The LOCH system provides the tools for the teachers to design diverse tasks, and
the students to go around, carrying their PDAs, collect appropriate information and report
back to the teacher. Moreover, the system is aware of the actual position of the students;
hence, the teacher can monitor their movement on his or her screen.
Unlike other language learning systems not related to context, where the student is
regarded only as a one-way knowledge consumer, LOCH takes advantage of technology
to take the learning environment outside the classroom, where real-life situations are
taking place. In this way, the student has an active participation, recording events and
taking pictures, and there is a two-way flow of knowledge, where the student is regarded
as a knowledge-provider as well. The usage of a smart board for displaying the student’s
information ignited discussion, and the identification of different task-solving strategies
fostered constructive learning. Students and teachers found it very interesting, valuable,
and were not only willing to try it again but excited about it.
As for the future work, we would like to enhance the presentation of the student’s
location map to the teacher, adding ‘post-it’ like messages over the locations highlighting
the problems encountered. In the students interface, these problems and the solutions
found by other students will be displayed as they approach the place. Another
improvement would be to study the guidance messages sent to the students, and send
them automatically next time. Also, with the functions in the system such as the map and
BBS functions, learning logs and information gathered is kept and this helps to realise
seamless learning. As mentioned, this system has been evaluated and used for five times
for the past three years. So, we are looking into the possibility of overseas students to use
LOCH not only in the classroom but also in their daily life for a longer duration. Usage
for a longer duration will help to realise seamless learning and also test the robustness
and sustainability of this system.
Moreover, this system is also used in foreign counties for those who are learning a
native language as the second language there. For example, this system can help those
who are learning Chinese language as the second language in China. Therefore, we will
expand the system generality using Google map and so on.
Acknowledgements
This work was partly supported by the Grant-in-Aid for Scientific Research
No. 15700516 and the Grant-in-Aid for Good Practices of e-learning from the Ministry of
Education, Science, Sports, and Culture in Japan, and Hewlett Packard’s grant for mobile
technologies in education.
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H. Ogata et al.
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