Using mobile phones in English education in Japan

Abstract We present three studies in mobile learning. First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety-nine percent send e-mail on their mobile phones, exchanging some 200 e-mail messages each week. Sixty-six percent e-mail peers about classes; 44% e-mail for studying. In contrast, only 43% e-mail on PCs, exchanging an average of only two messages per week. Only 20% had used a personal digital assistant. Second, we e-mailed 100-word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study. Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile e-mail learned more (P<0.05). Seventy-one percent of the subjects preferred receiving these lessons on mobile phones rather than PCs. Ninety-three percent felt this a valuable teaching method. Third, we created a Web site explaining English idioms. Student-produced animation shows each idiom's literal meaning; a video shows the idiomatic meaning. Textual materials include an explanation, script, and quiz. Thirty-one Japanese college sophomores evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness.

[1]  F. Craik,et al.  Levels of Pro-cessing: A Framework for Memory Research , 1975 .

[2]  F. N. Dempster,et al.  Effects of variable encoding and spaced presentations on vocabulary learning. , 1987 .

[3]  B. Laufer.  Second Language Vocabulary Acquisition: The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess , 1996 .

[4]  Fred Genesee,et al.  Brain Research: Implications for Second Language Learning. ERIC Digest. , 2000 .

[5]  F. N. Dempster,et al.  Distributing and Managing the Conditions of Encoding and Practice , 1996 .

[6]  Joseph Krajcik,et al.  Log on education: Handheld devices are ready-at-hand , 2001, CACM.

[7]  Robert L. Greene,et al.  Spacing effects in memory: evidence for a two-process account , 1989 .

[8]  Mike Sharples,et al.  The design of personal mobile technologies for lifelong learning , 2000, Comput. Educ..

[9]  Patricia Thornton,et al.  Japanese college students' typing speed on mobile devices , 2004, The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, 2004. Proceedings..

[10]  William E. Nagy,et al.  Learning Word Meanings From Context During Normal Reading , 1987 .

[11]  J. Hulstijn.  Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity , 2001 .

[12]  Dorothy M. Chun,et al.  RESEARCH ON TEXT COMPREHENSION IN MULTIMEDIA ENVIRONMENTS , 1997 .

[13]  Johan Lundin,et al.  Mobile Scenarios: Supporting Collaborative Learning among Mobile People , 2001 .

[14]  Julie Marie Wood,et al.  Can software support children's vocabulary development? , 2001 .

[15]  H. P. Bahrick,et al.  Retention of Spanish vocabulary over 8 years. , 1987 .

[16]  R. Rosas,et al.  PERSONAL DIGITAL ASSISTANTS IN THE CLASSROOM: AN EXPERIENCE , 2001 .

[17]  Phillip Rowles.  Teaching and Learning Vocabulary , 2003 .

[18]  C. Houser,et al.  Ubiquitous Learning Opportunities : Learning via Web Video on Mobile Phones , 2003 .

[19]  Robert A. Bjork,et al.  Information‐processing analysis of college teaching , 1979 .

[20]  Peter J. M. Groot,et al.  Computer Assisted Second Language Vocabulary Acquisition , 2000 .

[21]  Patricia Thornton,et al.  Learning on the Move: Vocabulary Study via Email and Mobile Phone SMS , 2001 .