Improving the English Proficiency of Native Japanese Via Digital Storytelling, Blogs, and e-Mobile Technologies

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© 2012


This paper reports on the use of digital storytelling and blog activities to make CALL classes more dynamic and personalized for both instructors and learners alike. An empirical research study was carried out to determine if a blended-learning environment incorporating m-learning could help improve the English listening, presentation, and blogging skills of native Japanese undergraduate students at a private university in Tokyo, Japan. The blended-learning activities included three components: "iUniv" lectures, digital storytelling, and student blog activities. The goal of the study was to examine the effectiveness of the blended learning activities in improving the English language proficiency of native Japanese students, including their presentation skills through the use of blogs and PowerPoint. An assessment of pre-training and post-training computerized assessment system for English communication (CASEC) scores revealed that the students had adequately comprehended the iUniv lecture contents and their overall listening skills improved. A questionnaire administered to students after their exposure to the activities indicated they were satisfied with and motivated by their exposure to the blended learning environment incorporating m-learning.

Keywords: digital storytelling, blog writing, e-mobile technologies.


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Obari, Hiroyuki; Lambacher, Stephen. (2012). Improving the English Proficiency of Native Japanese Via Digital Storytelling, Blogs, and e-Mobile Technologies. In Linda Bradley, Sylvie Thouësny (Eds), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 223-227).

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