Departmental Bulletin Paper An investigation into the effectiveness of using ICT vs. word cards to study and learn English vocabulary

HUMPHREYS, Ben  ,  ハンフリース, ベン

3pp.045 - 059 , 2017-03-31 , 大手前大学国際教育インスティテュート
ICTが発達するにつれて、大学における教室内の学習や指導へのアプローチに変化が生じてきている。このような進歩により、教師や学生は現在の教授法や学習テクニックをより良いものにすることができる機会が与えられている。本研究では,このことを念頭に置き、ICT、特にQuizletとよばれるスマートフォンのアプリケーションとリングでとじる単語カードを比較し、効果の検証を行うことを目的とする。事前テストでは50の英単語の意味を4つの日本語での選択肢から正解を選ぶ形式をとった。出題には、学生のレベル(TOEIC 650-850点)よりかなり難しく、意味を知らないと思われる英単語を意図的に選んだ。学生は無作為に2つのグループに分けられ、一方のグループはICTを使用し、もう一方のグループは単語カードを使用した。10個の英単語と日本語訳を教師が示した後、ICTをしようするグループの学生は英単語とその日本語訳をQuizletのアプリに入力し、もう一方のグループの学生はカードに書き込んだ。学生は英語学習を行うように指示され、授業中に学習のための時間も与えられた。毎週10単語を5週間、合計50単語を学習した。事後テストでは、事前テストと同じ単語が出題された。事後テストの結果から、Quizletを使用して学習した学生(50問中平均44点)は単語ガードを使用して学習した学生(50問中平均29点)よりも点数が高いことが明らかになった。本論文では、研究結果、及びICTや単語カードの使用や効果に関する教師と学生への示唆、教室でのICT利用の方法が述べられる。
As ICT (information and communications technology) continues to evolve and develop, changes are also taking place in approaches towards learning and instruction in university classrooms. Such advances offer new opportunities for teachers and students to explore contemporary methods of instruction and study techniques. With this in mind, the current study was conducted with the objective of comparing the effectiveness of ICT -in this case a smart phone application called "Quizlet", that students can access on their smart phones, versus Word Cards, written paper cards held together by a metal ring binder. A pre-test of fifty English words (vocabulary) was given to all Japanese students in a second year compulsory English class, prior to the commencement of this study. The test was a multiple-choice design, consisting of the word presented in English and four possible answers in Japanese. The student's English scores were in the TOEIC 300-400 range, therefore the vocabulary items chosen were purposely selected to be relatively difficult for the student's level (ranging from 650-850 TOEIC level), with the presumption that students would not already be familiar with the meanings of most words. Students were then randomly divided into two groups, one using ICT and the other using Word Cards. The teacher then introduced the ten words in both English and Japanese. Students in the ICT group inputted the English and Japanese translation into the Quizlet application, while the second group wrote the English and Japanese translations on their Word Cards. Students were instructed to study the words and were given some time in class to do so. Ten words were introduced each week over a five-week period, fifty words in total. A post- test was then administered, re-testing the student's knowledge of the same pre-tested vocabulary. Consistent with similar studies, data obtained from this investigation indicated that students using Quizlet scored substantially higher on the Post-test (44/50), than the students using Word Cards (29/50). Results of the study are discussed in this paper, as well as implications for both teachers and students, regarding the use and efficacy of ICT versus traditional study methods, and ways ICT may be implemented in the classroom. Lastly, a recommendation was made for using Quizlet, particularly when short term vocabulary gains are desired, such as in preparation for the TOEIC test.

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