2018 Fiscal Year Annual Research Report
Examining teacher presence as a facilitator of autonomous English learning by Japanese university students outside of class
| Project/Area Number |
18H05610
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| Allocation Type | Single-year Grants |
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| Research Institution | Waseda University |
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Principal Investigator |
Tran Phuong 早稲田大学, 国際学術院, 助手 (60822236)
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| Project Period (FY) |
2018-08-24 – 2020-03-31
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| Keywords | mobile learning |
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| Outline of Annual Research Achievements |
There were three aspects of teaching presence evident in the study. The first one is social presence role of the teacher in the discussion. In the LINE group discussions, the teacher was the one opening communication with risk-free expression for all students in a non-threatening environment where students could send to the teacher or to other classmates with short and informal messages, making group cohesion by encouraging collaboration in encouraging students to send competitive Quizlet test scores or matching scores and Listening scores as well as having affective expressions with sticker emoticons to make the discussion friendlier and smoother. In the LINE individual discussions, the students were the ones who started the conversation first, therefore, the teacher only showed her social presence role by making affective expressions. The second one is cognitive presence role of the teacher in the discussion. According to the theory of Community of Inquiry by Garrison, Anderson and Archer (2000), cognitive presence including triggering event (e.g., sense of puzzlement), exploration (e.g., information exchange), integration (e.g., connecting ideas) and resolution (e.g., apply new ideas). In LINE group, there was no case of cognitive presence role of the teacher, but some cases of cognitive presence were present in LINE individual. The third one is teaching presence of the teacher in the discussion. This is the most noticeable role of the teacher in the discussion, and this was clearly evident in the LINE discussions as well.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The research is progressing according to the original plan, with the current results being presented at two international conferences during 2019, and there is one published paper from 2018 in an international refereed journal. The collection of data will be completed during 2019, with the final results due to be submitted to a Scopus indexed journal at the end of the study.
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| Strategy for Future Research Activity |
The numerical data of the questionnaires will be inputted into Excel into designed scales. The open questions of the questionnaires will be checked for consistent themes that may help to identify the trends. All the messages in LINE groups and LINE individuals will be examined for the quantity and nature of the discussions of both the teacher and the participants in the individual and group chats. Students’ views in the interviews on some technical problems of Quizlet and the listening website will be analyzed. Moreover, learners’ views about teacher presence in support of task engagement outside of class will be investigated and other relevant comments or trends will be also examined. In-class observations will be investigated to see if students asked about LINE, Quizlet, the listening activities or any class or non-class related matters.
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