visualization of future possible selves with the...

Visualization of Future Possible Selves with the Integration of Task-based Design Courses with

the Use of Technology Entertainment Design

Rieko Nishida, Ph.D.

Osaka University

The 2014 Task Based Learning and Teaching in Asia, Kinki University

May 17-18, 2014

Topics

Background

Objectives of the Study

Literature Review

TED (Technology Entertainment Design)

Method

Discussion

Pedagogical Implication

Conclusion

Background

Background

Group Presentation

Activities

-TED-

Hope-to be selves

Future possible selves

Intrinsic motivation Competency

Relatedness

Autonomy

L2 ideal selves

Effort

L2 ought to selves

Background

Visualization of Future Possible Selves which enhances Students’ Motivation in Language Learning

Objectives of the Study

Study Objectives

1 To examine how Japanese University EFL learners’ intrinsic motivation and future possible selves would change during the semester from interventions in the form of presentation activities using TED, with data collected in Week 1, Week 8 and Week 15 and analyzed in a longitudinal manner.

2 To briefly describe qualitative data contained in students’ portfolio sheet and interviews to see how the perceptions of motivation and future possible selves would change and develop during the course of studies with the integration of TED©.

Literature Review

Literature Review

2 -Motivation Self-determination theory L2 Future Possible Selves (L2 ideal selves/ L2 ought-to selves/ Intended learning effort)

2 -Task-based Instruction

Motivation: Self determination theory (Deci & Ryan, 1985)

Intrinsic Motivation

When learners exhibit intrinsic motivation, they find activities interesting and enjoyable, which in turn leads to growth in learning; learners would engage in the activities without having operationally separable consequences.

Extrinsic Motivation

Conversely, with extrinsic motivation, learners’ behaviors are related to extrinsic cues including reward or punishment (Deci & Ryan, 1985).

More self-determined Less self-determined

・Autonomy ・Competency ・Relatedness

Future Possible L2 Selves: L2 Ideal selves & L2 Ought-to selves

This concept of ‘possible self’ is considered to be a powerful motivator to learn L2, as L2 learners try to reduce the discrepancy between learners’ actual selves and future possible selves, ideal and ought-to selves.

L2 Ideal Selves The ‘L2 ideal self’ which refers to what someone hopes and wishes to become, incorporates the L2-specific aspect of learner’ ideal selves.

L2 Ought to Selves

A complementary self-guide is the ‘ought-to self’, which refers to what someone feels obligated to become, including those which are the result of obligations and responsibilities, as they wish to avoid possible negative consequences.

Intended Learning Effort

To fill the gap between the actual self, and the future possible self, learners try to make an intentional learning effort.

Task-based Instructions –TBI-

Providing appropriate tasks is a vital part of classroom management which enhances students’ motivation in the language classroom.

In the last few years, task design has attracted considerable attention and in second language acquisition research (SLA). Task is a central feature as a research field as well as a construct in need of investigation (e.g. Ellis, 2005; Seedhouse, 2005).

Task-based Instruction-TBI- -Task Framework (in the class)- Week 1. Orientation Week 9. Unit 7

Week 2. Unit 1 Week 10. Unit 8

Week 3. Unit 2 Week 11. Unit (preparation time for the final)

Week 4. Unit 3 Week 12. Unit 10 (preparation time for the final)

Week 5. Unit 4 (preparation time for the midterm)

Week 13. Unit 11 (preparation time for the final)


Week 14. Final Presentation


Week 15. Final Presentation

Week 8. Mid-term Presentation

In the use of CLE

For every lesson, in addition to the textbook materials, a task was constructed taking into consideration students’ language level and favorite activities. Students were working either in a pair or a group.

Pair work consisted mainly of information gap tasks, including both non-fixed solution (open type: e.g., critical thinking and discussion topics) and fixed solution (closed) types (e.g., reading comprehension type questions)

Task-based Instruction-TBI- -Task Framework- in the class

In order to address the tasks, the framework was referred to as Jane Willis’s “A framework for task based learning” and the task cycles were applied as follows: pre-task, main-task and post-task.


Pre-activity (Applying Tasks)

Main-activity (Task preparation)

Post-activity (Maintenance of Language)

Including initial vocabulary, language and contents in

the task. Also give learners authentic listening practice.

Pedagogical tasks (e.g., reading the materials,

taking notes by watching DVD etc..)

Critical thinking, discussion topics

To address the tasks in the class.


In the pre-task

Students were asked to learn new vocabularies and grammar practice, and do pre-listening/ reading materials to do.

In the main-task

After reading the text and/or listening DVD, students were asked to pair up and do a task sheet. Task sheet includes fixed/non-fixed solution types.

In the Post-task

They had a chance to present what they had done in front of the class, and/or a writing task was given to assess students’ understanding of the materials.

Task sheet A (comprehension)

Task sheet B (critical thinking)

In addition to the use of textbooks

TED (Technology Entertainment Design) http://www.ted.com/


In addition to the task framework addressed in the class, the group presentation activities were address for the mid-term and the finals.

Designing Courses Integrating Presentations (TED: Technology Entertainment Design)

Year Spring Semester 2012

Integrating Presentations

Mid-term, Final Presentation (40 % overall assessment) 20 min. to talk in front of the class. Each group consists with 5-6 students.

Task-based Instruction-TBI-Participants

Study Context

Participants The first and second year of Japanese University EFL learners

English proficiency level

TOEFL-ITP score of approx. 480.5

Courses Practical English, ESP (Engineering and Medicine)

Designing Courses Integrating Presentations (TED: Technology Entertainment Design) TED TED features specialist talks in various fields. In

TED, inspirational thinkers and speakers from around the world offer their knowledge and talk passionately about the power of ideas to change people’s attitudes and lives

TED’s in Japan

Some speakers gave their speeches in TEDx in the Kansai area where participants of this study were located. There were TEDxOsaka, TEDxKyoto, and TEDxOsakaU; TED was therefore recognized among the students.

Intentions of the use of TED

In order to enhance students’visualization of the self in the future, specialists’ talks from TED© were carefully chosen to match students’ areas of interest.


http://www.ted.com/talks/dean_ornish_on_the_world_s_killer_diet.html

Choosing TED Clips

in engineering classes, a talk by Steve Jobs, the former CEO of Apple©, was chosen, as Apple© is the one of the leading companies in the world and engineering students ‘hope-to’ become a CEO like Steve Jobs. In medical English classes, for example, a talk by a medical doctor who specialized in cardiovascular disease was chosen. And also talk from a patient who managed to survive a brain tumor was also chosen in order to help them visualize a future possible patient of theirs to understand how they overcame their illness

Dean Ornish is a clinical professor at UCSF and founder of the Preventive Medicine Research Institute. He's a leading expert on fighting illness -- particularly heart

disease with dietary and lifestyle changes.

PRESENTATION TOPICS for Mid-term Presentation

Please watch the following TED and discuss your opinions.

1) The Worlds’ Killer Diet (Cardiovascular Diseases)

Discuss about what you think of lifestyle-related illness and investigate how to prevent lifestyle-related illness.

2) The best gift I ever survived (A Patient with a brain tumor)

Discuss about the gift you ever managed and/or survived.

3) 8 Secrets of success (Success in your life)

Do you agree with him? Discuss about secrets of success in your life.


Preparation time in the class.

Students were given approximately 20 minutes preparation time in each English lesson, starting approximately 3 weeks before the presentation day.

Outside the class. If they needed more time to prepare, they used time outside the class and/or discussed issues online, called CLE (Collaborative Learning Environment).

During the presentation

Peer-assessment was carried out and students were asked to give their opinions to the other students in a peer-assessment sheet. They could choose the best performance award and the best group was given 3 extra points.

Method

Procedure

Questionnaire

The spring semester of 2012. Distributed Week 1, Week 8, and Week 15, to 122 students

Students’ Journals (122 students during the semester time)

Portfolio sheet (open-ended comments)

Interviews (15 students during at the end of the semester)

20 minutes semi-structural interviews

Materials

6-point Likert Scale was used.

Time 1 Time 2 Time 3

Perceived Autonomy α.75 α.72 α.77

Perceived Competency α.72 α.76 α.74

Perceived Relatedness α.87 α.84 α.89

Intrinsic Motivation α.87 α.92 α.91

L2 Ideal Selves α.85 α.90 α.83

L2 Ought-to Selves α.82 α.90 α.89

Intended Learning Effort α.83 α.81 α.79

ReferencesCronbach's Alpha

Ryan (2009)

Hiromori (2006)

Results: Quantitative Method

Objectives of the Study 1

To examine how Japanese University EFL learners’ motivation and future possible selves would change during the semester from interventions in the form of presentation activities using TED, with data collected in Week 1, Week 8 and Week 15 and analyzed in a longitudinal manner.

Descriptive Statistics

The results are partially presented by Nishida (2013, in press).

1

2

3

4

5

6

Perceived Autonomy Perceived Competency Perceived Relatedness Intrinsic Motivation

Time 1

Time 2

Time 3

1

2

3

4

5

6

Perceived Autonomy Perceived Competency Perceived Relatedness Intrinsic Motivation

Time 1

Time 2

Time 3

The results are partially presented by Nishida (2013, in press).

Descriptive Statistics

1

2

3

4

5

6

L2 Ideal selves L2 Ought-to Selves Intended Learning Effort

Time 1

Time 2

Time 3

Objectives of the Study 2.

To briefly describe qualitative data contained in students’ comments and interviews to see how the perceptions of motivation and future possible selves would change and develop during the course of studies with the integration of TED©.

Changes in Students observed in Portfolio sheet

Changes in Student A observed in Journals

(May 24, 2012: Journal Entry 5. ) “Today, we decided which of the TED talks we are going to discuss in our presentation. We also had a chance to talk about how we will address our presentation and also discussed the presentation style. We are going to discuss it in detail next week”. (Translation mine).

(May 31, 2012: Journal Entry 6. ) “We discussed how we perceive ‘a gift’ in our life. As Stacy (in TED) struggled to survive a brain tumor but took it as the ‘best gift she’s ever survived’ in her talk, we thought of what we are given as a ‘gift’ in our life ourselves. Viewing Stacy’s talk made me think of my patients in the future: how they may cope with their illness when they face difficulties. And in our presentation, I’d like to present my speech like Stacy, though I will be nervous in front of the class”. (Translation mine).

(June 7, 2012: Journal Entry 7.) “We presented in front of the class. I was, indeed, very nervous! So, my mind went blank in front of the class. But it was such a good opportunity for me and also I was really glad to hear my classmates’ talks in their performances. I really ‘hope to’ present like them and Stacy in TED next time”. (Translation mine).

Changes in Student B observed in Journals

(May 17, 2012: Journal Entry 8.) “We have decided the presentation group today. I know some of members in the group from my course. I think I feel good, because we will be able to share our ideas outside the class more easily”. (Translation mine).

(May 31, 2012: Journal 9) “We had a ‘mini-meeting’ for our presentation today. And we have been discussing our presentation in detail. I will have to prepare well for the presentation; especially, I should read out and practice a lot prior to the presentation”. (Translation mine).

(June 7, 2012: Journal Entry 10.) “I am pleased I finished the presentation today. As for the rest of the groups, the presenters were fascinating and I want to present my speech like them. And TED’s speakers were so good at presenting themselves. So, next time, when we have the presentation, I’d like to present like my classmates (as they were so good!) as well as TED’s speakers and make a significant contribution to the class”. (Translation mine).

Changes in Student C observed in Journals

(May 17, 2012: Journal Entry 1.) “The presentation group was decided, and I am glad that I know some people in the group. I will be probably nervous on the day of the presentation, but meanwhile, I want to exchange my opinions with my mates in the group.” (Translation mine).

(May 24, 2012: Journal Entry 2.) “We are getting to know each other, and we exchanged our opinions about the presentation. I’m glad that we are able to share our opinions with each other”. (Translation mine).

(May 31, 2012: Journal Entry 3.) “In our group, we are getting to know how we will address the presentation topic and how to summarize our opinions. I would like to prepare for the presentation in advance, as I want to do well on the presentation day”. (Translation mine).

(June 7, 2012: Journal Entry 4. ) “I was nervous in front of the class, but I enjoy presenting myself seriously so that was very good experience for me and I was satisfied doing that. At the same time, other classmates did such a good job on their presentations that I was inspired by them. I “hope to” do a better job in my next presentation. I’ve never had a chance to present in English in front of the other students, so this was such a good opportunity for me. In addition to that, we received the best performance award (!) by peer-assessment!! We were so pleased to hear that my classmates liked our presentation”. (Translation mine).

Changes in Students observed in Interviews

Students’ Comments from Interviews

Student D stated: I would like to go overseas as a health care worker. When I do so, the patients who I associate with may be anywhere in the world. So I imagine myself communicating with patients from different cultural and language backgrounds. I was unsure about who I wanted to become before watching TED©. But now I think I have a slightly clearer image of who I hope to be.

Student E said: I would like to work in a job setting where they use English often, so TED was a useful tool for me. I mean, I would like to work overseas in the future. Now I am specializing in radiology, so I will work as a radiology technician in the near future (maybe overseas) and then I may become a medical translator later on (as I may shift my career goals after being a radiology technician).

Student F noted: I think my way of thinking has changed a bit. I felt like that I should slowly build a mindset of future goals from hearing Steve Jobs’ “Stay hungry, stay foolish”. I think hearing his words might have triggered one of my future goals and it may lead to my possible selves in the future.

Students’ comments from interviews

Student G stated: Through watching TED©, a talk from Steve Jobs was especially inspiring. He was firm and had a strong belief in himself, which made me think that I would like to have the same belief system that he showed. I do not have a strong belief, but it is important to have it in order to achieve my future goals. If I have it, I may be able to become who I hope to be in the future.

Student H said: I was moved by Steve Jobs’ talk. I think he is one of the most successful people in the world. I do not think I can do as much as he did, but I think he showed us a strong sense of belief and I would like to have my own sense of belief. If I have a strong belief in myself, I will do the right thing for myself and others. I do not have any future goals yet, but when I find them, I will strongly pursue who and what I want to be, like Steve Jobs.

Discussion

Discussion

The current study has yielded a number of findings on students’ changes in English classes for engineering students and medical students which integrated group presentations. Students’ intrinsic motivation, and future possible selves with the task-based designed courses after conducting group presentations based on topics from TED.

Especially notable was the fact that the three psychological needs of intrinsic motivation (perceived autonomy, perceived competency, and perceived relatedness) showed an increase after the intervention of the presentation activities.

Discussion

To support the quantitative measurement, students’ comments provided additional information about how they thought about English classes. They seemed to develop “hope-to” selves in the “near” future, as demonstrated by their references to their possible selves’ “near” future. Some of them wrote that “I ‘hope-to’ do better in the next presentation”, and “I ‘hope-to’ do well like my other classmates.” Hence, by observing good role models in the language class, students may enhance students’ L2 possible selves in the “near” future in the language classroom.

Discussion

Some students received semi-structural interviews and some of them seemed to have developed more vivid visions of future “remote” possible selves by listening to TED’s © speakers in their fields. The integration of the project focusing on TED© can thus be said to enhance students’ motivation and other affect in a positive manner. It also can be said that the project-based learning group presentation activity is educationally relevant to students learning English in an EFL context, helping to increase their intrinsic motivation and future possible selves.

Pedagogical Implication

Pedagogical Implications

Group Presentation

Activities

-TED-

Hope-to be selves

Future possible selves

Motivation

Intrinsic motivation

Conclusion

Conclusion

Possible education

interventions

Students’ motivation, affect and future possible selves

May able to trigger..

Thank you very much!

[email protected] http://rienishi.jimdo.com

mailto:[email protected]



http://rienishi.jimdo.com/

References

Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum.

Dörnyei, Z. (2005a). The psychology of the language learner: Individual differences in second language acquisition. London: Lawrence Erlbaum Associates.

Ellis, R. (2005). Planning and Task Performance in a Second Language. Amsterdam: Benjamins. Seedhouse, P. (2005). ‘Task’ as research construct.’ Language Learning: 55, 533-570.

Nishida, R. (in press). Visualization of Future Possible Selves with the Integration of Task-based Design Courses with the Use of Technology Entertainment Design

Nishida, R. （2013). A longitudinal study of intrinsic and extrinsic motivation, L2 ideal selves, international posture, Can-do among Japanese University EFL learners. American Associations of Applied Linguistics (AAAL), Dallas, Texas.

Seedhouse, P. (2005). ‘Task’ as research construct.’ Language Learning: 55, 533-570.

Willis, J. (1996). A framework for task-based learning. Pearson Education.

visualization of future possible selves with the...

Documents