Our presentation at JaltCALL2013, in Matsumoto

1. Effective Implementation of
Meaning-focused Output Activities
for Japanese EFL Learners
Mari Yamauchi & Takako Hashimoto
Chiba University of Commerce
JALTCALL 2013, June 1, Matsumoto
13年6月7日金曜日

2. • Producing a meaningful output (or trying to do
it) can help learners to“stretch their inter-
language.”(cf.Swain 1995,Swain & Lapkin 1997)
• Less emphasis has traditionally been placed on
output activities than input activities. (Sakamoto
2005)
• Explanation of grammar, decontextualized
drill exercise, word-to-word translation seem
to be still widely used in EFL classrooms.
(Sakamoto 2005, Cambell & Kikuchi 2006,
Nishino 2011)
Why Focus on Output
13年6月7日金曜日

3. • Blogging was used to give more opportunities for
students not ready for communication in English to use
English meaningfully/productively (outside class)
• Language-focused exercises were given in place of
corrective feedback to their writing shared on the
student blog (in class)
• Topics for blogging were used also for simple
conversation tasks (in class)
• Creating movies in pair (with iPad & SonicPics) was
used as multi-skill activities including searching,
reading, writing & speaking (in & outside class)
•
Meaningful Output & F-on-F
13年6月7日金曜日

4. Why Blogging
More natural
than submitting
a composition
Easier for
shier students
than oral
communication
Blogging can help build
a learner community, promoting
more active participation in class
13年6月7日金曜日

5. • Blogging was used to give more opportunities for
students not ready for communication in English to
use English meaningfully/productively (outside class)
• Language-focused exercises were given in place of
corrective feedback to their writing shared on the
student blog (in class)
• Topics for blogging were used also for simple
conversation tasks (in class)
• Creating movies in pair (with iPad & SonicPics) was
used as multi-skill activities including searching,
reading, writing & speaking (in & outside class)
Meaning-focused Output & F-on-F
13年6月7日金曜日

6. Language exercise
adapted from
Students’ posts
given as a form of
corrective feedback
Blog
post
F-on-F
13年6月7日金曜日

7. • Basic word order :S +V + α
• Predicate structures :BE + -ing,voice, to-infinitive,etc.
• Conjunctions & subordinate clauses
• Adjectival phrases/clauses
Grammar Points Stressed throughout the Course
F-on-F
13年6月7日金曜日

8. 1)My golden week is spring tennis tournament.
However, 2)I am seldom pleasure. 3)Because,
it's gose to yamanashi prefecture 4)when the
worst in order to play a game. Otherwise, 5)it
works from a byte. (26)
I 6)went to the Golden Week holidays in Ibaraki.
I went in there one night and two days because
there is a friend's house. I went to 7)take
bamboo shoots can be taken because there was
a forest near a friend's house. In addition, we
enjoyed going out shopping 8)to sightseeing
Mito. Holiday was enhanced. However, I would
like 9)to slowly break now so cold. (62)
1) SV
2) Predicate
3) Subordinate
3) SV
3) Predicate
4) ?? (Subordinate)
5) SV
6) Predicate
7) Predicate
8) to-Infinitive?
Conjunctions?
9) ?? (Predicate)
Examples of ErrorTypes Counted inWritingAnalysis
13年6月7日金曜日

9. • Blogging was used to give more opportunities for
students not ready for communication in English to
use English meaningfully/productively (outside class)
• Language-focused exercises were given in place of
corrective feedback to their writing shared on the
student blog (in class)
• Topics for blogging were used also for pair work
e.g. conversation & interviews (in class)
• Creating movies in pair (with iPad & SonicPics) was
used as multi-skill activities including searching,
reading, writing & speaking (in & outside class)
Meaning-focused Output & F-on-F
13年6月7日金曜日

10. Self-introduction
GW
Free time
Eclipse
Japan (Video)
Places to visit (SonicPics)
Sightseeing tours
Travel
Summer vacation
India
School Festival
Watching movies
Movie Review (SonicPics)
Winter vacation
Year 2012
Topics covered
13年6月7日金曜日

11. Blogging & In-class Activities
Reading
Watching
Pair
work
F-on-F
TopicA
Reading
Watching
Pair
work
F-on-F
TopicB
Blog
post
Blog
post
13年6月7日金曜日

12. Blogging & In-class Activities
Reading
Watching
Pair
work
F-on-F
TopicA
Reading
Watching
Pair
work
F-on-F
TopicB
Blog
post
Blog
post
Class1 Class2 Class
Home Home
13年6月7日金曜日

13. Blogging & In-class Activities
Reading
Watching
Prep
in Pair
Topic C (A Sonic Pics Project)
F-on-F
Prep
Blog
post
Recording
in Pair
Comment
13年6月7日金曜日

14. Blogging & In-class Activities
Reading
Watching
Prep
in Pair
Topic C (A Sonic Pics Project)
F-on-F
Prep
Blog
post
Class1 Class2
Home Home
Recording
in Pair
Comment
Class3
13年6月7日金曜日

15. Prep
in Pair
Recording
in Pair
Blog
post
13年6月7日金曜日

16. SonicPics (1)
Make
a storyboard
& look for good
images
(in pair)
Prep
in Pair
Recording
in Pair
Blog
post
13年6月7日金曜日

17. SonicPics (1)
Make
a storyboard
& look for good
images
(in pair)
SonicPics (2)
Use the app
to add the images
& record the talk
Prep
in Pair
Recording
in Pair
Blog
post
13年6月7日金曜日

18. SonicPics (1)
Make
a storyboard
& look for good
images
(in pair)
SonicPics (2)
Use the app
to add the images
& record the talk
SonicPics (3)
Share the video
with the script
in a blog post
Prep
in Pair
Recording
in Pair
Blog
post
13年6月7日金曜日

19. Results & Discussion
13年6月7日金曜日

20. Satisfied with blogging
Satisfied with pairwork
Satisfied with making movies
Blogging helps improve my English
0 5 10 15 20
4
8
9
4
12
3
3
5
2
6
3
7
1
1
2
4
1
2
3
0
1 2 3 4 5 6
1. S’s were generally satisfied with output activities
Strongly disagree ................................. Strongly agree
4.85
4.45
4.65
4.70
13年6月7日金曜日

21. Look up words more often now
Productive vocabulary increased
More aware of grammar now
More used to using English now
Want to learn English more
0 5 10 15 20
0
0
0
0
0
1
4
3
2
1
12
9
6
9
10
7
7
11
9
9
Agree Sort ofAgree Sort of Disagree Disagree
2.Positive changes in how they use & learn English
13年6月7日金曜日

22. 0
5
10
15
20
Satisfied with grammar exercises
5
6
6
2
1
1
2
3
4
5
6
0
2.5
5
7.5
10
Preferred types of corrective feedback
1
5
10
4
Implicit FB in English in a comment
Explicit FB in Japanese
Implicit FB in rev.worksheet
Other
3.Satisfied with F-on-F; Want explicit correction
4.66
13年6月7日金曜日

23. Items Compared
Initial
(Ave. of
1st & 2nd)
Final
Individuals who
showed changes
Number of
Tokens / Entry
52.7 96.4
Increased :
21 (/22)
Ratio of
T-Units with Errors
/TotalT-Units
27.5% 20.7%
Decreased:
15 (/22)
4. Changes in Students’Writing (Preliminary)
13年6月7日金曜日

24. Items Compared
Initial
(Ave. of
1st & 2nd)
Final
Individuals who
showed changes
Number of
Tokens / Entry
52.7 96.4
Increased :
21 (/22)
Ratio of
T-Units with Errors
/TotalT-Units
27.5% 20.7%
Decreased:
15 (/22)
4. Changes in Students’Writing (Preliminary)
Notes
(1) Ss were encouraged
to write as much as they could,
- 50 words or more at the initial stage
- 80 words or more at the final stage
13年6月7日金曜日

25. Items Compared
Initial
(Ave. of
1st & 2nd)
Final
Individuals who
showed changes
Number of
Tokens / Entry
52.7 96.4
Increased :
21 (/22)
Ratio of
T-Units with Errors
/TotalT-Units
27.5% 20.7%
Decreased:
15 (/22)
4. Changes in Students’Writing (Preliminary)
Notes
(1) Ss were encouraged
to write as much as they could,
- 50 words or more at the initial stage
- 80 words or more at the final stage
Notes
(2) The initial writing was done at home
The final writing was done as a part of
the term-end exam (in approx.20 mins)
13年6月7日金曜日

26. Items Compared
Initial
(Ave. of
1st & 2nd)
Final
Individuals who
showed changes
Number of
Tokens / Entry
52.7 96.4
Increased :
21 (/22)
Ratio of
T-Units with Errors
/TotalT-Units
27.5% 20.7%
Decreased:
15 (/22)
4. Changes in Students’Writing (Preliminary)
13年6月7日金曜日

27. Items Compared
Initial
(Ave. of
1st & 2nd)
Final
Individuals who
showed changes
Number of
Tokens / Entry
52.7 96.4
Increased :
21 (/22)
Ratio of
T-Units with Errors
/TotalT-Units
27.5% 20.7%
Decreased:
15 (/22)
4. Changes in Students’Writing (Preliminary)
13年6月7日金曜日

28. Items Compared
Initial
(Ave. of
1st & 2nd)
Final
Individuals who
showed changes
Number of
Tokens / Entry
52.7 96.4
Increased :
21 (/22)
Ratio of
T-Units with Errors
/TotalT-Units
27.5% 20.7%
Decreased:
15 (/22)
4. Changes in Students’Writing (Preliminary)
13年6月7日金曜日

29. Hi, my name is *** ***. / Please call me ***. / I'm from Chiba in
Funabashi. / My hobby is listen to music and playing soccer. /
My favorite artist is Superfly and BUMP OF CHIKEN. / I was
member of the soccer club for nine years. / But, soccer is not
good ...
I went to the Golden Week holidays in Ibaraki. / I went in
there one night and two days because there is a friend's
house. / I went to take bamboo shoots can be taken because
there was a forest near a friend's house. / In addition, we
enjoyed going out shopping to sightseeing Mito. / Holiday
was enhanced. / However, I would like to slowly break now so
cold.
#1 Self Introduction : 48 wds, Ratio of T-units w/ errors = 2/7
#2 GW Holidays: 62 words, Ratio of T-units with errors = 5/6
Positive Changes in a Student’s Writing
13年6月7日金曜日

30. Hi, my name is *** ***. / Please call me ***. / I'm from Chiba in
Funabashi. / My hobby is listen to music and playing soccer. /
My favorite artist is Superfly and BUMP OF CHIKEN. / I was
member of the soccer club for nine years. / But, soccer is not
good ...
I went to the Golden Week holidays in Ibaraki. / I went in
there one night and two days because there is a friend's
house. / I went to take bamboo shoots can be taken because
there was a forest near a friend's house. / In addition, we
enjoyed going out shopping to sightseeing Mito. / Holiday
was enhanced. / However, I would like to slowly break now so
cold.
#1 Self Introduction : 48 wds, Ratio of T-units w/ errors = 2/7
#2 GW Holidays: 62 words, Ratio of T-units with errors = 5/6
Initial Writing
Words : 110/2 = 55
Ratio of T-units w/ E : 7/13 = 54%
Positive Changes in a Student’s Writing
13年6月7日金曜日

31. I want to read comic or novel and to watch PC, to go to
trip. / I usually read long story comic and old comic. / For
example, One Piece and Hagane no Renkinzyutusi. (0.5) I
was impressed by these books. /
I like to watch PC every day. / My favorite website is
Nico Nico Douga. / I belonged premium member last year. /
I watched vocaloid and official animations. /
I like to go to trip in my free time. / I belongedYouth
Hostel club. / I went to Okinawa and Hokkaido last year. / I
think I want to go to Kagawa and Kouchi in this year./ Because I
want to see Setonaikai.(0.5) / This river is very nice view./
But I have never gone this river. / Next year has to find
work. / So I want to go to several good place and nice view
place.
“My favorite things”:132 words,Ratio ofT-units w/ errors = 2/16 = 13 %
Positive Changes in a Student’s Writing
13年6月7日金曜日

32. I want to read comic or novel and to watch PC, to go to
trip. / I usually read long story comic and old comic. / For
example, One Piece and Hagane no Renkinzyutusi. (0.5) I
was impressed by these books. /
I like to watch PC every day. / My favorite website is
Nico Nico Douga. / I belonged premium member last year. /
I watched vocaloid and official animations. /
I like to go to trip in my free time. / I belongedYouth
Hostel club. / I went to Okinawa and Hokkaido last year. / I
think I want to go to Kagawa and Kouchi in this year./ Because I
want to see Setonaikai.(0.5) / This river is very nice view./
But I have never gone this river. / Next year has to find
work. / So I want to go to several good place and nice view
place.
“My favorite things”:132 words,Ratio ofT-units w/ errors = 2/16 = 13 %
Final Writing
Words : 132
Ratio of T-units w/ E : 2/16 = 13%
Positive Changes in a Student’s Writing
13年6月7日金曜日

33. 0
2
4
6
8
10
Over20% 0-20% ±0 0-20% Over20%
Decreased Increased
# of Ss
Changes in Ratio ofT-Units with Errors /TotalT-Units
13年6月7日金曜日

34. ❖Survey shows:
• Students were generally satisfied with output activities
• They feel blogging helps improve their English
• Positive changes in how they use &learn English were
reported
• They were satisfied with language exercises,butwanted
explicitcorrection directly to their output
❖Preliminary analysis of their initial and final writing
data indicates some reduction in the percentage of T-
units with stressed error types
• Errortypesshouldbebetterdefined
Summary
13年6月7日金曜日

35. Blog Data Analysis Tool
Developed to make this error analysis more
precise and efficient enough to be conducted
on a regular basis
13年6月7日金曜日

36. • Developing Environment
• Java + Scala
• IntelliJ
• Two jar files: ReadXML.jar & BlogMorpho.jar
ReadXML.
jar
BlogMorpho.
jar
XML
file
CSV
file
Keyword list
Term matrix
Summary (type1)
Summary (type2)
13年6月7日金曜日

37. ReadXML.jar
Output : CSV format file
ID, Key-Tag,Title, Name(Author),
BodyText,Tags (Labels) for each entry
XML file
from Blogger
CSV file
13年6月7日金曜日

38. BlogMorho.jar
(1) Keyword List
(2) Term Matrix
(3) Summary for Analysis 1
13年6月7日金曜日

39. (4) Summary for Analysis 2
For
manual
checking
13年6月7日金曜日

40. Acknowledgement
This work was supported by a kakenhi Grant-in-Aid for
Scientific Research (23520696) from the Japan Society
for the Promotion of Science.
13年6月7日金曜日

41. References
•Campbell, C., Kikuchi, A. & Palmer, R. (2006). Bridging the Gap Between CLT Theory
and Practice in a Japanese Junior High School. 関西大学外国語教育研究, 12, 1-20.
•坂本優美子. (2005) 日本の公立高校英語教師のCLTと伝統的な教授法に対する態度, 摂
南大学教育研究, 1, 53-74.
•Swain, M. (1995). Three functions of output in second language learning in Cook, G.
& Seidelhofer, B. (Eds.), Principle and Practice in Applied Linguistics: Studies in Honor
of H. G. Widdowson/Oxford University Press, pp.125-144.
•Swain, M. and Lapkin, S. (1995). Problems in output and the cognitive processes they
generate. step towards second language learning. Applied Linguistics, 16, 371-391.
•Yamauchi, M. (2011). Effective Implementation of a Class Blog in the Traditional
Classroom Setting: Toward More Learner-centered EFL Instruction. GloCALL 2011,
Manila. October 29, 2011.
•Yamauchi, M., Stout, M. (2012) Effective Implementation of Student Blogging.
CONAPLIN 5, Bandung. September 24, 2012
•山内真理, 内田充美. (2011). 日本人英語学習者の中間言語にみられるL1の痕跡. 千葉商
大紀要 49(1), 43-55.
13年6月7日金曜日