Aoyama Gakuin University (JAPAN)
About this paper:
Appears in: ICERI2017 Proceedings
Publication year: 2017
Pages: 8227-8232
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.2211
Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain
The constructivist view of flipped learning encourages students to activate their brains to create more new knowledge and reflect on their learning acitivities. This study examines the use of a variety of emerging technologie; including Globalvoice CALL, ATR CALL Brix, online materials related to worldview studies. An empirical study was carried out to examine their effectiveness based upon the constructivism in improving TOEIC test scores of a group of Japanese undergraduates at Aoyama Gakuin University in Japan. The study began in April 2016 and ended in January 2017, targeting 27 undergraduates required to complete the online TOEIC course and flipped classroom learning materials using a PC, iPads, and mobile technologies to improving their English proficiency and to study worldviews. The overall results of the 2016 study (n=27) indicated that the flipped lesson program assisted the students in improving their overall English proficiency over the 10-month period according to their pre-test and post-test scores on TOEIC examinations – from a mean TOEIC score of 623 (SD: 132) to 784 (SD: 87). Questionnaire results also revealed that students became more open-minded and changed the way they look at the world.

The research questions targeted in this study are as follows:
(1) Are blended learning (BL) and flipped learning activities using mobile devices useful in improving Japanese students’ English skills?
(2) Are flipped classroom activities using a variety of Technologies with a tablet or smartphone useful for improving the TOEIC scores of Japanese EFL students?
(3) Was the Aoyama Gakuin University (AGU) and National University Singapore (NUS) joint seminar effective in nourishing their cultural attitudes and their international understanding?
(4) Have they changed their worldviews after this seminar course?

The blended and flipped learning activities of this study included the following:
The students were exposed to the following training:
(1) viewed online TED Talks on Rick Warren’s “Purpose-Filled Life” using iPads and smartphones, wrote a 300-word summary, created PowerPoint presentations of their summaries, and discussed their summaries with native speakers of English from the U.S.;
(2) studied worldviews after viewing the online lectures (Harre, 2001) delivered by several Oxford University professors that focused on ontological and epistemological issues, making numerous PPT presentations and digital stories with iPads. ;
(3) watched several lectures delivered by Dr. Chan of the National University Singapore with mobile devices to learn the definition of culture;
(4) produced and presented movies on world religions;
(5) used Globalvoice CALL speech software and online ATR CALL Brix for learning TOEIC;
(6) engaged in additional interactions and discussions throughout the duration of the course.

At the end of the course, a questionnaire was administered to students after their exposure to the above activities for the purpose of ascertaining their impressions of the BL and flipped lesson activities and cultural studies at NUS, including their worldviews.
Mobile Technologies, Active Learning, Flipped lesson, TOEIC, ATR CALL Brix, SNS, Collaboration.