Computer & Education
Online ISSN : 2188-6962
Print ISSN : 2186-2168
ISSN-L : 2186-2168
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Volume 20
Displaying 1-15 of 15 articles from this issue
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Special Reports on "The Computer Could Be a Lifesaver for English Language Education"
  • Utilizing iPod for Language Education Use
    [in Japanese]
    2006 Volume 20 Pages 12-17
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.12
    JOURNAL FREE ACCESS
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    [in Japanese]
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  • A CORPUS−based Education and Self−learning with Full Text Search Tool capable of Regular Expression
    Takanori Sato, C.Wood Donald, Masayuki Katahira, Akira Nakamura
    2006 Volume 20 Pages 18-24
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.18
    JOURNAL FREE ACCESS
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    This paper introduces a hardware-independent full-text search tool for any browser, named SCORP（Selfish CORPus），which can be operated online as well as stand alone with fully-supported Regular Expression. The system provides the service from computers running FreeBSD or any other UNIX-compatible OS. Corpus linguistics can provide effective English learning for students as well as invaluable English writing assistance for researchers in need of accurate and characteristic expressions for specialized topics or fields of research, by referring them to a collection of texts, including transcriptions of conversations or speeches. The system enables users to create their own corpus according to their own interests.We also elucidated some considerations for conducting SCORP-based academic classes：technical terms like character code or end−of−line code are not serious problems, but individual users must be aware and respectful of the sensitive nature of copyrighted materials.
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  • Toward the Development of Teaching Materials for English Vocabulary in Japanese Elementary Schools
    Katsuhisa Honda, Kazuko Kashiwagi, Tetsushi Kajiro, Yuki Nakagawa
    2006 Volume 20 Pages 25-30
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.25
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    After the Period of Integrated Study was introduced into the Japanese national curriculum in 2002, almost all elementary schools began to adopt “English Activities” as part of their classes in the field of international understanding. Among other related issues, this article focuses on the present state of English Activities in elementary schools, with particular reference to materials for teaching English vocabulary. The authors have developed computer animations towards an introduction of the schematic formation of verbs, in which students try to guess the meaning. The aims of this paper are as follows：to design animated materials for use in teaching English vocabulary in elementary schools；to examine the practical problems involved；and to argue the necessity of teaching basic English verbs in Japanese elementary schools. In order to determine more accurately how these materials can be improved, further research will be required.
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  • Towards Sharing Digital Video Resources for the Development of Teaching Materials
    Ryuichi Uemura, Kazunori Nozawa, Ken Matsuda, Haruyo Yoshida
    2006 Volume 20 Pages 31-37
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.31
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    We at Foreign Languages Education Division of CIEC launched a research project in 2003, concerning the development of teaching materials using some of the VOA（Voice of America）TV programs which were digitally encoded and partially edited. We have examined how the raw materials（i.e. digital video clips）could be shared and utilized by a wide variety of CIEC members, and published an ‘open’ database of streaming contents along with several sample teaching materials which we have developed so far. In the course of discussion and development, we have faced some serious problems such as the copyright issues, limitation to editing broadcast program contents, and the difference of actual needs among the universities. In this article, we will first introduce the outline of VOA project, including its motivation, objectives and goals, then report the details of sample teaching materials, and finally summarize the results of those case studies.
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Examples
Articles
  • Factors in the Internet Retrieval Activities（Ⅱ）
    Knowledge through the Comparisons of Internet Retrieval Tests and Questionnaires in the Elementary School
    Kensuke Fukushima, Fumie Shimada, Noriyuki Matsunami, Shigeru Ikuta
    2006 Volume 20 Pages 56-61
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.56
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    The same Internet retrieval test with ten questions was given to the elementary school pupils and junior high school, senior high school, and university students. The same questionnaire on their PC and Internet environments was also surveyed for all the examinees. The numbers of the examinees in four elementary schools were 228 5−th and 225 6−th grade pupils（237 males and 216 females）. The correlations between “the Internet retrieval test scores” and “the marks in school subjects（Math and Japanese）and the answers to the questionnaire on the PC and the Internet environments” were carefully studied on the basis of the statistics. With the increasing of the ages, the Internet retrieval test scores increase smoothly. The elementary school pupils with high marks in the subject, especially Japanese, have a trend toward higher Internet retrieval test scores. The average score of the Internet retrieval test in seven 6−th grade classes is, however, fairly different from each other and does not correlate well with those in the Math and Japanese.
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  • Consideration of the Psychological Influence of the Placement of Dynamic Images and Text Information in e−Learning on Its Learners
    Ryo Sugawara, Eiji Muraki
    2006 Volume 20 Pages 62-67
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.62
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    The placement of dynamic images and text information in an e−learning window is often not designed considering suitability for learning and ease of viewing by learners. We conjectured that different placements of the elements could make different impressions on learners when watching the learning window, which would influence their learning. In this study, we performed an experiment to clarify the psychological influence of dynamic image and text information placement in learning windows provided by Web browsers on the visual perception of learners. The experiment showed that placement of dynamic images on the left side of the Web browsers improved viewability for learners and created favorable impressions.
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  • Development of Management and Reusing System for e−Learning Materials
    Yoshihiro Takata, Yoshiya Kasahara, Masahide Sato, Tsuneo Suzuki, Toyo ...
    2006 Volume 20 Pages 68-73
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.68
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    In universities, usually there are many various classes and the style of the classes depends on teachers. Due to the variety, it is difficult to make general purpose e−Learning teaching materials. The teachers originally make the teaching materials by themselves, which prevents e−Learning from extending in the education in the universities. To help the teachers make their original e−Learning materials, we developed a database system, where the e−Learning materials are separated to small elements. When the teachers want to make new e−Learning materials, they access the database. They select some elements and easily reproduce new teaching materials by combining the elements. In this paper we report the database system and the evaluation of its performance.
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  • The Web Based Chinese Language Composition・Correction Support System With Error Data Statistical Function
    Song Liu, Kazuko Sunaoka, Yoshiyori Urano
    2006 Volume 20 Pages 74-79
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.74
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    Practice and research in the composition education that is using computer•network have been more and more active. In Waseda University, the web based Chinese language composition・correction system has been used from 2003. By utilizing the standardized “Grammatical Correction Mark”, previous problems such as non− standardization of evaluation criterion；and non−standardization of correction description have been solved. Meanwhile, the statistical editor of the error corpus has also been developed. Through the editor, the collected composition correction data is able to be analyzed for natural language processing and language education research. In this paper, the development summary of this system will be expressed based on the one and half year operation in Waseda University. Furthermore, the development plan of composition support system based on error corpus will also be expressed.
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  • The Participatory Information Ethics Education using Debate Method
    Ryoju Hamada, Yoshinari Kanaya, Seiji Iizuka, Nozomu Takahashi
    2006 Volume 20 Pages 80-86
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.80
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    As we reported on Computer＆Education Vol.17, Tohoku University cooperative association established an information ethics seminar for the students as a joint research with Tohoku University since 2004. We have developed our own new curriculum including useful knowledge and hints of copyright law, electronic commerce, personal information and privacy protection, and cyber−crimes. In 2005, we first shaped the following 4 objectives：（1）make to recognize the problem by students’ side（2）encourage versatile understanding using debate method（3） increase the wisdom of instructors（group advisors）and transfer to the next generation（4）continuous follow−up. And we have revised the curriculum and practiced lectures to 294 students based on the teaching plans consists of 5 stages：（1）lecture（2）case setting（3）debate（4）teacher’s comment（5）incident handling. As a result, we achieved a new effective participatory curriculum. The students not only listen to the teacher’s one−sided lecture but also came to be able to join and debate independently, and group advisors came to be able to handle some security or fictitious claim incidents by growing up themselves.
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  • A Study on Improving Undergraduate International Students’ Information Literacy
    Miwa Hamada, Nozomi Fukasawa
    2006 Volume 20 Pages 87-93
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.87
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    This study aims to develop an educational curriculum and a textbook to improve international students’ information literacy to the level required for their university life in relation to Japanese language learning. 102 undergraduate international students participated in a questionnaire survey regarding their IT usage and IT skills. The results of the survey are as follows：1）most students are familiar with computers, 2）information−gathering skills, which are frequently required at the university, are easily mastered by international students, and 3）students in the first years of university lack the skills necessary for inputting the Japanese language and creating a word processing document, among the most necessary skills for university life. Furthermore, all international undergraduate students have not acquired sufficient knowledge of internet security. These skills are closely related to Japanese language proficiency. Therefore, it is necessary to support students through Japanese language education.
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  • A Practical Method of Descriptive Sentence Questions in Formative Tests
    Shinobu Tabata, Naoki Morita
    2006 Volume 20 Pages 94-100
    Published: June 01, 2006
    Released on J-STAGE: December 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.20.94
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    The purpose of formative tests is to provide feedback to learners in order to improve their comprehension. To improve the comprehension, the learners should review the questions that they could not make correct answers according to teachers’ advice. However, only a few learners conduct reviews on their own initiative. Confidence in answer is one of the factor affecting review of incorrect answer. We propose a practical method of descriptive sentence questions in formative tests in order to promote learners’ reviews based on the idea that learners should not be forced to answer if they do not have confidence to their answers.
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