Japanese university students’strategy use in
Mobile-Assisted
Language Learning
SASAKI, Akihiko
TAKEUCHI, Osamu

1. Introduction
1.1 e-Learning for Out-of-Classroom L2 Learning

・80% or more universities (Suzuki, 2018)↕

The REALITY (Goda et al. 2013)
・“Deadline” type:75%

・“Steady” type:4.5% ... ・Deadline type … last minute・Steady type… many times (Frequency)

many weeks (Period)
long time (Time)
Out-of-classroom learning↑
Self-regulated learning skills

1.2 Self-Regulated Learning
Self-regulated learners are “metacognitively,
motivationally, and behaviorally active participantsin their own learning process” (Zimmerman, 1989,p. 329)

Doings（Behavior）
・ Cognitive
・ Affective
・ Social etc.

Feelings(Motivation)
・ Interest
・ Self-efficacy
・ Anxiety・ Ideal-self etc.

Thinkings

Takeuchi (2010)
・ person・ strategic・ taskknowledge

monitoring(Metacognition)
・ Knowledge

planning

reflecting

・ Activity“(M)ore frequent use of metacognitive strategies leads
to more learning activities outside the classroom.”(Takeuchi & Ikeda, 2017)

1.3 Research Questions
1) Do steady type students achieve better
learning outcome than deadline students?
Frequency of logins
Period of learning
Time of each lesson
2) What strategies do successful students use
for effective e-Learning?

2. Method
2.1 Participants
・Freshmen of a university in Japan (N =165)

・Out-of-class activity for Listening (required)・Proficiency: Beginner-Intermediate・Study abroad (US) in the 2nd year → motivation

2.2 Materials
・e-Learning courseware for listening

Practical English 7 (Reallyenglish Japan Co.,Ltd.)・25 lessons
1) words → 2) practice → 3) quiz [70%]・Reviewing

2.3 ProceduresApr・Pretest (TOEIC; listening)・Workshop

Apr-Sept

・e-Learning (25 lessons)

Oct・Posttest (TOEIC; listening)・Interviews (n = 10)

2.4 Data Collection & Analysis
・ Listening Improvement (outcome)← pre-/post-test

・ Frequency (number of logins)・ Period (number of weeks)

data
recorded←at server

・ Time (length of time per lesson)

・ Strategies← interviews3. Results
3.1 Outcome & Frequency, Period, Time

1) Descriptive Statistics

3.1 Outcome & Frequency, Period, Time
2) Correlation with Listening Improvement3.2 Interviews
・n = 10・Listening Improvement ≧100 (M = 50.38)

・Frequency=74.00 (M = 39.46)

・Period=14.13 (M = 8.29)

・High motivation to improve listening skills
・Many times and many weeks as instructedQ) What did you intentionally do to improve your listening
through e-Learning?
・“I just listened many times.” (Frequency)
・“I don’t like to see my scores of 70 or 80%,
so I repeated those lessons until I got 100%.”

・“I felt uneasy when I passed with 90% or below.
So in the following days, I checked such lessons
on the past score page, and I did them again.”
Self-efficacy & Monitoring→Frequency

Q) What did you intentionally do to improve yourlistening through e-Learning?
・“I tried to do it every week.” (Period)
・“I put the Practical English icon next to the LINEso that I don’t forget it.”・“I used the Reminder app. that reminded me ofe-Learning.”
Anxiety & Planning/Doing→ PeriodQ) What did you intentionally do to improve yourlistening through e-Learning?
・“I thought vocabulary was indispensable.”・“When I saw an unknown word, I immediately
opened the dictionary app. and looked it up.”・“I created a word list using the Memo.”
・“I screenshot and reviewed them later.”Anxiety→Cognitive strategies

4. Discussion & Results
4.1 Successful e-Learners
・Frequency (number of logins)
・Period (number of weeks)
・Self-Regulated Learning Skills
・Media (Digital Learning Tools)(e.g.) past-score, icon, reminder,
dictionary app., memo,
screenshot, etc.
・Smartphone-mediated learning strategies

References
Goda, Y., Yamada, M., Matsuda, T., Kato, H., Saito, H., & Miyakawa, H. (2013). Categorization oflearning behavior in e-Learning. Japan Society for Educational Technology, The 29th National
Convention, 867-868.
Suzuki, S. (2018) Extrinsic factors in achieving successful results in English e-learning, andintrinsic factors in leading undeservedly underachieving students to better test results among
Japanese college students. Japan e-Learning Association, 18, 29-45.
Takeuchi, O. (2010). What we learn from language learner study: From individual to integration. InH. Kojima, N. Ozeki & T. Hiromori (eds.) Growing English learners: Learner factors andautonomous learning (An anthology of English education, vol. 6, pp. 3-20). Tokyo: Taishukan.
Takeuchi, O. & Ikeda, M. (2017). Situating metacognition in context: Importance of others andaffect in metacognitive interventions. In M. Yip (Ed.), Cognition, Metacognition and Academic
Performance (pp. 89-100). Routledge.
Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal ofEducational Psychology, 81, 329-339.

Japanese university students’strategy use inMobile-Assisted
Language Learning
SASAKI, Akihiko
TAKEUCHI, Osamu