教育システム情報学会 2013年度学生研究発表会

東海地区PROMOTING ENGLISH PROFICIENCY IN JAPAN HIGH SCHOOL USING UDUTU
SCORM (SHARABLE CONTENT OBJECT REFERENCE MODEL) PACKAGE IN
MOODLE LEARNER MANAGEMENT SYSTEMAUTHORSAMUEL KIGUMI MWANGIAICHI UNIVERSITY OF EDUCATIONSUPERVISORNOZAKI HIRONARI,MATSUMOTO AYUMU , EJIMA TETSURO, UMEDA KYOKO,SAITO HITOMIAICHI UNIVERSITY OF EDUCATIONfrom the Aichi University of Education Moodle
1INTRODUCTION(Kakisubata).The course name in the “Kakisubata”

The purpose of this study is to establish the factors

was Practicing English in Japan High School a casethat lead to low proficiency of English language forstudy of Senior High School. The “SCORM”

communication in Japan, despite English being

package embedded in the course was “Englishtaught as Subject in Junior and Senior high schools

Practice”

and the strong relations Japan as country has with

2.2

English native speaking countries like United States

The participants were 38 second grade in seniorof America, Australia, New Zealand and England.

high school,Aichi,Japan. They comprised of 12

Participants

male and 26 female students.
1.1 LITERATURE REVIEWThe problem from a Japan perspective is that,

2.3

Basic grammar,speaking,listening and reading was

although knowledge of grammar may be relatively

taught.Method of study was choosing the moststrong, having the confidence and ability to actuallysuitable multiple choice options from the given

communicate with international citizens remains aoptions,in the SCORM package and a questionnairechallenge.

was administered to get the feedback on english

According to the Current foreign language policy inperception by the student.

Japan schools fifth graders (at the age of 10 or 11)

3 RESULTS

have started to learn English not simply as a

3.1 Writing

curriculum subject but as a form of a communicative

The feedback on how often students use English in

English activity held once (one hour) per week.

writing,Emailing,filling forms, suggests that (2.6%)(Toshinobu Nagamine ,2009).
2METHODOLOGY

2.1

DesignProcedure

hadnever,(18.4%)

rarely,(42.1%)

sometimes,(31.6%) often and (5.3%) Very often.

English learning and practice was conducted using a
Web-based content projected on the display screen
9教育システム情報学会 2013年度学生研究発表会

東海地区

3.2 Speaking.

and practice English suggest that, (5.3%) disagreed

The feedback on how often the students spoke inwith ease of use, (36.8%) did not agree or disagree,

English in school,at home,on the mobile phone and(57.9%) agreed.

with other friends suggest that (15.8%) never spoke

Use of Feedback Mechanism for Practice andin English, (23.7 %) rarely, (26.3%) sometimes,Review.

(23.7%) often and (10.5%) very oftenly

The feedback on use of question feedback

3.3 Listening .

mechanism for practice review suggest that,(10.5%)

The feedback on how often the students listen anddisagreed that feedback mechanism on question

understand content in English,music and movies

review helps in English study and practice,(52.6%)

suggests that, (10%) never listened and understood,

did not agree or disagree,(34.2%) agreed and (2.6%)(34.2%) rarely, (31.6%) sometimes and (7.9%)

strongly agreed.

oftenly.

5. RESULT DISCUSSION

3.4 Reading.

Students sometimes do not speak in English even in

The feedback on how often student read content inhigh school where it is taught as a curriculum

English in school and out of school suggests that

activity due to the fact the media language for(10.5%) never read content in English, (34.2%) rarely, teaching by the teacher is Japanese language(47.4%) sometimes and (7.9%) oftenly and usually inlimiting the students from speaking practice. At

school during English learning.

home the students never speaks in English since the4.

audience at home cannot speak English too.

English practicing tools.

4.1 Text Books.

6 CONCLUSION.

The feedback on how often the students used

The use of Web-based English Practice will

textbooks to study and practice English suggest

increasing productivity and retention rates, wherethat,(2.6%) had never used a textbook to practice andresearch has shown that people remember 20% ofstudy English ,(10.5%) rarely,(26.3%) sometimes,

what they see, 40% of what they see and hear, but(36.8%) often and (23.7%) very oftenly.

about 75% of what they see and hear and do

4.2 Television , Radio,mobile phone applications

simultaneously (Lindstrom, 1994).

and Games.
The feedback on how often the students used TV andA web-based Learner Management System in Openradio to study and practice English suggest that,source software Moodle embedded with a Sharable(60.5%) had never used TV to study and practiceContent Object Reference Model (SCORM) andEnglish, (15.8%), rarely (13.2%) sometimes, andwith accessible(10.5%) oftenly.

and through mobile phone and plug-ins on social

4.3 Use of Web-Based Contents to Study andPractice English.
Ease of Use.
The feedback on ease of web-based content to study

media like Facebook can be used as tool for practice,

10selfhigh speed internet connection

assessmentandreview.