Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes

全文

(1)Title. Learning in a Mobile Age: A Study on iPad Use and Student Motivat ion in English Classes. Author(s). ALLUAD, Joan; ISHIZUKA, Hiroki. Citation. 北海道教育大学紀要. 人文科学・社会科学編, 68(2): 1-12. Issue Date. 2018-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/9696. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（人文・社会科学編）第68巻第２号 Journal of Hokkaido University of Education（Humanities and Social Sciences）Vol. 68. No.2. 平成 30 年２月 February, 2018. Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes ALLUAD Joan and ISHIZUKA Hiroki Department of English Education, Asahikawa Campus, Hokkaido University of Education. モバイル時代の学習：英語授業におけるiPadの使用と子どもの動機づけアルアドジョアン・石塚博規北海道教育大学旭川校英語教育研究室. ABSTRACT Learning in a mobile age has undeniably posited challenges for teachers and students alike. Technology has become a prevalent tool in education and as a result, students need to acquire new types of different skills so as to be successful learners. Many schools have attempted to introduce a multitude of iPad initiatives in an effort to improve student learning, and yet the scope to which this technology enhances student engagement and learning in the classroom is still unfounded. In light of not enough evidence supporting the use of iPads in language learning, the present study seeks to examine the link between iPad use and student motivation by analyzing data obtained from two schools in the Philippines, which involved 412 learners. Results revealed that iPad use is related to students’ motivation in learning English. Technology-rich environments seemingly present more opportunities through different technological tools that assist learning. The results suggest new perspectives for educators to reflect upon. The results hopefully contribute in some ways to fully maximize the use of technology to the advantage of learners.. １．Introduction. a fundamental concern among teachers. Motivating students is a constant problem. In second language acquisition (SLA). throughout education and although there are no. research, second/foreign language (L2) learners’. clear cut solutions, there are several strategies. motivation is one of the most plentifully studied. to help teachers with the dilemma of finding. areas (Agawa & Takeuchi, 2016). Motivation is. ways to engage students (Linnenbrink &. 1.

(3) ALLUAD Joan and ISHIZUKA Hiroki. Pintrich, 2003). According to Sanacore,. iPads, have been finding their places in schools. motivation is the key to academic success as. all over the world. While the number sold to. well as promoting lifelong learning (as cited in. educational institutions is not known since they. Granito & Chernobilsky, 2012, p. 2). The. debuted in 2010, Apple has sold a whopping 338. reluctance to learn needs to be turned into the. million iPads (Nations, 2016).. wish to learn and this often proves to be the. Many educators are enthusiastic about the. most difficult task for some teachers. To. use of iPads in education. According to Mango. motivate students, teachers need to know what. (2015), educators “rave about their versatility,. interests students and what they already know. connectivity, mobility as well as the potential. and what can make them successful.. benefits of thousands of educational apps.”. In one of his most widely-quoted commentaries,. This strong penetration is due as much to the. famed educational theorist John Dewey once. appeal of this device as to its potential to. predicted, “If we teach today’s students as we. increase engagement in learning. Since this. taught yesterday’s, we rob them of tomorrow,”. device has just recently appeared in schools, the. st. and in today’s digital 21 century classrooms,. studies on its impacts have been on the rise.. these perceptive words remain highly relevant.. However, use of iPads has not yet garnered a. Students nowadays learn differently than they. consensus among educators regarding its. did even a decade ago, and teachers are. benefits on education. Some are still skeptical. expected to do more than just teach the. and wary that the iPad may replace the teacher. curriculum.. in the classroom instead of utilizing it as a tool. Technological revolutions have always. for learning. While it is generally believed that. motivated educators. Integration of technology. students would prefer classroom sessions that. is not just to hone the critical and analytical. utilize iPads， the extent to which this. thinking skills of students but to help students. technology promotes student motivation is not. master the multi-dimensional abilities required. yet thoroughly understood.. st. century. Harris (2005). The present study attempts to clarify the. termed this technology integration in the. effects of iPads on elementary students’. classrooms as “Trojan horse.” This metaphor of. motivation toward English class. It is hoped that. the Trojan horse indicates that integration with. this study can provide new insights for teachers. new technology is a catalyst that will lead to. to fully maximize the use of technology to the. far-reaching changes in education. Technology. advantage of learners.. of them in the 21. has become a prevalent tool in education and as such, Bruce and Hogan (1998) suggest that expectations toward students’ abilities in. ２．Review of Related Literature ２．１ Digital natives. language acquisition will significantly change. st. The current generation of students, known as. century to have a deeper understanding of the. digital natives, has grown up with technology. impact of technology on education and meet the. for their entire lives; they have never known a. It is imperative for educators of the 21. st. needs of the 21 century learners. In just about. time without texting, social media, or Internet. a handful of years, handheld devices, especially. access at their fingertips. The concept of digital. 2.

(4) Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes. natives was coined by Prensky (2001). All sorts. found that the iPad implementation in the. of digital toys and tools are considered to be an. classroom led to new ways for teachers and. integral part of their life.. students to interrelate with each other and to. Digital natives respond well to technology-. retrieve information.. infused activities because they are widely. Mango (2015), on the other hand, conducted. exposed to technology (Prensky, 2001).. a study using college students in two classrooms. Technology and teacher motivation have. to investigate the influence of the use of iPads. positive effects on student motivation (Atkinson,. on their learning and engagement. The data. 2000). Because students respond positively to. analysis and results indicated that students. technology and are motivated by technology,. believed that the iPads played a significant role. teachers should create activities that incorporate. in their learning and engagement in classroom. some form of technological tool. Motivated. activities, thus promoting active learning and. students will be more probable to accomplish. paving a way for learning success.. success at their highest levels because of the. Maggart (2013) investigated the use of tablet. opportunities that their teachers have made. technology in the classroom and its impact on. accessible. (Granito & Chernobilsky, 2012).. student motivation, self-efficacy, and engagement during mathematics concepts and skills review.. ２．２ Tablet technology, Student Motivation and Student Engagement. The researcher utilized quantitative analysis to examine how one-to-one tablet technology use. Studies on the impact of iPad use on. impacted teachers’ perceptions of student. education have yielded positive results. Clark. motivation as well as students’ perceptions of. and Luckin (2013) “overwhelmingly” reported. their own motivation and self-efficacy. The. that “tablet devices have a positive impact on. sample for this study consisted of two classroom. students’ engagement with learning.” (as cited. teachers and 21 students. The results yielded. in Mango, 2015, para 6). Diemer and Streepey. that a statistically significant relationship exists. (2014) on the other hand, found that the use of. between iPad use and student motivation, and. iPads in the classroom increased students’. between iPad use and students’ perceptions of. perception of their engagement and sequentially. self-efficacy during mathematics skills review.. left a positive effect on students’ active and. The research supports the idea that one-to-one. collaborative learning. In another study, Hargis,. tablet technology does impact students’ perceived. Cavanaugh, Kamali and Soto (2014) reported. motivation and self-efficacy.. that the use of iPad mobile learning devices was. Incorporating learning technologies into. associated with high engagement in a student-. lessons has promising results in promoting. centered class.. students’ motivation to learn. Technology has. Reid and Ostashewski (2011) conducted a. the potential to increase student motivation in. study that involved introducing iPads into two. the classroom. One study conducted by Tront,. elementary school classrooms. The project. Amelink, and Scales (2012) investigated student. resulted in many positive learning experiences. use of tablet PCs and its impact on student. with storytelling and other components of the. learning behaviors. Tablet PCs had been. curriculum and the community. It was also. identified as one form of instructional technology. 3.

(5) ALLUAD Joan and ISHIZUKA Hiroki. that could facilitate learning among engineering. that students who reported a high level of. undergraduates. This study examined the. engagement while using iPads described a high. degree to which student and faculty use of the. level of learning as well. Age, gender, or. Tablet PC was linked to important student. language variables were not found to be strong. learning behaviors. Results of the study revealed. learning predictors. Students who regarded. that an increase in student’s engagement in the. themselves as comfortable with a mode of. classroom was related to the frequency of. e-learning reported significantly greater levels. student use of the Tablet.. of perception of learning and engagement.. There are plenty of new technologies emerging,. Those who reported being comfortable were. and language learning environment seems to be. more likely to use iPads for learning and. more engaging and interesting. Wang, Teng and. professional development in the future.. Chen (2015) explored the use of an iPad app in. Furthermore, a number of students who initially. a Taiwanese classroom to examine the students’. described themselves as somewhat uncomfortable. English vocabulary acquisition. The results. with e-learning technology also reported. revealed that students who received the iPad. interest in continuing to use iPads.. vocabulary teaching instruction performed better on the post test. Also, students believed that using technologies in the classroom can. ３．Purpose of the Study. facilitate language learning. Moreover, it was. In light of the lack of conclusive evidence of. found that iPad apps in language teaching. the influence of iPads on language learning. enhance students’ learning outcomes and. motivation, this study seeks to explore how. students’ learning motivation.. iPads impact motivation and English learning.. A study conducted by Flewitt, Messer and. The current research aims to answer the. Kucircova (2014) discussed how iPads offer. following questions:. innovative opportunities for early literacy learning and present challenges for teachers. RQ1: Is there any difference in the attitude. and children. They found variability in the ways. toward English study between students using. iPads were used across the settings, but a. the iPad and those not using the iPad?. commonality was that well-planned iPad-based. RQ2: If the answer to the question above is. literacy activities stimulated children’s. affirmative, what kind of differences are there?. motivation and concentration. They also offered. RQ3: How does the use of the iPad affect the. rich opportunities for communication,. learners’ attitudes toward learning English?. collaborative interaction, and independent learning. Diemer, Fernandez, and Streepey (2012). ４．Study. reported on a multidisciplinary assessment of. To answer the aforementioned research. student perceptions of engagement and learning. questions, a questionnaire was carried out at. while using iPads. Student reactions were. two elementary schools from the Philippines.. measured via a survey asking them to rate their. School A was a public school and School B was. learning and engagement. Findings revealed. a private school. The pupils of School A. 4.

(6) Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes. belonged to unprivileged families and did not. the private school, who were using iPads. There. use the iPad for learning English. On the other. were 45 items in total; Section 1 (7 items),. hand, the pupils of School B belonged to families. Section 2 (36 items) and Section 3 (18 items). A. living in a wealthy area and used the iPad while. five-point Likert scale was used to answer the. learning English.. questions in Section 2 and 3, from 1= Strongly Disagree to 5= Strongly Agree.. ４．１ Participants Participants in this study were 413 Filipino th. ４．３ Procedure. grade. There were 165 pupils. The questionnaire survey was carried out on. participating from the public school (School A). the first week of November, 2016. First, the. and the data of 164 pupils were used for. survey was conducted in School A. The. analysis since one respondent was found to have. participants were given the paper-based. answered incompletely. On the other hand,. questionnaire along with the instructions on. there were 248 pupils participating from the. how to answer the questions. Then, an online. private school (School B). The total data of 412. questionnaire was administered to the students. participants from both schools were the target. of School B. All of their data except for one in. for the present study.. School A were used for analysis. Similar. pupils in the 5. questionnaires were administered to the ４．２ Materials. students in both schools. However, since iPads. The questionnaire used in this study was. were only used in School B, the students of. developed by using Guilioteaux and Dornyei. School A, who did not use iPads, were not asked. (2008) and Yorozuya et al. (2013). The question. to answer Part 3 of the questionnaire.. items were composed of three parts. Section 1 dealt with the students’ profile such as gender,. ４．４ Treatment. starting age of learning English, and experiences. First, factor analyses of all the data collected. pertaining iPad device such as “Do you have a. from the two schools were conducted. Then to. tablet at home?”, “How long have you been using. investigate whether there were any differences. the iPad?” Section 2, on the other hand, aimed. in the attitude toward English study between. at exploring students’ general motivation toward. the two schools, a t test was conducted. Finally,. learning the English language. Items such as, “I. a Pearson Product-Moment Correlation analyses. think learning English is useful for me,” and “I. were performed using the date obtained in. learn English to get a better job in the future in a. School B to see if there were significant. global community” were asked. In Section 3, the. correlations between “iPad use” and motivational. items were developed by using Kitchakarn. factors.. (2015). Participants were asked about their attitudes toward iPad use in English class such as, “I like English lessons using an iPad” and “I. ５．Results. enjoy my English lesson using an iPad because. ５．１ Factor analysis of School A and B. what we do is neither too hard nor too easy.”. The factor analysis on the answers of Section. This section was used only for the students in. 2 of the two schools revealed three different. 5.

(7) ALLUAD Joan and ISHIZUKA Hiroki. factors that affected the students of both schools. the learner. 15) I learn English because I don’t. (Table 1). Factor 1 was named Self-Evaluation. want to be left behind by other students in my. Towards Language Learning since it comprised. class. 16) I learn English to get good grades. of the items related to their English skills: 30) I. when I go to Junior High School. 17) I learn. can talk about myself in English. 31) I can. English because I want to be praised and not to. express my feelings using English. 32) I can. be scolded by my teachers/parents.. express my opinions to other students using English. 33) I can explain the directions to other. ５．２ T test comparison of School A and B. people when asked using English. 34) I can. T test was administered to examine whether. understand news articles in English. 35) I can. there are differences in the average factor. write a short story in English. 36) I can listen to. scores between the two schools. As for the Self-. and understand English news.. Evaluation Towards Language Learning and. The second factor was named Integrative. Integrative Motivation, the scores of School B. Motivation as it comprised of items that express. were significantly higher than those of School A,. one’s desire to get to know another language. t(410) = -11.41, p <.05, d = 1.15; t(410) = -4.15,. along with its people and culture: 7) I learn. p <.05, d = 0.42, respectively. As for Extrinsic. English to get to know English native speakers. Motivation, the score of School A was. and to be able to live in a foreign country. 8) I. significantly higher than School B, t(410) = 4.87,. learn English to get a better job in the future in a. p <.05, d = .49.. global community. ５．３ Factor analyses of School B Table 1 The Factor Analysis Result of Section 2. Another two factor analyses were conducted on School B to examine the relationship between the motivational factors and the use of ICT. Five significant factors were found in the analysis of Section 2 (Table 2). The first factor was termed as Confidence in Four Skills: 32) I can express my opinions to other students using English. 33) I can explain the directions to other people when asked using English. 35) I can write a short story in English. 36) I can listen to and understand English news. The second factor was termed as Positive Attitude Toward English Class: 5) I think the atmosphere in English class is good. 6) I think that the manner of teaching in English class is fitted for me. 2) I take part in activities in English class because. The last factor was named as Extrinsic. they are fun. 4) I am able to make myself pay. Motivation since it comprised of items. attention during English class activities. 23) My. pertaining to motivation that arises from outside. friends who are studying hard inspire me to. 6.

(8) Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes. study hard as well. 26) I think that I can succeed in activities in English even they are a bit. Table 2 School B’s Motivational Factors in Learning English. difficult. 27) I think I can do more things now using English than what I used to do. 28) I think it is useful to reflect on what I learned in English class. The third factor was termed as Integrative Motivation: 7) I learn English to get to know English native speakers and to be able to live in a foreign country. 8) I learn English to get a better job in the future in a global community. The fourth factor was termed as Intrinsic Motivation: 12) I want to improve my English even if I’m already good at it. 13) If I learn English more, my English skills will improve. Finally, the fifth factor was named as Positive Attitude Toward Speaking: 19) I am not afraid of making mistakes in class. 20) I am confident when I speak in English before others students and I can express myself well. 24) When I see my friends speaking in English well, I feel I am as good as them.. Table 3 Factor Analysis on iPad Use. On the other hand, the analysis of the use of iPads revealed two factors (Table 3): The first factor was named as Positive Attitude Toward iPads since it contained the items related to their favorable response toward the use of iPads: 12) I like English lessons using the iPad. 13) I enjoy my English lessons using the iPad because what we do is neither too hard nor too easy. The second factor was labeled as Anxiety Toward iPads as it comprised the items pertaining to the anxiety toward the device in their learning: 18) I feel more nervous in English class using the iPad ... . 17) I am worried about my ability to do well in English class using the iPad. ５．４ Correlation analyses on School B To clarify whether the use of iPads affects. were performed using factor scores obtained in. students’ motivation toward English learning,. the above factor analyses. As can be described. Pearson Product-Moment Correlation analyses. in Table 4, Positive Attitude Toward iPads was. 7.

(9) ALLUAD Joan and ISHIZUKA Hiroki. positively correlated with Confidence in the. differences may also have caused the differences. Four Skills, Positive Attitude Toward English. in learning attitude. Students from School A also. Class, Integrative Motivation, and Intrinsic. had limited English proficiency compared to. Motivation.. students from School B. Students in School B. On the other hand, Anxiety Toward iPads is. came from higher income households and as. negatively correlated with Intrinsic Motivation. such they have more access to educational. and yet positively correlated with Positive. materials and more exposure to various media.. Attitude Toward Speaking (Table 5).. Regarding Extrinsic Motivation, School A scored higher than School B. This rather. Table 4 Correlations Between Positive Attitude Toward the iPad and Motivational Factors in School B. contradictory result may due to the fact that students from an economically disadvantaged situation perceived the importance of mastering English as a tool to help them lead a more comfortable life. These different motivations probably have emerged from the differences in school environments and life experiences. As. Table 5 Correlations Between Usefulness of the iPad and Motivational Factors in School B. Bandura (2001) explained that individuals construct cognitive representations of their physical and social environment, and that cognitive, affective, and even physiological responses related to these representations shape. ６．Discussion. individuals’ behaviors within the environment. It is also interesting to note that a vast. ６．１ RQ1&2: Is there any difference in the. number of students who used iPads started to. attitude toward English study between. learn English earlier than their counterparts. students using the iPad and those not. (Figure 1 and 2). They started to learn the. using the iPad? What are the differences?. language between they were zero and two years. The analyses revealed significant difference. old. Early exposure to the English language. between the students who used iPads and the. seemingly facilitates the students to be more. students who did not. The students who used. adept with the English language and in turn. iPads were found to be positive toward English. makes the subject more enjoyable for them.. class and English learning in general. From these results it can be stated that technologyrich environments offer the opportunity for students to access various materials through the iPad that can facilitate learning. In addition, Public schools in the Philippines function differently from private schools in terms of infrastructure, facilities, class sizes, parent involvement, among others. These operational. 8. Figure 1 . Starting learning age and the number of students in School A.

(10) Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes. usually carry offers an opportunity to introduce learners to tools which could help them with their study of vocabulary. While students’ positive perception with the Figure 2 . Starting learning age and the number of students in School B. Table 6 Questions with Highest Mean Scores. ６．２ RQ3: How does the use of the iPad affect the learners’ attitudes toward learning English? The implications of this study about the impact of the iPads on student motivation are far-reaching. As illustrated in the results of this study, student motivation was positively influenced by the presence of an iPad. Among the questions pertaining to iPads, question No. 2 (“The iPad makes learning English more. iPads was high as indicated by the rest of the. enjoyable”) garnered the highest average with a. questionnaire results, their anxiety level was. mean of 4.27 (Table 6). Majority of the students. 3.11, which was not too high or low (Question. agree that iPads increases their creativity in. No. 17 “I am worried about my ability to do well. learning English (Question No. 3). The possible. in English class using an iPad”) This indicates. explanation to this is that students get to. that some students felt a little anxiety to use. explore the multiple apps available from the. the iPad as a main tool to get materials for. portable device. So much so that the children. school classes.. seemingly were all keen to use iPads. Their interest may be partly attributable with the novelty of using iPads in school and the iPad’s. ７．Conclusion. easy-to-use interface.. The results of this study suggest that the use. This is somehow validated by Wieder (2011). of iPads can positively affect the students’. as he pointed out in his study that iPads. motivation in learning English. It has to be. promote active learning, collaboration, and. acknowledged that the participants of the two. student engagement. Through the classroom. schools had many different variables other than. use of the iPad, students reported not only a. the use of the iPad to be considered. It may. perception of increased engagement (active and. take a while to fully grasp the entire spectrum. collaborative learning) but also a positive effect. of the educational impacts of iPads on learners.. on their learning.. The study only targeted Grade 5 students, and. Another question item that is remarkable is. thus making the results difficult to generalize. question No. 6 (“Using iPads makes me learn and. across populations. The benefits of the use of. use new words in English”) with a mean of 4.26.. handheld devices such as the iPad are extensive,. This just shows that the device that learners. and yet studies remain scarce. Research on. 9.

(11) ALLUAD Joan and ISHIZUKA Hiroki. handheld devices within English classes needs to continue. The findings may help pave the way for a more comprehensive research on the area of iPad use in the classroom. For future similar studies, in-depth interviews may be used. Future research may also employ both the qualitative and quantitative methods to explain the dynamics of iPad use in the classroom. It. Learning Using iPads. Journal of Teaching and Learning with Technology, Vol. 1, No. 2, 13-25. Garcia, E. R. (2011). There’s an app for that: A study of using Apple iPads in a United States History Classroom. Winston-Salem, NC: Wake Forest University, Department of Education. Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL QUARTERLY, 42(1).. should be highlighted here, however, that the. Hargis, J., Cavanaugh, C., Kamali, T., & Soto, M. (2014).. iPad is a tool and not an end in itself and should. A Federal Higher Education iPad Mobile Learning. only be used as such by learners who must always be at the focus of the classroom.. Initiative: Triangulation of Data to Determine Early Effectiveness. Innovative Higher Education, Volume 39, Issue 1, 45-57.. Technology should not be used for its own sake,. Linnebrink, E. A., & Pintrich, P. R. (2003). The role of. but instead it should be a tool to enhance. self-efficacy beliefs in student engagement and. learning.. learning in the classroom. Reading & Writing Quarterly, 19, 119-137. Mango, O. (2015). iPad Use and Student Engagement in. References Agawa, T., & Takeuchi, O. (2016). A new Questionnaire to Assess Japanese EFL Learners’ Motivation: Development and Validation. Annual Review of English Language Education in Japan, 27, 1-16. Atkinson, E. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20(1). 45-57. Babaee, N. (2012). Motivation in Learning English as a Second Language: A Literature Review. Canadian Journal for New Scholars in Education, Volume 4, Issue 1, 1-7. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. Nations, D. (2016). How Many iPads Have Been Sold? Retrieved from https://www.lifewire.com/how-manyipads-sold-1994296 Bernardo, A., & Ganotice, F., King, R. (2014). Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines. Asia-Paciﬁc Edu Research. Retrieved from https://www.researchgate.net/publication/266673300_ Motivation_Gap_and_Achievement_Gap_Between_ Public_and_Private_High_Schools_in_the_Philippines Chapelle, C. A. (2003). English Language Learning and Technology. John Benjamins: B.V. Diemer, T. T., Fernandez, E., & Streepey, J.W. (2012). Student Perceptions of Classroom Engagement and. 10. the Classroom. The Turkish Online Journal of Educational Technology, volume 14 issue 1, 53-57. Nzai, V.E. & Lin, L. C. (2014). Using iPad Apps to Enhance Literacy Skills of English Language Learners with Special Needs. International Journal of Languages and Literatures. March 2014, Vol. 2, 21-29. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.hfmboces.org/HFMDistrictServices/ TechYES/PrenskyDigitalNatives.pdf Reid, D. & Ostashewski, N. (2011). iPads in the Classroom - New Technologies, Old Issues: Are they worth the effort? In Bastiaens, T. & Ebner, M. (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology, 1689-1694. Sanacore, J. (2008). Turning Reluctant Learners into Inspired Learners. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(1), 40-44. Tront, J. G., Amelinket, C. & Scales, G. R. (2012) Student Use of the Tablet PC: Impact on Student Learning Behaviors. Advances in Engineering Education Vol. 3(No.1):10. Abstract retrieved from https://www.researchgate.net/publication/262494764_ Student_Use_of_the_Tablet_PC_Impact_on_Student_ Learning_Behaviors Wang, B.T., Teng, C. W., & Chen, H. T. (2015). Using iPad to Facilitate English Vocabulary Learning. International Journal of Information and Education Technology, Vol. 5, No. 2, 100-104..

(12) Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes. Yorozuya, R., Izumi, E., Tamai, M., Naganuma, N., Tabushi, M., Ota, A,. & Shimazi, T. (2013). The final report of a study on evaluation in primary school foreign language activities: Developmental changes and their implications. JES Journal 13, 212-227.. non-English speaking countries. 10． I learn English to understand English songs and movies and to use English for travel. 11． I learn English not because I want to learn it but because it is a subject in school. 12． I want to improve my English even if I’m already. Appendix 1. 14． I learn English because it makes me happy to. Section 1. better myself in English.. １．Gender: . 15． I learn English because I don’t want to be left Female. ２．Do you have computer at home? Yes . No. ３．How long have you been using the computer? 1-2 years . 5-6 years. 3-4 years . more than 7 years. ４．Do you have internet connection at home? Yes . No. ５．Do you have a tablet at home? Yes . 13． I f I learn English more, my English skills will improve.. Questionnaire. Male . good at it.. No. behind by other students in my class. 16． I learn English to get good grades when I go to junior high school. 17． I learn English because I want to be praised and not to be scolded by my teachers/parents. 18． I want to know the level of my English skills through exam scores. 19． I am sometimes silent because I am afraid of making mistakes in class. 20． I feel embarrassed when I speak in English before. ６．How long have you been using the tablet?. other students and because of that I can’t express. 1-2 years . 5-6 years. myself well.. 3-4 years . more than 7 years. ７． How old were you when you started learning English?. 21． I feel that I don’t need to study hard in English class when other students around me aren’t working hard.. 0-2 years old. 5-6 years old. 3-4 years old. 7-8 years old. 9-10 years old. 22． In pairs or groups, I prefer speaking in English rather than listening to it. 23． My friends who are studying hard inspire me to study hard as well.. Section 2 No．Items 1． I think learning English is useful for me. 2． I take part in activities in English class because they are fun. 3． I actually don’t want to learn English. 4． I am able to make myself pay attention during English class activities. 5． I think that the atmosphere in English class is good. 6． I think that the manner of teaching in English class is fitted for me. 7． I learn English to get to know English native speakers and to be able to live in a foreign country. 8． I learn English to get a better job in the future in a global community. 9． I learn English because I’m interested in the people, culture and history of foreign countries including. 24． When I see my friends speaking in English well, I feel that I’m not as good as them. 25． I want to enjoy learning English whether I’m good at it or not. 26． I think that I can succeed in activities in English even they are a bit difficult. 27． I think I can do more things now using English than what I used to do. 28． I think it is useful to reflect on what I learned in English class. 29． I want to set a goal and to know what I can do to reach the goal. 30． I can talk about myself in English before other students. 31． I can express my feelings using English. 32． I can express my opinions to other students using English. 33． I can explain the directions to other people when. 11.

(13) ALLUAD Joan and ISHIZUKA Hiroki. asked using English. 34． I can understand news articles in English. 35． I can write a short story in English. 36． I can listen to and understand English news. Section 3 No．Items 1． The iPad makes me do my assignments easier. 2． The iPad makes learning English more enjoyable. 3． T he iPad increases my creativity in learning English. 4． I have more opportunities to practice my writing skills while using the iPad. 5． While using the iPad, I can improve my reading skills. 6． Using the iPad helps me learn and use new words in English. 7． U sing the iPad helps me practice my English listening and speaking skills easily. 8． U s i n g t h e i P a d i m p r o v e s m y g r a m m a t i c a l knowledge in English. 9． Using the iPad helps me communicate with my teacher and classmates easily. 10． I can learn more from books than from the iPad. 11． I wish I had more English lessons using the iPad at school. 12． I like English lessons using the iPad. 13． I enjoy my English lessons using the iPad because what we do is neither too hard nor too easy. 14． L earning English using the iPad at school is a burden for me. 15． In English lessons using the iPad, I learn things that are useful for me in the future. 16． I n English lessons using the iPad, I usually understand what to do and how to do it. 17． I am worried about my ability to do well in English class using the iPad. 18． I feel more nervous in English class using the iPad than that of the class using paper textbooks.. （アルアドジョアン旭川校教員研修生）（石塚博規旭川校教授） . 12.

(14)