Kanji e-portfolio: Facilitating Collaborative and ...€¦ · Kanji do not have a systematic sound...

Kanji e-portfolio: Facilitating Collaborative and Individual Learning in a Blended Learning Environment

University of Edinburgh Asian Studies

Yoko Matsumoto-Sturt

The aim of the study

This paper examines how a blended learning classroom can add extra dimensions to learning kanji (漢字).

The quality of learning experienced by English-speaking learners of Japanese will be investigated.

Analysis：the post-study questionnaire on the learners’ perception towards independent kanji learning.

Language Background

Japanese orthography

Kanji (漢字)The logographic component of Japanese orthography

Kana （かな・カナ）The phonetic component of Japanese orthography with 46 basic kana letters

Language Background

Kanji in JapaneseHiragana’s main function

Grammatical items (particles, inflectional endings)

Katakana’s main functionTransliterate loan wordsOnomatopoeia

Kanji’s main functionContent words (e.g. nouns)Verb stems

Language BackgroundCharacteristics of kanji

Kanji characters are not alphabeticalalphabet a-p-p-l-ehiragana り-ん-ごKanji 林檎

Learning kanji as a wordThe whole word sound of kanji is important

Visual effect of kanji はし : bridge (LH) / chopsticks (HL)橋 ・ 箸

Language BackgroundSound representation of kanji

Kanji do not have a systematic sound representation, unlike kana.

A single character in Japanese typically has multiple readings

on-yomi (Chinese reading) kun-yomi (Japanese reading)

Two-kanji compounds (words)(1) on-on (2) kun-kun (3) on-kun (4) kun-on

Language Background

Why learning kanji difficult?：

The arbitrary relationship between orthography and phonology in kanji (i.e. readers cannot spell kanji out)

A single kanji can represent a word or Be used as an element of a two- or more kanji compound.

(1) 一(ichi, one)・(2)日(hi/nichi, day)・(3)中(naka/chu, middle) →

一日中(ichi-nichi-juu, all day long)・

Language Background

Why learning kanji difficult?：Visual complexity (i.e. number of strokes) of kanji.

1(一) to 16 (龍) strokes

Handwriting skills: the technique and movements differ quite a lot from the ordinary Roman alphabet.

Kanji with multiple reading and meanings.

Kanji teaching at EdinburghBefore e-learning

Japanese1 kanji course overview

The original course very traditional teacher-centred weekly classroom teaching with four formal kanji tests

Course questionnaires indicated some unhappy students with learning problems

I can’t read and write kanjiI don’t know how to study kanjiI hate kanji tests!! Learning kanji is boring

because learning kanji is too difficult for mebecause I already know most of the J1 kanji

Any alternatives?

1. Kanji portfolio was introduced in 2003/04 to assess both learning process and evidence-based outcome.

2. Half of kanji tests were replaced with paper-based kanji portfolio.

3. Teacher’s point of view shifted from ‘product’(e.g. test results) to ‘process’ of learning that leads to the outcomes.

Students’ reaction on new kanji course81.2% students completed portfolio assignment (Average mark=67.3%)

Questionnaire resultsLearned ‘how to learn kanji’ (kanji learning strategy) from portfolio

Yes (60%); don’t know (15%); No (25%)

‘Portfolio motivated me to learn kanji’Yes (70%); don’t know (15%); No (15%)

‘kanji can be learnt by self-study’Yes (85%); don’t know (10%); No (5%)

Learning environmentsBetween 2005 and 2010

Changing of learning environments

VLEs have become an essential part of teaching and learning at Edinburgh University.

WebCT has become a norm for teachers and students to access course-related resources and presentations online.

Email is now the formal means of communication by the University with its students

J1 course has become paper-free

VLE implications on kanji teaching

Easy access for the use of PC and related equipment during the normal class teaching hours.

WebCT is more time consuming for the teacher, butit can give student more flexible learning environment (anywhere, any time, etc).

A single pen & paper delivery method is outdated, butthis has caused a problem of kanji assessment (importance of handwritten skills).

New kanji syllabus 2009/2010 Learning components:

Self-paced independent learning (e-portfolio),

collaborative learning (student-centred group work),

blended learning face-to-face and VLE self-pace learning and collaborative project

the power of the crowd (collective intelligence) approach

student-generated contents to develop a kanji book for English-speaking learners of Japanese

New kanji syllabus(Semester 1)

Face-to-face teaching:

Introduction to kanji and kanji learning resourcesHow to write kanji Kanji recognition skills On ‘radical’ On kanji compound words

New kanji syllabus(Semester 1)

Aims:Give students visual kanji recognition training

Do not ask students to write and read Teach how to distinguish visually similar kanji 大・犬・太

Equip students with accurate handwriting skillsFocus on stroke orders

Learn kanji learning strategies

Equip students with on-line resources

New kanji syllabus(Semester 2)

Blended learning:Self-paced learning (e-portfolio):

Weekly WebCT independent learning tasks Specified lessons in Basic Kanji BookUploading the learning outcomeCommunication was made via WebCT email

Collaborative project: Kanji group project Class-hour: working in groups A mid-project report to teacher

New kanji syllabus(Semester 2)

Aims:The students can keep up their learning schedule according to each assessment deadline.

They can learn transferable IT skills.

They can accumulate the learning evidence over the time rather than compiling a large volume of paper-based portfolio.

Monitor-wise, the teacher can check and communicate individual student via WebCT effectively from her office.

Kanji e-portfolio(Weekly independent learning)

Assessment:Weight

Worth 15% of Japanese 1

Grades:A (max 15), B (8-11), C (max 6) It’s a performance-based assessment, so every project can potentially get grade-AHandwriting portfolio submission is compulsory – 20% reduction from the total mark for missing one portfolio

Kanji e-portfolio(Weekly independent learning)

Rubric for target skillsReaches high level of kanji formation skill in handwriting

Demonstrates good knowledge of kanji compound (word) pronunciation

i.e. Your ability to write accurate furigana as listed in a dictionary

Shows evidence of excellent visual recognition (reading) skills

Reflects awareness of own vocabulary building strategy over time

Kanji e-portfolio(course questionnaire)

Students’ opinion on independent learning:

‘kanji can be learnt by self-study’Yes (94%); don’t know (6%); No (0%)

e.g. ‘I can learn the stroke order of kanji myself’83% said ‘Yes’, and W10-kanji quiz on stroke order has supported

this opinion (Average mark=71%)

I became an independent & active learner’Yes (61%); don’t know (28%); No (11%)

Kanji group project(course questionnaire)

Opinion on collaborative learning-1:

I like the idea of sharing knowledge with othersYes (78%); don’t know (17%); No (6%)

A real life goal promoted motivation for the project

Yes (61%); don’t know (22%); No (17%)

collaborative work > working aloneYes (28%); don’t know (39%); No (33%)

Kanji group project (course questionnaire)

Opinion on collaborative learning-2:

Interaction with group members was pleasant & meaningful

Yes (61%); don’t know (28%); No (11%)

‘kanji project (group work) motivated me to learn kanji’Yes (28%); don’t know (17%); No (56%)

Learned ‘how to learn kanji’ (kanji learning strategy) from S2-kanji project’

Yes (61%); don’t know (22%); No (17%)

Kanji e-portfolio(course questionnaire)

Opinion on blended learning:S1-kanji class provided basic learning skills/knowledge for S2-independent learning

Yes (72%); don’t know (22%); No (6%)

f-to-f teaching & independent learning (S2) is more effective than normal classroom teaching

Yes (72%); don’t know (17%); No (11%)

Kanji project is a good alternative to kanji testsYes (56%); don’t know (28%); No (17%)

Kanji e-portfolio(course questionnaire)

opinion on course delivery methods:Assignment deadlines (S2) helped me to keep up with the course schedule

Yes (61%); don’t know (28%); No (11%)

5 topic-based assignments > BKB learning order Yes (28%); don’t know (28%); No (44%)

Workload of kanji class was adequate & appropriateYes (50%); don’t know (50%); No (0%)

Summary and conclusion

Have students achieved target skills for independent learning?

`

What can the test tell you?

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100

1-ka

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aver

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What can the test tell you?

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100

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What can the test tell you?

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Summary and conclusionHave they acquired new transferable skills through this project?

Good presentation skills?Effective inter-personal skills?Time management skills?Confident use of e-tools?

Summary and conclusionHave students achieved target skills for independent learning?

Yes: They reached high level of kanji formation skill in handwriting

They showed evidence of excellent visual recognition (reading) skills

They reflected awareness of own vocabulary building strategy over time

ButNeed to demonstrate good knowledge of kanji compound words, including pronunciation in the future

Kanji blended learning(course questionnaire)

Opinion on technology-enhanced learning:

CMC-based communication supported independent study

Yes (39%); don’t know (17%); No (44%)

WebCT is a good presentation tool for assignments

Yes (45%); don’t know (22%); No (33%)

I became a confident user of e-toolsYes (33%); don’t know (33%); No (33%)

Future plans

Further development of e-kanji portfolio (J1)

J1 and J2B collaboration

Introduction of e-portfolio for Year Abroad assessment (J3)

Thank you!

y.m.sturt@ed.ac.uk