1. GLoCALL & PCBET 2017 Joint Conference, 7-9 September 2017 at Universiti Teknologi Brunei, Brunei Darussalam, Presented at Room 1, 11:00-11:30.
Effect of Model Video Viewing Order on Speaking Performance in Japanese EFL Classrooms
Yasuko Okada
(Seisen University, Japan)
Takafumi Sawaumi
(Ryutsu Keizai University, Japan)
Takehiko Ito
(Wako University, Japan)

2. Our interests are…
To develop students’ public speaking skills in English
To make effective use of video-recordings of student speaking performance as models, but…
Not easy to collect student video data due to various reasons, but it may be possible to collect such data by conducting a replication study.

3. Research Questions
How does model video observation affect EFL learners’ speaking performance in the classroom?
Are learners able to benefit more from viewing speech model videos in less- proficient to more-proficient model sequence order or vice versa?

4. Outline
Previous studies
Method
Results
Discussion
Conclusion

5. Observational learning
Most human behavior is learned through observation and modelling (Bandura, 1977).
Observational learning processes: attention, retention, reproduction, and motivation.
In education settings, observational learning can assist students in recognizing behavioral patterns and developing cognitive skills.

6. Instructional sequence effect
Instructional sequence order has affected foreign language learners’ comprehension/performance,
Reading comprehension (Shimizu, 2007; Chen, 2012)
Listening performance (Winke, Gass & Syndrenko, 2010)
Speaking performance (Okada, Sawaumi & Ito, in press)

7. Okada, Sawaumi & Ito (2014)
Conducted video-based observational learning research in the Japanese EFL context.
Used more-proficient speaker models in the two groups (high-and low-level groups).
Concluded that the model videos successfully helped motivate high-level learners but didn’t help low-level learners.

8. Okada, Sawaumi & Ito (in press)
Based on our 2014 study, we conducted a further study.
Showed more- and less-proficient speaker models to two groups (equivalent language proficiency) in different order.
Both models helped motivate learners and enhance language skills for different purposes.
In particular, it was more effective to present less-proficient model first and more-proficient model next.

9. Limitation on Okada et al. (in press)
Insufficient number of participants: N = 27
Maybe difficult to generalize the findings of the study
Thus it will be necessary to replicate findings of the study, using the same procedure with different participants.
In this presentation, I will show you how our replication study was conducted.

10. Outline
Previous studies
Method
Results
Discussion
Conclusions

11. Participants Twenty-four Japanese university students
Enrolled in English communication in Fall 2015
Class A (n = 10) and Class B (n = 14)
Average TOEIC Bridge scores were 130 for class A and 116 for class B

12. Model videos
Selected from former Japanese EFL students’ video recorded performances.
Eight more-proficient models were from higher-level English classes.
Eight less-proficient models were from lower-level English classes.

13. Data collection procedures
Round I
Round II
Round III

14. Round 1
Self & peer evaluation forms

15. Round 2
1st Reflection
Self & peer evaluation forms

16. Round 3
2nd Reflection
Self & peer evaluation forms
Final Reflection

17. Evaluation form
11 variables on 4-point scale from 1 (weak) to 4 (great)
3 subscales: voice control (1-4), body language (5-8) & effectiveness (9-11)

18. Outline
Previous studies
Method
Results
Discussion
Conclusions

19. Data analysis Repeated measures ANOVA using SPSS 22
Class (A vs. B [between-participants factor], performance round (first vs. second vs. third [repeated factor], and their interaction with self/peer evaluation scores
Reflection papers: text mining using Text Mining Studio, in addition to qualitative analysis

20. Summary of statistical analyses
Significant interaction effect

21. Peer evaluated voice control
For Class B, more-proficient models might have helped improve peer evaluated voice control.

22. Peer evaluated body language
For Class B, both less-proficient and more-proficient models might have helped improve peer evaluated body language.

23. Peer evaluated effectiveness
For Class B, more-proficient models might have helped improve peer evaluated effectiveness.

24. 1st reflection
“I learned to imitate the more-proficient speakers because they looked calm. I consequently tried not to move my hands or body during my own performance.” (Class A)
“While watching the less-proficient speaker models, I realized that it was important to be understood by one’s listeners, and so I tried to speak clearly at an appropriate volume...” (Class B)

25. 2nd reflection
“… I rehearsed several times so that I would not stumble over the words. I was careful not to move my body or hands, since such behavior seemed to cause the less-proficient speakers to lose their concentration.” (Class A)
“I thought that I would deliver my performance as before, since the more-proficient speakers seemed too good to imitate. Nevertheless, I wanted to improve my performance.” (Class B)

26. Final reflection
“I clearly understood the weaknesses in each model. I therefore learned how to improve my performance by comparing the more- and less-proficient speakers.” (Class A)
“Aside from helping me to evaluate my own performances, I was able to see how well other students delivered their performances. I also became aware of my weaknesses, and [therefore] tried to imitate the more-proficient speakers. Watching my own and other students’ videos enabled me to explore ways to possibly improve my performance.” (Class B)

27. Outline
Previous studies
Method
Results
Discussion
Conclusions

28. Discussion (RQ1)
Video-based observational learning positively affected learners’ speaking performances.
More-proficient models observation helped participants enhance their English pronunciation and public speaking skills.
Viewing models helped to develop greater awareness of other students as well as greater self-awareness.

29. Discussion (RQ2)
Quantitative findings were consistent with those of the original study (Okada et al., in press).
Viewing less-proficient first and more-proficient next may be effective at improving peer evaluation on student performance.
But as the replication was conducted as part of regular lessons, other factors, e.g., watching self and peer video recordings, may have affected peer evaluation scores.

30. Discussion (cont’d)
For Class A, the first peer evaluation scores were already high.
The ceiling effect may have occurred,
It was speculated that:
Class A’s performance was good compared to that of Class B.
They were more lenient than those in Class B.
Class A’s peer evaluation scores may not have improved in the 2nd round, regardless of viewing order.

31. Outline
Previous studies
Method
Results
Discussion
Conclusion

32. Conclusion
The quantitative results of this study was consistent with the original study (Okada et al., in press).
Qualitative findings suggest that watching video recordings of model speakers was effective for different purposes and different reasons.
It will be necessary to enhance internal validity by using teacher evaluation in future study, though.
Viewing non-native speaker models may be feasible to improve EFL learners’ public speaking skills not only in Japan but also in other countries in Asia.

33. Acknowledgements This work was supported by:
JSPS Kakenhi Number 15K02730; and
The Research Institute for Language Education at Seisen University, Tokyo.