Debopriyo Roy

Using concept maps for information conceptualization and schematization in technical reading and writing courses: A case study for computer science majors in Japan

In this article, we argue for the importance of using concept maps in an advanced technical reading class offered for computer science students. This article presents a strong argument that use of concept maps should be integrated effectively with traditional document conceptualization and production techniques. Assignments based on designing concept maps in a technical reading classroom should address the use of knowledge models like concept maps and should be integrated effectively with technical writing assignments. This study reports that readers think concept maps and the associated software are effective tools for comprehending technical details, and they prefer to use various strategies (when they are part of the class design) to dissect the technical text to be used in concept maps. Readerspsila self-reports also suggested that readers used concept maps for a variety of reasons.

Using Moodle and Other Software Tools in EFL Courses in a Japanese IT University

Throughout their public school education, Japanese students are socialized into cultural learning practices [1] that emphasize group-oriented tasks. Well-organized group work is paramount to successful EFL teaching in Japan. In this paper, we look at how Moodle an open-source learning management system, is used at a Japanese computer science university to organize both individual and group tasks. Examples are provided of freeware and open-source software tools, such as CmapTools for concept mapping and Praat for acoustic analysis that can be used within Moodle to enhance EFL reading, writing, and pronunciation courses. We also explore how Moodle can be integrated with collaborative document production tools, such as Google Docs and Spreadsheets. Finally, we demonstrate the use of Moodle as a tool for action research, enabling the teacher/researcher to tightly control the course content in two different courses while systematically varying aspects of the content to test hypotheses about language learning. An important aspect of our work is the systematization of group process in language and communication courses and the development of a context for experimentation.

Usability of English note-taking applications in a foreign language learning context

The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic. This article reports on a controlled experiment introducing usability of note-taking applications (namely, Evernote, Memonic, SpringPad, Ubernote, and Keeppy) in English as foreign language (EFL) learning context. For pilot testing, 25 students had to complete five scenarios (text editing, entering persuasive content, sharing content, searching, and organizing) using Twitter as a tool similar to note-taking applications. Results suggest that the majority were comfortable with the tasks, although they could not complete all the tasks in the stipulated time, and certain tasks and features in Twitter caused difficulty for some students. The actual testing involved the 10 best candidates (based on their performance, when using Twitter) completing tasks (five scenarios similar to pilot analysis) with any two assigned note-taking applications, from a set of five. Participants were observed, video-recorded, and interviewed concurrently and retrospectively. They also completed perception-based questionnaires on the usability of the software. Data suggested that participants were comfortable opening accounts, typing in text, with general navigation, choosing photos, etc. A few features, such as web clipping and file uploading, caused problems for some participants. Most participants reported having no prior experience with any note-taking applications and that resulted in longer task completion time and errors. This study examines how technically oriented students reflect on using note-taking applications in an EFL learning context.

Website Analysis in an EFL Context: Content Comprehension, Perceptions on Web Usability and Awareness of Reading Strategies.

Website analysis is an interdisciplinary field of inquiry that focuses on both digital literacy and language competence (Brugger, 2009). Website analysis in an EFL learning context has the potential to facilitate logical thinking and in the process develop functional language proficiency. This study reported on an English language website (http://www.travelbelize.org/) analysis experiment carried out for three weeks as an in-class and homework activity in a third year (junior) level English as a Foreign Language (EFL) course at a Japanese technical university. The purpose was to explore EFL learners’ ability to analyze an English language website and produce concrete design responses in English. During the first week of the analysis (involving sixteen students selected due to performing the best during earlier in-class website analysis activities on the course), participants produced their own responses to eight open-ended design questions about the website. The second week of the analysis (involving all 59 students on the course) tested the students’ ability to search for information from the website, and recorded their impressions about the website design based on standard usability questionnaires (CSUQ, QUIS, and MPRC). The third week of the analysis had the 59 students self-report on their use of meta-cognitive reading strategies (MARSI 1.0 Questionnaire) during the website analysis. The results of the questionnaires showed that, overall, the EFL students had a basic understanding of major design questions related to information organization, screen interface design, audience, technology used, etc. However, there was statistically significant variability between responses in different groups (comprehensive evaluation, webpage design, terminology and website information and website capabilities) and the respondents were not unanimous in their impressions about the website. The result of the student self-reports on metacognitive reading strategies showed wide acceptability and use of problem-solving strategies.

Website analysis as a tool for task-based language learning and higher order thinking in an EFL context

Besides focusing on grammar, writing skills, and web-based language learning, researchers in CALL and second language acquisition have also argued for the importance of promoting higher-order thinking skills in ESL (English as Second Language) and EFL (English as Foreign Language) classrooms. There is solid evidence supporting the effectiveness of teaching analytical skills and critical thinking skills in a language classroom. This article argues that website analysis exercises and related design education might be a possible way to get students involved in constructive writing practices, and for promoting critical thinking. Research evidence supports website design process as a potentially valuable and energizing experience, and a rhetorical exercise in the technical communication classroom. Twenty-eight students participated in this in-class experiment as reported in this article. The six-week experiment involved analyzing websites with open-ended questions, indirectly based on established design guidelines of the web user experience model as developed by Garrett (2011). Accuracy scores suggest that readers did reasonably well with questions on audience analysis and product goals, and showed promise analyzing questions on navigation/information/interface design, with enough indication that with more feedback and structured assessment mechanism, analytical ability of these non-native readers will improve, resulting in superior English text production and improved analytical ability. However, variability in accuracy scores across weeks also indicate that more practice, feedback, and contextual exposure are required for performance improvement.

A self-paced approach to hypermedia design for patient education

Traditional theories on multimedia design have considered the importance of modality effect to a large extent. The stress on modality effect has often de-emphasized the importance of what information architecture can do to control modality effect if information presentation is self-paced instead of system paced. We have considered a patient education module as our case study. I propose a conversational interactive patient education module as a solution which responds to individual reader needs during hypermedia interaction. In this article, I take an initial step towards this approach, testing patient education modules with and without narration to support text and static graphics. Our results suggest that levels of reader comprehension and accuracy for modules with and without narration have similar performance. Readers have shown a preference towards using narration, online text and graphics based on individual task, if the system permits a self-paced interaction. Thus, we argue that modality effect may be influenced with a self-paced system.

Developing a Project-Based CALL Environment with Technical Communication in an Exploratory 3D Printing Context

Involving EFL students in 3D printing in a language classroom introduces the idea of project-based CALL, where different technology interfaces engage students in complex technical writing activities and social interactions in a fluid language-learning environment. This paper took an instructional approach to explaining how project-based CALL environment could be created with 3D printing based practices, combining technical communication with systems thinking, online research, 3D scanning, computer-aided design, sketch boarding and concept mapping, prototyping, and digital content management. Class performance in this collaborative, autonomous and social language-learning environment suggested that students were able to produce technical writing, prepare documentation, demonstrated critical thinking and brainstorming, and develop design and implementation strategies while handling 3D printing-enabled processes. Results and patterns of student engagement with technology indicated that project-based learning (PBL) approach in TC classroom is engaging, unique, realistic and feasible.

Reading strategies for procedural information in EFL business writing environment: An exploratory analysis

Technical reading ability and context awareness are important preconditions to be able to understand the audience, purpose, task orientation and overall significance of any technical text. In an EFL context, such activities often might mean employing cognitive tools like skimming, headings search, etc., for text comprehension. This study undertook an exploratory analysis of how effectively readers are able to understand technical text and whether it is related to the overall score for the assignment whereby they produce a document based on the technical reading. Findings suggest that there is some correlation between different reading strategies and it has some significance for the overall score of the document production. However, data did not show any significant pattern over the weeks to suggest that the overall score is significantly influenced by a combination of reading strategies. This indicates that a properly developed formative assessment model is important to systematically capture the effects of reading strategies and task approach and also explore any possible improvement over time.

Concept map-oriented technical writing approach for computer science majors in an EFL context: Understanding text applications

In this article, I argue for the importance of using specific kinds of concept maps, such as ladders, in a technical writing class offered for computer science majors. This article presents a strong argument that use of concept maps should be effectively integrated both during planning stages and as part of traditional document production techniques. Assignments and activities in a technical writing classroom should address the use of concept maps for conceptualizing, schematizing and presenting procedural information like software documentation, explaining laboratory reports etc. Using concept maps efficiently can lead to structural and functional conceptualization, visualization, representation and retention of complex information. A survey-based study reported in this article suggests that advanced students in an EFL technical thesis writing course in this computer science institute has enough expertise to understand the use and application of specialized concept maps for technical document production activities. Results indicate that students, on most part, understand specialized document-specific, task-specific applications and especially specific sentences in the domain of computer science and self-reports also indicate that they are reasonably confident about their ability to apply ladders in logical ways.

Task-based EFL language teaching with procedural information design in a technical writing context

Abstract Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In this TBLL course, the language learning based assignments centered on designing and analyzing objects using various computer-aided design software and physical LEGO toolkit. The design software was used collaboratively and the design analysis was done mostly as group activities. The language production activities centered on technical document authoring, using collaborative online authoring tools for website hosting and note-taking for design projects, besides oral in-class presentations, and online posting in English. Language reception activities such as readings related to the course lectures, videos, assignment, and assessment instructions were hosted and linked from Moodle—the learning management system. This paper critically analyzed student performance with physical LEGO design and CAD software, including how student groups authored websites detailing the structural and functional specifications related to the product assembly procedure. This paper outlined how design pedagogy could be included in the curriculum while teaching English as a foreign language. In the process, students not only learnt about design fundamentals, but how to author complex technical documents in English. Findings based on course data and class interactions have adequately demonstrated that students were capable of handling the task-based language projects with reasonable efficiency and confidence.