1. Is a language course viable via distance education
Is a language course viable via distance education? : The final report on the three-year Japanese Project at York University
Norio Ota & Noriko Yabuki-Soh
Japanese Section
Department of Languages, Literatures and Linguistics
York University
Toronto, Canada

2. Preparation Posting lecture notes and other info
Creating a web site for the Japanese Program
Posting lecture notes and other info
Setting up courses lists
Setting up Japanese servers
Developing web-based instructional materials
Replacing the textbooks and other materials
Solving the copyright issues
Modifying the static web materials into multi-media version
Digitizing sound files for conversation
Digitizing video files for culture and society
Developing self-study materials
Video-streaming lectures
Creating web-based interactive exercises
Developing reading materials
Encouraging students to study on their own during summer and winter holidays
Developing distance education courses

3. Setting up one’s own server(s)
Total control, freedom and independence
Comprehensive service availability
Uninterrupted access in time and space
Instantaneous posting and modification of instructional materials
Customization and individualization
Keeping abreast with new technology
Developing new types of materials and activities
Transportability of courses and materials
Integrating instructional materials
Networking

4. Web-based instructional materials (text, video, audio)
Experimental Pilot Project AS/JP Elementary Modern Standard Japanese Section B
Initial plan:
Web-based instructional materials (text, video, audio)
Commercially available software, Kanji CD
Mixed mode: lecture (video-conference) tutorial (legacy)
E-office hours: individualized assistance (video-cam)
E-community: Net Meeting, Chat, list
Personal log: student’s self-study report
On-line group work: conversation assignments (skits)
Cultural activities by a student club
In-class testing

5. Purposes & Objectives
Reaching out potential students in distance location where courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.
Ensuring the integrity of instructions and amount of acquisition and learning, individualized instructions and feedback, and networking among students and faculty.

6. E-Office Hours: Video Cam (Polycom system) (designated period)
AS/JP Elementary Modern Standard Japanese Section B at Glendon College
Lecture: Video-conference (real-time) (once a week) Video-streamed (Real Player) (any time)
E-Office Hours: Video Cam (Polycom system) (designated period)
Communication: Chat service, list (any time)
Oral skills: Legacy class instructions (once a week)
Testing: In class (scheduled time)
Exercises: Interactive (any time)
Culture & Society: Digitized video (Quick Time) (any time)
Supplemental: Kanji CD, Two programs (lab)

7. Theoretical Background-1
Levy (1997): “tutor-tool” framework of CALL
Computer-as-tutor “behaviorist CALL” behaviorist theory of L2 learning
(MacDonald, 2001) (e.g., Skinner, 1957)
Computer-as-tool  “ communicative CALL”communicative/interactionist theory
(MacDonald, 2001) (Hatch, 1992; Long, 1983)
Strengths of the computer
as a tutor: its flexibility that permits learners to study at a time, place, or pace that fits them
as a tool: its versatility and capacity that enable learners to increase human capacities
Weaknesses of the computer
as a tutor: limitation of the sophistication level of the programs
as a tool: its neutrality; no guidance on its contextualized use

8. Theoretical Background-2
Schwier (1994): interactive media as“the resources”and“instructional”
Computer-as-mediator “interactive CALL”  communicative/interactionist theory
(MacDonald, 2001) (Hatch, 1992; Long, 1983)
 sociocultural theory
(Vygotsky, 1975, 1978; Lantolf, 2000)
Advantages of interactive media:
can satisfy individual learner needs and preferences
enable the learner to be constantly active
allow flexible scheduling and pacing
can provide a low-threat learning environment
Disadvantages of interactive media:
can only simulate human interaction
cannot adapt to unexpected characteristics of students
do not provide student-to-student interaction as a typical by-product
typically support independent study

9. Method
Participants:
28 learners of JFL at York University AS/JP Section B
11 students (8 female & 3 male) for Year 1 (Sep 2001-Apr 2002)
8 students (4 female & 4 male) for Year 2 (Sep 2002-Apr 2003)
9 students (8 female) for Year 3 (Sep 2003-Apr 2004)
Data Collection:
Questionnaire results
Final grade: Distance Ed Course versus Regular Course

10. Questionnaire: Computing background
How do you rate your knowledge of computing, when you started this course?
absolute beginner: 4 beginner: 4 intermediate: advanced: 5 very advanced: 1
How many hours per week did you spend browsing the Internet, before you started this course?
0 - 1: : : : more than 6: 6
What types of computer do you have at home?
None: 1 PC P-I: 2 PC P-II: 5 PC P-III: 10 PC P-IV: 0 Mac: 3 other: 3 no answer: 4
What type of internet connection do you have at home?
None: 1 modem: 4 ISDN: cable: other: 5
Check the features you can access at home.
text: sound: video: interactive exercises: class list: chat: 14
Do you feel comfortable with using the web-based course materials now?
no: somewhat: mostly: 6 yes: absolutely: 4
Do you use the computer lab for studying for this course?
never: sometimes: often: always: 2 n/a: 2
Did you take any distance education course prior to taking this course? If yes, please write the subject area.
no: 25 yes: 3 (subjects: “mother and mothering class”“business” “ Nature Science” “language (French)”)

11. Questionnaire: General 1
How many hours per week did you spend studying Japanese outside the class?
0-1: : : : more than 6: 2
Were the web-based materials accessible?
Never: 0 sometimes: 3 often: 10 always: 15 n/a: 0
Did you receive messages regarding schedule changes, events, etc.?
Never: 2 sometimes: 6 often: 10 always: 10 n/a: 0
Did you use to communicate with other classmates?
Never: 2 sometimes: 17 often: 9 always: 0 n/a: 0
Did you use Chat service to communicate and study with other classmates?
Never: 25 sometimes: 1 often: 0 always: 0 n/a: 2
Did you attend the one-hour in-class tutorial?
Never: 1 sometimes: 2 often: 7 always: 18 n/a: 0
Did you actively participate in the in-class tutorial?
Never: 1 sometimes: 3 often: 12 always: 12 n/a: 0

12. Questionnaire: General 2
Did you attend the video-conferenced lectures?
Never: 1 sometimes: 3 often: 7 always: 14 n/a: 3
Did you watch the videos on culture and society?
Never: 6 sometimes: 12 often: 5 always: 3 n/a: 2
Did you try the interactive exercises?
Never: 2 sometimes: 16 often: 5 always: 5 n/a: 0
Did you study with other classmates?
Never: 7 sometimes: 12 often: 8 always: 1 n/a: 0
Did you get to know other classmates?
hardly: 2 somewhat: 16 well: 9 very well: 0 n/a: 1
Did you get to know the tutorial instructor?
hardly: 4 somewhat: 11 well: 10 very well: 1 n/a: 2
How do you rate the software available in the computer lab?
poor: 1 satisfactory: 7 good: 10 very good: 2 n/a: 7 no answer: 1
How do you rate the level of technical support in the computer lab?
poor: 1 satisfactory: 5 good: 8 very good: 3 n/a: 10 no answer: 1

13. Questionnaire: Course materials (1: least – 5: max n/a: not applicable) (Note: n/an=no answer)
How useful do you find each of the following features of the York University Japanese Language program?
Lecture (video-conf.) 1: : : : : n/a: 0
Tutorial (in-class) 1: : : : : 11 n/a: 1
‘E-office’ hours 1: : : : : n/a: n/an: 1
Multimedia software 1: : : : : n/a: n/an: 4
Chat service 1: : : : : n/a: 10 n/an: 1
list 1: : : : : n/a: n/an: 1
Tests (in-class) 1: : : : : n/a: 0
Oral (in-class) 1: : : : : n/a: 0

14. Questionnaire: Web instructional materials (1: least – 5: max n/a: not applicable) (Note: n/an=no answer)
How useful do you find each of the following web-based instructional materials of the Program?
Lecture notes 1: : : : : n/a: 0
Lectures (Real Player) 1: : : : : n/a: n/an: 1
Dialogues (sound) 1: : : : : 13 n/a: n/an: 1
Interactive exercises 1: : : : : n/a: 0
Reading/writing materials 1: : : : : n/a: 0
Sample Tests 1: : : : : 10 n/a: 0
Video (culture & society) 1: : : : : n/a: 6

15. Questionnaire: Distance education course (1: least – 5: max n/a: not applicable) (Note: n/an=no answer)
How do you rate this distance education language course regarding the following factors?
Time-saving 1: : : : : n/a: n/an: 1
Freedom in study time 1: : : : : 11 n/a: n/an: 1
Availability of material 1: : : : : n/a: n/an: 1
Accessibility of material 1: : : : : n/a: n/an: 1
Individualized instructions 1: : : : : n/a: n/an: 1
Cost-saving (no textbooks) 1: : : : : 16 n/a: n/an: 1
On-line support 1: : : : : n/a: n/an: 1
Technical support 1: : : : : n/a: n/an: 1

16. Questionnaire: Negative factors (1: least – 5: max n/a: not applicable) (Note: n/an=no answer)
Please rate how serious the following factors have been?
Lack of self-discipline : : : : : n/a: 1 n/an: 2
Lack of immediate feedback 1: : : : : n/a: 1 n/an: 2
Lack of sense of community 1: : : : : n/a: 1 n/an: 2
Lack of immediate support : : : : : 10 n/a: 1 n/an: 2
Lack of interaction & practice 1: : : : : 12 n/a: 0 n/an: 2
Lack of self-motivation : : : : : n/a: 1 n/an: 3
Lack of technical knowledge 1: : : : : n/a: 1 n/an: 2
Lack of study time : : : : : n/a: 1 n/an: 2
Lack of new study approach 1: : : : : n/a: 4 n/an: 3

17. Questionnaire: Mixed mode?
A mixed mode (distance + in-class) was used to alleviate some of the expected shortfalls of a distance-only format. Do you find this type of mixed mode more viable for language learning?
Yes: Why?
“It is better than just distance-ed but still not good enough to facilitate language learning.” “the in-class tutorial is very helpful.”
“need interaction to learn language” “More help, but still 1 day not enough.”
“In-class time allows us to practise and to ask questions.‘on line’gives flexibility”
“I think that some in-class instruction is essential for language learning”
“You need to be able to talk to someone sometimes. Learning a language require oral practice. Doing everything alone would be too hard”
“Time in class is absolutely necessary to learn.”
No: Why? “Just did not have enough time!”
Not sure: Why? “We needed much more time!”
“each has its good and bad.”
No answer: 3

18. Questionnaire: Will continue?
Would you continue the second or third year Japanese language program via distance education, should it be offered in the future?
Yes: Why?
“Interesting program, flexible, on-line materials very handy”
“It was a tough program but adequate. I would like to become fluent in Japanese”
“the new method was hard to get used to, but once used to it, one can benefit from it.”
No: Why?
“Too much info for a short period of time”“Way too much work!”
“Too difficult” “Too much independent work on language, not easy.”
“I would always take the course with the most face-to-face time.”
“I think the actual course is preferable” “I prefer non-distance education.”
Not sure: 7 Why?
“When I have more time, I will take it”
“Maybe if there were more time for tutorials”
No answer: 3

19. Questionnaire: Study habit changed?
Do you think you have changed your study strategy because of the nature of the course?
Yes: 8 How?
“Studied w/ partner” “studied much more on my own.”
“Spent more time studying with classmates”
“I use the internet a lot more and rely more on myself”
“I knew that intensive study is needed”
No: 10 How?
“It overflowed”
“Probably not much. I know now that I won’t take another course like this to learn a language.”
Not sure: 7 How?
“In all language courses, distance or not, requires self-discipline and dedication of time, so this does not differ much.”
No answer: 3

20. Questionnaire: How to improve?
Please indicate how you think the current program can be improved.
“Too much new stuff to learn in each week. Haven’t absorbed fully yet, but forced to go on.”
“I would appreciate if the course tutorial and the course tests could extend some more time. Furthermore, the vocabulary from the conversation is normally repeated while the new ones are not even mentioned once. Please check the vocabulary and hopefully give proper meanings of the new words, instead of repeating the same ones over & over again. & Thank you. I really enjoy the course.”
“Need more support. Need more tutorial time, not everything is covered and since it is a new language you need everything explained. It was to fast and I had little time to gather the accumulative knowledge! Needed more help with tech. support! The facilities are scary when they’re new.”
“–More tutorials! – longer lectures! –take up homework –get penalized if homework is not done”
“More time with instructor!”
“I think, if possible, please: increase the length of tutorial from 1 hour to 1.5 hours. Provide answers for the interactive exercises.”
“I think the only unsatisfactory aspects of this course which I found (i.e. limited in-class interaction) are inherent in the distance education format itself. Otherwise, the resources and technology used by this program left nothing to be desired. Maybe it would be better if answers were provided for the interactive exercises and sample tests.”
“I think at least 1 extra tutorial hour should be added. A lot of the time we couldn’t cover everything we had to in the tutorial and we went overtime anyway. Because of this lack of time I think many people got discouraged from asking questions too.”

21. Grade comparison Year 2001-2002 Year 2002-2003 Year 2003-2004
Regular Distance Ed Regular Distance Ed Regular Distance Ed
Grade
A % % % % % %
B % % % % % %
C % % % % % %
D % % % % % %
F % % % % % %
Total

22. Advantages: computer-as-tool/mediator
Discussion
Advantages: computer-as-tool/mediator
Flexibility of the learning environment
Adaptable to personal needs and interests
Disadvantages: computer-as-tutor
Lack of face-to-face interaction
Not adaptable to unexpected characteristics of students
Other issues:
Knowledge of computing
The“low-threat”learning environment
Students’ self-discipline

23. one legacy tutorial session: necessary
Implications
one legacy tutorial session: necessary
conduct a thorough orientation session for computing to help students familiarize themselves with facilities and materials
make students submit self-study reports to monitor their progress
assign students interactive group projects and promote sense of E-community
encourage students to be open to alternatives in learning strategies
provide students with their interim grading reports a few times a year (currently only once)

24. References
Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press.
MacDonald, K. (2001). Computer-Assisted Language Learning (CALL): A Socio-constructivist Perspective for Reconceptualising the Traditional University Language Lab - A Textual Analysis. Unpublished M.Ed. Thesis. St. Francis Xavier University, Antigonish, Canada.
New Brunswick Distance Education Inc. (2000). The Design, Development and Delivery of Internet Based Training and Education, Industry Canada Report, Project # U , The Centre for Learning Technologies.
Ota, Norio (1996). A Poor Man’s Server- A Key to Successful Transition in Computerization, Proceedings of The Foreign Language Education and Technology Conference III [FLEAT III]: Languages Resources Cultures, University of Victoria, Victoria B.C., 1998,
_________(1998). ‘Is computing one of the biggest threats to academia? - bridging a gap between two subcultures’, Crossroads in Cultural Studies International Conference, Tampere, Finland.
_________(2002). ‘Pros and cons of a Japanese language course via distance education’, CASTEL/J 2002 Conference, University of California, San Diego, July 11-14, 2002.
_________(2003). AS/JP Elementary Modern Standard Japanese: Group 6 Course description.
Qiu, Peipei (2001)Teaching Japanese through Multimedia Lesson Modules: A Conference Report, Vassar College.
Schwier, R. A. (1994). Contemporary and emerging interactive technologies for distance education. In Willis, B. (ed.). Distance Education: Strategies and Tools. New Jersey: Eaglewood Cliffs.

25. Contact
Norio Ota
Phone: (416) x88750
Noriko Yabuki-Soh
Phone: (416) x66127
Fax: (416)
Japanese Studies Program
Department of Languages, Literatures and Linguistics
York University
4700 Keele Street
Toronto, Ontario M3J 1P3
Canada
Web: