Case%20Study%20of%20Finnish%20Engineering%20Students%20Attending%20FL-Medium%20Courses

1

• Case Study of Finnish Engineering Students
  Attending FL-Medium Courses
• Eeva Rauto Esko Johnson Vaasa Central
  Ostrobotnia
• University of Applied Sciences
  Technology and Communication eeva.rauto_at_puv.fi
  esko.johnson_at_cop

2

Need for Research on Tertiary Level Learnersin
FL-Medium Learning Environment

• Our first studies were carried out 2003- 2004
  before current (2005-2006) research project
• in Kokkola (Johnson Finell 2004) Survey on
  learners attitudes
• Vaasa (Rauto 2003) changes in written
  performance

3
Description of Earlier Vaasa 2003
Research(Rauto 2003)

• What decrease in grammatical errors in
  engineering students written production
• Why effect of FL-medium instruction on
  language acquisition
• How longitudinal measurement
• (time span of 1.5 years)

4
Description of Earlier Vaasa 2003
Research Target Group
5
Description of Earlier Vaasa 2003 Research
Profiency levels evened out
Error score
test 1 test 2
6
Description of Earlier Vaasa 2003 Research
Changes in Grammar and Vocabulary

• Improvement in precentages in learners (N19)
  grammar and vocabulary scores
• within 1,5 years

45
proficiency levels
40
35
highest
30
25
intermedi
20
ate
15
lowest
10
5
0

• The differencies between proficieny levels were
  evened out
• Grammar skills most beneficial to the lowest
  group
• Vocabulary skills beneficial to all groups

grammar
vocabulary
7
Internationalisation at Home survey, COU
(Johnson Finell 2005)

• Students (n139) stressed the benefits
  English-medium education and measures to increase
  institution-wide multiculturalism in various ways
• Most students in English-medium education
  (courses and programmes) reported they had
  learned even more English than they had expected
  and were happy with their instruction
• Needs to improve of English-medium education
  instruction was difficult to follow (cognitive
  load/abstractness task complexity cf. Ellis
  2003205-240) variability of teachers English
  skills

8
New Research Interest in 2005
The results of previous (2003-2004) studies
apply to learners in degree programs taught
in English.

• What happens to the learners language in a
• single course / module
• taught in English in a mainstream
  Finnish-medium degree program?

9
Current Research Project 2005 2006
Co-operation Central Ostrobotnia University of
Applied Sciences the (Kokkola Project) Vaasa
University of Applied Sciences (the Vaasa Project)

• 2 target groups in both projects
• Vaasa Project VG1(N11) VG2 (N10/11)
• Kokkola Project KG1 (N 11) , KG2 (N10)
• Total N 43/44 learners

FL-medium module one term / group

• In contrast to previous research
• Focus on shorter / less intensive exposure to
  target language

10
Research Instrument
KOK KOLA 1. Final Survey (webropol) Learners self-rating on their language development Learners views and opinions of the module
VAA- SA 1. Initial and Final Surveys (webropol) - Learners self-rating on language development Learners views and opinions of the module

• Longitudinal approach

• 2. Language Tests measuring changes in
• - Reading comprehension
• - Vocabulary acquisition
• Syntax

Sample survey https//www.webropol.com/P.aspx?id
170590cid30579063
11
Current Research Set-Up
KOK- KO-LA Subject Operations Management lectures and materials in English Learners N13 10 Mostly female, Matriculation exam Procifiency level fairly advanced Previous experience of FL-medium studies Some Learners Yes Language Support No
VAA- SA Corporate Planning lectures in Finnish, materials in English N 1111 Mostly male Most with Vocational school background Procifiency level intermediate No Yes
12
Research Questions (Current Research 2005 2006)

• The learners views (self-rating) of
• their language learning styles (Implicit /
  Explicit?)
• their language proficiency before and after
  (Recognize changes?)
• What possible changes can be discovered in the
  learners target language syntax, vocabulary and
  reading skills by langauge tests - Vaasa project
  (Support results obtained by self-rating?)
• Does exposure to L2 (English) present extra work
  load to learning the content in question
  (FL-medium module too heavy for some
  learners?)
• The learners views and expectations of the
  FL-medium course
• 4.1. In which conditions is (teacher)
  intervention necessary and how should it be
  implemented?

13
Research Questions (Current Research 2005 2006)

• 4.2. What improvements would the learners
  recommend? Scope for development in teaching
  practices?)
• Are there possible changes in
• the learners motivation to use the target
  language self-concept as language learners
• the learners
• Subject teachers views of learners academic
  success
• 7. Indvidual variables (age, sex, how much the
  learner uses English)

14
The learners Views of their Cognitive Language
Learning Preferences (Research Question 1)
In which way do you learn a language best? Vaasa learners (N 22) Kokkola learners (N 21)
By reading and listening somewhat or very suitable for me 18 14
By means of grammar rules somewhat suitable for me 5 (very suitable 1) 9 (very suitable 3)
By studying vocabulary and grammar somewhat suitable for me 9/11 (VG2) 9/10 (KG2)
By studying vocabulary and grammar but also by reading and listening 2/10 (VG1) 6 /11 (KG1)
15
The learners Views of their Cognitive Language
Learning Preferences
Vaasa learners Kokkola learners
16
The learners Views of their Cognitive Language
Learning Preferences

• Difference between Vaasa and Kokkola learners
• Vaasa Learners use of implicit (as opposed
  to explicit) learning style dominant
• Kokkola Learners learners also use explicit
  style

One learned English without noticing it
although it seemed difficult at first .VG2
17
Change in Command of Target Language Grammar
Self-rating (research question 1.2)

• Kokkola learners
• (final survey)
• KG 1 slight negative change (-) (contradiction
  in control question )
• KG2 0 one open end answer No change in grammar
  because no grammar instruction was included in
  the course

• Vaasa learners
• (longitudinal approach)
• VG 1 slight posive change ()
• VG 2 slight negative change (-)

18
Change in Command of Target Language Syntax
Language Test

• VG2

• mean before 13,96 credit points
• mean after 14,68 credit points

19
Correlation between Learning preferences and
Language Achievement?

Changes in target language Syntax
LL-style (implicit, explicit)
?
Results by Measurements
Results by Self-rating
Hypothesis the implicit learners would have
more changes in their target language grammar
than explicit learners
20
Change in Learners of Grammar in relation to
Language Learning Preference

• Kokkola learners
• no / marginal negative change
• Real-life use has made
• the explicit-type learners
• more critical and
• conscious of interlanguage
• deficiences

• Vaasa learners
• (marginal) positive change
• FL-medium studies
• beneficial to learners
• preferring implicit learning
• process / intermediate level
• learners target language
• grammar becoming slightly
• more analyzed

21
Changes in Vocabulary Command

• Structured survey questions
• no clear indication of change
• Vocabulary test
• mean before 5,43 (max score 16)
• mean after 7,71

22
Changes in vocabulary command Open-end
aswers
I learned many new interesting wordsKG1

• .

I learned many new useful wordsVG1
One gets to know more subject-related
vocabulary (VG2)
I learned a lot of subject-related vocabulary
(4 learners in KG2)
I learned a lot of vocabulary by reading /by
assisting in lessons (1 learner) /by doing tasks
(3 learners) One learns best by readingKG2(one
learner)
23
Is Teacher Intervention Necessary? (research
question 4.1) ? Learnersview of Language
Support Module

• Vaasa learnes
• Language support
• was provided

• Kokkola learners
• 2 learners Subject teacher should have given
  feedback.

24
Did the use of Foreign Language Present Extra
Work Load to Learning the Content in Question?
(research question 3)
Question 1 English as language of instruction/English course materials/ imposed a heavy workload for me (adapted)
Question 2 This course should have been taught in Finnish/using Finnish-language teaching materials
Vaasa learners (N 21) 3/21 Kokkola learners (N21) 4/ 21
4/21 Some learners made a reservationNot, if language level is OK 5 / 21
25
Did the use of Foreign Language Present Extra
Work Load to Learning the Content in Question?
(research question 3)
26

Indication of Decrease of Workload

• Related to Reading Texts becoming easier
• Self-rating and Reading Comprehension test
• marginal positive trend (both VG and
  KG learners)
• Positive feedback from learners open end
  answers

• .
• .

I now read more fluently and dont need to
stop to translate the text VG2
reading texts became easier and dealing with
English materials presented no problem (VG1)
27
Workload Imposed by FL-Medium Studies Summary

• Response to Structured questions and open-end
  answers support each other the majority did not
  consider the work load to be too heavy
• Results encouraging but more evidence needed

28

Indication of Increase of Self-Concept positive
feedback form learners open end answers

• .
• .

I understood more English than I had originally
thought (KG1)
it was nice to notice that reading English
texts presented no problem , (VG1)
I understood surprisingly well what the text
dealt with although I dont think very highly of
my language proficiency. (KG1))
29
Language learning motivation and the learners
self-concept

• Language learning motivation is multidimensional
  (e.g. personal, social) and situational, and it
  has various orientations intrinsic, integrative
  and instrumental motivation
• Language learners self-concept (kieliminä) is
  my perception of myself as a language learner
  general, language specific, and task-specific
  perceptions/beliefs
• Motivational orientation, experience of teaching
  and learning, affective/emotional and efficacy
  aspects have an important role in foreign
  language learning (e.g. Kantelinen 1995)

30
Improvements Suggested by Learners (cf. Research
Question 4.2 )

• Explaining concepts and giving vocabulary
  support language teacher or subject teacher?

More vocabularies should be provided (3 learners
VG2)
By providing some vocabulary related support,
because finding professioanally related
vocabulary was difficult to find so a lot turned
out to be guess-work (K G1)
If a vocabulary list was provided in the
beginning of the course it would help a lot.
Particularly (KG1)
Vocabulary should be explained in the classes
(VG1)
Habit acquired from ESP-classes?
31
Improvements Suggested by Learners
More possibilities for practising output
(Swains (1985) output-hypothesis
There should be opportunities for speaking. . We
could discuss in teams so it would be more
pleasant for everybody. (KG1)
One learns by speaking, more chances for
practising (VG2)
I was satisfied with the course but more
opportunities for speaking (VG2)

• 5

32
Summary of results

• Changes in Language Proficiency
• Minor changes in learners productive language
  skills
• Short period of exposure to L2 (English)
• Learners resources spent on reading
  comprehension (cf.
• intake-hypothesis)
• Some changes in learners receptive skills gt
  evidence of workload becoming smaller

• No clear evidence in learners self-concept as
  language learners and motivation. Contradiction
  in self-rating and open-end answers more
  evidence needed

33
Summary of results

• Learners Recommendations and Preferences
• More opportunities for speaking (output
  hypothesis)
• Teacher intervention preferred
• More English-medium modules (1 learner)

If more courses were given in English, the
exchange students could participate in them. Then
we would have no other options but use English
VG1
34
Summary of results

• Learners attitude to FL-Medium Instruction
• Mainly positive feedback from open-end answers
  
• Some critique

KG2 learners) I did not learn so much because
the teacher did not always speak correct
English.
On the hand The teacher spoke in simple terms
and it was easy to understand her
35
Conclusions

• More evidence needed
• Some survey questions difficult to process on
  metacognitive level open end answers more
  reliable data
• Encouraging results from the view-point of
  implementing these modules
• The learners would recommend the courses for next
  year-students
• Some thought that participation in the course is
  a good way of learning a language gt didactic
  method

• More FL-medium teaching should be included in
  the degree program because that is the way to
  learn the language betterKG1

36
Setting up a co-operative project

• To find more evidence on
• Different degrees of intensity of exposure /
  duration and language outcome
• To establish a large-scale database with
  different L1 backgrounds
• Possibly an EU project with several participating
  countries (models, experimentation, follow-up
  research?)

37
Thank you for your attention!
38
Literature

• Ellis, R. (2003) Task-Based Language Learning
  and Teaching. Oxford Oxford University Press.
• Johnson, E. Finell, P. ( 2005). Se tuo
  kansainvälisyyttä, erilaisuutta ja
  vaihtelua.Opiskelijoiden käsitykset
  Keski-Pohjanmaan ammattikorkeakoulusta
  kansainvälisenä opiskelu- ja oppimisympäristönä.
  In H. Aho (ed) Sovellusta optimaalisen
  tasapainon saavuttamiseksi. Opettaja oman työnsä
  tutkijana II symposiumiin artikkelit.
  Keski-Pohjanmaan ammattikorkeakoulu. A
  Tutkimusraportteja-Forskingsraporter 47-55.
• Kantelinen, R. (1995). Ruotsin kielen
  opiskelumotivaatio ammatillisessa koulutuksessa.
  Tutkimus koti- ja laitostalousalan opiskelijoiden
  opiskelumotivaatiosta ja siihen yhteydessä
  olevista tekijöistä. Joensuun yliopisto.
  Kasvatustieteellisiä julkaisuja No 21.
• Rauto, E. (2003) Välikielen kehitys
  vieraskielisessä opetuksessa. Tutkimus
  muutoksista englannin kieliopin hallinnassa.
  Jyväskylän yliopisto. Soveltavan
  kielentutkimuksen laitos. Available also at
• http//selene.lib.jyu.fi8080/julpu/9513915425.pd
  f (with English summary)
• Swain, M. 1985. Communicative Competence Some
  Roles of Comprehensible Input and
  Comprehensible Output in its Development.
  Teoksessa S. Gass C. Madden (toim.) Input in
  Second Language Acquisition. Rowley, MA Newbury
  House, 235-253.

39
Appendix Interesting Learner Profiles

• Learners 2, 3 and 4 (Vaasa adults) show positive
  development
• in syntax, (figure 1),
• vocabulary (figure 2)
• and reading comprehension (figure 3)
• Was these learners motivation higher than that
  of others?