Title: Developing a self-directed online programme for an English for Academic Purposes course
1Developing a self-directed online programme for
an English for Academic Purposes course
exploring and accommodating learner
characteristics
- Dr. Thang Siew Ming
- School of Language Studies and Linguistics
- Faculty of Social Sciences and Humanities
- Universiti Kebangsaan Malaysia
-
2Introduction
- Thang (2001) found that the distance learning
students of Universiti Kebangsaan Malaysia
displayed a lack of autonomy in their learning of
English. To what extent is this phenomenon true
of all Malaysian university students?
3Background (1)
- The ESP courses conducted by UKM were purely
face-to-face. Students had to attend four hours
of tutorials per week. - The courses aim at equipping the students with
the necessary skills to handle authentic reading
materials in their various disciplines. -
4Background (2)
- Students did very little work outside their class
hours to improve their English. - Their improvement by the end of the semester was
minimal. - There were no follow-up English language courses
for many of these students. - Only certain faculties recommended follow-up
advanced level courses and these were limited to
only one or two courses.
5Does this mean that more English courses should
be provided for these students?
- No, that would only be an interim measure and is
not the solution to the problem. - Students need to cultivate the habit of learning
English on their own in order to be proficient
enough in English to handle the demands at the
university as well at the job market.
6- As Little (1996) pointed out to be autonomous
learners need to establish a personal agenda for
learning, taking some of the initiatives that
shape the learning process, and developing a
capacity to evaluate the extent and success of
ones learning(p.).
7- Thus, there is a dire need to come up with
innovative programmes that will promote autonomy
among Malaysian learners. - The implementation of an online language-learning
programme is an effort in this direction.
8Online learning as tools to developing autonomy(1)
- Well-known researchers have proposed that online
learning can be utilised as tools for the
development of learner autonomy (Little, 1996
Warschauer, 2000 Shetzer Warschauer, 2000). - Warschauer (2000) views technology not just as
an aid for learning language or writing, but
rather as an important new medium of literacy in
its own right.
9Warschauers electronic literacy approach(1)
- He proposes that by developing electronic
literacy, students can learn to participate in
the English language-dominated on-line world and
also carve out online space for their own
language and culture. - He explains that the Internet does not constitute
or prescribe teaching method rather, it is an
important new medium that provides the potential
for purposeful, powerful use of on-line
communication in second language learning and
teaching.
10Learner autonomy is closely associated with the
principles of the electronic literacy.
- Learning through an online model requires
learners who are autonomous who know how to
formulate research questions and devise plans to
answer them. - They also need to answer those questions through
accessing tools and resources online and offline.
Moreover they need to take charge of their own
learning by working alone or in collaboration
with others.
11Warschauers electronic literacy approach (2)
- He describes the electronic literacy approach as
working towards the achievement of two
fundamental objectives using technology in order
to teach language and teaching language so that
learners can make more effective use of
technology.
12Research on Asian students reveals contracting
views
- Studies on Hong Kong students generally suggest
that they have little incentive to undertake
learning outside the classroom (Balla, 1991
Pierson, 1996, Chan, 2001). - Other studies show that the students have a
reasonably positive attitude towards learner
autonomy (e.g. Dickinson, 1994, 1996
Tantisawetrat Chonguphajaisiddhu Jones, 1995).
13- Purpose of this study
- The purpose of this survey is to gain a better
understanding of Malaysian learners need in
order to develop an online English for Specific
Purposes (ESP) programme that is more appropriate
to their needs.
14Subjects
- First-year undergraduates from Faculty of Social
Sciences Humanities, Faculty of Business
Administration and Faculty of Science and
Technology. - Three proficiency levels according to their
grades in the MUET. - Three age groups recent school leavers (21 and
below) (2) students with some working
experiences (22-30) (3) mature learners (31
and above).
15Learning preferences groups according to age
16 learning preferences groups according to
proficiency levels
17learning preferences groups according to
faculties
18Overall discussion of results (1)
- The findings suggest that generally learners
irrespective of age or disciplines prefer a more
classroom-centred approach of learning to the
more autonomous modes of learning. - The higher percentage of LWExp opting for
'autonomous learners Type 2' is a positive sign
but this represents only a very small percentage
of learners. -
19Overall discussion of findings (2)
- The comparison across faculties suggests that of
the three groups, it seems that SocSc students
are the group that has the highest percentage of
autonomous learners. - Research has shown that Arts students tend to
manifest more deep approaches and critical
thinking strategies than Science students due to
the nature of their discipline. (Thang, 2001
Ramsden Entwistle, 1981).
20Overall discussion (3)
- The finding further reveals that generally the
degree of autonomy ascends with increase with
proficiency. This reiterates findings from an
earlier study by Thang (2001). -
21Implications of this study
- The findings of this study clearly suggests that
the learners in UKM is not ready for a totally
autonomous online ESP programme and that the
movement towards such a mode of learning should
be carried out in stages beginning with a
structured approach and moving towards a more
autonomous one.
22Suggestions
- The online modules designed should also be
accompanied by tasks that promote autonomy among
students. In addition, it is proposed that
students be given learner training sessions that
take into consideration three key kinds of
preparations (1) Psychological preparation, (2)
Methodological preparation and (3) Practice in
self-direction