Developing a self-directed online programme for an English for Academic Purposes course

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Developing 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
•  

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Introduction

• 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?

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Background (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.

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Background (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.

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Does 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.

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• 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.).

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• 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.

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Online 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.

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Warschauers 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.

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Learner 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.

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Warschauers 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.

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Research 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).
  

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• 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.

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Subjects

• 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).

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Learning preferences groups according to age
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learning preferences groups according to
proficiency levels
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learning preferences groups according to
faculties
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Overall 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.

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Overall 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).  

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Overall 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).
•  

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Implications 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.

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Suggestions

• 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