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A STUDY ON PREFERENCES OF TEACHERS TOWARDS USING LANGUAGE LEARNING WEBSITES
IN TEACHING ENGLISH
SITI HAJAR BINTI ANIP (2011937431 )
A proposal submitted to:
Prof. Madya Dr. Teoh Sian Hoon
EDU702 (Research Methodology Course)
M.Ed TESLFaculty of Education
Universiti Teknologi MARAShah Alam
2012
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CHAPTER 1
INTRODUCTION
1.0 Introduction
The world of education is changing significantly due to the vigorous world
of computer technology. Many parts of the modern world are saying goodbye to
the blackboard and chalk whereby the chalk dust floating in the air and grammar
exercises and repetitive multiplication training and exercises. Due to the
popularity of learning language such as English, Japanese, France, etc. the
many ways to learn language are to enhance the effectiveness and increase
motivation for language learning. Thus, learners have many options of how to
learn language and the Internet play a role as one or the main resources.
Through the Internet, people can communicate, link and interact with each other.
Opp-Beckman (1999) pointed out that the computer is a medium to deliver
authentic materials, discourse, and culture to enhance learners’ opportunities to
communicate with authentic audiences. Therefore, the tendency of Computer
Assisted Language Learning (CALL) is to make use of the Internet as a latest
method of technology to expand and to broaden the chances of language
learning. Warschauer, Shetzer and Meloni (2000) stated that there are five main
advantages of Internet use for English teaching : authenticity, literacy, interaction,
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vitality and empowerment. That is, the Internet can bring a reliable exchanges
information or ideas, reading and listening resource, interact people online and
communicate using text, learning any places at any time, as well as a self-
learning stream. For example, teachers may forward e-mails to their students
and use hyperlinks to search the pertinent learning resources from the Internet.
An enormous amount of information is currently available on the Internet and
there are millions of websites found on the Internet and it continues to cultivate at
an expanding rate. The number makes it possible for users to have more
freedom in choosing whichever sites that is beneficial to them. The reasons
behind this rapid growth include ease of access (if you don’t have your own
internet connection, many publibc ones are available), low cost of access (some
type of website hosting is included with most ISP accounts) and ease of website
creation (templates and graphical tools are widely available).
However, the problem is that there are no standards with which either
website architecture, content or content management must comply. Most of the
websites do not follow standards and guidelines. As a result, the quality of many
websites is low (visual appeal, navigation, consistency, functionality) and the
information on those sites may not be accurate. However, due to the Internet
resources emerge movement so fast, it turns up that the useless and inadequate
information arise in a large (Wilkinson, Bennett, & Oliver, 1997). Similarly, the
number of language learning websites is increasing to assist users in teaching or
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learning language, but this large number of websites has made it extremely
difficult for users to make the right choices. It is doubtful that the quality of these
websites has increased with their quantity.
This problem needs to be solved because this situation creates a dilemma
for individuals and teachers who wish to search for accurate and reliable
information on the Internet. With proper criteria, it will helps students, educators,
and other Internet users focus on valuable insights from the website and save
users’ time from searching unreliable information and websites (Harris, 1997).
Users will look at other place if a website does not meet their requirements and
their needs (Nielson, 2000). Thus, the quality of the websites is an important
issue. One way to screen for good language websites is to develop a set of
standard criteria that can be applied in evaluating the Internet information
sources. A useful and good design of websites can catch the attention of users
(Shneiderman & Plaisant 2005, Nielson 2000).
The Internet supports student’s learning eliminating the barriers to access
information. With the Internet and a good teacher, students can locate
information and communicate with others, allowing them to connect with relevant
real-world resources (Serim, 1996). Online learning activities such as reading
club, newsletter and blog, serve the purposes of stimulating learners’ motivation
(Kuo, 2006). Therefore online activities do not only make lessons more
interesting but also help student explore new environment and settings.
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Nowadays, there are many languages learning websites that provide
simple to advanced level of language for learners to choose. These language
learning websites include online tutorials, exercises, and games and so on.
There are even online dictionaries for learners to refer to. As for teachers, some
of these websites even provide lesson plans, materials and sample of activities
for them to implement in classrooms. Thus we could see that language learning
websites have their own purpose to serve different users.
The current education system supports the use of computer and Internet
in classroom setting. For example, the Malaysian Board of Education
implemented Information and Communication Technology (ICT) subject in Form
Four and Five curriculum specifications as a way for the students to get updated
with the latest technology. The Internet and websites are now welcomed to be
used in classrooms. For language learning, selecting suitable websites to be
browsed through by students is added into the teacher’s list of duties. Teachers
must select websites that support their students’ needs. Therefore, the creation
of the language learning website itself is the fundamental and most important
part especially to avoid unnecessary problems in selecting websites.
Thus, in order to make a language learning website effective to be used as
a source of teaching and learning, it is important that the designers know the
necessary elements in designing the websites. These elements or criteria should
be put into great consideration in order to increase the interest and motivation of
the learners to learn language independently through the internet. Due to this, a
study should be conducted to find the elements applied as well as the target
users’ preference of language learning websites.
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2.0 Statement of the Research Problem
Diversity of requirement and demands is looking forward into the teaching
profession (Wood, 2006). Role of a teacher nowadays is not only teaching and
educate but she or he also need to be or acts as a facilitator, tutor, counselor and
guidance to the students. Therefore, a teacher is likely to recognize and be
familiar with a lot of things know matter from general issues to complicated
issues. Relative to this, teachers must capable and competent enough to identify
and answer which language learning website is helpful and efficient to be taught
and to be used by learners.
As teachers dedicate part of their life with their students, they will definitely
know about the students’ background, proficiency of using language and learning
style. Yet, with thousands of language learning websites establish on the
Internet, it is not possible for the teachers to choose which suits with their
students requirements. Numerous institute of education institutions approached
the process of enhancing because to see the apparent of students’ competition
as an alternative to improve students’ learning (Lynch, 2002).
Students and teachers will profit from this research finding. With proper
criteria, users can easily appraise the quality and characteristics of the websites,
and therefore decide whether the websites meets their needs. Particularly,
teachers can appraise language learning websites especially in teaching English
to screen them as teaching resources. At the same time, students will be
motivated to learn, will be able to speak more, raise self confident and they will
find the subject is easier to understand and to do. (Lee, Choi, & Byun, 1996)
stated that a high-quality learning website must consider all the aspects of
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attributions, inspiration, dealing and interactions of the learners. Teachers also
are not likely to waste their time surfing unreliable or poorly designed site. In
addition, website designers can also take the findings or recommendations from
this research as a guideline or direction on how to build a reliable and well-
designed of websites for language learning.
The inputs of this research will add to what is already known and proven in
the sense that there are some reasons in explaining the need for improvise the
criteria of the language learning websites especially English websites. First,
some studies focused on developing general guidance for evaluation but were
not specific enough to include the essential characteristics for English Learning
(Bradin, 1999). Second, many studies explored the conceptual ideas of
evaluating English materials, but did not specifically provide detailed guidance for
designing English learning websites (Chapelle, 1998). Third, most research only
focused on one or two of the language learning aspects, such as listening,
speaking or writing skills. However, most of the developed criteria were only
based on theoretical concepts, but not validated by the empirical study (Chapelle,
1998).
With the declaration above, it can be seen that the arrangement of the
language learning website development should be enhanced with the association
of teachers. For the teachers to grip and execute the fullest of learning of Web-
based, their ideas and suggestions on what should be in the language learning
website are very important and significant. Therefore this research is keen to
discover out that English as propositions to ESL teachers of the critical elements
required in language learning websites. This research will respond two different
questions: What are the teachers’ preferred elements of language learning
websites? What are the reasons for ESL teachers assessing language learning
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websites? It is hoped that teachers and web designers have a set of criteria to
develop reliable and well designed websites. Learners with guidance will acquire
knowledge effectively and conveniently.
3.0 Research Objectives
The objectives of this study are:
1. To determine teachers’ preferred elements of language learning
websites
2. To investigate the reasons for ESL teachers accessing language
learning websites
4.0 Research Questions
This study will provide answers to the following questions:
1. What are the teachers’ preferred elements of language learning
websites?
2. What are the reasons for ESL teachers assessing language learning
websites?
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5.0 Operational Definitions
The key terms in this study include websites, evaluation criteria, CALL
(Computer Assisted Language Learning), ESL (English as A Second Language).
Websites
Website is an essential and virtual region on the web. Users can enter in
and go into the web address to admission information on the Internet. As stated
by the Columbus Metropolitan Library (2004), a website is a compilation of
interrelated web pages from one companionship, association, organization and
so on.
Evaluation Criteria
Evaluation criteria consist of a number of values and standards which can
be indexed to particular information for improved knowledge and comprehension
of the evaluated items. By the evaluation criteria, users will attain some dissimilar
characteristics and ability of the system. Eventually, applying evaluation criteria is
crucial to assist users comprehend the necessary components of the design.
CALL (Computer Assisted Language Learning)
Egbert, Chao, and Hanson-Smith (1999) emphasized that the reason of
CALL is to offer teachers a number of ways to set up a language lesson with the
exercise and use of technology. Therefore, in this study CALL is defined as the
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make use of of computer technology to plan and design a sequence of syllabus
for teaching and language learning. The technology used in the CALL program
usually includes courseware, educational software, the Internet and websites.
ESL (English as a Second Language)
ESL is a short form for English as a second language. Richards, Plat &
Plat (1998), stated that ESL is “English in countries where it is broadly used
inside the country but it is not the primary language” (p.157). In to the point,
English is used as the middling of teaching and instruction in ESL. In the
educational approach, the curriculum of teaching English is planned to educate
learners in the community and civilizing aspects of a language and the
educational aspects as well. In common, English training program assists
learners gain English listening, speaking, reading and writing abilities to foster
them in mastering these skills.
6.0 Limitation of the Study
The findings of this research are only true for ESL teachers as their major.
In the other words, it cannot be generalized and therefore, the same study needs
to be conducted to various users of websites to see if there are any similarities
with the purpose of accessing the websites and their preferences of the
elements. One more limitation of this study is on the elements themselves. Due
to the limited amount of sources which could be found during the completion of
this study, the elements analyzed were from the general categories. The other
limitations are the findings on the similarities of elements using in the websites is
only limited to six websites from the previous study. The reasons of using the
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websites also are limited to four components which are on the information,
sharing, activities and self improvement.
7.0 Significant of the Study
This study could be used by English as a Second Language (ESL) teacher
in identifying the types of language learning websites that can benefit most when
implementing them in classrooms. Elements that are introduced will assist the
teachers discover websites that suitable to their teaching approach and
requirements. Thus teachers will not have to waste time surfing through the
websites that could not provide the necessary needs to them and the students.
Besides, ESL teachers also need to plan and create innovative and latest
sources for language learning. This might be in structure of modules, course
design or reference books. Thus, this study offers information of the essential
elements which should be used and implemented in language learning websites.
ESL teachers can make use of this study as a channel of reference or guidance
when searching for teaching materials for their students or constructing their own
course design.
This study could also assist Malaysians who are attracted and fascinated
in designing language learning websites that focus on their own culture and
civilization and the styles of language learning. As a result, web designers can
propose and offer language learning websites that go well with the level of
proficiency as well as the culture of Malaysia.
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Web-based learning (WBL) had been introduced in the late 1990’s and
ever since, the studies had been conducted to discover the implication and
significant of this method. But, there are still not enough and insufficient studies
that provide both WBL and language learning. Thus this study could help out and
contribute in the research of language learning through the websites.
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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
From this chapter it will discuss the previous research concentrating and
pinpointing on some of the theories of Computer Assisted Language Learning
(CALL), web-based learning and fundamental and elementary company parts or
groups that are required in making the website for language learning work.
Collection of sources of the literature reviews are gathered from the web-base
learning topics, education subjects as well as web designs.
2.1 The Stage of Growth or Advancement of CALL
CALL is the acronym for Computer Assisted Language Learning and
sometimes expanded as Computer Aided Language Learning. It is related to the
use of computers for language teaching and learning and has been developing
gradually. Warschauer (1996) stated that the development of CALL can be
categorized into three phases. These three phases are the behaviouristic CALL,
communicative call and integrated CALL.
2.1.1 Behaviouristic CALL
The behaviouristic CALL was conceived in the 1950s and implemented in
the 1960s and ‘70s. It focuses on the drilling practice where learners face
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repeated exercises and it serves as a channel for conveying instructional
materials to the student. The rationale of the fact that CALL drills are still used
today due to the repeated exposure to the same material is essential to learning
and a computer does not get fed up presenting the same material and allowing
students to proceed at their own freedom of time for other activities.
However, in the late 1970s and early 1980s, the behaviouristic CALL
became undermined since its approaches to language learning had been
rejected at both theoretical and the pedagogical level. Furthermore, the
advancement of computer technology has made it possible to invent new
approaches which are more effective to be used (Warschauer, 1996).
2.1.2 Communicative CALL
The drilling and practice approach from behaviouristic CALL was found not
to be very effective and had been downgraded, a new phase of CALL called
communicative CALL was introduces. It became noticeable in the 1970s and
80s. This phase concentrate more on the communicative approach in language
learning and supplied and produced more reciprocally active for the learners.
The computer is seen as a device as well as a tutor. Two-way communication is
established where the learners now could give instructions to the computer
instead of only receiving them.
However, there was defiance for supporting of CALL was to produce
replica which could gradually change the various aspects of the process of
language learning and also due to the technology advancement, educators are
now searching for new ways to integrate methods by combining two or more
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teaching strategies for CALL. This has led CALL to advance further to the next
phase which is Integrated CALL (Warschauer, 1996).
2.1.3 Integrative CALL : Multimedia
The integrative CALL is divided into two groups: multimedia and the
internment. In multimedia, the combination of media such as texts, graphics,
sounds and animation illustrated by CD-ROM provides many advantages to
language learning. The first advantage is a more authentic learning environment
is created where real world situations can be adapted. Secondly, skills can be
easily integrated since the variety use of media makes it possible to combine
skills such as reading, writing, listening and speaking skills. The third advantage
is that the learners have the control of what they are learning. Thus, this creates
opportunity for learners in having freedom to learn at their own speed, pace and
level. By means the internet, learners have the possibility and chance to
communicate with native speakers of the target language due to the accessible
of emails, online conferencing and others. The internet is also known for its huge
and great library of information where learners can find information of learning a
language.
In all, the phases of CALL transforms aligned with the time of computer
technology development. Form the early stages of drilling practices, the learning
of language through computer has now transformed into varieties mode and
motivational of method and procedure. Furthermore, with the adventures of the
internet, CALL can also be a medium of global communication and a source of
limitless authentic materials (Warschauer, 1996).
2.2 Web-Based Learning
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Teaching and learning through education using computers were started in
1960s. Many of us use the internet or the “web” (world wide web) as a source of
information. With the advent of convenient microcomputers in the 1970s,
computer use in schools has become widespread from primary education
through the university level and even in some preschool programs (Britannica,
2007). The technology of computer has given a great opportunity and choices of
delivery, content and access method. With the intervention of the internet, web-
based education is established.
Web based learning is known as online learning or e-learning because it
the learning content includes online course. Discussion such as forums through
e-mail, videoconferencing and live teaching and lecturing are all possible through
the web. Web-based education (WBE) or web-based learning (WBL) refers to the
use of internet technology for delivering instructions (Huerta et al, 2003). WBE
emerged in the late 1990s where it was still in the testing and investigating phase
of defining and making it technically feasible (Aggarwal, 2003). As more
beneficial of WBE found, it is increasing in the market and demand. WBE
enlarging in size and is stretch out worldwide thus produced many designs of
models and created various interpretations. Huerta et al. support this statement
by saying that the research must be able to work out and apply the theories and
findings of heterogeneous discipline that have been poorly related until now. Web
based courses may also provide static pages such as printed sources of
information and course materials.
2.2.1 Advantage of Web-Based Learning
McKimm et al (2003) had listed several advantages and disadvantages of
web-based learning. She stated that one of the many advantages of using
websites is the ability to link resources in many different formats. This can be
done with the unlimited pages provided by the internet and the presence of
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hyperlinks which are used to connect these pages. E-learning allows anyone to
study at anywhere and to learn anything. In fact a lot of courses and training
provided in a huge library around the world so that it is not impossible to study
almost any subject in the world. McKimm also stated that resources can be made
available from any location and at any time. As long there is a connection to the
internet, Websites can be viewed from any places in the world. Moreover, no
matter who you are either you are adults or students; it gives the freeness for
anyone to access. McKimm added that learning through websites will motivate
students in active learning and encourage to be more independent. The
computer and the websites themselves serve to be the facilitator for the learners.
2.2.2 Disadvantages of Web-Based Learning
There are also a few limitation and several disadvantages of using
websites for learning. The major constraint of the Web Based Training is that
there is no human make contact with and the lack of this feature has enormous
impact on learning and training. The first problem occurs when it is difficult for the
learners to access suitable computer tools. This is especially learners who are
computer uneducated whereby they have to experience a computer literacy
course before they could access a learning website. Furthermore, annoyance
and frustration can be seen if learners could not access images video and
graphic and so on due to poor equipments. To overwhelm this problem, learners
must keep their equipments up-to-date and therefore, increase the costs.
McKimm also stated that essential infrastructure must be obtainable and
affordable especially when using learning websites in classrooms. Institutions
must make available a space where adequate equipments can provide the
number of students learning at that particular time. Other that moment, the
information found on the internet can differ in quality and correctness, so
direction and signposting is needed. Thus the learning could not be done without
the help of supervisors monitoring the learners’ learning.
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The language website training has no live clinic or workshop that the
learners can attend as a group which is likely in the conventional method
of training and learning or the CD-ROM learning. In language website training by
using web link learners can e-mail to other learners, post their commentary about
the training on message boards and have a chat through video conference links
but still it keeps you away from a live workshop.
2.3 Evaluation Criteria for Website Resources
Websites are a new kind that has been developed thanks to the
appearance of Internet. According to Edu Tech Wikipedia, A website or Web site
is a collection of Web pages.
As Xavier University Library on-line emphasizes, there are a figure of
different type of websites and each of them has its exact purposes such as
business, amusement, government, Internet Service Provider, Martial, News
Bulletin, Organizational, Personal and Educational. Moreover, Ohl and Cates
(1997) stated four kinds of websites : informational, entertaining, promotional and
educational. In general, the purpose of each website can be summarized as
follows : (a) to deliver applicable information as users require for example
personal websites or penetrating engines (b) to announce information or provide
a topic for exemplar official websites or websites of an educational institution, (c)
to publicize particular products or functions which are designed for users for
example website of Amazon or eBay and (d) to provide some enjoyable
resources or tools for users to operate for example Yahoo or Google websites.
Each website designer has its purposes to inform users, so the websites are
intended to link their thoughts through one-way or two-way communication.
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YC Chia (2006) made an indication of evaluation criteria for general
websites. According to him, the main key criteria are authority, accurateness,
reason or purpose, currency and navigation. First, a website designer should be
a specialist or skilled enough in their field to construct an applicable website.
Second, the information in the website must be precise, exact and should not
contain errors. According to Valqui (2001) the first goal of a user when surfing a
website is to collect as much information as possible. To save time, users scan
text and select out keywords, sentences, paragraphs of interest while skipping
over parts they less care (Nielson, 2000). In order to keep away from such
situation, Mohler (2000) stated that it is advisable for a website to avoid long
discussion or long-winded phrases that can confuse the reader. Besides,
grammatical and spelling errors found in texts can give bad first impression of the
website to the user. Web designers should proofread their pages cautiously to
avoid needless mistakes (Nielson 2000, Mohler 2000). Third, users or visitors of
the website can without difficulty understand the purpose of the website. Fourth,
the resources of the website should be lawful and updated. Fifth, the
arrangement in the website should be understandable and commonsense for
users.
The characteristic of ease of access is also important for websites. It
determines whether or not users can effectively find the resources they need. A
good website will have no purposes without accessibility. A website that is
publishes on the internet has an huge chance of being visited from people
globally. According to Valqui (2001), a variety of people can result in an
assortment of computer platform, internet connections, languages and
accessibility to different websites. For example, we-browsers which is poised
text and graphics after the elements are downloaded show different versions are
used (Mohler, 2000). Therefore, it is not assured whether the user can view the
websites as wanted by the developer. To prevail over this problem, Valqui
(2001) suggest that by offering a standard HTML-based version to viewers can
provide an option for them to view the website. The dissimilarity between learning
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websites and general websites depends to the differences needs of the users on
surfing these websites.
2.3.1 Evaluation of Learning Websites
The differences between general websites and learning websites are
mainly focused on the way that designers use to plan and develop the websites.
Ritchie and Hoffman (1997) mentioned that the instructional websites has to
identify instructional goals or list expectation on the web pages. Therefore,
construction a learning websites must involves the investigation of learners’
affections, activities within learning processes and specific issues of learning
theories.
2.3.2 Programmed Instruction
Programmed instruction is consequential from behaviorism. One of its
uniqueness is making the learning process automatic. (YC Chia, 2006; Pressey,
1932) completed “the work of programmed instruction based on exploring
Skinner’s operant conditioning” (cite from Mc Donald, Yanchar, & Osguthorpe,
2005). Since the education process is based on behaviorism, the positive
response was rewarded whereas the wrong reaction was not (YC Chia, 2006;
Anne, 2000). Students were encouraged to correct learning behaviors by strong
reinforcement. According to YC Chia (2006), a high-quality programmed
instruction should include the following: (a) instant response. Learners
understand their accomplishment and attainment of current learning stage
through feedback; (b) transparent and short content. The material has to be
significantly segmented in order; (c) drill and practice. Learning to change the
behavior is a key idea through the approach of recurring practices. This
behaviorism emphasizes what students learned from the entire course.
2.3.3 Discovery Learning
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Duffy and Cunningham (1996) mentioned that the importance in discovery
learning is in its process, including the development of inquiry skills in complex
field. The key advantage of discovery learning is that students would excitingly
remember the concepts of knowledge as they discovered it on their own. This
allows them to discover the rules needed to deal with the problems. Clark (1999)
emphasized discovery leaning is more effective when the material is related to
personal experiences or social issues.
The overall interface design of a website is one of the key elements of
attracting users to visit and keep using the website. So Scneiderman and
Plaisant (2005) had come upon a list of principles that can be used when
designing the interface. These principles called the eight golden rules of
interface design can be applicable in most interactive system and can be applied
as a useful guide for web designers.
The first principle introduced is the consistency of the webpage.
Consistency is seen when web pages are developed likewise to one another.
This can be achieved through the use of the same colour, font, layout as well as
terminologies; helps, menus and so on. Baxley (2003) supports this principle by
stating that consistency can contribute to users’ control by increasing
predictability and obviousness. Therefore, this creates a motivation for the user
to stay accessed to the website.
The second principle introduced is that websites should provide worldwide
usability. Web designers need to identify the needs of the target users by
knowing their background such as expertise, age ranges, disabilities, and
technology diversity. For example, beginners may want a simpler version of the
web containing step by step explanation of what to do next. However, advance
users may want to skip all details and have quick access to information wanted.
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The third principle listed is that websites should recommend useful
comment to the users. Shneiderman and Plaisant (2005) stated that for regular
and slight actions, the response can be modest, whereas for rare and most
important actions, the responses should be more considerable. Feedback could
be in a form of information such as announcing errors, end of an action and
others. It could also be in an outline of motivational response. Other than that,
visual presentation of objects could also be used for feedback.
The next principle stated is that websites should have a structured order of
navigation. In other words, an effective website can give the users an idea of the
web’s beginning, middle and end. For example, filling up a form or questionnaire
indicates the beginning of an activity and this ends by submitting the form or
giving conformation feedback to the users. The informative feedback given to
the users at the end of each activity gives a sense of relief and a signal for the
users to prepare for the next action.
According to Shneiderman and Plaisant (2005), interface should be
designed such that users cannot make serious errors. For example, alphabetic
characters should not be allowed in numeric fields. Interface is essential to sense
mistakes or errors and recommend easy, practical and precise guidelines for
improvement. This is to ensure that the users will not give up on using the site.
When the error is made, an efficient website permits easy reverse of
actions. The execution of this principle in a website can ease the worry of the
users since they know their mistakes can be undone. Thus this creates a chance
for them to look further into unusual options without feeling worried.
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The next principle stated is that the interface design should support
internal locus of control. This means that the user is given the choice to navigate
independently and in control of the whole operation. By giving the users control,
they navigate through the website at their own convenience and this reduces the
worry of being pushed to do things that they do not want to.
The last principle stated is to reduce short-term memory load. This
focuses on the individual ability to remember information in a short duration of
time. As to that, interface design should be kept simple and consistent.
On the whole, these principles are some of the basic elements that should
be taken into account when designing the website. Other than to make the
website easier to navigate, these principles can be used as a guideline to make
the website more beneficial to the users.
In order to make a website to be more efficient, several steps and
principles should be considered. Exception of one of the elements may direct to
dysfunctional sites which can demotivate users from entering therefore, it is
necessary for designers to know the overall elements of web designs so that
needless mistake or error can be avoid.
For constructing a good learning website, the web-based learning theories
should be look into and considered before designing websites. Hence, the design
of learning websites tends to focus on learner-centered interaction, learner’s
affective factors, learning material processing and cognitive effects.
2.4 Evaluation Criteria for Learning Websites
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Alike to website, the learners or designers have to be aware of which
traditional principles could be modified to cater the existing needs. Beriswill
(1998) indentified that not all factors will bring positive influences on the interface
design. Some of the websites may have poor interface design and thus these
websites may not be effective enough to cater the needs of learners (Buschke,
1997). According to Nielson (2000) the ease of navigation also plays an
important role in determining whether or not the website is user friendly.
Accessibility in term of having the suitable technology may interface with the
learners’ patience if wrongly handled (Valqui, 2001).
YC Chia (2006) made an indication of evaluation criteria for learning
websites. Based on the consideration of learning theories, the learning website
could be designed by consider the following elements: (a) Learning contents. The
learning resources should be planned to meet the purposes of the websites or
the learning subjects. (b) Learners’ perspectives. The users’ ordinary purpose in
surfing websites is to lean or obtain knowledge on subjects they have not
mastered. In order to please learners’ needs, each website should recognize its
aim audience and convey information clearly. (c) Interactive design. Web-
designers or teachers also have to evaluate how learners perceive knowledge
and what they attain in the learning process. Generally, the designers could
follow the above evaluation criteria to setup an educational website for users to
learn particular materials.
2.5 Evaluation of English Learning Websites
These days, public can simply get in touch with each other through a
same language. An English language could unite people around the world in
order to obtain information. Therefore, language instruction becoming more
important from time to time for every country. Governments around the world
also encourage some relevant programs to improve students’ English language
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abilities. English language is becoming very important for every country in the
world.
In English learning field, four major skills could be considered: reading,
writing, listening and speaking. Teachers have to stability the teaching of these
four skills in the language learning process. Liu, Moore, Graham, and Lee (2003)
reviewed 246 articles from 1990-2000 concerned with research on computer
based technology application in second language learning. The researchers
found that visual media can help learners increase success in vocabulary and
reading fields. Furthermore, in a number of studies online communication
improved learners’ skills on writing.
According to Kirk, James J. (2002) “Afford working adults can gain lots of
benefits because many qualified colleges and universities are offering on-line
degree programs. This type of learning allows students the alternative to obtain
an education while working full time.” Learners are able to work on coursework
any time of day, when its best suits them. This flexibility and convenient
empowers the learner no matter where they live and the resources available to
them. Wilson (2001) stated that, “the functions of the new technologies
recommend latest prospective and abilities. These new technologies include
achievability, search ability, reliability, hypertext link ability, communication
devices, and representation and modeling tools. Digital database allow search
ability throughout the World Wide Web. It is much easier for an instructor to
simply send students a link to information than to make hard copies of
documents. Communication can take place through live or archived webcasts.
Based on the abovementioned, the application of technology can provide
learners with better environments to acquire knowledge. English is also the most
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universal language used to communicate among the international community.
Crandall (2003) identified that there are 1.5 billion speakers of English, 350
million to 450 million people speak English as their first language, and another
equivalent number speak English as a second language.
2.6 Conclusion
Due to the increasing quantity of English learning websites, it is important
to consider whether the quality of websites is also considered at the same time.
Although website learning tools have their advantages, the pedagogical and
linguistic principles should be taken into consideration as CALL environment
designs. English learning website should meet learners’’ needs and obtain
language learning requirements, and help learners to achieve better learning
acquisition. Moreover, Internet is a unique opportunity for learners to
communicate with each other. With the Internet, English learning websites are
becoming more and more popular around the world and it generates many
possibilities for English learners.
As a conclusion, language learning websites should have a different
approach in presenting content contrast to other websites such as business,
companies and tourism. Therefore, in designing a language learning website,
criteria such as the content, activity and other elements of web designs should be
taken into great consideration for the web to maximize its uses.
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CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This study will be conducted to inquire into and to explore the criteria and
investigate the elements applied and utilized when inventing and creating
websites of language learning, the intention and the reason of accessing
language learning websites as well as elements preferred by teachers of English
as a Second Language (ESL). This chapter will further analyses and deliberates
details about the research designs, instruments, respondents of the study,
research procedure and data analysis.
3.1 Research Designs
The methods used in this research will be a mixed method approach in
which the qualitative and quantitative methods will be applied. For the qualitative
methods, the language learning websites will be evaluated by using the text
analysis. From the text analysis, items and the elements of web design such as
navigation, multimedia, language, text and others will be evaluated. The findings
for this method will answers to research question number one. In order to collect
primary data, the questionnaire survey technique will be used and random
sampling is selected. To develop questionnaires in discovering and to find out the
preference of future English as Second Language teachers’ of the website of the
language, the data from the text analysis will be used. This quantitative data from
the questionnaires answered to research questions number two and three.
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As Rescoe (1975) cites in Sakaran (2000:296), “samples sizes larger than
30 and less than 500 are appropriate for most research”. Due to this limitations,
the sample size will be 100 questionnaires, designed for English as Second
Language teachers in 10 primary schools in Segamat, Johor. All the collected
data will be analyzed using Microsoft Excel.
3.2 Research Instruments
For this study, text analysis and questionnaires will be used as the
research instruments.
Using text analysis as one of the instrument means that in this study it
needs to analyses the content, structure or linguistic feature of a literature. It is
used to find the arrangement, the setting in a particular place of a text and the
agreement and harmony of a text. In this study, text analysis will be used to
search the repetition of occurrence and figure and formation of elements used for
website designs such as layout designs, content organization and varieties of
operations, motions and practices furnished on the website. The collection of
data from the text analysis will then be used to develop questionnaires.
Cohen (1989) defines a questionnaire as a self-report instrument used for
gathering data and searching information about variables of interest for a
research. A set of questionnaires will be constructed and produced to find out the
preference of language learning websites by future English as Second Language
teachers. The set questionnaires will be consisted of four sections; demographic
information, purpose of accessing language learning websites, preferred
elements of web designs and ideas or recommendations in improving the
websites. The demographic information is useful to see and to look for the
respondents’ involvement and exposure attending with language learning
websites. Questions in order to determine the significance of the websites such
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as how often they enter or access the language learning websites and what are
the sources they use to learn a language. There are several reasons and
purposes of respondents access the language learning websites. These reasons
will guide and help the websites in assorting their objectives applicable to the
users’ needs by positioning the reasons in a hierarchy. The preference of the
elements in designing the web is beneficial in investigating which criteria should
be put into more important and relevant when forming and building a websites.
Other that ranking questions, the questions asked will also in open-ended
questions to gather comments, ideas and recommendations.
In order to gather and to gain the answers and outcomes of the purpose
and the motive of accessing language learning websites, several causes and
reasons are given for the respondents to classify and rank. Below are samples
or instances of reasons from the questionnaire:
1. Betterment and improve own language
2. Explore and seek out for lesson plan
3. Explore and search for classroom activities
4. Transfer data and download video or audio to teach in classroom
The respondents are requested to positioning 10 given reasons from most
important to least important. The imperative and essential contents which
language learning should have will be found from the results of the answer of this
item.
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For the preference of elements in the language learning websites, the
following is a sample of questions asked in the questionnaire:
Table 4.0: Sample of Preference Questions on Activity
No Elements
Most
Preferred
Less
Preferred
Not
Preferred
1 Types of Activity
Tutorial
Problem-Solving
Games
Simulation
Exercises
2 Features of Exercises
(MCQ, matching, fill in the blank,
etc)
3 Assessments
(Answer key, clues, score, marks,
etc)
The list of elements in the construction of questionnaires is categorized
into its precise and definite group. In the above sample, types of activity,
features of exercises and assessments are definite under user level, learning
mode, language skills and components are categorized under activity. Each
element in the questionnaire is briefed with examples so that the respondents will
have a clear picture and better understanding the meaning the illustration of the
elements. For this question, the respondents are requested to choose either one
of the three categories which are Very Important, Less Important and Not
Important.
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The explanation and characterization of each type and class is stated
below:
1. Most Preferred (element compulsory be in all Language Learning
websites)
2. Less Preferred (element should be in all Language Learning
websites but is not decisive or critical)
3. Not Preferred (elements does not important at all and matter in
Language Learning Website)
The data gain and results from this question will answer to the first
research question: what are the teachers’ preferred elements of language
learning websites that draw to attention or fascinate the respondents’ attention.
3.3 Sampling
The sampling of this study will be English as Second Language (ESL)
teachers from 10 primary schools in Segamat, Johor. Due to their understanding,
knowledge and skill to select what is the finest for teaching and learning a
language, this is the reasons why they are selected as sampling. A total of 100
sets of questionnaires will distributed to 10 primary schools in Segamat whereby
10 ESL teachers will be selected randomly from each school to answer the
questionnaire. This study focuses on the ESL teachers who have experience
surfing through different kinds of language learning websites especially during
their teaching practice.
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3.4 The Method of Data Collection
The research will be started by taking a list of elements that which will be
founded by previous study (Levy, 1997). The list will be modified by adding
necessary and removing unnecessary items based on observations from
language learning websites. Six languages learning websites will be used to
make comparison between the elements they used. The results from this
observation will be used to design questionnaires.
The questionnaires will be constructed into four different sections. The
first section will try to gather information on the respondents’ background based
on their knowledge, understanding and experience in dealing with language
learning and the websites. The second section will focus on the reasons and
purposes of the respondents when accessing language learning websites. The
third section will be collecting data on the elements of websites that the
respondents favor or prefer whereas the last section will inquire for their
comments and recommendation for language learning websites. All of the
information and feedback gather from the questionnaire will then be analyzed to
get the findings and recommendations for this study.
Once the design of the questionnaire has been completed, a pilot study
will be implemented to ensure the validity and reliability of the questionnaire. The
pilot study is intending to see whether the questionnaire is understandable to the
respondents. Three respondents will be asked to help in the pilot test whereby
their comments, remarks and responds will be in used in improvising the
questionnaire.
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3.5 The Method of Data Processing or Data Analysis
This section will describe on how the data collected will be analyzed. The
analysis will be divided into two, which is based on the two types of research
instruments.
3.5.1 Text Analysis
Text analysis will be used to find out and to determine the frequent
elements of language learning websites. For this research, a list of elements
taken from previous study will be further elaborate into smaller descriptions with
the help of several website observations. The data will then be analyzed by
searching for differences and similarities between other language learning
websites which visited by other users. The findings from this analysis will be
used to modify list of elements taken from previous study. This will then used in
designing the questionnaire.
3.5.2 Questionnaire
The data collected through questionnaires were then processed using
Microsoft Excel. Data from the demographic section were analyzed using
frequencies. This includes the sources for learning languages, how frequent they
access language learning websites as well as level of satisfaction with the
existing websites. For the purpose of why they access language learning
websites, data were analyzed to find the average points of choices picked. This
is to determine the overall score of each reason chosen.
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For elements preferred by the respondents, data were analyzed by
calculating the total amount and the mod of each level chosen by them; very
important, less important and not important. These were then transferred into
percentage and put into graphs. For the last section of the questionnaire, data
were collected and generalized into its category. The elements that were not
discussed earlier in the findings are further explained.
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REFERENCES
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Section A: Respondent’s Background
This survey will be used to identify your experience on dealing with language learning websites. Please state your opinion by ticking (√) only ONE box for each of the following statement.
1. What is sources do you use when learning a language? (you may thick (√) more than one)
Books Newspapers Magazines Internet
Others: ________________
2. How sources do you access a Language Learning website?More than 3 times a month 1 – 3 times a month Never
3. How useful are the Language Learning websites?Very useful Not so usefulUseful Not useful at allSatisfactory
Section B: Purpose of accessing language learning website
Rank (1 – most important to 10 - least important) the following purpose of why you access a language learning website.
1. Improve own language
2. Search for lesson plan
3. Search for classroom activities
4. Search for language notes
5. Search for test items
6. Search for teaching materials
7. Download audio/video for use in classroom
8. Find suitable website to use in the classroom
9. Share information with other website users
10.Others (please state): ____________________________
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Section 2: Preference on Language Learning Website
This survey will be used to identify your preference on dealing with language learning websites. Please state your opinion by ticking (√) only ONE box for each of the following statement. Use the choices given as guide.
4. Most Preferred (element compulsory be in all Language Learning websites)
5. Less Preferred (element should be in all Language Learning websites but is
not decisive or critical)
6. Not Preferred (elements does not important at all and matter in Language
Learning Website)
ContentNo Element Most
PreferredLess
PreferredNot
Preferred1 User Level
(beginner, easy, level 1, etc)2 Learning Mode
(students centered, teacher centered)3 Language Skills
(reading, writing, listening, pronunciation, etc)
4 Language Component(grammar, vocabulary, spelling, etc)
5 Language Approach(drilling, communicative, direct translation, etc)
6 Content Organization(consistency, inductive, cyclical, etc)
7 Comprehensive (wide-ranging, complete, inclusive, etc)
ActivityNo Element Most
PreferredLess
PreferredNot
Preferred8 Activity types
Tutorial Problem-solving Games Simulation Exercises
9 Exercise features(MCQ, gap-filling, matching, etc)
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10 Assessment (score, marks, answer key, etc)
Language and TextsNo Element Most
PreferredLess
PreferredNot
Preferred11 Clarity
(clear, simple, not ambiguous, etc)12 Accuracy
(language, spelling, grammar, etc)
MultimediaNo Element Most
PreferredLess
PreferredNot
Preferred13 Use of multimedia elements
Graphic Animation Video Audio Hypertext
14 Feedback type(song, clap, picture, animation, etc)
15 Feedback tone(motivational, loud, etc)
16 Menu Home Forum Glossary Search engine
17 Interaction (two-way, one-way, etc)
Layout and NavigationNo Element Most
PreferredLess
PreferredNot
Preferred18 Attractiveness
(graphic, color, text, layout)19 Layout
(consistency, color, scrolling, panel, etc)
20 Ease of use(user-friendly, ease of understanding, etc)
21 Accessibility (printable, downloadable, etc)
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22 Technical consideration(technical support, links to software downloads)
Users’ ControlNo Element Most
PreferredLess
PreferredNot
Preferred23 Self exploratory
(help, tutorial, ease of use, etc)24 Learner’s control
(free surfing, not fixed and directed, etc)
Section D: Improving Language Learning Websites
This survey will be used to identify additional elements that lack in language learning websites.
1. What other elements do you need but missing on the websites that you has visited before?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Give comments on how language learning websites could be improved to fit your needs.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
THANK YOU
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