Special Thanks go to:

Special Thanks go to:Special Thanks go to:

Prince Mohammad Bin Fahd UniversityPrince Mohammad Bin Fahd Universityand Drs. Bruce Mull and Mohammed Al-Najjer and Drs. Bruce Mull and Mohammed Al-Najjer

for assistance in statistical analysisfor assistance in statistical analysis

TESOL Arabia Conference | Dubai, United Arab Emirates | March 15, 2007TESOL Arabia Conference | Dubai, United Arab Emirates | March 15, 2007

With support and With support and permission for permission for

research from PMUresearch from PMU

PMU DemographicsPMU Demographics PMU DemographicsPMU Demographics

Approximate Number of Students Approximate Number of Students at PMU:at PMU:

MALEMALE FEMALEFEMALEBeginner (11) Beginner (11) 35 35 35 35Intermediate (31) 180Intermediate (31) 180 204 204Advanced (51) Advanced (51) 50 50 50 50CoreCore 55 55 61 61 ..

TOTALTOTAL 320320 350 350

Approximate Number of ESL Faculty:Approximate Number of ESL Faculty:

MALEMALE FEMALEFEMALETOTALTOTAL 1717 17 17

India/Africa/

Asia (5%)

Australia(3%) M.E.

(21%)

EU(15%)

USA(56%)

US

EU

Middle East

Australia

India/Africa/Asia

PMU DemographicsPMU Demographics PMU DemographicsPMU Demographics

Hypotheses to evaluate Hypotheses to evaluate instructional technology useinstructional technology use

Hypotheses to evaluate Hypotheses to evaluate instructional technology useinstructional technology use

(1) Students of varying ethnicities may (1) Students of varying ethnicities may have differing perceptions on the use have differing perceptions on the use of technology.of technology.

(2) Students of varying ESL levels may (2) Students of varying ESL levels may have common perceptions of IThave common perceptions of IT

(3) Teachers, made aware student (3) Teachers, made aware student perceptions, can better tailor their ESL perceptions, can better tailor their ESL education.education.

Student Survey DemographicsStudent Survey Demographics

Total Total StudentsStudents Surveyed: Surveyed:

MALEMALE FEMALEFEMALE

TOTALTOTAL 187187 (58.4%)(58.4%) 126126 (36%)(36%)

TOTALTOTAL IF IF 73%73% 45%45% 20% LESS IN20% LESS INTHE STUDENT BODY DUE TO ABSENTEEISM AND WITHDRAWALTHE STUDENT BODY DUE TO ABSENTEEISM AND WITHDRAWAL

Total surveyed of both genders:Total surveyed of both genders:

Total if 20% less in the student body:Total if 20% less in the student body:47.2%47.2%

59.9%59.9%

Teacher Survey DemographicsTeacher Survey Demographics Total Total TeachersTeachers Surveyed: Surveyed:

MALEMALE FEMALEFEMALETOTALTOTAL 9/189/18 (50%)(50%) 12/1812/18 (66.7%)(66.7%)

TOTALTOTAL IF IF 9/109/10 (96.7%)(96.7%) 12/1012/10 (150%)(150%)CONSIDERINGCONSIDERINGONLY TEACHERS WITH >2 MONTHS EXPERIENCE AT THE UNIV.ONLY TEACHERS WITH >2 MONTHS EXPERIENCE AT THE UNIV.

At least 50% of teachers were surveyed.At least 50% of teachers were surveyed.

To respect time we will To respect time we will focus on Student Surveys focus on Student Surveys in this presentation. in this presentation.

Student Demographics:Student Demographics:

Place of OriginPlace of Origin

169

119

3 2 1 9 2 5

020406080

100120140160180200

Saudi Arabia Oman,Yemen,Bahrain,

Qatar, UAE

Other M.E. Other

Male

Female

97%

88%

2% 1.5% 1% 7% 1.5% 4%

Student Demographics, cont.Student Demographics, cont.

Size of Town/City Size of Town/City MALESMALES Large: > 5000 Large: > 5000 Medium: 500-5000Medium: 500-5000 Small: 100-500Small: 100-500

8(4%)

19(10%)

157(85%)

Large

Medium

Small

8(4%)

19(10%)

157(85%)

Large

Medium

Small


Size of Town/City Size of Town/City FEMALESFEMALES Large: > 5000 Large: > 5000 Medium: 500-5000Medium: 500-5000 Small: 100-500Small: 100-500

2(2%)

19(15%)

104(83%)

Large

Medium

Small

2(2%)

19(15%)

104(83%)

Large

Medium

Small


Academic Level: Which are Academic Level: Which are predominatepredominate??

238

10046

26

7

38

61

0

20

40

60

80

100

120

140

160

180

200

Beginner Intermediate Advanced Core

Male (N=187)

Female (N=122, 4 missing)

63% 23%

Percent of Real

56%

22%

52% 14%

69% 100%

Student has 2Student has 2ndnd computer at home computer at home


YESYES 170/187170/187 119/124* 119/124* *Missing data*Missing data

(91%) (91%) (96%) (96%)

Level of Internet accessLevel of Internet access


NONENONE 8/185* 8/185* (4%)(4%) 0/123* 0/123* (0%)(0%) DIAL-UPDIAL-UP 79/185* 79/185* (43%)(43%) 42/123* 42/123* (34%)(34%)

DSL / DSL / 98/185* 98/185* (53%)(53%) 81/123* 81/123* (66%)(66%)High SpeedHigh Speed

Student likes the Smartboard Student likes the Smartboard to help learn Englishto help learn English

NoNo YesYes

MALESMALES 7%7% 93% 93%

FEMALESFEMALES 4%4% 96% 96%

Students like using laptop Students like using laptop to help learn Englishto help learn English

NoNo YesYes



Student would like to useStudent would like to useComputer Assisted Learning Computer Assisted Learning

(CAL)(CAL) LabsLabs

NoNo YesYes



Yes/No SummaryYes/No Summary

NoNo YesYes

MALESMALES 7%7% 93%93% Likes Likes SmartboardsSmartboards

29%29% 71%71% Likes LaptopsLikes Laptops 24%24% 76%76% Likes CAL labsLikes CAL labs

What does this tell us?

Yes/No SummaryYes/No Summary

NoNo YesYes

FEMALESFEMALES 3%3% 96%96% Likes SmartboardsLikes Smartboards 23%23% 77%77% Likes LaptopsLikes Laptops

27%27% 73%73% Likes CAL labsLikes CAL labs

What does this tell us?

Lecture-style teaching helps Lecture-style teaching helps in learning English as a 2in learning English as a 2ndnd language language

Agree or Strongly AgreeAgree or Strongly Agree

MALESMALES 90% 90%

FEMALESFEMALES 94% 94%

Average:

92%

Discussion-style teaching Discussion-style teaching helps in ESL learninghelps in ESL learning


MALESMALES 92% 92%


Average:

94%

The Smartboard helps in ESL learningThe Smartboard helps in ESL learning


MALESMALES 79% 79%


Other technology (radio, cd, Other technology (radio, cd, video, Powerpoint) helps in ESL learningvideo, Powerpoint) helps in ESL learning


MALESMALES 86% 86%


Average:

83%

Average:

91%

Chi-Square for Gender = .052 – nonsignificant

Chi-Square for Gender = .027 – Significant **

Special Chi Square analysis of Smartboard Special Chi Square analysis of Smartboard and other technology preferencesand other technology preferences

SmartboardSmartboard: : Agree + Strongly AgreeAgree + Strongly Agree

N=253N=253 25 25 (10%*)(10%*)

118 118 (47%*)(47%*) 21 21 (8%*)(8%*)

85 85 (34%*)(34%*)

LevelLevel BeginnerBeginner IntermediateIntermediate AdvancedAdvanced Core Curr.Core Curr.

% of pop.% of pop. 81%81% 82%82% 66%66% 87%87%

There is parity here…


SmartboardSmartboard: : Strongly Agree OnlyStrongly Agree Only

N=83 N=83 1414 4343 55 1919


% of pop.% of pop. 45%45% 30%30% 16%16% 19%19%

Beginners and Intermediates lead the pack…


Other TechnologyOther Technology: : Agree + Strongly AgreeAgree + Strongly Agree The chi square value (.695) was statistically The chi square value (.695) was statistically

non-significant.non-significant.

N=277N=277 2727 131131 2727 8888


% of pop.% of pop. 93%93% 90%90% 84%84% 99%99%

There is parity here…


Other TechnologyOther Technology: : Strongly Agree onlyStrongly Agree only

N= 121N= 121 55 5858 99 4646


% of pop.% of pop. 17%17% 40%40% 28%28% 46%46%

Who leads the pack???

What does it tell us? …

Special Chi Square summarySpecial Chi Square summary

This breakdown suggests that: This breakdown suggests that: BeginnersBeginners: not ready for new IT forms: not ready for new IT forms IntermediatesIntermediates: very interested in IT: very interested in IT AdvancedAdvanced students: not interested students: not interested Core studentsCore students: the most interested: the most interested

N= 121N= 121 55 5858 99 4646


% of pop.% of pop. 17%17% 40%40% 28%28% 46%46%

Revisiting the Revisiting the Research HypothesesResearch Hypotheses

Revisiting the Revisiting the Research HypothesesResearch Hypotheses

(1) Students of varying ethnicities and origins may (1) Students of varying ethnicities and origins may have differing perceptions IT. have differing perceptions IT. ((FALSEFALSE.).)

(2) Students of varying ESL levels may have (2) Students of varying ESL levels may have perceptions of IT that are common to their level.perceptions of IT that are common to their level. ((TRUETRUE.).)

(3) Teachers, once made aware of the patterns in (3) Teachers, once made aware of the patterns in student IT perceptions could either build on or being student IT perceptions could either build on or being more knowledgeable of student interest in IT in the more knowledgeable of student interest in IT in the classroom. classroom. ((TRUETRUE))

Salient Qualitative Comments Salient Qualitative Comments from Teachers…from Teachers…

WomenWomen::

““Smaller classes – no more than 15, but 12 Smaller classes – no more than 15, but 12 would be better.”would be better.”

““Interaction in teaching [and] learning. Interaction in teaching [and] learning. There are times when a teacher simply There are times when a teacher simply has to teach and there are times when has to teach and there are times when technology technology facilitatesfacilitates learning.” learning.”

…….

Salient Qualitative Comments Salient Qualitative Comments from Teachers…from Teachers…

MenMen::

“ “Teachers new to Saudi [Arabia] should find out as Teachers new to Saudi [Arabia] should find out as much as they can about students’ experience of learning much as they can about students’ experience of learning English through intermediate and high school. Knowledge English through intermediate and high school. Knowledge of the background would help to understand of the background would help to understand how readilyhow readily most school leavers can adapt to / benefit from technology most school leavers can adapt to / benefit from technology in the class.”in the class.”

““An environment where they have the ability to explore the An environment where they have the ability to explore the concepts an work some examples with guidance.”concepts an work some examples with guidance.”

…….

Conclusion…Conclusion…

Thank you very much.Thank you very much.

If you have any additional If you have any additional questions, please feel free to questions, please feel free to contact me.contact me.

========================= JONATHAN JACOB DOLL, M.ED. Prince Mohammad Bin Fahd University ESL/EFL InstructorP.O. Box 1664 Al-Khobar Saudi Arabia 31952

================== USA Phone (979)399-4870 KSA Mobile 0560037565

If I only had a camel…

[email protected]

Documents

Special Thanks go to: