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Technology-Enhanced Learning: Iranian Students' Attitudes towards Using ESP Web Sites. Roghayeh Sajedi Semnan University of Medical Sciences, Islamic Republic of IRAN [email protected]. - PowerPoint PPT Presentation
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Technology-Enhanced Learning: Iranian Students'
Attitudes towards Using ESP Web Sites
Roghayeh Sajedi
Semnan University of Medical Sciences, Islamic Republic of IRAN
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 11
Modern technologies not only dramatically changed global
communication but also had a profound effect on all aspects
of language use.
Therefore; the use of technologies in English language
classroom is increasingly developing, such as the World
Wide Web, to facilitate the process of teaching & learning.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 22
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 33
New technologies should be assimilated into the
curriculum and into teaching methods .Thus universities
will have to prepare their students for the information
world and make effective use of ICT to provide better
education [1].
There are many theories and studies describing the
profound implication of ICT for education: education can be
transformed using ICT which brings new capabilities and
capacities to learning [8]. Information and Communication
Technology facilitates teaching learning process.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 44
According to Leloup and Ponterio [11], there are a
number of aspects that are inherent to the ICT which make
it particularly suitable for teaching languages, especially
ESP. First of all, the Web is a veritable treasure trove of
authentic materials for the ESP teacher .
Second, this information on the Internet will be up–to-
date, so the teacher is no longer forced to use old-
fashioned and outdated materials [19].
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 55
There are different ESP Web sites for language teachers
[10].Authentic language, increased motivation , interaction,
creativity , student –centeredness ,discovery method of
learning, and working independently can be the reasons for
using Web sites in ESP learning. However, we should be
aware of certain problems such as accuracy,
appropriateness, and appeal (easy to use, interesting to
read) and reliability of the information on the Web when
applying Web sites in the classroom [13].
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 66
According to Dudley –Evans & St .John [4], ESP is
centered on the language appropriate to activities of the
discipline it serves in terms of grammar, lexis register,
study skills, discourse, and genre.
Another definition is offered by Komarova and Lipgart
(1994), cited in Viel[16] who say, "by ESP we understood a
variety of English characterized by two most important
features: 1) definite conceptual orientation, 2) a set of
linguistic restrictions imposed upon the contextual
functioning of words."
What Is ESP?
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 77
Assche [1] points out several benefits of the Web:
Universities will be able to cope better with the challenges of preparing
the students for the information society;
Education will change from "being told" to exploration "with a much
deeper understanding;
Tolerance and respect for other cultures will be practiced in universities;
and
Abstract teaching materials will become relevant to the real life.
When examining the goals of ESP teaching, one discovers that the use
of the Web can be effective in attaining these objectives.
Using the Web in the ESP Classroom
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 88
Purpose of the Study
There are a lot of authentic materials for ESP teachers on the Web, but their
effectiveness for language teaching depends on how well the collected materials fit the
learners' future needs and their background knowledge. Despite the availability of such
resources, they may not be useful unless the learners know how to use them to
facilitate language learning. In this regard, the writer of this paper had a group of
students use selected ESP Web sites in their language learning. Therefore, the main
purpose of this study is to evaluate these questions:
Do teacher-introduced Web sites increase learner autonomy in ESP?
Are teacher-used guidelines considered to be useful in enhancing ESP learning
through Web sites?
What problems and difficulties do students have in using selected Web sites?
Are students willing to use ESP Web sites in other classes during their four-year
education?
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 99
Methods and Procedures
Participants
A total of 60 collage students majoring in nursing and
midwifery at Islamic Azad University, Tehran Branch were
selected. They were freshmen and female students, while
their ages ranged from 20 to 24.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1010
The students took part in two 90-minute instructed session in one
week and one 90-minute session the other week. This was
repeated through the term, which lasted for almost fourteen weeks.
During the teaching sessions each computer was shared by two
students. At first the students were given all the necessary
information about the computer networks and equipment. Then a
questionnaire was administered to them to be filled out concerning
where they access the Web and how much usage they have, how
frequently they get online, and how familiar they are with ESP Web
sites. Then they were introduced to some ESP Web sites to practice
ESP inside and outside class.
Procedures
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1111
After the training session, the students used the selected Web sites to
complete a set of assigned exercises, which included reading
comprehension and guessing the meaning of new words in context, or
checking the meanings of the words by mouse-clicking on the hypertexts
linked to the correct definitions, etc.
At the end of the fourteen-week instruction, an attitude questionnaire was
administered to be filled out by the students concerning their use of the
recommended Web sites. In this questionnaire the test takers were allowed
to express their ideas on a 5-point Likert scale:
1) Strongly agreed, 2) agreed, 3) disagreed, 4) strongly disagreed,
Procedures
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1212
Computer Ownership and Location for Using the Web
18% of the students stated having home computers. 80% of the
students reported using university facilities. 15% indicated using
Net Cafes. Only 10% reported getting on line at home, and 5%
indicated using library facilities. It can be seen from the data
that the same students use different modes of access to the Web
which explains why the total percentage exceeds 100%.
Time Spent Online per Week
38% reported getting online everyday; 30% got online four times
a week, 40% three times a week, and 25% twice a week.
Results
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1313
Web Experience in ESP
70% of the subjects indicated not having used ESP Web
sites before. Regardless of their online experience, most
of the students were unfamiliar with the Web sites, and
those familiar did not know how to use them.
Result
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1414
Students' Overall Attitudes towards Using Web Sites to learn ESP
0%
20%
40%
60%
80%
100%
120%
1 2 3 4 5 6 7 8
Questionnaire
Nu
mb
er
of
Stu
den
ts (
per
cen
t)
Figure1. The students' attitudes towards using Web sites to learn ESP
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1515
1. More opportunities should be provided to learn ESP using the Web.
2. Online learning should be included in all classes.
3. ESP can be more effective and interesting using the Web.
4. The Web helps to improve ESP ability and skills.
5. It is not difficult to learn to use the Web for ESP.
6. Materials become more comprehensive by using the Web.
7. The Web creates active learning and effective contact between the
students and teacher.
8. The Web helps to learn the subject on a deeper level, creates fun,
encourages monitoring, makes one think creatively and critically, and
helps practice independent thinking.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1616
Students' Attitudes towards Creating Autonomous Learning through Web Sites
0%
20%
40%
60%
80%
100%
1 2 3 4 5 6 7 8
Questionnaire items
Nu
mb
er o
f S
tud
ents
(p
er c
ent)
Figure2. The students' attitudes towards creating autonomous learning through Web sites
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1717
Students' Attitudes towards Creating Autonomous Learning through Web Sites
1. We felt more empowered to take responsibility for ESP learning
using the Web.
2. We felt more comfortable using the Web in ESP classes.
3. The web empowered us to be creative and work independently.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1818
Students' Attitudes towards Guidelines
74% of the students felt that the instructions were necessary online
navigation. 90% considered the recommendation of useful sites to be
necessary, and 92% needed an introduction to the contents of the
chosen sites. The results showed that the students lacked experience
using ESP resources on the Web. In addition, most of them found the
Web to be effective in doing homework (71%)
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 1919
The Probability of Using the Web for Other Classes
93% of the students indicated that they will use the ESP
Web sites during their four years of education.90% stated
will even look for more ESP Web sites for self-learning.
These findings suggested that the students' attitude
towards future use of the Web was very positive. They
found this supplementary mode of learning interesting, and
86% wanted more sites to be recommended.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 2020
Much remains to be done in further research on the effectiveness of the Internet in education, especially language learning. The analysis of the results revealed that there was a positive attitude towards the chosen ESP Web sites. Therefore, it can be argued that Internet-based teaching of ESP can be an extremely powerful educational tool. The analysis of the results also confirmed the usefulness of ICT in the ESP classroom and development of learner autonomy. Finally, since target language communication and cultures are well within reach these new technologies, this will make a tremendous impact on the ability of students to communicate directly with native speakers [11]. Lastly, the students of this age are becoming more visually oriented and those who navigate the Web are actually reading [12].
Conclusion
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 2121
The research leads to the following suggestions:
•More access to ICT: Computers should be available more too
individual students to be an integral part of ESP learning.
•Updated systems: To optimize the effectiveness of ICT,
communication and electrical systems need to be updated.
•Learning atmosphere: To foster ESP learning, the computers
should be viewed as an essential medium for ESP learning and
instruction.
•Professional development: To solve the technical problems
and make effective use of ICT, teachers should receive the
necessary instruction to incorporate ICT into the curriculum and
become familiar with both hardware and software.
R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 2222
Thank You a Universe