Investigating English Literacy PracticesIn
Residential Colleges
Assoc.Prof Dr.Hazita Azman
UKM-GUP-KRIB-6/2008Research Workshop
ESZ Objectives
• To expose students of the significance of English language in their
daily life in campus.
• To boost the confidence level amongst students to converse in
English
in all their activities at the residential colleges.
Source:
* Kolej Dato’ Onn
Research Objectives
To investigate the types of English literacy practices individuals engage in, their purposes and meaning in relation to the development of English language proficiency
To identify the types of literacy texts (genres) that are mostly used for these events and to determine their value in relation to the development of English language proficiency
To study the types and range of valuing placed on different types of literacy events/practices and purposes in the ESZ events in view of English language enhancement.
To find out the students’ view of the extent to which the ESZ project has impacted on their English literacy development and practices.
Research design
Research Milestone
• Discussion in Langkawi• Determining parameters• Research design: NOT ACTION RESEARCH• Pilot questionnaire
Phase 1Oct-Dec 08
Research methods: Data collection
Semi structured focus group interviewsParticipant observationArtifact collection (literacy environment)Student Profile (personal/family/education (literacy) background, self-assessment of English literacy, literacy events/practices and literacy environment at home/college/faculty/around campus/others, etc.)
Recorded Literacy events analysis (video/photos and oral/written accounts)
Assessment of English language and literacy competency
Research Site
Three colleges were chosen for this study:
1)Kolej Burhanuddin Helmi*
2)Kolej Dato’ Onn
3)Kolej Hussein Onn
*30 respondents from Kolej Burhanuddin Helmi were used for piloting
of the questionnaire.
100 respondents from each colleges (2) and (3) for the actual study.
The questionnaire designed has six sections:
Section A-Personal Background
Section B- Language Repertoire
Section C- Literacy Practices
Section D- English Speaking Zone (ESZ)
Section E- English Speaking Zone and Literacy Practices
Section F- Student’s views of ESZ
Pilot study: Reliability and Validity of the questionnaire
Reliability Statistics
.674 15
Cronbach'sAlpha N of Items
Section B
Reliability Statistics
.885 24
Cronbach'sAlpha N of Items
Section C
Reliability Statistics
.774 11
Cronbach'sAlpha N of Items
Section D
Reliability Statistics
.948 21
Cronbach'sAlpha N of Items
Section E
Section F
Reliability Statistics
.843 18
Cronbach'sAlpha N of Items
Actual study: Number and gender of Respondents
Male48%
Femal
e52%
Kolej Tun Hussein Onn
Male34%
Female66%
Kolej Dato' Onn
Total of the Respondents= 200 respondents
Sec A
Self perception: Students’ Language Repertoire
1. I can speak in English
Sec B
I can speak in English0
20
40
60
80
100
120
140
160
20
142
20
Not Proficient
Moderately Proficient
Adequately Proficient
Malaysia University English Test (MUET)0
10
20
30
40
50
60
70
80
90
13
58
89
34
6
Band 1
Band 2
Band 3
Band 4
Band 5
Malaysian University English Test (MUET)
2. I can read in English
Sec B
I can read in English0
20
40
60
80
100
120
7
104
59 Not Proficient
Moderately Proficient
Adequately Proficient
3. I can write in English
Sec B
I can write in English0
20
40
60
80
100
120
140
9
130
37
Not Proficient
Moderately Proficient
Adequately Proficient
Literacy Practices
Types of English Language Practices that students most often engage in
0
20
40
60
80
100
120
140
115105
76 72
2736 30
52
Often
All the time
* The most significant practices that the students have (Pre-ESZ) Sec C
1)
0
20
40
60
80
100
120
69
96
64
8577
3647 50
30
49
Sometimes
Rarely
Sec C
2) Types of English Language Practices that students sometimes engage in
English Language practices:Most English language practices in real
world are media-use related: e.g television, internet, games.
Reading is mainly for academic purposes.Low frequency use of English for
assignments.Low frequency use of English for non-
academic reading and writing events.
About ESZAttitudes and Awareness about English Speaking Zone
Do yo
u kn
ow o
f the
‘Eng
lish
Spea
king
Zon
e’ (E
SZ) p
roje
ct
Do yo
u kn
ow w
hen
it was
laun
ched
Do yo
u kn
ow w
hat t
he o
bjec
tives
of E
SZ a
re
Are th
e ES
Z act
iviti
es ca
rried
out
in y
our c
olle
ge
Have
you
parti
cipat
ed in
the
ESZ a
ctiv
ities
0
20
40
60
80
100
120
140 129
9791
126119
53
30 3144 39
Yes, I know and participate
I know but don’t participate
Sec D
1)
ESZ and English Literacy Practices
1) Reading
Sec E
The ESZ activities require me to read more in
English
The ESZ activities help me improve my reading
skills
The ESZ activities require me to read different types
of texts in English
0
10
20
30
40
50
60
70
80
90
2924 22
6056
65
8185 85
Disagree
Not Sure
Agree
After ESZ, I am now more proficient reader in English:
Technical reports
Manuals General knowledge
Novels / magazines
Reviews0
10
20
30
40
50
60
70
80
90
100
34
28
2226 25
89
76
6367
89
62
80
95
86
69
Disagree
Not sure
Agree
Sec E
ESZ and English Literacy Practices
2) Writing
Sec E
The ESZ activities require me to write
more in English
The ESZ activities help me improve my writing
skills
The ESZ activities require me to write for
different purposes
0
10
20
30
40
50
60
70
80
90
31
23
33
6964 66
74
86
77
Disagree
Not Sure
Agree
After ESZ, I am now a more proficient writer in English:
Invi
tatio
ns
Reque
sts
Annou
ncem
ents
Enqu
iries
Repor
ts
Sum
mar
ies a
nd R
evie
ws
0
20
40
60
80
100
120
37 37
2934 33
29
100
8589
107
8792
49
6469
46
62 63
Disagree
Not sure
Agree
Sec E
ESZ and English Literacy Practices:Generally students find that they engage
in more variety of texts (reading) for specific purposes.
Generally students are required to write for different types of purposes.
While many are sure that they have improved in terms of frequency in use of English, many are still not sure if they have improved in terms of literacy proficiency.
Students’ View of the English Speaking Zone
1)Language Skills that have improved due to ESZ in using English
Sec F
Self confidence
Grammar Vocabulary Reading Speaking Writing0
20
40
60
80
100
120
9 11 11 11 10 11
30
4845
41
33
53
28
11
20
3134
12
111106 106
98
113
100
Not Improved
Same
Not Sure
Improved
Significantly Improved
2) For which purposes for using English do you think you have significantly improved in due to ESZ
Sec F
Academic purpose Work purpose Social purpose Overall general purpose
0
20
40
60
80
100
120
8 7 7 5
1310 8
12
34
40
30
4045
59
5247
97
84
103
96
Not ImprovedSameNot sureImprovedSignificantly Improved
3 )
Sec F
Have you noticed any significant differences in the English language proficiency of your fellow college residents including (staff and principal)
as a result of ESZ?
94
95
96
97
98
99
100
101
102
103
103
97
Yes
No
Students’ View of ESZ in relation to English Language development:
Majority feel that ESZ have helped them feel comfortable in using English
Majority feel that most improved skill is speaking and the ESZ events have mainly built their confidence for social purposes.
However majority still need further boost of confidence and hope to be more proficient speakers who are fluent and more accurate (see next table)
Aspects that the students feel they need further help in relation to English proficiency
Self confidence Grammar
VocabularyReading
Speaking Writing
0
20
40
60
80
100
120
140
160
180
Yes
No
152 156
142
105
169
136
4844
58
95
31
64
Yes
No
Sec F
Feedback To Colleges:Analysis of ESZ activities carried out at residential colleges(Kolej Tun Hussein Onn)
No Types of activities RelatedEnglish language practices
1 Public Speaking“Money is dirtier than sex”
• Based on their general knowledge; the students are required to give their opinions, views
2 Movie Marathon“Remember the Titans”
• View and review
3 Table Games (Scrabble, monopoly, Boggle, Vocable)
• Using dictionary
4 English classes • group work•Formal learning
1 Scrabble • using dictionary• group work
2 Name Hunt • General knowledge (about KDO)• Vocabulary
3 Group Discussion • General knowledge(Malaysian issues today)
4 Charades(GUESSS? Proverb)
• Speaking • group work
Kolej Dato’ Onn
5 Dream College • Group work• Speaking skills
6 Group Sketch • Speaking skills
Guideline for ESZ activity design
Identify Project objective and performance outcome:What Language behaviours to be demonstrated?
What knowledge to be evident?What level of achievement to be targeted?
Identify related Language and
Knowledge input:What type of source?
How many?How much?What level?
Identify related Language skills needed to support
performance:Linguistic competency for
accuracyLanguage learning strategies
for information processingLanguage communication skills
for fluency and appropriacyCritical reading and writing
skillsGenre-based literacy skills
Conversational skillsLanguage of critique
Language of persuasionMetaphorical language
Identify related non-language skills
needed to achieve output:
Critical thinkingCreative thinking
Persuasive languageInterviewing skillsTeam work skills
Project management skills
Telephone skillsCritiquing skills
Yes91%
No10%
In your opinion, do you think the ‘ESZ’ should be continued?
Sec F
Challenges in carrying out study:
From JAKSA and College Staff:
• Guarded Co-operation
• Lack of value given to research effort
• Nearly no participation from beyond the three colleges we approached.
• Could the unanimous YES to ESZ be true to certain zones only???
That’s all folks!
Thank you for your kind attention