You are on page 1of 41

1

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 TESL Faculty of Education Universiti Teknologi MARA Shah Alam 2012
1

2 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, vitality and empowerment. That is, the Internet can bring a reliable exchanges 2

3 information or ideas, reading and listening resource, interact people online and communicate using text, learning any places at any time, as well as a selflearning 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 dont 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 learning language, but this large number of websites has made it extremely

4 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 students 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.

5 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 teachers 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.

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 attributions, inspiration, dealing and interactions of the learners. Teachers also 6

7 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 welldesigned 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 Webbased, 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 websites? It is hoped that teachers and web designers have a set of criteria to 7

8 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. 2. To determine teachers preferred elements of language learning websites 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. 2. What are the teachers preferred elements of language learning websites? What are the reasons for ESL teachers assessing language learning websites?

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 9

10 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

10

11 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. 11

12

Web-based learning (WBL) had been introduced in the late 1990s 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.

12

13

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 13

14 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

14

15 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 15

16 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, webbased 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 WBE beneficial of WBE found, it is increasing in the market and demand.

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 16

17 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.

17

18 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.

18

19 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 and assortment of computer platform, internet connections, languages

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 19

20 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 Skinners 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

20

21 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. designing the interface. So Scneiderman and Plaisant (2005) had come upon a list of principles that can be used when 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. 21

22

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 webs 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.

22

23 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. time. As to that, interface design should be kept simple and consistent.

This

focuses on the individual ability to remember information in a short duration of

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, learners affective factors, learning material processing and cognitive effects.

2.4

Evaluation Criteria for Learning Websites 23

24 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. Webdesigners 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 24

25 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 25

26 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.

26

27

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.

27

28 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 websites. improving the 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 28

29 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. 2. 3. 4. Betterment and improve own language Explore and seek out for lesson plan Explore and search for classroom activities 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. item. The imperative and essential contents which language learning should have will be found from the results of the answer of this

29

30 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 Most No 1 Elements Types of Activity 2 Tutorial Problem-Solving Games Simulation Preferre d Less Preferre d Not Preferred

Exercises Features of Exercises (MCQ, matching, fill in the blank, etc) 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, Each

features of exercises and assessments are definite under user level, learning mode, language skills and components are categorized under activity. 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.

30

31 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.

31

32

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. observation will be used to design questionnaires. The results from this

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. get the findings and recommendations for this study. All of the information and feedback gather from the questionnaire will then be analyzed to

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.

32

33

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

33

34 websites, data were analyzed to find the average points of choices picked. This is to determine the overall score of each reason chosen.

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.

34

35

REFERENCES Bell, C. (1998). Everyones using the Web, so why arent we?: Wed design and the ESOL teachers. CAELL Journal, 8(4), 8-12 Computer-Assisted Instruction ((CAI). (2007). Encyclopaedia Britannica. Encyclopaedia Britannica 2007 Deluxe Edition. Chicago: Encyclopaedia Britannica. Cunningham, C.A. AND Billingsley, M. (2003). Curriculum Web: A Practical Guide To Weaving The Web Into Teaching And Learning. Boston: Allyn and Bacon. Forsyth, I. (1996). Teaching and Learning Materials and the Internet. London: Kogan Page Limited Harris, R. (1997). Evaluating Internet Research Sources. Media Awareness Network. Retrieved July 20,2006 from http://www.virtausalt.com/evalu8it.htm Huerta, E. et.al. (2003). A Comprehensive. Web-Based Learning Framework: Toward Theoretical Diversity. Web-Based Education: Learning From Experience. Hershey: Information Science Publishing. Kelly, K. (2000). Guidelines for Designing a Good Web Site for ESL Students. The Internet TESL Journal, 6(3). Retrieved June 24, 2003 from http://iteslj.org/Articles/Kelly-Guidelines.html Klassen, J. (2003). Preproduction Stages in Multimedia Development: Conceptualization and Scriptwriting. Web-Based Education: Learning From Experience. Hershey: Information Science Publishing. Kuo, C. et al. (2006). On the Application of ICT in Learning as a Second Language: IWiLL. WWW The Internet Society II: Advances in Education, Commerce & Governance. USA: WIT Press Lee, S.H., Choi, W. & Byun, H. (1996). Criteria for evaluating and selecting Multimedia Software for Instruction. In: Proceeding of Selected Research and Development for Education and Technology (pp. 413-422).

35

36 Liu, M., Moore, Z., Grahaam, L., & Lee, S. (2003). Journal of Research of Technology in Education, 34(3), 250-273. A review of the literature from 19902000 Lynch, M.M. (2002). The Online Educator: A Guide to Creating the Virtual Classroom. London: RoutledgeFalmer. McKimm, J. et al. (2003). ABC of Learning and Teaching: Web based Learning. Accessed on 3 April 2008 http://www.bmj/cgi/content/full/326/7394/870 Mohler, J.L. and Duff, J.M. (2000). Designing Interactive Websites. New York: Delmar/Thompson Learning Nielson, J. (2000). Designing Web Usability. USA: New Riders Publishing. Online Library: Xavier University Library http://www.xavier.edu/library/xtuto9r/evaluating/types_of_websites.cfm OomRoom (2004). oomRoom Website Evaluation Criteria ver 2. Doc. Ukraine Learning Network Publishing. Opp-Beckman, L. (1999). Classroom Practice: Authentic Audience on the Internet. In Egbert, J. & Hanson-Smith. E. (Eds.), CALL Environments: Research, practice and article issues (pp. 159-175). Alexanderia, VI: TESOL Richard, J.C., and Rodgers, T. (1986). Approaches and Methods in Language Teaching. London: Cambridge University Press. Shneiderman, B., and Plaisant, C. (2005). Designing the User Interface. New York: Pearson. Sonoma State University (2005). Evaluating Web Resources. Retrieved July 20, 2006 from http://library.sonoma.edu/research/subject /eval.html Teeler, D. And Gray, P. (2000). How to Use the Internet in ELT. Edinbrough: Pearson Education Limited. Valqui, K., and Freire, E.(2001). Web Design and Development. Massachusetts: Charles River Media. Warschaeur, M., Shetzer, H., & Meloni. C. (2000). Internet for English Teaching. Alexandria, VA: TESOL Publications Wikipedia: From EduTech Wiki http://edutechwiki.unige.ch/en/Website Wikinson, G.L., Bennett, L.T., & Oliver, K.M. (1997) Evaluation Criteria and Indicators of Quality for Internet Resources. Education Technology, 37(3), 52-59 36

37 Wood, R. (2006). Mobile Learning and Initial Teacher Education. WWW The Internet Society II: Advances in Education, Commerce & Governance. USA: WIT Press YC Chia (2006). Development of Evaluation Criteria for Learning Websites. Tokyo: Institute of Education Section A: Respondents 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 Useful Satisfactory Not so useful Not useful at all

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 37

38 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): ____________________________

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)

Content No 1 2 3 4 5

Element

Most Preferre d

Less Preferre d

Not Preferred

User Level (beginner, easy, level 1, etc) Learning Mode (students centered, teacher centered) Language Skills (reading, writing, listening, pronunciation, etc) Language Component (grammar, vocabulary, spelling, etc) Language Approach 38

39 (drilling, communicative, direct translation, etc) Content Organization (consistency, inductive, cyclical, etc) Comprehensive (wide-ranging, complete, inclusive, etc) Element Most Preferre d Less Preferre d Not Preferred

6 7

Activity No 8

9 10

Activity types Tutorial Problem-solving Games Simulation Exercises Exercise features (MCQ, gap-filling, matching, etc) Assessment (score, marks, answer key, etc) Most Preferre d Less Preferre d Not Preferred

Language and Texts No Element 11 12 Clarity (clear, simple, not ambiguous, etc) Accuracy (language, spelling, grammar, etc) Element

Multimedia No 13

Most Preferre d

Less Preferre d

Not Preferred

14 15

Use of multimedia elements Graphic Animation Video Audio Hypertext Feedback type (song, clap, picture, animation, etc) Feedback tone (motivational, loud, etc) 39

40 16 Menu Home Forum Glossary Search engine Interaction (two-way, one-way, etc) Most Preferre d Less Preferre d Not Preferred

17

Layout and Navigation No Element 18 19 20 21 22 Attractiveness (graphic, color, text, layout) Layout (consistency, color, scrolling, panel, etc) Ease of use (user-friendly, ease of understanding, etc) Accessibility (printable, downloadable, etc) Technical consideration (technical support, links to software downloads) Element

Users Control No 23 24

Most Preferre d

Less Preferre d

Not Preferred

Self exploratory (help, tutorial, ease of use, etc) Learners 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? 40

41 ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ________________________ 2. Give comments on how language learning websites could be improved to fit your needs. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ _________________________ THANK YOU

41

You might also like