A Requirement in Advanced Research Methodology Class

Research Dissertation Summary

A requirement in Advanced Research Methodology Class

 

Finding a good dissertation to read is a bit difficult. It was fortunate that a site offers free access and readings on dissertations. This is what I got.

 

The dissertation’s title is “The impact of the internet on English Language Teaching: A case Study at Rajabhat University.” It’s a research carried out by Dr. Usa Noytim as her requirement at  the Faculty of Education, University of Technology in Sydney Australia.

 

Before looking into the book and its content…  this is how Usa came to pursue this study.

 

Situation

 

In 2005, Usa was to start making her dissertation topic. During that time, The Thai government recently made plans on educational reforms (1996-2007). One of which was the highlighted importance of teaching English. This reform aimed to shift from traditional teacher-centered to learner-centered classrooms.

 

From that situation, Usa observed a recurring phenomenon. There was an existing tension between the need for Thailand to be able to communicate with neighbors through English and the relatively poor outcomes achieved in the teaching of English to date.

 

Having been aware of this, Usa zeroed it’s focus on a particular subject from this broad phenomena, cutting it down to the investigation of current English language teaching in Thailand. From the broad problem, Usa deducted a particular aspect where with Usa shall start formulating her hypothesis. She finally decided to take the chance to study the impact of internet on English Language Teaching. Following this, She narrowed down the area of her investigation to Nakhon Pathom Rajabhat University.

 

The problem targeted

 

  1. The imbalance between teacher and students’ roles in the classroom.
  2. The lack of chance to use English for real communication, having no real reason for reading.

 

Hypotheses

  1. The students’ active roles could be developed through developing an internet integrated English language teaching.
  2. The internet could enhance  students English abilities and enable them to develop more positive attitudes toward learning English.

 

The Book in the making

 

Usa, believing there is an impact of internet on English Language Teaching in Thailand, started to route her studies into the eventual development of an internet influenced and guided English Language Teaching that can contribute to the solution of that BIG phenomenon “ tension between the need to be able to communicate with neighboring countries through English and the poor outcomes in teaching English…” and the solution to the existence of that phenomenon in Nakohn Pathom Rajabhat University.

 

The pupose

 

Broad – To investigate the extent to which the internet can contribute to students’ English Language development.

 

Particular – To explore the internet use in a teacher-guided EFL program at a Thai University.

Specific purposes

  1. To investigate how Thai students’ current English literacy practices can be enhanced by using the internet and how the internet may further assist students’ English literacy development.
  2. To explore the potential of the Internet in the pedagogy and the implications of incorporating it into program design and teaching.

 

To attain this purpose, Usa asked these questions to guide her in obtaining vital information to the achievement of her above stated purposes of her study.

 

Research Questions

  1. What is the potential of the Internet supporting EFL development?
  2. What are the pedagogical implications of the use of the Internet in EFL?

 

Question number one sought to answer the students’ current Internet practices, the students’ perceptions and attitudes towards the use of the Internet; Whereas, question 2 sought to answer what principles are needed to inform EFL programs which incorporate extensive use of the Internet, the benefits that can flow from such program, and the implications for EFL pedagogies that may arise from such program.

 

Research Approach Design

 

Usa created two stages of her study.

 

The first stage was to investigate students’ Internet practices – language used, activities, location, and frequency of use. It also investigates students’ view on the value of internet in general.

 

(Usa used inductive was of finding truth by collecting the data from all of the selected students…)

 

The second stage was to examine the potential of the Internet in enhancing EFL students’ English Literacy and their overall English Language development by means of a newly created program which required the use of Internet. It also sought to consider the broad potential of the internet for EFL teaching.

 

(Usa used deductive way of finding the truth of Internet’s potential in enhancing EFL Student’s English Literacy through a program he developed from stage one’s discovery.)

 

Methodology

 

Stage one is in accordance to the Basic Principle of Ethnography (the scientific description of different races and cultures.) – emic and holistic principle. Emic refers to an insider perspective seeking to understand rules, beliefs, and meaning of participants and events with in a context. Holistic refers to the need to study an event in relation to its full context in order to grasp its significance.

 

This methodology used by the researcher indicated that she didn’t control; the surroundings but rather participated in such surroundings in order to record events and interpret their meanings.

 

In stage one, Usa gathered data to describe, analyse, and interpret students’ behavior, perceptions and attitudes from her own perspectives, and with in a shared social context.

 

Stage 2 is the major part of the project. But, the research approach was narrowed to that of a case study. The value of case study lies in its analysis of certain phenomena in order to discover insights which may be applied to a wider population to which a single unit belongs.

 

Stage 2 study focused on a single classroom which was intensively analyzed in order to gain understanding which were transferred to other EFL teaching programs which incorporate the use of the Internet.

 

Data Collection

 

 Stage one – data were collected through the researchers own observation of students. These were supported by field notes, photographs and video recordings.), student questionnaires, student diaries, and interviews with both individuals and groups of students.

 

Stage 2-  experimentation (12x100 minute lessons taught by the researcher using the internet guided program in teaching the English language…) data were collected through reflections upon lessons, students’ diaries, and interviews with groups of students both at that time and one year later.

 

 Stages of Data gathering

 

(Usa Noytim played a dual role as the researcher and the teacher.) this duality is beneficial in terms of enabling an emic (insider) perspective; on the other hand, it is difficult to hold simultaneously both emic and etic – both insider and outsider – perspectives. To answer the challenge, She used triangulation – meaning, data were collected in a variety of means. Thus producing a thick description and interpretation of the research data gathering.

 

Recruitment of Research Participants

 

Stage one – Usa Noytim selected the third year education students of Nakhon Pathom Rjabhat University as research participants. All of the 35 volunteered to participate the stage one process. Usa gathered the data she needed for 6 weeks. She picked up 35 students for the questionnaire and interview; Field notes and focus observation, she selected four from the 35. Duration of the process, 2 months.

 

After stage one, Usa went back to Australia to undertake analysis of data gathered. From  the findings, she planned her stage two. This includes the development of the teaching program which uses the internet.

 

Recruitment of research participants

 

Usa Noytim arranged to meet 34 first year English Education Major students; 28 students attended. Out of the 28, 15 volunteered to join the research.  In the middle of the program; 10 remained. Duration of the process 4 months.

 

Stage 2 includes the evaluation of the over-all effectiveness of a teaching program (developed by Usa) which also includes the students’ own evaluation of the said program.

 

Analysis of data gathered

The process of data analysis in both stages of the research was primarily ‘content analysis’. All data were read several times to find recurring themes. These were interpreted and categorized – in descriptive, interpretative and analytical ways.

 

Findings

Stage one – Prior to the data collection, majority of the students made very little use of the internet. 27 out of 35 mentioned they didn’t start using the internet until they went to university.  Most students used thai language when communicating in social groups, but English when searching for information. 32 of 35 students believed the internet provides global information, fast and convenient. Four heavy internet users showed sign of breadth and depth of literacy more than the light users. The findings confirm the willingness of the students to embrace the internet and show how the internet can provide access to a rich source of English Language resources.

The data also indicated serious weakness of the current use of the internet in university context.

Stage one of the research revealed that students’ levels of computer skills wre generally low. Students who participated in stage two similarly had limited computer skills and limited experience with the usage of internet.

 

Implications.

There are many implications but Usa focused on the more specific implication which is the need to develop a teaching program which includes the use of internet in regular subject programs.

Development, implementation and evaluation of the internet-english program

 

Development

Usa drew elements from pedagogical approaches – communicative approaches, Content based Instruction, and neo-Vygotsikian Sociocultural Approaches. With these, she reconceptualized her own teaching philosophy as an interactive approach. This served to narrow the gap between the traditional teaching practices and the elarner centered approach.

 

Theoretical framework

 

From stage one findings, Usa drew upon guidelines for program planning provided in the National Curriculum Project Framework , Begin reading and writing. The program also made use of Lo Bianco and Freebody’s notion of a strong pedagogical framework.

 

Brief overview of the Internet based program.

 

Amis: enable students to develop their English literacy skills particularly reading, and also overall skills in genuine communication in English

Topic/ Learning situation: Two weeks in Australia: developing a holiday plan to Australia.

Goals: To enable students to develop skills in reading texts on the internet in relation to the topics given to them.

 

Steps in Teaching/Learning

 

Cognitive activities

Meta-linguistic awareness

Meta cognitive activity

 

Text and Learning Materials

Guidelines for reading, speaking, writing, and listening activities

 

Assessment

Students completed tasks and performances in relation to achieved aims and goals fo the program.

 

EVALUATION OF THE PROGRAM

 

Analysis of students’ responses during lessons, their participation in teaching/learning tasks during the program indicated that by the end of the program all the students improved their skills in using the internet.  After spending over 5 weeks, the students improved their skills in locating information, reading web pages, and evaluating and selecting relevant information.

 

The evidence can be seen in the students’ final holiday plans for Australia. The fact that the students found information independently, created their own holiday plans, indicated that their abilities to locate and use relevant information had increased. It also indicated that they had significantly extended their abilities to read in and understand in English. Based from the notes, video recordings, interviews and other evaluation instruments used, the students improved their English skills by using the internet integrated program.

 

The impact on technological skills

All students reported satisfaction with technological skills in searching information using the net. In other words, they developed their digital literacy (internet) and used it as a tool to interact with computers and the internet to develop their English literacy. (they also developed their typing skills and spelling.

 

Transfer of knowledge and skills to other contexts

All students claimed that the program of Usa Noytim helped them in their other subjects, specifically in the Paragraph reading strategies subject. The students who participated in the program also got higher scores in their final examination in the said English subject.

 

The significance of the research

This research provided a model to improve teaching English language learning to those teaching paragraph reading strategies. It also contributed to the implication for pedagogy if this model is adopted and the implications for other teachers and students in other contexts; and the appropriateness of communicative language teaching in contexts where English is taught as a foreign language.