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ESL learners’ preferences of computers over printed texts : an examination of self-reported advantages and effects
Author
Kappen, Boby Sebastian
Supervisor
Curdt-Christiansen, Xiao Lan
Abstract
ICT has become an important tool of delivering knowledge more effectively in English Language classrooms. There has been a clearly observed and recorded trend among language educators and learners preferring computer and related technology to printed text in their learning. This research looks at the reasons and motivational factors that make 16-24 year old ESL learners prefer computer to printed text for learning English Language at college level in Singapore. The study examines why ESL learners in a popular local business school in Singapore attach a significantly high level of importance to ICT-enhanced learning of the language.
The participants in this research are learners of English Language at a popular local business school in Singapore who are mostly between 18 to 24 years old. They come from various countries, cultures and educational backgrounds of South and Southeast Asia and form a mixed ability group.
The data sources include survey and interview. The participants’ data provided information on their level of interest and reasons for using ICT in learning the target language. Interview data is a further in-depth investigation after survey. The survey was followed by interviews of selected participants which were conducted to clarify any possible contradictory views provided in the survey. The data was analyzed on a five-grade Likert-scale and the percentage for each survey question was analyzed. The individual interviews supported the data collected through the survey.
The results of the survey show a vast majority of the participants agree on the usefulness of the computer in language learning. Among them, 70% agreed that they also prefer to use ICT to printed text and they enjoy exploring the positive qualities of ICT that benefits them which the printed text fails to do. In addition to that, 60% or more of the participants felt that they benefit more while using computer for language learning compared to traditional ways of learning.
The research points at the possible developments that could be made in ICT-enhanced language teaching and learning that would make teaching and learning more engaging, encouraging and fulfilling. The feedback of the learners about using ICT in language learning would also help educators improve their educational strategies in ICT-enhanced teaching at tertiary level. This understanding would enable the authorities to cater the learning programs according to the needs of the learners. However, the ‘apparent drawback’ of ICT is that it takes time to bring out the results as the progress of learners and teachers in developing their skills in learning and teaching effectively is a gradual process.
The participants in this research are learners of English Language at a popular local business school in Singapore who are mostly between 18 to 24 years old. They come from various countries, cultures and educational backgrounds of South and Southeast Asia and form a mixed ability group.
The data sources include survey and interview. The participants’ data provided information on their level of interest and reasons for using ICT in learning the target language. Interview data is a further in-depth investigation after survey. The survey was followed by interviews of selected participants which were conducted to clarify any possible contradictory views provided in the survey. The data was analyzed on a five-grade Likert-scale and the percentage for each survey question was analyzed. The individual interviews supported the data collected through the survey.
The results of the survey show a vast majority of the participants agree on the usefulness of the computer in language learning. Among them, 70% agreed that they also prefer to use ICT to printed text and they enjoy exploring the positive qualities of ICT that benefits them which the printed text fails to do. In addition to that, 60% or more of the participants felt that they benefit more while using computer for language learning compared to traditional ways of learning.
The research points at the possible developments that could be made in ICT-enhanced language teaching and learning that would make teaching and learning more engaging, encouraging and fulfilling. The feedback of the learners about using ICT in language learning would also help educators improve their educational strategies in ICT-enhanced teaching at tertiary level. This understanding would enable the authorities to cater the learning programs according to the needs of the learners. However, the ‘apparent drawback’ of ICT is that it takes time to bring out the results as the progress of learners and teachers in developing their skills in learning and teaching effectively is a gradual process.
Date Issued
2010
Call Number
PE1128 Kap
Date Submitted
2010