Title: English Language Activities in Computer- Based Learning Environment: A Case Study in ESL Malaysian Classroom
By Nadzrah Abu Bakar (Universiti Kebangsaan
Summing up the article, the researcher conducted a three months case study on a group of Form 2 students in an English language class in one of the Malaysian secondary
For the purpose of data collection, the researcher based the research on the case study methodology by which the qualitative research design was utilized. The researcher collected the primary data for this study by doing series of classroom observations and interviews. Classroom observations were done both in the classroom and in the computer laboratory during computer-based and non-computer based activities in the English language lessons. During the observations, a few lessons were audio and video recorded with the teachers’ permission. When not recorded, the researcher jotted down the information from the observation in field notes. In reference to the types of interviews, the researcher used two types of interview; the formal-structured and semi-structured interview as well as an informal conversation-like interview. The researcher conducted the formal interview twice; one in the beginning of the study and the other in the end so as to clarify the vague meanings or phrases from the students’ first interview. Due to their unfamiliarity with the researcher, the students were not able to express themselves during the first interview, thus, that first interview had to be reiterated. To get immediate feedback from the students, the researcher conducted informal interviews regarding the activities done in the classroom were during or after the lesson. All of the interviews recorded were then transcribed word by word. In order to obtain more information, the study used written documents and students’ learning diary as secondary data to support the primary data.
The findings of the study revealed that the use of computers in school is highly dependent on the type of syllabus and objective of the curriculum. Hence, there was very limited use of computers as tutorial aids. The students only utilized the computer as a tutorial aid via the SSMS (Smart School Management System) program provided by the Ministry of Education. The software was based on the English syllabus which covers the variety of students’ language proficiency (i.e. advanced, intermediate and beginner). The researcher also found out that the computer was hardly used as means of communication. This is largely because of the teacher’s commitment to complete the syllabus within a certain period of time. Despite being a smart school which is well-equipped with a so-called grade A computer system, the school fails to use the computer-based learning environment to the fullest due to a few reasons such as students’ non-awareness of their personal email accounts provided by the school, not having an Internet connection at home and the server was always busy or down. The fact that the server was always busy and down hindered the teachers and students from exploiting the computer as an exploratory device to discover new information and knowledge related to their learning. However, the study identified that the computers were generally used as tools to accomplish writing activities such as word processing and PowerPoint presentation. The study also spelled out the teacher’s role in helping to construct language opportunities within a computer-based learning environment. Two of the most regular methods used by the teachers are through feedback and peer involvement. The teachers in this study regarded giving feedback as an interruption to the flow of the activity and a disturbance to the students’ learning. Hence, during the students’ presentations or group discussions, lack of feedback is given towards students’ grammar errors so as to encourage students to use the language freely. The study found out that being in a mixed ethnic class, Malay students had the tendency to not speak in English actively due to the fear of receiving negative remarks from their other friends of the same race. However, peer involvement within a mixed ethnicity encouraged the students to assist each other and motivate them to communicate in English. The study also discovered that students had the tendency to code-switch to their first language especially to share their knowledge on a particular subject matter that they knew but did not have enough lexis to express the idea.
The researcher recommended that students be given a more authentic computer based activity such as getting connected to other students around the world by being involved in collaborative learning online via chat room, e-mail or messenger boards in order to provide students with a wider opportunity to experience English language computer-based learning activities.
Personally, I find the study not very interesting and not in-depth for a three month case study. If I was interested to find out the types of computer-based English language activities that I could carry out in my own classroom, I would be very disappointed with the limited recommendations provided by the researcher. Perhaps, the researcher could come up with a few examples and elaborate more on how to increase the students’ learning within a computer-based environment which is largely dependent on the syllabus. As educators, we are required to adhere to the objectives and learning outcomes as stated in the curriculum specification, however, it would be very helpful if the researcher extended the interviews that she conducted by asking for the interviewees (i.e. teachers and students) opinion of how to successfully incorporate the use of computer in an English language classroom.
As for the implication of the study towards the teaching of English as a second language in the Malaysian context, this study serves as a blueprint that reminds educators of their role as the catalyst in promoting English language activities within a computer-based environment especially in smart schools. Despite being subject to adhere to the syllabus provided by the Ministry of Education, educators are encouraged to provide authentic computer-based learning materials so as to provide the students an opportunity to learn English in a computer-based environment. At the same time, this study is also an eye-opener for the persons-in-charge of the quality of the internet service in all schools especially in smart schools. These technicians should assure that the server’s condition is always tip-top so that students have no problem to perform online tasks.
No comments:
Post a Comment