The impact of instructional technology on autonomous learning

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES THE IMPACT OF INSTRUCTIONAL TECHNOLOGY ON AUTONOMOUS LEARNING A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by LÊ THỊ THIÊN PHƯỚC Supervisor DENNIS F BERG, Ph.D Ho Chi Minh City, February 2007 STATEMENT OF AUTHORSHIP I certify that the thesis entitled "The Impact of Instructional Technology on Autonomous Learning" is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, February 4, 2007 Lê Thị Thiên Phước ACKNOWLEDGEMENTS I would like to begin by gratefully acknowledge the invaluable guidance given to me by my thesis supervisor, Dr Dennis F Berg, over the lengthy period of carrying out this research paper I could not have finished my thesis without his great patience and dedication Though his schedule was always full, he was always there to read my drafts, correct mistakes and give me constant assistance and encouragement I am grateful for his devotion I am greatly indebted to all my teachers for their helpful instruction during the course I also would like to express my deep gratitude to Dr Vu Thi Phuong Anh for her guidance of how to carry out a research paper My special thanks go to those who helped me greatly in this study, in particular, Ms Phan Thi Bich Ngoc, Mr Huynh Thanh Nhut, and Ms Nguyen Thi Thuy Loan for their help with the data collection for the study; all the teachers and students participating in the study for their cooperation; and all my colleagues and friends for their support, friendship and encouragement Last, I would like to give special thanks to my husband, who always listens to me and gives me good advice Thanks for his immense support, constant encouragement, and understanding ABSTRACT This research paper is carried out to examine how technology supports students in their autonomous learning While much of the literature review mentions the impact of Instructional Technology on learner autonomy, none that were found provide any discussion of the possibility of using Instructional Technology as an aid to help Vietnamese learners improve their autonomous learning Taking 130 first year full time students and 56 teachers teaching in different campuses as the participants of the study, the research is carried out to (1) gain a better understanding of the Vietnamese students' experience with Technology, especially its use as an aid for their learning; (2) to validate that Technology is an effective means of helping students to improve their autonomous learning skills; and (3) to provide recommendations that might be used to help teachers improve their students' independent learning abilities Data were collected through two survey questionnaires and were entered into SPSS for analysis Findings showed that (1) the students are exposed with quite a wide range of technological devices that they could use as an aid in their learning, (2) students had very rich experience with the use of technology as an aid in learning; quite a large number of students were introduced to technology for learning since primary school or secondary school, (3) more than 90% of the participants of the study rated high for the effectiveness of Instructional Technology as a learning tool, and most important of all, (4) the answers from the study have figured out that instructional technology has a positive impact on autonomous learning The students knew how to use technological devices available to support their learning, and technology has given an impetus to student independent learning From the results found, the study suggests using instructional technology as one of the most effective ways of helping students to be more independent with their studies and more responsible for their own learning TABLE OF CONTENTS Certificate of originality i Acknowldgements .ii Abstract iii Table Of Contents List Of Tables vi List Of Figures .ix Abbreviation x CHAPTER 1: INTRODUCTION 1.1 The Problem 1.2 Purpose Of The Study 1.3 Research Questions 1.4 Institutional Background .5 1.5 Context Of The Study And Challenges CHAPTER 2: LITERATURE REVIEW 2.1 Autonomy and Related Terms 2.2 Technology and Instructional Technology 16 2.3 Instructional Technology's Impact on Autonomous Learning 25 2.4 Computer and Internet - favorite and most popular teaching and learning aids 29 2.5 Internet as a tool in the development of learner autonomy 34 CHAPTER 3: METHODOLOGY 38 3.1 Research Questions 38 3.2 Research Design 39 3.3 Data Collection Procedures 54 3.4 Summary 55 CHAPTER 4: FINDINGS AND DISCUSSION 56 4.1.1 The availability of technology to the current group of students 56 4.1.2 Students’ experience with the use of technology as an aid to their learning 59 4.1.3 How the students rated the effectiveness of Instructional technology as a learning tool 62 4.1.4 How the teachers rated the effectiveness of Instructional technology as a learning tool 65 4.1.5 How technology helped the students improve their autonomous learning 4.2 Summary 73 CHAPTER 5: IMPLICATIONS AND RECOMMENDATIONS 76 5.1 IMPLICATIONS 76 5.2 RECOMMENDATIONS 78 5.2.1 PROJECT-BASED LEARNING 79 E-MAIL PROJECTS 81 5.2.2 STUDENT-CENTERED LEARNING 83 5.2.3 USING THE INTERNET IN A LESSON 84 5.3 STUDENTS’ ROLE 86 5.4 SUMMARY AND CONCLUSIONS 87 BIBLIOGRAPHY 91 APPENDIX 1: Questionnaire For Students (In Vietnamese) 95 APPENDIX 2: Questionnaire For Students (In English) 100 APPENDIX 3: Questionnaire For Teachers (In Vietnamese) 105 APPENDIX 4: Questionnaire For Teachers (In English) 108 APPENDIX 5: Students’ Ideas About How Technology Helped The Students to Improve Their Autonomy 112 APPENDIX 6: Teachers’ Resouces: Some Typical Useful Links 116 69 APPENDIX 7: A Sample Lesson Plan of How To Apply Internet Into Classroom 122 LIST OF TABLES Page Table 2.1 Key teacher role changes in a learner- 22 centered environment Table 3.1 Students' year of birth 41 Table 3.2 Students' gender 41 Table 3.3 When students were introduced to 42 technology Table 3.4 Time when work with technology 42 Table 3.5 Time beginning technology by gender 44 Table 3.6 Students living arrangement 44 Table 3.7 Time when students who lived in 45 different places were introduced to technology Table 3.8 Frequency of using computer for the 46 purpose of learning by place of residence Table 3.9 Frequency of using internet for the 46 purpose of finding information, learning, and communication by place of residence Table 3.10 Frequency of using CD, VCD, DVD 47 for the purpose of learning English through music and films by place of residence Table 3.11 Frequency of using software for the 47 purpose of learning by place of residence Table 3.12 Frequency of using cable TV for the 48 purpose of practicing Listening skill by place of residence Table 3.13 Frequency of using cassette for the 48 purpose of learning English through music, radio, and tapes by place of residence Table 3.14 Frequency of using electronic 49 dictionary for the purpose of learning English vocabulary by place of residence Table 3.15 Frequency of using USB, MP3 for the 49 purpose of storing information by place of residence Table 3.16 Frequency of using other pieces of 50 technology for the purpose of learning by place of residence Table 3.17 Teacher's Year Of Birth 51 Table 3.18 Gender of teacher participants 52 Table 3.19 Years of teaching English of the 52 teachers Table 3.20 Workplace of the participants 53 Table 4.1 The availability of technology to the 57 current group of students Table 4.2 Amount of time students 10 used 58 11 Is there any anything you would like to add about the role of technology on autonomous learning? ………………………………………………………….…………………… …… ………………………………………………………….…………………… …… ………………………………………………………….…………………… …… ………………………………………………………….…………………… …… ………………………………………………………….…………………… …… Thanks for your cooperation 125 126 APPENDIX STUDENTS’ IDEAS ABOUT HOW TECHNOLOGY HELPED THE STUDENTS TO IMPROVE THEIR AUTONOMY 127 APPENDIX STUDENTS’ IDEAS ABOUT HOW TECHNOLOGY HELPED THE STUDENTS TO IMPROVE THEIR AUTONOMY How Technology Helped Students Improve Autonomous Learning Frequency Percent Be Motivated By English Song 2.3 Be Motivated When Teachers Assigned Projects 1.5 Better Reading Comprehension Skill Because I Read More Often 1.5 Create Forum For Classmates To Speak Out Their Ideas 1.5 Create Web Page For Class 1.5 Do Not Rely On Teachers Too Much When Have Tech Support 1.5 Do Not Depend Much On Teachers 1.5 Encourage Me To Use E In My Part Time Job More 2.3 Feel Like Working In Groups For Presentation Before Class 1.5 Give Me More Chance To Find Answers For Myself 1.5 Give More Chance For Me To Practice Grammar With Some Software 1.5 Go To Find Answers If Do Not Understand 1.5 Go To Net To Search Information More Often 2.3 Learn From My Friend When Doing Group Work 1.5 Learn How To Do Research By Myself 1.5 Learn Lots Of New Words Through Net And Papers So Read More 1.5 Like To Do Projects Because We Can Create Presentation Ourselves 2.3 128 Like To Find More Information To Read 2.3 Like To Listen To Real English More 2.3 Like To Work On Computer More 2.3 Listen Radio More More Confident 2 1.5 1.5 More Motivated When Have Assignments To Do 1.5 33 25.4 2.3 Put Questions And Come To Net To Find Answers 2.3 Read Books More Often If Do Not Understand What Teachers Say 1.5 Read Books More Often To Understand The Lesson 1.5 Read Faster 2.3 Read More And Listen More Often 2.3 Speak Better Communication English 1.5 Use Free Time To Work With Computer More Often Than Before 1.5 Use Net To Find Information Needed More Often 1.5 Use Net To Search For Information More Often 1.5 Want To Explore Things Through Net And Computer 2.3 Want To Read More Want To Read More Authentic English On Newspapers Or Net 1.5 1.5 Watch Cable TV More Often For Real English 2.3 Watch More Films For Real English In Real Situations 1.5 When Do Not Understand Some Part Of The Lesson, Search On The Net 1.5 2.3 2.3 No Idea Often Find Software When Have Free Time, Want To Watch Films Or More E Write Better English 129 Total 130 130 100.0 APPENDIX TEACHERS’ RESOURCES: SOME TYPICAL USEFUL LINKS 131 APPENDIX TEACHERS’ RESOURCES: SOME TYPICAL USEFUL LINKS Self-Study Quizzes for EFL Students This site is another project of The Internet TESL Journal Students can take grammar quizzes in a variety of subject areas such as holidays, sports and culture The quizzes are graded on the spot http://www.aitech.ac.jp/~iteslj/quizzes Reading The vast majority of web sites use English which is a tremendous advantage for ESL teachers and students Authentic materials for reading are, therefore, plentiful Naturally, not everything is suitable, but wonderful materials are not difficult to find CNN This is a marvelous source of current, authentic reading materials In addition to the latest news stories, students will find interactive news quizzes http://www.nmis.org/News Interactive/CNN/Newsroom Newspapers & Magazines Online Newspapers and magazines have long been popular sources of authentic materials for ESL/EFL Teachers can now find online versions of USA Today, The New York Times, The Wall Street Journal, The Washington Post, Time, Business Week, Life and many others Literature Online Teachers can find online libraries that contain complete texts of many books Imagine sitting at your computer and finding books without leaving your 132 desk! Some well-stocked virtual libraries are the Online Books Page, the Internet Public Library and the Children's Literature Web Guide Writing This is an extensive and well-organized web site maintained by teachers and youth leaders who design and oversee projects, particularly collaborative writing activities for children between the ages of 10 and 15 Projects include The KIDPROJ Multi-Cultural Calendar, Holiday Legends, Poems and Stories from Around the World, the KIDPROJ Online Magazine, and the Multi-Cultural Recipe Book http://www kidlink.org/KIDPROJ National Clearinghouse for Bilingual Education Among NCBE's many offerings are hundreds of links to web pages on language and education issues, lesson plans and other practical classroom information http://www.ncbe.gwu.edu Ask ERIC Virtual Library This site offers lesson plans and information guides Of particular interest is the AskERIC Toolbox, which offers links to sites on the Internet where teachers can find information on educational technology and other subjects http://ericir syr.edu/Virtual ERIC Clearinghouse on Languages and Linguistics This is the home page of the ERIC Clearinghouse on Languages and Linguistics, located at the Center for Applied Linguistics in Washington, DC http://www.cal.org/ericll 10 Internet TESL Journal This is a monthly web journal for ESL teachers One can find many excellent 133 articles at this site related to diverse aspects of language teaching http://www.aitech.ac.jp/~iteslj 11 TESOL This is the home page of the professional international Teachers of English to Speakers of Other Languages (TESOL) organization The "Wandering the Web" columns from TESOL Matters have been put online at this site There are also links to all of the TESOL affiliate home pages http://www.tesol.edu 12 Language Learning and Technology This is a new online journal for language educators interested in technology This journal is edited by Mark Warschauer at the University of Hawaii http://polyglot.cal.msu.edu/lit/ vol1num1/editor.html 13 Oxford Teachers’ Club: The website of Oxford Teachers’ Club is www.oup.com/elt/teachersclub The Oxford Teachers’ Club has regular debates about a variety of topics related to teaching, which teachers can join to share their ideas with other teachers around the world The Oxford Teachers’ Club also offers a list of links that can be useful in the classroom: www.oup.com/elt/global/teachersclub 14 BBC website The website of the BBC spoken word radio station, which features news and current affairs programs, comedy and drama programs, and some children’s programs www.bbc.co.uk/radio4 15 Internet TESL Journal 134 Internet TESL Journal submitted articles by/for ESL teachers; some research articles, but more classroom/application topics: lessons, activities, etc www.aitech.ac.jp/~iteslj 16 CALL EJ Online CALL EJ Online free-access peer-reviewed e-journal on topics of Computer Assisted Language Learning Hosted by Japanese & Australian universities http://www.clec.ritsumei.ac.jp/english/callejonline/index.html 17 Asian EFL journal Asian EFL journal free-access peer-reviewed e-journal on issues of teaching EFL in Asian / to Asian students http://www.asian-efl-journal.com/ 18 Journal of Language & Linguistics; Journal of Language & Learning Journal of Language & Linguistics; Journal of Language & Learning are two free-access peer-reviewed e-journals on linguistics topics http://www.jllonline.net/ 19 Web Journal of Modern Language Linguistics (WJMLL) - free-access peer-reviewed e-journal on linguistics topics Hosted by U of Newcastle on Tyne (UK) http://wjmll.ncl.ac.uk/ 20 Second Language Studies - submitted articles by PhD students & faculty at U of Hawaii Dept of Second Language Studies (Note: not a peer-reviewed journal) http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html 135 21 ESL Magazine - free-access to selected articles from this magazine (not all articles) Note: not a peer-reviewed journal http://www.eslmag.com/ 136 APPENDIX A SAMPLE LESSON PLAN OF HOW TO APPLY INTERNET INTO CLASSROOM Valentine’s Day The following activity is taken from The Internet by Scott Windeatt, David Hardisty and David Eastment, from Oxford University Press’s Resource Books for Teachers series The book helps teachers use the Internet in the language classroom It contains 37 fully-planned activities similar to this one, and 12 activities that help students to learn Internet skills such as effective searching The book’s website provides downloadable worksheets and a selection of useful links: www.oup.com/elt/teacher/rbt LEVEL: Intermediate and above TIME: 45–60 minutes AIMS: To use the Internet to produce Valentine’s Day cards TECHNICAL REQUIREMENTS: One computer per group of 2–3 students, with Internet connection, Web browser, and word processing program KNOWLEDGE Students will need to know how to use a Web directory or search engine They will also need at least basic word processing skills PREPARATION Find some examples of love poems on the Web Use a Web directory or search engine to this PROCEDURE Ask the students if they ever read poetry If they do, ask them for their favorite poem (in any language) Ask them if they know any love poetry Introduce the topic of Valentine’s Day Tell the students they are going to design a Valentine’s Day card 137 Put the students into groups of or and send them to look at some of the love poems you have found Alternatively, if their searching skills are good, set them the task of finding love poems themselves Students should select a few verses from the poems they read, and cut and paste the verses into a word processor file Regroup the students so they are working with different people Make sure each group has access to all the verses selected in the previous stage Students must work in their new groups to design a Valentine’s Day card using the verses They must decide between them which of all the verses are most suitable for the purpose Students then design the card in a word processor, using the poetry and their own touches If they like, the students can mail the cards, in either printed or electronic form Variations Similar seasonal work could be carried out using classic literature For example, references to Christmas, New Year, Hanukkah, etc could be compared and commented on Online text archives provide searchable versions of non-copyrighted texts NOTES If the cards are to be delivered electronically, and students want to retain their anonymity, it is useful to have an extra ‘fictitious’ email address, for example, astudent@yahoo.com Set this up beforehand and then get the students to use it in turn to send their Valentines 138 If the class has a class discussion list or bulletin board students can use it to speculate on who sent what 139