A student research project on learning english

A Student Research Project on Learning English By Barbara Waldern on June 5, 2015 - 8:00pm | Reads | Article by Barbara Waldern Although the South Korean government continues to promote and plan English education as part of its globalization and economic development planning as it has since the 90s, questions about this thrust of economic planning have come from all directions Teachers critique approaches and methodologies to teaching English as a foreign language, especially since big businesses and government authorities have been putting more and more value on raising communication competencies Despite huge investments, TOEIC scores and TOEFL scores remain far from impressive Meanwhile, education policies continue to fluctuate with regards to English teaching Students and their families may feel forced into taking on and investing heavily in English education because of the state’s prioritization and rationales for the citizenry learning to use English well Two of the biggest questions, perhaps, are (1) what are the most effective means to learning and raising English speaking and composition competencies, and (2) how useful is it in real life job and personal situations It is not so often that students are welcomed into theses sorts of debates about education.Two of my senior English conversation classes considered these above two basic questions at my suggestion as their teacher at Busan University of Foreign Studies (BUFS) assigning a graded course project While one class with 11 students was exclusively made up of English majors, the other (with students) were majors of other foreign languages such as Arabic, Myanmar and Spanish Regardless of their major subjects of study, they all discussed the questions themselves and decided that English was very useful in South Korean society and internationally, and that English conversation class methods that maximized classroom interaction and practice with English were best.After that discussion, they passed out copies of a short questionnaire that I had created for this project to their peers in senior English program classes at BUFS; it contained the two questions mentioned above and several related sub-questions The answers on the 69 completed surveys they received were not unexpected The participants largely favoured the most active types of English conversation teaching methods, especially ones that required creating dialogues and interviews and demonstrating them in speaking conversations Also, the participants generally thought that English competencies were necessary for the economy, getting good jobs and earning good incomes My classes reviewed and discussed the findings and decided overall that teaching approaches and methods need to improve in the South Korean education system The Class Project Studying the research process was a two-week (six class hours) component of my senior English conversation classes at BUFS in the Spring Semester of 2015 (The timeline was tight and compressed due to the scheduling of holidays and the student festival, but I would have preferred to make it a full three-week/nine-class hours component.) We committed ourselves to two hours of inclass preparation time, but a lot of the preparation had to be done outside class hours Team verbal presentations of a total length of 20 to 30 minutes were performed and marked following the period of preparation Using English language learning as a topic provided a ready subject to discuss and probe for such students, although students found the project to be quite a challenge Pedagocially speaking, the goals of the lessons were as follows:       to discuss and share opinions about learning English as a relevant topical subject to develop team work and time management skills to gain experience and become familiar with the research process to gain experience and become familiar with the nature and handling of surveys to prepare formal presentations with visual aids displaying data to gain experience and become familiar with reporting on survey data and a little survey data reportage vocabulary The students of two classes worked in five teams of three or four students to conduct the researach and plan oral reports but with individual students taking responsibility for a third or quarter of the final report and making his or her respective share of the verbal presentation for five to ten minutes each The students’ goals were to develop their knowledge and opinions about English language learning and communicate them to the rest of the class, conduct a simple survey, discuss the survey findings, and complete a successful formal presentation employing visual aids to display data and talking points Of course, they also aimed to get good scores for the oral presentation In introducing the project to my students, I first asked the students how relevant English learning was for them, and what kind of language teaching had been the most effective in their own experience After that initial large group discussion, I suggested that the students take that topic by the horns and a simple and casual research project to reflect more about these questions and prepare group reports I then gave pointers on the survey conducting and research findings reporting Background - previous surveys To show an example of a real survey report as a model, we read an article on the Cambridge English website summarizing European Survey on Language Competences published by the European Commission in June 2012 (www.cambridgeenglish.org/news/view/language-learning-survey/) Cambridge English Language Assessment, lead by Project Director Dr Neil Jones, conducted the survey and SurveyLang designed the research plan and survey The full Executive Report of this research can be found at this link on the same Cambridge English webpage: ec.europa.eu/languages/library/studies/executive-summary-eslc_en.pdf The largest rigorous study of its kind, it tested and received completed questionnaires from almost 54,000 pupils of some 1,200 schools in 14 European countries about their experience learning various foreign languages including English Quoting Dr Jones, "The survey confirms that levels of achievement vary widely across Europe…There are success stories but too many students are not being given the skills they need The Survey shows that it's essential to base language teaching on effective communication skills and not just on grammar, vocabulary and pronunciation The results have highlighted the importance of teaching language as a means of communication, not just an academic subject.” The EU Commission recommends better training and teaching of foreign language teachers in general with the goal of better proficiency in communication In 2013, English First’s annual global English Proficiency Index ranked South Korea number 24 and as “moderately proficient” English First collected a single-year’s worth of test data from 750,000 adults in 28 participating countries who took English tests administered by EF throughout 2012 (ICEF Monitor, online on January 29, 2014) http://monitor.icef.com/2014/01/global-languagesurvey-links-english-pro Three of my student teams cited a survey among Korean secondary students published in January this year The Korea Herald reported (“Students discontented with English class focused on grammar,” online, January 14, 2015), “Based on a survey of 990 students attending middle and high schools in Seoul, the study showed 67.5 percent of them were discontented with the way English is taught at school.” Most (58 per cent) of the participating students said that there was too much focus on grammar A school teacher named Jeong Yu-gyeong developed and conducted this study, which was published in the journal of Chung-Ang University’s Research Institute of Korean Education http://www.koreaherald.com/view.php?ud=20150114000527 Research Methods Let me stress that this was a casual simple survey conducted as a learning exercise more than a dedicated quest for substantive data about students’ views on learning English as a foreign language I would have preferred involving the students in the design of the survey but opted not to in the interest of time and considering that this was a brief introduction to conducting surveys as a way to stimulate discussion in English in English discussion classes Actually, all except two of the 19 students of both these classes said they had never filled out a survey/ questionnaire form of any type Employing my training and knowledge as a graduate of social science and an experienced professional researcher, I created a three-page survey with two sets of questions, part one on methodology and part two on relevance The survey avoided academic jargon The entire survey form can be viewed by going to my website and downloading the document: http://www.edwise2008.com/Current-learning-resources.html (file labeled “ENG 249svy.doc”) Part one, item A of the survey listed 29 methods and asked respondents to underline the ones they felt were the most effective A space was left inviting respondents to name any other kind of method if they wanted Item B of Part one was an open-ended question asking respondents to write down the “best” and “worst” English conversation classroom experiences The student researchers were instructed to define “classroom experiences” as language teaching lessons Part two contained four yes/no/don’t know questions about the usefulness of English They are copied here A Is the use of English relevant to all types of employment? YES NO Don't Know B Does proficiency in English always result in higher income after graduation from university? YES NO Don't Know C Will everyone who graduates with an English major use English in daily life a lot? YES NO Don't Know D Is English language education necessary for the economic development of your home country? YES NO Don't Know A fifth item in Part two requested that respondents write comments “on the usefulness of English for Koreans and life in Korea.” Finally, the survey form asked each participant to identify their gender, age and employment status In the end, 17 students in these two classes conducted four surveys each, eight non-English major student researchers in the night class, and ten English major student researchers plus one international student majoring in Korean in the day class In all, 69 surveys were completed, and 68 were processed for data extraction and analysis Most of the respondents were classmates in other English classes, and a few were international students (not Koreans) The students tallied the answers and took note of the comments Each team then discussed their data set, developed an analysis and prepared a team presentation to report in class Findings Being precise here is not possible since the student teams summarized and reported on their findings differently with different representations, interpretations and highlights Also, they have not all submitted their texts to me However, I can report on the general findings and comments after listening to all their reports and taking note Overall, the majority of respondents (around 80%) indicated a preference for more active in-class English conversation learning activities “Pair role-play without scripts,” skits, team debates and sharing personal stories were cited the most frequently as the most effective methods In writing about their worst experiences, they often said that passive learning situations were the worst For example, some respondents said that reading aloud, grammar lessons and textbook lessons were the least effective They expressed some frustration and criticism regarding what they termed as less effective methods and classroom experiences As for the usefulness of English, the majority of respondents (around 80%) answered “Y” (“yes”) for questions A, B and D in Part two However, most students did not feel that they would be using English a lot in daily life In their comments, they stressed that English was helpful for getting the best jobs, whether the employer actually wanted all hirees to use English or not, and that English opened doors to employment and life opportunities such as travel, business and friendship Conclusion All the research teams concluded that English continues to be useful for Koreans because it is the most used language in international affairs and commerce Some of the student researchers did some additional internet investigation For instance, one presenter reported on a survey of Human Resource managers that showed how much they require and benefit from higher levels of English proficiency among staff The non-English majors commented that the demand for English proficiency, especially communicative proficiency, was just as high for them despite their proficiency in other foreign languages because international contexts and business demand strong English oral and written proficiency Actually, one of the non-English major student researchers, who specializes in Japanese, was going through the lengthy hiring process of an airline for an airport crew position while we were doing this project, and he reported that the airline required English above all other languages for international flight and passenger service staffing (He got the job, by the way!) The researchers also concluded that students of English benefit more from the most active English conversation classroom methods these days because a higher proficiency in the spoken language is demanded these days They therefore recommended that governments and institutions consider input like the results of this survey and adjust curriculae, teaching methods, teaching training, and teaching materials accordingly Furthermore, they stressed that programs should provide more opportunities for extracurricular and varied learning experiences, such as field trips, creative projects, film screenings, and public speaking that can widen the scope of practicing spoken English As a career professional in English education, I was curious about the results It was worthwhile and interesting for me Actually, I had expected a little more negativity as regards the usefulness of English Finally, I as the initiator of this classroom project and an instructor of conversational English would like to comment on this experiment in teaching methods Generally, the goals of the method were met as shown by the quality of the reports and comments.Though the students have found some of my lessons and assignments hard, they appreciate the kind of explorations and opportunities to carry out interesting and relevant discussions in this course Though the students complain that I allow for too little time for assignments, I think that the process served to increase the student’s organizational skills as much as their oral presentation skills, which some students have stated they appreciate now Working with a survey and presenting research findings was an entirely new experience for them all, and it expanded their platform for speaking English in class and developing speaking skills and style Practical skills building is something that my students apparently crave, and incorporating some life skills building into practical English conversation tasks and projects can add to the fun and fruits of study As well, pressing students to investigate and develop their awareness and insight into social issues is valuable As the teacher, it certainly is more interesting than the general small group discussions that are the staple activity in these senior discussion classes, and it turned out to be a learning experience for me, too A study of teachers’ strategies so develop students’ interest towards learning English as a second language Dk Yusimah Pg Hj Amjah a * a Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Jalan Tungku Link, BE1410, Negara Brunei Darusslam Abstract Teaching English as a second language is a quite complex task for a teacher Language learning should be more fun and enjoyable for students to learn Teachers need to have effective teaching strategies in order for students to grasp better in learning English It is important for a teacher to facilitate students’ interest towards learning the English Language The objective of this study is to investigate teachers’ strategies on how to attract students’ interest in learning English as a second language Survey questionnaires are distributed to English Language teachers and year students in a few primary schools in Brunei Darussalam From the findings, there are a few strategies that were mostly applied by teachers in developing students’ interest towards English language learning such using ICT, music and media As for students, they are more preferred to learn English with the support of using computer and music With the findings, hopefully teachers will be able to stimulate more students’ interest and enhance academic achievement in learning the English language © 2014 The Authors Published by Elsevier Ltd Selection and peerreview under the responsibility of the Organizing Committee of ICLALIS 2013 Keywords: English language; primary education; strategy; interest Introduction All students come from different backgrounds with unique academic needs, culture, language, interests and attitude towards learning Teachers are trying as hard as they could to meet students’ needs in their learning * Corresponding author: Dk Yusimah Pg Hj Amjah Tel.: +6-73-246-3001; Fax: +673-246-0561 E-mail address: yusimah.amjah@ubd.edu.bn © 2014 The Authors Published by Elsevier Ltd This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/license s/by-nc-nd/3.0/) Selection and peer-review under the responsibility of the Organizing Committee of ICLALIS 2013 189 Dk Yusimah Pg Hj Amjah / Procedia Social and Behavioral Sciences 134 ( 2014 ) 188 – 192 Teaching language is a complicated task for teachers and the right techniques and strategies are needed to deliver effective language learning especially in English English language is one of the main languages widely used all over the world It is very important for teachers to be able to teach and arouse students’ interest in following 43.3% felt that the English language is difficult to understand and they disliked the subject Some students mentioned that they had no interest in learning the English language 6.2 Teachers The questionnaire for teachers consists of four statements of their opinions and views on: (a) strategies that teachers used in teaching English, (b) how they can develop students’ interest in learning English, (c) the importance of students’ interest towards learning English, and (d) reasons why students tend to lose their interest in learning English a) Strategies that teachers used in teaching English Both teachers used quite similar strategies in teaching English to students with the use of printed materials such books, display cards and posters as well ICT to support their teaching They showed videos or pictures using projector and used audio with students However, the teachers mentioned that most students preferred the use of ICT and music since it can help them to focus and understand the lesson better This also can attract students’ attention and interest in following the lesson effectively According to Dawes (2001), ICT has the potential to support education across the curriculum and provide opportunities for effective communication between teachers and 191 Dk Yusimah Pg Hj Amjah / Procedia Social and Behavioral Sciences 134 ( 2014 ) 188 – 192 students in ways that have not been possible before Through the usage of ICT, hopefully students will be able to understand and learn English language easily ICT also can be used to promote collaborative learning, including role playing, group problem-solving activities and articulated projects (Forcheri & Mol, 2000) Students are encouraged to have more interaction with each other especially where the usage of ICT will take place during the lesson This can produce more fun and interesting lessons for students to learn From the questionnaire, both teachers used a lot of hands-on activities in their English language lessons with students The students also preferred the teachers to provide activities, which involved word games b) How teachers can develop students’ interest in learning English? Teacher A stated that she will make sure the explanation and activities were interesting and enjoyable for students to follow She used some demonstrations and colourful materials to support her teaching She further stated that she often asked students what kind of activities they liked to have for the next coming lesson For Teacher A, students’ feedback on the lesson was important for her so that she can improve her teaching as well assist her in developing students’ interest in learning English Teacher B also stated that she used colourful materials, showed videos and provided interesting activities to support her teaching She believed that by using those techniques she could attract students’ interest towards their learning She also stated that her students have participated in the class activities such as role-playing and demonstration As a result, the students showed more interest in following their English lessons Both primary schools also held reading programs and language week, especially for the English language These kinds of activities could help to arouse students’ interest towards the English language and at the same time can improve their academic result in the subject c) The importance of students’ interest towards learning English Both teachers strongly agreed that it was important to develop students’ interest in their learning They mentioned that students seemed to have learnt quite well if they were able to show interest in their learning They also stated that interest could motivate and stimulate the students’ desire to learn English and seek more knowledge Research has shown that factors such as positive students’ and teachers’ attitudes, which are interrelated to motivation, must be sustained for successful transfer of language learning (Finnocchiaro, 1982; Ngeow, 1998) Both English teachers provided an English corner which also consisted of a reading corner for students to read and English language activities Audio-visual equipment and printed materials were provided at the English corner and were used widely in the class to arouse students’ interest in English They also stated that it was very important to set up a conducive and fun learning environment so that students would be able to learn English in a comfortable and secure environment Krashen (1987) supported a learning situation that has a “low affective filter” whereby the learners learn to use the language in a non-threatening and fun environment Otherwise, learners will feel uncomfortable and insecure which will further induce a “psychological barrier” to communication and learning (Littlewood, 1995) If that happens, students are not able to learn the English language effectively d) Reasons for the loss of students’ interest in learning English Teacher A listed a few reasons why students lost interest in learning English For instance, the students felt bored and considered their lessons less meaningful They might have difficulty understanding the lesson, especially if they were low ability students and lacked motivation Teacher B stated that some of the students disliked learning English as they found it difficult to understand, and the teaching strategies used did not match the students’ learning needs The students also found the activities less interesting, and lack of motivation from students, teachers and parents 192 Dk Yusimah Pg Hj Amjah / Procedia - Social and Behavioral Sciences 134 ( 2014 ) 188 – 192 Conclusion Teaching English as a second language is quite a challenging task for teachers Teachers have to find the right strategies in order for students to have interest in their English language learning Students’ interest is one of the important elements to stimulate their learning of the English language Hence, through meaningful and interesting activities, and the support of teaching materials, teachers will be able to attract students’ interests in learning English It is hope that a further research study in this area will be conducted widely in the future References Dawes, L (2001) What stops teachers using new technology? In M Leask (Ed.), Issues in Teaching using ICT London: Routledge Ellis, R (1997) Second language acquisition Oxford: Oxford University Press Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold Publishers F o r c h e r i , P , & M o l fi n e , M T (2000) ICT as a tool for learning to learn In D M Wa t s o n , & T A D o w n e s ( E d s ) , Communication and Networking in Education (pp 175-184) Boston: Kluwer Academic Krashen, S D (1987) Principles and practice in second language acquisition New York: Prentice-Hall Littlewood, W (1995) Foreign and second language learning Cambridge: Camb ridge University Press Ngeow, K Y H (1998) Motivation and transfer in language learning (ERIC Document Reproduction Service No ED 427 318) Parsons, R., Hinson, S., & Brown, D (2001) Educational psychology: Practitioner – researcher models of teaching University of Virginia: Wadsworth Thomson Learning Spolsky, B (1990) Conditions for second language learning Hong Kong: Oxford University Press Wimolmas, R (2013) A survey study of motivation in English language learning of first year undergraduate students at Sirindhorn International Institute of Technology (SIIT), Thammasat University Proceedings of the 3rd International Conference on Foreign Language Learning and Teaching 2013 (FLLT 2013), "Research, Renovation and Reinforcement: Enhancing Quality in Language Education", Bangkok, Thailand ... that this was a casual simple survey conducted as a learning exercise more than a dedicated quest for substantive data about students’ views on learning English as a foreign language I would have... Brunei Darussalam, Jalan Tungku Link, BE1410, Negara Brunei Darusslam Abstract Teaching English as a second language is a quite complex task for a teacher Language learning should be more fun and... motivation from teachers and parents Motivation has an important role in success and failure in learning a second language Spolsky (1990) stated that motivated students are likely to learn more and