TERTIARY STUDIES IN A FOREIGN LANGUAGE - Coursework Example

Mtashar Alanazi 3125002 TERTIARY STUDIES IN A FOREIGN LANGUAGE Introduction: The PPV in brief: Istudied political science at King Saud University, in Saudi Arabia. Following my graduation, I worked in a large company, in the field of marketing, for four years. I enjoyed my work and had a very good relationship with my colleagues and superiors. I had ambitions to improve my skills and qualifications in order to progress into better and more rewarding occupation. This was why I decided to pursue further studies abroad. Qualifications that are obtained from western institutions are highly regarded; hence, I decided to study in Australia. During my employment, I had communicated, to a little degree, in English with some of my colleagues. I thought it was an easy language to learn, because I only used limited, and same, vocabulary all the time. Unfortunately, I was very much mistaken to assume that it would be easy for me to do my postgraduate studies in English. I had expected to "master" the English language in a short space of time, because I regard myself as a good student, and results of my previous tertiary studies confirmed this belief. Few weeks, following my arrival in Australia, I realized how wrong I was. As a prerequisite to study for my Master degree, I had to successfully complete an English language course. This was to be done over a period of a few short weeks. As the course started, I became aware of the great difficulties that I will face, not only with language, but with my actual Master course. I felt very helpless, isolated, and depressed. After a short period into my English course, I felt like returning home and giving up my pursuit. This was due to a near complete ignorance of what I was being taught. I had great difficulty understanding what was being said in class, which led to lack of participation, something that I, the clever student, had never experienced before. Furthermore, I was too embarrassed to ask for clarifications. I didnt want to be the "laughing stock" of the class. On the other hand, my confidence started to weaken, and I started losing confidence in my ability. There were other issues that I suffered from as a result, feeling of despair, failure, embarrassment and even depression. I couldnt imagine myself as an "unsuccessful student", as I had never had that experience throughout my academic career. I shared my feelings with some other students from non-English speaking background, and to my surprise, I wasnt alone in my "suffering". I soon realized that what I was going through was so common among the majority of my fellow students. Realizing this, I became more determined and motivated to achieve my goals. I decided to give it all I have and to overcome this barrier, English language, as I wanted to remain the successful student that I am. At that point in time, I had serious concerns about my "real" studies, my Master course. I would like to reflect on my experience in the first semester of my Master. Initially, my understanding, of what was being presented in class, was very limited. This made realize that the difficulties I faced with my language course were minor compared to what I was experiencing in my "real" studies. This was due to the compound difficulties of language and content. By the time I understood what has been said, I would miss out on what was being presented, keeping up, was sometimes impossible. This meant that I had to re-listen to lectures, on the net, whenever possible. Alternately, I had to do much more reading and seek professional assistance in order to manage. This process was very costly on my time, my family, and my finances. Things started to improve, the more familiar I became with the process, and my comprehension improved. I became more disconcerted with what other might think about my language and gained enough courage to be more active in class and more participating. This made me realize that, had I had better English language base, prior to coming to Australia, my "suffering" and struggle would have been greatly reduced. In addition, I had to deal with other issues that impacted on my academic performance. Settlement and family concerns were significant in the early days of arrival in Australia. I had to find accommodation, schooling for my child as well as familiarize myself with my surrounds. There were no supports available to me, despite the promises that I was given overseas, and I had to fend for myself. As stated previously, communication was a major obstacle. My experience has taught me that someone in a similar situation to me, regardless of how capable they might be, would need a significant understanding of the language they wish to use in their tertiary studies, otherwise, they would suffer and may even give up and return, not only empty handed, but full of failure and despair. In addition, it is important to have some knowledge about the culture and the way of life of the host country in order to minimize cultural and traditional impact. As I had stated, there were several issues that impacted on my experience in relation to my studies, both language and Master. The difficult situation that I experienced was a mound of worries which gradually decreased due to my determination to succeed and achieve my goals. It was by no means an easy task. Knowing that I wasnt alone in this situation helped me in my quest to overcome the barriers. It was an icicle of worries which is slowly melting away through my hard work and determination. Research story stages: My research stages consist of four steps: a. The Problem Posing Vignette, a personal account by a tertiary student in a foreign university. b. A personal notebook that I maintain at the work place to enter my observations on my students and events of importance. c. A Literature Review on my research effort. d. Finally, an interview with a significant person whose experience and exposure to the subject and environment will be of good importance to my research effort. I have chosen a-not-so private problem of a tertiary level student from a non-English speaking country studying in Australia to design my research problem in accordance with an all too common thread that pathetically runs through all tertiary courses of study intended for non-English speaking students at foreign universities or/and tertiary students at local universities where they are required to satisfy a minimum standard of English language knowledge to be allowed to proceed with their higher studies or as a non-compulsory requirement. As the account demonstrates the student is not alone in his struggle to come to terms with an agonizing reality. The inability to understand what the lecturer or tutor says can be a very difficult problem. My personal notebook, written over a period of three years, has entries ranging from observations on private problems of my students to inexplicable reasons for slackening of interest on the part of some students. This notebook has provided me with a handy source of material for analysis. Social and economic problems, sometimes, have their impact on tertiary students. Despite their age, they may not be able to keep their minds free from trouble. Senses and sensibilities account for a great deal of experience even in a professional context. E-teaching is not always technology driven; it has its own humane face. At times, comprehension of the intricacies of this subject eludes me but nevertheless there is a clear-cut relevance and impact of this material for the study of e-learners’ perception. Next, I have made a very fair attempt at seamlessly integrating the different ends of the common thread of e-learning to produce a coherent whole by way of a theoretical posture that squarely places itself at the center of the debate. I have posited all theoretical connotations and denotations to produce a sound theoretical basis for my arguments on the subject. It is supported by a plethora of literature too. Finally, my interview with a colleague, named Tim, has enabled me to signpost the whole methodology with visible markers because the clarity and ingenuity that my colleague has brought to bear on the subject, render it astonishingly alive and relevant. Professional discourse on e-learning frees it from some of the glaring fallacies, including potboilers like “How do we overcome student lethargy?” I have made it a point to emphasize the importance of pedagogy-driven e-learning for tertiary students as against technology driven e-learning. The problem posing vignette (PPV) is considered by me as a theoretical framework for the practical understanding of an all too common problem faced by university students doing tertiary studies in English both abroad and in local universities. The PPV in Task 1 invariably confronts us with two Fundamental questions: How best do we prepare students who wish to study in a foreign language, namely English? How best do we ensure a rewarding and encouraging study environment for them? It signifies the inevitable correlation between knowledge-based infrastructure and the means of delivery. The inadequacy of the former and the inappropriateness of the latter could only mean that we, as teachers, educators and administrators, have not yet come to realize the necessity for a greater degree of flexibility and preparedness. I will here examine the need for a better alternative such as technology driven pedagogy in which the use of technology would aid and abet the teacher to carry out the task of delivery more effectively. Still there is the question of how the learner will respond to such an environment, though. “E-learning is a broad-based combination of processes, content and infrastructure to use computers and networks to scale or/and to improve one or more significant parts of a learning value chain including management and delivery” (Adrich, 2004, 240). At the very outset I need to make a distinction between technology-driven e-learning and pedagogy-driven e-learning (Adams and Gareth, 2007, pp157-185). Technology-driven e-learning is a student-centric, experiential, cognitive and independent concept with wider implications for liberty, classroom learning and pedagogical instructions (Adams and Gareth, 2007, pp. 157-185). On the other hand pedagogy-driven e-learning is based on pedagogical strategies that seek to shift face-to-face conventional instructional classroom teaching away from its context to a more dynamic pedagogical context where e-learning puts an e-teacher at the helm (Adams and Gareth, 2007, pp.157-185). Time and again we have been reminded of the need to restructure and reorganize our learning methodologies so that university students who form a sizeable percentage of the total student population in any country at a given time, may not entertain qualms about their future ( Rosenberg, 2001, p.200). E-learning might not serve as a panacea for all ills faced by university students doing tertiary studies in a foreign language. There have been numerous instances where e-learners felt that they were not empowered by the new experience to face the challenge any better (Piskurich, 2006, p.292). My PPV has a particular purpose that given the inescapable circumstances how best students doing tertiary studies in a foreign language could cope with course requirements. Judging by the response of the narrator in the PPV, there is considerable logic in determined self-assertive behavior. The PPV also focuses on the deep-rooted psychological factors that act as causal agents in incapacitating aspiring foreign students at universities throughout the world. The gap between the school curriculum and the university curriculum is so enormous that the average student at the university is often asked to read additional material in a foreign language, viz. English. A metaphor used by University Professors to describe such students is “laggards” or in short “lags”. Such tagging is obvious enough given the enormity of the average University teacher’s task in effectively inculcating knowledge. My friend’s (Tim) own experience has been cited here to support my own conclusions on the subject. My interview with him can be taken as a decisive turning point because it illustrates a long-held belief that the task of motivating undergraduates to e-learn a foreign language, English, to do their tertiary studies, has to go hand in hand with a system of rewards suitable for the purpose, even though, the system may not produce the intended results in the short run. In other words the point of focus must be the long run. My hypothesis that “pedagogy-driven e-learning in tertiary education at universities where non-English speaking students do their tertiary studies in a foreign language, i.e. English, is more appropriate” stands a reasonable chance of success in the context where cultural factors play a significant role. The Corpus of Study I have identified eight causal factors for the difficulties faced by foreign students in host countries or alternatively university students doing courses of study in English at local universities. This classification is based on culture shock and the probability continuum (Kim et al, 2007, pp.63-72). 1. Linguistic incompetence 2. Cultural barriers 3. Psychological problems 4. Social problems 5. Economic problems 6. Lack of communication between teachers, counselors and so on and students. 7. Strong sense of alienation 8. Systemic failure “ Behavior is considered as a continuum from stimulus to response by the individual” (Alexandrov and Sams, 2005, 388). According to the authors, “All systems act to achieve intended behavioral results in interaction with their environment”(401). First year university students have to grapple with a completely new set of circumstances that pose a challenge to the average student. For instance the subject in the PPV has cited instances in which he failed to come to terms with the expectations of the teacher and his own incapacity to respond positively. Thus what is so obvious is the subject’s logical conclusion that there were other “probabilities” such as a change in the mode of learning. Linguistic incompetence compels tertiary students to adapt to a new environment by adopting strategies that reorient their perceptions. New perceptions help them to enhance learning opportunities or probabilities. The stimulus comers from the environment: “I couldn’t imagine myself as an unsuccessful student”. This example shows how language incompetence of foreign students in universities abroad and even local students at English medium local universities exposes them to strains. Coupled with systemic failure or inadequacy, the student is left wondering how to respond to this new demand. Literature Review As we are aware there is so much of published work on the problems faced by students in tertiary level of education doing their studies in a conventional environment. The prevailing paucity of literature on the subject of tertiary education in a foreign language specially, English can be attributed to the fact that the problems are peculiar to students who come from non-English speaking countries or those who are required to do their tertiary studies in English at local universities. Geographical exclusion still has a considerable impact on the availability of literature in a subject and the causal factors that can be cited include cultural bias and prejudice in research and a tendency to ignore local research efforts on the part of the government and local universities. I have surveyed the genealogy of literature on this subject to pick a common thread that cuts through the whole gamut of theoretical developments. For example the most critical phase, of designing and launching an e-learning program at the university level to enable non-English speaking students to pick up a foreign language to facilitate their tertiary studies, is the content development (Bullen and Janes, Editors, 2006, p146). E-learning strategies and instructional processes that basically fail to recognize cultural and ethnic norms are more likely to face obstacles that might pose a challenge to the teacher and the administrator. University teachers and administrators have to face the reality of incorporating tested e-content to persuade broader student participation in e-learning programs. This strategic evolution in the process of transition from the conventional classroom-based instructional mode of teaching and learning to a digital computer mediated environment will have its inevitable consequences for the whole institutional set up (Merrienboer, Koper and Jochems, 2003, P.74-76). Synchronous instructional paradigm and asynchronous instructional paradigm have to be distinguished from each other in order to focus our attention on the varying outcomes of the e-learning process. Synchronous instructional method as formally practiced in a conventional classroom, refers to two or more activities that take place at the same time. For example, both teaching and learning in such a context take place simultaneously. On the other hand asynchronous instructional method allows the instructor to choose the delivery time at his own discretion. Teaching and learning may take place here at two different times. An equally pivotal role is played by the quality management process in delivering e-content in an e-learning environment. The instructor or the teacher may act as the quality manager in the lesson design process. Asynchronous e-learning environments need extra planning and it comes at a cost in terms of time and effort on the part of the teacher cum designer. Culture and individual attitudes play a major role in determining the student participation rate in e-learning programs (Palloff and Pratt, 2003, p129). The authors have particularly placed emphasis on the significance of culture, lifestyle and gender of the student as pre-determinants of psychological adjustment. Finally, let’s consider the role that the individual teacher plays in the whole conceptualization process. As my own research methodology would suggest I have squarely placed the subject teacher at the center of the picture, along with the student, to mitigate the adverse consequences of probable failure. The English language teacher’s role has little or no parallel in this context for computer simulations still would carry the teacher’s signature or identity with them. The e-learner’s ability to recognize this is not only instant but also electric because the motor function of the brain and sensory perception of the individual student act to produce that synthetic chemistry. Motivation and Rewards Motivation strategies adopted by university authorities need to be structured on a system of rewards such as classifying grades in conformity with what the student is capable of doing rather than what he or she has done on the paper. Academic courses of study demand rigorous work in the form of both involvement and pursuit of preset goals. As my interview, with a colleague teaching English to first and second year Physical and Biological Science undergraduate students (See Appendix I) amply demonstrates there is little or no discretion available to the individual teacher of English language to motivate the average student to take e-learning seriously. The adherence to formal course structures does not necessarily produce the intended results; neither does it coalesce divergent ideas of students. My colleague Tim has been teaching English language for the last three years and now finds it increasingly difficult to motivate his wards for the latter feel that they might still manage to scrape through the examination without getting involved in e-learning. Tim has been noted for her special ability to organize lesson delivery by using electronic means such as the computer and the overhead projector. I reproduce here below a part of her answer to my questionnaire. A: …………..What challenges did you face when teaching English by using CALL? ( Computer Assisted English Language Learning).. B: Motivation of our students. They think…..like even though they don’t use this e-learning, they still pass this course anyway. Evaluation of E-learning Methodology As my literature review proves it, conventional classroom-based learning has come to crossroads where one of the arrows points to the direction of e-learning. Conventionally designed course material has little relevance when it comes to maximizing temporal, spatial, cognitive, substance-based and efficient lesson planning and delivery. Pedagogical practices have to be integrated with the fast-paced cyber space to go along with the latest developments in the Information and Communication Technology (ICT) sphere. Tertiary education at the university requires not only ICT infrastructure such as computers, internet, intranets, Local Area Network (LAN), Wide Area Network (WAN) and connection to mainframes but also teaching faculty that is familiar with modern communication technologies. The Organization for Economic Cooperation and Development (OECD) in its online Policy Brief (December 2005), published the following results of a research program: Institutions worldwide have adopted learning management systems (LMS) software developed for administration and teaching in tertiary education. This software enables them to treat enrolment data electronically, offer electronic access to course material and carry out assessments, for example, as well as offer online interaction between faculty and students. But there is still a gulf between LMS adoption – which is too often equated to e-learning – and its use for teaching: while 73% of the UK-based Observatory on Borderless Higher Education (OBHE) respondents reported LMS adoption, 76% cited no, trivial or modest online presence. According to the same report a greater percentage of respondents did not feel that e-learning provided them with additional benefits. The following benefits of e-learning have been identified as the more prominent ones by administrators of e-learning programs. The WorldWidelearn.com on its website lists them in the following order: Convenience and portability Cost and selection Flexibility Higher retention rates Greater level of collaboration among students Global opportunities Despite the above mentioned merits of e-learning still there is a particular drawback to the full implementation of e-learning programs at the university level. When the rate of participation by students in such programs is drastically lower, the university authorities tend to underrate their importance and as such the planned for ICT infrastructural projects get shelved even before their implementation phase is reached. My own experience suggests that innovative instructional techniques, used by teachers of English at universities to instruct undergraduates, often produce the intended result at a higher cost to the personnel involved. For example time and effort quite take a toll on the teacher. This drawback has been attributed to ‘a lack of professionalism and neutrality’ in the e-content. Involvement of a greater number of students in a given program at a given time needs enthusiasm generating professionalism in preparing syllabi and curriculum. Quality management too occupies an equally important place in the process. Once these issues have been tackled successfully, attention must be paid to the assessment and evaluation criteria. The need for a clear-cut assessment policy must be emphasized along with a set of stringent measures to evaluate online answers to technical questions. E-learning versus E-teaching I was so optimistic about the success of our e-learning program at the University just before the problems began to trickle in one by one. Despite the fact that a lot of pre-launch effort was put into the design, planning and implementation phases of the project, the initial outcome was not that promising or encouraging. However, as against the e-learner’s experience at the University, the e-teacher’s experience was a well balanced one with a pragmatic attitude towards future prospects. I, on my part, actively encouraged my students to blog and chat online to widen their horizons. I wanted them to design their weblogs and invite friends to contribute. Some of them even were attracted by social sites like “youtube” and “facebook”. I often emphasize the need for modern technology in communication to my students. They, in turn, appreciate our interest in their well-being, though value judgments on various subjects differ greatly due to wrong prioritizing. For example at the Nakhon Ratchasima Rajabhat University where I have been teaching the English Foundation Course to the first year students for the last three years, the students’ response to e-learning programs is colored by indecision rather than prejudices. On-line learners have a tendency to exaggerate bottlenecks when they feel that their freedom to socialize in the conventional classroom has been robbed by this new approach to learning. Thus blogging and chatting online are not regarded as pleasant modes of social interaction; neither do they feel good about exclusive study environments. Hobnobbing with friends and sharing tit bits can be more attractive than being geeky or nerdy perhaps (Conrad, 2002, p218). Anxiety and excitement are too strong to be overcome when online education is being initiated. From the viewpoint of the student it is a point of rapid departure from the ‘traditional environment’ into ‘a secluded cubicle’ or room. On the other hand the e-teacher is more anxious to deliver as much e-content as possible within the time constraint. Two separate worlds and one goal. Common discourse on e-learning rejects to factor in the variances in attitudes on the premise that they (the variances) do not measure up to a quantitative whole. Instead of suggesting palliatives, I along with the rest of the faculty, have earmarked a time-scaled progress chart for each student under our care. We have decided to rope in as many students as possible in the program so that their input at the end of each session will be taken into consideration when the next phase of the program is worked out. Anxiety and hesitation on the part of the average undergraduate student who participates for the first in an e-learning program on English language for tertiary studies have been the focus of attention of many researchers ever since the concept of online education was introduced. As a corollary of the foregoing I posed the following question to my friend at the interview. A . Do your students find any difficulties when they practice English by using e-learning? If ‘yes’, what kind of difficulties are they faced with? His answer categorically summarized what I feared most. His students had a casual approach to e-learning and thus difficulties were inflated. For example, “unfamiliarity with new technology” and “lack of awareness about e-learning process”. Above all the majority felt that the English language learning was an arduous task that they had little chance of survival against. Conclusion I have throughout this endeavor placed emphasis on both social and psychological parameters that have a visible impact on e-learners’ mentality and disposition towards the subject. Individual predilections cannot be given a prominent place in a research paper with a limited scope like this though it is essential as a perquisite in research on social sciences to focus attention on a variety of issues that underlie the main issue. My hypothesis that “pedagogy-driven e-learning in tertiary education at universities where non-English speaking students do their tertiary studies in a foreign language, i.e. English, is more appropriate” stands a reasonable chance of success in the context where cultural factors play a significant role. Tertiary education in local universities in English medium has a quite lot of ramifications arising from cultural and non-cultural spheres. Notably the student community does remain impervious to many influences and above all, such influences like foreign languages and cultural norms, are less likely to be received with glee unless they have a positive impact on their learning. I have made use of both the PPV and the personal interview to reinforce this assumption. The overall dynamic approach that I have adopted in this instance warrants a broader perspective on the language teacher’s techniques. These techniques need not, necessarily, be didactic in nature; nor is it necessary to have a heavy-handed approach to convince the student of the importance of e-learning to master a foreign language for their tertiary studies. In conclusion, I wish to point out that all theoretical material that I have cited in support of this research has been chosen with care and eclectic in nature. The views expressed by the authors concerned have not been juxtaposed to support an inflexible posture taken in advance by me. These views are free and highly tested in different contexts. Appendix I – Consultation with Teacher Tim A:I would like to have a very short interview with you. Could you please say your name and briefly a little bit about where you work and the students that you teach? B: My name Tim, I have been teaching English language for the last three years. My interesting area is to organize lesson delivery by using electronic means such as the computer and the overhead projector. A: Can you tell us about the challenges did you face when teaching English by using CALL? B: In fact the very important factor is Motivation our students. I think the motivation is essential element in teaching English language for non-English speaker. However, teaching the students through CALL have many motivated elements such as the freedom to talk? Even though they don’t use this e-learning regularly, they still pass the courses anyway. Motivation of first and second year university students to participate in e-learning has become a formidable challenge to the teacher despite the latter’s relentless efforts. In Thailand, university students tend to underestimate the benefits associated with e-learning. There is very little psychological reorientation going on at the universities right now. A: Do your students find any difficulties when they practice English by using e-learning? If ‘yes’, what kind of difficulties are they faced with? B: Actually, My students had a casual approach to e-learning and thus difficulties were inflated. For example, “unfamiliarity with new technology” and “lack of awareness about e-learning process”. Above all the majority felt that the English language learning was an arduous task that they had little chance of survival against. A:Thank you for your time Tim. I really appreciate it. B: No problem. References 1. Adams, J, and Gareth, M. (2007), Second Generation E-learning: Charateristics and Design Principles for Supporting Management Soft-skills Development. International Journal on E-Learning.Vol. 6 (2), pp157-185. 2. 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L, Perego, M and Pozzi, A Picture of E-learning in Italy, Retrieved: May 17, 2008, from http://www.easy-elearning.net/ downloads/e-learning_in_italy.pdf 9. Gunn, C, and Harper, M, (2006), Using E-learning to Transform Large Class Teaching, ( M. Bullen and D. P. Janes, Eds.), Making the Transition to E-learning: Strategies and Issues (pp146-155), Pennsylvania, IGI Global Publishing. 10. Hiltz, R. S, and Goldman R, Eds, (2004), Learning Together Online: Research on Asynchronous Learning Networks, New Jersey, Lawrence Erlbaum Publishers. 11. Horton, W and Horton, K (2003), E-learning Tools and Technologies: A Consumers’ Guide for Trainers, Teahcers, educators and Instructional Designers, Indianapolis, Wiley Publishing. 12. Horton, W, (2006), E-Learning by Design, San Francisco, Pfeiffer. 13. Merrienboer, J.V, Jochems, W, and Koper K (2003), Integrated E-Learning: Implications for Pedagogy, Technology and Organization, New York, Routledge Publishing. 14. Nagi, K, Anaraki, F and Suesawaluk, P (2007), E-learning in Thailand: A Survey of Social and Cultural Issues, Volume Issue: Oct. 30, 2007 – Nov. 2, 2007, (pp.1-4), Retrieved: May 17, 2008 from: http://ieeexplore.ieee.org/guide/g_oview_faq.jsp 15. Oxford, R and Nyikos, M (1989), Variables Affecting Choice of Language Learning by University Students, Modern Language Journal, Vol. 73(3), (pp.291-300). 16. Organization for Economic Co-operation and Development (OECD), (2005), Policy Brief: E-learning in Tertiary Education Retrieved: May 17, 2008, from: http://www.oecd.org/dataoecd/55/25/ 35961132.pdf . 17. Piskurich, G.M, (2006), Rapid Instructional Design: Learning ID Fast and Right, San Francisco, Pfeiffer. 18. Rosenberg, M.J, (2001), E-Learning Strategies for Delivering Knowledge in the Digital Age, Knowledge Management Magazine Series, New York, McGraw-Hill Publishers. Read More