Developing a self-directed online
programme for an English for Academic
Purposes course –exploring and
accommodating learner characteristics
Dr. Thang Siew Ming
School of Language Studies and Linguistics
Faculty of Social Sciences and Humanities
Universiti Kebangsaan Malaysia
Introduction

Thang (2001) found that the distance
learning students of Universiti Kebangsaan
Malaysia displayed a lack of autonomy in their
learning of English. To what extent is this
phenomenon true of all Malaysian university
students?
Background (1)


The ESP courses conducted by UKM were
purely face-to-face. Students had to attend
four hours of tutorials per week.
The courses aim at equipping the students
with the necessary skills to handle authentic
reading materials in their various disciplines.
Background (2)




Students did very little work outside their
class hours to improve their English.
Their improvement by the end of the
semester was minimal.
There were no follow-up English language
courses for many of these students.
Only certain faculties recommended follow-up
advanced level courses and these were
limited to only one or two courses.
Does this mean that more English courses
should be provided for these students?


No, that would only be an interim
measure and is not the solution to the
problem.
Students need to cultivate the habit of
learning English on their own in order
to be proficient enough in English to
handle the demands at the university as
well at the job market.

As Little (1996) pointed out to be
autonomous “learners need to establish
a personal agenda for learning, taking
some of the initiatives that shape the
learning process, and developing a
capacity to evaluate the extent and
success of one’s learning”(p.).


Thus, there is a dire need to come up
with innovative programmes that will
promote autonomy among Malaysian
learners.
The implementation of an online
language-learning programme is an
effort in this direction.
Online learning as tools to developing
autonomy(1)


Well-known researchers have proposed that
online learning can be utilised as tools for the
development of learner autonomy (Little,
1996; Warschauer, 2000; Shetzer &
Warschauer, 2000).
Warschauer (2000) views technology not just
as an aid for learning language or writing, but
rather as an important new medium of
literacy in its own right.
Warschauer’s electronic literacy
approach(1)


He proposes that by developing electronic
literacy, students can learn to participate in
the English language-dominated on-line world
and also carve out online space for their own
language and culture.
He explains that the Internet does not
constitute or prescribe teaching method;
rather, it is an important new medium that
provides the potential for purposeful,
powerful use of on-line communication in
second language learning and teaching.
Learner autonomy is closely associated
with the principles of the electronic
literacy.


Learning through an online model requires
learners who are autonomous who know how
to formulate research questions and devise
plans to answer them.
They also need to answer those questions
through accessing tools and resources online
and offline. Moreover they need to take
charge of their own learning by working alone
or in collaboration with others.
Warschauer’s electronic literacy approach
(2)

He describes the electronic literacy
approach as working towards the
achievement of two fundamental
objectives: using technology in order to
teach language and teaching language
so that learners can make more
effective use of technology.
Research on Asian students reveals
contracting views


Studies on Hong Kong students generally
suggest that they have little incentive to
undertake learning outside the classroom
(Balla, 1991; Pierson, 1996, Chan, 2001).
Other studies show that the students have a
reasonably positive attitude towards learner
autonomy (e.g. Dickinson, 1994, 1996;
Tantisawetrat & Chonguphajaisiddhu; Jones,
1995).


Purpose of this study
The purpose of this survey is to gain a
better understanding of Malaysian
learners’ need in order to develop an
online English for Specific Purposes
(ESP) programme that is more
appropriate to their needs.
Subjects



First-year undergraduates from Faculty of
Social Sciences & Humanities, Faculty of
Business Administration and Faculty of
Science and Technology.
Three proficiency levels according to their
grades in the MUET.
Three age groups: ‘recent school leavers’ (21
and below) (2) ‘students with some working
experiences’ (22-30) (3) ‘mature learners’ (31
and above).
Learning preferences groups according to age
80
70
60
50
RecentSL
LWExp
MatureL
40
30
20
10
0
CCL
AL1
A2
learning preferences groups according to
proficiency levels
90
80
70
60
50
LoL
40
AvL
30
HiL
20
10
0
CCL
AL1
AL2
learning preferences groups according to faculties
80
70
60
50
SocSc
40
BusAdm
30
SciT
20
10
0
CCL
AL1
AL2
Overall discussion of results (1)


The findings suggest that generally learners
irrespective of age or disciplines prefer a
more classroom-centred approach of learning
to the more autonomous modes of learning.
The higher percentage of LWExp opting for
'autonomous learners Type 2' is a positive
sign but this represents only a very small
percentage of learners.
Overall discussion of findings
(2)


The comparison across faculties suggests that
of the three groups, it seems that SocSc
students are the group that has the highest
percentage of autonomous learners.
Research has shown that Arts students tend
to manifest more deep approaches and
critical thinking strategies than Science
students due to the nature of their discipline.
(Thang, 2001; Ramsden & Entwistle, 1981).
Overall discussion (3)


The finding further reveals that
generally the degree of autonomy
ascends with increase with proficiency.
This reiterates findings from an earlier
study by Thang (2001).
Implications of this study

The findings of this study clearly
suggests that the learners in UKM is not
ready for a totally autonomous online
ESP programme and that the movement
towards such a mode of learning should
be carried out in stages beginning with
a structured approach and moving
towards a more autonomous one.
Suggestions

The online modules designed should also be
accompanied by tasks that promote
autonomy among students. In addition, it is
proposed that students be given learner
training sessions that take into consideration
three key kinds of preparations: (1)
Psychological preparation, (2) Methodological
preparation and (3) Practice in self-direction