1 significant learners’ factors and english language learning from ecological approach to english...

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Significant Learners’ Factors and English Language Learning

From Ecological Approach to English Language Learning

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The study investigates learners’ self-perception, their perceptions of their English language learning, ecological

variables of classroom and self and the interface between these variables and learning outcomes. The subjects are graduate students in CULI’s Academic

English for Graduate Studies in the academic year 2005. The paper will

provide definitions and background of the study by reporting impact of related

research, research methodology, results and implications. Attention will be given

to the significant factors related to learning.

PREAMBLE

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Ecological Approach to English Language Learning Factors of Student Attitude and Perception toward their Teacher and Classroom Interaction in Chulalongkorn University Language Institute’s Academic English for Graduate Studies Course” is being conducted employing the ecological approach with the purposes to study (1) the learners’ self perception, and their attitudes towards the teacher, and the teaching-learning methods used, (2) ecological factors and classroom management, and (3) relationships between learners’ factors, namely their EQ, background, attitude and perception and their achievement.

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The approach employs psycho - educational intervention within the student’s sociocultural context and his/her perception of the learning environment and allows for a more accurate assessment of the student's psychological functioning and a broader understanding of the four crucial issues affecting the student’s language learning.

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A research project entitled “Ecological Approach to English Language Learning Factors of Student Attitude and Perception toward their Teacher and Classroom Interaction in Chulalongkorn University Language Institute’s Academic English for Graduate Studies Course” is being conducted employing the ecological approach with the purposes to study (1) the learners’ self perception, and their attitudes towards the teacher, and the teaching-learning methods used, (2) ecological factors and classroom management, and (3) relationships between learners’ factors, namely their EQ, background, attitude and perception and their achievement.

Background

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Definition of termsDefinition

Ecological approach to language learning The approach pays close attention to four

related processes: perception and action in semiotic contexts, the emergence of language abilities in meaningful activity, the dynamics of social interaction; and the quality of educational experience. The ecological approach emphasizes the interaction of the student microsystem with the context of her/his mesosystem (peers, teachers, school, and other networks), macrosystem (community or culture), and exosystem (society/social structures).

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Expected Outcomes of the Study

It is expected that this research would create knowledge and understanding about the roles of perception and ecological factors in ELT for academic purposes, and that learners’ microsystem, mesosystem, macrosystem, and exosystem impacting their ELL would be better understood.

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Research Procedures

Subjects: 3 groups of graduate students

taking Academic English for Graduate Studies course from ay 2005-2006 numbering 28, 27 and 32 respectively

Instruments1. EQ measures

2. Attitudes measures

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Learner Variables

Perception: Presentation to the mind in the form of an idea or image

In education, it has been proven that positive self-perception, or high self-esteem, is conducive to the developmental process. Self-perception has been shown to reflect developing cognitive abilities and social circumstances (Dusek & Flaherty, 1981; Stanwyck, 1983).

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College Student Self-Perception

More specifically, academic self-concept refers to a student's perceptions of his or her academic abilities (House, 1992).

Hamachek, 1995 and House, 1993 show that students' self concept is significantly associated with academic achievement.

Loeb and Magee (1992) suggest that students with low self-esteem who find it difficult adjusting to college academics may benefit from contextual support resulting in their satisfaction with college and improved self-image.

Contextural support comes from such sources as faculty, peers, and family.

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Bernat (2005) discusses research results revealing that attitudes toward learning, and the perceptions and beliefs that determine them, may have a profound influence on learning behavior.

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Support and interaction with faculty may be related to students' academic achievement and self-concept (Gerdes and Mallinckrodt (1994).

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Contextual Support

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Support from Ecological Variables

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Objectives

This study investigated 1. the impact of ecological variables including learner variables and learner-related variables,

particularly learner perception and attitudes on English learning achievement of three cohorts of graduate students. 2. the strength and directions of the relationships

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Expected Outcomes of the Study

It is expected that this research would create knowledge and understanding about the roles of perception and ecological factors in ELT for academic purposes, and that learners’ microsystem, mesosystem, macrosystem, and exosystem impacting their ELL would be better understood.

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Ecological Variables/Factors

The independent variables in this research are either learner variables or learner-related variables. They are: 1. self-perception 2. emotion quotient 3. attitudes towards teaching-learning processes employed and the teacher

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Self-Perception

1. My best friend and intimate friendship 2. Social acceptance relationship with the parents. Loving relationships, humor, morality 3. Global appreciation 4. Social notation of the family scale 5. Perception of the physical appearance

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Emotion Quotient

1. Goodness 1.1 Self-control 1.2 Empathy 1.3 Responsibility 2. Smartness 2.1 Motivation 2.2 Decision-making and problem solving 2.3 Relationship

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Emotion Quotient (cont.)

3. Happiness 3.1 Being proud of oneself 3.2 Life Satisfaction 3.3 Peacefulness of mind

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1. Submitting assignments by e- mail is useful 2. Submitting assignments by e- mail is appropriate 3. Saving time factor of transaction by e-mail 4. E-mail transaction for assignments is interesting

Attitudes towards IT: E-mail and Website

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Attittudes (cont.)

5. Submitting assignments by e- mail helps make transaction with the teacher faster 6. Receiving graded assignments by e-mail is appropriate 7. Receiving graded assignments by e-mail is useful

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Attitudes (cont.)

8. Receiving graded assignments by e-mail saves classroom time 9. Receiving graded assignments by e-mail is interesting 10. Attitudes toward e-mail transaction for assignments (1) Receiving graded assignments by e-mail helps student obtaining useful corrections of their work

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Attitude (cont.)

(2) Receiving graded assignments by e-mail helps student obtaining useful explanation and corrections of their work (3) Receiving graded assignments by e-mail helps student obtaining only useful explanation without any corrections for improvement of their work

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Attitudes (cont.)

11. Teacher assignments on the website 12. Textbooks and handouts distributed by the teacher 13. Materials in the self-access language learning center

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Attitudes toward teaching-learning procedures

1. Teacher classroom management 2. Peer assessment 3. Teacher assessment

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Learner variables

SexAgeRegarding oneself as a Bangkokian or as a person from other parts of ThailandYears of English learning

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Dependent variables

Project Midterm tests Final exams Assignments and

participation

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Findings: Relationships among the variables

On visualiser

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Consistency of significant relationships

Cohort 1Ass&Par~Project

SexAge~Self-Identif.Y.E~Self-d,Lev. of St.EEQ-sm~EQ-gd.EQ-hap~Proj. EQ-gd,sm.

Peer~Ass&ParAss&Par~Mid- term

Cohort 2Sex~Proj.Age~Proj.Self-Id~Level of St.E, Year of Eng.Y.E~Level of St.EEQ-hap~EQ-sm.Att.teach~Proj., Sex,Self-Per.Peer~Final,MidtmSelf-id~Ass&Par.Level of St.E~

As&Part

Cohort 3Ass&Par~ProjSex~Ass&PartLofSt.E~Self-idY.E~Self-id,Lof St.EEQ-H~Proj,EQ- gd, EQ-smEQ-Sm~EQ-good

Peer~Ass&ParAss&Part~<Mid term

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Conclusion and Recommendation

Significantly consistent factors Positive relationships ● Ass&Par~Project ● Y.E~Self-d,Lev. of St.E ● EQ-sm~EQ-gd. ● EQ-happy~Proj. ● EQ-hap~Project, EQ-good,smart

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Conclusion and Recommendation

Significantly consistent factors

Negative Relationships ● Peer~Ass&Participation ● Ass&Par~Mid-term