an investigation of the perspectives of nccu english majors on alternative course designs for...

An Investigation of the Perspectives of NCCU English Majors on Alternative Course Designs for Language Skills

Courses

Seminar on Research Methodology and Design

Introduction – The Changing Role of English Language Education

The global role of English language education is changing in the 21st centuryThe role of English language education in Taiwan is changing due to education reformHow should the NCCU Department of English react to these changes?Is it time to reevaluate the English language teaching curriculum to better suit the needs of our students?

Overview

The changing role of English in the 21st centuryEnglish language education reforms in Asian and TaiwanEnglish language training at comparable Departments of EnglishContent-based vs. Skill-based English language trainingSummarize the factors that make this a complex issueResearch QuestionsMethodologyDiscussion of our FindingsConclusion and Suggestions

The Role of English in the 21st Century (Graddol, 2006 ; Kierath, 2006 )

Increasing GlobalizationEnglish is the language for international communicationEnglish competence is a factor in national powerEnglish is becoming less of an advantage for getting aheadEnglish ability is an expected necessity to keep from being left behindThe age for the commencement of English language education is shifting downwards

The Role of English in the 21st Century (Graddol, 2006)

Fewer and fewer adult English language learnersEnglish language ability is becoming an entrance requirement for doing university level academic work instead of an exit skill developed before leaving the university Advantages: Having skills other than English, Being Multi-lingual

Regional Trends in English Language Education

The need for increased English language competence has lead to education reforms across Asia

Japan

Hong Kong

Others

Regional Trends in English Language Education (Mantero and Iwai, 2005)

Japan

MEXT (Ministry of Education, Culture, Sport, Science and Technology – Japan) began outlining new education goals in 1998

Hoped for children to catch up with globalization

Essential for children to acquire communication abilities in English to live in the twenty-first century

Regional Trends in English Language Education – Japan

Hoped “to develop students’ basic practical communication abilities such as listening and speaking, … understanding of language and culture, and fostering a positive attitude toward communication through foreign languages” (MEXT, 2003)


Many innovative curriculums developed in Private Universities (Hadley, 1999)Keio ULanguage immersion program. Learners work on group projects, discussions, and debates or group projects on topics that interest them.Focus is on cooperative learning and fluency rather than accuracy. Wants to instill self-confidence and fluency in spoken English to promote the further internationalization of Japanese society.


Asia UEnglish lounges where only English is spokenIntensive English classes requiredStudent exchange program, foreign roommatesTokyo Christian UMany classes taught in English with modified shelter approach. Main objective is to master content material. Language learning is incidental.Miyazaki International CollegeIntegrated classrooms - content courses in English.Aim is to develop language and critical thinking skills interactively.

Regional Trends in English Language Education – Hong Kong

Moving from 3-year universities to 4-year universitiesOne less year of High SchoolLooking at ways to embed English language skills tuition into the new curriculum. It is hoped that this will help nurture capable people to drive the development of a knowledge-based economy and to meet society's rapidly changing needs.

Regional Trends in English Language Education – Others

National University of Singapore

De La Salle University in Manila

Creating language programmes that implicitly focus on English as an International Language (EIL). (Hadley, 2003)

Taiwan Trends in English Language Education

Desire for globalization

Pressure to develop EFL proficiency in the hope of gaining more access in the global arena of international trade and commerce (Carey, 1998; Thompson, 2003)

English ability provides social and economic mobility

The Role of Universities in Globalization

Tertiary educational system in Taiwan partly carries the burden in internationalizing the potential of its human resources (Tiangco, 2004). Provide relevant language training and education to promising Taiwanese in preparing them for global-competitiveness. Responsible for preparing undergraduate students for future careers by providing them with the necessary skills to become productive members of both industry and government. Provide continuing education programs such as courses in English

MOE Expectations for Universities

MOE’s “The International Competitiveness Enhancement of the Universities”To be incorporated into the academic mainstream of the international community in order to enhance the research level of the overall academia of Taiwan and the quality of education and uplift the academic status and visibility of our country; internationalize our universities (by interacting with foreign universities). [MOE website, 2008]

The Changing Education Environment at NCCU

In 2000 ETP started the trend toward internationalization and a promotion of classes that were taught in English Fewer hours needed to attain majorMore opportunity to take elective classes in other departmentsReduced teaching hoursMore research responsibilities

Consequence for NCCU English Department

Need to cut hoursCourses offered reduced by 200 hours in 2009-2010 academic yearMajor curriculum reform necessaryOpportune time to examine the language training programDetermine how to best meet the needs of future students

Other Comparable English Departments in Taiwan Susan

NTU-Joe

What is their language training program like and what percentage of the total credit hours does it take up?

What is their general goal for teaching English?


NTNU-Sharon+Susan

Other Comparable English Departments in Taiwan

NTNU—WritingGrade Subjects Credits

1 Guided Writing/ Pattern Practice 2/2

2 Intermediate Writing/

Grammar and Rhetoric

2/

4

3 Advanced Writing /

Research Methods

2/

2

4 English-Chinese Translation 2


NTNU—Listening & Speaking

Grade Subjects Credits

1 Basic Aural-oral Training in English /English Pronunciation/

2/2

2 Intermediate Aural-oral Training in English / English Conversation

2 /2

3 Public Speaking /Advanced Aural-oral Training in English

2/2

4 Discussion and Debate 2


NTNU—Reading

Grade Subjects Credits

1 English (I) 4

1 English (II) 4


Chao-tung Cher

?

?


Ching-hwa Cher

Cheng-da

?

Content-based vs. Skills-based

Most of these curriculum changes are arguably characterized by content-based and skills-based instruction.

Mostly content-based; less entirely skills-based or content-learning.

The whole is equal to the sum of its parts.

Language learning is no more than the formation of habits by means of stimulus-response conditioning.

Absolute emphasis on skills and mechanics, e.g., grammar, fluency, pronunciation, etc.

Content is only decorative. Students’ comprehension and knowledge of content is of little concern or not tested at all.

Definition of Skills-based (El-Koumy, 2000)

Skills-based Instruction

Advantage: Discrete subskills are clear and easy for learners to manage.

Disadvantage: The teaching of language as isolated skills divorces it from its real and functional use in society (Norris and Hoffman, 1993; Reutzel and Hollingsworth, 1988).

Definition of Content-based (Stoller, 2004)

Dual commitment to language- and content-learning objectives.

Attention to learners’ growth of academic skills.

Models of Content-based Instruction

The continuum (Met, 1998):

showcases the shifting emphasis on content and language, most often a response to the exigencies of the instructional settings in which they are implemented. At one end of the continuum are “content-driven” approaches with strong commitments to content-learning objectives (immersion, partial immersion, sheltered subject area courses); at the other end of the continuum are “language-driven” approaches with strong commitments to language learning objectives, using content mainly as a springboard for language practice.


Parkinson (2000): Science and literacies.

Carson (2000): Psychology and integrated-skills English for Academic Purposes (EAP).

Janzen (2001): Special effects in movies and reading skills.

Mendelsohn (2001): Canadian language and culture and language-learning strategies.

Content-based Instruction

Advantage: Provides a means for students to continue their academic development while also improving their language proficiency (Snow, 1998; Short, 1997).

Disadvantage: Less effective in developing students’ academic English, reduced to “incidental learning” (Langman, 2003).

Complex Issue Ken

Most change focuses on views of administrators and faculty without looking at viewpoint of studentChange often purports to be for the benefit of the students and to comply with the requests of students.No large scale survey of student opinions of the language training program since 1993

Ken

Find out if any curriculum reform has been driven by student opinions

What drives most reform? Mandates from the Ministry of Education? Faculty opinion?

NCCU English Department’s Two Proposed Course Designs

Design 1: With all the language-skills courses eliminated, to teach skills in content courses as an additional requirement.

Design 2: Language-skills courses to be taught with specific subject matters or themes, such as linguistics, literature, or TESOL.


Both content-based, with varied emphasis on content and language.


However, little or no research has been done to investigate what students think about a new course design that is (or will be) taken and how the existing curriculum can be improved.

Research questions

1. What are the students' attitudes toward the current language-skill courses?

2. What are the students' attitudes toward the proposed course reform (content vs. skills)?

3. For the students, what constitutes an ideal language training program?

Methodology

Informants Sophomore, Junior, and Senior English majors from National Chengchi UniversityStudents who have taken the required freshman and sophomore language skill training courses would be the targets. Students from two literature classes completed the questionnaire96 surveys returned

Methodology

Informants

Future PlanAdvanced

studieswork Samples

Year

Sophomores % 75.0 25.0 （ 24 ）

Juniors % 52.6 47.4 （ 38 ）

Seniors % 50.0 50.0 （ 20 ）

In total 58.5 41.5 （ 82 ）資料來源： 2008政治大學英文系學生對語言課程滿意度與需求之問卷調查表

Methodology

Informants

3.12%

79.17%

17.71%

使用英文的頻率每天而且整天使用每天但使用有限每週

1 圖學生日常生活使用英文的頻率

Methodology

Research Design

Attain the learners’ self-report of their attitudes and opinions on the language training program.

Questionnaire survey used

Methodology

InstrumentsThe researchers developed a questionnaire.

Questionnaire Survey Included close-ended and open-ended questions Part One: General Questions

Part Two: Learners’ opinions on individual language class Part Three: Open-ended section for further opinions

Methodology

Instruments

Validity of the questionnaire

consulting four professor

Reliability of the questionnaire

two pilot testing

Methodology

Two pilot tests

Procedure Date Targets & Contents

1st pilot 4/22 17 sophomores & 2 juniors– Questionnaire survey

2nd pilot 5/2&5/6 2 Seniors, 6 juniors, & 15 sophomores -- Questionnaire survey

Follow-up 5/9-5/16 5 volunteers -- interview

Interview Protocol

Methodology

Research Procedure

Planning

Questionnaire Construction

Data Collection

Data Interpretation

Data Analysis

chart

Methodology

Data Collection and Analysis To deal with the close-ended parts

used the statistics software SPSS for Windows, descriptive statistics, correlation statistics, and recursive analysis were functioned

To deal with the open-ended parts (students’ comments) The researchers developed a coding system for each

item and analyzed the subjects’ responses based on the coding systems. Coding Scheme

Findings & Discussion

1. What are the students' attitudes toward the current language-skill courses?

2. What are the students' attitudes toward the proposed course reform (content vs. skills)?

3. For the students, what constitutes an ideal language training program?

Students' attitudes toward the current language-skill courses

Students' attitudes toward the proposed course reform

Future Career Intentions

Attitudes Based on Future Career Intentions – Graduate School

Attitudes Based on Future Career Intentions – Work

Change Attitude by Specific Class

Comments Related to Eliminating Language Training Classes

8. 您是否認為可以完全刪除聽、說、讀、寫方面的課程？□①不可以 □②應該不可以 □③無意見 □④應該可以 □⑤可以8a. 請說明您的理由


8. Do you want to eliminate all the LSRW classes? 1) No, I do not. 2) Maybe not. 3) No comments. 4) Maybe. 5) Yes, I do.

8a. Why?

Likert Scale Score: 1.26


Strongly negative response

53 out of 96 informants commented

Only 3 comments favored eliminating language training classes

4 skills already practiced in Literature and Linguistics classes


Most comments against eliminating language training classes28 comments were against the proposalCore skills in English language learning19 comments questioned the effectiveness of the planCannot improve language ability in the content classes

Comments Related to Developing English Skills Through Content Classes

9. 如果把所有的語言課程與必修之文學、語言學或英語教學課程整合，也就是說沒有單獨存在的聽、說、讀、寫語言訓練課程了﹙例如老師上文學課時也同時訓練聽、說、讀、寫能力﹚，您覺得可行嗎？□①很不可行 □②應該不可行 □③無意見 □④應該可行 □⑤很可行9a. 請說明您的理由


9. If we combine the skills classes with content classes and do not have separate LSRW classes, would you agree? 1) No, I would not. 2) Maybe not. 3) No comments. 4) Maybe. 5) Yes, I would.9a. Why?



Negative response60 of 96 informants commented9 comments favorableFollow the model in English speaking countriesImprove listening ability8 comments state content classes should be taught in Chinese


51 comments negative

Too much to cover already (13 comments)

Content classes should be taught in Chinese (8 comments)

Unable to master 4 skills (30 comments)


10. 不同於上題，如果保留現有聽、說、讀、寫的課程，但以文學、語言學或英語教學等為教學內容主題﹙例如「英文作文﹙語言學主題﹚」或「英文作文﹙英國文學主題﹚」﹚，您覺得可行嗎？□①很不可行 □②應該不可行 □③無意見 □④應該可行 □⑤很可行10a. 請說明您的理由

10. Different from the last question, if the skills classes are kept and taught with topics of lit, linguistics, or TESOL, would you agree? 1) No, I would not. 2) Maybe not. 3) No comments. 4) Maybe. 5) Yes, I would.

10a. Why?



Only 43 comments are made.

22 are against the proposal.

Content may be too difficult for students to learn and for teachers to teach.

Students want to learn more practical content and develop global views.


17 are for the proposal.

To get more professional training.

Positive-Reinforces content knowledge

4 are ambivalent.


Comments Related to Improving the Current Language Training Program

11. 這次的語言課程改革中，您覺得有哪些既有狀況必須藉機改進？

11. With the curriculum being revised, do you think any improvements need to be made to the status quo?


73 of 96 informants commented

Negative Comments

Positive Comments

Department Policy Comments


91 Negative Comment Issues

15 Curriculum related comments

Course content comments– 23 Oral Training– 5 Writing– 14 General

Teaching methodology comments


7 Positive Comments

Praise for Curriculum, Content, and Teachers

Teacher comments included both negative and positive views


21 Department Policy Comments

12 General comments

9 Desire for more Language Training hour comments


Summary of Comments

Strongest negative issues

Variability in content and quality between sections

More practical content

More chances to practice

Comments Related to How Student Achievement Can Improve

12. 這次的語言課程改革中，您覺得有哪些新重點必須設法納入以強化同學們的學習成果？12. With the curriculum being revised, what are the new guidelines that should be included to improve students' achievements?


60 of 96 informants commented

9 comments related to improving the curriculum– More classes, unified guidelines

23 comments related to general class content– More practical language use


15 comments related to improving oral training classes– More chances to speak; learn presentation skills

2 comments related to improving writing classes– Practical topics; grammar correction

15 comments related to improving teaching quality– More opportunities to speak in class

7 comments were related to department policy– Increase number of language training classes


Summary of Comments

More classes

More practical content

More chances to speak

Barriers to change ????

Politics

Faculty doesn’t want to change

Lack of communication among those who are involved in change

Barriers to change info

Conclusion/Pedagogical Suggestions for treatment

A. summary of the result

B. implications

C. limitations

D. suggested future study

E. concluding remarks

Limitations/Suggestions for further research

an investigation of the perspectives of nccu english majors on alternative course designs for...

Documents

spoken english

suggestionsthe role

downwardsthe role of

nccu department of english

education reformhow

new education goals

century regional trends

century graddol