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A STUDY ON PREFERENCES OF TEACHERS TOWARDS USING LANGUAGE LEARNING WEBSITES

IN TEACHING ENGLISH

SITI HAJAR BINTI ANIP (2011937431 )

A proposal submitted to:

Prof. Madya Dr. Teoh Sian Hoon

EDU702 (Research Methodology Course)

M.Ed TESLFaculty of Education

Universiti Teknologi MARAShah Alam

2012

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CHAPTER 1

INTRODUCTION

1.0 Introduction

The world of education is changing significantly due to the vigorous world

of computer technology. Many parts of the modern world are saying goodbye to

the blackboard and chalk whereby the chalk dust floating in the air and grammar

exercises and repetitive multiplication training and exercises. Due to the

popularity of learning language such as English, Japanese, France, etc. the

many ways to learn language are to enhance the effectiveness and increase

motivation for language learning. Thus, learners have many options of how to

learn language and the Internet play a role as one or the main resources.

Through the Internet, people can communicate, link and interact with each other.

Opp-Beckman (1999) pointed out that the computer is a medium to deliver

authentic materials, discourse, and culture to enhance learners’ opportunities to

communicate with authentic audiences. Therefore, the tendency of Computer

Assisted Language Learning (CALL) is to make use of the Internet as a latest

method of technology to expand and to broaden the chances of language

learning. Warschauer, Shetzer and Meloni (2000) stated that there are five main

advantages of Internet use for English teaching : authenticity, literacy, interaction,

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vitality and empowerment. That is, the Internet can bring a reliable exchanges

information or ideas, reading and listening resource, interact people online and

communicate using text, learning any places at any time, as well as a self-

learning stream. For example, teachers may forward e-mails to their students

and use hyperlinks to search the pertinent learning resources from the Internet.

An enormous amount of information is currently available on the Internet and

there are millions of websites found on the Internet and it continues to cultivate at

an expanding rate. The number makes it possible for users to have more

freedom in choosing whichever sites that is beneficial to them. The reasons

behind this rapid growth include ease of access (if you don’t have your own

internet connection, many publibc ones are available), low cost of access (some

type of website hosting is included with most ISP accounts) and ease of website

creation (templates and graphical tools are widely available).

However, the problem is that there are no standards with which either

website architecture, content or content management must comply. Most of the

websites do not follow standards and guidelines. As a result, the quality of many

websites is low (visual appeal, navigation, consistency, functionality) and the

information on those sites may not be accurate. However, due to the Internet

resources emerge movement so fast, it turns up that the useless and inadequate

information arise in a large (Wilkinson, Bennett, & Oliver, 1997). Similarly, the

number of language learning websites is increasing to assist users in teaching or

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learning language, but this large number of websites has made it extremely

difficult for users to make the right choices. It is doubtful that the quality of these

websites has increased with their quantity.

This problem needs to be solved because this situation creates a dilemma

for individuals and teachers who wish to search for accurate and reliable

information on the Internet. With proper criteria, it will helps students, educators,

and other Internet users focus on valuable insights from the website and save

users’ time from searching unreliable information and websites (Harris, 1997).

Users will look at other place if a website does not meet their requirements and

their needs (Nielson, 2000). Thus, the quality of the websites is an important

issue. One way to screen for good language websites is to develop a set of

standard criteria that can be applied in evaluating the Internet information

sources. A useful and good design of websites can catch the attention of users

(Shneiderman & Plaisant 2005, Nielson 2000).

The Internet supports student’s learning eliminating the barriers to access

information. With the Internet and a good teacher, students can locate

information and communicate with others, allowing them to connect with relevant

real-world resources (Serim, 1996). Online learning activities such as reading

club, newsletter and blog, serve the purposes of stimulating learners’ motivation

(Kuo, 2006). Therefore online activities do not only make lessons more

interesting but also help student explore new environment and settings.

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Nowadays, there are many languages learning websites that provide

simple to advanced level of language for learners to choose. These language

learning websites include online tutorials, exercises, and games and so on.

There are even online dictionaries for learners to refer to. As for teachers, some

of these websites even provide lesson plans, materials and sample of activities

for them to implement in classrooms. Thus we could see that language learning

websites have their own purpose to serve different users.

The current education system supports the use of computer and Internet

in classroom setting. For example, the Malaysian Board of Education

implemented Information and Communication Technology (ICT) subject in Form

Four and Five curriculum specifications as a way for the students to get updated

with the latest technology. The Internet and websites are now welcomed to be

used in classrooms. For language learning, selecting suitable websites to be

browsed through by students is added into the teacher’s list of duties. Teachers

must select websites that support their students’ needs. Therefore, the creation

of the language learning website itself is the fundamental and most important

part especially to avoid unnecessary problems in selecting websites.

Thus, in order to make a language learning website effective to be used as

a source of teaching and learning, it is important that the designers know the

necessary elements in designing the websites. These elements or criteria should

be put into great consideration in order to increase the interest and motivation of

the learners to learn language independently through the internet. Due to this, a

study should be conducted to find the elements applied as well as the target

users’ preference of language learning websites.

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2.0 Statement of the Research Problem

Diversity of requirement and demands is looking forward into the teaching

profession (Wood, 2006). Role of a teacher nowadays is not only teaching and

educate but she or he also need to be or acts as a facilitator, tutor, counselor and

guidance to the students. Therefore, a teacher is likely to recognize and be

familiar with a lot of things know matter from general issues to complicated

issues. Relative to this, teachers must capable and competent enough to identify

and answer which language learning website is helpful and efficient to be taught

and to be used by learners.

As teachers dedicate part of their life with their students, they will definitely

know about the students’ background, proficiency of using language and learning

style. Yet, with thousands of language learning websites establish on the

Internet, it is not possible for the teachers to choose which suits with their

students requirements. Numerous institute of education institutions approached

the process of enhancing because to see the apparent of students’ competition

as an alternative to improve students’ learning (Lynch, 2002).

Students and teachers will profit from this research finding. With proper

criteria, users can easily appraise the quality and characteristics of the websites,

and therefore decide whether the websites meets their needs. Particularly,

teachers can appraise language learning websites especially in teaching English

to screen them as teaching resources. At the same time, students will be

motivated to learn, will be able to speak more, raise self confident and they will

find the subject is easier to understand and to do. (Lee, Choi, & Byun, 1996)

stated that a high-quality learning website must consider all the aspects of

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attributions, inspiration, dealing and interactions of the learners. Teachers also

are not likely to waste their time surfing unreliable or poorly designed site. In

addition, website designers can also take the findings or recommendations from

this research as a guideline or direction on how to build a reliable and well-

designed of websites for language learning.

The inputs of this research will add to what is already known and proven in

the sense that there are some reasons in explaining the need for improvise the

criteria of the language learning websites especially English websites. First,

some studies focused on developing general guidance for evaluation but were

not specific enough to include the essential characteristics for English Learning

(Bradin, 1999). Second, many studies explored the conceptual ideas of

evaluating English materials, but did not specifically provide detailed guidance for

designing English learning websites (Chapelle, 1998). Third, most research only

focused on one or two of the language learning aspects, such as listening,

speaking or writing skills. However, most of the developed criteria were only

based on theoretical concepts, but not validated by the empirical study (Chapelle,

1998).

With the declaration above, it can be seen that the arrangement of the

language learning website development should be enhanced with the association

of teachers. For the teachers to grip and execute the fullest of learning of Web-

based, their ideas and suggestions on what should be in the language learning

website are very important and significant. Therefore this research is keen to

discover out that English as propositions to ESL teachers of the critical elements

required in language learning websites. This research will respond two different

questions: What are the teachers’ preferred elements of language learning

websites? What are the reasons for ESL teachers assessing language learning

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websites? It is hoped that teachers and web designers have a set of criteria to

develop reliable and well designed websites. Learners with guidance will acquire

knowledge effectively and conveniently.

3.0 Research Objectives

The objectives of this study are:

1. To determine teachers’ preferred elements of language learning

websites

2. To investigate the reasons for ESL teachers accessing language

learning websites

4.0 Research Questions

This study will provide answers to the following questions:

1. What are the teachers’ preferred elements of language learning

websites?

2. What are the reasons for ESL teachers assessing language learning

websites?

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5.0 Operational Definitions

The key terms in this study include websites, evaluation criteria, CALL

(Computer Assisted Language Learning), ESL (English as A Second Language).

Websites

Website is an essential and virtual region on the web. Users can enter in

and go into the web address to admission information on the Internet. As stated

by the Columbus Metropolitan Library (2004), a website is a compilation of

interrelated web pages from one companionship, association, organization and

so on.

Evaluation Criteria

Evaluation criteria consist of a number of values and standards which can

be indexed to particular information for improved knowledge and comprehension

of the evaluated items. By the evaluation criteria, users will attain some dissimilar

characteristics and ability of the system. Eventually, applying evaluation criteria is

crucial to assist users comprehend the necessary components of the design.

CALL (Computer Assisted Language Learning)

Egbert, Chao, and Hanson-Smith (1999) emphasized that the reason of

CALL is to offer teachers a number of ways to set up a language lesson with the

exercise and use of technology. Therefore, in this study CALL is defined as the

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make use of of computer technology to plan and design a sequence of syllabus

for teaching and language learning. The technology used in the CALL program

usually includes courseware, educational software, the Internet and websites.

ESL (English as a Second Language)

ESL is a short form for English as a second language. Richards, Plat &

Plat (1998), stated that ESL is “English in countries where it is broadly used

inside the country but it is not the primary language” (p.157). In to the point,

English is used as the middling of teaching and instruction in ESL. In the

educational approach, the curriculum of teaching English is planned to educate

learners in the community and civilizing aspects of a language and the

educational aspects as well. In common, English training program assists

learners gain English listening, speaking, reading and writing abilities to foster

them in mastering these skills.

6.0 Limitation of the Study

The findings of this research are only true for ESL teachers as their major.

In the other words, it cannot be generalized and therefore, the same study needs

to be conducted to various users of websites to see if there are any similarities

with the purpose of accessing the websites and their preferences of the

elements. One more limitation of this study is on the elements themselves. Due

to the limited amount of sources which could be found during the completion of

this study, the elements analyzed were from the general categories. The other

limitations are the findings on the similarities of elements using in the websites is

only limited to six websites from the previous study. The reasons of using the

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websites also are limited to four components which are on the information,

sharing, activities and self improvement.

7.0 Significant of the Study

This study could be used by English as a Second Language (ESL) teacher

in identifying the types of language learning websites that can benefit most when

implementing them in classrooms. Elements that are introduced will assist the

teachers discover websites that suitable to their teaching approach and

requirements. Thus teachers will not have to waste time surfing through the

websites that could not provide the necessary needs to them and the students.

Besides, ESL teachers also need to plan and create innovative and latest

sources for language learning. This might be in structure of modules, course

design or reference books. Thus, this study offers information of the essential

elements which should be used and implemented in language learning websites.

ESL teachers can make use of this study as a channel of reference or guidance

when searching for teaching materials for their students or constructing their own

course design.

This study could also assist Malaysians who are attracted and fascinated

in designing language learning websites that focus on their own culture and

civilization and the styles of language learning. As a result, web designers can

propose and offer language learning websites that go well with the level of

proficiency as well as the culture of Malaysia.

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Web-based learning (WBL) had been introduced in the late 1990’s and

ever since, the studies had been conducted to discover the implication and

significant of this method. But, there are still not enough and insufficient studies

that provide both WBL and language learning. Thus this study could help out and

contribute in the research of language learning through the websites.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

From this chapter it will discuss the previous research concentrating and

pinpointing on some of the theories of Computer Assisted Language Learning

(CALL), web-based learning and fundamental and elementary company parts or

groups that are required in making the website for language learning work.

Collection of sources of the literature reviews are gathered from the web-base

learning topics, education subjects as well as web designs.

2.1 The Stage of Growth or Advancement of CALL

CALL is the acronym for Computer Assisted Language Learning and

sometimes expanded as Computer Aided Language Learning. It is related to the

use of computers for language teaching and learning and has been developing

gradually. Warschauer (1996) stated that the development of CALL can be

categorized into three phases. These three phases are the behaviouristic CALL,

communicative call and integrated CALL.

2.1.1 Behaviouristic CALL

The behaviouristic CALL was conceived in the 1950s and implemented in

the 1960s and ‘70s. It focuses on the drilling practice where learners face

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repeated exercises and it serves as a channel for conveying instructional

materials to the student. The rationale of the fact that CALL drills are still used

today due to the repeated exposure to the same material is essential to learning

and a computer does not get fed up presenting the same material and allowing

students to proceed at their own freedom of time for other activities.

However, in the late 1970s and early 1980s, the behaviouristic CALL

became undermined since its approaches to language learning had been

rejected at both theoretical and the pedagogical level. Furthermore, the

advancement of computer technology has made it possible to invent new

approaches which are more effective to be used (Warschauer, 1996).

2.1.2 Communicative CALL

The drilling and practice approach from behaviouristic CALL was found not

to be very effective and had been downgraded, a new phase of CALL called

communicative CALL was introduces. It became noticeable in the 1970s and

80s. This phase concentrate more on the communicative approach in language

learning and supplied and produced more reciprocally active for the learners.

The computer is seen as a device as well as a tutor. Two-way communication is

established where the learners now could give instructions to the computer

instead of only receiving them.

However, there was defiance for supporting of CALL was to produce

replica which could gradually change the various aspects of the process of

language learning and also due to the technology advancement, educators are

now searching for new ways to integrate methods by combining two or more

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teaching strategies for CALL. This has led CALL to advance further to the next

phase which is Integrated CALL (Warschauer, 1996).

2.1.3 Integrative CALL : Multimedia

The integrative CALL is divided into two groups: multimedia and the

internment. In multimedia, the combination of media such as texts, graphics,

sounds and animation illustrated by CD-ROM provides many advantages to

language learning. The first advantage is a more authentic learning environment

is created where real world situations can be adapted. Secondly, skills can be

easily integrated since the variety use of media makes it possible to combine

skills such as reading, writing, listening and speaking skills. The third advantage

is that the learners have the control of what they are learning. Thus, this creates

opportunity for learners in having freedom to learn at their own speed, pace and

level. By means the internet, learners have the possibility and chance to

communicate with native speakers of the target language due to the accessible

of emails, online conferencing and others. The internet is also known for its huge

and great library of information where learners can find information of learning a

language.

In all, the phases of CALL transforms aligned with the time of computer

technology development. Form the early stages of drilling practices, the learning

of language through computer has now transformed into varieties mode and

motivational of method and procedure. Furthermore, with the adventures of the

internet, CALL can also be a medium of global communication and a source of

limitless authentic materials (Warschauer, 1996).

2.2 Web-Based Learning

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Teaching and learning through education using computers were started in

1960s. Many of us use the internet or the “web” (world wide web) as a source of

information. With the advent of convenient microcomputers in the 1970s,

computer use in schools has become widespread from primary education

through the university level and even in some preschool programs (Britannica,

2007). The technology of computer has given a great opportunity and choices of

delivery, content and access method. With the intervention of the internet, web-

based education is established.

Web based learning is known as online learning or e-learning because it

the learning content includes online course. Discussion such as forums through

e-mail, videoconferencing and live teaching and lecturing are all possible through

the web. Web-based education (WBE) or web-based learning (WBL) refers to the

use of internet technology for delivering instructions (Huerta et al, 2003). WBE

emerged in the late 1990s where it was still in the testing and investigating phase

of defining and making it technically feasible (Aggarwal, 2003). As more

beneficial of WBE found, it is increasing in the market and demand. WBE

enlarging in size and is stretch out worldwide thus produced many designs of

models and created various interpretations. Huerta et al. support this statement

by saying that the research must be able to work out and apply the theories and

findings of heterogeneous discipline that have been poorly related until now. Web

based courses may also provide static pages such as printed sources of

information and course materials.

2.2.1 Advantage of Web-Based Learning

McKimm et al (2003) had listed several advantages and disadvantages of

web-based learning. She stated that one of the many advantages of using

websites is the ability to link resources in many different formats. This can be

done with the unlimited pages provided by the internet and the presence of

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hyperlinks which are used to connect these pages. E-learning allows anyone to

study at anywhere and to learn anything. In fact a lot of courses and training

provided in a huge library around the world so that it is not impossible to study

almost any subject in the world. McKimm also stated that resources can be made

available from any location and at any time. As long there is a connection to the

internet, Websites can be viewed from any places in the world. Moreover, no

matter who you are either you are adults or students; it gives the freeness for

anyone to access. McKimm added that learning through websites will motivate

students in active learning and encourage to be more independent. The

computer and the websites themselves serve to be the facilitator for the learners.

2.2.2 Disadvantages of Web-Based Learning

There are also a few limitation and several disadvantages of using

websites for learning. The major constraint of the Web Based Training is that

there is no human make contact with and the lack of this feature has enormous

impact on learning and training. The first problem occurs when it is difficult for the

learners to access suitable computer tools. This is especially learners who are

computer uneducated whereby they have to experience a computer literacy

course before they could access a learning website. Furthermore, annoyance

and frustration can be seen if learners could not access images video and

graphic and so on due to poor equipments. To overwhelm this problem, learners

must keep their equipments up-to-date and therefore, increase the costs.

McKimm also stated that essential infrastructure must be obtainable and

affordable especially when using learning websites in classrooms. Institutions

must make available a space where adequate equipments can provide the

number of students learning at that particular time. Other that moment, the

information found on the internet can differ in quality and correctness, so

direction and signposting is needed. Thus the learning could not be done without

the help of supervisors monitoring the learners’ learning.

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The language website training has no live clinic or workshop that the

learners can attend as a group which is likely in the conventional method

of training and learning or the CD-ROM learning. In language website training by

using web link learners can e-mail to other learners, post their commentary about

the training on message boards and have a chat through video conference links

but still it keeps you away from a live workshop.

2.3 Evaluation Criteria for Website Resources

Websites are a new kind that has been developed thanks to the

appearance of Internet. According to Edu Tech Wikipedia, A website or Web site

is a collection of Web pages.

As Xavier University Library on-line emphasizes, there are a figure of

different type of websites and each of them has its exact purposes such as

business, amusement, government, Internet Service Provider, Martial, News

Bulletin, Organizational, Personal and Educational. Moreover, Ohl and Cates

(1997) stated four kinds of websites : informational, entertaining, promotional and

educational. In general, the purpose of each website can be summarized as

follows : (a) to deliver applicable information as users require for example

personal websites or penetrating engines (b) to announce information or provide

a topic for exemplar official websites or websites of an educational institution, (c)

to publicize particular products or functions which are designed for users for

example website of Amazon or eBay and (d) to provide some enjoyable

resources or tools for users to operate for example Yahoo or Google websites.

Each website designer has its purposes to inform users, so the websites are

intended to link their thoughts through one-way or two-way communication.

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YC Chia (2006) made an indication of evaluation criteria for general

websites. According to him, the main key criteria are authority, accurateness,

reason or purpose, currency and navigation. First, a website designer should be

a specialist or skilled enough in their field to construct an applicable website.

Second, the information in the website must be precise, exact and should not

contain errors. According to Valqui (2001) the first goal of a user when surfing a

website is to collect as much information as possible. To save time, users scan

text and select out keywords, sentences, paragraphs of interest while skipping

over parts they less care (Nielson, 2000). In order to keep away from such

situation, Mohler (2000) stated that it is advisable for a website to avoid long

discussion or long-winded phrases that can confuse the reader. Besides,

grammatical and spelling errors found in texts can give bad first impression of the

website to the user. Web designers should proofread their pages cautiously to

avoid needless mistakes (Nielson 2000, Mohler 2000). Third, users or visitors of

the website can without difficulty understand the purpose of the website. Fourth,

the resources of the website should be lawful and updated. Fifth, the

arrangement in the website should be understandable and commonsense for

users.

The characteristic of ease of access is also important for websites. It

determines whether or not users can effectively find the resources they need. A

good website will have no purposes without accessibility. A website that is

publishes on the internet has an huge chance of being visited from people

globally. According to Valqui (2001), a variety of people can result in an

assortment of computer platform, internet connections, languages and

accessibility to different websites. For example, we-browsers which is poised

text and graphics after the elements are downloaded show different versions are

used (Mohler, 2000). Therefore, it is not assured whether the user can view the

websites as wanted by the developer. To prevail over this problem, Valqui

(2001) suggest that by offering a standard HTML-based version to viewers can

provide an option for them to view the website. The dissimilarity between learning

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websites and general websites depends to the differences needs of the users on

surfing these websites.

2.3.1 Evaluation of Learning Websites

The differences between general websites and learning websites are

mainly focused on the way that designers use to plan and develop the websites.

Ritchie and Hoffman (1997) mentioned that the instructional websites has to

identify instructional goals or list expectation on the web pages. Therefore,

construction a learning websites must involves the investigation of learners’

affections, activities within learning processes and specific issues of learning

theories.

2.3.2 Programmed Instruction

Programmed instruction is consequential from behaviorism. One of its

uniqueness is making the learning process automatic. (YC Chia, 2006; Pressey,

1932) completed “the work of programmed instruction based on exploring

Skinner’s operant conditioning” (cite from Mc Donald, Yanchar, & Osguthorpe,

2005). Since the education process is based on behaviorism, the positive

response was rewarded whereas the wrong reaction was not (YC Chia, 2006;

Anne, 2000). Students were encouraged to correct learning behaviors by strong

reinforcement. According to YC Chia (2006), a high-quality programmed

instruction should include the following: (a) instant response. Learners

understand their accomplishment and attainment of current learning stage

through feedback; (b) transparent and short content. The material has to be

significantly segmented in order; (c) drill and practice. Learning to change the

behavior is a key idea through the approach of recurring practices. This

behaviorism emphasizes what students learned from the entire course.

2.3.3 Discovery Learning

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Duffy and Cunningham (1996) mentioned that the importance in discovery

learning is in its process, including the development of inquiry skills in complex

field. The key advantage of discovery learning is that students would excitingly

remember the concepts of knowledge as they discovered it on their own. This

allows them to discover the rules needed to deal with the problems. Clark (1999)

emphasized discovery leaning is more effective when the material is related to

personal experiences or social issues.

The overall interface design of a website is one of the key elements of

attracting users to visit and keep using the website. So Scneiderman and

Plaisant (2005) had come upon a list of principles that can be used when

designing the interface. These principles called the eight golden rules of

interface design can be applicable in most interactive system and can be applied

as a useful guide for web designers.

The first principle introduced is the consistency of the webpage.

Consistency is seen when web pages are developed likewise to one another.

This can be achieved through the use of the same colour, font, layout as well as

terminologies; helps, menus and so on. Baxley (2003) supports this principle by

stating that consistency can contribute to users’ control by increasing

predictability and obviousness. Therefore, this creates a motivation for the user

to stay accessed to the website.

The second principle introduced is that websites should provide worldwide

usability. Web designers need to identify the needs of the target users by

knowing their background such as expertise, age ranges, disabilities, and

technology diversity. For example, beginners may want a simpler version of the

web containing step by step explanation of what to do next. However, advance

users may want to skip all details and have quick access to information wanted.

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The third principle listed is that websites should recommend useful

comment to the users. Shneiderman and Plaisant (2005) stated that for regular

and slight actions, the response can be modest, whereas for rare and most

important actions, the responses should be more considerable. Feedback could

be in a form of information such as announcing errors, end of an action and

others. It could also be in an outline of motivational response. Other than that,

visual presentation of objects could also be used for feedback.

The next principle stated is that websites should have a structured order of

navigation. In other words, an effective website can give the users an idea of the

web’s beginning, middle and end. For example, filling up a form or questionnaire

indicates the beginning of an activity and this ends by submitting the form or

giving conformation feedback to the users. The informative feedback given to

the users at the end of each activity gives a sense of relief and a signal for the

users to prepare for the next action.

According to Shneiderman and Plaisant (2005), interface should be

designed such that users cannot make serious errors. For example, alphabetic

characters should not be allowed in numeric fields. Interface is essential to sense

mistakes or errors and recommend easy, practical and precise guidelines for

improvement. This is to ensure that the users will not give up on using the site.

When the error is made, an efficient website permits easy reverse of

actions. The execution of this principle in a website can ease the worry of the

users since they know their mistakes can be undone. Thus this creates a chance

for them to look further into unusual options without feeling worried.

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The next principle stated is that the interface design should support

internal locus of control. This means that the user is given the choice to navigate

independently and in control of the whole operation. By giving the users control,

they navigate through the website at their own convenience and this reduces the

worry of being pushed to do things that they do not want to.

The last principle stated is to reduce short-term memory load. This

focuses on the individual ability to remember information in a short duration of

time. As to that, interface design should be kept simple and consistent.

On the whole, these principles are some of the basic elements that should

be taken into account when designing the website. Other than to make the

website easier to navigate, these principles can be used as a guideline to make

the website more beneficial to the users.

In order to make a website to be more efficient, several steps and

principles should be considered. Exception of one of the elements may direct to

dysfunctional sites which can demotivate users from entering therefore, it is

necessary for designers to know the overall elements of web designs so that

needless mistake or error can be avoid.

For constructing a good learning website, the web-based learning theories

should be look into and considered before designing websites. Hence, the design

of learning websites tends to focus on learner-centered interaction, learner’s

affective factors, learning material processing and cognitive effects.

2.4 Evaluation Criteria for Learning Websites

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Alike to website, the learners or designers have to be aware of which

traditional principles could be modified to cater the existing needs. Beriswill

(1998) indentified that not all factors will bring positive influences on the interface

design. Some of the websites may have poor interface design and thus these

websites may not be effective enough to cater the needs of learners (Buschke,

1997). According to Nielson (2000) the ease of navigation also plays an

important role in determining whether or not the website is user friendly.

Accessibility in term of having the suitable technology may interface with the

learners’ patience if wrongly handled (Valqui, 2001).

YC Chia (2006) made an indication of evaluation criteria for learning

websites. Based on the consideration of learning theories, the learning website

could be designed by consider the following elements: (a) Learning contents. The

learning resources should be planned to meet the purposes of the websites or

the learning subjects. (b) Learners’ perspectives. The users’ ordinary purpose in

surfing websites is to lean or obtain knowledge on subjects they have not

mastered. In order to please learners’ needs, each website should recognize its

aim audience and convey information clearly. (c) Interactive design. Web-

designers or teachers also have to evaluate how learners perceive knowledge

and what they attain in the learning process. Generally, the designers could

follow the above evaluation criteria to setup an educational website for users to

learn particular materials.

2.5 Evaluation of English Learning Websites

These days, public can simply get in touch with each other through a

same language. An English language could unite people around the world in

order to obtain information. Therefore, language instruction becoming more

important from time to time for every country. Governments around the world

also encourage some relevant programs to improve students’ English language

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abilities. English language is becoming very important for every country in the

world.

In English learning field, four major skills could be considered: reading,

writing, listening and speaking. Teachers have to stability the teaching of these

four skills in the language learning process. Liu, Moore, Graham, and Lee (2003)

reviewed 246 articles from 1990-2000 concerned with research on computer

based technology application in second language learning. The researchers

found that visual media can help learners increase success in vocabulary and

reading fields. Furthermore, in a number of studies online communication

improved learners’ skills on writing.

According to Kirk, James J. (2002) “Afford working adults can gain lots of

benefits because many qualified colleges and universities are offering on-line

degree programs. This type of learning allows students the alternative to obtain

an education while working full time.” Learners are able to work on coursework

any time of day, when its best suits them. This flexibility and convenient

empowers the learner no matter where they live and the resources available to

them. Wilson (2001) stated that, “the functions of the new technologies

recommend latest prospective and abilities. These new technologies include

achievability, search ability, reliability, hypertext link ability, communication

devices, and representation and modeling tools. Digital database allow search

ability throughout the World Wide Web. It is much easier for an instructor to

simply send students a link to information than to make hard copies of

documents. Communication can take place through live or archived webcasts.

Based on the abovementioned, the application of technology can provide

learners with better environments to acquire knowledge. English is also the most

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universal language used to communicate among the international community.

Crandall (2003) identified that there are 1.5 billion speakers of English, 350

million to 450 million people speak English as their first language, and another

equivalent number speak English as a second language.

2.6 Conclusion

Due to the increasing quantity of English learning websites, it is important

to consider whether the quality of websites is also considered at the same time.

Although website learning tools have their advantages, the pedagogical and

linguistic principles should be taken into consideration as CALL environment

designs. English learning website should meet learners’’ needs and obtain

language learning requirements, and help learners to achieve better learning

acquisition. Moreover, Internet is a unique opportunity for learners to

communicate with each other. With the Internet, English learning websites are

becoming more and more popular around the world and it generates many

possibilities for English learners.

As a conclusion, language learning websites should have a different

approach in presenting content contrast to other websites such as business,

companies and tourism. Therefore, in designing a language learning website,

criteria such as the content, activity and other elements of web designs should be

taken into great consideration for the web to maximize its uses.

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CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This study will be conducted to inquire into and to explore the criteria and

investigate the elements applied and utilized when inventing and creating

websites of language learning, the intention and the reason of accessing

language learning websites as well as elements preferred by teachers of English

as a Second Language (ESL). This chapter will further analyses and deliberates

details about the research designs, instruments, respondents of the study,

research procedure and data analysis.

3.1 Research Designs

The methods used in this research will be a mixed method approach in

which the qualitative and quantitative methods will be applied. For the qualitative

methods, the language learning websites will be evaluated by using the text

analysis. From the text analysis, items and the elements of web design such as

navigation, multimedia, language, text and others will be evaluated. The findings

for this method will answers to research question number one. In order to collect

primary data, the questionnaire survey technique will be used and random

sampling is selected. To develop questionnaires in discovering and to find out the

preference of future English as Second Language teachers’ of the website of the

language, the data from the text analysis will be used. This quantitative data from

the questionnaires answered to research questions number two and three.

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As Rescoe (1975) cites in Sakaran (2000:296), “samples sizes larger than

30 and less than 500 are appropriate for most research”. Due to this limitations,

the sample size will be 100 questionnaires, designed for English as Second

Language teachers in 10 primary schools in Segamat, Johor. All the collected

data will be analyzed using Microsoft Excel.

3.2 Research Instruments

For this study, text analysis and questionnaires will be used as the

research instruments.

Using text analysis as one of the instrument means that in this study it

needs to analyses the content, structure or linguistic feature of a literature. It is

used to find the arrangement, the setting in a particular place of a text and the

agreement and harmony of a text. In this study, text analysis will be used to

search the repetition of occurrence and figure and formation of elements used for

website designs such as layout designs, content organization and varieties of

operations, motions and practices furnished on the website. The collection of

data from the text analysis will then be used to develop questionnaires.

Cohen (1989) defines a questionnaire as a self-report instrument used for

gathering data and searching information about variables of interest for a

research. A set of questionnaires will be constructed and produced to find out the

preference of language learning websites by future English as Second Language

teachers. The set questionnaires will be consisted of four sections; demographic

information, purpose of accessing language learning websites, preferred

elements of web designs and ideas or recommendations in improving the

websites. The demographic information is useful to see and to look for the

respondents’ involvement and exposure attending with language learning

websites. Questions in order to determine the significance of the websites such

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as how often they enter or access the language learning websites and what are

the sources they use to learn a language. There are several reasons and

purposes of respondents access the language learning websites. These reasons

will guide and help the websites in assorting their objectives applicable to the

users’ needs by positioning the reasons in a hierarchy. The preference of the

elements in designing the web is beneficial in investigating which criteria should

be put into more important and relevant when forming and building a websites.

Other that ranking questions, the questions asked will also in open-ended

questions to gather comments, ideas and recommendations.

In order to gather and to gain the answers and outcomes of the purpose

and the motive of accessing language learning websites, several causes and

reasons are given for the respondents to classify and rank. Below are samples

or instances of reasons from the questionnaire:

1. Betterment and improve own language

2. Explore and seek out for lesson plan

3. Explore and search for classroom activities

4. Transfer data and download video or audio to teach in classroom

The respondents are requested to positioning 10 given reasons from most

important to least important. The imperative and essential contents which

language learning should have will be found from the results of the answer of this

item.

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For the preference of elements in the language learning websites, the

following is a sample of questions asked in the questionnaire:

Table 4.0: Sample of Preference Questions on Activity

No Elements

Most

Preferred

Less

Preferred

Not

Preferred

1 Types of Activity

Tutorial

Problem-Solving

Games

Simulation

Exercises

2 Features of Exercises

(MCQ, matching, fill in the blank,

etc)

3 Assessments

(Answer key, clues, score, marks,

etc)

The list of elements in the construction of questionnaires is categorized

into its precise and definite group. In the above sample, types of activity,

features of exercises and assessments are definite under user level, learning

mode, language skills and components are categorized under activity. Each

element in the questionnaire is briefed with examples so that the respondents will

have a clear picture and better understanding the meaning the illustration of the

elements. For this question, the respondents are requested to choose either one

of the three categories which are Very Important, Less Important and Not

Important.

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The explanation and characterization of each type and class is stated

below:

1. Most Preferred (element compulsory be in all Language Learning

websites)

2. Less Preferred (element should be in all Language Learning

websites but is not decisive or critical)

3. Not Preferred (elements does not important at all and matter in

Language Learning Website)

The data gain and results from this question will answer to the first

research question: what are the teachers’ preferred elements of language

learning websites that draw to attention or fascinate the respondents’ attention.

3.3 Sampling

The sampling of this study will be English as Second Language (ESL)

teachers from 10 primary schools in Segamat, Johor. Due to their understanding,

knowledge and skill to select what is the finest for teaching and learning a

language, this is the reasons why they are selected as sampling. A total of 100

sets of questionnaires will distributed to 10 primary schools in Segamat whereby

10 ESL teachers will be selected randomly from each school to answer the

questionnaire. This study focuses on the ESL teachers who have experience

surfing through different kinds of language learning websites especially during

their teaching practice.

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3.4 The Method of Data Collection

The research will be started by taking a list of elements that which will be

founded by previous study (Levy, 1997). The list will be modified by adding

necessary and removing unnecessary items based on observations from

language learning websites. Six languages learning websites will be used to

make comparison between the elements they used. The results from this

observation will be used to design questionnaires.

The questionnaires will be constructed into four different sections. The

first section will try to gather information on the respondents’ background based

on their knowledge, understanding and experience in dealing with language

learning and the websites. The second section will focus on the reasons and

purposes of the respondents when accessing language learning websites. The

third section will be collecting data on the elements of websites that the

respondents favor or prefer whereas the last section will inquire for their

comments and recommendation for language learning websites. All of the

information and feedback gather from the questionnaire will then be analyzed to

get the findings and recommendations for this study.

Once the design of the questionnaire has been completed, a pilot study

will be implemented to ensure the validity and reliability of the questionnaire. The

pilot study is intending to see whether the questionnaire is understandable to the

respondents. Three respondents will be asked to help in the pilot test whereby

their comments, remarks and responds will be in used in improvising the

questionnaire.

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3.5 The Method of Data Processing or Data Analysis

This section will describe on how the data collected will be analyzed. The

analysis will be divided into two, which is based on the two types of research

instruments.

3.5.1 Text Analysis

Text analysis will be used to find out and to determine the frequent

elements of language learning websites. For this research, a list of elements

taken from previous study will be further elaborate into smaller descriptions with

the help of several website observations. The data will then be analyzed by

searching for differences and similarities between other language learning

websites which visited by other users. The findings from this analysis will be

used to modify list of elements taken from previous study. This will then used in

designing the questionnaire.

3.5.2 Questionnaire

The data collected through questionnaires were then processed using

Microsoft Excel. Data from the demographic section were analyzed using

frequencies. This includes the sources for learning languages, how frequent they

access language learning websites as well as level of satisfaction with the

existing websites. For the purpose of why they access language learning

websites, data were analyzed to find the average points of choices picked. This

is to determine the overall score of each reason chosen.

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For elements preferred by the respondents, data were analyzed by

calculating the total amount and the mod of each level chosen by them; very

important, less important and not important. These were then transferred into

percentage and put into graphs. For the last section of the questionnaire, data

were collected and generalized into its category. The elements that were not

discussed earlier in the findings are further explained.

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REFERENCES

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Cunningham, C.A. AND Billingsley, M. (2003). Curriculum Web: A Practical Guide To Weaving The Web Into Teaching And Learning. Boston: Allyn and Bacon.

Forsyth, I. (1996). Teaching and Learning Materials and the Internet. London: Kogan Page Limited

Harris, R. (1997). Evaluating Internet Research Sources. Media Awareness Network. Retrieved July 20,2006 from http://www.virtausalt.com/evalu8it.htm

Huerta, E. et.al. (2003). A Comprehensive. Web-Based Learning Framework: Toward Theoretical Diversity. Web-Based Education: Learning From Experience. Hershey: Information Science Publishing.

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Section A: Respondent’s Background

This survey will be used to identify your experience on dealing with language learning websites. Please state your opinion by ticking (√) only ONE box for each of the following statement.

1. What is sources do you use when learning a language? (you may thick (√) more than one)

Books Newspapers Magazines Internet

Others: ________________

2. How sources do you access a Language Learning website?More than 3 times a month 1 – 3 times a month Never

3. How useful are the Language Learning websites?Very useful Not so usefulUseful Not useful at allSatisfactory

Section B: Purpose of accessing language learning website

Rank (1 – most important to 10 - least important) the following purpose of why you access a language learning website.

1. Improve own language

2. Search for lesson plan

3. Search for classroom activities

4. Search for language notes

5. Search for test items

6. Search for teaching materials

7. Download audio/video for use in classroom

8. Find suitable website to use in the classroom

9. Share information with other website users

10.Others (please state): ____________________________

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Section 2: Preference on Language Learning Website

This survey will be used to identify your preference on dealing with language learning websites. Please state your opinion by ticking (√) only ONE box for each of the following statement. Use the choices given as guide.

4. Most Preferred (element compulsory be in all Language Learning websites)

5. Less Preferred (element should be in all Language Learning websites but is

not decisive or critical)

6. Not Preferred (elements does not important at all and matter in Language

Learning Website)

ContentNo Element Most

PreferredLess

PreferredNot

Preferred1 User Level

(beginner, easy, level 1, etc)2 Learning Mode

(students centered, teacher centered)3 Language Skills

(reading, writing, listening, pronunciation, etc)

4 Language Component(grammar, vocabulary, spelling, etc)

5 Language Approach(drilling, communicative, direct translation, etc)

6 Content Organization(consistency, inductive, cyclical, etc)

7 Comprehensive (wide-ranging, complete, inclusive, etc)

ActivityNo Element Most

PreferredLess

PreferredNot

Preferred8 Activity types

Tutorial Problem-solving Games Simulation Exercises

9 Exercise features(MCQ, gap-filling, matching, etc)

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10 Assessment (score, marks, answer key, etc)

Language and TextsNo Element Most

PreferredLess

PreferredNot

Preferred11 Clarity

(clear, simple, not ambiguous, etc)12 Accuracy

(language, spelling, grammar, etc)

MultimediaNo Element Most

PreferredLess

PreferredNot

Preferred13 Use of multimedia elements

Graphic Animation Video Audio Hypertext

14 Feedback type(song, clap, picture, animation, etc)

15 Feedback tone(motivational, loud, etc)

16 Menu Home Forum Glossary Search engine

17 Interaction (two-way, one-way, etc)

Layout and NavigationNo Element Most

PreferredLess

PreferredNot

Preferred18 Attractiveness

(graphic, color, text, layout)19 Layout

(consistency, color, scrolling, panel, etc)

20 Ease of use(user-friendly, ease of understanding, etc)

21 Accessibility (printable, downloadable, etc)

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22 Technical consideration(technical support, links to software downloads)

Users’ ControlNo Element Most

PreferredLess

PreferredNot

Preferred23 Self exploratory

(help, tutorial, ease of use, etc)24 Learner’s control

(free surfing, not fixed and directed, etc)

Section D: Improving Language Learning Websites

This survey will be used to identify additional elements that lack in language learning websites.

1. What other elements do you need but missing on the websites that you has visited before?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Give comments on how language learning websites could be improved to fit your needs.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THANK YOU

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