Seminar on Research Methodology and Design

Seminar on Research Methodology and Design
An Investigation of the Perspectives of NCCU English Majors on Alternative Course Designs for Language Skills Courses Seminar on Research Methodology and Design 鄭傳傑, 陳怡蓁, 廖盈淑, 張睿銓, 潘根鴻 July 30, 2008

Introduction – The Changing Role of English Language Education
The global role of English language education is changing in the 21st century. The role of English language education in Taiwan is changing due to education reform. How 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? In today’s presentation we are going to discuss two forces that are applying pressure to our department. The first source of pressure comes from how the global role of English language education is changing in the 21st century. The second source of pressure is due to the ongoing education reforms that are occurring within Taiwan and within NCCU. How should we react to these changes? Is it time for the Department of English to reevaluate its English language teaching curriculum in order to better suit the needs of our students? Today we will present the findings of a study done by the students of the Seminar on Research Methodology and Design on the attitudes of English department students on the current English language training program and some potential reforms to the English language training program.

Overview The changing role of English in the 21st century
English language education reforms in Asia and Taiwan English language training at comparable Departments of English Content-based vs. Skills-based English language training Summarize the factors that make this a complex issue Research Questions Methodology Discussion of our Findings Conclusion and Suggestions In this presentation, we will start by reviewing the Changing Role of English in the 21st Century. Then we will look at the English language education reforms in the Asian region and in Taiwan. This will be followed by how comparable English departments in Taiwan are dealing with English language training. Next we will delve into the issue of Content-based vs. Skills-based English language training as it will be relevant to the research study we will present to you later. Then we will summarize the factors that make this a complex issue and move into our research questions. We will follow with a presentation of our Methodology, a Discussion of our Findings and, finally, our Conclusion and Suggestions

The Role of English in the 21st Century (Graddol, 2006 ; Kierath, 2006 )
Increasing Globalization English is the language for international communication English competence is a factor in national power English is becoming less of an advantage for getting ahead English ability is an expected necessity to keep from being left behind The 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 learners English 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 led to education reforms across Asia Japan Hong Kong Others Find stuff for China (Ken and Joe)

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 University Language 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. Many innovative curriculums developed in private universities Keio U has language 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 University English lounges where only English is spoken Intensive English classes required Student exchange program, foreign roommates Tokyo Christian University Many classes taught in English with modified shelter approach. Main objective is to master content material. Language learning is incidental. Miyazaki International College Integrated classrooms - content courses in English. Aim is to develop language and critical thinking skills interactively. Asia U English lounges where only English is spoken 1 year of intensive English classes required. 45 minutes each day. Placed into classes based on aptitude test. 25 students per class maximum. Have well develop exchange program. Starts by having students room with a foreign student before going overseas. Tokyo Christian U Lots of EFL classes and lots of classes taught in English with modified shelter approach. Content courses have interpreters available to explain the more difficult parts of the lecture in Japanese. Teachers are instructed to keep lectures as simple as possible. Main objective is to master content material. Language learning is incidental. Miyazaki International College Integrated classrooms where content courses are studied 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 universities One less year of high school Looking at ways to embed English language skills instruction 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 Specifically, the tertiary educational system in Taiwan partly carries the burden in internationalizing the potentials of its human resources (Tiangco, 2004). It plays a crucial role in the sense that it is responsible for preparing undergraduate students for future careers and in providing them with the necessary skills to become productive members of both industry and government. It is also responsible for providing continuing education programs such as courses in English for students with a college degree but would like to study the language further without embarking on a formal graduate or post-graduate EFL/ESL degree program. More importantly, the influence of globalization presents a challenge to higher education for it to provide relevant language training and education to promising Taiwanese in preparing them for global-competitiveness.

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 major More opportunity to take elective classes in other departments Reduced teaching hours More research responsibilities Change is also occurring at NCCU that will lead to increasing pressure to change the curriculum at NCCU’s Department of English. In 2000 the English Taught Program was launched in the College of Commerce to push students to improve their English language ability in recognition of the trend toward internationalization. To further increase the number of classes taught in English, NCCU now offers incentives to faculty who use English as the medium for instruction. Further changes resulted from reforms started by the former President of NCCU and current Minister of Education CHENG Jei-cheng. These included fewer credit hours needed to attain a major, and more opportunities to take elective courses in other departments, allowing students to increase their exposure a more diverse array of subjects. Finally, under current president Wu Se Hwa, a major reduction in teaching hours is set to occur at the beginning of the academic year as the teaching load of faculty will be reduced from 20-25%. However, along with this reduction in teaching hours is the expectation of an increase in international quality publications by the faculty.

Consequence for NCCU English Department
Need to cut hours Courses offered reduced by 200 hours in academic year Major curriculum reform necessary Opportune time to examine the language training program Determine how to best meet the needs of future students The consequence of the latest policy change is the need for the Department of English to reduce the courses it offers by up to 200 hours during the academic year. Obviously, a major reform of the curriculum is necessary. One area for reform that has been examined in the past is the language training courses. Considering the changing global role of English, and the need for curriculum reform within the Department of English, this is an opportune time to examine the current language training program, and determine how it can best meet the future needs of English Department students. We will now begin this examination by looking at the language training classes offered by other comparable university level English Departments in Taiwan.

Other Comparable English Departments in Taiwan English Programs. doc
Required Language Training Hours Training Hours Credits Tamkang 46 34 NTNU 38 Cheng Kung 36 NTU 32 28 Fu Jen 30 Tsing Hua Chengchi 27 Chiao Tung 21 For the language training program, the English Department at Chengchi University provides 27 hours (credits) for students. On the list, Tamkang University provides the most hours (46) than the others, while National Taiwan Normal University requires English majors to take the most credits (38). Chiao Tung University provides the least training hours or credits (21) for students. Through comparison, the English department at Chengchi University provides the second least English training hours for students to take.

Other Comparable English Departments in Taiwan
Required Courses NTNU English (I), Pattern Practice (I) , Grammar & Rhetoric (Ⅱ), Writing (I-Ⅲ), Pronunciation (I), Aural-oral Training (I-Ⅲ), Conversation (Ⅱ), Public Speech (Ⅲ), Research Methods & Paper Writing (Ⅲ), English-Chinese Translation (Ⅳ), Discussion and Debate (Ⅳ) Cheng Kung English (Ⅰ), Composition (Ⅰ-Ⅲ), Translation (Ⅲ), Oral Training (I-II), English Language Laboratory (Ⅰ), Speech (Ⅲ) -- 6 Fu Jen Reading (I-Ⅳ),Listening & Speaking (Ⅰ),Composition & Conversation (Ⅰ-Ⅲ),Speech & Debate(Ⅱ),Advanced Writing(Ⅳ) Tsing Hua English (I), Listening (I), Composition (I), Reading & Writing (II-Ⅲ ), Oral Training Sector (II-Ⅲ) -- 5 Tamkang English (I), Composition (I-Ⅲ), Oral Training (I-Ⅲ), Language training & Language Laboratory (I), Translation (Ⅲ) NTU English (I-II) Listening & Speaking Practice (I), Oral Training (I-II), Composition (I-Ⅲ) -- 4 Chiao Tung Communicative Skills Workshop (I), Writing (I-II), Translation (I-II), English Competence Workshop (before graduation) 4 Chengchi Oral Training (I-II), Writing and Reading (I-II), Topics on Translation (Ⅳ) The English Department at NTNU provides a comprehensive language training programs for English majors, including eleven different kinds of courses for students to take, from basic to advanced training. The reading and writing training includes Pattern Practice, Grammar and Rhetoric for the basic training, and Research Methods & Paper Writing for the advanced course. The aural/oral training program includes Pronunciation Drill for the basic and Discussion & Debate for the advanced. The English Department at Chengchi University provides the least kinds of language training courses in the program, there being only three kinds.

Years of Language Training NTNU Freshmen  Senior Fu Jen Cheng Kung Freshmen  Junior NTU Tsing Hua Tamkang Chengchi Freshmen, Sophomore, Senior Chiao Tung Freshmen, Sophomore, & before graduation (for English Competence Workshop ) The English Department at NTNU and Fu Jen universities provide four-year required language training courses for students to take. The other English departments provide three-year language programs.

Comments While NCCU is not markedly out of the norm, it does tend to fall on the low end of the scale in terms of hours of classes required The English department at Chengchi university provides fewer credits of the language training courses, compared to the other schools. (Chengchi: 27; NTNU: 38; Tamkang: 34; Cheng Kung: 36) Through comparison, English department at Chengchi University provides few credits for students to take. In addition, the program lacks of a variety of course selections for learners. Compared to four-year language program at NTNU and Fu Jen universities, Chengchi university only provides a three-year language program.

Content-based vs. Skills-based
Most of these curriculums are arguably characterized as being either content-based or skills-based instruction. Mostly content-based; less entirely skills-based. 22 22

Definition of Skills-based (El-Koumy, 2000)
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. “Strong” version of skills-based instruction. 23

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). “Strong” version of skills-based instruction. 24

Definition of Content-based (Stoller, 2004)
Dual commitment to language- and content-learning objectives. Attention to learners’ growth of academic skills. “Strong” version of content-based instruction. 25

Models of Content-based Instruction
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. Blue: Content Red: Language skills 26 26

The continuum (Met, 1998): 1. It showcases the shifting emphasis on content and language. 2. At one end of the continuum are “content-driven” approaches with strong commitments to content-learning. 3. At the other end of the continuum are “language-driven” approaches with strong commitments to language learning objectives. 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. 27

28

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). "Strong" version of content-based instruction. 29

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. 30

NCCU English Department’s Two Proposed Course Designs
Both content-based, with varied emphasis on content and language. 31

NCCU English Department’s Two Possible Course Designs
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.

Curriculum Reform Drivers
Change often purports to be for the benefit of the students and are well-intentioned. No large scale survey of student opinions of NCCU’s language training program since 1993. What drives most reform? 33

Curriculum Reform Drivers Abroad
In Saudi Arabia and Thailand, the MOE has strangle-hold on curriculum, reforming curriculum strictly from a top-down approach. No mention of receiving student input. (Mackenzie 2002) (Zimmerman) In the USA, at Purdue University, focus groups composed of faculty and students have explored what will distinguish Purdue graduates (but only for exploratory purposes, and not included in the final decision-making). 34

Curriculum Reform Drivers in Taiwan
NTNU: Conducted an opinion survey amongst its students regarding its Freshman English program. Student opinions were taken into account when the faculty proposed new courses for an Advanced English program.

Research questions 1. What are the students' attitudes toward the current language-skill courses? 2. What are the students' attitudes toward the proposed course designs? 3. For the students, what may constitute an ideal language training program? 36

Methodology Informants
Sophomore, Junior, and Senior English majors from National Chengchi University Students who have taken the required freshman and sophomore language skill training courses would be the targets. Students from two literature classes completed the questionnaire 96 surveys returned Students from two literature classes that had a mixture of sophomore, juniors, and seniors were chosen to be the informants of the study. Approximately, 120 students were registered in the two classes. 96 students completed and returned the questionnaire. 37

Methodology Future Plans Informants Year 75.0 25.0 （ 24） 52.6 47.4
Advanced study Work Sample size Year Sophomores % 75.0 25.0 （ 24） Juniors % 52.6 47.4 （ 38） Seniors % 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 Based on questionnaire survey, three fourths of the sophomores tend to get advanced studies after graduation, compared to the half of seniors for advance studies and half for work.

Methodology Informants
For the frequency of English use, most informants (79%) use English everyday, but limited.

Methodology Research Design
Obtain the learners’ self-report of their attitudes and opinions toward: The current language training program Potential language training programs Questionnaire survey used In order to elicit the informants’ self-report of their opinions, a survey approach for research was adopted. Since there was a large pool of students, the researchers conducted a questionnaire survey. 40

Methodology Instruments The researchers developed a questionnaire.
Questionnaire Survey Included closed-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 The developed questionnaire is attached. There are two kinds of questions: the closed-ended and the open-ended questions. The closed-ended seeks to draw the informants’ agreement on the questionnaire items to deal with their opinions about the current language programs and the two proposed programs for English departments at NCCU. The open-ended seeks to elicit the informants’ further ideas for curriculum reform. Therefore, there are three parts, the general questions to understand the informants’ backgrounds, the second parts to ask the informants’ opinions on individual language class, and the open-ended part for the informants to write down their suggestions for the curriculum reform. 41

Testing Validity and Reliability
Methodology Testing Validity and Reliability Validity of the questionnaire  consulted four professors Reliability of the questionnaire  two pilot tests To deal with the questionnaire validity, the researchers have consulted four professors. In addition, the researchers also conducted two piloting to modify the questionnaire wording and logic.

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 The two piloting is addressed in the table, including the dates and the informants involved in the two piloting. We also conducted a follow-up for the second pilot. There were five volunteer interviewees joined in it. An interview protocol was designed before the piloting interview. 43

Data Collection and Analysis
Methodology Data Collection and Analysis To deal with the closed-ended questions  used the statistics software SPSS for Windows,  descriptive statistics, correlation statistics, and recursive analysis were utilized To deal with the open-ended questions (students’ comments)  The researchers developed a coding system for each item and analyzed the subjects’ responses based on the coding systems Coding Scheme Since closed-ended and open-ended questions involved in this research, the researchers interpreted and analyzed them separately. On the one hand, by using SPSS for Windows, descriptive, correlation, and recursive statistics were utilized to analyze the closed-ended questions. On the other hand, the researchers developed a coding scheme (as in the attached) to analyze the open-ended questions (No, 7,8.9,10,11,12,19,27,35,43,&Part 3). 44

Findings & Discussion 1. What are the students' attitudes toward the current language-skill courses? 2. What are the students' attitudes toward the proposed course designs? 3. For the students, what may constitute an ideal language training program? 45

Students' attitudes toward the current language-skill courses
Table 1 Students’ opinions on whether language training program equip them well for future career or advanced study Source from: 2008 questionnaire survey on English majors’ attitude toward language training programs. (Frequency) Percentage% Yes, very much. ( 19) 19.8 Yes, but just okay. ( 42) 43.8 No comments. ( 2) 2.1 No, I disagree. ( 26) 27.1 No, I seriously disagree. ( 7) 7.3 Total ( 96) 100.0 In regards to research question 1, “What are the students' attitudes toward the current language-skill courses?” we found that approximately 2/3rds of the students hold a positive attitude toward the current language skills program. However, there is a still a strong minority that holds a negative attitude toward the courses. 46

Table 2 Students’ opinion on whether specific program enhance language skills. Source from: 2008 questionnaire survey on English majors’ attitude toward language training programs. Explanation: Survey questions ‘My proficiency in this skill was upgraded by taking this class..’ The answer choices include strongly agree, agree, moderately agree moderately disagree, disagree, and strongly disagree. The higher grades, the more helpful the language training programs help learners to enhance language skills! The highest score is 6, and the lowest is 1. (Frequency) Average SD Freshman Oral Training (94) 3.8 1.3 Freshman Writing 4.4 1.2 Sophomore Oral Training (92) 4.2 1.1 Sophomore Writing (93) 4.5 This slide provides another view of the student attitudes toward the language training program. The general consensus is that the students agree that both Writing and Oral Training classes improve their English abilities. However, they think their English ability improved more in Writing classes than in Oral Training classes. 47

Table 3 Students’ attitude toward whether students would recommend this class to other students. Source from: 2008 questionnaire survey on English majors’ attitude toward language training programs. Survey questions ‘I would recommend this class to other students.’ The answer choices include strongly agree, agree, moderately agree, moderately disagree, disagree, and strongly disagree. The higher the grades are, the more possible the students would recommend the class! The highest score is 6, and the lowest is 1. (Frequency) Average SD Freshman Oral Training (93) 3.9 1.4 Freshman Writing (94) 4.5 Sophomore Oral Training (92) 4.0 1.3 Sophomore Writing 1.2 Overall students claim that they would recommend the skill classes to other students. However, students show stronger agreements on recommending Writing classes than Oral Training classes. 48

Table 4 Students’ attitude toward whether students would still take the class if it were not required. Source from: 2008 questionnaire survey on English majors’ attitude toward language training programs. Survey questions ‘I would still take this class if it were not required.’ The answer choices include strongly agree, agree, moderately agree, moderately disagree, disagree, and strongly disagree. The higher the grades are, the more possible the students are willing to take the class even if it were not required!. The highest score is 6, and the lowest is 1. (Frequency) Average SD Freshman Oral Training (94) 4.1 1.5 Freshman Writing (93) 4.6 1.3 Sophomore Oral Training (92) 4.2 Sophomore Writing 4.7 1.1 Question 23: I would still take this class if it were not required. On average, students would choose all courses in the study even if the courses were electives. Overall, students are satisfied with both Writing and Oral Training classes, but more satisfied with writing classes than oral training classes, and more satisfied with classes offered in the second year than classes in the first year. 49

Table 5 Students’ attitude toward whether the class should be made more challenging. Source from: 2008 questionnaire survey on English majors’ attitude toward language training programs. Survey questions ‘This class should be made more challenging.’ The answer choices include strongly agree, agree, moderately agree moderately disagree, disagree, and strongly disagree. The higher grades, the more challenging students think of the class! The highest score is 6, and the lowest is 1. (Frequency) Average SD Freshman Oral Training (90) 4.4 1.1 Freshman Writing (89) 3.9 1.0 Sophomore Oral Training (88) 4.0 Sophomore Writing 3.6 On average, students prefer greater difficulty for all four courses. The need to increase difficulty level is greater for Oral Training courses than Writing courses. 50

Students' attitudes toward the proposed course reform
Table 6 Students’ attitudes toward using English in classes Source from: 2008 questionnaire survey on English majors’ attitudes toward language training programs. The answer choices include ‘Need to increase a lot,’ ‘Need to increase a little,’ ‘Need to decrease a little,’ and ‘Need to decrease a lot.’ Increase or decrease the frequency of using English in classes Increase or decrease the class hours or credits of listening, speaking, reading and writing classes (Frequency) Percentage% Increase ( 85) 89.5 ( 69) 71.9 No change ( 9) 9.4 ( 23) 24.0 Decrease ( 1) 1.1 ( 4) 4.1 Total ( 95) 100.0 ( 96) Question 5 : Generally, do you feel the need to increase or decrease the frequency of using English in class? 1) Increase a lot. 2) Increase a little. 3) It's perfect now. 4) Decrease a little. 5) Decrease a lot. Question 7: Do you feel that more L, S, R, W classes should be added or cut? 1) Should add many. 2) Should add some. 3) Present amount is perfect. 4) Should cut some. 5) Should cut many. In regards to research question 2 “What are the students' attitudes toward the proposed course reform (content vs. skills)?” we find that the students had a strongly negative reaction to the idea of merging language training classes with content classes and using these classes to simultaneously develop content knowledge and language ability. Table 5 shows that: Most of the students would like to increase the frequency and opportunities of English use in class. They don’t want to eliminate language skill classes. Nearly 90 percent of respondents wish for greater opportunities to use the English language in the classroom, while less than 10 percent find the status quo to be acceptable. A mere 1% of students prefer less opportunities. Over 70% of respondents are eager for more credit hours spent on developing their language skills, while slightly less than ¼ of respondents prefer the status quo. 4% percent prefer fewer credit hours for these courses. 51

Comments Related to Eliminating Language Training Classes
65 out of 96 informants commented on question 7 46 comments expressed an interest in increasing oral training courses 27 comments expressed an interest in increasing writing courses 3 comments suggested decreasing listening and speaking training courses. The results showed that the informants preferred increasing language training courses, especially speaking and writing. 65 out of 96 informants commented on this question. Only 3 comments suggested decreasing listening or speaking. Q7: Do you feel that more L, S, R, W classes should be added or cut? 1) Should add many. 2) Should add some. 3) Present amount is perfect. 4) Should cut some. 5) Should cut many. 您覺得需要增加或減少聽、說、讀、寫方面的課程時數或學分數嗎？□①需要增加很多 □②需要增加一些 □③現在這樣正好 □④需要減少一些 □⑤需要減少很多

Comments Related to Eliminating Language Training Classes
13 comments advised improving language training courses to include curriculum-related, content-related, and teaching-related concerns. Courses need to be practical instead of academic. The four language skills need to be balanced, while extending the language training courses to four years. There are 13 comments advised to improve language training courses in terms of curriculum-related, content-related, and teaching-related concerns. In particular, courses need to be practical instead of academic. In addition, the four language skills need to be balanced, while extending the language training courses to four years.

Table 7 Students’ attitudes toward two designs of curriculum reforms. Source from: 2008 questionnaire survey on English majors’ attitudes toward language training programs. To combine the skills classes with content classes and do not have separate LSRW classes. To keep the skills classes and teach with topics of literature, linguistics, or TESOL. (Frequency) Percentage Disagree ( 21) 21.9 ( 5) 5.2 Maybe not ( 47) 49.0 ( 17) 17.7 No comments ( 7) 7.3 ( 20) 20.8 Maybe yes ( 15) 15.6 ( 45) 46.9 Agree ( 6) 6.3 ( 9) 9.4 Total ( 96) 100.0 Q9: 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. Q10: 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. In terms of the two suggested plans of curriculum reform, students show negative attitude toward the idea of integrating skill trainings in literature-, linguistics-, or TESOL-related courses; however, they seem to be slightly positive about the other idea of theme-based skill classes.  Over 70% of respondents prefer that courses remain separated, and not integrated in any way. Barely 20 percent find the merging of courses to be agreeable.  Over 55% of respondents are agreeable to the idea of maintaining separate language skills courses while using specialized topics/ themes. About 23 percent of respondents prefer not to have specialized topics emphasized. However, based on the results, we can still find that the students were cautiously supportive of the idea of having language training classes that have a focus on topics related to Literature, Linguistics, or TESOL (46.9%). 54

Table 8 Correlation examination of curriculum reforms and the proportion of English use. Source from: 2008 questionnaire survey on English majors’ attitudes toward language training programs. The correlation is shown in Pearson’s r. **: p < 0.01 To combine the skills classes with content classes and do not have separate LSRW classes. To eliminate all the LSRW classes 0.302*** Q8: 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. Q9: 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. Question 8 is significantly correlated to Question 9 with Pearson’s r = .302 (P < .01), meaning that “The more the students wanted to eliminate the language skill courses, the more they were willing to integrate language skill courses with content courses” Those who would prefer not to have skills courses would naturally want the courses either completely eliminated or merged with something else. 55

Comments Related to Developing English Skills Through Content Classes
60 of 96 informants commented on Question 9 Overall negative response 10 favorable comments Follow the model in English speaking countries Improve listening ability Q9: 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. 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 The overall reaction to question 9 was negative. 60 of 96 informants commented With only 10 comments that show a favorable response to the question. These comments favor the change as it follows the model of content instruction in English as found in English speaking countries. In addition some comments state how this will improve their English listening ability. However, an almost equal number of comments (8) reject the idea because of the belief that content classes should be taught in Chinese.

Comments Related to Developing English Skills Through Content Classes
55 comments negative Too much to cover already (14) Unable to master 4 skills (26) Content classes should be taught in Chinese (9) Class size for a content course is too big or a skill training course (6) Overall, 55 comments reflect a negative reaction to the question. These comments reject the plan for reasons including a belief that there is too much information to cover in content classes already to take on the additional burden of language training, content classes should be taught in Chinese, and most importantly, a fear that students will be unable to adequately develop their English in the 4 skill areas

Comments Related to Theme-based Language Training Classes
Only 43 informants commented on Question 10 17 are for the proposal To get more professional training To reinforce content knowledge Q10: 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. 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 Only 43 informants commented on Q 10. 17 are for the proposal 16 comments said that students who are interested in that area can get more professional training. The proposal have positive-reinforcements on content knowledge. 22 comments are against the proposal. Some of the comments considers the theme-based language skill courses too difficult for both students and teachers to manager. 6 comments show that students want more practical materials which can be used in daily lives, and think that University students should have broader views. 58

Comments Related to Theme-based Language Training Classes
22 comments are against the proposal. Content may be too difficult for students to learn and for teachers to teach. Want to learn practical and diversified content, and to develop global views. 7 are ambivalent. Consider whether students can handle it. Want to keep old program but like the idea as well 22 comments are against the proposal. Content may be too difficult for students to learn and for teachers to teach. Want to learn practical content and develop global views. 4 comments show ambivalent attitudes. They worry that students might not be able to handle this kind of classes. Some show interests in the new idea of skill courses but still want to keep the old ones. 59

Attitude toward Strong CBI by Specific Course
Table 9 Students’ attitudes toward combining skills classes with content classes. Freshman Oral Training Freshman Writing Sophomore Oral Training Sophomore Writing (frequency) % (frequency) % Strongly Disagree ( 20) ( 24) ( 20) ( 21) 22.6 Disagree ( 21) ( 18) 19.6 ( 23) 24.7 Modestly disagree ( 39) ( 3) ( 38) 41.3 ( 34) 36.6 Modestly agree ( 9) ( 9) ( 9) 9.8 ( 11) 11.8 Agree ( 1) ( 7) ( 4) 4.3 ( 2) 2.2 Strongly agree ( 3) ( 1) ( 3) 3.3 Total ( 93) Question 16: The class should be combined with content classes and no longer offered as a separate class. When investigating their attitudes toward the two ideas of curriculum reforms in terms of separated language skill classes, students hold consistent positions as they do in Question 9 and 10. This is a summary of respondents’ perceptions of completely merging the courses with specialized content-based courses. 60

Attitude toward Weak CBI by Specific Course
Table 10 Students’ attitudes toward keeping skill classes and teaching with topics of literature, linguistics, or TESOL. Freshman Oral Training Freshman Writing Sophomore Oral Training Sophomore Writing (frequency) % (frequency) % Strongly Disagree ( 7) ( 6) ( 10) ( 21) Disagree ( 15) ( 15) 16.3 ( 13) ( 23) Modestly disagree ( 28) ( 25) 27.2 ( 29) ( 34) Modestly agree ( 19) ( 27) ( 21) ( 11) Agree ( 21) ( 19) ( 16) ( 2) Strongly agree ( 4) ( 0) ( 3) ( 2) Total ( 94) ( 92) ( 93) Question 17: (Different from the last question) The class is kept and taught with topics of lit, linguistics, or TESOL. 61

Cross Examination: Future Career Intentions
Table 11 Survey of students’ future career intentions Source from: 2008 questionnaire survey on English majors’ attitudes toward language training programs. Future Plans Advanced study Employment Sample size Year Sophomores % 75.0 25.0 （ 24） Juniors % 52.6 47.4 （ 38） Seniors % 50.0 （ 20） In total 58.5 41.5 （ 82） Question 2: What is your future career plan? 1) Advanced study. 2) Employment: _____________ (line of work). 3) Others: ______________. In this slide we find some additional information about future career aspirations of our informants. Overall, close to 59% of the students indicated that they intend to go on to graduate school. However, the students did not indicate whether they intended to continue majoring in English when they attended graduate school. In addition, an apparent trend is that as students get closer to graduation, more of them intend to enter the workforce, instead of attending graduate school. Among 4th Year students (those closest to graduating), it appears that equal numbers of students intend to work and continue studying upon graduation from the Department of English. The trend towards an increasing percentage whom want to seek jobs (though not a majority) as they approach graduation may be indicative that perceptions of future career intentions may change throughout college, with a tendency towards seeking employment. Therefore, we should balance the needs of both these groups when considering reforms to the curriculum of the Department of English. 62

Attitudes Based on Future Career Intentions – Graduate School
Table 12 Attitudes toward curriculum reforms from the students who want to pursue further study To combine the skills classes with content classes and do not have separate LSRW classes. To keep the skills classes and teach with topics of literature, linguistics, or TESOL. (Frequency) Percentage Disagree ( 10) 20.8 ( 1) 2.1 Maybe not ( 20) 41.7 ( 6) 12.5 No comments ( 4) 8.3 ( 11) 22.9 Maybe yes ( 25) 52.1 Agree ( 5) 10.4 Total ( 48) 100.0 Further analysis of these two groups of students show that the students who intend to go to graduate school are consistent with overall survey results in that they (62.5%) are against merging content and language training courses, although there is a sizable minority that finds this idea acceptable (29.1%). Over half of them (62.5%) disagree with the idea of content-based integration, but the same percentage of students (62.5%) are agreeable to the idea of theme-based skill classes. Students who intend to go on to graduate school are optimistic about the idea of having specialized topic-based language training courses. 63

Attitudes Based on Future Career Intentions – Work
Table 13 Attitudes toward curriculum reforms from the students who want to enter the workplace To combine the skills classes with content classes and do not have separate LSRW classes. To keep the skills classes and teach with topics of literature, linguistics, or TESOL. (Frequency) Percentage Disagree ( 8) 23.5 ( 2) 5.9 Maybe not ( 20) 58.8 No comments ( 3) 8.8 ( 7) 20.6 Maybe yes ( 16) 47.1 Agree ( 0) 0.0 ( 1) 2.9 Total ( 34) 100.0 The students who intend to move directly to work have a more strongly negative attitude toward merging the content and language training classes. There is no significant minority that favors this proposal. An overwhelming majority of respondents (82.3%) dislike the idea of content-based integration, and over half of them (50%) like the idea of specialized theme-based skill classes. None of them think the idea of content-based integration is highly workable. Delete (Speculative. Not supportable by the data. We can return to this when analyzing the comments) One can speculate that they view language training skills as tantamount to job-finding skills, skills that will equipment with an advantage in a highly competitive job market. They are likely to perceive a reduction of these language skills in any way as detrimental to their future careers. Employment seeking students (50%), when compared to students who intend to attend graduate school (62.5%), are relatively less likely to prefer specialized topics in their language skills training courses. In addition, there is a sizable minority (nearly 30%) that opposes the idea of infusing language training courses with specialized topics. 64

Cross Examination: Students' Attitudes toward Language Courses
Table 14 Students’ opinions on whether language training program equip them well for future career or advanced study Source from: 2008 questionnaire survey on English majors’ attitude toward language training programs. (Frequency) Percentage% Yes, very much. ( 19) 19.8 Yes, but just okay. ( 42) 43.8 No comments. ( 2) 2.1 No, I disagree. ( 26) 27.1 No, I seriously disagree. ( 7) 7.3 Total ( 96) 100.0 In regards to research question 1, “What are the students' attitudes toward the current language-skill courses?” we found that approximately 2/3rds of the students hold a positive attitude toward the current language skills program. However, there is a still a strong minority that holds a negative attitude toward the courses. 65

Attitudes of Students Who Consider Language Courses Not Useful
Table 15 Opinions about credit hours of students who don’t consider the language courses useful. Explanation: χ2= 9.525, d.f.=4, p<0.05 Do you feel that more L, S, R, W classes should be added or cut? Add many hours Add some hours No change Reduce some hours Reduce more hours (Sample size) Whether LSRW classes equip them for future career or advanced study? Yes % 6.6 65.6 24.6 3.3 0.0 （61） No 21.2 54.5 18.2 6.1 （33） Total 11.7 61.7 22.3 2.1 （94） chi square *相較於全體學生，認為英文系必修課尚不足以提供未來英語技能的學生，有顯著偏高的比例認為需要增加很多聽說讀寫的課程或學分。 Those who think that the current required language-skills courses are unhelpful for their future careers and advanced studies show significant preference for the increase of the language-skills courses. Dissatisfied with the current courses and wants more. Contradict to the hypothesis to a group of opinion that because ss do not like current courses, they want to cut. But actually they want more.

Table 16 Opinions about Freshman Oral Training of students who don’t consider the language courses useful Explanation: χ2= , d.f.=5, p<0.05 I would recommend Freshman Oral Training to other students. Strong disagree Disagree Modestly disagree Modestly agree Agree Strongly agree (Sample size) Whether LSRW classes equip them for future career or advanced study? Yes % 3.3 8.3 16.7 25.0 41.7 5.0 （60） No 18.8 9.4 28.1 12.5 21.9 （32） Total 8.7 20.7 34.8 6.5 （92） *相較於全體學生，認為英文系必修課尚不足以提供未來英語技能的學生，有顯著偏高的比例非常不同意向其他學生推薦一年級英語口語訓練這門課程。 Those who think that the current required language-skills courses are unhelpful for their future careers and advanced studies would NOT recommend First-year Oral Training to other students.

Table 17 Opinions about Freshman Writing of students who don’t consider the language courses useful Explanation: χ2= , d.f.=5, p<0.05 I would recommend Freshman Oral Training to other students. Strong disagree Disagree Modestly disagree Modestly agree Agree Strongly agree (Sample size) Whether LSRW classes equip them for future career or advanced study? Yes % 1.7 3.3 10.0 21.7 45.0 18.3 （60） No 12.1 9.1 21.2 18.2 30.3 （33） Total 5.4 9.7 21.5 35.5 22.6 （93） *相較於全體學生，認為英文系必修課尚不足以提供未來英語技能的學生，有顯著偏高的比例非常不同意向其他學生推薦一年級寫作與閱讀這門課程；有顯著偏低的比例同意向其他學生推薦這門課程。 Those who think that the current required language-skills courses are unhelpful for their future careers and advanced studies would NOT recommend First-year Writing and Reading to other students.

Table 18 Opinions about difficulty level of Freshman Writing of students who don’t consider the language courses useful??? Explanation: χ2= , d.f.= 4, p<0.05 I would recommend Freshman Oral Training to other students. Strong disagree Disagree Modestly disagree Modestly agree Agree Strongly agree (Sample size) Whether LSRW classes equip them for future career or advanced study? Yes % 0.0 5.3 38.6 28.1 （57） No 9.7 19.4 41.9 （31） Total 6.8 31.8 33.0 25.0 3.4 （88） *相較於全體學生，認為英文系必修課尚不足以提供未來英語技能的學生，有顯著偏高的比例非常同意一年級寫作與閱讀這門課程應增加難度。 Those who think that the current required language-skills courses are unhelpful for their future careers and advanced studies think that First-year Writing and Reading should be made more difficult.

Comments Related to How Student Achievement Can Improve
Summary of Comments More classes More practical content More chances to speak Summarizing the Comments Related to How Student Achievement Can Improve, we can see that students hope for more language training classes, more practical content in the classes, and more chances to speak in class.

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: Michael- faculty (conflict of interest?) Researchers not in position to make decision.– Our suggestions remain only academic (theoretical). Some teachers against the idea of the survey itself. Surveys were issued at different time periods (beginning – middle- end of class time), resulting in inconsistent quality of feedback. Suggestions for future study: Faculty/administrators’ attitudes towards curriculum change.

Summary of Findings A slight majority of the students plan to go to graduate school. However this result is skewed by 75% of sophomores indicating that they intend to go to graduate school. If only junior and senior data is tabulated, the breakdown is almost equal.

Summary of Findings The majority of students hold a positive attitude toward our language skills training program. Students are more satisfied with the writing classes than the oral training classes. Students are more satisfied with the sophomore classes than the freshman classes. Students want to use more English in class, and they want to have more language training classes.

Summary of Findings Students are strongly against combining language training classes with content classes. Students are slightly in favor of having language training classes taught with Linguistics, Literature, and TESOL.

Summary of Findings Students who are dissatisfied with the current language training program still want to increase the number of language training courses. Students that are dissatisfied with the current language training program would not recommend their freshman oral training and writing classes.

Suggestions Develop a unified and consistent curriculum, while remaining flexible to teachers’ course designs. Improve oral training classes. Teachers should have diversified topics. Establish writing center and chat rooms. Encourage use of self-access center.

Limitations of research
Researchers not in position to make decisions. Some teachers were suspicious of the purpose of the survey. Inconsistent quality of feedback due to different survey distribution times. Teacher feedback not included. Limitations: Michael- faculty (conflict of interest?) Researchers not in position to make decision.– Our suggestions remain only academic (theoretical). Some teachers against the idea of the survey itself. Surveys were issued at different time periods (beginning – middle- end of class time), resulting in inconsistent quality of feedback. Suggestions for future study: Faculty/administrators’ attitudes towards curriculum change.

Seminar on Research Methodology and Design

Similar presentations

Presentation on theme: "Seminar on Research Methodology and Design"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Seminar on Research Methodology and Design

Similar presentations

Presentation on theme: "Seminar on Research Methodology and Design"— Presentation transcript:

Similar presentations

About project

Feedback