AN EVALUATION OF THE VOCABULARY COMPONENT … Evaluation of the Vocabulary... · an evaluation of...

AN EVALUATION OF THE VOCABULARY COMPONENT IN THE WEB

RESOURCE PROVIDED BY THE MALAYSIAN MINISTRY OF

EDUCATION FOR TEACHING ENGLISH FOR SCIENCE

AND TECHNOLOGY (EST) TO FORM 5 STUDENTS

by

JUDY CHOO SANG SAN

(8379)

Bachelor of Science with Honours (TESL)

Faculty of Cognitive Sciences and Human Development

UNIVERSITI MALAYSIA SARAWAK

April 2006

AN EVALUATION OF THE VOCABULARY COMPONENT IN THE

WEB RESOURCE PROVIDED BY THE MALAYSIAN MINISTRY

OF EDUCATION FOR TEACHING ENGLISH FOR SCIENCE

AND TECHNOLOGY (EST) TO FORM 5 STUDENTS

by

JUDY CHOO SANG SAN

(8379)

Final Year Project Submitted in Partial Fulfillment of the Requirements for the

Degree of Bachelor of Science with Honours (TESL),

Faculty of Cognitive Sciences and Human Development,

UNIVERSITI MALAYSIA SARAWAK

April 2006

A project entitled An evaluation of the Vocabulary Component in the Web

Resource provided by the Malaysian Ministry of Education for teaching English

for Science and Technology (EST) to Form 5 students was written by

Judy Choo Sang San and submitted to the Faculty of Cognitive Sciences

and Human Development in fulfillment of the requirements

for the degree of Bachelor of Science with Honors

(Teaching English as a Second Language)

It is hereby confirmed that the student has done

all the necessary amendments of the project for acceptance.

_____________________

(Signature of Supervisor)

_____________________

(Name of supervisor)

Date: ________________

i

Abstract

An Evaluation of the Vocabulary Component in the Web Resource provided by

the Malaysian Ministry of Education for teaching English for

Science and Technology (EST) to Form 5 students

Judy Choo Sang San

This study sought to evaluate the vocabulary component in the web resource

provided by the Malaysian Ministry of Education for teaching English for Science

and Technology (EST) to Form 5 students. The objectives were to evaluate this

component in detail and to make recommendations for future materials development,

based on the information gathered from the evaluation. A literature review was

conducted to determine the approaches for resource evaluation. Based on the

literature review, a list of criteria was drawn up, and divided into the categories of

language learning potential, the vocabulary component and the web element. The list

of criteria was used in conjunction with the content analysis procedure to evaluate the

chosen resource. In addition, a checklist and an interview were administered to three

teachers of EST in order to find out their evaluation of the same resource. The

findings from the researcher’s evaluation and the teachers’ evaluation were analyzed.

The findings from the researcher’s evaluation showed that the resource is

insufficient in terms of vocabulary instruction, because it meets not more than half of

the requirements for effective vocabulary instruction as defined in the list of criteria.

The inadequate vocabulary component was supported by the findings from the

evaluation of the resource by one teacher of EST; whereas two teachers believed that

the vocabulary component is satisfactory. In terms of language learning potential, the

resource was found to be lacking in four crucial elements: the needs for

communication, long-term goals, authenticity and student-centeredness. On the other

hand, the web element of the resource was judged as worthwhile, in terms of content,

visual and audio design, navigation and miscellaneous factors. However, it was also

discovered that lack of awareness and lack of accessibility prevented the teachers

from making use of the web element of the resource.

The overall conclusion that was made was that the resource has little value in

terms of vocabulary and language learning, but the web element contributes towards

the effectiveness of the resource. Recommendations were made to improve the

resource in terms of vocabulary and language learning. Suggestions for further

research and materials development were also made.

ii

Abstrak

Penilaian Komponen Perbendaharaan Kata dalam Sumber Elektronik yang

disediakan oleh Kementerian Pendidikan Malaysia sebagai bahan pengajaran

untuk Bahasa Inggeris untuk Sains dan Teknologi (EST) kepada

pelajar-pelajar Tingkatan Lima

Judy Choo Sang San

Kajian ini bertujuan untuk menilai komponen perbendaharaan kata dalam

sumber elektronik yang disediakan sebagai bahan pengajaran untuk Bahasa Inggeris

untuk Sains dan Teknologi (EST) kepada pelajar-pelajar Tingkatan Lima. Objektif-

objektif kajian ini adalah untuk menilai komponen ini secara terperinci dan membuat

cadangan untuk penghasilan bahan-bahan mengajar pada masa hadapan, berdasarkan

data yang dikumpul dari penilaian. Ulasan sastera dijalankan untuk menentukan

pendekatan dalam penilaian sumber. Berdasarkan ulasan sastera, senarai kriteria

dihasilkan dan dibahagikan kepada kategori-kategori potensi pembelajaran bahasa,

komponen perbendaharaan kata dan unsur- unsur elektronik. Senarai criteria ini

digunakan bersama prosedur analisis kandungan untuk menilai sumber terpilih.

Selain daripada prosedur analisis kandugan, senarai semak dan temuduga diberi

kepada tiga guru EST, untuk menentukan penilaian guru-guru tersebut mengenai

sumber yang sama. Data yang dikumpulkan dari penilaian penyelidik dan penilaian

guru-guru EST dianalisasi.

Data dari penilaian penyelidik menunjukkan bahawa sumber ini tidak

memadai untuk mengajar perbendaharaan kata, memandangkan sumber tersebut

memenuhi kurang daripada setengah daripada keperluan yang disenaraikan dalam

senarai kriteria untuk pengajaran perbendaharaan kata yang efektif. Kekurangan ini

disokong oleh data dari penilaian seorang guru EST, manakala dua orang guru

mempercayai bahawa komponen perbendaharaan kata tersebut adalah memuaskan.

Dalam konteks pembelajaran bahasa, didapati bahawa sumber ini kurang memuaskan

kerana tidak memenuhi keperluan untuk komunikasi, halaan jangka lama, ketulenan

dan fokus terhadap pelajar. Bagaimanapun, sumber ini didapati memuaskan dari segi

unsur elektronik; dalam aspek kandungan, rekaan gambar dan bunyi, navigasi dan

faktor-faktor serbaneka. Akan tetapi, didapati bahawa kekurangan kesedaran dan

kesukaran untuk memperoleh sumber telah mengelakkan guru daripada menggunakan

sumber elektronik ini.

Secara umum, kesimpulan yang dibuat adalah sumber ini kurang bernilai dari

segi perbendaharaan kata dan pembelajaran bahasa, tetapi unsur elektronik

menyumbang kepada keberkesanan sumber ini. Cadangan- cadangan dibuat untuk

memperbaiki sumber ini dari segi perbendaharaan kata dan pembelajaran bahasa

secara umum. Usul untuk kajian lanjutan dan penghasilan bahan-bahan mengajar juga

diberi.

iii

ACKNOWLEDGEMENTS

I would like to express my sincere appreciation to Ms. Connie Chin and Pn.

Monaliza, for their professional guidance and understanding throughout this project.

I would also like to convey my heartfelt gratitude to my family, friends and

lecturers for giving me advice and the motivation to complete this project.

My words of thanks to the teachers and the students of S.M.K. St. Thomas,

Kuching who participated in this project and helped to make it a success.

Thank you, and may your lives be blessed.

iv

TABLE OF CONTENTS

Page

ABSTRACT i

ABSTRAK ii

ACKNOWLEDGEMENTS iii

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATIONS ix

CHAPTERS

1.0 INTRODUCTION

1.1 Introduction 1

1.1.1 The history of English for Science and Technology (EST) 2

1.1.2 English for Science and Technology (EST) in Malaysia 4

a. The English for Science and Technology Syllabus 5

b. The “Learning Outcomes and Specifications” 9

c. Portal MySchoolNet 11

d. EST in Malaysian schools 14

1.2 Purpose of the project 16

1.2.1 Rationale for the choice of resource 17

1.3 Significance of the project 19

1.4 Conclusion 20

2.0 LITERATURE REVIEW

2.1 Introduction 21

2.1.1 General approach for resource evaluation 22

2.1.2 Approaches for evaluating language learning potential 22

2.1.3 Approaches for evaluating vocabulary 27

a. Main considerations for evaluating vocabulary 27

b. Vocabulary and reading comprehension 29

c. Vocabulary development strategies 32

d. Receptive and productive perspectives of knowing a

word 34

e. Cultural factors in evaluating vocabulary 36

2.1.4 Approaches for evaluating web resources 37

2.2 Criteria for resource evaluation 39

a. List of criteria for resource evaluation 40

b. Rationale for the criteria for resource evaluation 43

2.3 Conclusion

47

v

3.0 METHODOLOGY

3.1 Introduction 48

3.2 Methodology used by the researcher for resource evaluation 49

3.2.1 Content analysis procedure 49

a. Step 1: Identification of the corpus or universe to be

studied or analyzed 50

b. Step 2: Classification of categories into which the

corpus is to be partitioned or categorized 50

c. Step 3: Identification of units for analysis 51

d. Step 4: Quantification of the units 52

3.3 Methodology used by teachers of EST for resource evaluation 54

3.3.1 Instruments 55

a. Checklist 55

b. Interview 57

3.3.2 Ethical considerations 58

3.4 Evaluation schedule 59

3.5 Conclusion 60

4.0 FINDINGS AND DISCUSSION

4.1 Introduction 61

4.2 Findings 62

4.2.1 Evaluation of language learning potential 63

4.2.2 Evaluation of the vocabulary component 67

a. Main considerations for evaluating vocabulary 67

b. Vocabulary in relation to reading comprehension 71

c. Vocabulary in relation to vocabulary development

strategies 73

d. Vocabulary in relation to components of word

knowledge 78

e. Vocabulary in relation to cultural factors 83

4.2.3 Evaluation of the web element 85

a. Content 85

b. Visual and audio design 87

c. Navigation 89

d. Miscellaneous 90

4.3 Conclusion 94

vi

5.0 CONCLUSION

5.1 Introduction 96

5.2 Summary of the project 97

5.3 Summary of major findings 98

5.4 Conclusions 100

5.5 Limitations 103

4.4 Recommendations 104

REFERENCES 108

APPENDICES

vii

LIST OF TABLES

Table Page

1 An extract from the English for Science and Technology syllabus

9

2 Examples of EST materials from Portal MySchoolNet

12

3 Types of authentic responses (Kenny, 1989 cited in Hall, 2000,

pp. 231-232)

25

4 Cunningsworth’s (1995) checklist for evaluating vocabulary in

course books (p. 41)

28

5 Vocabulary development strategies (Nunan, 1991, pp.134-136) 33

6 Sample results from evaluation of resource

53

7 Evaluation schedule

59

8 Evaluation of language learning potential

64

9 Main considerations for evaluating vocabulary

68

10 Vocabulary in relation to reading comprehension

71

11 Vocabulary in relation to vocabulary development strategies

74

12 Vocabulary in relation to components of word knowledge

79

13 Vocabulary in relation to cultural factors

83

14 Content

86

15 Visual and audio design

88

16 Navigation

89

17 Miscellaneous

91

18 Problems teacher face with the web resource

93

viii

LIST OF FIGURES

Figure Page

1 Knowing a word (Nation, 1990, p. 31)

35

2 Criteria for evaluating web sites (Robyler and Edwards, 1992, p.

216)

38

3 List of criteria for resource evaluation

40

ix

LIST OF ABBREVIATIONS

EAP English for Academic Purposes

EOP English for Occupational Purposes

ESL English as a Second Language

ESP English for Specific Purposes

EST English for Science and Technology

GE General English

SPM Sijil Pelajaran Malaysia

Chapter 1

Introduction 1

1.0 INTRODUCTION

1.1 Introduction

This project was developed out of an interest in English for Science and

Technology (EST). EST is a subject taught in schools, colleges and universities

worldwide. In Malaysia, where this project is conducted, EST has been introduced

only recently (2003), and resources for the teaching and learning of this subject

are limited (a summary of the condition of EST resources in Malaysia will be

made later in this chapter). In the following section, I will describe the

development of EST in detail, in order to give readers a clear understanding of

what EST is. I will also explain the purpose and the significance of this project.

Chapter 1

Introduction 2

1.1.1 The history of English for Science and Technology (EST)

English for Science and Technology (EST) is a constituent of English for

Specific Purposes (ESP), and it has been one of the most influential components

in the development of this particular domain of linguistics (Hutchinson and

Waters, 1987, p. 7).

ESP was born out of a demand for an international language after the end of

the Second World War in 1945 (Hutchinson and Waters, 1987, p. 6). The world at

this point was experiencing a massive development in the scientific, technical and

economic fields. Due to the economic influence of the United States, the English

language became the accepted lingua franca for international discourses in these

fields. The world’s population was racing to learn English to meet their specific

needs in their academic and occupational activities; and English became more

than just another second or foreign language. The English that was taught in

General English (GE) was not sufficient to meet the people’s specific needs.

English for Specific Purposes emerged thus, and two branches of ESP were

identified: English for Academic Purposes (EAP) and English for Occupational

Purposes (EOP). These two branches of ESP expanded and comprised many

different varieties of ESP, including English for Science and Technology (EST)

which comes under English for Academic Purposes (EAP).

Chapter 1

Introduction 3

According to Hutchinson and Waters (1987), the greatest advances and

research conducted for ESP in this phase of development was in the area of

scientific and technical English, to the point where “for a time ESP and EST were

regarded as almost synonymous.” (p. 7). The first significant ESP textbook was

for EST, A.J. Herbert’s “The Structure of Technical English”, which was

published in 1965 (Dudley-Evans and St. John, 1998, p. 21). Furthermore, Swale

(1985) equates the development of EST to the development of ESP in general:

With one or two exceptions…English for Science and Technology has always

set and continues to set the trend in theoretical discussion, in ways of

analyzing language, and in the variety of actual teaching materials.

(Hutchinson and Waters, 1987, p. 9).

English for Science and Technology encompassed a wide range of disciplines,

and was further divided into branches such as English for Medical Studies and

English for Technicians. As mentioned above, EST was recognized as a

subdivision of English for Academic Purposes (EAP) and was primarily aimed at

students who needed the linguistic skills to excel in the specific disciplines they

were pursuing. Therefore, courses were developed and put on the market to help

students of medical, science and technological fields; inadvertently turning

language teaching into a specialist business.

Chapter 1

Introduction 4

Today, courses in English for Science and Technology are offered in

universities, colleges and schools worldwide. The effectiveness of these courses

has been well recognized; so much so that many scientific and technical courses

go hand in hand with EST. EST is especially helpful for foreign and second-

language users of English who lack proficiency in the language; particularly when

all available textbook and study materials for their courses are in English only.

The knowledge that they gain from undergoing English for Science and

Technology courses helps them to understand the English in their scientific and

technical course books.

1.1.2 English for Science and Technology (EST) in Malaysia

The Ministry of Education introduced the additional subject of English for

Science and Technology in secondary schools in 2003; in concurrence with the

shift of the teaching-learning medium for the Science and Mathematics subjects

from Bahasa Malaysia to English. EST is currently offered as an elective subject

to students who are still taught Science and Mathematics in Bahasa Malaysia

(Noreen & Arshad, 2005). In the same year EST was first introduced, a paper on

the subject was included in the Sijil Pelajaran Malaysia (SPM) public

examination. In the Kuching district, where this project is carried out, the result

for the EST paper is promising, with a 98.0 percentage of passes in 2003, and a

slight increase to 98.2 percent in 2004 (Unit Penilaian dan Peperiksaan PPG

Chapter 1

Introduction 5

Kuching, 2006). At the time of writing, the statistics for the 2005 results are

unavailable.

At present, there is no specific textbook produced by the Ministry of Education

for the subject of EST in Malaysia (Noreen & Arshad, 2005). However, the

Ministry currently offers an EST syllabus and a website which provides EST

materials: Portal MySchoolNet (myschoolnet.ppk.kpm.my). The content of the

EST syllabus and the website will be described in the subsequent sections. In

addition, the context of the teaching and learning of EST in Malaysian schools

will be described.

a. The English for Science and Technology Syllabus

The Malaysian EST syllabus is designed for both Form 4 and Form 5 students,

with specifications or learning outcomes to be achieved within those two

academic years (Appendix A). According to the preface in the syllabus,

globalization and the importance of science and technology are the main reasons

for the introduction of EST in Malaysia:

The continuing emphasis on science and technology has made it essential for

students to access information on science and technology in English. This

requires them to listen to, read and present the information orally and in

writing in the medium of English.

Chapter 1

Introduction 6

(Malaysian Ministry of Education, 2003. Curriculum Specifications: English

for Science and Technology, Form 4 and Form 5, p. 1).

In the syllabus, the desired learning outcomes are divided into three main

types, namely those of obtaining, processing and presenting information from

various science and technical sources. Reading skills play the central role in

achieving these desired learning outcomes:

As emphasis is placed on accessing content, hence the ability to read and

comprehend materials in English is the main priority.



The content or information to be accessed from science and technical sources

is defined by the:

…main scientific concepts and ideas of science in English as well as the

register and related vocabulary



In view of the emphasis on content, several themes are also suggested in the

syllabus to help teachers to decide on the learning content for their lessons. These

are:

Chapter 1

Introduction 7

i. Nature and Environment

ii. Technology and Communication

iii. Energy/Matter & Mass/Force & Motion

iv. Man and Living Organisms

v. Natural Resources and Industrial Processes

vi. The Universe/Astronomy/Aerospace

vii. Nutrition/Food/Health/Human Body



Some examples of topics under each theme are given, for instance: “How the

weather affects the lives of people”. The use of simple, but authentic materials is

greatly encouraged by the Ministry when teaching the various themes and topics.

The authenticity of materials for teaching EST is an issue that has been debated by

ESP practitioners (the issue of authenticity is discussed in Chapter 2, p. 24).

Although the themes for EST materials are given in the syllabus, there are no

specific guidelines on choosing the topics under each of these extensive themes.

Thus, the topics selected by different teachers could be exceedingly diverse; for

example, “Cholera” and “Genetically modified foods” are two distinctly different

topics that could be categorized under the theme of

“Nutrition/Food/Health/Human Body”.

Overall, the objectives that the syllabus hopes to achieve are specified as

follows:

Chapter 1

Introduction 8

By the end of the year, students should be able to:

i. Read and understand texts on a number of science and science-

related topics;

ii. Talk about the topics read especially in relation to the concepts and

ideas of science;

iii. Discuss the ethical issues involved in certain topics

iv. Present what s read to peers and others with the help of diagrams

and charts;

v. Understand semi-technical vocabulary;

vi. Write summaries and simple explanations of the topic read; and

vii. Write instructions and simple reports.



According to the Ministry of Education, teachers of EST should refer to a

section in the syllabus called “Learning Outcomes and Specifications” when

planning lessons for the year (Malaysian Ministry of Education, 2003. Curriculum

Specifications: English for Science and Technology, Form 4 and Form 5, p. 9).

The “Learning Outcomes and Specifications” in the syllabus will be described in

the following section.

Chapter 1

Introduction 9

b. The “Learning Outcomes and Specifications”

LEARNING OUTCOMES

SPECIFICATIONS

EXAMPLES /

ACTIVITIES/NOTES

By the end of the

programme, students

should be able to:

1.0 OBTAIN

INFORMATION by

1.1 Reading different

text types in science

and technology from

a. popular science

articles

b. extracts from

textbooks

encyclopaedia.

1.2 Listening to spoken

texts on science and

technology such as

a. talks

b. lectures.

ALL LEVELS

1.1.1 Listen to and understand

simple talks or reports on

science-related topics.

1.1.2 Read and understand a

variety of simple texts on

a variety of topics.

1.1. 3 Read and follow

instructions.

Students can

listen to simple

talks on certain

topics as

presented by

other students in

the class.

Examples of

these topics

include

Harnessing

Electricity from the Wind,

Heredity and

Night Blindness, and Retina

Detachment.

These talks can

be the end-

product of

research carried

out by the group.

For weaker

students, teachers

should ensure

that texts are

simplified and

adapted for easier

understanding.

Instructions can

range from what

to do in groups to

carrying out

experiments.

Chapter 1

Introduction 10

Table 1 An extract from the English for Science and Technology syllabus

The table above shows an extract from the first page of the “Learning

Outcomes and Specifications” in the English for Science and Technology syllabus

produced by the Ministry of Education. This section in the syllabus is divided into

three columns: “Learning Outcomes”, “Specifications” and

“Examples/Activities/Notes”. According to the “Learning Outcomes” column,

there are three major learning outcomes which are designated to be achieved by

the end of Form 5. By the end of the programme, students should be able to:

i. Obtain information

ii. Process information

iii. Present information

These three outcomes are translated into specifications in the “Specifications”

column. For example, one of the specifications under the outcome of “Process

information” is that students should read and understand a variety of simple texts

on a variety of topics.

In the “Examples/Activities/Notes” column, suggestions of teaching-learning

activities are given, for example: “For weaker students, teachers should ensure

that texts are simplified and adapted for easier understanding”. There are only 21

suggestions provided in the entire “Examples/Activities/Notes” column, and there

are no examples of lesson plans or other instructional materials such as handouts

Chapter 1

Introduction 11

for students. As the syllabus is prepared for two academic years, Form 4 and Form

5, there is clearly a lack in suggestions for teaching and learning activities (only

21 of them) and examples of lesson plans or instructional materials (none of

them). However, the Ministry provides some materials in another resource, which

is the website mentioned earlier (cf. p. 5). The contents of this website with

regards to EST are described below.

c. Portal MySchoolNet

In the Portal MySchoolNet (myschoolnet.ppk.kpm.my), a website created by

the Curriculum Development Centre of the Ministry of Education, EST resources

for Form 4 and Form 5 levels are provided. The resources serve as supplementary

materials for teachers of EST; and the usage of the resources for EST lessons is

not mandatory. There are ten units of materials each for Form 4 and Form 5,

which are based on topics such as “Anthrax” and “The Making of the Universe”

(Form 5 units in Appendix B to K).

Each unit for Form 4 consists of a passage and four other sections. The

sections comprise hand-outs with instructions, exercises and activities that can be

distributed to students. In comparison to the units for Form 4, the Form 5 units

consist of six sections each, which are more comprehensive and diverse in terms

of activities. Some examples of these instructions, exercises and activities under

Chapter 1

Introduction 12

each of the sections from the Form 4 materials (from the unit on “Anthrax”) and

the Form 5 materials (from the unit on “The Making of the Universe”) are shown

in the table below:

Level Sections Examples of instructions/ exercises/

activities

Form 4

Orientation Are all bacteria bad?”

Can you think of ‘good bacteria’?

Language Focus The word ‘bioweapon’ is often used in

the passage. The prefix ‘bio’ is used to

combine with the word ‘weapon’. What

is the meaning of ‘bio’?

(a) Identify other words in the text that

use the prefix ‘bio’?

(b) Think of other words that begin

with the prefix ‘bio’?

(c) Create a new word that begins with

‘bio’.

Content Focus 1. How does the anthrax disease affect

grazing animals?

2. In what way does anthrax affect the

health of human beings?

3. Describe how anthrax disease is

spread.

Follow-Up Imagine you are a scientist and you

have been instructed to develop an

antibiotic to counteract the anthrax

bacteria. What would you expect your

antibiotic to be able to do?

Form 5 Getting Started Before you read the text, try and

answer the following questions.

1. What do you think the sun is?

2. Why is it dark at night?

3. What do you see in the sky at night?

Let’s Read

A reading passage entitled “The

Making of the Universe”

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