Investigating English Literacy PracticesIn

Residential Colleges

Assoc.Prof Dr.Hazita Azman

UKM-GUP-KRIB-6/2008Research Workshop

ESZ Objectives

• To expose students of the significance of English language in their

daily life in campus.

• To boost the confidence level amongst students to converse in

English

in all their activities at the residential colleges.

Source:

* Kolej Dato’ Onn

Research ObjectivesTo investigate the types of English literacy

practices individuals engage in, their purposes and meaning in relation to the development of English language proficiency

To identify the types of literacy texts (genres) that are mostly used for these events and to determine their value in relation to the development of English language proficiency

To study the types and range of valuing placed on different types of literacy events/practices and purposes in the ESZ events in view of English language enhancement.

To find out the students’ view of the extent to which the ESZ project has impacted on their English literacy development and practices.

Research design

Research Milestone

• Discussion in Langkawi• Determining parameters• Research design: NOT ACTION RESEARCH• Pilot questionnaire

Phase 1Oct-Dec 08

Research methods: Data collection

Semi structured focus group interviewsParticipant observationArtifact collection (literacy environment)Student Profile (personal/family/education (literacy) background, self-assessment of English literacy, literacy events/practices and literacy environment at home/college/faculty/around campus/others, etc.)

Recorded Literacy events analysis (video/photos and oral/written accounts)

Assessment of English language and literacy competency

Research SiteThree colleges were chosen for this study:

1)Kolej Burhanuddin Helmi*2)Kolej Dato’ Onn3)Kolej Hussein Onn

*30 respondents from Kolej Burhanuddin Helmi were used for pilotingof the questionnaire.100 respondents from each colleges (2) and (3) for the actual study.

The questionnaire designed has six sections:

Section A-Personal Background

Section B- Language Repertoire

Section C- Literacy Practices

Section D- English Speaking Zone (ESZ)

Section E- English Speaking Zone and Literacy Practices

Section F- Student’s views of ESZ

Pilot study: Reliability and Validity of the questionnaire

Reliability Statistics

.674 15

Cronbach'sAlpha N of Items

Section B

Reliability Statistics

.885 24

Cronbach'sAlpha N of Items

Section C

Reliability Statistics

.774 11

Cronbach'sAlpha N of Items

Section D

Reliability Statistics

.948 21

Cronbach'sAlpha N of Items

Section E

Section F

Reliability Statistics

.843 18

Cronbach'sAlpha N of Items

Actual study: Number and gender of Respondents

Male48%

Femal

e52%

Kolej Tun Hussein Onn

Male34%

Female66%

Kolej Dato' Onn

Total of the Respondents= 200 respondents

Sec A

Self perception: Students’ Language Repertoire

1. I can speak in English

Sec B

I can speak in English0

20

40

60

80

100

120

140

160

20

142

20

Not ProficientModerately ProficientAdequately Proficient

Malaysia University English Test (MUET)0

10

20

30

40

50

60

70

80

90

13

58

89

34

6

Band 1Band 2Band 3Band 4Band 5

Malaysian University English Test (MUET)

2. I can read in English

Sec BI can read in English

0

20

40

60

80

100

120

7

104

59 Not ProficientModerately ProficientAdequately Proficient

3. I can write in English

Sec B

I can write in English0

20

40

60

80

100

120

140

9

130

37

Not ProficientModerately ProficientAdequately Proficient

Literacy Practices

Types of English Language Practices that students most often engage in

020406080

100120140

115 105

76 72

27 36 3052

OftenAll the time

* The most significant practices that the students have (Pre-ESZ) Sec C

1)

020406080

100120

69

96

6485 77

3647 50

3049

SometimesRarely

Sec C

2) Types of English Language Practices that students sometimes engage in

English Language practices:Most English language practices in real

world are media-use related: e.g television, internet, games.

Reading is mainly for academic purposes.Low frequency use of English for

assignments.Low frequency use of English for non-

academic reading and writing events.

About ESZAttitudes and Awareness about English Speaking Zone

Do you

know

of th

e ‘En

glish S

peakin

g Zon

e’ (ES

Z) pro

ject

Do you

know

when it

was lau

nched

Do you

know

what th

e obje

ctives

of ES

Z are

Are th

e ESZ

activ

ities c

arried

out in

your

colleg

e

Have y

ou pa

rticipa

ted in

the E

SZ ac

tivitie

s0

20406080

100120140 129

97 91

126 119

53

30 3144 39

Yes, I know and participateI know but don’t participate

Sec D

1)

ESZ and English Literacy Practices

1) Reading

Sec E

The ESZ activities require me to read more in

English

The ESZ activities help me improve my reading

skills

The ESZ activities require me to read different types

of texts in English

0

10

20

30

40

50

60

70

80

90

2924 22

6056

65

8185 85

DisagreeNot SureAgree

After ESZ, I am now more proficient reader in English:

Technical reports

Manuals General knowledge

Novels / magazines

Reviews0

10

20

30

40

50

60

70

80

90

100

3428

2226 25

89

76

6367

89

62

80

95

86

69

DisagreeNot sureAgree

Sec E

ESZ and English Literacy Practices

2) Writing

Sec E

The ESZ activities require me to write

more in English

The ESZ activities help me improve my writing

skills

The ESZ activities require me to write for

different purposes

0

10

20

30

40

50

60

70

80

90

31

23

33

6964 66

74

86

77

DisagreeNot SureAgree

After ESZ, I am now a more proficient writer in English:

Invita

tions

Requ

ests

Anno

uncem

ents

Enquir

ies

Repo

rts

Summari

es and

Revie

ws0

20

40

60

80

100

120

37 3729

34 3329

100

8589

107

8792

49

6469

46

62 63

DisagreeNot sureAgree

Sec E

ESZ and English Literacy Practices:Generally students find that they engage

in more variety of texts (reading) for specific purposes.

Generally students are required to write for different types of purposes.

While many are sure that they have improved in terms of frequency in use of English, many are still not sure if they have improved in terms of literacy proficiency.

Students’ View of the English Speaking Zone

1)Language Skills that have improved due to ESZ in using English

Sec F

Self confidence

Grammar Vocabulary Reading Speaking Writing0

20

40

60

80

100

120

9 11 11 11 10 11

30

48 4541

33

53

28

1120

31 34

12

111106 106

98

113

100

Not Improved SameNot Sure ImprovedSignificantly Improved

2) For which purposes for using English do you think you have significantly improved in due to ESZ

Sec F

Academic purpose Work purpose Social purpose Overall general purpose

0

20

40

60

80

100

120

8 7 7 513 10 8

12

3440

30

4045

5952

47

97

84

10396

Not ImprovedSameNot sureImprovedSignificantly Improved

3 )

Sec F

Have you noticed any significant differences in the English language proficiency of your fellow college residents including (staff and principal)

as a result of ESZ?

94

95

96

97

98

99

100

101

102

103

103

97

YesNo

Students’ View of ESZ in relation to English Language development:

Majority feel that ESZ have helped them feel comfortable in using English

Majority feel that most improved skill is speaking and the ESZ events have mainly built their confidence for social purposes.

However majority still need further boost of confidence and hope to be more proficient speakers who are fluent and more accurate (see next table)

Aspects that the students feel they need further help in relation to English proficiency

Self confidence Grammar

VocabularyReading

Speaking Writing

0

20

40

60

80

100

120

140

160

180

Yes

No

152 156

142

105

169

136

4844

58

95

31

64

Yes

No

Sec F

Feedback To Colleges:Analysis of ESZ activities carried out at residential colleges(Kolej Tun Hussein Onn)

No Types of activities RelatedEnglish language practices

1 Public Speaking“Money is dirtier than sex”

• Based on their general knowledge; the students are required to give their opinions, views

2 Movie Marathon“Remember the Titans”

• View and review

3 Table Games (Scrabble, monopoly, Boggle, Vocable)

• Using dictionary

4 English classes • group work•Formal learning

1 Scrabble • using dictionary• group work

2 Name Hunt • General knowledge (about KDO)• Vocabulary

3 Group Discussion • General knowledge(Malaysian issues today)

4 Charades(GUESSS? Proverb)

• Speaking • group work

Kolej Dato’ Onn

5 Dream College • Group work• Speaking skills

6 Group Sketch • Speaking skills

Guideline for ESZ activity design

Identify Project objective and performance outcome:What Language behaviours to be demonstrated?

What knowledge to be evident?What level of achievement to be targeted?

Identify related Language and

Knowledge input:What type of source?

How many?How much?What level?

Identify related Language skills needed to support

performance:Linguistic competency for

accuracyLanguage learning strategies

for information processingLanguage communication skills

for fluency and appropriacyCritical reading and writing

skillsGenre-based literacy skills

Conversational skillsLanguage of critique

Language of persuasionMetaphorical language

Identify related non-language skills

needed to achieve output:

Critical thinkingCreative thinking

Persuasive languageInterviewing skillsTeam work skills

Project management skills

Telephone skillsCritiquing skills

Yes91%

No10%

In your opinion, do you think the ‘ESZ’ should be continued?

Sec F

Challenges in carrying out study:

From JAKSA and College Staff:

• Guarded Co-operation

• Lack of value given to research effort

• Nearly no participation from beyond the three colleges we approached.

• Could the unanimous YES to ESZ be true to certain zones only???

That’s all folks!

Thank you for your kind attention