Effects of Using an English Language Counseling Program on Self-Directed Learning of Upper Secondary School Students Master’s Thesis Denchai Prabjandee 2010 Thesis Advisor Jutarat Vibulphol

Scope of the Presentation Background of the Study Research Questions Research Methodology Findings and Discussions

Background of the Study Self-directed learning (SDL) is very important Ability to survive (Muongmee, 2007; Guglielmino, 2008) Effective mode of language learning (Nunan, 1988) Addresses learners’ differences (Benson & Nunan, 2005) Educators attempt to foster students’ self-directed learning Language counseling program can enhance self-directed learning (Altshul, 2001; Pemberton, 2001; Reinders, 2006; Keyuravong & Maneekhao, 2006; Victori, 2007) But few studies in Thailand focus on how to provide language counseling programs Significant for English teachers and self-access counselor

Research Questions To what extent does the English language counseling program enhance self-directed learning of upper secondary school students? What are the opinions about the English language counseling program of the upper secondary school students who completed the program?

Self-directed learning The ability that each learner possess for diagnosing one’s own need setting goals and objectives choosing materials for practice selecting appropriate strategies monitoring learning progress evaluating learning outcomes Measured by a questionnaire, an interview, and learner’s journals

Research Design Quasi-experimental study Researcher conducted counseling sessions for learners who were interested in improving their language skills 5 phases

Level started learning English Participants Name Gender Age (Year) Level of study Field of study Level started learning English Preme Male 19 Grade 12 Science – Math Kindergarten Mc 17 Noon Female Math –English Ting Ting 18 Math – English Aim Biew Elementary

English Language Counseling Program Instruments Counseling English Language Counseling Program Manual for Counselors Research Questionnaire Interview Learner’s Journal

English Language Counseling Program The researcher as the counselor 25-30 minute sessions offered to students on the voluntary basis to facilitate learners during their out-of-class learning to help them improve language skills Developed based on Karlsson et al (2007), Victori (2007), Reinders (2007) Pemberton et al (2001)

English Language Counseling Program Principles for language counseling Creating a non-threatening relationship Listening to learners’ responses Creating a learner profile in the initial sessions Helping the learner in the goal setting process Providing enough feedback Using macro and micro language counseling skills Down playing counseling approach (Pemberton, 2001) Create mutual rapport Learners were the authority

English Language Counseling Program Understanding the learner Phase 1 Raising learners’ awareness Phase 2 Designing a self-study plan Phase 3 Counseling Phase 4 Evaluating learning Phase 5

Phase 1: Understanding the learner Questionnaire & autobiography SDLRS Questionnaire (adapted from Khomsan, 1997, Guglielmino, 1977) Autobiography To investigate learner’s background When do you use English with your family members? What did you like or dislike about the way you were taught in the language classes? Interview Developed based on SDLRS framework Semi-structured interview 17 questions

Phase 2: Raising learner’s awareness about learning styles Reflective task Step 1: Recall memory about English lessons Step 2: Explain why he or she can remember those lessons What is an English lesson that you can remember very well? Why can you still remember that lesson? How did you learn that lesson? What kind of activities did you do in that lesson? Step 3: Discuss learning styles (Christison, 2001) Field Dependent VS Field Independent Analytic VS Global Reflective VS Impulsive Etc.

Phase 3: Designing a self-study plan Session 3.1: Problem-solving task (Importance of planning) Learner performed a task How to cook a Thai spicy avocado salad Conducted a concurrent think aloud protocol The protocol was recorded and later rewind to discuss Discussed how the learner completed the task

Phase 3 (Continued) Session 3.2: Learning goal situation Step 1: Learner read a learning goal situation Step 2: Discussed how the learner planned to improve his listening and what may make him achieve the goals. Step 3: Presented framework of ‘General’ and ‘Fundamental’ language (Toogood , 2005) Step 4: Ask the learner to plan a self-study at home Problems with General Skills Fundamental Skills Listening Vocabulary and Pronunciation Speaking Vocabulary, Pronunciation, and Grammar Reading Vocabulary and Grammar Writing

Phase 3 (Continued) Session 3.3: Introduce the English language learning resources A resource hunting task How many types of materials? What are the categories? How are the materials ordered? What is in each material? What can you can use? How?

English language learning resources 1. URL: http://www.cdlponline.org/ Level: All Topics: Working, law and government, family, school, health and safety, housing, money, science and technology, services, going places, nature. Description: There are many topics that you can listen along with the reading passage such as family, school, nature etc. Some topics provide video clips to help you understand better. Speakers: Native speakers Types of file: Audio/ Video Transcript: Available

Phase 4: Counseling Individual sessions Used both English and Thai Conducted in a room that makes the learner feels comfortable to discuss with the counselor Meet three times: 1st, 2nd, and 4th week Use language counseling skills proposed by Kelly (1996) Use questions to trigger an idea for reply and solution Employ genre of language counseling (Ngonkum, 2001)

Phase 5: Evaluating learning Session 5.1: Questionnaire & interview SDLRS Questionnaire Interview 17 questions (SDL) + 6 questions (opinions)

Manual for Counselors Procedures of conducting the tasks A guideline to give counseling in all phases Consists of three sections Introduction  concept of counseling program Getting ready  principles, counseling skills Getting started  procedures

Findings: Research Question 1 The findings from three sources were consistent The English language counseling program enhanced the learners’ self-directed learning The participants were found to change three aspects the most Viewed themselves as an effective learner Felt less dependent on teachers Gained more sense of responsibility in their learning English language counseling program Self-directed learning

Findings: Research Question 2 The participants had positive opinions towards the English language counseling program Advantages: completion, success Improved language skills Increased self-discipline Increased confidence Helped them achieve the goals

Discussions Consistent with Altshul (2001), Reinders (2006), Keyurayong & Maneekhao (2006) and Victori (2007) The English language counseling program enhanced self-directed learning ability Each phase was designed to help learners to be aware of the learner’s roles and increased the sense of accomplishments Learners took an active role in learning during the program Learners had a chance to reflect on their learning

Limitations of the study Data from leaner’s journals are limited Time constraints Materials are limited