Developing a self-directed online programme for an English for Academic Purposes course –exploring and accommodating learner characteristics Dr. Thang Siew Ming School of Language Studies and Linguistics Faculty of Social Sciences and Humanities Universiti Kebangsaan Malaysia

Introduction Thang (2001) found that the distance learning students of Universiti Kebangsaan Malaysia displayed a lack of autonomy in their learning of English. To what extent is this phenomenon true of all Malaysian university students?

Background (1) The ESP courses conducted by UKM were purely face-to-face. Students had to attend four hours of tutorials per week. The courses aim at equipping the students with the necessary skills to handle authentic reading materials in their various disciplines.

Background (2) Students did very little work outside their class hours to improve their English. Their improvement by the end of the semester was minimal. There were no follow-up English language courses for many of these students. Only certain faculties recommended follow-up advanced level courses and these were limited to only one or two courses.

Does this mean that more English courses should be provided for these students? No, that would only be an interim measure and is not the solution to the problem. Students need to cultivate the habit of learning English on their own in order to be proficient enough in English to handle the demands at the university as well at the job market.

As Little (1996) pointed out to be autonomous “learners need to establish a personal agenda for learning, taking some of the initiatives that shape the learning process, and developing a capacity to evaluate the extent and success of one’s learning”(p.).

Thus, there is a dire need to come up with innovative programmes that will promote autonomy among Malaysian learners. The implementation of an online language-learning programme is an effort in this direction.

Online learning as tools to developing autonomy(1) Well-known researchers have proposed that online learning can be utilised as tools for the development of learner autonomy (Little, 1996; Warschauer, 2000; Shetzer & Warschauer, 2000). Warschauer (2000) views technology not just as an aid for learning language or writing, but rather as an important new medium of literacy in its own right.

Warschauer’s electronic literacy approach(1) He proposes that by developing electronic literacy, students can learn to participate in the English language-dominated on-line world and also carve out online space for their own language and culture. He explains that the Internet does not constitute or prescribe teaching method; rather, it is an important new medium that provides the potential for purposeful, powerful use of on-line communication in second language learning and teaching.

Learner autonomy is closely associated with the principles of the electronic literacy. Learning through an online model requires learners who are autonomous who know how to formulate research questions and devise plans to answer them. They also need to answer those questions through accessing tools and resources online and offline. Moreover they need to take charge of their own learning by working alone or in collaboration with others.

Warschauer’s electronic literacy approach (2) He describes the electronic literacy approach as working towards the achievement of two fundamental objectives: using technology in order to teach language and teaching language so that learners can make more effective use of technology.

Research on Asian students reveals contracting views Studies on Hong Kong students generally suggest that they have little incentive to undertake learning outside the classroom (Balla, 1991; Pierson, 1996, Chan, 2001). Other studies show that the students have a reasonably positive attitude towards learner autonomy (e.g. Dickinson, 1994, 1996; Tantisawetrat & Chonguphajaisiddhu; Jones, 1995).

Purpose of this study The purpose of this survey is to gain a better understanding of Malaysian learners’ need in order to develop an online English for Specific Purposes (ESP) programme that is more appropriate to their needs.

Subjects First-year undergraduates from Faculty of Social Sciences & Humanities, Faculty of Business Administration and Faculty of Science and Technology. Three proficiency levels according to their grades in the MUET. Three age groups: ‘recent school leavers’ (21 and below) (2) ‘students with some working experiences’ (22-30) (3) ‘mature learners’ (31 and above).

Learning preferences groups according to age

learning preferences groups according to proficiency levels

learning preferences groups according to faculties

Overall discussion of results (1) The findings suggest that generally learners irrespective of age or disciplines prefer a more classroom-centred approach of learning to the more autonomous modes of learning. The higher percentage of LWExp opting for 'autonomous learners Type 2' is a positive sign but this represents only a very small percentage of learners.

Overall discussion of findings (2) The comparison across faculties suggests that of the three groups, it seems that SocSc students are the group that has the highest percentage of autonomous learners. Research has shown that Arts students tend to manifest more deep approaches and critical thinking strategies than Science students due to the nature of their discipline. (Thang, 2001; Ramsden & Entwistle, 1981).

Overall discussion (3) The finding further reveals that generally the degree of autonomy ascends with increase with proficiency. This reiterates findings from an earlier study by Thang (2001).

Implications of this study The findings of this study clearly suggests that the learners in UKM is not ready for a totally autonomous online ESP programme and that the movement towards such a mode of learning should be carried out in stages beginning with a structured approach and moving towards a more autonomous one.

Suggestions The online modules designed should also be accompanied by tasks that promote autonomy among students. In addition, it is proposed that students be given learner training sessions that take into consideration three key kinds of preparations: (1) Psychological preparation, (2) Methodological preparation and (3) Practice in self-direction