1. 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

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

3. 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

4. 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?

5. 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

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

7. 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

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

9. 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)

10. 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

11. 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

12. 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

13. 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.

14. 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

15. 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

16. 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?

17. English language learning resources1.
URL:
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

18. 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)

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

20. 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

21. 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

22. 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

23. 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

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