MA ELT Dissertation

An Investigation into Learners’ Disposition and Perceived Ability to Learn Independently in the Centre for Independent Language Learning

1. Introduction

1.1 Background

The background to this investigation has five parts, the evaluation of the Centre for Independent Language Learning (CILL) by its staff; previous research into student’s evaluation of syllabus design in CILL, and the need for learner training (LT) and development to help the learners in this process; the existing LT options available in CILL; the literature on the importance of learner training; and students’ experience in the English Language Study Centre (ELSC) of the Hong Kong Polytechnic University (HKPU), which may inform LT decision making in CILL.

1.1.1 Evaluation in CILL

This investigation forms a part of the on-going self-evaluation of the centre done by CILL staff. An important factor in this investigation is the context of the CILL aims. The development of independent learning (IL) abilities is not one of the stated aims of CILL. This is because, as the CILL flyers given to potential members say, the aim of CILL "is to encourage HKPU students to develop their English language proficiency", rather than to develop their independent language learning proficiency. CILL is funded to improve the English language proficiency of its students, rather than to develop their IL skills. Therefore any further LT provision in CILL has to be carefully justified.

The need for action research, such as this investigation, is highlighted by Sturtridge (1997:71), who says that "a centre has to keep its approach and materials under review constantly by making good use of feedback mechanisms and action research from centre staff."

1.1.2 Previous Research

Previous research for the MA ELT showed that 25 out of 34 CILL students questionnaired either agreed or totally agreed with the statement, "I need more training to improve how I study English." However, 6 respondents disagreed, and may therefore be satisfied with the degree of learner training facilities provided or with their existing perceived abilities to learn English. In the light of this dichotomy, perceived ability will be investigated in a questionnaire in this investigation, and the students’ degree of satisfaction with CILL’s LT facilities will be investigated in interviews and by searching students’ diary entries for evidence. This information will feed into the process of deciding whether any changes in LT provision are necessary.

1.1.3 Existing Learner Training and Development Options

In CILL there is a range of LT options, from workshops to information on the Internet, that students can access if and when they choose. Given the wide range of available LT resources, any student desire for more LT resources might be due to lack of knowledge of the full range of existing resources. The students’ degree of knowledge about available LT resources will be investigated in the interviews. This will help show whether more LT facilities are necessary, or whether existing resources could be better used.

At present CILL offers an approximately one-hour orientation and intermittent one-hour workshops for LT in independent language learning skills. It is not seen by CILL staff as advisable to increase the duration of the Orientation because 11 out of 34 questionnaired CILL students agreed or totally agreed that "The Orientation is too long.", and only 3 disagreed. The investigation will look at workshop attendance in the interviews.

The number of workshops is limited by the availability of staff hours. Up to 24^th December, 1997, 20 out of 47 of these workshops involved LT in independent language learning skills. Other LT opportunities for students include tutor guidance, language learning diaries, study skills books and computer programs.

1.1.4 The Importance of Learner Training

Although there is widespread agreement in the literature about the importance of learner training, (Ellis & Sinclair 1989; Esch 1997; Holec 1980; Lum 1996; Nunan 1997; Sheerin 1997; Sinclair 1997; Sturtridge 1997), there are a variety of possibilities for implementing a learner training program, (Ryan 1997, Lum 1996, Sturtridge 1996). For example, learner training can be done individually or in groups. This investigation aims to investigate what options CILL students prefer.

1.1.5 Experience in the English Language Study Centre

Students’ experience in HKPU’s ELSC gives rise to concerns about the students’ desire for LT. ELSC experience indicates that many ELSC learners wanted to spend more time learning English, rather than learning how to learn English. This may also be the case for some students in CILL , even though the ELSC and CILL are very different centres, because some students are members of both centres. Therefore students’ wants in the CILL context need to be looked at, and this is investigated in the interviews and in the diary research.

1.2 Aims

This investigation has three main aims and one sub-aim. The first main aim is to identify the disposition towards independent language learning of CILL students. If there is an unfavourable disposition towards independent language learning, it may be the case that LT is not desired by the students. However, it might also be argued that if there is an unfavourable disposition, then LT is needed to demonstrate the benefits of independent language learning.

The second aim is to identify the perceived ability in independent language learning of these students. If the perceived ability is low, the students may want more LT to improve their abilities, and vice-versa.

The sub-aim, which follows on from the first and second aims, is to investigate whether the amount of CILL experience of the students changes their dispositions and perceptions of their abilities systematically. This will contribute to the third, main aim, which is to judge whether further LT is wanted by these students.

1.3 Hypotheses

The first hypothesis is that CILL students have a favourable disposition towards independent language learning in CILL, because they continue to attend and fill in their diaries with information that suggests that they are learning independently. (See Section 5.) This favourable disposition hypothesis will be confirmed if, on the one-to-four scale used in the questionnaires, the mean disposition of the students is greater than 2.5.

The second hypothesis is that students will, in general, be satisfied with their IL abilities in the CILL context. This is based on the low utilisation of CILL’s LT facilities such as tutors and study skills materials. Again this will be confirmed if, on a one-to-four scale, the mean perceived independent language learning ability of the students is greater than 2.5.

The third hypothesis is that students’ disposition towards independent language learning will improve, and their perceived ability to learn independently will increase, with the duration of their total attendance in CILL. This will be measured by correlating these three variables.

The final hypothesis is that further optional LT opportunities will be wanted by the students. This is because even though the students may be satisfied with their perceived independent language learning abilities, they may recognise that they could improve. This will be investigated in the interviews.

1.4 Implications

This information on LT desired by the students will enable CILL staff to make more informed choices about the LT opportunities that CILL could offer. It may also be informative for other self-access language centres in Hong Kong.

Next Page

Link to Part: Intro, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Bib, Appx

Last revised on Tuesday, September 24, 2002

If you have any comments, please contact Andy Morrall at ecandym@polyu.edu.hk