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MA ELT Dissertation |
An Investigation into Learners’ Disposition and Perceived Ability to Learn Independently in the Centre for Independent Language Learning
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Link to Part: Intro, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Bib, Appx
Appendix Seven: Transcript of the Pilot Interview
Researcher: This interview and the questionnaire you did before is to investigate CILL student's attitudes and their abilities to learn English independently.
Interviewee: Yes.
Researcher: The results of the survey will help CILL staff understand what independent language learning training CILL students want. Do you have any questions so far?
Interviewee: Well I don't have any questions.
Researcher: I'd like to tape record this interview. Only you and me will know your identity. Other people might see your words but they will not know who said them. Is it OK if I record the interview?
Interviewee: Sure.
Researcher: OK. So I've got 15 questions here.
Interviewee: Yeah.
Researcher: If it's taking too long you can stop me and that's OK.
Interviewee: Mmm.
Researcher: Question One. Do you think that becoming a more independent learner is important to you?
Interviewee: Yes I think so because as I'm studying design and my time is very flexible and I don't have a fixed schedule to cope with and so I think if I can make use of the leisure time to improve my English I think it's really useful to me.
Researcher: Question Two. Do you think you have become more independent in studying English since you started at CILL?
Interviewee: I think so. About the frequency I asked for the tutor I think now it's getting less and less. Unless I have got a great problem then I will ask them for their advice. And now I knew how to use the appropriate materials for my study just like I know how to get the right topic or the right book for the right purpose just like I want to do presentation I want to improve on my speaking skill and I will like to choose the videotape to see because I think in presentation it is quite to see both the gesture see the way of behaviour etc.
Researcher: OK. Great. How do you feel about choosing which topics you need to study?
Interviewee: I don't it's think there is any problem.
Researcher: And how do you do feel about writing specific aims in your learner diary?
Interviewee: Aims. Sometimes it's quite difficult to set in the early morning because I feel sleepy. Well I know my weakness because I have studied here for almost two years then I know where my weak point is and I know where I should put more force and to put more attention too. So my aims is also set just like I want to improve my presentation or I wanted to increase my vocabulary increase my vocabulary increase my knowledge of vocabulary or something else.
Researcher: OK. And how do you feel about choosing materials, exercises and activities?
Interviewee: Depends on time you have if I have a longer time just like on Saturday I would like to do some exercise grammar excise or some listening exercise because I think that they help to do more you pay more attention and concentration to it so when you do it and I think we need to almost one hour or more then I will do that the if I have less time I will just use the Internet to see some Web sites just like I am interested in architecture and I will read some news from the Internet and to take down some notes if I think it is useful when I... Am I talking to long?
Researcher: No. No, it's OK. Go on.
Interviewee: Well when I have just 30 minutes just let's say only a quarter then that I will use the Internet just like checking mail then I will learn from the others that just like I read the mail I find some sentences quite interesting and I will take it down and reference I think it's really convenient and useful to stay here to learn my English by myself.
Researcher: OK. How do you feel about learning and practising English without a teacher?
Interviewee: Well I think the problem is not great, but for speaking it's really a problem because you don't have someone to speak with it's hard to control and you don't know whether the way of speaking is there any problem with it because just like we talk with classmates or group members then we will say some phrase is not real English just like Cantonese but in English way really funny so I think it is no use but if you talk with a tutor like you and foreigners then I think we can learned from their way of speaking
Researcher: How do you feel about correcting your own mistakes?
Interviewee: Well I think it's quite a problem to me. Because I don't know another what is right or wrong or I think I have to find out the answer but I very lazy so I am writing it down on the diary and let you correct for me.
Researcher: OK. How do you feel about testing yourself?
Interviewee: I think it's quite interesting to do because I don't know whether my level is I think the level of English will not stay stable or it may drop or you may proceed to another level but sometimes we don't have test so we cannot be sure whether our progress is going on.
Researcher: Have you been to any CILL workshops?
Interviewee: CILL workshops? You mean to see the group discussion?
Researcher : Some of them are group discussion. Yeah. Usually in the evening about six o'clock with the tutor and some students.
Interviewee: Well I don't have time because I live in Tuen Mun and its really far and I have to go home quite early. I'm sorry about that.
Researcher: That's OK. How often have you asked a tutor for advice in your learner diary? Quite often or not very often?
Interviewee: Quite often.
Researcher: Quite often. OK.
Interviewee: Because I like to check your advice.
Researcher: OK. Was it helpful?
Interviewee: Helpful.
Researcher: And how often have you asked a tutor for advice directly?
Interviewee: Directly?
Researcher: Uh huh.
Interviewee: How often?
Researcher: Quite often, not very often…
Interviewee: Almost every day.
Researcher: And is it helpful?
Interviewee: I think it's helpful even though minor things I think even through the way of speaking and listening and the memory will will be right on the the brain then the image, I don't know how to say that, but I mean the way, the thing that you have learnt may be more clear more memorable.
Researcher: Have you used any of our study skills books?
Interviewee: Study skills books, sure!
Researcher: Do you remember which ones you used?
Interviewee: For the writing I am quite interested in the Minds the Mind the Eye in the Mind.
Researcher: The Mind's Eye.
Interviewer: I think it's really different from the other writing books which stimulates the the way of thinking but I think if you need it for inspiration it's really good, develop your way of thinking but it lacks of writing skill just like writing sentences style and persuading the others and negotiate the others and I found some Upper-intermediate writing books is quite good and that they have a way of writing, style and I think I need to put more time on that. And listening one is really good or "Women's Today" listening, because their point of view is rather different and it rather interesting to me.
Researcher: Have the you used the "How to Improve your English at CILL" computer program?
Interviewee: Sure!
Researcher: What did you think of it?
Interviewee: Well I think it is a very simple. To me I think it's not seems not a very appropriate do. If you just use this for revising it's OK, but I think I mean to easy to do with. Yes.
Researcher: Do you have any suggestions for improving it?
Interviewee: Well I think just like give tests for the grammars or made it's I think it's already interesting but what about but what about because I found reading from the others e-mail I found that even is some structure of sentence nowadays a graduate or even though a university student they don't know why they write in Cantonese way the just like writing Chinese but in English version so I think the if we can make use of exercise just like the format is a mail or something else or description and then I think it is really it will become more useful to us because for any essay or for writing mail etc. then you will use lots of English but the way to use and to make it more formal or how to make it more casual or how to show your personality style it's really hard to to do so.
Researcher: Have you used the CILL Internet pages?
Interviewee: Yes, certainly. I use every day.
Researcher: What do you use them for?
Interviewee: For what. Get some information from the net. Because it can find lots of information from the world just like architecture, art and that sort of thing. I think sense of the culture in Hong Kong is not strong enough and information is quite limited but for the world there's lots of information provided and through the net you can see different points of view the from the the others.
Researcher: How about the CILL pages on the Internet?
Interviewee: CILL pages. I think it's quite good.
Researcher: And what do you use them for?
Interviewee: For what? Sorting out information. Learning from others. Also just like, there are many different words, and there are many different sentence structures you can learn from the others especially on the net when they talk about the professional things they use lots of professional terms really persuasive.
Researcher: And can I look in your learner diary later
Interviewee: Yeah.
Researcher: For some examples for my dissertation.
Interviewee: Sure!
Researcher: Thank you very much.
Interviewee: You're welcome.
Researcher: Is there anything else you do like to say?
Interviewee: Not yet. But I think if we can maybe I haven't joined the discussion group so I don't know whether how is it going on I think it is very useful to talk to with the tutors. Thank you.
Researcher: Thank you very much.
Interviewee: You're welcome.
Appendix Eight: Transcript of the Second Interview
Researcher: The purpose of this interview and the questionnaire you did before is to investigate CILL students’ attitudes and abilities to learn English independently.
Interviewee: Do you choose the student for interview by random or..?
Researcher: Yeah, totally random. The results of the survey will help CILL staff understand what independent language learning training CILL students want.
I would like to tape record this interview. Only you and I will know your identity. Other people might see your words, but they will not know who said them. Is it OK if I record this interview?
Interviewee: OK.
Researcher: OK. So. Question Number One. Do you think that becoming a more independent learner is important to you?
Interviewee: Mm. I think it’s really important to me because University students supposed to be independent and they can learn independently by herself or himself.
Researcher: Mm. OK. And Question Two. Do you think you have become more independent in studying English since you first started at CILL?
Interviewee: Yes, before I come here I don’t know how to learn English by myself but I after I learned my English in the CILL centre I know how to improve my English and how to find material for what I need to learn English.
Researcher: OK. Question Three. How do you feel about choosing which topics you need to study?
Interviewee: Mm. It’s quite difficult answer. Sometime I come here I don’t have any special requirement for what topic I’m going to study.
Researcher: Ah. OK. And how do you feel about writing specific aims in your learner diary?
Interviewee: I think it’s not necessary for myself.
Researcher: And how do you feel about choosing materials, exercises and activities?
Interviewee: You mean how I feel about this?
Researcher: Yeah, is it easy to find materials and exercises or is it difficult or do you have any problems or what.
Interviewee: It’s easy for me.
Researcher: It’s easy. OK. And how do you feel about learning and practising English without a teacher?
Interviewee: I think it would be better if I can learn and practise English with a teacher rather than without a teacher.
Researcher: OK. How do you feel about correcting your own mistakes?
Interviewee: Sometime I don’t know what’s the mistake I make.
Researcher: OK. And how do you feel about testing yourself, to see how much English you’ve learned?
Interviewee: I don’t know.
Researcher: You don’t know.
Interviewee: I never test myself in here.
Researcher: Have you tested yourself in other places or other times?
Interviewee: Test, test what? English. My English?
Researcher: Uh huh.
Interviewee: I only test, do the test in my English lesson.
Researcher: Right. OK. Have you been to any CILL workshops?
Interviewee: No.
Researcher: No. OK. How often have you spoken to a CILL tutor and asked for advice?
Interviewee: Never.
Researcher: Never, OK. Why, why never?
Interviewee: Because I think I can solve it myself.
Researcher: Oh. OK. How often have you asked a tutor for advice in your learner diary?
Interviewee: Uh, pardon?
Researcher: How often have you asked a tutor for advice in your learner diary? Often, not very often…
Interviewee: Not very often.
Researcher: And did you follow the advice that the tutor gave you?"
Interviewee: Sometimes.
Researcher: Sometimes. OK. What did you think of the advice? Did you think it was useful, or what?
Interviewee: They are not useful for me.
Researcher: Not useful. OK. Question Twelve. Have you used any of the books from the study skills shelf? Books with an orange label and a black stripe like this one.
Interviewee: Yes.
Researcher: OK. Do you remember which ones you used?
Interviewee: You mean the colour?
Researcher: The name of the book or what it was about?
Interviewee: Oxford Dictionary.
Researcher: It was a dictionary. OK. Was it useful?
Interviewee: Yes.
Researcher: OK. Was it the Oxford Dictionary you said?
Interviewee: Yeah.
Researcher. OK. Um. But what about books saying this is a good way to improve your vocabulary or this is a good way to improve your writing. Have you read any books like that?
Interviewee: I forget the name. Yes, I have read that kind of book but forget, so I can’t tell you.
Researcher: And was it useful, the information in the book?
Interviewee: Yes.
Researcher: Question Thirteen. Have you used the ‘How to Improve Your English’ computer program? It looks like this. This is the first page of the program.
Interviewee: Yeah.
Researcher: You’ve used it. OK. What did you think of it?
Interviewee: It’s quite helpful.
Researcher: Quite helpful. What part did you use?
Interviewee: I use once only when I first came here. I forget.
Researcher: Do you have any suggestions so we can make it better?
Interviewee: No comment.
Researcher: Mm. No comment. Have you used the CILL Internet pages, like this one, with a yellow stripe here and a white background?
Interviewee: No.
Researcher: Um, do you think you need more training in how to study independently?
Interviewee: Of course.
Researcher: OK. What kind of training would you like?
Interviewee: For example how to use the computer.
Researcher: OK. Anything else?
Interviewee: No.
Researcher: OK. And can I look in your learner diary later for some examples for my dissertation?
Interviewee: Of course.
Researcher: Right. Thanks very much. Very kind of you.
Appendix Nine: Transcript of the Third Interview
Researcher: The purpose of this interview and the questionnaire you did before is to investigate CILL student's attitudes and abilities to learn English independently. The results of the survey will help CILL staff understand what independent language learning training CILL students want. I would like to tape record this interview. Only you and I will know your identity. Other people might see your words but they will not know who said them. Is it OK if I record the interview?
Interviewee: Yes.
Researcher: Question Number One is do you think that becoming an independent learner is important to you?
Interviewee: Yes.
Researcher: Why do you think so ?
Interviewee: Because when I am working outside nobody will teach me and I need to independent studying.
Researcher: OK. Question Two. Do you think you have become more independent in studying English since you first started in CILL?
Interviewee: A little bit.
Researcher: And why do you think it is a little bit?
Interviewee: Because my English is also very bad.
Researcher: I don't think it is too bad. O.K. Question Three. How do you feel about choosing which topics you need to study?
Interviewee: I will choose the topic which I interesting.
Researcher: O.K. Question Four. How do you feel about writing specific aims in your learner diary?
Interviewee: I will. The aims. When I come into CILL I have not set the aims. Then I sit down in the CILL and I think about it and choose the material I use and then I sign the aim.
Researcher: OK. How do you feel about choosing a materials, exercises and activities?
Interviewee: It is easy to choose the books but the worksheet or exercise is but later I usually can't find them.
Researcher: OK. And how do you feel about learning and practising English without a teacher?
Interviewee: It is difficult because I will come in CILL when I have spare time or maybe in the spare time I will go out with friends to shopping and will not go to the CILL.
Researcher: OK. But when you come to CILL then the teacher isn't with you all the time. Do you think it doesn't matter, or do you think it's important to have a teacher?
Interviewee: It doesn't matter.
Researcher: O.K. How do you feel about correcting your own mistakes? If you make mistakes when you are writing, for example. Do you think it is easy to find your own mistakes and correct them, or do you think it is hard?
Interviewee: It is hard. Some I usually write the things have not grammar and all the things is wrong.
Researcher: How do you feel about testing yourself.
Interviewee: How can I...
Researcher: For example, if you have been learning some vocabulary maybe you can cover over the Chinese words and read the English words and try to remember the Chinese words. Do you think testing yourself like that is easy or difficult?
Interviewee: It's easy for testing vocabulary, but the writing and reading is difficult to practise.
Researcher: Have you been to any CILL workshops?
Interviewee: Yes I have been once.
Researcher: What was it about?
Interviewee: Speaking, speaking, improve your speaking.
Researcher: O.K. And what did you think of it?
Interviewee: It's short time, but it is, the teacher is very nice. I think this workshop is useful.
Researcher: OK. Good. How often have you spoken to a CILL tutor and asked for advice?
Interviewee: Haven't.
Researcher: You haven't. Oh. OK. Question Eleven. How often have you asked a tutor for advice in your diary?
Interviewee: Advice? Um, they give good advice, and sometimes they will give some advice of use the material in the CILL.
Researcher: O.K. Right. Thank you. And have you used any of the books from the study skills shelf? The books with an orange label.
Interviewee: Nnnn.
Researcher: No. OK. Have you used the 'How to Improve your English in CILL' computer program?
Interviewee: Yes.
Researcher: Yes. I'll show you a picture so you can see. This one.
Interviewee: Yes.
Researcher: What did you think of it?
Interviewee: I only see the listening.
Researcher: And was it useful?
Interviewee: A little, but it's not very useful.
Researcher: OK. Have you got any suggestions how we could make it better?
Interviewee: (Says nothing, looks negative.)
Researcher: No. OK. Have you used the CILL Internet pages like this one with the yellow border and the white here?
Interviewee: See a little.
Researcher: Have you done the reading, writing, listening speaking, or what did you do?
Interviewee: At that time I need to present and I found the speaking, speaking.
Researcher: OK. And was it useful?
Interviewee: It's not very useful because I don't know where the material I can find.
Researcher: OK. And Question Fifteen. And do you think you need more training in how to study independently?
Interviewee: Yes.
Researcher: What kind of training would you like?
Interviewee: How to use all the machines in the CILL and the room in fact I don't know why they can use the room. I have a lot of time come in and the rooms are full.
Researcher: Right. OK. This Centre is going to move after Christmas. And in the new Centre we will have more rooms so anybody can use the rooms. It's just the first person who comes can use a room.
Interviewee: I don't know.
Researcher: OK. And finally, can I look in your learner diary later for some examples to put in my dissertation?
Interviewee: Yes.
Researcher: OK. Thank you. Right that's the end of the interview. Thank you very much.
Appendix Ten: Transcript of the Fourth Interview
Researcher: The purpose of this interview and the questionnaire you did before is to investigate CILL student's attitudes and abilities to learn English independently. The results of the survey will help CILL staff understand what independent language learning training students want. I would like to tape record this interview. Only you and I will know your identity. Other people might see your words but they will not know who said them. Is it OK if I record the interview?
Interviewee: OK. OK.
Researcher: OK. Question Number One. Do you think that becoming an independent learner is important to you?
Interviewee: Yeah.
Researcher: And why do you think so?
Interviewee: Because know how to learn English by myself I think is very important because I could plan to study and know what aspect is good my English and what aspect of my English is bad.
Researcher: Question Two. Do you think you have become more independent in studying English since you first started at CILL?
Interviewee: Yes. I know my speaking and listening is bad so I focus on this two aspect.
Researcher: And you've got better?
Interviewee: Yes.
Researcher: Yes. OK.
Interviewee: I make great progress.
Researcher: Oh, good. Congratulations.
Interviewee: Thank you.
Researcher: Um,
Interviewee: Pardon?
Researcher: How do you feel about choosing which topics you need to study? Is it easy, difficult or what?
Interviewee: Easy.
Researcher : Easy. O.K. And how do you feel about writing specific aims in your learner diary?
Interviewee: First I feel difficult to learn because I think that English is a combined ability so think I will I improve the whole English, but now I just write to improve my listening and speaking.
Researcher: How do you feel about choosing a materials, exercises and activities?
Interviewee: Easy.
Researcher: Easy. OK. Good. And how do you feel about learning and practising English without a teacher?
Interviewee: I feel good, because I'm a teacher myself.
Researcher: Right.
Interviewee: But in Engineering, Civil Engineering.
Researcher: So you think it's no problem to do it without a teacher. O.K. How do you feel about correcting your own mistakes?
Interviewee: Difficult.
Researcher: Difficult. Uh huh. Why do you think it's difficult?
Interviewee: I don't know whether write that is correct or wrong. No idea sometimes. Most times.
Researcher: How do you feel about testing yourself?
Interviewee: Difficult.
Researcher: Difficult. Have you tested yourself?
Interviewee: No.
Researcher: No. OK. Have you been to any CILL workshops?
Interviewee: No.
Researcher: No. OK.
Researcher: How often have you spoken to a CILL tutor and asked for advice?
Interviewee: Not so often.
Researcher: Not so often. OK. When you did ask for advice, was the advice useful?
Interviewee: Yes.
Researcher: What did you ask about? Can you remember?
Interviewee: I asked, since I am a Ph.D. Student here, two years later I have oral defence so I asked the tutor how to study (inaudible word) my oral defence.
Researcher: And what did the tutor say?
Interviewee: Tutor say practise more.
Researcher: OK. Question Eleven. How often have you asked a tutor for advice in your diary?
Interviewee: Sometimes.
Researcher: Sometimes. OK. Did you follow the advice that the tutor gave you?
Interviewee: Yes.
Researcher: Yes. OK. Can you remember the advice the tutor gave you?
Interviewee: He advised me since most times I watch a video I think I could hear a lot of conversation variety of conversation and the tutor advised me to write what I have seen to improve my writing.
Researcher: Right. OK. Um, have you used any of the books from the study skills shelf? They look like this, they've got an orange label and a black stripe.
Interviewee: No.
Researcher: No. OK. Have you used the 'How to Improve your English' computer program? The first page looks like this.
Interviewee: Yes, yes.
Researcher: What did you think of it?
Interviewee: I think it's, it's good.
Researcher: Do you have any suggestions to improve this program?
Interviewee: No, no.
Researcher: No?
Interviewee: No.
Researcher: OK. Have you used the CILL Internet pages like this one with the yellow stripe and a white background?
Interviewee: No.
Researcher: No. OK. Do you think you need more training in how to study independently?
Interviewee: No.
Researcher: No. OK. And can I look in your learner diary later for some examples for my dissertation?
Interviewee: OK.
Researcher: OK. Right. Thank you very much. That's the end of the interview. Thanks a lot.
Appendix Eleven: Transcript of the Fifth Interview
Researcher: The purpose of this interview and the questionnaire you did before is to investigate CILL students’ attitudes and abilities to learn English independently. The results of the survey will help CILL staff understand what independent language learning training CILL students want. I would like to tape record this interview. Only you and I will know your identity. Other people might see your words, but they will not know who said them. Is it OK if I record this interview?
Interviewee: Yes.
Researcher: Yes. Question One. Do you think that becoming a more independent learner is important to you?
Interviewee: I think it is true, because I think many English or other foreign languages is very important to me in the future I will go to a foreign country, maybe I can use English or another foreign languages so I think a more independent learner languages in very important.
Researcher: OK. OK. Thank you. OK. Question Number Two. Do you think you have become more independent in studying English since you first started at CILL?
Interviewee: Yes, I think so.
Researcher: Why do you think you have become more independent?
Interviewee: This is the purpose of why I come into the CILL. Because before I come into the CILL I want to improve my spoken English. So I think I study English in CILL maybe can help me improve to my spoken English.
Researcher: OK. How do you feel about choosing which topics you need to study?
Interviewee: Because my purpose of studying in CILL is to improve my spoken English first, if I have time I will choose other topics in CILL.
Researcher: OK. Do you think it’s easy or difficult to choose topics?
Interviewee: First of all I choose few topics and some is easy and other is difficult for me through teacher’s help I will change my topics. I will find out our find out my suitable topics.
Researcher: Um, and how do you feel about writing specific aims in your learner diary?
Interviewee: Writing special aims in my learner diary?
Researcher: When you’re filling in a page of the diary near the top it says ‘Aims’. Do you find it easy or difficult to think of something to write in that box?
Interviewee: Yes I think I write some special activities or some expressions in my diary. I think the diary is very good for me.
Researcher: OK. Um. And how do you feel about choosing materials, exercises and activities?
Interviewee: First I choose the materials in random, but if I had a question I will ask the tutors, and the tutors will help me and give me some advices, and I will do as the tutor’s advice.
Researcher: OK. And how do you feel about learning and practising English without a teacher?
Interviewee: I think maybe my purpose is to the CILL is independent learning, so if without a tutor I will also study English, but if I have a question I want a teacher can help me.
Researcher: Right. OK. How do you feel about correcting your own mistakes?
Interviewee: I will correct my own mistakes by myself. Sometimes teacher can help me.
Researcher: OK. And how do you feel about testing yourself?
Interviewee: Sometimes I test myself, but sometimes I feel my progress is not very good.
Researcher: OK. How do you test yourself?
Interviewee: Sometimes I do as the program, but sometimes I check and I don’t seen a book and I test myself, and after I finish my program I will compare my result and the ones in the book.
Researcher: Ah. OK. Right. Ah-ha. And have you been to any CILL workshops?
Interviewee: Pardon please?
Researcher: OK. The workshops are lessons of about one hour that CILL staff do sometimes on Tuesday and Thursday evenings about six o’clock, and sometimes they’re in CILL and sometimes they’re in the video room. Have you ever been to any of these workshops?
Interviewee: No, no, I…
Researcher: No. OK. Um. How often have you spoken to a CILL tutor and asked for advice?
Interviewee: Often, often.
Researcher: And did you follow the advice?
Interviewee: Yes.
Researcher: Yes. OK. And how often have you asked a tutor for advice in your learner diary?
Interviewee: Yes I often…
Researcher: Often, OK, and did you follow that advice as well?
Interviewee: Yes.
Researcher: Yes. OK. Have you used any of the books from the study skills shelf like this with an orange label and a black stripe?
Interviewee: Because this April I will come to CILL I will main use the CD-ROM, so I don’t use the book.
Researcher: You haven’t used the books.
Interviewee: Because the CD-ROM is very very useful.
Researcher: Have you used the ‘How to Improve Your English at CILL’ computer program that looks like this? This is one of the programs on our computers. Have you used this program before?
Interviewee: No, sorry.
Researcher: No. OK. No problem. Have you used the CILL Internet pages, the first page looks like this one, they’ve got a yellow stripe and a white background?
Interviewee: Yes, I’ve used it.
Researcher: And what did you use them for?
Interviewee: I want to find somebody in oversea. I will find my friends or coursemates or professional in overseas.
Researcher: OK. So you use the Internet for overseas, but have you looked at anything like the writing, reading, listening and speaking things.
Interviewee: I don’t know CILL has the Internet pages.
Researcher: Ah. OK. We have. You can have a look later.
Interviewee: Maybe you can give me some advice about how to use this pages.
Researcher: OK. Do you think you need more training in how to study independently?
Interviewee: Yes, yes. I think I need more training in CILL. Maybe I can need teachers like you give me more help perhaps.
Researcher: OK. So what kind of training would you like?
Interviewee: Mmm. You mean in now or in the future?
Researcher: Now and in the future.
Interviewee: Now my main purpose to improve my spoken English because next year I will go to the Germany. I didn’t know Germany very well, but I think my English is good than, better than Germany’s so maybe I go to Germany I will use English as my main speaking language.
Researcher: Yeah, ah-ha, so…what kind of learner training would you like? Would you like training in how to make your speaking better?
Interviewee: Uh, you mean…
Researcher: Before you go to Germany.
Interviewee: I use English as my foreign language.
Researcher: But how can the tutors here help you to improve your English?
Interviewee: I think the tutors can give me more advice because I think if I have a questions I will write in the diary, teachers will see and the the teachers will see the questions in the diary and the teachers can give me comment.
Researcher: And finally, can I look in your learner diary later for some examples for my dissertation?
Interviewee: Yes, I think I think you can see many.
Researcher: Thank you very much that’s the end of the interview.
Interviewee: Thank you. You’re welcome.
Appendix Twelve: Transcript of the Sixth Interview
Researcher: The purpose of this interview and the questionnaire you did before is to investigate CILL student's attitudes and abilities to learn English independently. The results of the survey will help CILL staff understand what independent language learning training CILL students want. I would like to tape record this interview. Only you and I will know your identity. Other people might see your words but they will not know who said them. Is it OK if I record this interview?
Interviewee: Absolutely.
Researcher: OK. Great. So, Question Number One. Do you think that becoming a more independent language learner is important to you?
Interviewee: It depends, but I would say trying to be an independent learner is important, yes.
Researcher: OK. Why do you think trying to an independent learner is important?
Interviewee: Well, because if you want to learn a language always with someone to help you, that is to say once you have a language style, then you will have problem. But if you can learn to to learn independently then you try to find out the solution, the answer by your own self instead of having somebody to help you all the time then it trains you up of how to learn by yourself. I am not saying that you should learn without somebody to help you, but I’m saying that you should learn with the minimum assistance.
Researcher: Yeah. OK. Thank you. Question Two. Do you think you have become more independent in studying English since you first started at CILL?
Interviewee: Yes. Yes. I think so.
Researcher: Do you have any evidence?
Interviewee: The most significant evidence is the diary which I worked on my own self. I do consult the tutors in this centre for something I don’t know, but mostly I work it out by my own self by reading through the materials here.
Researcher: OK. And how do you feel about choosing which topics you need to study?
Interviewee: There’s no specific topics. When I feel I was weak in certain part of English like vocabulary then I will to try to find it out on the shelves which may be on vocabulary and read it though. When I feel I need to improve my presentation skill I will try to find out the presentation skill from the shelves. I mean, well, there’s no specific topic which I’m targeting, it just depends which part I feel weak at that moment of time, then I will try to find material there.
Researcher: OK. Great. And how do you feel about writing specific aims in your learner diary?
Interviewee: It is a good question. I need some time to think about it. Um, specific aim is… well, first of all I would like to know what is, could you be more specific on the specific aims?
Researcher: Yes, do you find it difficult to fill in a suitable aim in this box here?
Interviewee: Oh, yes, sometimes. Sometimes, sometimes.
Researcher: Sometimes. What makes it difficult?
Interviewee: It may be there are times when I come here I will have several aims all together or I don’t have any aims in my mind, and therefore if you want me to fill in every time there will be a difficulty.
Researcher: And how do you feel about choosing materials, exercises and activities?
Interviewee: Choosing materials, exercises and activities. I don’t have any experience of that, except, oh, choosing the materials, it is not difficult, because the first day when I come to CILL I was already taught how to choose the right material the exercise and the activity.
Researcher: OK. And how do you feel about learning and practising English without a teacher?
Interviewee: Um, it build up your initiativeness to learn, number one. The second is through self-learning I think it will more be in your memory of something than just asking the tutor and they give you an answer.
Researcher: And how do you feel about correcting your own mistakes?
Interviewee: That part I think I need a tutor, because if I am unsure of whether I’m correct or incorrect, I really need a tutor to give me a guide.
Researcher: And how do you feel about testing yourself?
Interviewee: In what sense, in what part?
Researcher: For example, if you’ve been learning some presentation skills for example, do you find it easy or difficult to think of a way of testing your, testing whether your skills have increased?
Interviewee: Um, well I’m just giving my own opinion, I would, after learning the presentation skill for example try to do it by my own self a turn in front of the mirror, also with a recorder to play back what I have said, and…
Researcher: How about if you’re doing some writing, and you’re trying to improve your writing skills. Have you tried that before?
Interviewee: Yes.
Researcher: And how did you test yourself for writing?
Interviewee: Um, that part I have to consult the tutor.
Researcher: Right. OK. Have you been to any CILL workshops?
Interviewee: Like this one?
Researcher: Um, the workshops are usually one hour classes early in the evening, sometimes in here, sometimes in the video room.
Interviewee: I have learned about the workshop, but I still haven’t been to there.
Researcher: You haven’t. OK. And how often have you spoken to a CILL tutor and asked for advice?
Interviewee: Whenever I need, I would say almost every time when I go to CILL I will ask the tutor one or two questions.
Researcher: And how often have you asked a tutor for advice in your learner diary? In the learner’s comment box.
Interviewee: The tutor usually give me a clear information or the comment, so I don’t usually ask the tutors on that part, unless I find that it is necessary.
Researcher: Have you used any of the books from the study skills shelf, books with an orange label and a black stripe like this one?
Interviewee: I don’t quite get your question.
Researcher: We’ve got a shelf called the study skills shelf, which is down there at the far end, we’ve got lots of books which teach you how to learn English better. Have you used any of these books?
Interviewee: No.
Researcher: No. OK. Have you used the ‘How to Improve Your English’ computer program? The first page looks like this.
Interviewee: Yes, I do.
Researcher: Yes. Ah, what did you think of it?
Interviewee: It’s good.
Researcher: It’s good. OK. Do you have any suggestions to improve it?
Interviewee: Um, I used this computer aid program to learn once in a blue moon, so it is, if I have to give a comment it won’t be a fair comment, so I better leave it.
Researcher: OK. Thank you. Have you used the CILL Internet pages, they look like this, they’ve got a yellow and white background?
Interviewee: Yes, I do.
Researcher: And what did you use them for?
Interviewee: Usually I will find a net pals. I use it to find a net pals to check.
Researcher: How about if you stay in the CILL pages, have you used the writing, reading, listening, speaking, grammar, vocabulary, pronunciation sections?
Interviewee: No. I haven’t tried that. Well, I think I should try that.
Researcher: Um, do you think you need more training in how to study independently?
Interviewee: Oh, yes, yes, although now I’m studying independently, I’m not sure if the way I am doing is the most efficient or effective way.
Researcher: What kind of training would you like?
Interviewee: In the evening, for me.
Researcher: OK. Evening. What topics would you like to learn in the training.
Interviewee: Vocabulary is the weakest part of mine, so I think this part I need some more training.
Research: Do you think the training should be like in lessons, or do you think it’s better one-to-one with a tutor and a student.
Interviewee: I think it’s not necessary be one-to-one, but maybe a tutor to a group of students together and this is better that it can be in the form of interesting ways like joking, chatting, whatever.
Researcher: And do you think learner training for CILL students should be compulsory or optional, learner training like we talked about for vocabulary, um do you think it should be optional or compulsory?
Interviewee: Well, it is unnecessary to be compulsory but it is better that such a training is available.
Researcher: OK. Right. And finally, can I look in your learner diary later for some examples for my dissertation?
Interviewee: Oh, sure, if it is helpful.
Researcher: Right, thank you very much.
Interviewee: You’re welcome.
Appendix 13: Supporting Evidence from the Diary of the First Interviewee
(N.B. The students spelling and grammar has not been corrected in these extracts.)
1. Do you think that becoming a more independent learner is important to you?
No evidence.
2. Do you think you have become more independent in studying English since you first started at CILL?
No evidence.
3. How do you feel about choosing which topics you need to study?
There is no evidence of either easy or difficulty to confirm the student’s assertion that this is not a problem for her. (See Appendix 7.)
4. How do you feel about writing specific aims in your learner diary?
Aims included: to learn some vocabulary, to improve my listening skill, taking useful phrase and learning from e-mail, to sort out useful materials for preparing an essay, learning to write research papers and prepare my presentation. The student said in the interview (see Appendix 7) that she found writing specific aims quite difficult. The evidence from the diary is that her aims tend to be quite general, rather than specific; eg. "To improve my listening". This supports the student’s answer in the interview.
5. How do you feel about choosing materials, exercises and activities?
All pages in this students’ sixth diary referred to materials. The student said that, "It depends on time." The diary shows this student’s tendency to rely on the Internet for information, rather than search for other CILL materials. This might support the student’s answer in the interview, but is not concrete evidence. (See Appendix 7.)
6. How do you feel about learning and practising English without a teacher?
The student said that this was a problem for her in learning speaking. This is supported by an entry in Diary Five, "Someone like me, who may study alone, but he/she may want to practise their speaking skill with others. As many of tutors are busy, that’s a idea that members can leave messages to others in order to group together for practising their communicative skill."
7. How do you feel about correcting your own mistakes?
The student said that she found this a problem. In her first diary she writes about a book, "I’m afraid I cannot improve my descriptive writing because there’s no answer." In Diary Four she asks, "Would you mind helping me to correct my grammatical mistakes?" This supports the student’s answer in the interview. (See Appendix 7.)
8. How do you feel about testing yourself?
No evidence.
9. Have you been to any CILL workshops? What was it / were they about?" What did you think of them?
This student said that she had not attended any workshops, and there was no mention of workshops in her diaries.
10. How often have you spoken to a CILL tutor and asked for advice? Often, not very often, a lot, never? Did you follow the advice?"
The student said that she spoke to the tutors every day. In the researcher’s experience as a CILL tutor, this may well be true. In the fifth diary, for one entry the Materials box is filled in with the word ‘Tutor’, and the whole entry suggests that the tutor was the students’ resource for that day.
11. How often have you asked a tutor for advice in your learner diary? Often, not very often, a lot, never?" Did you follow the advice?"
In her seven diaries, the student asks the tutor for advice once, although she said that she asked "quite often." This does not support the student’s answer in the interview. (See Appendix 7.)
12. Have you used any of the books from the study skills shelf? Which ones? Were they useful?
The student said she had used books from the study skills shelf, but the books she named were from different shelves, although they may have contained learner training elements. No books from the study skills shelf were mentioned in the diaries.
13. Have you used the ‘How to Improve Your English’ computer program? What did you think of it? Do you have any suggestions?
Although the student said that she had used this program, there was no evidence of this in her diaries.
14. Have you used the CILL Internet pages, like this one, with a yellow and white background? What did you use them for? What did you think of them? Do you have any suggestions?
Although this student uses the Internet frequently, there is no evidence that she has accessed the CILL Internet site.
15. Do you think you need more training in how to study independently? What kind of training would you like?
There were no requests for learner training in the diaries of this student, although she did suggest conversation groups. (See Question Six above.)
Appendix 14: Supporting Evidence from the Diary of the Second Interviewee
1. Do you think that becoming a more independent learner is important to you?
The student commented, "I am pleased to learn some methods, which can help me to improve my English Communication skills, through the programme. For example, how to communicate effectively by setting goals, creating a study plan, using a self-access centre…. and so on." This supports the student’s answer in the interview. (See Appendix 8.)
2. Do you think you have become more independent in studying English since you first started at CILL?
No evidence.
3. How do you feel about choosing which topics you need to study?
The student said she had "no special requirement" for topics. For one aim her entry was, "I just want to kill my time!"
4. How do you feel about writing specific aims in your learner diary?
In the interview this student said that setting aims was not necessary. This was supported by her diary entries, where six of the 17 entries did not have an aim.
5. How do you feel about choosing materials, exercises and activities?
Although this student sometimes did not fill in an aim, she always filled in the materials that she used. This may reflect that she said she found choosing materials, exercises and activities easy.
6. How do you feel about learning and practising English without a teacher?
The student said in the interview that she thought it was better to learn English with a teacher. This was supported by evidence in her diary that she was uncertain whether it was possible to learn a language by "self-learning". She wrote, "I really want to know can I learn … a type of language, which I’m not familiar with by self-learning? Is it possible?"
7. How do you feel about correcting your own mistakes?
No evidence.
8. How do you feel about testing yourself?
No evidence.
9. Have you been to any CILL workshops? What was it / were they about?" What did you think of them?
The student said that she had not been to any workshops, and there was no evidence of workshop attendance in her diary.
10. How often have you spoken to a CILL tutor and asked for advice? Often, not very often, a lot, never? Did you follow the advice?"
The student said that she had never asked a tutor for advice, and there was no evidence of this in her diary.
11. How often have you asked a tutor for advice in your learner diary? Often, not very often, a lot, never?" Did you follow the advice?"
One example of the interviewee’s request for advice in her diary was when she asked about "which "type" of English is better & more useful?" when writing about varieties of English. She said in the interviews that she did not find the tutor’s advice very useful. This may be because the tutor replied that choosing a variety is a matter of preference or exposure, and that no one variety is superior. Other tutor comments were of a more practical nature, for example on using prediction as a listening strategy.
12. Have you used any of the books from the study skills shelf? Which ones? Were they useful?
Although the student said that she had used one of the study skills books, there is no mention of it in her diary.
13. Have you used the ‘How to Improve Your English’ computer program? What did you think of it? Do you have any suggestions?
Although the student said that she had used the program once, there was no evidence of this in her diary.
14. Have you used the CILL Internet pages, like this one, with a yellow and white background? What did you use them for? What did you think of them? Do you have any suggestions?
She said that she had never used it, and there was no evidence of it in her diary.
15. Do you think you need more training in how to study independently? What kind of training would you like?
Although there are no direct requests for learner training in the diary, the student does ask whether it is possible to self-learn a language. (See Question Six above.) This may indicate a desire for learner training, which would support the request for learner training she made in the interview. (See Appendix 8.)
Appendix 15: Supporting Evidence from the Diary of the Third Interviewee
1. Do you think that becoming a more independent learner is important to you?
No evidence.
2. Do you think you have become more independent in studying English since you first started at CILL?
No evidence.
3. How do you feel about choosing which topics you need to study?
The student said that she chose topics that interested her, and in her diary she chooses a wide variety of topics, for example some things like presentations for her university course, and others like movies.
4. How do you feel about writing specific aims in your learner diary?
She said that she chooses aims after she has chosen materials. For example, in her diary, under Materials she has written "Movie - The Aristocats", and in the Aim(s) section she as written "See the movie - The Aristocats". Although it is impossible to confirm which was written first, the aims are often very general, for example ‘Listening’, whereas the materials are more specific. (See Appendix 9.)
5. How do you feel about choosing materials, exercises and activities?
No evidence.
6. How do you feel about learning and practising English without a teacher?
No evidence.
7. How do you feel about correcting your own mistakes?
No evidence.
8. How do you feel about testing yourself?
No evidence.
9. Have you been to any CILL workshops? What was it / were they about?" What did you think of them?
No evidence, although the student said that she had been to one workshop.
10. How often have you spoken to a CILL tutor and asked for advice? Often, not very often, a lot, never? Did you follow the advice?"
The student said that she had never spoken to a tutor before the interview. This was supported by the comment, "Today there are two tutors standing behind me and asked me if I need help or not. I can only the answer the words "Yes." Or "No", because I am afraid to use English to talk."
11. How often have you asked a tutor for advice in your learner diary? Often, not very often, a lot, never?" Did you follow the advice?"
In the interview the student said that she had asked the tutor’s advice in the diary, and this was supported by evidence in the diary, for example when the student asked, "I always forget the things (words, vocabulary) I have learn, how can I remember the things I learned for a long time?"
12. Have you used any of the books from the study skills shelf? Which ones? Were they useful?
The student said that she never had, and there was no evidence of use of study skills books in her diary.
13. Have you used the ‘How to Improve Your English’ computer program? What did you think of it? Do you have any suggestions?
The student said that she had used it, but there was no evidence of it in her diary.
14. Have you used the CILL Internet pages, like this one, with a yellow and white background? What did you use them for? What did you think of them? Do you have any suggestions?
She said that she had used them, looking for information on presentations, but could not find what she wanted. There was no evidence of this in her diary, although she has used a video to find out more about presentations.
15. Do you think you need more training in how to study independently? What kind of training would you like?
When the student was asked what learner training she would like, she said that she would like to learn how to use all the machines in CILL. This was supported by her Learner’s Comment in her second diary entry, "I hope I can learn how to use the facilities in the CILL, the cassette, television and the others….."
16. Can I look in your learner diary later for some examples for my dissertation?
Appendix 16: Supporting Evidence from the Diary of the Fourth Interviewee
1. Do you think that becoming a more independent learner is important to you?
No evidence.
2. Do you think you have become more independent in studying English since you first started at CILL?
No evidence.
3. How do you feel about choosing which topics you need to study?
No evidence.
4. How do you feel about writing specific aims in your learner diary?
The student said that she thinks English is a combined ability, so "now I just write to improve my listening and speaking." In her diary her aim is "To Improve my English in listening" eleven times, and "To Improve my English" nine times. (See Appendix 10.)
5. How do you feel about choosing materials, exercises and activities?
No evidence.
6. How do you feel about learning and practising English without a teacher?
No evidence.
7. How do you feel about correcting your own mistakes?
No evidence.
8. How do you feel about testing yourself?
No evidence.
9. Have you been to any CILL workshops? What was it / were they about?" What did you think of them?
She said that she had not been to any workshops, and there was no evidence about this in her diary.
10. How often have you spoken to a CILL tutor and asked for advice? Often, not very often, a lot, never? Did you follow the advice?"
No evidence.
11. How often have you asked a tutor for advice in your learner diary? Often, not very often, a lot, never?" Did you follow the advice?"
The student said that she sometimes asked the tutor for advice, and in her diary she asks for advice once out of 23 entries. She says, "I really want to improve my English in speaking because I have a oral defence for my Ph.D. would you please give me some suggestions?"
12. Have you used any of the books from the study skills shelf? Which ones? Were they useful?
She said that she had not used any of these books, and there was no evidence in her diary.
13. Have you used the ‘How to Improve Your English’ computer program? What did you think of it? Do you have any suggestions?
She said that she had used the program, but there was no evidence of this in her diary.
14. Have you used the CILL Internet pages, like this one, with a yellow and white background? What did you use them for? What did you think of them? Do you have any suggestions?
15. Do you think you need more training in how to study independently? What kind of training would you like?
She said that she did not want any learner training. This may be because she is a teacher in the University as well as being a Ph.D. student, so she may think that she knows how to teach herself. She documents her success, saying, "Thanks, because I have heard a lot of conversations I think I get considerable progress in listening.", and "after several months studying in CILL, I think I have improved my English in listing and understanding, but I think I still need to step my efforts."
Appendix 17: Supporting Evidence from the Diary of the Fifth Interviewee
1. Do you think that becoming a more independent learner is important to you?
No evidence.
2. Do you think you have become more independent in studying English since you first started at CILL?
The student commented on the learning strategies he has developed, for example, "I do the exercise everyday. The program is as follows: Listening the CD as well as unpreparing, don’t reading the book. ‚ repeating till I understand the meaning ƒ checking, reading the textbook and writing down the new words or expressions. I think I can understand the main ideas except few words. Please give me the merits of doing like as the above."
3. How do you feel about choosing which topics you need to study?
The student said that he comes to CILL because he wants "to improve my spoken English", and this was his aim in the ‘Aim(s)’ section of his diaries 44 times.
4. How do you feel about writing specific aims in your learner diary?
No evidence.
5. How do you feel about choosing materials, exercises and activities?
The student said that at first he chose materials at random, but then he asked and followed the tutor’s advice. This is confirmed by the diary entries. (See Question 11 below.)
6. How do you feel about learning and practising English without a teacher?
No evidence.
7. How do you feel about correcting your own mistakes?
The student said that he corrected his own mistakes, and that he would sometimes ask a tutor for help. There is evidence of checking in his diary. (See Question 2 above.)
8. How do you feel about testing yourself?
The student’s comments on how he tests himself reflect the strategy described in Question 2 (above).
9. Have you been to any CILL workshops? What was it / were they about?" What did you think of them?
The student said that he had not been to any workshops, and there was no evidence of workshop attendance in his diaries.
10. How often have you spoken to a CILL tutor and asked for advice? Often, not very often, a lot, never? Did you follow the advice?"
He said that he had asked for advice, although there is no evidence to confirm this, because the advice would have been spoken, rather than written.
11. How often have you asked a tutor for advice in your learner diary? Often, not very often, a lot, never?" Did you follow the advice?"
The student said that he had often asked for advice, and this was confirmed by the ten requests for advice in his one-and-a-half completed diaries. He said that he had also followed the advice, as shown by comments including, " "The English Expressions" in this CD is very useful for me. I plan to finish it and then study other materials such as "Small Talks" suggested by Sunny." and Sunny’s advice is written in the diary.
12. Have you used any of the books from the study skills shelf? Which ones? Were they useful?
No evidence.
13. Have you used the ‘How to Improve Your English’ computer program? What did you think of it? Do you have any suggestions?
No evidence.
14. Have you used the CILL Internet pages, like this one, with a yellow and white background? What did you use them for? What did you think of them? Do you have any suggestions?
No evidence.
15. Do you think you need more training in how to study independently? What kind of training would you like?
The student said that he would ask for advice in the diary when he wanted learner training, and he has. (See Question 11 above.)
Appendix 18: Supporting Evidence from the Diary of the Sixth Interviewee
1. Do you think that becoming a more independent learner is important to you?
No evidence.
2. Do you think you have become more independent in studying English since you first started at CILL?
No evidence.
3. How do you feel about choosing which topics you need to study?
The student said that this was not a problem for him, and nothing in his diary contradicted this.
4. How do you feel about writing specific aims in your learner diary?
Aims chosen included: Exposure more on business conversation
Listening of making an English speech
Get into the life of British
Improve telephone skill
Improve my skill in giving presentations
Build up vocab. - idiom 2
This supports the student’s answer in the interview. (See Appendix 12.)
5. How do you feel about choosing materials, exercises and activities?
The student said that he had no difficulty in this. All the pages in the diary referred to CILL materials, but there was no direct supporting evidence. (See Appendix 12.)
6. How do you feel about learning and practising English without a teacher?
No evidence.
7. How do you feel about correcting your own mistakes?
The student wrote, "These mistakes often happen on my written English. I’ll write more to improve and ask tutors’ assistance more frequently." This supports the student’s answer in the interview. (See Appendix 12.)
8. How do you feel about testing yourself?
No evidence.
9. Have you been to any CILL workshops? What was it / were they about?" What did you think of them?
The student had not attended any workshops, and there were no comments about workshops in the diary.
10. How often have you spoken to a CILL tutor and asked for advice? Often, not very often, a lot, never? Did you follow the advice?"
There was no evidence in the diary, but the researcher, in his role as a CILL tutor, had talked to this student many times. This supports the student’s answer in the interview. (See Appendix 12.)
11. How often have you asked a tutor for advice in your learner diary? Often, not very often, a lot, never?" Did you follow the advice?"
The diary contains four requests for advice to tutors. This supports the student’s answer in the interview. (See Appendix 12.)
12. Have you used any of the books from the study skills shelf? Which ones? Were they useful?
There was no evidence in the diary of the student using a book from the study skill shelf. This supports the student’s answer in the interview. (See Appendix 12.)
13. Have you used the ‘How to Improve Your English’ computer program? What did you think of it? Do you have any suggestions?
There was no evidence in the diary of the student using a book from the study skill shelf, although the student said that he had used it "very rarely".
14. Have you used the CILL Internet pages, like this one, with a yellow and white background? What did you use them for? What did you think of them? Do you have any suggestions?
There was no evidence that this student had used the CILL Internet pages. This supports the student’s answer in the interview. (See Appendix 12.)
15. Do you think you need more training in how to study independently? What kind of training would you like?
No evidence.
16. Can I look in your learner diary later for some examples for my dissertation?
No evidence.
Last revised on Tuesday, September 24, 2002
If you have any comments, please contact Andy Morrall at ecandym@polyu.edu.hk