Investigating the perceptions of UKM undergraduates towards an English for science and technology online course

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Computer Assisted Language LearningPublication details including instructions for authors andsubscription informationhttpwwwtandfonlinecomloincal20

Investigating the perceptions of UKMundergraduates towards an English forscience and technology online courseSiew Ming Thang a amp Leila Bidmeshki aa School of Language Studies and Linguistics FSSK The NationalUniversity of Malaysia Bangi MalaysiaPublished online 05 Feb 2010

To cite this article Siew Ming Thang amp Leila Bidmeshki (2010) Investigating the perceptions of UKMundergraduates towards an English for science and technology online course Computer AssistedLanguage Learning 231 1-20 DOI 10108009588220903467269

To link to this article httpdxdoiorg10108009588220903467269

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Investigating the perceptions of UKM undergraduates towards

an English for science and technology online course

Siew Ming Thang and Leila Bidmeshki

School of Language Studies and Linguistics FSSK The National University of Malaysia BangiMalaysia

This study investigates the perceptions of Malaysian undergraduates of theFaculty of Science and Technology Universiti Kebangsaan Malaysia (UKM)towards an online English for science and technology course in terms of theirimprovement in reading skills and strategies their autonomy and theirmotivation These three areas were used as the focal points in the study asthey are educational qualities that are closely interrelated and mutuallyreinforcing The research study was a case study incorporating quantitativeand qualitative research methods The data required were gathered in threephases with phase one being implemented when the students were in the firstsemester The methods applied in this phase for gathering data on theperception of the students were (i) monitoring logging-in days and times(ii) initiating online discussion via an online forum and (iii) administratingonline questionnaires Phase two of the study was implemented at the end ofthe first semester after the students finished the course Semi-structuredinterviews were conducted to gather data for this phase The third phase wasimplemented when the students were in their final year This time in-depthinterviews were conducted The data were collected categorised analysed anddiscussed in line with the three focal points of the study The findings of thethree phases of the study revealed that the students perceived this course ascontributing highly towards their improvements in reading skills and strategiescontributing moderately towards improving their autonomy as some of themdid not desire full autonomy in that they still indicated a preference for acombination of both face-to-face and online modes of learning andcontributing highly towards their motivation

Keywords English for specific purposes online course science and technologystudents

Introduction

Online learning through the Internet which is claimed to be one of the mostinnovative technologies that mankind has ever produced is changing the nature offormal education In the context of language education online learning makes it

Corresponding author Email thangukmmy

Computer Assisted Language Learning

Vol 23 No 1 February 2010 1ndash20

ISSN 0958-8221 printISSN 1744-3210 online

2010 Taylor amp Francis

DOI 10108009588220903467269

httpwwwinformaworldcom

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possible for learners to access and learn a second or a foreign language far beyondthe classrooms in a more convenient and flexible way

The online course lsquolsquoReading English for science and technologyrsquorsquo (REST)which is the basis on this study focuses on instruction of reading and readingskills and strategies in the context of learning English for science and technology(EST)

A justification for an emphasis on the development of reading skills andstrategies for science and technology university students who were the subjects of thisstudy is not hard to find First numerous studies have indicated that reading skillsmay be the most important ones for academic success (Lynch amp Hudson 1991) Inaddition the predominant source of scientific information derives from publicationsthat are first published in English However in order to gain knowledge fromreading scientific and technical publications the students need to be able to readscientific texts critically and interpret the information To facilitate this processlanguage educators suggest that specific reading strategies should be taught to thestudents so that they can deal with these texts on their own without being told whatto do at all times which in turn can foster autonomy in students Fostering ofautonomy is predicted on the assumption that if learners are conscious about andbecome responsible for the selection use and evaluation of their learning strategiesthey will become more successful language learners by taking more responsibility fortheir own learning (Dickinson 1992 Ellis amp Sinclair 1989 Holec 1981) As a matterof fact one important principle of online learning is that of learner autonomy(Hartley amp Bendixen 2001) Well-known researchers have proposed that onlinelearning can be utilised as a tool for the development of learner autonomy (Little1996 Shetzer amp Warschauer 2000 Warschauer 2000)

Additionally one of the major requirements of any educational system is tomotivate students since it is the incentive that causes the students to struggletowards their goals and to persevere until their goals are achieved As supported byresearch one of the successful means of awakening and maintaining motivationis through strategy training (Nunan 1999 2002) Yet another way of motivatingstudents is through using multimedia technology as a means of delivering materials

Statement of the problem

The findings of an investigation undertaken by Thang and Azarina (2007) intolearnersrsquo readiness for autonomy in Malaysian ESL undergraduates of three publicuniversities (Universiti Kebangsaan Malaysia University Putra Malaysia and OpenUniversity Malaysia) were that the students are not ready for a totally autonomousmode of learning They propose that autonomy should be fostered over time and thestudents should be taught how to utilise new technology to extend their learning andto manage their own skills and strategies

Despite the growing body of general research on computer-based learningrelatively few qualitative case studies dealing specifically with studentsrsquo perceptionsof the online courses they have taken in a Malaysian context have been published Assuch this research study intends to investigate the subjectsrsquo perceptions of the RESTonline course to find out whether the course was perceived as helpful and whether itcould meet its intended goals as a tool for improvement The aim of the study is togain insights into how students perceive their learning experiences in line with thefollowing research questions

2 SM Thang and L Bidmeshki

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(1) To what extent do the students perceive the REST online course contributingto their improvements in reading skills and strategies

(2) To what extent do the students perceive the REST online course contributingto their autonomy

(3) To what extent do the students perceive the REST online course contributingto their motivation

Theoretical framework of the study

Social constructivism is the theory of learning in this study This theory supportsonline learning learner training learner autonomy and motivation which arethe focal points of this research In social constructivism strategy training isencouraged Vygotsky (1978) recommends that the instructors assist the learners todevelop lsquolsquoself-regulatory abilitiesrsquorsquo Therefore according to social constructivisminstructors are required to equip their learners with strategies so they can developthe ability of autonomy in learning (Oxford 2003)

Additionally social constructivism defends learner autonomy as it places itsinstructional emphasis on tasks that generate personal and social meaningAccording to constructivist theorists learners interpret information and the worldaccording to their personal reality and they learn by observation processing andinterpretation and then personalise the information into personal knowledge(Cooper 1993 Wilson 1997) In addition social constructivism supports the planof introducing autonomy to learners in stages Oxford states that in socialconstructivism the instructor helps the learner to achieve autonomy throughstrategy training Therefore the instructor lsquolsquoprovides the learner with scaffoldingconsisting of various types of assistance which can be removed as the learnerbecomes more self-regulatedrsquorsquo (2003 p 86) Using efficient scaffolding at the righttime the instructor helps the learner to move through the lsquolsquoZone of ProximalDevelopmentrsquorsquo Oxford posits that the scaffolding and its removal is not one-timething lsquolsquoIt is a spiralling cyclical movement that involves both social engagementand separationrsquorsquo (2003 p 86) Therefore the instructors should gradually promoteautonomy

What is more social constructivism assumes that motivation is the key com-ponent to learning The proponents of this theory see motivation as both extrinsicand intrinsic Because learning is essentially a social phenomenon learners are tosome extent motivated by rewards provided by the knowledge community Howeverbecause knowledge is actively constructed by the learner learning also depends to asignificant extent on the learnerrsquos internal drive to understand and promote thelearning process

Strategy training theoretical model

The learning strategy model that was chosen for this study was proposed by Wenden(1991) According to her learning strategies are of two main types cognitive learningstrategies and metacognitive learning strategies Cognitive learning strategies refer tothe steps or operations used in learning or problem-solving that require directanalysis transformation or synthesis of learning materials Metacognitive learningstrategies are used to control or self-direct language learning This dichotomy hasbeen applied in the present study for analysing the data

Computer Assisted Language Learning 3

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Learner autonomy theoretical model

For the present study Oxfordrsquos learnersrsquo autonomy model (2003) has been chosenHer model is a coherent theoretical framework of learner autonomy that containsfour perspectives on autonomy each with a different focus the technical perspectivewhich emphasises the physical situation the psychological perspective whichemphasises the characteristics of learners the socio-cultural perspective whichemphasises mediated learning and the political-critical perspective which focuses onideologies access and power structures Oxford (2003) explains each of theseperspectives in terms of four themes ndash context agency motivation and learningstrategies ndash which are the focal points of this study

Oxfordrsquos model was used in this study for developing a guide to commoncharacteristics attributed to autonomous learners against which the studentsrsquocomments were analysed to see if the students reported anything which couldindicate they were able to develop any of those traits The guide includes self-directedness eagerness to learn more self-discipline self-motivation self-confidenceself-monitoring self-evaluation systematic critical thinkers and awareness oflearning strategies

Theoretical model of motivation

In this study Dornyeirsquos process model (2002) has been chosen as the theoreticalmodel of motivation as it contains a lsquolsquotime dimensionrsquorsquo as well This model isinnovative as it is based on a process-oriented approach that takes lsquolsquoa dynamicview of motivationrsquorsquo which considers the fluctuations of motivation over timeThis model is an overview of the L2 motivational theories with an added elementof a lsquolsquotemporal axisrsquorsquo This is specially related to this research as the studyinvestigated the subjectsrsquo perceptions of their motivation after a period oftwo years to see if the online course could inculcate motivation over a period oftime

Figure 1 summarises the relationships between the theoretical framework of thestudy and the theoretical models chosen for each focal point

Figure 1 Relationship between the theoretical framework of the study and the theoreticalmodels chosen for each focal point


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Related research in an international context

In an article entitled lsquolsquoIndividualsrsquo perceptions of online environments What adultlearners are telling usrsquorsquo Dixon Dixon and Siragusa (2007) reported the results of aresearch into student perceptions regarding their online learning environment at aWestern Australian university The results indicated that studentsrsquo personalperceptions of the significance of peer interaction and group work were surprisinglylower than anticipated It appeared that the majority of students preferred to workalone Communication apprehension and competence were highly influential ontheir overall expectations of educational success in the unit studied The studentsrsquosense of autonomy and control over the learning materials and environment led to anincrease in their belief regarding an appropriate and successful completion of theunit of study and their perceived ability to interact effectively with others

Wilczynski (2006) conducted research that investigated motivation amongstudents undertaking a one-semester strategy training module at the University ofNewcastle Her study showed some evidence that the learnersrsquo involvement indecision making and allowing them to have freedom to use their preferred learningstrategies (autonomy) positively affected their motivation A strategy training modulemight have the function of providing some tools for the students and suggested waysto them in which they could make their learning more efficient and more enjoyableconsequently it could further help them to develop intrinsic motivation

Marcoul (2004) reported a French online course designed for the students at CityUniversity in London The main objective of this online course was to investigatewhether autonomy could be achieved by collaborative learning self-assessment andtask-based language acquisition combined together The studentsrsquo feedback wasutilised to examine whether the online course could enhance the progress of theirlearning processes and their learning autonomy The result proved that the studentsrsquolearning styles could explain their degree of autonomy in learning that is thestudents who showed more independent skills in their studies were likely to be moreautonomous than the students who preferred face-to-face learning

Chia (2009) conducted a study in the National Institute of Education inSingapore investigating the effectiveness of Self-access Language Learning (SALL)for the students who came from China where learning was still very teacher-centredin terms of autonomy The findings revealed that the majority of students liked thefreedom of the programme yet a small but significant number preferred the teacherto direct their learning The researchers explained that the cultural variations withinthe learning process might have given rise to resistance to the notion of autonomy andpracticalities of independent learning

Finally in a study carried out in Hong Kong by Spratt Humphreys and Chan(2002) the researchers examined the relationship between autonomy and motivationin language learning The findings showed that motivation was the main factor thatinfluenced the extent to which the students were prepared to learn autonomouslyThis study proposed that the relationship between autonomy and motivation mightnot always be in the direction from autonomy to motivation Sometimes motivationcan trigger autonomy in the sense that we are ready to accept our autonomous roleswhen we are encouraged sufficiently

The relevant research in an international context seems to indicate that ICT ismore influential in promoting effective language learning strategies autonomy andmotivation among students in a Western context than in an Asian context


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Related research in a Malaysian context

Pramela Krish and Wong (2009) undertook a study on undergraduates from theUniversity Tun Abdul Razak (UNITAR) The primary aim of this study was toinvestigate the learnersrsquo perceptions towards online delivery of English courses In-depth interviews were carried out with 10 learners who had completed the Englishcourse The findings showed that the online course could generate self-directedlearning in many ways by encouraging autonomy among learners Besides all thelearners perceived the online course as motivating in many ways such as providingimmediate feedback and flexibility

A further study on online learning of English in a Malaysian context wasundertaken by Thang and Olaybal (2006) They designed and implemented a science inEnglish website for students in secondary one (aged 13 years plus) in Malaysia Thiswebsite provides a path for students to enrich and deepen their knowledge in scienceand at the same time to enhance their English language skills and promote autonomouslanguage learning The results showed keen support for the website from the 10 teachersand 50 students who were given the opportunity to utilise the website They found thewebsite beneficial fun and entertaining and it also seemed to promote self-explorationand autonomy among the subjects However infrastructure problems such as lack ofInternet access for a large proportion of Malaysian students at home and limited accessto a computer in schools affected the effectiveness of this mode of learning

In a study conducted by Zaini Amir (2006) she examined the learning strategiesand perceptions of language students from University Tun Abdul Razak (UNITAR)towards the Virtual Online Instructional Support System an online learning modeShe utilised both quantitative and qualitative approaches in her study with herfindings showing that the learners frequently used a wide range of metacognitivestrategies that enabled them to develop a degree of autonomy Moreover the onlinelearners succeeded in developing and applying their self-knowledge as languagelearners Zaini Amir suggested that such individually driven self-knowledge could beused as a basis for self-management strategies which had proved to be very crucial infostering autonomy in language learning

Finally Azizah Yarsquoacob Nor Fariza Mohd and Nor Hazita Azman (2005)investigated the teachers and studentsrsquo perceptions of the efficiency of the SMARTSchool Education Programme by using questionnaires and interviews The SMARTprogramme integrated teaching and learning with IT applications which includedcomputer-based teaching and web-based learning The researchers showed that bothteachers and students were confident and ready to accept learning English throughthis method and majority of the teachers felt comfortable with their new roles asfacilitators However the study further revealed that limitations in infrastructurereduced the effectiveness of this mode of teaching

Related research in the Malaysian context seems to indicate that teachers andstudents had positive views towards ICT and were able to promote effective languagelearning strategies motivation and autonomy However such efforts were hinderedby infrastructure problems

Description of the REST online course

The REST (reading in English for science and technology) online course wasdesigned with the aim of equipping students with appropriate reading skills and


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Figure

2

Theoverallsketch

oftheREST

onlinecourseandallitscomponents


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strategies to help them deal with scientific texts during their course of study and laterin their academic lives Furthermore it was hoped that providing relevant up-to-date and authentic materials in a colourful and interesting way would motivate thestudents to work online

The REST online course (httppkukmwebukmmyautolearnerEST_ModulesIndexhtm) was designed with the use of lsquolsquohot potatoesrsquorsquo software andthe management system used was Moodle ndash both accessible free online

The REST online course comprises four modules Module 1 was allocated to top-down cognitive reading strategy training The strategies instructed were skimmingscanning recognising text structure and note-taking strategies Module 2 consistedof five reading texts followed by reading comprehension questions exercises onreading skills and strategies and some vocabulary exercises This module wasdesigned to be utilised in tandem with the third and fourth modules Module 3 dealtwith bottom-up cognitive strategies that included vocabulary strategies such as howto use the contextual clues and reference words Instruction on how to usemonolingual dictionaries was also included The last module (Module 4) dealt withtop-down cognitive strategies in reading It included basic methods by whichscientific texts are organised They included classifying comparing cause and effecthypothesising defining exemplifying and predicting

The REST online course also provided students with a facilitating tool calledlsquolsquoHINTrsquorsquo which could be used when the students were not sure about the correctanswers Additionally the online course was equipped with an online dictionarysearch called lsquolsquoOneLookrsquorsquo Figure 2 illustrates the overall sketch of the REST onlinecourse and all its components

Research design and methodology

In this study the interactive model of quantitative and qualitative research methodsserved as the research design Various instruments such as monitoring the logging intimes multiple-choice questionnaires open-ended questions semi-structured inter-views and in-depth interviews were applied for data collection In Yinrsquoscategorisation (1994) the present study fell in the category of explanatory casestudy as it investigated studentsrsquo perceptions of the REST online course towards theability to enhance their cognitive reading skills and strategies to motivate them andto foster autonomy in them

Subjects

A case is defined in the literature as a lsquolsquobounded instancersquorsquo (Stake 1988) when itinvestigates phenomena within the real-life contexts in which they occur (Yin 1994)In this study the bounded instance was a group of 23 undergraduates from theFaculty of Science and Technology in Universiti Kebangsaan Malaysia They wereenrolled in an English for science and technology course The subjects comprised twomales and 21 females aged between 21 and 31 except for one who was over 31 Therewere equal numbers of Malay and Chinese students The students were generally ofaverage proficiency since 18 out of 21 scored bands 3 to 4 in the MalaysianUniversity English Test (MUET) which is a test of English language proficiency foruniversity admission in Malaysia Studentsrsquo scores in MUET are graded in six bandswith 6 as the highest and 1 as the lowest The subjects of this study fell in bands 3(modest users of English) and 4 (competent users of English)


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Data collection procedure

The data collection procedure was performed in three stages In the first phase thedata were collected in phase one during and at the end of the studentsrsquo first semesterin first year At this stage three instruments were applied for data collectionmonitoring logging in days and number of times an online forum to which thestudents could post their feedbacks regarding the REST online course and onlinequestionnaires consisting of multiple-choice questions and open-ended questions tocollect data on the studentsrsquo opinions and perceptions of the REST online course interms of the three focal points of the study

Phase two was implemented at the end of the first semester after the REST onlinecourse was finished In this phase among the 23 students who participated in theREST online course 11 were randomly selected for a semi-structured interviewEach student was interviewed for about 30 minutes

Phase three was implemented in the first semester of the studentsrsquo final year Thesame 11 students who were interviewed in phase two were called for an in-depthinterview The researcher could only interview nine of them as two of the studentsexpressed unwillingness to participate in the interview due to time constraints Eachstudent was interviewed for around one hour

Since the third phase was conducted at an interval of almost two years fromphase two the interviewees were asked whether they had taken any other Englishonline course similar to the REST online course after taking the REST online coursein the first semester They were also asked if they had attempted to use the RESTonline course after the course was completed Their answers to both these questionswere negative Students were finally asked whether they had gone online during thesetwo years and all of the interviewees replied that they had gone online frequently toretrieve information for doing their assignments and theses

Data categorisation and analysis procedure

Data were categorised and analysed based on the three focal points of the study ineach phase For studentsrsquo improvement in reading skills and strategies the studentsrsquofeedback was analysed based on reading cognitive strategies in bottom-up and top-down levels Since no explicit instruction of metacognitive strategies was provided inthe REST online course the studentsrsquo feedback was not analysed for this category ofreading strategies For the second focal point a guide list of common characteristicsattributed to autonomous learners was developed based on Oxfordrsquos model (2003)and the studentsrsquo comments were analysed against them to see if they were able todevelop any of those traits For motivation the studentsrsquo remarks were studied formotivating factors reported during the REST online course implementation andafter taking the course and after an interval of two years

Evaluative scale

The research questions of the present study investigated the extent to which thesubjects perceived the REST online course as contributing to their improvements inthree focal points of the study In order to answer the research questions an evaluativescale was developed In this scale three categories of lsquolsquobarely contributingrsquorsquolsquolsquomoderately contributingrsquorsquo and lsquolsquohighly contributingrsquorsquo were defined Then 100 wasdivided into three to establish three ranges of percentages which can be matched


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with each category Therefore the range of 0 to 33 was considered as lsquolsquobarelycontributingrsquorsquo the range of 34 to 66was considered as a lsquolsquomoderately contributingrsquorsquoand the range of 67 to 100 was considered as a lsquolsquohighly contributingrsquorsquo category

After the data were analysed and the percentages of the positive commentsregarding the improvements of the subjects for each focal point of the study in thethree phases were determined the average of the percentages for each focal point inthe three phases was calculated and the totals were put in the evaluative scale todetermine the extent to which they perceived the REST online course as contributingto their improvements in three focal areas

Data analysis and discussion of findings

The data were categorised thematically In order to analyse the data in this studyYinrsquos time-series-analysis technique was first applied Then the data were furtheranalysed according to the research questions using the evaluative scales Sub-sequently the other two analytic techniques in case studies called pattern-matchingand explanation-building (Yin 1994) were applied

Time-series analysis

Arranging the data into chronology permits us to see the causal events over timeThis technique is used in analysing case studies because time-series analysis can showif the data taken over time have an internal structure which in turn can support theinternal validity of the study In order to do the time-series analysis the findings ofthree phases were tabulated for data displays (Tables 1 2 and 3) for each focal pointof the study They were then studied chronologically to see whether through thethree phases of the study any systematic patterns emerged for each focal point Inaddition the focal points were compared with each other in each phase and theresults derived from the three phases were matched to see if any meaningful patterncould be developed

In the category of lsquolsquoimprovement in cognitive reading skills and strategiesrsquorsquo thefindings were investigated chronologically for a probable pattern in three phasesThe examination showed that

(1) In all three phases the majority of the students perceived the coursecontributing to improvement of their reading skills and strategies

(2) The percentage of positive comments increased through the phases In theonline forum the positive percentage was 50 in the online questionnaire82 and 87 in the open-ended section 83 in the semi-structuredinterview 90 and in the in-depth interview it was 100

(3) Their improvements in cognitive strategies were more in the bottom-upcategory of cognitive strategies than top-down cognitive strategies Howeverin phase three there were equal numbers of positive comments for both

(4) In the category of bottom-up cognitive strategies in all three phases thestudents reported improvements in general and scientific vocabularies anduse of the online dictionary

(5) Additional review revealed that as the students proceeded through thephases they named more cognitive strategies in the top-down category inwhich they had improved


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(6) Among the introduced top-down cognitive strategies in the online coursethree strategies of lsquolsquoskimmingrsquorsquo lsquolsquoscanningrsquorsquo and lsquolsquonote-takingrsquorsquo were referredto in all three phases and had the highest percentages

In the category of improvement in lsquolsquoautonomyrsquorsquo the findings in three phaseswere examined sequentially in time The examination showed the followingpatterns

(1) Two characteristics of lsquolsquoself-directednessrsquorsquo and lsquolsquoeagerness to learn morersquorsquowere found in all phases

(2) Two characteristics of lsquolsquoself-directednessrsquorsquo and lsquolsquoeagerness to learn morersquorsquo hadthe highest percentages in all three phases

Table 1 Summary of findings for lsquoreading skills and strategiesrsquo in three phases

Phase Instruments Findings

Phase 1 (a) Logging-in daysand times

This instrument could not be used to collect data onimprovements in reading skills and strategies

Phase 1 (b) Online forum 7 out of 14 participants (50) acknowledged theirimprovements

3 (21) improved bottom-up cognitive strategiesndash general and scientific terms and online dictionary4 (28) improved their reading skills in general

Phase 1 (c) Online question(Multiple-choice)

Excellent Good ModerateTop-down 13 (57) 6 (26) 4 (17)Bottom-up 14 (6086) 6 (6086) 3 (13)

Phase 1 (d) Online question(Open-ended)

20 students (86) improved bottom-up cognitivestrategiesndash the use of online dictionaryndash general and scientific vocabularies19 students (826) improved top-down cognitivestrategies

ndash scanning 23 ndash note-taking 23 and ndash skimming30

Phase 2 Semi-structuredinterview

10 out of 11 students (90) reported improvement inreading strategies

8 students (73) improved bottom-up strategiesndash general and scientific vocabularies using onlinedictionary

7 students (64) improved their reading top-downstrategies

ndash scientific methods 14 skimming 57 scanning29 note-taking 57

Phase 3 In-depth interview All 9 students (100) had improvements in readingskills and strategies

7 students (77) improved bottom-up cognitivestrategies

ndash vocabularies using online dictionary7 students (77) improved top-down cognitivestrategies

ndash skimming 57 scanning 71 note-taking 28listing 14 mind mapping 14 summarizing 14finding general idea 14 scientific methods 28


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Table 2 Summary of findings for lsquoautonomyrsquo in three phases



Since the students participated in the course without thepresence of their instructor this could indicate that theonline course may have helped them to study on theirown and to take responsibility for their own learning

Phase 1 (b) Online forum 4 (285) students out of 14 participants of the onlineforum improved characteristics related to autonomouslearners as follows

ndash self-directedness 14 ndash eagerness to learn 7ndash self-confidence 7 ndash awareness of learningstrategies 7

Phase 1 (c) Online question(multiple-choice)

Excellent Good ModerateTheir interest to do thecourse on their own

6 (26) 9 (39) 8 (35)

Their interest to readmore scientific textson their own

5 (22) 10 (44) 8 (35)

Phase 1 (d) Online question(open-ended)

15 out of 23 (65) students improvedndash self-directedness 40 ndash eagerness to learn more 36ndash self-monitoring 23


5 out of 11 students (45) improvedndash self-directedness 44 ndash eagerness to learn more 11

Phase 3 In-depth interview 7 out of 9 students (78) improved ndash self-directedness86 ndash eagerness to learn more 43 ndash self-confidence14 ndash self-monitoring 14 ndash self-evaluative 42ndash aware of learning strategies 28

(3) It was revealed that the students in phase three seemed to gain moreawareness about autonomy as they reported improvement in morecharacteristics attributed to autonomous learners since they referred to sixcategories out of 10 of characteristics of autonomous learners

(4) In all three phases four characteristics attributed to autonomous learnerswere not referred to at all including lsquolsquoself-disciplinersquorsquo lsquolsquoself-motivatedrsquorsquolsquolsquobeing systematicrsquorsquo and lsquolsquobeing a critical thinkerrsquorsquo

(5) In all three stages the students who preferred a face-to-face mode of learningexplained that they desired having access to the teacherrsquos assistance andfeedback in their learning process

In the category of improvement in lsquolsquomotivationrsquorsquo the findings of three phaseswere examined chronologically which showed the following patterns

(1) In all three phases the majority of the students perceived the course ascontributing in their improvement of motivation

(2) The percentage of positive comments increased through the phases In theonline forum the positive percentage was 64 in the online questionnaire83 in the open-ended section 90 in the semi-structured and in-depthinterview it was 100

(3) In all three phases the students named seven to nine motivating factors(most of which were repeated in all three phases) in the REST onlinecourse


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Table 3 Summary of findings for lsquomotivationrsquo in three phases



Since participation in the online forum and the RESTonline modules was not obligatory for the studentstheir active participation may suggest that they foundthe online learning an interesting mode of learning

Phase 1 (b) Online forum 9 out of 14 participants (642) in the online forum foundthe course motivating The motivating factors in thecourse include

ndash the online course was interesting 50 animation 7online facilities 7 was not boring 14 a new modeof learning 14 easy to access 7 funny usefuland improved knowledge 7 flexible 7


Excellent Good ModerateTheir interest in theonline course modules

19 (8260) 3 (13) 1 (43)

Their motivation to dothe online course

18 (7826) 3 (13) 2 (869)


97 of the students reported that they weremotivated by the course because it was

new mode of learning 28 not boring 7informative 12 interesting 12 it had animationsand cartoons 12 it had interesting exercises 7it had scientific passages 35


100 of the students perceived the course as motivatingThe reported factors were

ndash it was a new mode of learning 45 it provided onlinefacilities 27 the passages in module 2 wereinteresting 9 it exerts less pressure 36 the onlinecourse was interesting 36 it was funny and could helpthem to improve their knowledge 18 it was flexibleand comfortable 36

Phase 3 In-depth interview 100 of the students perceived the course as motivatingThe factors were it provided online facilities 55 it hadflexibility 55 it provided autonomy 44 it containedinteresting passages 11 it improved theirknowledge 27 it had animations and cartoons 27it was systematic 22 it introduced reading strategies11 it had online forum 11

Moreover after comparing and matching the results of all the focal points inthree phases it was revealed that in all the phases the number of students whoperceived their improvements in the category of lsquolsquomotivationrsquorsquo exceeded the numberof students who perceived their improvements in the category of lsquolsquocognitive readingskills and strategiesrsquorsquo Furthermore the number of students who perceived theirimprovements in lsquolsquocognitive reading skills and strategiesrsquorsquo surpassed the number ofstudents who perceived their improvements in the category of lsquolsquoautonomyrsquorsquoHowever in phase three all the interviewees reported improvements in thecategories of lsquolsquomotivationrsquorsquo and lsquolsquoreading skills and strategiesrsquorsquo

Analysis of data according to research questions

The first research question examined to what extent the students had perceived theREST online course contributing to their improvements in reading skills and


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strategies The findings showed that half of the participants in the online forum 82and 87 in the online questionnaires 90 in the semi-structured interview and 100of the students in the in-depth interview reported that the online course contributed toimprovements in cognitive reading skills and strategies both in bottom-up and top-down levels The average of percentages of positive comments for this focal point was818 According to the evaluative scales this falls into the category of lsquolsquocontributinghighly (67ndash100)rsquorsquo Therefore for answering the first research question it is possibleto say that the online course was perceived as contributing highly to the improvementof studentsrsquo cognitive reading skills and strategies

The second research question asked to what extent the students had perceivedthe REST online course contributing to their autonomy Outlining thecharacteristics of autonomous learners the results confirmed that 285 in theonline forum 65 in the online questionnaire 45 in the semi-structuredinterview and 78 in the in-depth interview could gain some characteristicscommonly associated with being autonomous learners The results also revealedthat during their studies the students were able to gain autonomy gradually Asmany of them confirmed while studying the REST online course they found theinitiative to go online and to read scientific texts on their own for the first timeHowever some of them gave moderate feedback regarding their sense ofautonomy in particular they favoured both modes of learning and mentionedthat the combination of both of them could be more helpful for them as theyneeded their teacherrsquos guidance and assistance in their learning process Theaverage of percentages of positive comments for this focal point was 541According to the evaluative scales this falls into the category of lsquolsquocontributingmoderately (34ndash66)rsquorsquo As a result for answering the second research questionwe can say that the online course was perceived as contributing moderately to theimprovement of autonomy in students

The third research question inquired to what extent the students had perceivedthe REST online course contributing to their motivation The studentsrsquo feedback wasspecially promising for this point 64 in the online forum 97 in the onlinequestionnaire 100 in the semi-structured interview and 100 in the in-depthinterview reported that the REST online course was motivating for them The mostinteresting finding here is that the motivation that the online course created for thestudents was not short-term as the findings suggest but that the students were able tosustain it throughout the three phases of the study The average of the percentages ofpositive comments for this focal point was 9025 According to the evaluativescale this falls into the category of lsquolsquocontributing highly (67ndash100)rsquorsquo Therefore wecan say that the students perceived the online course as contributing highly to theirmotivation while doing the course and afterwards

The evaluative scale and the average percentages of positive perceptions of thethree focal points are presented in Table 4

Table 4 The evaluative scale and the focal points

Focal points Percentage Category

1 Reading skills and strategies 818 Contributing highly2 Autonomy 5412 Contributing moderately3 Motivation 9025 Contributing highly


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Pattern-matching and explanation-building

Yin (1994) points out that the logics of pattern-matching and explanation-building (akind of pattern matching) are the most advantageous techniques for data analysis incase studies They can be used to ensure the internal validity of the explanatory casestudy In this section the emerged patterns from time-series analysis and findings willbe compared with and explained based on relevant literature If for each outcome theinitially predicted values can be found causal inferences can be established

Online learning as a new mode of instruction is understandably gainingacceptance as an alternative to traditional teaching Nevertheless the research onits effectiveness is still in its infancy (Arbaugh 2000) In this study the findingsrevealed that students perceived the REST online course as highly contributing totheir motivation Research presents many reasons for this First it has been provedthat studying online as a new mode of learning can be very motivating for studentscompared with traditional learning (Ally 2004 Parker 2003) For example somestudies have shown that adding web-based education tools such as forums e-mailsand chats to a course can increase studentsrsquo motivation and participation (Kubala1998 Pramela Krish amp Wong 2009) Secondly in this course the students weregiven the opportunity to study on their own According to Dornyei autonomy isclosely related to motivation since lsquolsquofreedom to choose and to have choices ratherthan being forced or coerced to behave according to someone elsersquos desire is aprerequisite to motivationrsquorsquo (2002 p 103) Third anonymity can be considered as amotivator as it causes the learners to feel more empowered comfortable daring andconfrontational regarding the expression of their ideas (Kubala 1998) Furthermoreaccording to many scholars strategy training and motivation mutually fortify eachother as such training may contribute to enhancing studentsrsquo sense of security andself-confidence and thus make them feel more motivated to learn (Dornyei ampThurrell 1991 Kebir 1994 Nunan 1997 Oxford 2002 Wilczynski 2006) There-fore the reading strategy module in the REST online course can also be anotherfactor leading students to perceive the course as motivating

Another concern of the present study was investigating studentsrsquo perceptions oftheir sense of autonomy after taking the REST online course Outlining the generalcharacteristics of autonomous learners in this research the results revealed thatsome of the students gained some traits commonly associated with being or willingto be autonomous However in all three phases among the characteristicsattributed to autonomous learners four traits were not referred to at all lsquolsquoself-disciplinersquorsquo lsquolsquoself-motivatedrsquorsquo lsquolsquobeing systematicrsquorsquo and lsquolsquobeing a critical thinkerrsquorsquoMoreover the results showed that some students did not desire total autonomouslearning and still required the guidance and assistance of their instructors in theirlearning process

Some studies in this field also showed that learner autonomy is not oftenmanifested in online learning For instance in a grounded theory study conducted byBordonaro (2003) which looks at the perceptions that advanced language learnershave about the use of technology for learning English as a second language thefindings suggested that learner autonomy is not often manifested in the successful self-directed learning of advanced English language learners Moreover Thang (20012003 2005 2009) revealed that undergraduate distance learners of the NationalUniversity of Malaysia (UKM) displayed a lack of autonomy in their learning ofEnglish as a second language and preferred a teacher-centred approach to learning


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This was reconfirmed in studies undertaken by Thang and her colleague (Thang 2009Thang amp Azarina 2007) on students of other public universities in Malaysia

This can be explained from two perspectives First it should be mentioned thatautonomy is not a one-time quality Rather it is achieved when certain conditionssuch as motivation attitudes and knowledge about language learning are ready onthe part of the learner As has been frequently mentioned in relevant literatureautonomy needs to be fostered in stages through adapting resources materials andmethods to learnersrsquo needs According to Nunan (2002) autonomy is not an all-or-nothing concept that all learners can be trained to develop but is often gradualwith the benefits only visible towards the end of the learning process This isreiterated by Thanasoulas (2000) who maintains that autonomy is not an article offaith a product ready made for use or just a personal quality or feature Ratherautonomous learning is achieved when learners have improved their cognitive andmetacognitive strategies and when they are motivated Learner autonomy lsquolsquotakes along time to develop and simply removing the barriers to a personrsquos ability tothink and behave in certain ways may not allow him or her to break away from oldhabits or old ways of thinkingrsquorsquo (Candy 1991 p 124 cited in Thanasoulas 2000)Moreover some characteristics attributed to autonomous learners are higher orderskills and they are generally expected of students who have high language proficiency(Zhang amp Li 2004 Zimmerman amp Schunk 1989)

In addition Sinclair (1997) who is sceptical of the extent to which we mayconsider the concept of learner autonomy cross-culturally appropriate explainshow different interpretations of autonomy around the world may be incorporatedinto a broader universal view of learner autonomy The results of the study byChia (2009) revealed that Chinese students favoured the freedom of the Englishonline programme with which they had worked yet a small but considerablenumber preferred their teacher to direct their learning The researchers explain thatthe cultural variations within the learning process may give rise to resistance tothe notion of autonomy and practicalities of independent learning Moreoverin the Malaysian context Thang and Azarina Alias (2007) argue that the lack ofdesire for being autonomous does not necessarily mean that the students do notpossess autonomous learning characteristics Instead lsquolsquothis quality is not revealedprobably because of the influence of socio-cultural factorsrsquorsquo since in the Malaysiancontext teachers are considered as the only source of obtaining knowledge andinformation and an important resource to students and the students lsquolsquodisplayreliance on the teacher as a symbol of respectrsquorsquo (2007 p 16) This is reiterated byThang (2009) in a paper on a redefinition of autonomy appropriate for theMalaysian context

In short there is no doubt that lsquolsquoautonomyrsquorsquo is perceived differently in differentcultural contexts but there are doubts about the cultural appropriateness of the goalof autonomy for Asian students whose background cultures value collectivisminstead of individualism and who accept the existing relations of power andauthority (Benson 2001) Littlewood warns that if non-European cultures perceivethe concept of autonomy as inimical to their cultures then promoting autonomy canbe a form of cultural imperialism (1999) In conclusion we need to take a wide-ranging view of the concept of autonomy that respects the fact that different cultureswill interpret autonomy in different ways If the relativity of autonomy is recognisedthen there will be no cultural barriers to its promotion Therefore we have to bewary of our preconceptions about learner autonomy (Sinclair 1997 2000)


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Conclusion

The present research investigated the perceptions of a group of science andtechnology students of a Malaysian university towards an online course which wasdesigned for cognitive reading strategy training Studentsrsquo perceptions were probedon three areas their improvements in cognitive reading skills and strategies theirautonomy and their motivation The modules of the course were meant to be usedconcurrently for the students to interactively utilise the reading strategies for readingEnglish scientific texts

The findings disclosed that the online course contributed highly to studentsrsquoimprovement in many cognitive strategies in both the bottom-up and top-downcategories This is an important contribution of the study as a large body of researchhas shown that instruction of strategies is a powerful student-centred approach toteaching that can help create awareness of the strategies that can be transferredto their studies Studies (for example those by Carrell 1998 Carrell Pharis andLiberto 1989 Ivey 2002 Najar 1999 Oxford 1990 Oxford et al 1990 Salataci ampAkyel 2002 Wilczynski 2006) have further demonstrated that strategy instruction isone of the most effective ways of improving academic performance motivation andautonomy among language learners

Another important contribution of the study was that it supported earlier studies inAsian contexts that indicated that the concept of autonomy should not be as limiting (asproposed by earlier Western proponents of autonomy) As Thang (2009) proposed inher study the concept of autonomy in an Asian context needs to be redefined Shebelieves that in Eastern culture lsquolsquoautonomyrsquorsquo should have been given a widerinterpretation and scope when compared to theWestern culture Thus it would appearthat in fostering autonomy in an Asian context a different approach needs to be usedprobably a more gradual approach that aims at promoting an autonomy that works inan Asian context More studies need to be undertaken to find out what that means andthere is a possibility that it may manifest in different forms in different cultures Theonline course in this study has the potential of being a tool to initiate greater effortstowards the promotion of a higher degree of autonomyamongMalaysian learners Thisis supported by the results of this study which revealed that the subjects welcomed andenjoyed this mode of learning and that it did contribute to improvements in theircognitive reading skills and strategies their autonomy and their motivation

As proposed by Holec the most prevalent teaching situation lsquolsquowill be that oflearners who are not yet autonomous but are involved in the process of acquiring theability to assume responsibility for their learningrsquorsquo (1981 p 25ndash26) He sets out threetypes of information that the language teachers should provide for students Firstlyinformation on authentic English to help the students set their objectives andevaluate their progress secondly information on how to learn languages to help thestudents with their learning strategies and thirdly information on resources that thestudents can use in their learning such as computer-based learning These three goalsare all achieved in the present study

Notes on contributors

Siew Ming Thang is an associate professor at the School of Language Studies and LinguisticsUniversiti Kebangsaan Malaysia She obtained her PhD from the School of EducationUniversity of Nottingham UK Her research interests are learner autonomy distance learningCALL and teaching and learning styles and strategies


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Leila Bidmeshki was a post doctoral research fellow at the same institution Currently she isresiding in Canada

References

Ally M (2004) Role and function of theory in online education development and delivery InT Anderson amp F Elloumi (Eds) Theory and practice of online learning (pp 3ndash31)Canada Athabasaca University

Arbaugh JB (2000) Virtual classroom characteristics and learner satisfaction with internet-based MBA courses Journal of Management Education 2(1) 32ndash54

Azizah Yarsquoacob Nor Fariza Mohd amp Nor Hazita Azman (2005) Teaching English theSMART WAY The International Journal of English Language Learning and Teaching(IJELLT) 2(2) 11ndash22

Benson P (2001) Teaching and researching autonomy in language learning England PearsonEducation Limited

Bordonaro K (2003) Perceptions of technology and manifestations of language learnerautonomy CALL-EJ Online 5(1) Retrieved April 2 2009 from wwwlercritsumeiacjp

Carrell PL (1998) Can reading strategies be successfully taught The Language TeacherOnline 22(2) Retrieved March 5 2009 from httpwwwjalt-publicationsorgtltfiles98marcarrellhtml

Carrell PL Pharis B amp Liberto J (1989) Metacognitive strategy training for ESL readingTESOL Quarterly 23(4) 647ndash678

Chia C (2009) Is the Chinese culture of learning a barrier to fostering autonomous learningamong PRC students In SM Thang amp B Sinclair (Eds) Learner autonomy Researchand practice in Malaysia and Singapore (pp 34ndash60) Petaling Jaya Malaysia PearsonLongman

Cooper PA (1993) Paradigm shifts in designing instruction From behaviorism tocognitivism to constructivism Educational Technology 33(5) 12ndash19

Dickinson L (1992) Learner autonomy 2 Learner training for language learning DublinAuthentic Language Learning Resources Ltd

Dixon R Dixon K amp Siragusa L (2007) Individualsrsquo perceptions of online environmentsWhat adult learners are telling us In RJ Atkinson C McBeath SKA Soong ampC Cheers (Eds) ICT Providing choices for learners and learning Proceedings of asciliteSingapore 2007 Centre for Education Nanyang Technological University Singapore 2ndash5December Retrieved January 6 2010 from httpwwwasciliteorgauconferencessingapore07procs

Dornyei Z (2002) Motivational strategies in language classroom Cambridge CambridgeUniversity Press

Dornyei Z amp Thurrell S (1991) Strategic competence and how to teach it ELT Journal45(1) 16ndash23

Ellis G amp Sinclair B (1989) Learning to learn English A course in learner trainingCambridge Cambridge University Press

Hartley K amp Bendixen LD (2001) Educational research in the internet age examining therole of individual characteristics Educational Researcher 30(9) 22ndash26

HolecH (1981)Autonomyand foreign language learningOxfordEngland PergamonPressLtdIvey G (2002) Building comprehension when theyrsquore still learning to read words In

CC Block amp M Pressley (Eds) Comprehension instruction Research-based bestpractices (pp 234ndash246) New York Guilford Press

Kebir C (1994) An action research look at the communication strategies of adult learnersTESOL Journal 4(1) 28ndash31

Kubala T (1998) Addressing student needs teaching and learning on the internetTechnological Horizons in Education Journal 25(8) 71ndash74 Retrieved March 28 2009from httpwwwthejournalcom

Little D (1996) Freedom to learn and compulsion to interact promoting learner autonomythrough the use of information systems and information technologies In R PembertonESL Li WWF Or amp HD Pierson (Eds) Taking control Autonomy in languagelearning (pp 203ndash218) Hong Kong HKU Press


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ity o

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olum

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543

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embe

r 20

14

Littlewood W (1999) Defining and developing autonomy in East Asian contexts AppliedLinguistics 20(1) 71ndash94

Lynch BK amp Hudson T (1991) EST reading In M Celce-Murcia (Ed) Teaching Englishas a second or foreign language (pp 216ndash232) New York Newbury House

Marcoul I (2004) Language on-line and learning independence development Proceedings ofthe UNTELE Conference (pp 30ndash46) Compeigne France Universite de Technologie deCompiegne Compeigne (CD)

Najar RL (1999) Pathways to success Learning strategy instruction in context curriculumHERDSA Annual International Conference in Melbourne 12ndash15 July RetrievedJanuary 6 2010 from httpwwwherdsaorgauwp-contentuploadsconference1999pdfNajarpdf

Nunan D (1997) Does learner strategy training make a difference Lenguas Modernas 24123ndash142

Nunan D (1999) Second language teaching and learning Boston Heinle amp Heinle PublishersNunan D (2002) Learner strategy training in the classroom An action research study In

JC Richards amp WA Renandya (Eds) Methodology in language teaching An anthologyof current practice (pp 133ndash143) Cambridge Cambridge University Press

Oxford RL (1990) Language learning strategies What every teacher should know BostonHeinle amp Heinle

Oxford RL (2002) Language learning strategies in a nutshell Update and ESLsuggestions In JC Richards amp WA Renandya (Eds) Methodology in languageteaching An anthology of current practice (pp 124ndash132) Cambridge CambridgeUniversity Press

Oxford RL (2003) Toward a more systematic model of L2 learner autonomy InD Palfreyman amp RC Smith (Eds) Learner autonomy across cultures Languageeducation perspectives (pp 75ndash91) Houndmills Basingstoke Palgrave Macmillan

Oxford R Crookall D Cohen A Lavine R Nyikos M amp Sutter W (1990) Strategytraining for language learners Six situational case studies and a training model ForeignLanguage Annals 22(3) 197ndash216

Parker A (2003) Motivation and incentives for distance faculty Distance LearningAdministration 6(3) Retrieved January 6 2010 from httpwwwwestgaedudistanceojdlafall63parker63htm

Pramela Krish amp Wong BE (2009) Malaysian learners and their perceptions towards anEnglish language course The Turkish Online Journal of Distance Education 10(2) 203ndash224

Salataci R amp Akyel A (2002) Possible effects of strategy instruction on L1 and L2 readingReading in a foreign language 14(1) 1ndash17

Shetzer H amp Warschauer M (2000) An electronic literacy approach to networkndashbasedlanguage teaching In M Warschauer amp R Kern (Eds) Network-based language teachingConcepts and practice (pp 171ndash185) New York NY Cambridge University Press

Sinclair B (1997) Learner autonomy The cross cultural question IATEFL Newsletter 13912ndash13

Sinclair B (2000) Learner autonomy The next phase In B Sinclair I McGrath amp T Lamb(Eds)Learner autonomy teacher autonomy Future directions (pp 4ndash14)HarlowLongman

Spratt M Humphreys G amp Chan V (2002) Autonomy and motivation Which comesfirst Language Teaching Research 6(3) 245ndash266

Stake R (1988) Case study methods in educational research Seeking sweet water InRM Jaeger (Ed) Complementary methods for research in education (pp 253ndash278)Washington DC American Educational Research Association

Thanasoulas D (2000) Learner autonomy Retrieved March 5 2009 from httpwwweltnewslettercombackSeptember2000art322000htm

Thang SM (2001) Malaysian learnersrsquo conceptions of their learning processes and theirperceptions of their English as a second language courses in a tertiary distance learningcontext PhD thesis University of Nottingham Unpublished doctoral dissertation

Thang SM (2003) Investigating Malaysian distance learnersrsquo conceptions of their learningstyles in learning English GEMA Online Journal of Language Studies 3(1) RetrievedJanuary 6 2009 from httpwwwpkukmwebukmmyppblGemagemahomehtml

Thang SM (2005) Investigating Malaysian distance learnersrsquo perceptions of their Englishproficiency courses Open Learning Journal 20(3) 243ndash256


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embe

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Thang SM (2009) Investigating the learner autonomy of Malaysian ESL learners Towards aredefinition In SM Thang amp B Sinclair (Eds) Learner autonomy Research and practice inMalaysia and Singapore (pp 13ndash33) Petaling Jaya Malaysia Pearson Longman

Thang SM amp Azarina Alias (2007) Investigating readiness for autonomy A comparison ofMalaysian ESL undergraduates of three public universities Reflections on EnglishLanguage Teaching 6(1) 1ndash18

Thang SM amp Delia Olaybal (2006) Creating and testing a science in English website forMalaysian secondary one student Malaysian Online Journal of Instructional Technology(MOJIT) 3(1) 36ndash42

Vygotsky L (1978) Mind in society London Harvard University PressWarschauer M (2000) On-line learning in second language classrooms An ethnographic

study In M Warschauer amp R Kern (Eds) Network-based language teaching Conceptsand practice (pp 41ndash58) Cambridge Cambridge University Press

Wenden A (1991) Learner strategies for learner autonomy Englewood Cliffs Prentice HallInternational

Wilczynski A (2006) Teaching language learning skills and its effects on motivation CILTResearch Forum Motivation in language learning Retrieved from httpwwwciltorgukresearchresfor3wilczynshtm

Wilson BG (1997) Reflections on constructivism and instructional design In CR Dills ampAJ Romiszowski (Eds) Instructional development paradigms (pp 63ndash80) EnglewoodCliffs NJ Educational Technology Publications

Yin R (1994) Case study research Design and methods Beverly Hills CA Sage PublicationsZaini Amir (2006) Learning with technology language learning strategies and perceptions of

learners in an online environment AsiaCall Online Journal 1(1) Retrieved January 62010 from httpasiacallorgjournalsasiacall_onlineindexphpoljissuearchive

Zhang LX amp Li XX (2004) A comparative study on learner autonomy between Chinesestudents and west European students Foreign Language Word 4 15ndash23

Zimmerman BJ amp Schunk DH (1989) Self-regulated learning and proficiency Theoryresearch and practice New York Springer-Verlang


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Investigating the perceptions of UKM undergraduates towards

an English for science and technology online course

Siew Ming Thang and Leila Bidmeshki

School of Language Studies and Linguistics FSSK The National University of Malaysia BangiMalaysia

This study investigates the perceptions of Malaysian undergraduates of theFaculty of Science and Technology Universiti Kebangsaan Malaysia (UKM)towards an online English for science and technology course in terms of theirimprovement in reading skills and strategies their autonomy and theirmotivation These three areas were used as the focal points in the study asthey are educational qualities that are closely interrelated and mutuallyreinforcing The research study was a case study incorporating quantitativeand qualitative research methods The data required were gathered in threephases with phase one being implemented when the students were in the firstsemester The methods applied in this phase for gathering data on theperception of the students were (i) monitoring logging-in days and times(ii) initiating online discussion via an online forum and (iii) administratingonline questionnaires Phase two of the study was implemented at the end ofthe first semester after the students finished the course Semi-structuredinterviews were conducted to gather data for this phase The third phase wasimplemented when the students were in their final year This time in-depthinterviews were conducted The data were collected categorised analysed anddiscussed in line with the three focal points of the study The findings of thethree phases of the study revealed that the students perceived this course ascontributing highly towards their improvements in reading skills and strategiescontributing moderately towards improving their autonomy as some of themdid not desire full autonomy in that they still indicated a preference for acombination of both face-to-face and online modes of learning andcontributing highly towards their motivation

Keywords English for specific purposes online course science and technologystudents

Introduction

Online learning through the Internet which is claimed to be one of the mostinnovative technologies that mankind has ever produced is changing the nature offormal education In the context of language education online learning makes it

Corresponding author Email thangukmmy

Computer Assisted Language Learning

Vol 23 No 1 February 2010 1ndash20

ISSN 0958-8221 printISSN 1744-3210 online

2010 Taylor amp Francis

DOI 10108009588220903467269

httpwwwinformaworldcom

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Figure

2

Theoverallsketch

oftheREST



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Subjects



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Evaluative scale



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6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














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19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












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Conclusion








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References






















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ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14











Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14










Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Figure

2

Theoverallsketch

oftheREST



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14











Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14










Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Figure

2

Theoverallsketch

oftheREST



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14










Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Figure

2

Theoverallsketch

oftheREST



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14










Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Figure

2

Theoverallsketch

oftheREST



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14










Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Figure

2

Theoverallsketch

oftheREST



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Figure

2

Theoverallsketch

oftheREST



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Subjects



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14








Evaluative scale



Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









6 (26) 9 (39) 8 (35)


5 (22) 10 (44) 8 (35)














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









19 (8260) 3 (13) 1 (43)


18 (7826) 3 (13) 2 (869)












Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14









Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14







Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14






Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Conclusion








Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14


References






















Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

























Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14














Dow

nloa

ded

by [

The

Uni

vers

ity o

f B

ritis

h C

olum

bia]

at 0

543

22

Nov

embe

r 20

14

Documents

Investigating the perceptions of UKM undergraduates towards an English for science and technology online course