Technology-Enhanced Learning: Iranian Students' Attitudes towards Using ESP Web Sites

Technology-Enhanced Learning: Iranian Students'

Attitudes towards Using ESP Web Sites

Roghayeh Sajedi

Semnan University of Medical Sciences, Islamic Republic of IRAN

[email protected]

R.Sajedi (EDULEARN11, 2011, Spain)R.Sajedi (EDULEARN11, 2011, Spain) 11

Modern technologies not only dramatically changed global

communication but also had a profound effect on all aspects

of language use.

Therefore; the use of technologies in English language

classroom is increasingly developing, such as the World

Wide Web, to facilitate the process of teaching & learning.



New technologies should be assimilated into the

curriculum and into teaching methods .Thus universities

will have to prepare their students for the information

world and make effective use of ICT to provide better

education [1].

There are many theories and studies describing the

profound implication of ICT for education: education can be

transformed using ICT which brings new capabilities and

capacities to learning [8]. Information and Communication

Technology facilitates teaching learning process.


According to Leloup and Ponterio [11], there are a

number of aspects that are inherent to the ICT which make

it particularly suitable for teaching languages, especially

ESP. First of all, the Web is a veritable treasure trove of

authentic materials for the ESP teacher .

Second, this information on the Internet will be up–to-

date, so the teacher is no longer forced to use old-

fashioned and outdated materials [19].


There are different ESP Web sites for language teachers

[10].Authentic language, increased motivation , interaction,

creativity , student –centeredness ,discovery method of

learning, and working independently can be the reasons for

using Web sites in ESP learning. However, we should be

aware of certain problems such as accuracy,

appropriateness, and appeal (easy to use, interesting to

read) and reliability of the information on the Web when

applying Web sites in the classroom [13].


According to Dudley –Evans & St .John [4], ESP is

centered on the language appropriate to activities of the

discipline it serves in terms of grammar, lexis register,

study skills, discourse, and genre.

Another definition is offered by Komarova and Lipgart

(1994), cited in Viel[16] who say, "by ESP we understood a

variety of English characterized by two most important

features: 1) definite conceptual orientation, 2) a set of

linguistic restrictions imposed upon the contextual

functioning of words."

What Is ESP?


Assche [1] points out several benefits of the Web:

Universities will be able to cope better with the challenges of preparing

the students for the information society;

Education will change from "being told" to exploration "with a much

deeper understanding;

Tolerance and respect for other cultures will be practiced in universities;

and

Abstract teaching materials will become relevant to the real life.

When examining the goals of ESP teaching, one discovers that the use

of the Web can be effective in attaining these objectives.

Using the Web in the ESP Classroom


Purpose of the Study

There are a lot of authentic materials for ESP teachers on the Web, but their

effectiveness for language teaching depends on how well the collected materials fit the

learners' future needs and their background knowledge. Despite the availability of such

resources, they may not be useful unless the learners know how to use them to

facilitate language learning. In this regard, the writer of this paper had a group of

students use selected ESP Web sites in their language learning. Therefore, the main

purpose of this study is to evaluate these questions:

Do teacher-introduced Web sites increase learner autonomy in ESP?

Are teacher-used guidelines considered to be useful in enhancing ESP learning

through Web sites?

What problems and difficulties do students have in using selected Web sites?

Are students willing to use ESP Web sites in other classes during their four-year

education?


Methods and Procedures

Participants

A total of 60 collage students majoring in nursing and

midwifery at Islamic Azad University, Tehran Branch were

selected. They were freshmen and female students, while

their ages ranged from 20 to 24.


The students took part in two 90-minute instructed session in one

week and one 90-minute session the other week. This was

repeated through the term, which lasted for almost fourteen weeks.

During the teaching sessions each computer was shared by two

students. At first the students were given all the necessary

information about the computer networks and equipment. Then a

questionnaire was administered to them to be filled out concerning

where they access the Web and how much usage they have, how

frequently they get online, and how familiar they are with ESP Web

sites. Then they were introduced to some ESP Web sites to practice

ESP inside and outside class.

Procedures


After the training session, the students used the selected Web sites to

complete a set of assigned exercises, which included reading

comprehension and guessing the meaning of new words in context, or

checking the meanings of the words by mouse-clicking on the hypertexts

linked to the correct definitions, etc.

At the end of the fourteen-week instruction, an attitude questionnaire was

administered to be filled out by the students concerning their use of the

recommended Web sites. In this questionnaire the test takers were allowed

to express their ideas on a 5-point Likert scale:

1) Strongly agreed, 2) agreed, 3) disagreed, 4) strongly disagreed,

Procedures


Computer Ownership and Location for Using the Web

18% of the students stated having home computers. 80% of the

students reported using university facilities. 15% indicated using

Net Cafes. Only 10% reported getting on line at home, and 5%

indicated using library facilities. It can be seen from the data

that the same students use different modes of access to the Web

which explains why the total percentage exceeds 100%.

Time Spent Online per Week

38% reported getting online everyday; 30% got online four times

a week, 40% three times a week, and 25% twice a week.

Results


Web Experience in ESP

70% of the subjects indicated not having used ESP Web

sites before. Regardless of their online experience, most

of the students were unfamiliar with the Web sites, and

those familiar did not know how to use them.

Result


Students' Overall Attitudes towards Using Web Sites to learn ESP

0%

20%

40%

60%

80%

100%

120%

1 2 3 4 5 6 7 8

Questionnaire

Nu

mb

er

of

Stu

den

ts (

per

cen

t)

Figure1. The students' attitudes towards using Web sites to learn ESP


1. More opportunities should be provided to learn ESP using the Web.

2. Online learning should be included in all classes.

3. ESP can be more effective and interesting using the Web.

4. The Web helps to improve ESP ability and skills.

5. It is not difficult to learn to use the Web for ESP.

6. Materials become more comprehensive by using the Web.

7. The Web creates active learning and effective contact between the

students and teacher.

8. The Web helps to learn the subject on a deeper level, creates fun,

encourages monitoring, makes one think creatively and critically, and

helps practice independent thinking.


Students' Attitudes towards Creating Autonomous Learning through Web Sites

0%

20%

40%

60%

80%

100%

1 2 3 4 5 6 7 8

Questionnaire items

Nu

mb

er o

f S

tud

ents

(p

er c

ent)

Figure2. The students' attitudes towards creating autonomous learning through Web sites


Students' Attitudes towards Creating Autonomous Learning through Web Sites

1. We felt more empowered to take responsibility for ESP learning

using the Web.

2. We felt more comfortable using the Web in ESP classes.

3. The web empowered us to be creative and work independently.


Students' Attitudes towards Guidelines

74% of the students felt that the instructions were necessary online

navigation. 90% considered the recommendation of useful sites to be

necessary, and 92% needed an introduction to the contents of the

chosen sites. The results showed that the students lacked experience

using ESP resources on the Web. In addition, most of them found the

Web to be effective in doing homework (71%)


The Probability of Using the Web for Other Classes

93% of the students indicated that they will use the ESP

Web sites during their four years of education.90% stated

will even look for more ESP Web sites for self-learning.

These findings suggested that the students' attitude

towards future use of the Web was very positive. They

found this supplementary mode of learning interesting, and

86% wanted more sites to be recommended.


Much remains to be done in further research on the effectiveness of the Internet in education, especially language learning. The analysis of the results revealed that there was a positive attitude towards the chosen ESP Web sites. Therefore, it can be argued that Internet-based teaching of ESP can be an extremely powerful educational tool. The analysis of the results also confirmed the usefulness of ICT in the ESP classroom and development of learner autonomy. Finally, since target language communication and cultures are well within reach these new technologies, this will make a tremendous impact on the ability of students to communicate directly with native speakers [11]. Lastly, the students of this age are becoming more visually oriented and those who navigate the Web are actually reading [12].

Conclusion


The research leads to the following suggestions:

•More access to ICT: Computers should be available more too

individual students to be an integral part of ESP learning.

•Updated systems: To optimize the effectiveness of ICT,

communication and electrical systems need to be updated.

•Learning atmosphere: To foster ESP learning, the computers

should be viewed as an essential medium for ESP learning and

instruction.

•Professional development: To solve the technical problems

and make effective use of ICT, teachers should receive the

necessary instruction to incorporate ICT into the curriculum and

become familiar with both hardware and software.


Thank You a Universe

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Technology-Enhanced Learning: Iranian Students' Attitudes towards Using ESP Web Sites