online autonomous learning: the use of liveabc and online self-learning center yu-chih doris shih...

Online Autonomous Learning: The Use of LiveABC and Online Self-Learning Center

Yu-Chih Doris ShihFu-Jen Catholic University

English Teaching and Autonomous Learning Conference 2009

Outline

Introduction Method Results

Questionnaire about self learning Computer attitude scale FJU LiveABC FJU Online self learning center and web Blog & interviews

Discussion and Conclusion

Introduction

Issues of autonomous learning include setting, the role of learning styles and strategies, age variable, individual versus group work, control and the locus of power, cultural relevance. (Healey, 2007).

Purpose: offer students in the Junior composition and conversation access to online self-learning programs and see how they use these programs

Locus of Control

Teacher Learner

Content

Fixed

A. Highly structured learning

- Students control time and pace

- Designer or teacher controls content, sequence, and evaluation

B. Accreditation and training-Students control time, pace, and sequence-Teacher, board, or designer controls content and evaluation

Variable

C. Contract-based independent study

- Students and teacher negotiate all aspects

D. Highly self-directed learning

- Students control all aspects

Settings for self- directed learning

(Healey, 2007, p. 380)(One of the perspectives by Oxford, 2003)

Method (1)

Course: Junior English Composition and Conversation

Participants: 12 students (2 M & 10 F) (referred to as S1 to S12)

Spring 2009 activities: Choices of FJU LiveABC,

FJU Online Self Learning Center, or FJU Online self Learning Web

Blog entry every two weeks (Journal entry + self learning report)

FJU LiveABC (1)

FJU LiveABC (2)

CNN Resource in LiveABC

CNN Quizzes

FJU Online Self-Learning Center

FJU Online Self-Learning Web (1)

FJU Online Self-Learning Web (2)

Method (2)

LiveABC test taken on 3/3 Other assignments:

Job application portfolio Problem solving Research paper Explanation Cross-section conversation activities

Method (3)

Data collection: Questionnaire about Self learning (Fall 2008) Computer attitude scale Records on FJU LiveABC Records on FJU Online Self learning Web Blog entries Interview

Results: Questionnaire about self learning “I have been conducting self study on English

learning continuously.”Yes = 9; No = 3

“Do you think we English teachers should foster your learning autonomy in class?” Yes = 7; No = 5 Interested in topics related to the society, traveling,

music, health issues “I think teacher need not to enhance students’

motivations and abilities in learning autonomously through classes since whether or not to conduct the self-learning all lies on one’s own will. To be honest, if the student doesn’t have the intention to do any extra learning; it’s really hard to raise their motivation.” (S2)

Results: Computer attitude scale Learning computer above 4 years (9 people) Using computers:

> 10 hours/week (5 people); 6-10 hours/week (3 people); 1-5 hours/week (3 people)

Confidence in computer use: M= 3.18 ; SD= 1.02 Male is better in computer than female:

M=2.95 ; SD= 0.96 Learning through computer is less interesting:

M= 3.73 ; SD= 0.79 Value of learning via computer: M= 4.09 ; SD=1.14

Results: FJU LiveABC

5 students spent over 50 minutes on the activities 7 students’ record showed less than 5 minutes Unmatched record: If the students did not take the test in

the practice, the total time won’t be recorded This program will not work on browsers other than IE The majority tried “Learning English through CNN” and

Conversation via 3D simulation Before cross-section mock job interview, students accessed

“Introducing Yourself” “During an Interview -- Talking about Oneself” “How to Interrupt in a Meeting”

Results: FJU Online Self-Learning Center and Web FJU Online Self-Learning Center

2 people accessed the “reading” area FJU Online Self-Learning Web

No one gained points this area (data accessed 3/28/09)

Some students did browse and listen to the materials on it (“English for fun”)

Results: Blog entries & interviews (1) LiveABC was too easy:

As for the Live ABC, i went into a listening test but found out it was too easy for me and I went out.” (S9)

LiveABC was useful: “Recently, I just finished the section of all walks of life in Live

ABC self-learning website. It's more interesting than what I imagined before because there are some funny animations to teach conversations. The roles in animation even have the vivid expressions.” (S8)

“I especially like the CNN News, which covers extensive issues concerning our life. For example, I watched the news about how many kinds of chemicals might remain in human bodies, which provided me with a rough idea of the threats that certain chemicals could cause.” (S7)

Results: Blog entries & interviews (2) The Use of Self-Learning Center:

I also took some mocks by Online English Self-Learning Center for the preparation of my following TOEIC exam, but it seems that it is just a "try-out" since the resources are quite limited. But I like the English for Fun part introducing some famous clips with idiomatic expressions which I find it really interesting and useful. (S4)

Activity in the Self-Learning Web: Also, I took a course at English Self-learning Center website... Unit

1--"What is a Youth" (William Shakespeare--Romeo & Juliet ) …To me, this on-line course is much more attracted because there are p

oems with clear explanations and video with beautiful songs! Reading other classmates’ blog promoted one’s learning.

Discussion

Not very confident in using computer to learn Felt learning through computer is less interest

ing comparing to learning through human interaction

Better time management is needed Preferred visual and animated materials

Learning Style Preferences (1)

Inventory of Online Learning Styles by Shih & Liu (Liu, Shih, & Yeh, 2008; Shih, 2007)

15 factors Perceptual factors included:

text, visual, auditory, active

Learning Style Preferences (2)

Learning Styles

N= 372(different majors) N=101 (ENG major)

M SD M SD

Text 3.27 0.49 3.34 0.55

Visual 3.58 0.41 3.78 0.53

Auditory 3.55 0.41 3.78 0.59

Active 3.71 0.46 3.76 0.69

Learning Style Preferences (3) Paired t-test (N=372)

Learning Styles M SD t df p

Text-visual -.316 .64 -9.37 353 .000*

Text-auditory -.274 .61 -8.53 354 .000*

Text-active -.452 .62 -13.69 354 .000*

Visual-auditory .027 .49 1.07 354 .283

Visual-active -.142 .49 -5.46 354 .000*

Auditory-active -.170 .47 -6.73 354 .000*

*p<.05

Learning Style Preferences (4) Paired t-test (N=101 ENG majors)

Learning Styles M SD t df p

Text-visual -.44 .79 -5.53 96 .000*

Text-auditory -.44 .82 -5.26 96 .000*

Text-active -.43 .87 -4.96 96 .000*

Visual-auditory .005 .54 .093 98 .926

Visual-active .010 .75 .134 98 .893

Auditory-active .005 .71 .071 98 .944

*p<.05

Conclusion

Provide materials related to the cross-section activities

Offer challenging materials Offer materials supporting different perceptual

learning styles

References

Healey, D. (2007). Theory and research: Autonomy and language learning. In J. Egbert and E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues. Alexandria, VA: TESOL.

Liu, Y-C, Shih, Y-C. D., & Yeh, Z-W. (2008). A study of developing an online learning styles inventory. In T. W. Chan, G. Biswas, F. Chen, et al. (Eds.), Proceeding of ICCE 2008 the 16th International Conferences on Computers in Education (pp. 389-390). Asia-Pacific Society for Computers in Education. (NSC 95-2520-S-030-002-MY2)

Shih, Y-C. D. (2007). A study on college learners’ learning style preferences and online learning in different cultures. Midterm Report for National Science Council Grant (NSC 95-2520-S-030-002-MY2).

Oxford, R. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & Smith, R. C. (Eds.). Learner autonomy across cultures: Language education perspectives (pp. 75-91). New York: Palgrave Macmillan.