PSZ 19:16(Pind.1/07) UNIVERSITI TEKNOLOGI MALAYSIA

DECLARATION OF THESIS / UNDERGRADUATE PROJECT REPORT AND COPYRIGHT

Author’s full name : NURUL NADIA BINTI HARON Date of Birth : 13 MAY 1987 Title : STUDENTS’ PERCEPTIONS OF E-LEARNING AS A PLATFORM FOR ESL

LEARNING Academic Session : 2010-2011

I declare that this thesis is classified as:

CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the organization where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access (full text)

I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:

1. The thesis is the property of Universiti Teknologi Malaysia

2. The Library of Universiti Teknologi Malaysia has the right to make copies for the

purpose of research only.

3. The Library has the right to make copies of the thesis for academic exchange.

Certified by: SIGNATURE SIGNATURE OF SUPERVISOR

870513-01-5574 MADAM YASMIN BINTI HANAFI ZAID (NEW IC NO/PASSPORT) NAME OF SUPERVISOR

Date: 13 May 2011 Date: 13 May 2011

NOTES: * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter from the organization with period and reasons for confidentiality or restriction.

“I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of “Bachelor of Science with Education (TESL)”

Signature : ………………………….........

Name of Supervisor : Madam Yasmin binti Hanafi Zaid

Date : 13 May 2011

STUDENTS’ PERCEPTIONS OF E-LEARNING AS A PLATFORM FOR ESL

LEARNING

NURUL NADIA BINTI HARON

A report submitted in partial fulfilment of the

requirements for the award of the degree of

Bachelor of Science with Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

MAY 2011

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I declare that this thesis entitled “STUDENTS’ PERCEPTIONS OF E-LEARNING AS

A PLATFORM FOR ESL LEARNING” is the result of my own research except as

cited in the references. The thesis has not been accepted for any degree and is not

concurrently submitted in candidature of any other degree.

Signature : ....................................................

Name : Nurul Nadia binti Haron

Date : 13 May 2011

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To my parents, for everything you have given me...

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ACKNOWLEDGEMENT

Infinite praises to Allah and with His blessing, I was able to complete this

research as a fulfillment of the Bachelor of Science with Education (TESL) degree.

My deepest appreciation goes to Madam Yasmin binti Hanafi Zaid whom I

really respect for becoming my supervisor for this final year project as well as for

being so ready in guiding me through this research. Your insights have helped a lot.

At the same time, I am very thankful to the staffs of the Faculty of Education

for the patience in providing me data for my research.

I would also like to express my thanks to all my friends who have supported

me, helping me directly in the progress of this research and constantly providing me

with moral support all along. I am really grateful to have you by my side all these

while. Without them, I would not have been able to complete this report on time.

Last but not least, my greatest appreciation to everyone who has been

involved in this research even by coincidence. May Allah bless all of you.

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ABSTRACT

Nowadays, the development of online learning is advancing, parallel to the growth of technology in education. The usage of Course Management System (CMS), or more known as E-learning in UTM, is not new anymore in Malaysia. Therefore, this research was conducted to find out the perceptions of the final year students of Faculty of Education on the usage of E-learning in UTM to promote English language learning. Eventhough it is beneficial to the students, some of the students still do not utilise the E-learning as their platform to learn English. The research was conducted by distributing questionnaires to 140 final year students of Faculty of Education, UTM. The questionnaire comprised of three main parts including background information of the respondents, perception of the respondents on E-learning and also their comments on the usage of E-learning. The items in the questionnaire used the four-Likert Scale and data was analysed using the SPSS software. A descriptive analysis of frequency, percentage and mean were used for every item in the questionnaire. In general, the result of the study shows that the usage of E-learning can help the students to enhance their English language skills. However, the current applications and activities might not be sufficient to help low proficiency students to acquire the language. The students suggested the E-learning to be made more interactive and that English is to be made mandatory as medium of communication if they want to expand the role of E-learning in UTM.

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ABSTRAK

Dewasa ini, perkembangan pembelajaran secara dalam talian begitu pesat selaras dengan kemajuan teknologi dalam bidang pendidikan. Penggunaan Sistem Pengurusan Kursus (CMS), atau lebih dikenali sebagai E-learning di UTM, bukanlah satu perkara baru di Malaysia. Justeru, kajian ini dijalankan bagi mengetahui persepsi pelajar tahun akhir Fakulti Pendidikan terhadap penggunaan E-learning di UTM untuk menggalakkan pembelajaran Bahasa Inggeris. Walaupun ianya bermanfaat kepada para pelajar, masih ramai lagi pelajar yang tidak menggunaan E-learning sebagai platform untuk mempelajari Bahasa Inggeris. Kajian ini dijalankan dengan mengedarkan borang soal selidik kepada 140 pelajar tahun akhir Fakulti Pendidikan, UTM. Borang soal selidik tersebut mengandungi tiga bahagian utama termasuklah maklumat latar belakang responden, pandangan responden terhadap E-learning dan juga ulasan-ulasan mereka tentang penggunaan E-learning. Item-item di dalam soal selidik itu menggunakan skala 4-Likert dan data telah dianalisis menggunakan perisian perisian SPSS. Analisis deskriptif frekuensi, peratusan dan min digunakan untuk setiap item dalam borang soal selidik. Secara amnya, hasil kajian menunjukkan bahawa penggunaan E-learning dapat membantu pelajar dalam meningkatkan kemahiran Bahasa Inggeris mereka. Namun, aplikasi dan aktiviti yang sedia ada mungkin masih tidak mencukupi untuk membantu pelajar-pelajar lemah untuk menguasai Bahasa Inggeris. Mereka mencadangan supaya E-learning dijadikan lebih interaktif dan penggunaan Bahasa Inggeris perlu diwajibkan sebagai bahasa pengantar sekiranya ingin memperluaskan lagi peranan E-learning UTM.

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TABLE OF CONTENTS

 

ACKNOWLEDGEMENT iv 

ABSTRACT v 

ABSTRAK vi 

TABLE OF CONTENTS vii 

LIST OF TABLES xi 

LIST OF FIGURES xii 

LIST OF ABBREVIATIONS xiii 

LIST OF APPENDICES xiv 

1  INTRODUCTION 1 

1.1  Background of the Study 1 

1.2  Statement of the Problem 3 

1.3  Objectives of the Study 4 

1.4  Research Questions 5 

1.5  Significance of the Study 5 

1.6  Scope of the Study 6 

1.7  Limitations of the Study 6 

1.8  Definition of Terminologies 7 

1.9  Summary 9 

2  LITERATURE REVIEW 10 

2.1  Foundations of Educational Theories 10 

2.2  Traditional Versus Modern Pedagogies 12 

2.3  The Changing Nature of Learning 13 

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2.4  The Rapid Growth of Information Technology 14 

2.5  Technology and Language Learning 17 

2.6  Fundamental Principles for E-learning 18 

2.7  E-learning in UTM 19 

2.8  Benefits of E-learning 21 

2.9  Factors Influencing the Usage of E-learning 23 

2.10  Previous Researches 25 

2.10.1  The Faculty of Education Students’ Perception on 25

E-learning  

2.10.2  Trainees’ Perception on E-learn: A Malaysian-based 25

ESL Web Site  

2.10.3  Factors Influencing Students’ Use of a Learning 25

Management System Portal: Perspective from Higher

Education Students  

2.10.4  A Critical Review on e-Learning Limitations 26 

2.11  Summary 26 

3  RESEARCH METHODOLOGY 27 

3.1  Research Design 27 

3.2  Research Instruments 28 

3.3  Respondents of the Study 29 

3.4  Research Procedure 30 

3.5  Data Analysis 30 

3.6  Summary 31 

4  FINDINGS AND DISCUSSION 32 

4.1  Background Information of the Respondents 33 

4.1.1  Courses 33 

4.1.2  MUET Results 33 

4.1.3  Parents’ Educational Background 33 

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4.1.4  Language Used At Home 33 

4.1.5  Discussion 34 

4.2  Perceptions on E-learning 35 

4.2.1  The Benefits of E-learning 35 

4.2.2  The Usage of E-learning by the Students to Improve 39

Their English Language Skills  

4.2.3  E-Learning Help Students in Understanding English 41

Language  

4.2.4  Factors Influencing the Usage of E-learning 44 

4.3  Comments on the Usage of E-learning 47 

4.3.1  E-learning Improves Students’ Skills in Learning English 47 

4.3.2  The Students’ Favourite Tools on E-learning and The 50

Effectiveness of the Tools in the Students’ English

Learning  

4.3.3  Students’ Suggestion to Improve E-Learning and 52

Making It a Platform for Language Learning  

4.4  Summary of the Findings 53 

5  CONCLUSION AND RECOMMENDATIONS 56 

5.1  Overview of the Study 56 

5.2  Review of the Findings 57 

5.3  Limitation of the Research 58 

5.4  Recommendations 58 

5.4.1  Recommendations Based on the Findings 58 

5.4.2  Recommendations for Further Research 59 

5.5  Conclusion 59 

REFERENCES 61 

A  QUESTIONNAIRE SET 65 

B  TABLE FOR DETERMINING SAMPLE SIZE FROM A 70

GIVEN POPULATION  

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C  BILANGAN PELAJAR TAHUN AKHIR FAKULTI 71

PENDIDIKAN MENGIKUT KURSUS SESI 2010/2011  

D  RESPONDENTS ACCORDING TO COURSES 72 

E  MUET RESULTS OF THE RESPONDENTS 73 

F  PARENTS’ EDUCATIONAL BACKGROUND 74 

G  LANGUAGE USE AT HOME 75 

H  STUDENTS’ PERCEPTIONS ON E-LEARNING 76 

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LIST OF TABLES

TABLE NO. TITLE PAGE

Table 2-1 A Theory for E-learning (Nichols, 2003) 18 

Table 4-1 The Benefits of E-learning as Perceived by the Students 35 

Table 4-2 Students’ Perception on E-Learning in ELL 41 

Table 4-3 Factors Influencing the Usage of E-Learning 44 

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LIST OF FIGURES

FIGURE NO. TITLE PAGE

Figure 2-1 Online Learning Model (Anderson, 2008) 14 

Figure 2-2 UTM E-Learning in 2010 21 

Figure 4-1 Students Who Use E-Learning to Improve Their Language Skills 39 

Figure 4-2 Online Communication to Improve Students Skills in Learning English 47 

Figure 4-3 The Students’ Favourite Tools on E-Learning 50 

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LIST OF ABBREVIATIONS

CAI - Computer-Aided Instruction

CBI - Computer-Based Instruction

CMC - Computer Mediated Communication

CMS - Course Management Systems

ELL - English Language Learning

ESL - English as a Second Language

ICT - Information Communications Technology

IHL - Institution for Higher Learning

IT - Information Technology

LMS - Learning Management System

MUET - Malaysian University English Test

SLA - Second Language Acquisition

SPH - Living Skills Course

SPI - Islamic Studies Course

SPL - Teaching English as a Second Language Course

TESL - Teaching English as a Second Language

UCSI - University College Sedaya International

UKM - Universiti Kebangsaan Malaysia

UNITAR - Universiti Tun Abdul Razak

UTM - Universiti Teknologi Malaysia

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LIST OF APPENDICES

APPENDIX TITLE PAGE

A Questionnaire Set 65 

B Table for Determining Sample Size From A Given Population 70 

C Final Year Students Of Faculty Of Education According To Courses 71

D Respondents According To Courses 72

E MUET Results of the Respondents 73

F Parents' Educational Background 74

G Language Use at Home 75

H Students' Perceptions on E-learning 76

CHAPTER 1

1 INTRODUCTION

The technology in Malaysia is developing very rapidly. The government is

promoting the use of technology in education to nurture human capitals that are well-

equipped with knowledge in Information Communications Technology (ICT) to

prepare the youth to compete internationally. This is due to the importance of

technology to strive for growth in economic and social status for the country (Raja

Hussain, 2004). Therefore, technology and education are closely related in many

aspects. Online education can contribute to a refined learning environment and at the

same time, foster the language and communication. In fact, ICT has become an

important part in developing E-learning. Many higher institutions in Malaysia are

offering education through E-learning as it can promote the effectiveness in learning

because the communication process is flexible in terms of time management.

1.1 Background of the Study

There are innumerable ways to relate technology with education (Kenning,

2007). Online learning which consists of web-based learning, online journals and

educational movies are all associated to the technology in education. With only a few

keystrokes, students are able to explore the world of wisdom and obtain various

resources related to what they are seeking. There should be no excuse for not being

able to discover the world because the information is “at the tip of their fingers”.

Nowadays, there are many pedagogic approaches that implement technology in

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educating the students. Some of the examples are project-based, web-based and

online-based learning. All of these approaches are either student-centred, where the

students have to do self-access learning, or teacher-centred, where the teacher plays

the role in giving the knowledge. As for the approach of online-based learning, the

teacher only acts as an instructor of the language subject by guiding the students to

look for information on the Internet. Hence, the teacher will not become the main

source of knowledge anymore because the role is being replaced with the

instructional technology. Students do not have to depend much on their teacher

anymore since they can look for any information by browsing through the Internet in

a split second. There will be no traditional approach in the future as we are moving

towards the innovation of instructional technology approach. Most of the learning

tasks will be completed by using the help of the technology. This can be proven by

looking at today’s situation where many schools are having their own website in

order to share information with the students faster.

The learning environment also affects the development of new knowledge.

This includes the physical facilities, psychological atmosphere, instructional

technology and methods of teaching. We could say that in these days, the

instructional technology is providing the teacher with the tools to engage the students

in learning. The availability of new technologies has led to flexible learning in

Malaysia. Flexible learning, or also known as distance learning, is the learning

process where the students can easily access information related to their field of

study at anytime and anywhere they like. An example of instructional technology

that can be related to flexible learning is the E-learning. Many higher institutions

have planned for an E-learning website to meet the demands of the higher education

in this technology era. According to Raja Hussain (2004), starting from the year

2000, 11 public universities, 4 university colleges, 18 private universities and over

600 private colleges in Malaysia have been using E-learning.

Along with this, the E-learning is becoming a trend in the higher institutions

as an alternative approach to the traditional classroom method. All course contents,

communication and support given to the students are online-based. It is a way to

overcome physical distance and bring people closer together by carrying out the

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projects in a collaborative manner even when having different time constraints. In

short, the information can be accessed anytime and anywhere in the world because it

is connected using Internet. Thus, it will attract new applicants to enrol to their

institutions.

1.2 Statement of the Problem

Utilising technology can generate many benefits for people especially in

online learning which has become a trend in Malaysia. Yet, people are still finding it

unusual for the teaching process compared to the conventional classroom teaching.

E-learning is about students’ learning. By using online learning, both students and

teachers will get equal opportunity to hone their skills. For example, in Malaysia

there are many higher institutions that promote long-distance education such as

UNITAR (which is well-known as the first virtual university in Malaysia),

Multimedia University and Open University Malaysia (Raja Hussain, 2004). Thus,

online learning is a convenient way for the institutions to attract new students who

may be from various places around Malaysia and have their own schedule for their

study.

In fact, E-learning is the most well-known system in Malaysia and is part of

the online learning process. Besides that, it functions as an add-on to the present

face-to-face delivery mode. Raja Hussain (2004) reported that the E-learning system

was established in the year 2000 for a few higher institutions but currently has spread

widely because of the development of science and technology in Malaysia.

Moreover, it is very convenient for self-access learning and is a very useful organizer

as there are many courses taken by each student.

Not only that, communication in the web-based instructional design

encourages users to use English because web designer also use English as the

medium to deliver its content. As Garrison and Anderson (2003) rationalised, a good

example of a communication tool is in the form of discussion board that employs

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textual and graphics channel which leads to the practice of language and towards the

end, the students will be able to learn the language naturally. Consequently, the

students should grab this opportunity to use E-learning as a platform for them in

improving their English language.

However, not many people are maximizing the usage of the online learning

eventhough the information technology in Malaysia has spread widely. It is not easy

to create public awareness regarding this issue.

In UTM, E-learning is used for teaching and learning purposes in which

lecturers use this system to share notes and current information regarding the

subjects with the students. The Faculty of Education is one of the faculties in UTM

that encourages the use of E-learning for teaching and learning. As the mission of

this faculty is to develop human resources in science and technology through quality

and innovative education and professional courses for educators and trainees (pre-

service teacher), the usage of E-learning should be compulsory for all students of the

faculty.

Nonetheless, from observation, some of the students still do not completely

utilise the E-learning as a platform to learn English language. Furthermore, students

of some courses in the Faculty of Education do not seemed to be involved much in

the E-learning itself due to many factors. Therefore, this research was conducted to

find out the students’ perceptions on the usage of E-learning in UTM to promote

English language learning.

1.3 Objectives of the Study

The main focus of this study is to find out the students’ perceptions of E-

learning as an aid for them to learn English language. There are five objectives

related to this study:

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i. To investigate the benefits of E-learning as perceived by the

students.

ii. To find out the percentage of students who use E-learning to

improve their English language skills.

iii. To determine the students’ perception of E-learning as an aid

in understanding English language.

iv. To find out the factors influencing their usage of E-learning.

v. To identify students’ favourite activities on E-learning.

1.4 Research Questions

Based on the objectives of the study stated above, five research questions

were developed:

i. What are the benefits of E-learning as perceived by the

students?

ii. What is the percentage of students who use E-learning to

improve their English language skills?

iii. What are the students’ perceptions of E-learning as an aiding

understanding English language?

iv. What are the factors influencing their usage of E-learning?

v. What are the students’ favourite activities on E-learning?

1.5 Significance of the Study

This study was carried out to create awareness among students regarding the

importance of using English on E-learning for their language learning. The result of

the study will hopefully provide and strengthen the evidence that the usage of E-

learning does promote English learning. Therefore, the findings is hoped to help