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NAME : FATIN FARHANA BT HAMAM

MATRIC NUMBER : TGB140028
CODE & COURSE TITLE : TXGX 6304 (LANGUAGE FOR SPECIFIC
PURPOSES)
DATE OF SUBMISSION : 9 OCTOBER 2014
LECTURERS NAME : DR. BALJIT KAUR
ASSIGNMENT TITLE : JOURNAL ARTICLE REVIEW



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JOURNAL ARTICLE REVIEW
Kavaliauskiene, G. (2012). English for Specific Purposes: E-Learning. ESP World, 34 (12).
Retrieved from http://esp-world.info/Articles_34/Issue_34.htm

1.0 OBJECTIVES / AIM OF THE RESEARCH
Kavaliauskiene (2012) conducted a study on the influence of e-learning between two
groups of students from different specializations. This research sought to examine students
attitude towards e-learning in the traditional English for Specific Purposes (ESP) classes thus
drawing conclusions about suitability of e-learning at the tertiary level. The study reveals that
students from the two groups responded differently towards online learning. The results agreed
with the prediction since considerable differences existed in personal interest. In addition, the
results also differ within the different groups of the same specialization. The results of this study
prove insight into the importance of recognizing students attitude in educational experiences via
online technology.

2.0 LITERATURE REVIEW
The term e-learning has broad concepts as it comprises of all forms of electronically
supported learning (Hockly & Clandfield, 2010). Online learning could refer to the learning out-
of-classroom or in-classroom using technology. There are four types of e-learning courses. First,
the course outlines face-to-face learning where 70% are to be done in the classroom with the
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online support. Second, blended learning course where 50% learning is in the classroom and
50% via online learning. Third, the course is mainly online with infrequent classroom meetings.
Lastly, the well-known distance learning.
The researcher focuses more on the blended learning as her previous study was regarding
blended learning in online listening. The practice of blended learning has proved to be beneficial
for improving students listening skills and improving professional vocabulary. Blended learning
is more relevant in the world of education (Sharma, 2010) as it integrate traditional learning with
web based online approaches and technologies.
Rapid development and opportunities in the Internet technology make possible the
practice of all language skills needed in learning and teaching of English. Few conditions were
outlined by Egbert et al (1999) in order to create a successful online teaching. Learners should
have the opportunities to interact and negotiate meaning as well as interact in the target language.
In addition, learners have to be intricate with the authentic tasks in a stress-free language
learning environment. Teachers also have to provide feedback to learners regarding their success
and achievement in learning.
According to Means et al (2009), most empirical studies of online learning focuses on the
comparison of online learning to a face-to-face condition and the degree of student learning
outcomes. Most participants in a study by Manca et al. chose face-to-face learning rather than
online activities. The factors of online approach resistance are mainly due to cultural and logistic
factors. On the other hand, reasons to opt for online are mainly due to personal interest and
motivation. A follow up research to examine the factors affecting students satisfaction with
flexible online learning suggested that students positive perceptions of technology lie in terms
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of ease of access and flexible online learning materials. They also prefer the autonomous and
innovative learning mode in online learning classes (Drennan, J. et al., 2005).

3.0 METHODOLOGY & THEORETICAL FRAMEWORK
The sample was nonrandom, including 75 full time 1
st
year students at Mykolas Romeris
University. Within the sample, 27 students (2 groups) study English for Law, while 48 students
(4 groups) study English for Law and Management. Students proficiency was B2 or C1
according to the Common European Framework of Reference for Languages. The design of the
ESP course was adjusted to the requirement for a Bachelor of Social Science degree as well as to
cater students needs in professional language. The instrument utilized includes a questionnaire
on students attitude to e-learning. The questionnaire consists of 7 statements. A Likert Scale was
then given to each statement ranging from 1 (strongly disagree) to 5 (strongly agree). This
produced an ordinal level data set.
The Software Package for Social Sciences (SPSS) was used to analyze the data for
differences between Law students and Law & Management groups. Statistical processing of the
findings by a means of SPSS included frequencies of responses, Cronbachs Alpha coefficients
of reliability, Standard Deviations of two samples of respondents, Kolmogorov-Smirnov test and
Pearsons correlation coefficients. The methods used to gather the data in this article were not
clearly explained as the instruments, development and the reliability of all stated tests were not
given.

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4.0 ANALYSIS AND FINDINGS
The researcher presented the findings using bar chart included negative responses
(strongly disagree and disagree) and positive responses (strongly agree and agree). The analysis
showed there were no significant differences between students of different specializations as well
as students of different groups within the same specialization.
Internal consistency reliability has been estimated by computing Cronbachs Alpha
coefficient. The computed values for the positive have been equal to .874 and .880 for the
negative responses. Therefore, the obtained results are reliable.
No linear relationship has been found for the positive responses between both samples by
using Kolmogorov-Smirnov test. However, a linear relationship for negative responses has been
found at the significance of .009 which indicates that the findings may be extended beyond the
examined limited number of respondents.

5.0 STRENGTHS
The natural generalizability for the study is fairly high because the respondents were
from similar background which is Law (English for Law and English for Law & Management).
Besides, English level proficiency was slightly similar for all respondents (B2 and C1). The
results and data are reliable as the researcher chose to obtain them by the means of SPSS. The
feature of SPSS is testable including comprehensive statistical for the analysis of quantitative
data (Punch, 2009).

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6.0 LIMITATIONS
The population was inadequate due to limited number of respondents. The power of the
study needs to be increased by obtaining a larger sample size. The researcher did not follow a
specific theoretical framework as methodology descriptions were unclear and too simple.
Approaches of conducting the ESP courses and procedures of collecting data were crucial, yet
were not expressed by the researcher. In addition, only questionnaire with 7 statements were
used as an instrument in this study. Additional statements of questionnaire could have helped
reduce internal validity in the study. With additional information, the researcher may have been
able to analyze the result in details and more specific. In summary, it has to be admitted that this
research is still far from being conclusive. Further studies must be undertaken which will better
measure students attitude towards e-learning.









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REFERENCES
Drennan, J., Kennedy, J., & Pisarski, A. (2005). A Factor Affecting Student Attitudes Toward
Flexible Online Learning in Management Education. Journal of Educational Research, 98
(6), 331-338.
Egbert, J., Chao, C., & Hanson-Smith, E. (1999). Computer-Enhanced Language Learning
Environments: An Overview. In CALL Environments. VA: TESOL.
Hockly, N., & Clandfield, L. (2010). Teaching Online: Tools and Techniques, Options and
Opportunities. Delta Publishing.
Kavaliauskiene, G. (2012). English for Specific Purposes: E-Learning. ESP World, 34 (12).
Retrieved from http://esp-world.info/Articles_34/Issue_34.htm
Manca, S., Persico, D., & Sarti, L. On Students Teachers Attitude Towards Online Learning.
Retrieved from http://www.actapress.com
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-
Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning
Studies. Retrieved from http://repository.alt.ac.uk/629
Punch, K.F. (2009). Introduction to Research Methods in Education. London: Sage.
Sharma, P. (2010). Blended Learning. ELT Journal, 64 (4), 456-458.