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UNIVERSITI TEKNOLOGI MALAYSIA

DECLARATION OF THESIS / UNDERGRADUATE PROJECT REPORT AND COPYRIGHT

Authors 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


9 (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
ii

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...


iv

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
x

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
xi

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
xii

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
xiii

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
xiv

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 todays 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
3

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

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