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Investigating English Literacy Practices In Residential Colleges Assoc.Prof Dr.Hazita Azman

Investigating English Literacy Practices In Residential Colleges Assoc.Prof Dr.Hazita Azman UKM-GUP-KRIB-6/2008 Research Workshop. ESZ Objectives To expose students of the significance of English language in their daily life in campus.

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Investigating English Literacy Practices In Residential Colleges Assoc.Prof Dr.Hazita Azman

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  1. Investigating English Literacy Practices In Residential Colleges Assoc.ProfDr.HazitaAzman UKM-GUP-KRIB-6/2008 Research Workshop

  2. ESZ Objectives • To expose students of the significance of English language in their • daily life in campus. • To boost the confidence level amongst students to converse in English • in all their activities at the residential colleges. • Source: • * KolejDato’ Onn

  3. To investigate the types of English literacy practices individuals engage in, their purposes and meaning in relation to the development of English language proficiency • To identify the types of literacy texts (genres) that are mostly used for these events and to determine their value in relation to the development of English language proficiency • To study the types and range of valuing placed on different types of literacy events/practices and purposes in the ESZ events in view of English language enhancement. • To find out the students’ view of the extent to which the ESZ project has impacted on their English literacy development and practices. Research Objectives

  4. Research design

  5. Research Milestone

  6. Semi structured focus group interviews • Participant observation • Artifact collection (literacy environment) • Student Profile (personal/family/education (literacy) background, self-assessment of English literacy, literacy events/practices and literacy environment at home/college/faculty/around campus/others, etc.) • Recorded Literacy events analysis (video/photos and oral/written accounts) • Assessment of English language and literacy competency Research methods: Data collection

  7. Research Site • Three colleges were chosen for this study: • KolejBurhanuddinHelmi* • KolejDato’ Onn • Kolej Hussein Onn • *30 respondents from KolejBurhanuddinHelmi were used for piloting • of the questionnaire. • 100 respondents from each colleges (2) and (3) for the actual study.

  8. The questionnaire designed has six sections: SectionA-Personal Background SectionB- Language Repertoire SectionC- Literacy Practices SectionD- English Speaking Zone (ESZ) SectionE- English Speaking Zone and Literacy Practices SectionF- Student’s views of ESZ

  9. Pilot study: Reliability and Validity of the questionnaire Section B Section C

  10. Section D Section E Section F

  11. Actual study: Number and gender of Respondents Total of the Respondents= 200 respondents Sec A

  12. Self perception: Students’ Language Repertoire I can speak in English Sec B

  13. Malaysian University English Test (MUET)

  14. 2. I can read in English Sec B

  15. 3. I can write in English Sec B

  16. Literacy Practices Types of English Language Practices that students most often engage in 1) * The most significant practices that the students have (Pre-ESZ) Sec C

  17. Types of English Language Practices that students sometimes engage in 2) Sec C

  18. English Language practices: • Most English language practices in real world are media-use related: e.g television, internet, games. • Reading is mainly for academic purposes. • Low frequency use of English for assignments. • Low frequency use of English for non-academic reading and writing events.

  19. About ESZ Attitudes and Awareness about English Speaking Zone 1) Sec D

  20. ESZ and English Literacy Practices 1) Reading Sec E

  21. After ESZ, I am now more proficient reader in English: Sec E

  22. ESZ and English Literacy Practices 2) Writing Sec E

  23. After ESZ, I am now a more proficient writer in English: Sec E

  24. ESZ and English Literacy Practices: • Generally students find that they engage in more variety of texts (reading) for specific purposes. • Generally students are required to write for different types of purposes. • While many are sure that they have improved in terms of frequency in use of English, many are still not sure if they have improved in terms of literacy proficiency.

  25. Students’ View of the English Speaking Zone • Language Skills that have improved due to ESZ in using English Sec F

  26. 2) For which purposes for using English do you think you have significantly improved in due to ESZ Sec F

  27. 3 ) Sec F

  28. Students’ View of ESZ in relation to English Language development: • Majority feel that ESZ have helped them feel comfortable in using English • Majority feel that most improved skill is speaking and the ESZ events have mainly built their confidence for social purposes. • However majority still need further boost of confidence and hope to be more proficient speakers who are fluent and more accurate (see next table)

  29. Aspects that the students feel they need further help in relation to English proficiency Sec F

  30. Feedback To Colleges: Analysis of ESZ activities carried out at residential colleges (KolejTun Hussein Onn)

  31. Kolej Dato’ Onn

  32. Guideline for ESZ activity design

  33. Sec F

  34. Challenges in carrying out study: • From JAKSA and College Staff: • Guarded Co-operation • Lack of value given to research effort • Nearly no participation from beyond the three colleges we approached. • Could the unanimous YES to ESZ be true to certain zones only???

  35. That’s all folks! Thank you for your kind attention

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