Reflect, reflect, reflect…

I was reading the central page of my copy of the New Straits Times when i stumbled upon a very interesting yet critically evaluated column with regard to the move by the government to switch the teaching of Science and Mathematics from English to Malay.

The question lies; how far and to what extend does the effectiveness of this move would eventually benefit the young generation? Are the in-class students for a show simply because the  national policy can be changed over time and that they are sample of a never -ending experiment? Looking back, no one can deny the command of English of our forefathers. From simple and casual phrases to long and complicated sentences, you name it, they are the guru. They can even teach you literature without even had to sit in formal classroom like most of the students nowadays.

 The secret? The contextually defined approach of the olden days whereby English was made the medium of instruction somewhat ‘forced’ them to be confident English communicators and that most of the teachings in school were done in English. Thus, what makes it so feasible for the newbies to have such ‘exclusive’ exclusion? Neither it is a question of being less nationalistic to the country nor eroding the sovereignty of the nation, but using English in learning Math and Science will be beneficial in the long run.

 I came across a friend of mine who was 30 years old who couldnt spell the word- mangosteen. what? It’s like, where have you been, dude? This is one of the major problems of most Malaysians. Not to mention their reluctance in speaking English, but it appears that there seems that there is a hidden behaviorally influenced attitude that hinder most of Malaysians. Is it the fear? the fear to be laughed at when wrong phrases are uttered? or the initial parental influence? taking most of the examples around, only one in 5 persons can utter grammatically accurate sentences, suggesting that Malaysia is in a great state of having English language-challenged individuals. Now this is the problems we are talking about- english language development during early childhood; which should be promoted from one family to another.

 How about using the olden days’ style- the drill and practice? Let the children know basic words, phrases, and sentences. Then arouse their interests with books that they like provided that they are written in English and let them mingle around with english-speaking kids. In this way, children are exposed to a vast array of sentences and utterances and let them imitate. Just before they enter primary schools, enrol them in an english-speaking kindergarten. Here, individual and social roles are further heightened- not to mention, an increase in the command of English. Finally, after a strong basic foundation of the command of English is built, they are confident enough to step in the schools.

 Wait, i have almost forgotten, another vital stakeholder- teachers. Recently there have been a number of cases reported whereby teachers arent competent enough to teach. Because some of the children are a little ‘advanced’ as to speak, some of the teachers feel that there is no point to teach further and the worse part is, some would promote ’self-tuition classes’.Im not sure how far this is true, but teachers, personally, need to re-look at their teaching methodology to attract students. They need to know how distracted the kids are when they are not interested in the lessons and that a good ice-breaker needs to be introduced.

 For the next 10 to 15 years, lets keep our fingers crossed to foresee whether or not the recent move to switch back schools’ medium of instruction in teaching Math and Science in English will be effective and provides for encouraging responses from higher institutions and employers.

 

Unravel self-experience and self ICT-related skills in a 30-minute online assessment test

The procedure. The questions. Then the inquiring mind after perplexing Malay vocabulary of ICT. These were some of the aspects that the Group 4 students of SKBP 1023 were tested for in Uji ICT during the course tutorials today. I was under the impression that the main objective of the test was to see whether the students and I understand the use of ICT in relation to the courses we have attended for the programme (English language Studies); however, to my surprise, I could see more and more questions asking on parts of the computer, like hardware, software which are inclusive of monitor, mouse, printer, scanner, CD ROM and others.

 ’I'm dead’ I said. But a thought quickly raced later in my mind. Okay, ’how about enjoying this test rather than complaining about it? My understanding of ICT components are so little, as I had the problems of identifying the various parts in-depth. This problem may have probably stemmed from my lack of awareness during my times when classes on computer were first held back in 2000 in my eighth grade. To relate this to the experience of sitting for the test, I started answering with thoughts like, ‘What does this term mean in English?’. And to some extent there were even instances where two Malay ICT terms are not used interchangeably. It is like I observed ‘cakera liut’ at one time and ‘disket’ in another. The more questions were asked the more high likelihood of me to have been under serious confusion. I ended the test with a super shock feeling when I scored the following:

Your #Attempts	: 1
Total Class #Attempts	: 374
Your Quiz Score	: 25/30
Your Highest Score Ever	: 25
Note: This may not be your final marks. Due to some of the subjective and semi-objective questions (short essay and fill in the blank).

 

Well that was just about the experience, but personally I found the test is somehow encouraging though. Firstly, it appears to motivate one to have fully grasp on the components of a basic computer, thus creating deep awareness on the understanding itself. Questions like ‘ The following are some examples of software, EXCEPT’…, ‘In order to put images in a word-processing document, the following step is relevant…‘, and ‘The right person to refer to with regard to the information management in a company is…’. Put it simply, one can anticipate brain-cracking questions designated to trigger answers on the uses and applications of ICT. Second, I would rather say that the test was formatted in a such user-friendly way; that one can leave the questions if he or she is unable to complete it and return to that later (which is very easy and prompt!), and that the result is displayed in detail (looks at the total score and some proceeding instructions following it). Third is because the test is facilitated by our course coordinator- Assoc. Prof. Datin Dr Norizan Abd Razak, meaning that the students won’t be allowed to receive clues or answers from peers, or browsing through application software like Ms Word or Ms Excel to seek for answers.

 

On the other hand, I could find some discouraging elements or some de-motivating factors of one to attend to this test. Why? Simply because there are lists of procedures before finally getting through to the test alone. It’s like moving up a ladder slowly step-by-step thus consuming a lot of time. This could be a hindrance to the students who are yet to be a know-how ICT savvy. Next, is the way of reviewing the answers. Personally, there is an absent of a link for the test takers to see which questions were done wrongly, and this in turn could not provide additional information about the aspects that the examinee should improve on. From the experience itself, I did not even manage to look at which aspects I am weak at. Am I weak at Excel, Word or the hardware and software? Third is the probability of the test-candidate to cheat while completing the test at home. There are no security features added, except that only the SMPWEB password was asked. But is there really a fix to a problem in, ‘If I were a new test taker and needed to do it for some professional or educational requirements, wouldn’t I be able to ask my brother who is majoring in Computer Programming to complete the test, just by giving the password?’In effect, such tiny security features can pose a major problem to self-honesty. Not only do security features are pivotal in ensuring the validity of the test findings, but also the background design of the test was mundane and drab. The online test takers were presented with a white colored background, with no related ICT visuals and pictures as the background. Pictures, which are nonverbal cues to support verbal language, are centrally fundamental as they reinforce the motivation of one to complete the test. Some pictures of hardware components, tiny wires connected to a CPU or even a mouse ca n help. Another important aspect in which the test could be re-designed is on borrowings. As I have stressed above, there seems to be unclear ICT terms in which they are not used interchangeably and could leave a test taker to quit the test. A number of samples of terms which were not seen used synonymously are, ‘cakera liut and disket‘, ‘word-processing and pemprosesan word’, and ‘tetikus and mouse’. In return, if no emphasis on borrowings are not made heightened, it could result in the test takers querying over the medium of instruction in which the test is written.

 

Today’s tutorial marks the last tutorial with our course coordinator, (of whom I shall refer to as Datin here), and the Group 4 students of this course. Fortunately, much have been learnt, ‘digested’ and reflected by the students, including myself. I can no longer be included in the technological-adverse group as I am now aware of the uses and applications of ICT in most of future workplacement. As a Kementerian Pelajaran Tinggi Malaysia scholar, the course ( Language and ICT) has much contributed to my awareness or shall I say, has opened my eyes, to the use of ICT in developing extensive English language studies to the rest of Malaysians. Blogging, the critical uses of emails, smses and chattings can be used as a medium in which components of English language can be imparted on. I owe many thanks to Datin and my friends who have helped a lot in giving me ideas on how to blog, how to put attractions in it (video clips, blogroll and calendar) for my pre- knowledge of ICT was insufficient to relate that to the applications of ICT to English, as a whole. I regard highly the openness of Datin and the ways how the course is approached.

 

Except in that, I do believe in putting another critical assignment. My suggestion is regarding the project paper that the students need to do in their upcoming respective third year. Consider having 3 blog-postings, and the rest of the week will be spent on formulating a possible research question needed for the project paper that has someting about English and ICT in it. Not only will the students be reflecting on the uses of the course deeply, but this implementation shall enable learners to realize that some parts of the course itself can be used as variables in their researches later on. The introduction to the application of Concordance is beneficiary as well.  I now realize that there is a software programme to track the uses of English used in previous essay-writing back in 2003-2006.

 

 Having said about the advantageous, without doubt, the course (Language and ICT) is rated at 8 out of 10 scores. To complement this gratitude further, I would like to congratulate the first-year students of both ELS and ELit, who have (eventually) went through good and pain memories striving to produce the best in attending the courses.

 

And of course, blogging continues.

 

Computer- assisted Language Testing: How it is justifiable in measuring the English language capability among newly appointed academic staffs.

How far have I, or shall I say the students of Language and ICT at the School of Language and Linguistics Studies or commonly referred to SoLLS, been sitting and learning to master English language? Most of the answers may range from 12 to 15 of formal education years, excluding the early childhood parental-schooling. As the time passes by, one may or may not know how his or her English is rated at, as they will soon begin to enter to the working arena, be it in business, journalism, governmental or the English language-related fields, and the situation could be more demanding as one may also be dictated to perform wholeheartedly on their level of English communicative skills. But is there really a measure to evaluate the degree at which their English language commands stand?

Recent development has witnessed Malaysia striving to be among other highly competitive nations and the higher education field is no exception. Malaysian academicians are now expected to be able to master English. Thus, the notion of having an online English proficiency test for new employees in Universiti Kebangsaan Malaysia or generally known as UKM, is seen widely commended. It seems that there is a need to test for the English language ability and linguistic knowledge of the staffs employed into UKM, parallel with the main aim of having the courses and tutorials conducted in English language by 2005, so as to maintain programmes be recognized globally. According to Norizan et al. (2006), the test is to function as the guide and as a placement notification, apart from making the short online exam an instrument for the language component.

The test is designated to be made easily accessible, at the least apprehension level, and is promptly done, easily managed, evaluated and interpreted. It then uses Learning Care as a web-based system. Among components of the English language investigated are the general English grammar and vocabulary, domain language utilization and language control. 10- item cloze-type passages within ten minutes of completion is the additional format of the test conducted. Design of the investigation is analyzed by the summary and details on the number of user attempts, total test takers attempt, user average score, class average score, the highest score ever and overall high score can be retrieved. The results will also indicate the general proficiency and that the profiles be kept in an online database.

After a survey was conducted and results were tabulated, the findings showed were disappointing, as there were only 59 endeavors by 22 lecturers and that from the investigation alone, it was only perceived as targeting at the test familiarization. Therefore, it is suggestive that the short online examination be conducted in a controlled environment within a short timescale and be made opened to the UKM working community as a whole.

Furthermore, based from another text with reference to the online proficiency test, there are some advantageous and limitations in line with the online language proficiency assessment. Some of the benefits gained from completing the test include the ability of the research to indicate the general ability of the examinee (Bock, Mislevy 1982), and minimum level of frustration than the traditional pen-and-paper test as employees is tested upon their own abilities. Contrariwise, the test may pose some plights; the reliability of the computer (whether it is in order or vice versa) and potential anxiousness among the testers while using the computer (Henning 1991).

Personal View on the Self-Online English Proficiency Test

Components in the International English Language Testing System or generally accepted as IELTS, can be made as a point of reference with regard to measuring one’s ability in grasping English language as a whole. Reading and writing components, for instance, can be made online tested as well. Whilst the test is given a specific timeframe, the examinee can work on its own and produce best written publication or correct answers. Put it simply, the test with IELTS scoring and format could show the candidate’s initiatives, critical evaluations, and deadline-meeting. In effect, the test with an IELTS format will reflect global standardization and thus, the seriousness of the candidates in sitting for the test.

References

Bock, R. D., Mislevy, R. J. 1982. Adaptive EAP estimation of ability in a microcomputer environment. Applied Psychological Measurement. 6: 431-444.

Henning, G. 1991. Validating an item bank in a computer-assisted or computer adaptive test. In P. Dunkel (Ed.), Computer-assisted language learning and testing. Research Issues and Practice. New York: Newbury House

 Muhammad Kamarul Kabilan, Norizan Abdul Razak, Mohamed Amin Embi. 2006. Online Language Proficiency Assessment. Online Teaching and Learning in ELT. Pulau Pinang: Penerbit Universiti Sains Malaysia

Silye, M. F., Wiwczaroski T. B. A Critical Review of Selected CALT Instrument.

 

The Applications of ICT and Language Learning

Communication that takes place among students and teachers could precipitate in the need for a much systematic and learning instrument enablement in-class or long after the school rings its bell. These instruments do not only focus on individual, but its advantageous in the long run is feasible and they could refer to the Information Communication Technology which assist the language learning environment as a whole. Basing on the above-mentioned reasons, it is anticipated that an upsurge mainstream of researches conducted in the sea of the fields exists, and the following researches from Blackwell Publishing Group, Ebscohost, and Language Learning & Technology Journal track these segments in which ICT and language learning are incorporated and interconnected. 

How can ICT contribute to the learning of foreign languages by pupils with SEN 

The first is an article from Blackwell Publishing Group published by Lynne Meiring and Nigel Norman entitled, ‘How can ICT contribute to the learning of foreign languages by pupils with SEN (Special Education Needs). The research seeks to analyse the initiatives by schools and teachers to cater for the needs of a wide range of pupils previously denied an experience of foreign languages. In addition, the article looks at the contribution of that one such facility, i.e. information and Communication Technology, can make towards removing the barriers to learning, especially when the talk center in inaccessible curricular area. Not only that, Meiring and Norman (2005) noted that the generic capability of ICT can enhance and enable learning of pupils with SEN.

  Then Blamires (1999) drew a distinction between technology for enablement and the other for access. For some pupils in mainstream, ICT embraces their learning tool of enablement. He further declared that three froms of access; physical;cognitive and supportive exist. The Physical access is then divided into two; software and hardware. On the one hand, the software includes text to speech, talking websites, coordination and motor skills and writing support, multilingual spellchecker, dictionary and thesaurus, overlay keyboard, multimedia and reading support magnification. Whilst hardware encompasses fine motor skills, manual dexterity problems, physical impairment, switches and joysticks.  Supportive access means hardware provide opportunities to support learning, especially with ‘drag and drop’.  Third barrier is with regard to cognitive development. The use of ICT in support of language learning means a sharper concentration on learning. Hardy (2000) suggests that ICT has a fundamental role in developing thinking, problem-solving, and communication skills. In this, ICT helps to represent connections, seeing abstractions and connections in concrete physical terms. By using animated static illustrations on the same screen, the concepts of past and present tense can be made accessible by the power of visual impact to pupils who struggle with conceptual understanding. Then, skills of organization and categorization, thought webs and visual mapping, linking of foreign text and visual can be developed through software.  

The use of ICT in language learning enablement to SEN is eight-pronged. First, with reference to speed and automation, a reading element could be supported through interactive listening (visuals or keyboard/mouse contact), additional graphics, the needs of the pupils are fulfilled with the print and background color through ‘drag and drop’. Further progression within this unit might involve pupils writing a short paragraph introducing themselves (name, age, etc.). the facilities of ICT, including pre-pared word-banks, drop-down menus, and writing frames, would significantly assist the pupil to complete the task within a reasonable timeframe.  In terms of ICT capability, the outcome has significant presentational advantages that raise the self-esteem of the pupil, and the tasks make few demands on ICT skills.

Second, the use of ICT in enabling language learning to SEN is with regard to capacity and range. ICT has the capacity to broaden horizons by providing authenticity and realism. The internet, teacher-generated databases and multimedia CD-ROMs all contribute to creating a genuined and motivating platform for learning. Not only speed, automation, capacity and range support the learning, but also ICT can develop provisionality. The computer enables interaction on a one-to-one basis. It can enable pupils to experient in their learning and appreciate its changing and developing nature in all four skill areas, a simple matching activity can assist in the embedding of vocabulary, and can enable learners to work correspondences through constant trial and error. In writing, pupils can draft, redraft,use spelling and grammar checks.

A fourth use of ICT is the interactivity. The central feature of interaction with the computer is the immediacy of non-threatening feedback, and it is this aspect that is the primary focus of this section. In the case of pupils with SEN, it is important that the feedback is both non-threatening (lack of self confidence) and immediate (many present with only short-term recall). The computer provides non judgemental feedback, allowing one to choose for a response, gain immediate feedback and amend the response accordingly. In such a supported environment, the computer benefits the students by stimulating CD-ROMs facility, to stimulate real-life activity, allow interation to influence development and outcome of a series of events. The use of ICT means nothing without the involvement of authenticity. The ready availability of the computer and instant access to authentic materials and activities in the form of websites and emails benefit the students. The internet permits social development to extend beyond the confines of the classroom to a genuine communication and interaction with peers in classrooms abroad. Websites play a role in stimulating learning and curiosity in bringing topics.

A seventh use of ICT includes focusability. Search engines enable learners to develop referencing skills, while online dictionary with a search facility is user-friendly and the information retrieval is simpler and quicker. The incorporation of ICT in language learning also functions as multi-modality. The computer is able to generate multimedia learning experience in catering to specific learning styles and needs. Furthermore, the speed, ease and dynamism of the activity achieve a higher degree of motivation than that of the traditional media.

The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education 

This text written by Joy Egbert, Trena M. Paulus and Yoko Nakamichi examines how language teachers apply practical experiences from computer-assisted language learning (CALL) coursework to their teaching, apart from looking at the ways in which teachers continue their CALL professional development. The research explores; a) how teachers learn about CALL-based activities, b)how what they learned in their coursework impact their current teaching contexts, c) factors influencing whether they use computers in their classrooms, and d) how participants continue to acquire and master new ideas in CALL after formal coursework ends (professional development). The research hopes to help teacher educators better understand the impact of CALL coursework on classroom computer use and rethink ways to monitor pre- and in-service teachers’ continued development in the area of CALL.   The participants surveyed included 20 English as a Second Language (ESL) and foreign language (FL) teachers who had taken the same graduate level CALL course (L530). They had completed either the Web-based or non-campus version of the course. Both the web-based and on-campus ran simultaneously, allowing the teachers in both versions participated in discussions together in an asynchronous Web forum. A set of item-questionnaire was administered and the instrument was pilot-tested with several students who had completed L530 and that revisions were made from the findings of the pilot test. While the six-page survey was mailed to all students who had completed the L530 course within the past years, nine of the participants volunteered to be contacted for follow up interviews through emails.  

Data analysis was conducted based from the above-mentioned research questions. On learning about CALL activities, there was a focus on both professional and personal uses of technology. Email, reviewing software, developing computer-enhanced lessons, and using content-based software were the applications most frequently covered during the course. Most of the participants created personal/ or instructional Web pages. Several of the applications used state-of-the-art technologies, while others employed pedagogically strategies for using obsolete technologies. 25% to 89% of the participants had already participated in each of the activities prior to the course. 

On the second question; CALL Coursework Transfer, the findings showed that 70% of the participants admitted that they currently use at least one CALL activity in their classroom. E-mail, developing lessons and creating instructional Web pages are the most frequently used call activities. Teachers also asked the students to use word-processing (61%), internet research (51%) and practicing drills (50%). Foreign language teachers in particular use CALL to connect their students with native speakers of the target language. In the findings on the second research question, it is revealed that teachers also need strategies and confidence-building practice in influencing students and that there is a call for coursework to more strongly emphasize a theory of technology integration. This finding reinforces more practical classroom management and good pedagogy in general and classroom-based teacher training.

The third question which was raised was with regard to factors influencing CALL use indicated 6 participants who did not use CALL activities cited lack of time, administrative or curricular restrictions and lack of resource. None of the participants remarked that it was due to a lack of confidence or interest. On the other hand, the fourth question addressed pertaining to professional development in CALL had the participants answered colleagues as the most commonly used resource for searching out about new tasks. The tasks included were expert consultation, fieldwork participation, or mentors work, and used Web resources to find similar activities.  It is reflected that the need for more contextualized instruction directly related to the teaching environments in which language teachers will be practicing exists. Furthermore, teacher educators are hoped to help language teachers to understand and apply CALL activities to enhance student achievement. The interview also suggested that they used technology to take in current practice and beliefs. Implications for future research may include examining the usefulness of a sequence of CALL education courses and experiences, whether and what theories of learning with technology transfer from coursework to classroom. All in all, research in this field should continue to serve the needs of both language learning students, instructors and the role that effective technology and education can play in meeting those needs.  

Recent Research in Language Learning Studies: Promises and Problems 

The article attempts to address the following questions; a) why certain second language (L2) constructions learnable and others not, b) whether we can say that adult learners can take advantage of metalinguistic information about the language and negative input,  c) whether focal attention is required for the acquisition in syntax and the phonological rules of a target language. The study of second language acquisition (SLA) which focuses on three categories; the language, context and learner, has placed greater emphasis on language for the past ten years, but less on the context and learner. Schachter, then, wishes to highlight significant developments in each of these three areas and suggests the directions on what future research can meet.

As to the first questions, Schwartz and Gubala-Ryzak (1992) have argued that only primary linguistic data can be utilized by the language module, which develops adult grammars as well as child grammars, negative evidence and explicit presentation of rules were not useable. Both the researchers would then, on Schachter’s point of view, are neutral on the question of the necessity of the attention, although this would be partially dealt with by the controlled input studies. On the second question, intact classroom studies with children immersed in foreign language appear to suggest that explicit presentation of structure and negative input do not offer much advantage in the long run. However, immersed adults, who do not have any effect on the presentation, are reasoned by the many conceptual and methodological problems that hinder controlled language studies. Not all learning leads to long term memory.   On the final question (attention-to-form), Schmidt (1997) made strong comment that there was no learning of language without attention to form.  

Personal View on Tracking Journal, Online databases and Papers at the Perpustakaan Tun Sri Lanang (PTSL) 

The experiences of tracking online journal, databases and papers at the PTSL are two- pronged; commendable and unpleasant. On the one hand, the availability of the myriads of resources; Ebscohost, Proquest, Blackwell, Language and Technology to name a few, permits the users to be critical and neutral while choosing the most appropriate tool. As such, the online materials retrieved are of different perspectives, ranging from the old and up to the latest ones. Not only does the experience allows the users to be critical and neutral, but the environment supporting the research proves to be comfortable and in immaculate settings. The computer arrangements, allocation of adequate seats and the friendly library staffs sustain the motivation and interests of the writer to further enable journal-searching strategies and peer-to-peer light conversation. 

However, the writer encounters a disappointment with regard to duration of online journal-downloading. The author wishes to point out that something be done to the speed of downloading, because the library serves hundreds of thousands of customers per day and in keeping their attractions to PTSL, the PTSL is recommended to upgrade the relevant settings, so that the PTSL is marketable on its own and that is able to stand on par with other libraries of top-ranked foreign universities. Not only that, parallel to the recent ranking supporting the achievements of the National University of Malaysia itself, the PTSL could be more critical in maintaining the decent impression of the university and strive to serve the customer better.

References 

Blamires, M. 1999. Enabling Technology for Inclusion. London: Paul Chapman Publishing Ltd.  Egbert, J., Paulus, T. M. 2002.

The Impact of CALL Instruction on Classroom Computer Use: A Foundation For Rethinking Technology in Teacher Education. Language Learning and Technology. 6(3): 108-126. http://llt.msu.edu/vol6num3/egbert/default.html [22 March 2007] 

Meiring, L. Norman, N. 2005. How Can ICT Contribute to the Learning of Foreign Languages by Pupils with SEN?. Support Learning. 20 (3):129-134. http://www.blackwell-synergy.com/doi/pdf/10.1111/0023-8333.00059 [22 March 2007] Schachter, J. 1998.

Recent Research in Language Learning Studies: Promises and Problems. Language Learning. 48 (4): 557-583. http://web.ebscohost.com.ezplib.ukm.my/ehost/pdf?vid=6&hid=111&sid=5d5c68b5-5431-4b08-a553-20963dae4aeb%40sessionmgr2 [22 March 2007] 

Schmidt, R. 1997. There is No Learning Without Attention. Paper presented at the Second Language Research Forum, Ann Arbor, MI. Schwartz, B. Gubala-Ryzak. 1992. Learnability and grammar reorganization in L2A: Against negative evidence causing the unlearning of verb movement. Second Language Research. 8: 1-38.

 

 

Blogs, blogger and blogging

Around 1977 the weblog chronicled itself and only few websites were established back then. Then some time in 1999 there was a rapid call of a community of bloggers and finally the name weblog or blog was termed. As a result, internet citizens or netizens are starting to blog now as there are many free do-it-yourself weblog tools available on the Internet (Blood, 2000). Bartlett-Bragg (2003) projected that in the year 2003, there have been a number of 500 000 blogs on the Internet. These statistics is expected to multiply almost throughout the next five to ten years and their usage cover the following segments; English language learning, journalism and business. 

Without doubt, language academicians have begun integrating weblogs into their classroom because, parallel to a webpage; a weblog allows a pool of links for students to various autonomous resources including online exercises, documents, and course information. Put it simply, it can function as a class website. Furthermore, weblog has the possibility of becoming a full out distance learning instrument which is made feasible by the asynchronous and synchronous communication features it can accommodate. In addition, creating weblogs is much easier than constructing a web page or web publishing as it does not need much technical knowledge (Wilkins, 2001). What as well makes weblog an attractive modus operandi in education is that it provides knowledge sharing and learning collaboration among a number of students where educators can now form a community of learners, which is a vital learning ‘ingredient’. Weblogs can prolong in-class activities where discussions and collaborations resume long after schools are over and when students have left for home. Thereby, the weblog is a brilliant vehicle for student-centered learning (Weiler, 2003).  

In the arena of English as a second or foreign language teaching and learning weblogs can be used in several ways. Here, Campbell (2003) grouped three weblog types for ESL classroom use. These are the tutor, the learner and the class blog. As a tutor the weblog installs daily reading practices, supports the exploration of English websites, promotes online verbal dialogues by the use of the comment function or tag boards, supplements with it class or syllabus information and serves as a resource of links for self-learning. Learner blogs are created by the learners themselves either individually or as a group. They provide spaces for reading, writing practices and learning by self discoveries through creating links. A class blog permits it to be utilized as a bulletin board to post messages, images and links, to facilitate project-based language learning activities and to a certain degree, facilitate global cultural exchanges of ideas. 

These ideas-exchanging could refer to the field of journalism where blogs are seen central to written publication. As a student, the establishment of weblog enables one to put up writings, especially to observe grammatically correct, cohered and comprehensible sentences. Consolidation of subtopics in Structures in Context (SKBE 1023) with the course itself is therefore reflected and well thought with regard to future job prospects. As written publication is closely associated with journalism, the implementation of using weblog with journalism globally has widely been upheld. The University of Southern California’s Annenberg School for Communication which actively allows the involvement of students in the School’s news broadcasting, exposes the students to a typical yet wide-ranging working-oriented environment and rules; for example meeting with deadlines, working in teams, taking responsibility and volunteering; apart from having their publications publicly viewed through the net via weblog. This execution of tasks is indirectly giving the students essential skills of writing experience (Pryor 2003). They commented that the weblog has made news as attention worthwhile as it provides diverse perspectives and new horizons through the weblog-participation. Hence, the weblog increases the language awareness and one’s experience in the line of journalism. 

In order to keep one’s information abreast with the business worlds, a weblog performs the following functions; ‘for communication and collaboration for a distributed team’ (Herman 2003), an excellent tool to make contact with customers (Herman 2003), ‘as a way of managing project’ (White 2003), impart information with regards to project updates, research, product and industry business and non-business news (Rosencrance 2004) and ‘to manage and improve the flow of information among employees’ (O’Shea 2003). In short, the weblog can be considered as a medium through which businesses operate and assist information conveyance.

Weblog and its Barriers 

 Accessibility- one of the potential problems of using weblog still entails. We as students who do not have our own Internet connection may encounter disappointment in reading the teacher’s and our peers’ blogs. Among all, financial problem could add to this hindrance, as limited budget sometimes disallow us to have blogs posted in the cyber cafes. In this case, a slot of computer lab work has perhaps fixed this problem.

Another potential barrier is thereby in convincing us to use weblogs. Because it is considered a new and exciting technology, it does not mean that we will be motivated or want to use especially for academic purposes. Also the excitement of writing entries into the weblog may eventually disappear as in a lot of the blogs the researcher have come across on the Internet. Hence, our interests to blog would not only be dependent upon or confined to academic subjects, but also non-academic ones. In addition, in the midst of juggling time between curricular and non-curricular activities some of the students feel that the lack of time can affect blogging interests. 

In Blogs as Tool for Teaching (2005) by Steven D. Krause, he discovered that discussion using weblog lacks the dynamic interactions that take place in emails and or bulletin boards. There seems no literal interaction contained; possibly due to limited text space and that the discussions are not threaded. Thus, it is predicted that comments and tag board discussion will only involve information seeking. The use of e-mail and the instant-messaging may be used to have this problem settled.

Personal View on Blogging

Perhaps the most noteworthy findings associated with the use of weblog is when it suppresses the freedom of expression. I believe that using the weblog as a means to alleviate the feelings of isolation and alienation. Expressing one’s view in weblogs reflects that the individual is ready to enter a virtual community; the community only he or she knows about and that the person is aware of that there is a presence of connectivity among one another.

An additional point worth mentioning here is with regard to the quality of of written work; be it for assignment or non-assignment ones. Writing as part of the English Language Studies programme itself is consistent with critical thinking which is more broader than the contextual needs of the programme itself. The writing processes involved, which is planning, drafting, re-drafting, and editing before the final work is produced, demand the author to be in a much broader social context , that is to apply more than what the lectures have dictated. Not only does critical thinking of the written work improves, but having the written work published in the weblog develops the proceeding motivation to issue them extensively, thus making the motivation intrinsic by itself.

References

Bartlett-Bragg, A. 2003. Blogging to learn. Knowledge Tree e-Journal.

  

Blood, R. 2000.Weblogs: A history and perspective. http://www.rebeccablood.net/essays/weblog [16 March 2007]

 

Campbell, A.P. 2003. Weblogs for use in ESL classes. The Internet TESL Journal, (IX):2    [16 March 2007]

 

Gall, M.D., Borg W.R., and Gall J.P. 1996. Educational research: An introduction (6^th ed).
New York: Longman

Herman, J. 2003. Blogs for business. Business Communications Review. 33(4): 20-21. [16 March 2007] 

Krause, S. D. 2005. Blogs as a tool for teaching. The Chronicle of Higher Education.      June (51:42) [16 March 2007]

 O’Shea, W. 2003. The online journals known as Web logs are finding favor as an efficient way to communicate in the workplace. The New York Times. C3. 

Pryor, L. 2003. A Weblog Sharpens Sharpens Journalism Student’s Skills. Nieman Reports
Cambridge. 57(3): 97. http://proquest.umi.com/pqdweb?did=439800991&sid=1&Fmt=3&clientId=28403&RQT=309&VName=PQD [16 March 2007]

Rosencrance, L. 2004. Blogs bubble into business. Computerworld 38, 23. Weiler, G. 2003. Using weblogs in the classroom. English Journal May 92(5):73. [16 March 2007] White, M. 2003. Web logs: Moving beyond cool. EContent 26(12):10. 

Wilkins, P.E. 2001. Weblogs potential in education.        http://dept.sccd.ctc.edu/tlc/resources/weblogs.html. [16 March 2007] 

 

A wide array of possibilities with concordance!

Last week, my friends and I was in a 20-minute discussion pertaining to the occurrences and uses of concordance; a program that looks into each word class in detail and lists in-sequential alphabets as a whole. The concordance dialogue was with regards to the occurrences of article ‘a’, prepositions ‘about’ and ‘above’, noun- ‘absence’ and ‘Adam’. 

In summary, the occurrences of the article ‘a’ are of three-pronged. First one is its position in a noun phrase, adverbial phrase and adverbial clause. The article ‘a’ is found to occur before any other pre and post- modifier of a noun phrase or simply put, these words occur in attributive position of a noun phrase. Such examples include ‘a pang of agony’, ‘a word of blame’, ‘a dreary winter’, and ‘a’ occurrences in adverbial phrases and clauses are witnessed in ‘in a drowsy tone’, ‘for a minute or two’, ‘at a pretty quick pace’, ‘with a blow’, ‘in a strange kind of vivid dream’.  Not only do the positions in noun phrases are recognized, but the use of ‘a’ is observed occurring prior to words which have been word-class inversed. This inversion includes the transformation of verbs to nouns. This can be illustrated in the noun phrases- ‘a look’, ‘a blow’, ‘a shot’, ‘a cry’, and ‘a fall’. Third, the group revealed the functions of ‘a’ in noun phrases, adverbial phrases and adverbial clauses in some of the complete sentences analysed. In the noun phrases in which ‘a’ contains, the article ‘a’ acts as a subject complement (‘I suppose I was a clever lad’ and ‘I sat at a pretty quick pace’), object (‘I plucked up a brave heart’), adverbials of manner in adverbial phrases and clauses (‘I could not reply for a minute or two’, ‘I said, in a drowsy tone’, ‘at a pretty quick pace’, and ‘I might greet her with a blow’).  

Other than that, the functions of prepositions ‘about’ can be twofold. Firstly, the prepositions are used to denote ‘on the topic of subject of’. Such examples are ‘who told me all this about my poor mother’, ‘did not often think about him’, ‘many voices about me’. Secondly, the prepositions are added to the phrasal verbs functioning as adverbs, and they can be seen in ‘I tried to move about’, ‘feared that, in moving about…’, ‘when all were running about in wild alarm’. Third, they are used to refer to ‘approximately’ or ‘not exactly’ and they are ‘When I was about sixteen’, ‘by the road, but only about four’, and ‘an errand to a place about seven miles’.  The function of ‘above’ is to denote ‘higher on a scale of measuring’. Such instances include ‘not above half-an-hour’s walk from…’, ‘might not be above his comprehension’. 

In the samples included, ‘absence’ acts as a noun and adjective while ‘Adam’ act as nouns respectively. As for ‘absence’, ‘by my prolonged absence’, ‘absence’ is a noun and the phrase ‘looking absent and moody’- absent functions as adjective. In the case of ‘Adam’, they all function as nouns, to refer to a person and act as Object. 

Thus, the extensive use of concordance, as from the ‘Online Teaching and Learning’ book states that concordance has been widely applauded for forms of dictionaries and teaching materials. Such examples of concordance programs include Wordsmith, MonoConc Pro and Microconcord. They are also utilized to explain how words and grammatical are constructed and to analyse language as systematic and dramatic, not just a boring and monotonous rule to follow. In the study reported, the use of concordance can widen language productivity and bombastic vocabulary use.   

 

SMSes, online-chatting & e-mails: What do they have in common?

According to a survey by Marketing Week in London (2001), respondents, who were customers, revealed that they spent nine hours on the internet, and e-mails were the key to this activity; indicated by 95 percent of them. In addition, the respondents were willing to have mutiple communication channels, like e-mails and chat. But, when they don’t go online, 29 percent admitted that they sent SMS messages per day. The above-mentioned machine-assisted offerings or commonly termed as computer-mediated communications (CMC) are some of the myriads of technological advancements worldwide, not to mention videoconferencing, teleconferencing and so forth. But the question lies; how do the language of CMC; in particular to SMSes, online-chatting and e-mails,  are similar and different to each other?

 First of all, let’s just clarify the reasons why CMC are used- is it because there is a dire and urgent need, or a thing or two that bother us so much that the statistics prevail?  Or a desire for a virtual companion? Well, based on Ylva (2003), factors influencing CMC language-using: a) text-input technique, b) limited message size, c) relationship between communicators and d) goals of interaction.

 Next, let’s talk about their similarities, shall we? CMC in terms of SMSes, online-chatting and e-mails which are sought after when they allow dialogues and lead virtual discussions, permit users the time for users to select, craft and edit language preference for self-personality and presentation (freedom of expression) (Reid & Reid 2004). In addition, CMCs can be a ‘medicine’ to loners to overcome insecurity and anxiousness as CMC cultivates the language of budding relationships (McKenna et.al 2002). The usage of the CMC has reduced time, effort and space by reducing syntax and lexis, reflecting language awareness (Ylva 2003). Not only that, the use of employing CMC has yielded the production of unconventional and yet to be established abbreviations, unconventional punctuations and the use of non-alphabetical graphical (emoticons, asterisks).

After the discussions on the similarities, let’s just turn to another page, their differences. I will divide this discussion according to sequential order: SMSes, online-chatting, and e-mails. Let’s face it, I believe in the notion that employing SMSes means we have more time to text and this is supported by Reid & Reid (2004), compared to the conventional e-mails which require users to edit and rewrite messages. Not only that, Reid & Reid (2004) discovered that the use of language in SMS provides opportunity for intimate personal contacts to take place, especially for self-presentation. Because of the language of SMS is straightforward and I believe, of minimal information content, Thurlows (2004) highlighted that two thirds of SMSes sent contains not functional or other goals, but rather that of friendship maintenance, romantic and social roles.

Not only does the language of SMS differ, but chatting on the net has its own story. Chatting, as in the synchronous communication method, proposes, ‘a high level of difficulty in communication, that hindered students’ engagement in the task and failed to assist them with the organisation of the ideas’ (Kate 2007), even though it generates a lot of ideas to us. Chatting is also regarded as different to the other three CMC as chatting language brings about ’pragmatic informational sharing and social communication functions; occurrences of abbrevatiations or acronyms and contractions’ (Baron 2005); such as IMHO (In my humble opinion), BRB (Be right back) and LOL (laugh out loud). As a result, chatting makes instructors at some of the top-ranked US universities to place heavy emphasis over content than the mechanics.

Contrariwise, asynchronous CMC with regards to e-mails provide ‘grammatical & lexical framework that supported idea generation and organisation’ (Kate 2007).

 Thus, the use of CMC can be twofold; mainly in its language functions. On the positive side, CMC can be used rationally by those who understands the way how language of the CMC works, so things can work out and as a drawback, CMC can easily multiply negative behavioral aspects, especially to those who have difficulty to deal directly to each other.

 References 

Baron N. S., 2005. Instant Messaging & the Future of Language. Association for Computing Machinery: Communication of the ACM. July 2005, Vol. 48, Issue 7, p. 29. http://proquest.umi.com/pqdweb?did=908017481&sid=30&Fmt=2&cli8entId=28403& RQT=309&VName=PQD. [1 March 2007]

 Hein F.M. 2006. Communication report: Making the Best Use of Electronic Media.  ABI, INFORM Global, Nov/Dec 52006, 23, 6, p.20. http://www.iabc.com/cw [1 March 2007]

Kate S. 2007. ESL Students’ Perceptions of web-based prewriting activities. Feb 2007. Brock University (Canada). http://proquest.umi.com/pdqweb?did=1203584361&sid=30&Fmt=2&clientID=28403&RQT=309&YName=PQDreid

Reid F.F.M. & Reid D. J. 2004. Text Appeal: the Psychology of SMS Texting & Its Implications for the Design of Mobile Phone Interface. Emerald Group Publishing Limited. http://www.emeraldinsight.com/researchregister

Ylva H. O. S. 2003. Use and Adaptation of Written Language to the Conditions of Computer-mediated Communication. Goteborgs Universitet (Sweden). http://proquest.umi.com/pqdweb?did=76462574&sid=19&Fmt=2&clientId=28403&RQT=309&VName=PQD

 

SKBP 1023

You’ve just dropped in my first blog, which is meant to be used for my course, Information Technology and Language (SKBP 1023) here, at the School of Language and Linguistics Studies, UKM.

 The main aim of establishing this blog is to reflect topics learnt in the course, particularly the Computer-assisted Language Learning (CALL), concordances, reading and writing materials and so forth. It is, therefore, suffient to say that you are welcome to post-in your deep thoughts on this subject.