Introducing ESP courseware into the classroomIntroducing ESP courseware into the classroom

Shu-Chiao Tsai 蔡叔翹

Dept. of Applied Foreign LanguagesNational Kaohsiung University of Applied Sciences

高雄應用科技大學應用外語系BA & MA in Nuclear Engineering, Tsing-Hua University

Ph. D in Material, Université Paris XI, Orsay

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1. Introduction

2. Design and development of the courseware

3. Courseware support for ESP instruction

4. Students’ performance and satisfaction

5. Discussion and Conclusions

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1. Introduction

English for specific purposes (ESP) has evolved to provide students with English language abilities and advanced professional knowledge necessary for them to succeed in the global job market.

This is especially true for technical universities in Taiwan that offer language learning in professional contexts.

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ESP instruction is designed to meet the needs of learners for use in their specific fields, such as business, science, technology, or academic studies.

ESP instruction has been increasingly emphasized at technical universities in Taiwan in order to reduce the mismatch between skills obtained in higher educational institutions and the skill sets needed in industry.

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The development of effective ESP programs, however, introduces several challenges.

1. Curriculum design and qualified staffing for the development of ESP courses in Taiwan are lacking (Tsou, 2009)

2. A survey for students and teachers in four universities of technology, Lai (2005) found that: － there is a lack of qualified teachers, authentic materials, and specific knowledge. － students’ language need is to apply integrative English skills, rather than individual skill.

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3. Although the fullest collaboration for ESP teaching is one where a subject expert and a language teacher team-teach classes (Johns &

Dudley-Evans, 1991), such teaming has not been easily conducted due to difficulties in collaboration among teachers from different disciplines (Barron, 2003).

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The integration of multimedia courseware into ESP instruction is considered an effective tool (Brett, 2000;

Tsai, 2010; Roblyer, 2003; Haertel & Means, 2003):

－ to facilitate the learning of subject content － to encourage repeated language practice － to provide instant and positive feedback to the

learner

However, most multimedia tools have focused on individual linguistic skill.

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In addition, teachers can make use of corpus analysis, an important research tool in ESP, (Hewings, 2012; Walker, 2011)

－ to improve students’ knowledge of language use

－ to make learning activities more relevant to the target contexts

－ to evaluate teaching materials and students’ performance.

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This chapter discusses the introduction of technology into ESP classrooms.

－ to review some of the underlying theories behind ICT (information & Communication Technology) usage.

－ to show how courseware can be used to support content instruction and subject-specific language skill development.

－ to lead to a discussion of how courseware- supported ESP classrooms can be evaluated in terms of goal achievement and student performance improvement and satisfaction.

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2. Design and development of the courseware

2.1 Mayer’sMayer’s multimedia learning cognitive theory (Mayer, 2001; 2005; 2008)

2.2 Chapelle’sChapelle’s suggestions for multimedia computer-assisted language learning (Chapelle,1998)

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Multimedia principle: People learn better from words and pictures than from words alone.

Modality principle: People learn better from animation and narration than from animation and on-screen text.

Spatial contiguity principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

Mayer’s principles of multimedia learning commonly used in this study

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Segmenting principle: People learn better when a multimedia lesson is presented in learner-paced segments rather than as a continuous unit.

Temporal contiguity principle: People learn better when corresponding words and pictures are presented simultaneously rather than successively.

Voice principle: People learn better when words are spoken in a standard-accented human voice than in a machine voice or foreign-accented human voice.

Mayer’s principles of multimedia learning commonly used in this study

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Layout of courseware development

Each section includes several topics with corresponding learning units.

Each unit includes its target text with English audio and Chinese translation support, narration, opportunities to practice language skills, online tests with instant self-checking function.

Thus, students can control their learning pace and educational experience through repetition, deliberate practice, and self-evaluation with the courseware.

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Section button

Topic button Pop-up window for Chinese translation

Button for the on-line evaluation

After any paragraph of the text is touched by the mouse, its color becomes blue. The paragraph is being spoken in English as learners click on left button of the mouse.

Narration button

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Highlighted vocabulary

1. Making key linguistic characteristics salient → highlighted vocabulary, English audio, and bilingual design

2. Offering modifications of linguistic input by repetition or different mode of input → repeated practice of a variety of integrative language skills with English texts and their English audio

3. Providing opportunities for comprehensible output → on-line evaluation system of the courseware provides learners with various language tests to practice English skills

Chapelle’s suggestions for multimedia computer-assisted language learning

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4. Providing opportunities for learners to notice their errors5. Providing opportunities for learners to correct their linguistic output → instant self-checking function of the on-line evaluation system allows learners to notice, analyze, recheck, reflect, identify, and correct their errors.

6. Supporting modified interaction between the learner and the computer7. Acting as a participant in second language (L2) tasks → a variety of functions or on-line activities provided by the courseware through mouse clicks, hypertext links, learning activities or tasks in language and in subject content assigned to students.

Chapelle’s suggestions for multimedia computer-assisted language learning

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3. Courseware support for ESP instruction

Courseware can play three roles in ESP instruction:

－ a joint tutor to make the transfer of content knowledge by providing text explanations with multimedia support

－ a joint language teacher to provide a variety of language practices with different difficulties

－ a peer-like role with which students can have a direct interaction with content-based or linguistic activities provided by the courseware

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The course was － conducted in an elective course on “English

Reading for Technology” on the topic of Energy. ◆ vocabulary- reading- listening- content knowledge

－ was attended by 37 sophomore EFL students of the department of applied foreign languages in a technical university.

Courseware- implemented ESP instruction Courseware- implemented ESP instruction with a TBL (task-based learning) approach with a TBL (task-based learning) approach in a technology contextin a technology context

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Procedure Procedure   On-line TOEIC-like test to determine students' English proficiency

Pre-Task (1 week)

Pre-dictation test Pre-cloze test Pre-essay writing (40 minutes) : Solutions to energy saving and development

During Task (2hrs a week for 5 weeks)Self-studying with the courseware-implemented instruction

Two target texts: Renewable Energy and Radiation and Life with 463 and 324 words

Post-Task (1 week) Post-dictation test Post-cloze test Q&A test Post-essay writing (40 minutes) : Energy Exploration and Eco-sense

Questionnaire survey19

Cloze and dictation testsCloze and dictation tests － to understand students’ effectiveness in

vocabulary, reading, and listening abilities

Q&A testQ&A test － to determine students’ retention of content

knowledge

Essay writingEssay writing － to understand students’ conception or

comprehension related to the target topic

Purpose of Content-based and Linguistic TestsPurpose of Content-based and Linguistic Tests

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Vocabulary Profiler (VP)Vocabulary Profiler (VP) － to classify the words of the analyzed text from

the following four frequency levels

K1 words: the most frequent 1,000 words of English K2 words: the second most frequent thousand words AWL words (academic words list) & Off-list words: generally including more professional terminology

On-line writing assessment - 1On-line writing assessment - 1

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Computerized Propositional Idea Density Rater Computerized Propositional Idea Density Rater (CPIDR)(CPIDR)Propositional idea density (P-density) to be determined according to the number of verbs, adjectives, adverbs, prepositions and conjunctions, divided by the total number of words in the text.

－ related to the readability or quality of students’ writing

(Brown, Snodgrass, Kemper, Herman , & Covington, 2008; Kintsch, 1998; Takao, Prothero, & Kelly, 2002)

On-line writing assessment - 2On-line writing assessment - 2

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Questionnaire of satisfaction (QF) included 12 questions to investigate students’ responses investigate students’ responses concerningconcerning suitability of the content and its usage multimedia assisted language learning online evaluation bilingual design and navigation of the courseware

Questionnaire SurveyQuestionnaire Survey

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VP categories

K1 K2 AWL Off-list

2 Target texts547

(69.0%)

47(5.9%)

80(10.1%)

119(15.0)

Cloze test14 words to be filled in

0 2 6 6

Dictation134 words/8 sentences

91(67.9%)

6(4.5%)

13(9.7%)

24(17.9%)

4.1 Text & Question Analysis by VP

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4.1 Students’ Performance

taskMean percentage of giving right answers

Cloze Dictation Q&A

Pretest 28.2% 49.0%

Posttest 92.5%** 79.0%** 58.0%

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*: p<.05 and **: p<.01, significant difference

－ Students made significant progress in their post-tests of cloze and dictation.

－ Students’ mean TOEIC-like test score = 636

VP categoriesK1 K2 AWL Off-list

Prewriting 136.5 8.1 11.9 7.5

Post-writing 151.6 8.9 15.6*11.0**

*: p<.05 and **: p<.01, significant difference

4.1 Students’ Performance

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－ Students significantly wrote more words in AWL and Off-list categories (professional vocabulary) in their post-writing.

Task

CPIDR Analysis

Idea Word  P-density

Prewriting 79.6 159.6 0.491

Post-writing 93.8* 183.3 0.513*

4.1 Students’ Performance

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*: p<.05 and **: p<.01, significant difference

－ Students significantly wrote more ideas and had a higher P-density (better writing quality) in their post-writing.

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Precloze

PreDictation

Postcloze

PostDictation Q&A

TOEIC .609** .659** .582** .537** .213

－ students’ TOEIC proficiency had a significantly positive correlation with their performance in all the pre- and post-tests of cloze and dictation, but not with their Q&A performance.

4.1 Students’ performance

4.2 Questionnaire about student satisfaction (Cronbach alpha value = 0.963 )

Questions / Overall Mean=3.66 Mean

The courseware improves your cognition about content knowledge 3.75

The courseware is sufficiently helpful to improve vocabulary 3.96

The courseware is sufficiently helpful to improve listening skills 3.96

The courseware is sufficiently helpful to improve speaking skill 3.32

The courseware is sufficiently helpful to improve reading skills 3.89

The courseware is sufficiently helpful to improve writing skills 3.50

The courseware is sufficiently helpful to improve translation skills 3.61

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Questions Mean

The content knowledge of the courseware is relevant. 3.64On-line evaluation system with instant self-checking function

enhances your learning.3.57

The bilingual design of the courseware helps promote your learning motivation.

3.64

The function keys improve navigation. 3.68You are satisfied with self-studying using the courseware-

implemented instruction.3.64

You like to recommend this courseware to your friends or classmates.

3.46

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Tsai, S. C. (2013). Implementing courseware as the primary mode of task-based ESP instructiontask-based ESP instruction: A case study of EFL students, Computer Assisted Language Learning. DOI:10.1080/09588221.2013.818554

Tsai, S. C. (2013). Integrating English for Specific Purposes (ESP) courseware into task-based learning in a context of preparing for international trade preparing for international trade fairsfairs, Australasian Journal of Educational Technology, 29(1), 111-127.

Examples of Courseware-implemented Instruction

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Tsai, S. C. (2011). Multimedia courseware development for World Heritage sitesWorld Heritage sites and its trial integration into instruction in higher technical education, Australasian Journal of Educational Technology, 27 (7), 1171-1189.

Tsai, S. C. (2010). Developing and Integrating Courseware for Oral Presentations Oral Presentations into ESP Learning Contexts. Computers & Education, 55, 1245–1258.

Tsai, S. C. (2009). Courseware Development for Semiconductor Technology Semiconductor Technology and its Application into instruction. Computers & Education, 52, 834-847.

Examples of Courseware-implemented Instruction

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The courseware-implemented ESP instruction in this study was evaluated:

－ Students’ significantly better performance in content-based and linguistic tests assigned in the Post-Task phase

－ Students’ higher learning satisfaction

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5. Discussion & conlusions

Many ESP teachers whose academic major is in language studies have to teach subject-specific topics far from their primary areas of expertise.

Thus, unpredicted ISKD (In-class Subject Knowledge

Dilemma) situations occur so that the lesson may not run smoothly and the teacher as expert becomes challenged (Wu & Badger, 2009).

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5. Discussion & conlusions

In addition, ESP teachers often use ready-made materials or textbooks with which they feel comfortable. However, this choice may lead to less consideration about students’ needs for their future jobs.

Thus, students may not get appropriate practice and interaction, either in the target language or in subject knowledge, during their learning process.

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5. Discussion & conlusions

Courseware can provide learner-centered, flexible and interactive learning environment and these features and resources of multimedia may have great potential in facilitating learning in language and content knowledge.

However, courseware-implemented ESP instruction is not a panacea and has its limitations:

－ to require investment of time and money － to require interdisciplinary collaboration in

courseware production and its implementation

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5. Discussion & conlusions

It is suggested that ESP teachers have to actively look for an opportunity to work with other participants such as course designers, materials providers (from industry), and collaborators for conducting effective ESP instruction.

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5. Discussion & conlusions

Thanks Thanks

Merci !Merci !謝謝 謝謝 !!

achiao@kuas.edu.twachiao@kuas.edu.tw38

Multimedia Elements target text / English audio / Highlighted vocabulary / Pictures / Animation / Chinese translation / online evaluation

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K2 words: decay / steam

AWL words: occupational / induce / inevitable / monitoring / exposure / scope 

Off-list words: leak / genetic / conjunction / abundance / prevailing / harness

Cloze test14 words to be filled in

These problems can be mitigated using courseware. While studying with ESP courseware, students have to be more aware of their responsibility and have to play an active role in their individual learning in order to complete content-based and linguistic tasks.

Meanwhile, students can receive feedback and monitor their progress via the online evaluation system and built-in language tests of various difficulty levels.

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5. Discussion & conlusions

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Precloze

PreDictation

Postcloze

PostDictation Q&A

Precloze .603** .517** .619**

PreDictation .552** .671**

Postcloze .634** .621**

PostDictation .417*

4.1 Students’ performance

a significantly positive correlation － among the pre- and post-tests of cloze and dictation

－ btw Q&A and post-tests of cloze and dictation