Introducing ESP courseware into the classroom

Shu-Chiao Tsai

Dept. of Applied Foreign LanguagesNational Kaohsiung University of Applied Sciences

BA & MA in Nuclear Engineering, Tsing-Hua UniversityPh. D in Material, Universit Paris XI, Orsay*

1. Introduction

2. Design and development of the courseware 3. Courseware support for ESP instruction

4. Students performance and satisfaction

5. Discussion and Conclusions*

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.*

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.*

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. *

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). *

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.*

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. *

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.*

2. Design and development of the courseware

2.1 Mayers multimedia learning cognitive theory (Mayer, 2001; 2005; 2008)

2.2 Chapelles suggestions for multimedia computer-assisted language learning (Chapelle,1998)

*

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.

Mayers principles of multimedia learning commonly used in this study*

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.Mayers principles of multimedia learning commonly used in this study*

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.*

Section buttonTopic buttonPop-up window for Chinese translationButton for the on-line evaluationAfter 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*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 Chapelles suggestions for multimedia computer-assisted language learning*

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.Chapelles suggestions for multimedia computer-assisted language learning*

3. Courseware support for ESP instructionCourseware 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*

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 with a TBL (task-based learning) approach in a technology context *

Procedure*

On-line TOEIC-like test to determine students' English proficiencyPre-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 instructionTwo target texts: Renewable Energy and Radiation and Life with 463 and 324 wordsPost-Task (1 week) Post-dictation test Post-cloze test Q&A test Post-essay writing (40 minutes) : Energy Exploration and Eco-senseQuestionnaire survey

Cloze and dictation tests to understand students effectiveness in vocabulary, reading, and listening abilities

Q&A test to determine students retention of content knowledge

Essay writing to understand students conception or comprehension related to the target topic Purpose of Content-based and Linguistic Tests*

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 - 1*

Computerized Propositional Idea Density Rater (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 - 2*

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

Questionnaire Survey*

4.1 Text & Question Analysis by VP*

VP categoriesK1K2AWLOff-list2 Target texts547(69.0%)47(5.9%)80(10.1%)119(15.0)Cloze test14 words to be filled in0266Dictation134 words/8 sentences91(67.9%)6(4.5%)13(9.7%)24(17.9%)

4.1 Students Performance**: p

*: p

4.1 Students Performance**: p

* 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

PreclozePreDictationPostclozePostDictationQ&ATOEIC.609**.659**.582**.537**.213

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

Questions / Overall Mean=3.66MeanThe courseware improves your cognition about content knowledge3.75The courseware is sufficiently helpful to improve vocabulary3.96The courseware is sufficiently helpful to improve listening skills3.96The courseware is sufficiently helpful to improve speaking skill3.32The courseware is sufficiently helpful to improve reading skills3.89The courseware is sufficiently helpful to improve writing skills3.50The courseware is sufficiently helpful to improve translation skills3.61

*

QuestionsMeanThe content knowledge of the courseware is relevant.3.64On-line evaluation system with instant self-checking function enhances your learning.3.57The bilingual design of the courseware helps promote your learning motivation.3.64The function keys improve navigation.3.68You are satisfied with self-studying using the courseware-implemented instruction.3.64You like to recommend this courseware to your friends or classmates.3.46

Tsai, S. C. (2013). Implementing courseware as the primary mode of task-based ESP instruction: A case study of EFL students, Computer Assisted Language Learning. DOI:10.1080/09588221.2013.818554Tsai, S. C. (2013). Integrating English for Specific Purposes (ESP) courseware into task-based learning in a context of preparing for international trade fairs, Australasian Journal of Educational Technology, 29(1), 111-127. Examples of Courseware-implemented Instruction*

Tsai, S. C. (2011). Multimedia courseware development for World 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 into ESP Learning Contexts. Computers & Education, 55, 12451258.Tsai, S. C. (2009). Courseware Development for Semiconductor Technology and its Application into instruction. Computers & Education, 52, 834-847. Examples of Courseware-implemented Instruction*

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

*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).*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.*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 *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. *5. Discussion & conlusions

Thanks Merci ! !

achiao@kuas.edu.tw*

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

*K2 words: decay / steam

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

Off-list words: leak / genetic / conjunction / abundance / prevailing / harnessCloze 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. *5. Discussion & conlusions

*4.1 Students performancea significantly positive correlation among the pre- and post-tests of cloze and dictation

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

PreclozePreDictationPostclozePostDictationQ&APrecloze.603**.517**.619**PreDictation.552**.671**Postcloze.634**.621**PostDictation.417*

***