Santhy SubbarauP66831

Technical Instructor’s Readiness in using English-Medium

Instruction in a non-language classroom.

1.0 Introduction

2.0 Related Literature Review

3.0 Methodology

Presentation’s Outline

  This research attempts to study the technical instructors’ readiness in using English as a medium of instruction in a non-language classroom.

Introduction

Problem Statement

Syllabus and teaching in polytechnic compulsory in English from 2008

Training and Career Development Division, Department of Polytechnic and Community College Education (DPCCE) - a training programme based on the Training Needs Analysis done in 2006 to train non-language lecturers to use English

Two interventions namely the PPMSTI and EEP were conducted since 2006 up till 2010.

Problem Statement

Producing a global and competent studentsPolytechnic’s students ; it is important that the technical

instructors must not only be skilful and knowledgeable but also good in their communication skills in order to deliver in English.

Technical instructors are not language specialist and from Malay medium

Difficulties in expressing, find meaning to new terms, unable to get the concepts across in English – not proficient

Leads to anxiety in terms low confidence – not ready.

Purpose of the Study

The purpose of this study is to find out the readiness of the technical instructors in using English-medium instruction in non-language classroom at Banting Polytechnic.

1.2 Purpose of the StudyThe purpose of this study is to find out the readiness of the technical instructors in using English-medium instruction in non-language classroom at Banting Polytechnic. The following research objectives have been formulated:

Research Objective

To study the readiness of the Technical Instructors in English-Medium Instructions in a non-language classrooms.

To identify language anxiety faced by Technical Instructors in using English-Medium Instruction in a non-language classroom in terms of confidence and proficiency.

To identify the needs on training and support to overcome their language anxieties in terms of confidence and proficiency in using EMI in a non-language classroom.

Research Questions

What is the level of readiness of the technical instructors towards using English-Medium instruction in non-language classroom?

What are the language anxiety faced by the technical instructors in English-medium instructions in the non-language classrooms in terms of confidence and proficiency?

What are the needs on training and support to overcome their language anxieties in terms of confidence and proficiency in using EMI in a non-language classroom?

2.0 Introduction

2.1 The readiness factors.

2.2 Language anxiety.

2.3 Perception on confidence and proficiency

2.4 Needs on training and support to overcome language anxieties

2.4.1 Zone of Proximal Development (ZPD) and Scaffolding Learning

Literature Review (Outline)

2.0 Introduction

This chapter is concerned with reviewing the literature that is relevant to this study which is about the technical instructors’ readiness in using English-

medium instruction in a non-language classroom in the polytechnic.

Literature Review

2.1 The Readiness factors

Researcher Year Place of Study Scope

Sanmugam.T. et al. 2013 Polytechnic, Malaysia

Perception & Training needs on lecturer’s readiness using EMI

Mansoor Ahmed Channa

2012 University of Pakistan

Perception’s of science teacher in using EMI

Masita Misdi 2008 UTHM, Malaysia Readiness of future technical teachers to teach in English

Mandie Uys et.al (2007)- (South Africa)

2007 South Africa Need for specialised training for English second language medium of instruction teachers.

Camilla Vizconde (2006) – (Phillipines)

2006 Phillipines Attitudes of student teachers towards the use of English as the medium of instruction for science and mathematics

2.2 Language anxieties

Researcher Year Scope OF Study Relevance to StudySanmugam T.et al

2013 Lecturers are aware of technical discourse but are unable to communicate the linguistic elements to their students. Difficulties to explain concepts in English

Technical Instructors good in content but unable to deliver and explain new terms as well new words accurately in English

Mansoor Ahmed Channa

2012 English Language Medium Instruction in classroom is opposed and encourage use L1 or local language

Many at times code switching happens in order to finish the lesson/syllabus in given time.

Camilla Vizconde

2006 The respondents adhere to use of English language-do not agree sole use of English as medium of instruction as the students’ comprehension is affected.

Worried (anxiety) students may not understand. Starts elaborating examples in the lessons in Malay language (L1)

2.3 Perception on confidence and proficiency.Researcher

Year Scope Relevance to Study

Butler 2004 Found gap between self-perceived language proficiency (3 countries – South Korea, Japan & Taiwan)

Proficient technical instructors can teach the subjects using in English well.

Medges et.al

1994-2004

Proficiency as an interest in NNES – impact on self-esteem and confidence

Not able to speak like a native speaker – creates lack of confidence/shyness - anxiety

Lange 1990 Language Competence –most important

A competent lecture fairs very well in using English

Berry 1990 3 components – method, theory, language teaching or language improvement. 3rd – faired most – worst is theory.

Language teaching and constant improvement is important for the lecturers – need to relate students well.

Doff 1987 Teacher’s confidence undermined by poor command of English.

Students label lecturers who have poor command of English.

2.4 Needs on training and support to overcome language anxiety.

Researcher Year Scope Relevance to Study

Masita Misdi 2008 Efforts to improve English found is peer support and find materials in much cheaper, fun and easy method.

Needs improvement : requires proper guide from capable peers to gain confidence and be proficient in English

Mandie Uys et.al

2007 Need for specialised training for ESL medium of instruction teachers (South Africa)

Constant training industry experts on learning concepts and ideas to deliver new found terms and words

Camilia Vizconde

2006 Respondents adhere to the use of English – but not sole use as comprehension of students affected.

Practicing , Mentoring – so that the students would be getting used to the language of teaching.

Hauck & Hurd 2005 List o 11 strategies to cope with language anxiety.

Effective way to peer/buddy system – support system.

Sherman 1995 Constructive approach – model of learning – active participation (dialogues/speeches)

Effective way to peer/buddy system – support system.

2.4.1 ZPD & Scaffolding Learning

Researcher

Year Scope Relevance to Study

Hauck & Hurd

2005

Relevant strategies to cope with language anxiety.

Increases the level of confidence and proficiency - mentoring by capable peers.

Van Lier 2004

Independent problem solving & level of potential development through guidance or in collaboration with more capable peers. (Vyjotsky)

Highlights the level of confidence and proficiency - to be taught and guided by English lecturers.

Australian Government

2002

1. Instruction learning takes place

2. Provide meaningful “context & situation”

Peer support and training from English Unit - short courses, workshops and guidance (mentoring)

Anxiety    

Behaviour Cognition 

Figure: Recursive relations among anxiety, cognition and behaviourSource: MacIntyre 1995, p. 93,

Figure shows that anxiety, behaviour and cognition are mutually inter-related. MacIntyre (1995) explains this relationship as follow:

For example, a demand to answer a question in a second language class may cause one to become anxious; anxiety leads to worry and rumination. Cognition performance is diminished because of the divided attention and therefore performance suffers, leading to negative self-evaluations and more self deprecating cognition which further impairs performance, and so on. (p. 92)

From this study, lack of confidence as well low proficiency in the language itself causes anxiety in technical instructors which affects their readiness.

Conceptual Framework

Title Mode Questionnaires Interviews

Technical Instructor’s Readiness in using English-Medium Instruction in non-language classroom.

Mix Mode

Adapted from a study entitled “The Professional Preparation of Malaysian Teachers in the Implementation of Teaching and Learning of Mathematics and Science in English”

3 sections

Section (a) Technical lecturers’ professional readiness to teach technical modules

Questions on readiness on using English as a mode of instruction in teaching the technical subjects.

Methodology

Title Mode Questionnaires Interviews

Technical Instructor’s Readiness in using English-Medium Instruction in non-language classroom.

Mix Mode

Section (b) Technical lecturers language anxieties

Adapted from Horwitz, 1986 - systematic instrument–the 33-item Foreign Language Classroom Anxiety Scale (FLCAS) – adapted for the study. (not all items are used)

Questions language anxiety faced in terms of confidence and proficiency.

Methodology

Title Mode Questionnaires Interviews

Technical Instructor’s Readiness in using English-Medium Instruction in non-language classroom.

Mix Mode

c)Needs on training and support to overcome language anxiety in terms of confidence & proficiency

Items 2, 8 & 9 in terms confidence Noraini (2007) “The Professional Preparation of Malaysian Teachers in the Implementation of Teaching and Learning of Mathematics and Science in English”

Questions on their:a) Confidenceb) Proficiency

(Adapting from Faiz (2008)- Students Academic Needs & Hauck and Hurd (2005) - eleven strategies to deal with languageanxiety )

Methodology

Research MatrixObjective RQ Method Method of

Analysis

To investigate the readiness of the Technical Instructors in using English-Medium Instructions in non-language classrooms.

Technical lecturers’ readiness 8 questions : Strongly Disagree Strongly Agree

Questionnaire & Face to Face: Open Ended Questions- Interview Session

FrequencyPercentage

To identify the language anxieties faced by Technical Instructors in using English-Medium Instruction in the non-language classroom in terms of confidence and proficiency.

Language anxieties – 3 questions : Strongly Disagree Strongly Agree Confidence – 13 questionsProficiency – 4 questions

Questionnaire & Face to Face: Open Ended Questions- Interview Session

FrequencyPercentage

To identify the needs on training and support to overcome their language anxieties in terms of confidence and proficiency in using English- Medium Instruction in non-language classes.

Needs on Training & Support– 11 questions. Strongly Disagree Strongly Agree (Hauck & Hurd)

Questionnaire & Face to Face:Open Ended Questions- Interview Session.

FrequencyPercentage

Items from the study Noraini (2007) “The Professional Preparation of Malaysian Teachers in the Implementation of Teaching and Learning of Mathematics and Science in English Teachers.”

1. I am ready to speak in English (R)

2. I feel confident to speak in English (C/P)

3. I am ready in understanding reading materials in English (R/C)

4. I am ready in writing instructional materials in English (R/C/P)

5. I am ready in constructing test items in English (R/C/P)

6. I am ready in delivering instruction in English (R/C)

7. I am ready in guiding students to use English (R/C)

8. I am ready in enabling students to understand my teaching in English medium. (C)

9. I feel confident in teaching in English (C)

10. I am ready in ensuring the instructional objectives are achieved (R/C)

11. I am ready to pose questions to students in English (A/C)

12. I dare to answer students’ questions in English (A/R/C)

13. I am ready to handle learning problems of students who are weak in technical subjects to learn in

English (A/C)

14. I am ready to handle learning problems of students who are weak in English to learn in English (A/C/P)

* Readiness (R) Confidence (C), Proficiency (P), Anxiety (A)

Appendix

Hauck and Hurd (2005) offered a list of eleven strategies to deal with languageanxiety to their research respondents (n=48). They were asked to tick strategies thatapplied to them and then select the most important one. The strategies were:

1. Use positive self-talk (e.g. I can do it; it doesn't matter if I make mistakes; othersmake mistakes)2. Actively encourage myself to take risks in language learning, such as guessingmeanings or trying to speak, even though I might make some mistakes3. Imagine that when I am speaking in front of others, it is just a friendly informal chat4. Tell myself when I speak that it won't take long5. Give myself a reward or treat when I do well6. Be aware of physical signs of stress that might affect my language learning7. Write down my feelings in a day or notebook8. Share my worries with other students (Adapted: Share my worries with other TI)9. Let my tutor know that I am anxious (Adapted : Let my mentor……)10. Use relaxation techniques e.g. deep breathing, consciously speaking more slowly, etc.11. Other 

Appendix

Thank You