Tertiary Students' Language Learning Strategies in an Online English Writing Course

Technology is an important aspect in today's modem world and its application is now being tested and investigated in the field of learning and teaching. In an online environment, the student is not a passive respondent but one who can employ specific strategies to effectively evaluate, integra...

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Main Author:	Han, Ai Leen
Format:	Thesis
Language:	English English
Published:	2000
Subjects:	Educational technology Internet in education
Online Access:	http://psasir.upm.edu.my/id/eprint/9913/1/FBMK_2000_4_IR.pdf
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id	my-upm-ir.9913
record_format	uketd_dc
spelling	my-upm-ir.99132023-12-04T03:54:55Z Tertiary Students' Language Learning Strategies in an Online English Writing Course 2000-04 Han, Ai Leen Technology is an important aspect in today's modem world and its application is now being tested and investigated in the field of learning and teaching. In an online environment, the student is not a passive respondent but one who can employ specific strategies to effectively evaluate, integrate, analyze and retain new material. The purpose of the present study was to investigate the use of language learning strategies (namely cognitive, metacognitive and socioaffective strategies) by students in an online writing course, based on O'Malley et. al. (1985a and 1985b) and Chamot and Kupper (1989) taxonomies from a classroom context. The study also sought to suggest a modified taxonomy of language learning strategies that reflects what a student can apply in an online environment to facilitate the process of language learning and to produce a general learning profile of online English language learners. Therefore, the study adopted an ethnographic approach to observe and investigate participants in order to obtain a more holistic and in-depth analysis of strategy use. Eleven Universiti Putra Malaysia (UPM) students participated in the project. The data consisted largely of strategy checklists, journal entries and audiotaped interviews with the students. The study found that students do, consciously and unconsciously, use language learning strategies in the hypertext environment. The findings also suggested two new strategies appropriate for both online and traditional classroom learning. These were repetition for reinforcement in the metacognitive strategy group and the community strategy that further expands the definition of cooperation in the socio-affective group. It was also found that there was a high overlap between the features in the list compiled from the studies of O'Malley et al. (1985a and 1985b) and Chamot and Kupper (1989) taxonomies and the list generated from the study. The comparison of general learning profiles of the successful and less successful online learner gave insights to changes in comprehension levels and learning perceptions during the three months. Hence, despite the change of teaching medium and course presentation, students adapted themselves for effective online learning. While learning in an online environment poses no major learning difficulties, other issues such as Internet accessibility, computer and Internet literacy, and problems in using the think-aloud method in this new medium were found to be potential setbacks in this supplementary educational medium. Educational technology Education, Higher - Effect of technological innovations on Internet in education 2000-04 Thesis http://psasir.upm.edu.my/id/eprint/9913/ http://psasir.upm.edu.my/id/eprint/9913/1/FBMK_2000_4_IR.pdf text en public masters Universiti Putra Malaysia Educational technology Education, Higher - Effect of technological innovations on Internet in education Faculty of Modern Language and Communication Abdullah, Mohd Faiz English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
advisor	Abdullah, Mohd Faiz
topic	Educational technology Educational technology Internet in education
spellingShingle	Educational technology Educational technology Internet in education Han, Ai Leen Tertiary Students' Language Learning Strategies in an Online English Writing Course
description	Technology is an important aspect in today's modem world and its application is now being tested and investigated in the field of learning and teaching. In an online environment, the student is not a passive respondent but one who can employ specific strategies to effectively evaluate, integrate, analyze and retain new material. The purpose of the present study was to investigate the use of language learning strategies (namely cognitive, metacognitive and socioaffective strategies) by students in an online writing course, based on O'Malley et. al. (1985a and 1985b) and Chamot and Kupper (1989) taxonomies from a classroom context. The study also sought to suggest a modified taxonomy of language learning strategies that reflects what a student can apply in an online environment to facilitate the process of language learning and to produce a general learning profile of online English language learners. Therefore, the study adopted an ethnographic approach to observe and investigate participants in order to obtain a more holistic and in-depth analysis of strategy use. Eleven Universiti Putra Malaysia (UPM) students participated in the project. The data consisted largely of strategy checklists, journal entries and audiotaped interviews with the students. The study found that students do, consciously and unconsciously, use language learning strategies in the hypertext environment. The findings also suggested two new strategies appropriate for both online and traditional classroom learning. These were repetition for reinforcement in the metacognitive strategy group and the community strategy that further expands the definition of cooperation in the socio-affective group. It was also found that there was a high overlap between the features in the list compiled from the studies of O'Malley et al. (1985a and 1985b) and Chamot and Kupper (1989) taxonomies and the list generated from the study. The comparison of general learning profiles of the successful and less successful online learner gave insights to changes in comprehension levels and learning perceptions during the three months. Hence, despite the change of teaching medium and course presentation, students adapted themselves for effective online learning. While learning in an online environment poses no major learning difficulties, other issues such as Internet accessibility, computer and Internet literacy, and problems in using the think-aloud method in this new medium were found to be potential setbacks in this supplementary educational medium.
format	Thesis
qualification_level	Master's degree
author	Han, Ai Leen
author_facet	Han, Ai Leen
author_sort	Han, Ai Leen
title	Tertiary Students' Language Learning Strategies in an Online English Writing Course
title_short	Tertiary Students' Language Learning Strategies in an Online English Writing Course
title_full	Tertiary Students' Language Learning Strategies in an Online English Writing Course
title_fullStr	Tertiary Students' Language Learning Strategies in an Online English Writing Course
title_full_unstemmed	Tertiary Students' Language Learning Strategies in an Online English Writing Course
title_sort	tertiary students' language learning strategies in an online english writing course
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Modern Language and Communication
publishDate	2000
url	http://psasir.upm.edu.my/id/eprint/9913/1/FBMK_2000_4_IR.pdf
_version_	1794018876656189440

Tertiary Students' Language Learning Strategies in an Online English Writing Course

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