THE UNIVERSITY OF HULL Problems in the Implementation of Computer Assisted Language Learning in Malaysia being a Thesis submitted for the Degree of Doctor of Philosophy in the University of Hull by Nuraihan Mat Daud B.A.(Hons.)(Monash), M.Sc.in T.E.S.P.(Aston) August 1994 Acknowledgement I wish to express my gratitude to all those who have assisted me throughout my study including the organisations which have helped to facilitate the production of this work. To Ms. Nadine K. Cammish, my first supervisor, my sincere thanks for the guidance and commitment shown in the supervision of my work. To Dr. Jeffrey L. Moore, my second supervisor, thank you very much for the advice and the suggestions given in the course of this investigation. I am also grateful to the International Islamic University, Malaysia for granting me not only my study leave but also a scholarship at the time when such help was greatly needed. I thank the Malaysian Ministry of Education for giving me the permission to conduct the study in the chosen Malaysian schools and institutions. I would also like to thank those teachers and students who gave their co-operation in the research. This work would have been impossible without their help. I would not forget those friends who were with me in difficult times. Their good deeds will always be in my mind. Finally, special thanks to my mother who was always there for me. It was her aspiration and my late father's ambition that gave me the extra strength to finish my work. 1 SUMMARY The aim of the research was to study an attempt to integrate Computer Assisted Language Learning (CALL) into the curriculum of institutions within Malaysia. The study was based on the premise that the quality and quantity of computer usage in the classroom is influenced by the teachers' readiness to use the device. Based on the findings suggestions are made for possible solutions to some of the recurring problems. The findings have implications for both pre- and inservice teacher training. The rationale for research is laid out in Chapter One whilst Chapter Two gives the background to the study. The review of literature is given in Chapter Three. Chapter Four argues for the use of both qualitative and quantitative methodologies in this research work. The findings made in the first three phases of the study which were largely based on qualitative approach are discussed in Chapter Five. The large-scale questionnaire survey which was carried out in phase four is presented in Chapter Six. The findings are discussed in relation to studies identified in the literature review in Chapter Seven. The implications of the findings for teacher training are discussed in Chapter Eight. The thesis concludes by identifying important follow-up studies. Teachers in the study were not sure how computers could be integrated into their curriculum. Attitudes to CALL had a positive relation with the use of computers for administrative tasks. The training programme conducted by the Ministry of Education was found to have a positive impact on their attitudes. Teachers who were sent for training had a more positive attitude than those who volunteered. Those who took the initiative to learn were found to have a more positive attitude and a higher expectation of computers than the others in the study. Teachers' attitude to and perception of CALL were found to be dependent on their qualification and teaching institution. Generally higher qualifications and teaching level were associated with more negative attitudes and perceptions. Anxiety was higher among teachers with a lower level of computer proficiency, and among University teachers. 11 PUBLICATIONS Accounts of parts of the research described in this thesis have appeared in the publications listed below. No offprints or direct quotations from the published materials are included in the thesis. 'Action research in Malaysia,' MUESLI News, (1993) Sept. 'Computer for Education Planning,' NCCE Bulletin (1993), Thursday, 3 June. 'First experiences of language teaching with computers', paper presented at CALICO Outreach Symposium, California, USA (Feb. 1992). 'Information Technology, ESP and Teacher Training,' paper presented at ESP Seminar, Malaysia University of Technology (Nov. 1993). 'Integrating CALL into E.S.P.,' ESP SIG Newsletter (1994) Jan, 8-10. 'Issues in CALL Implementation and Its Implications on Teacher Training,' CALICO Journal (1992) 1, 10, 69- 78. 'Observing CALL,' The Special Interest Group for Teacher Trainers, IATEFL (1993/4) Winter, 10, 17- 19. TABLE OF CONTENTS Acknowledgement Summary Publications Table of Contents iv Maps/Figures/Tables/Picture/Diagrams ix Abbreviations xiv Chapter One: Introduction to the Research 1.0 -. Introduction 1 1.1 .- Choice of Terminology 3 1.2 •. Statement of Research Problems 6 1.3 •. Objectives of the Study 7 1.4 •. Research Methodology 9 1.5 -. Scope of the Study 13 1.6 -. Limitations of the Study 14 1.7 •. Organisation of Chapters 14 Chapter Two: Background Information: English Language Learning And Computer-in-Education Projects in Malaysia 2.0 : Introduction 17 2.1 : Malaysian School Curriculum 18 2.2 : English Language Learning 20 2.2.1 : English at Primary Schools 22 2.2.2 : English at Secondary Schools 23 2.2.3 : English in Tertiary Education 25 2.3 : CALL Development in Malaysia 26 2.3.1 : The Place of CALL in the Curriculum 28 2.3.2 : Computers in Schools 31 2.3.3 : Financial Implications of the Projects 40 2.3.4 : Hardware 41 2.3.5 : Software 43 2.3.6 : Teacher Training 44 2.3.7 : Trainers 46 2.3.8 : Students Involved 46 2.4 : Schools Studied in this Research 46 2.4.1 : Schools A, B, C and D: District Background 47 2.4.2 : Computer Facilities at Schools 51 2.4.3 : School A 52 2.4.4 : School B 55 2.4.5 : School C 58 2.4.6 : School D 60 2.5 : International Islamic University 62 2.5.1 : Innovation Initiator 66 2.5.2 : Hardware Available 68 2.5.3 : Laboratory Lay-out 70 2.5.4 : Software Available 72 2.5.5 : Training 74 2.5.6 : Staff Background 74 2.6 : Conclusion 75 iv ▪ Chapter Three: Overview of CAL and Review of Literature 3.0 : Introduction 77 3.1 : The Microcomputer As An Innovation 78 3.1.1 : Individual and Organisational Innovation 78 3.1.2 : Effective Innovation 81 3.2 : Significant Development in CAL 86 3.2.1 : Significant CAL Projects 86 3.2.2 : Effectiveness of CAL Classes 92 3.3 : Computers in Language Teaching/Learning 94 3.3.1 : Studies on CALL 99 3.3.2 : Effectiveness of CALL Classes 100 3.4 : Teachers and Micros 103 3.4.1 : Teacher Variable 103 3.4.2 : Teachers' Reactions to the Micros 104 3.4.3 : Impact of Teachers on CAL Projects 107 3.4.4 : Computer Anxiety 111 3.4.5 : Teacher Training 115 3.4.6 : Software Evaluation 123 3.5 : Computer Lay-out 126 3.6 : Personnel-in-charge 129 3.6.1 : Key Personnel 129 3.6.2 : Teacher Trainers 130 3.6.3 : Technicians 131 3.7 : Conclusion 132 Chapter Four: Research Procedures 4.0 ▪ Introduction 133 4.1 ▪• Methodological Issues 134 4.1.1 : Summary of Methodologies 139 4.2 The Preferred Approach 142 4.2.1 : Triangulation 142 4.3 Reliability and Validity Issues 144 4.3.1 : Reliability 144 4.3.2 : Validity 146 4.4 Approaches Used in this Study 147 4.4.1 : Case Study 147 4.4.2 : Action Research 150 4.4.3 : Interviews 153 4.4.4 : Observation 154 4.4.4a : Participant Observation 155 4.4.4b : Systematic Observation 157 4.4.5 : Questionnaires 164 4.4.5a : Likert Scale 165 4.4.5b : Visual Analogue 166 4.4.5c : Affect Adjective Checklist 166 4.5 Research Organisation 171 4.5.1 : Phase One 171 4.5.2 : Phase Two 176 4.5.3 : Phase Three 178 4.5.4 : Phase Four 181 4.5.4a : Pilot Study 181 4.5.4b : Large Scale Survey 182 4.6 Discussion of Results 184 4.7 ▪• Conclusion 184 Chapter Five: Research Analysis I - Phase One to Phase Three 5.0 • Introduction 185 5.1 • General Research Plan 186 5.2 • Phase One - July 1991 to Sept. 1991 186 5.2.1 : Reconnaissance- Fact Finding and Analysis 186 5.2.1a : Innovation Initiator 186 5.2.1b : Results of Preliminary Contact with IIU Staff 187 5.2.1c : Results of Preliminary Contact with School Teachers 197 5.2.1d : Staff Background - Students They Taught 198 5.2.2 : Action Step One 205 5.2.2a : IIU 205 5.2.2b : Schools 205 5.2.3 : Action Step Two 206 5.2.3a : IIU 206 5.2.3b : Schools 207 5.2.4 : Action Step Three 207 5.2.4a : IIU 207 5.2.4b : Schools 208 5.2.5 : Reconnaissance: Possible Explanations of Any Failure to Implement, and Effects 208 5.2.5a : IIU 208 5.2.5b : Schools 211 5.2.6 : Students' Reactions to CALL Classes 218 5.2.6a : IIU 218 5.2.6b : Schools 223 5.3 Phase Two - Dec.1991 to Feb.1992 224 5.3.1 : Revise - General Idea 224 5.3.2 : Action Step One 225 5.3.2a : IIU 225 5.3.2b : Schools 225 5.3.3 : Action Step Two 226 5.3.3a : IIU 226 5.3.3b : Schools 226 5.3.4 : Action Step Three 227 5.3.4a : IIU 227 5.3.4b : Schools 227 5.3.5 : Reconnaissance - Possible Explanation of Any Failure to Implement, and Effects 228 5.3.5a : IIU 228 5.3.5b : Schools 229 5.4 Phase Three - July 1992 to Sept.1992 231 5.4.1 : General Plan 231 5.4.2 : Reconnaissance -Possible Explanations of Any Failure to Implement, and Effects 231 5.5 • Classroom Observation 232 5.5.1 : Classroom Management 236 5.5.2 : Building Teachers' Confidence 238 5.5.3 : Attention to Students 239 5.5.4 : Language Used for Communication 241 5.5.5 : Technical Help 241 5.5.6 : Teacher Silence 242 5.5.7 : Summary of Systematic Observation 242 5.6 Conclusion 243 vi Chapter Six: Research Analysis II - Phase Four 6.0 .- Introduction 244 6.1.1 -.