An Analysis of Introducing Computer-Assisted Learning of English during the Preparatory Year in College - Literature review Example

?'An Analysis of introducing computer-assisted learning of English during the Preparatory Year in College 0 Introduction Information and communications technology (ICT) has pervaded every sector across most nations in the world. Businesses recognize the benefits of ICT and hence seek computer-literate employees. This implies that schools and Universities have an unwritten responsibility to equip students to face challenges in the global work place. Internet penetration in Saudi Arabia is low which stands at 49% (Internet World Stats, 2013). Nevertheless, widespread availability of computers, internet and email access has changed the study environment (Rahman, 2012). The educational institutions thus have to accept the challenge of integrating information technology into their classrooms and use IT facilities as a part of the teaching process (Asiri et al, 2012). The challenge is not limited to integrating IT but it also demands that the faculty have the necessary expertise and positive attitude towards computers (Al-Jabri, 2000). However, Saudi Arabian Universities suffer from shortage of faculty members. The success of any program implementation benefits the students, university and the region as a whole. However, to implement any program in Saudi Arabia is a challenge because of low levels of computer literacy. The University of Ha’il (UOH/University) is a leading university in Saudi Arabia offering courses in diverse subjects including medical and engineering courses. The mission of the UOH is to link education to socio-economic development of the community. Their vision is to combine technology and innovation for continued sustained development. Keeping this in view, this paper prepares a case for introducing computer-assisted learning of the English language during the preparatory year which is meant to be a bridge between secondary and tertiary education, aimed at equipping students to follow their subsequent degree programmes. Along with the specific objectives of raising students’ competence in the English language, mathematics and sciences, computer-mediated communication (CMC) or computer-assisted language learning (CALL) should also be focused upon. Literature on the subject would be reviewed which would help prepare the case for change. Organizational change management requires processes and tools for managing the people side of the change at the organizational level. Thus, after a review of the literature in change management and on the importance of computer-mediated education for UOH, the change management program would be presented and analysed in the following sections. 2.0 Literature Review A study was conducted among fifty adult EFL Saudi learners at Najran University, Saudi Arabia, by Mahdi (2012) to investigate the impact of informal use of computer-mediated communication (CMC) on English as a Foreign Language (EFL) learner’s interaction. Informal use of CMC implies unplanned and unevaluated activities that can occur outside the classroom. The findings of the study suggest that the students had positive attitude towards the use of CM to improve their English language. However, teacher interference and busy schedule, can impact the informal use of CMC. The findings of this study are relevant for this paper because teachers or the faculty would be the prime drivers of this change at UOH. Similarly, Riyadh Colleges of Dentistry and Pharmacy (RCSDP), in the process of implementing a totally computer-based information system to facilitate administration, delivery of curricula and clinical teaching, conducted a survey of the students to investigate into their knowledge and skills relevant to ICT (Rahman, 2012). The aim was to measure the level of acceptance and the degree of training that would be required to equip them to accept the challenge in computer-mediated education system. The study found that students of this college demonstrated favourable attitude towards ICT and their level of use was at par with students from other countries. The fact that the university needed to conduct a study shows that there were doubts about students’ capabilities in using CALL. The study also revealed that there is scope for improvement and that the universities should make greater use of ICT in imparting education. At UOH also the preparatory year is not mandatory for students of medicine and engineering which indicates that students that opt for specialized courses do have a positive attitude towards the adoption of ICT. Implementing the change or introducing CMC is for the students that intend to pursue degree courses other than medicine and engineering. Al-Jabri (2000) conducted a study among the secondary school students in Saudi Arabia and found that both male and female students had positive attitude towards CMC and ICT. The author suggests that schools and universities should capitalize on this trend and design a comprehensive computer education package. Asiri et al (2012) emphasize the need for e-learning in Saudi Arabia as the Saudi Arabian universities have a rising student population. Asiri et al point out to another important concern in the Saudi Arabian context. The educational institutions in Saudi Arabia have to house the male and female students and staff in different buildings. This exerts a strain on the available resources. Moreover, the number of female teachers is much lower than the male students. Under the circumstances, e-learning or the use of CMC would reduce the strain to a large extent and facilitate the process of teaching. At the same time, minimum number of female instructors would suffice. This finding is relevant to UOH as well because UOH also faces shortage of female instructors. Students of EFL and ESL often feel the English language course that they have pursued has failed to equip then enough to use English language in real-life settings (Chen and Brown, 2012). The ready-made text book curricula fail to engage the student, which implies that they derive little motivation to study the foreign language. This shows lack on part of the instructors in designing effective curricula. This also shows lack of use of effective technology to make the course effective. While educational institutions may not be providing technological platform in education, the students have become “digital natives”, find Chen and Brown. These factors motivated the authors – Chen and Brown to conduct a study to evaluate if technology could enhance the motivation to study EFL at Maryland English Institute, University of Maryland, USA. The emergence of web 2.0 technology has importance in the learning environment for English as the second languages. As Chen and Brown (2012) point out the learning of second language (L2) requires a huge amount of writing tasks. These learners tend to target an abstract audience and their writing does not serve any meaningful purpose. However, with advancement in ICT and the emergence of web 2.0 technology the students can have access to an authentic audience at the click of a mouse. Chen and Brown conducted a study to assess the impact that targeting an authentic audience in a computer-mediated environment may have on L2 learner motivation towards English as the second language. The study found that students were motivated to enhance their vocabulary as it helped to communicate information they perceived to be important. Through computer-mediated approach the students’ awareness of audience and sense of ownership were raised. This study is of particular relevance to this paper because in the preparatory year at UOH study of English as foreign language (EFL) is emphasized upon. The motivation to use computer in the learning process has arisen as students developed the desire to develop their own ideas, to learn from globally dispersed students and to become a part of the community. Through interactions with an authentic audience, students, in addition to being consumers of information, also become contributors of knowledge. The motivation thus generated also has a tendency to reduce discrepancy between the student’s real self and the ideal self, between what he is and how he perceives himself. Al-Dosary, Rahman and Aina (2006) elaborate on the linkage between the right skills and education and employment. They cite examples of this linkage in several countries while focusing on the employment situation in Saudi Arabia. The authors contend that the issues found in Saudi Arabia are seldom found in other countries. This survey found that the graduates of King Fahd University of Petroleum & Minerals (KFUPM) could easily obtain employment but this is not the case with other institutions in Saudi Arabia. Thus, it becomes critical to identify the gap between the market demand for educational programs and programs offered by educational institutes. Possibly, CMC could enhance the employability of the graduates of UOH. Implementing information technology projects in the Saudi Arabian context has issues and problems. Kanamugire (2009) conducted a survey to assess these problems in developing countries and suggest how these could be overcome. IT projects have been implemented by many international organizations in developing countries which include the U.N. Educational Scientific and Cultural Organization (UNESCO), NATIS (the National Information System), and PGI (General Information Program). In developing countries the prime concern is to create databases and handle locally produced information. It is also aimed at facilitating the exchange of information in a computer-readable format. The author cites of several UN agencies that have implemented IT projects in the developing nations. In Saudi Arabia too, the Saudi Arabian Center for Science and Technology (SANCST), now known as King Abdulaziz City for Science and Technology (KACST), has developed IT-based national science and technology information systems. In the developing nations such as Saudi Arabia cultural barriers pose the major issue. The main cultural barrier is the language factor as the languages of the developed nations dominate the IT projects. Arabic digital content is very poor and hence people in Saudi Arabia face major problems. Another cultural barrier is the lack of reading habits among the people of developing nations, including Saudi Arabia. Time concept or the general habit of implementing or working at a slow pace is also prominent in most developing countries. All these factors affect the implementation of IT projects. While Kanamugire (2009) discusses other issues such as financial and operational problems, these are not being discussed here as they are not relevant to this study. In the Saudi Arabian context it is important to note that enhancing computer literacy requires changing the mindset of the people, encouraging them to read, to equip themselves to compete with the developed world. This finding is important as introducing computer-assisted learning for EFL would help inculcate these abilities in the students. Transformation has to start as early as possible and students have expressed keenness to pursue computer-aided learning. Kanamugire (2009) asserts that IT projects can contribute to socio-economic development of the region and reduce the gap between the rich and the poor in the developing world. Therefore, UOH, by implementing computer-assisted learning for EFL, would actually be assisting the region and the nation towards development. While many universities in Saudi Arabia and other countries have evaluated the impact of computer-assisted learning, implementing change is not an easy task, especially in the digital economy. Management of change involves resistance to change, leadership or communication and how these influence the performance and development in the digital economy. Wargin and Dobiey (2001) cite three reasons why people resist change although this was in the context of a business organization. The resistance to change occurs because They lack the skill and knowledge to evaluate the gains from implementing technology People do not understand the larger picture and how application of technology could change how operations are conducted Resistance arises from the middle and upper management as the organizational structures and power bases are redefined. In the case of an educational institution also the same reasons may apply. The teaching faculty also may be prone to resist change for the reasons as mentioned above. To manage change, effective leadership becomes important. The leaders of change must have the drive and must be risk takers with high tolerance for ambiguity. In any change, ambiguous information and rumors can be widespread but a leader should know to manage such ambiguity. The leader must be able to take personal responsibility to drive the change. The leaders here would have to encourage and not delegate. This requires that the leader must possess a thorough understanding of the technology and its benefits. The leader need not be the top manager but one who has the capability to educate and convince the top management of the need for change. The leader also serves a mentor to the other faculty staff and trains them to participate in the change. The fact that leader or teacher influence and cooperation, is essential in the application of ICT in language learning has been highlighted in a study conducted by del Puerto and Gamboa (2009). The study was conducted through a web-based questionnaire to 166 teachers engaged in teaching second language. The study found that teachers seldom use computers as a means to facilitate collaboration or interaction because they believe that learning of second language is primarily driven by social interaction. It is quite likely that the teachers under study feared that technology would substitute for teachers but as Jones (2001 cited in del Puerto and Gamboa, 2009) states, teachers are an indispensable part of computer-assisted language learning (CALL). According to Al-Mansour and Al-Shorman (2011) CALL is meant to supplement face-to-face language instruction and not replace the teachers. In fact the role of teacher is very strong in internet-based technology but if they feel alienated from technology they will not be able to see the benefits for language learning (Lam, 2000 cited in del Puerto and Gamboa, 2009). The success of CALL depends upon learner training and supervision and lack of teachers’ involvement in the process has been found to be the reason for failure of CALL. Other advantages of CALL according to Al-Mansour and Al-Shorman (2011) and del Puerto and Gamboa (2009) include autonomy and self-pace learning which is very essential. It also provides the students with an immediate feedback and an opportunity to evaluate their answers. The authors also cite that internet environment is a great motivating factor for students learning a foreign language. Online interaction motivates students to develop knowledge through collaboration. However, the courses have to be effectively designed. Al-Mansour and Al-Shorman (2011) also endorse that CALL provides an innovative and effective alternative for language instructors. Motivation can be enhanced by personalizing information, by having animated objects on the screen and by providing challenging practice activities. The authors contend that students feel less stressed and more confident in such a learning environment where surface errors do not matter. CALL also helps the students in developing critical thinking skills. It improves self-concept, mastery over basic skills. In addition, active processing results in higher-order thinking skills and better recall, assert Al-Mansour and Al-Shorman (2011). The benefits of ICT in language learning include students’ convenience, connection with native speakers and target cultures, motivation of the students, to advance students’ learning process, to facilitate information search and to make the availability of materials easier (del Puerto and Gamboa, 2009). However, there are barriers for such implementation such as financial constraints, threat to human resource staffing, change in the teaching style, teacher training, lack of CALL training, lack of experience and lack of confidence in computer skills. The following chart demonstrates the problems that the teachers anticipate in transferring the learning of second language online. These factors would be important for UOH to consider when designing the change. Source: del Puerto and Gamboa, 2009 Joseph and Uther (2009) evaluated the use of mobile devices for language learning. The authors took into account how different multimedia and interface modalities can facilitate mobile language learning. The use of multimedia was considered within the context of second language acquisition (SLA) and CALL. The study found that the multimedia capabilities of the mobile devices in learning second language can enable students to have more authentic real world learning experiences. In 2009 the authors reported technical obstacles that limit multimedia on mobile devices but Cohen (2011) reports of apps available on iPhones aimed at language learning. However, as yet no studies have been conducted to quantify the benefits of using mobile devices in language learning. As far as UOH is concerned, this can be a next step after CALL is introduced and successfully implemented. 3.0 Case Study Before implementing computer-assisted learning at UOH for EFL, it is essential to evaluate the performance of students at organizations that may have implemented similar projects. King Saud University has been focusing on Computer-assisted EFL Instruction for several years. The university introduced a new computing language unit to integrate CALL into the curriculum for teaching and learning language skills (Al-Mansour and Al-Shorman, 2011). This separate unit, known as College of Languages and Translation, has several e-learning laboratories fully equipped with the latest hardware and software. These labs are connected with both internet and intranet and are equipped with a control system that enables the instructor to teach and communicate with the students. The lab is also equipped with electronic dictionaries and instructional software. However, the University felt the need to evaluate the impact of computer applications at the College of Languages and Translation. This was essential as they would be able to evaluate and invest their resources effectively. They thus conducted a study to investigate into the effect of using computers in English language instruction on student achievement. This was the first of its kind of study in the kingdom. The outcome of the study was intended to help those involved in the education prices to gain insight into the new Saudi computer-assisted EFL instruction experience. Since the traditional teaching methods cannot be abolished altogether, the objectives of the study was to investigate whether use of computers in teaching English along with the traditional method is significantly different from teaching English without the use of computers. Two groups participated in the study. The experimental group undertook computer-assisted learning along with the traditional methods while the control group was exposed only to traditional method of language learning. The experimental group was provided with three 30-minute periods a week for the eight-week duration of the experiment. Both the groups had to sit for a test before the experiment and again after the experiment period. The subjects all belonged to the second semester of a particular academic year. This was a sample of 60 students out of which 30 each were randomly assigned to the two groups. The researcher of this study hypothesized that students who were provided with computer assistance along with the traditional methods of teaching performed better than those who were provided only with the traditional method of language learning. The study found significant difference in the outcome of the experimental group and the control group. The researchers attribute better performance of the experimental group to several reasons rather than just the use of computer for learning English language. Using computers to learn English is a novelty which may have infused enthusiasm among the students which reflected in better performance. Computer-assisted learning enables learning at one’s own pace and hence the students may have repeated exercises till they were confident and felt they had understood the subject to their satisfaction. Using computers enables the students to refer to the learning material at any time or as per their will. The use of computer also lends privacy to the learners to some extent. They know they are not being watched and even if they commit mistakes, they do not have face embarrassment. They also feel comfortable in pooling in information from peers. Besides, the students also gain from speed, accuracy, variety of learning material and the flexibility of use and control. The study concluded that use of computers along with the traditional methods for learning English language has definite advantages over learning the language only based on the traditional methods. 4.0 Analysis In this section the benefits of implementing technology would be highlighted. Thereafter how the change will be initiated would be elaborated. The benefits that UOH would derive by implementing CALL during the preparatory year include better student-teacher communication, better administration, ability to cope with the rising number of students, overcome the shortage of female instructors. This change would also serve to enhance the image of the University and help fulfill its mission of aiding socio-economic development of the region. The literature review and the case study reveal the following: To enhance employability, to be at par with the developed countries, students have to be trained in the English language. Learning a foreign language is greatly facilitated by the use of computers. Several studies such as those conducted by Mahdi (2012), Chen and Brown (2012), del Puerto and Gamboa (2009), and Al-Mansour and Al-Shorman (2011) highlight the significance of using computers in learning of foreign language. Thus, there is sufficient evidence to support implementing the introduction of computers for learning EFL at UOH. This requires resources and investments in computers, in setting up labs, in investing in software and hardware, in designing e-material, in training teachers. Installing computers can give rise to resistance among the teaching staff. This would require effective communication and effective teacher training programmes. The students in Saudi Arabia appear to be comfortable with the use of computers and hence resistance from the students is not envisaged. The role of an effective leader to lead the change. Based on the above findings, this paper presents how computer-assisted language learning (CALL) programme can be effectively implemented at UOH. The University of Ha’il has sufficient financial resources to implement such a change management programme. Setting up a lab and acquiring resources to run an efficient learning environment does not appear to be an issue with UOH. However, the leader would have to be knowledgeable in the hardware and software to be able to negotiate and get the best from the vendors. Motivating students would not be an issue as students have become tech-savvy and are keen to use and learn through computers. To manage an efficient lab would require human resources well-versed in technology as well as in the English language. The UOH may not have the required technologically qualified personnel but these can be hired. As far as the teachers are concerned the major issue would be to motivate them to use technology to assist in their teaching method. This is where the role of the agent of change or the leader becomes critical. Change management is the process that entails planning, implementing and evaluating changes undertaken for any project. Resistance during change in inevitable and the outcome depends upon how people entrusted with change are able to manage, contribute or incite resistance through their own actions and inactions (Ford, Ford and D’Ameiloa, 2008). Resistance disturbs the equilibrium of the employees, the teachers in the case of UOH, because they are used to working in a set pattern, and may lack the confidence to work as efficiently in the new environment. There is a tendency to resist when people experience betrayal or injustice (Ford, Ford and D’Ameiloa, 2008). While resistance is inevitable, the leader should evaluate the causes of resistance and this will help find the solution to minimize resistance. The change agent or the leader needs to understand that adjustment to change takes time (Kee & Newcomer, 2008) and hence the teachers should not be pushed to change. Leadership requires understanding that teachers cannot be pushed to change because this can lead to frustration and further resistance. The leader would have to project and represent the chances of success of the change process, without which resistance is highly likely. The leader would have to engage in effective communication and conversation with the teachers. These sessions may lead to negative outcome but the conversation must be continued. The teachers would in due course, reveal their frustrations. This would help the leader to understand their concerns and address the issues. The change process should be systematic and methodical because skipping steps in the process of change could result in errors (Kotter, 1995). Each individual passes through several stages such as denial, resistance, exploration and commitment (Stanleigh, 2008). Besides, individuals adapt to change at their own pace and this should be respected. The leaders must recognize this individual trait and allow them this benefit. UOH must clearly state its objectives in implementing CALL and this should be communicated to the teaching staff much ahead of the actual implementation. This would help avoid mistakes which can occur in the absence of a clear or compelling statement or vision (Gill, 2003). One of the ways that the teachers could be helped to overcome resistance is to establish a sense of urgency (Kotter, 1995). Urgency warrants prompt action and the teachers should be apprised of the reasons for urgency and the expected benefits from CALL. Once the urgency has been established and a dialogue initiated between the change agent and the teachers, the teachers should be encouraged to make changes in their own areas. Participative cooperation will reduce the negative feelings and lead to positive change. Initially short-term goals should be highlighted to the teachers as this prevents loss of momentum and onset of disappointments (Kotter, 1995). The analysis of the above literature and the case study suggests that the success of CALL depends upon effective teacher training and teacher acceptance of technology. They have to be assured that their jobs are not at stake; on the other hand the success of CALL depends upon their efficiency. Before CALL can be implemented at UOH, the teacher training programme has to be drawn up. In fact, teachers have to be introduced to computer-programming because language teachers and experts make ideal computer programmers (Amiri, 2000 cited in del Puerto and Gamboa, 2009). Teachers’ attitude towards technology would have to be changed. This is the main cause of resistance to change. Change management has to be initiated much before the change actually takes place. The ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) change model (Sande, 2009) should be applied at UOH which has assessments built in at each stage and identifies whether the individual is ready to move on to the next stage. The teachers at UOH would have to be made aware of the need to change on to CALL citing the benefits to the students, to the University, to the teachers themselves and the overall benefit to the society. This should stimulate a desire in them to participate in the change process. Once the desire has been created they would be receptive to the information flow and communication which enhances their knowledge on the issue. The next stage is the teachers training programme which will develop in them the ability to handle the changed curricula and the software for English language learning through computers. Training sessions would help to sensitize the teachers and make the process of transition smooth (Beard & Rees, 2000). After the teachers reach this stage, the entire change process has to be reinforced which can be done by providing incentives and recognition for embracing change. If transparency is maintained at each stage of the change process, it would help keep teachers’ morale high. However to implement such a strategy, the leader must have a realistic understanding of the complexities and challenges to detect the disruptive influences at an early stage (Bramante & Owen, 2009). They also need to have the qualities of patience and consistency. In addition dedication of the leader is essential to carry out the change process. The management should also empower the employees to enact change. 5.0 Conclusion There is evidence to support the benefits in implementing CALL at UOH. The change would benefit the students, the teachers, the management, the region and help the University to fulfill its vision to support socio-economic development of the region. Many Universities in Saudi Arabia have been implementing CALL but most of these are for higher studies in the field of engineering and medicine. UOH’s implementation of CALL during the preparatory year at college would be something unique which would immediately encourage and motivate the students throughout their study period. As far as financial resources are concerned, UOH has the ability to invest in technology and other resources. The case study does not elaborate on change management and the obstacles faced but other studies do indicate the resistance likely from the teaching fraternity when CALL is introduced. Teachers feel insecure and may try to resist change. This requires an effective change agent, confident in technology and in the English language, patient and transparent. The study also finds how mobile applications now facilitate language learning but its effectiveness has yet to be evaluated. Widespread language learning through mobile phones is yet to gain momentum and UOH could consider this at a later stage. As of now, the implementation of CALL is advisable at UOH as it has the necessary resources – financial and leadership – to implement change. References Al-Dosary, AS., Rahman, SM. and Aina, YA. (2006) A Communicative Planning Approach to Combat Graduate Unemployment in Saudi Arabia. Human Resource Development International, 9 (3), 397-414 Al-Jabri, IM. (2000) GENDER DIFFERENCES IN COMPUTER ATTITUDES AMONG SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA. Available from http://faculty.kfupm.edu.sa/MISAC/imjabri/pub/JCIS1.pdf [Accessed March 20, 2013] Al-Mansour, NS. and Al-Shorman, RA. (2011) The effect of computer-assisted instruction on Saudi University students’ learning of English. Journal of King Saud University – Languages and Translation (2011), doi:10.1016/j.jksult.2009.10.001 Asiri, MJS et al. 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