Difficulties with English as a Second Language - Assignment Example

Difficulties with English as a Second Language Student Name Tutor Course Table of Contents Difficulties with English as a Second Language 1 Table of Contents 2 Difficulties with English as a Second Language 3 Introduction 3 Critical overview 3 Structure 4 Purpose 5 Audience 6 Authors 6 Overview of article B 7 Comparative analysis 7 Instructional ideas 8 Training initiatives 9 Recommendations 9 Conclusion 10 Works Cited 11 Difficulties with English as a Second Language Introduction The objective of the essay is to explore two aspect of English language being used as a second language and the difficulties involved in it. A critical review of the research article with the title that seeks to explore the perceptions of students concerning the incorporation of peer feedback and wiki technology in English curriculum by (Lin & Yang, 2011) provides for the first aspect of the topic. The second section of the essay provides a comparative analysis of the first work and another study conducted in Britain which employs peer assessment and Facebook in combined learning to determine whether web 2.0 technologies can improve English wring skills of students in college by (Shih, 2011). The two research study articles examine the difficulties of English language at university and college levels of education. The first article investigates difficulties of English as a second language in college while the second one considers difficulties in the university. The essay finally presents institutional ideas as reactions to this particular diversity subject. Critical overview The article ‘Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses’ (2011) by Lin and Yang, the authors state that there is an increase in the need to use computer technology as a means of teaching and writing foreign language, English in this case. They suggest wiki technology as an appropriate example of technology that scholars can use in teaching English language. They point out that peer feedback aspects of wiki technology such as editing and assessment is becoming an educative factor for English writing skills among students and in classrooms (Hansen & Liu, 2005; Liu & Hansen, 2002 as cited by Lin & Yang, 2011). Wiki technology is assured since most students in today’s world spend much of their time on computers reading and writing made possible by the electronic era. Co-editing feature of wiki provides a basis for users of software to work faster and easily generate own web data (Leuf& Cunningham, 2001as referenced by Lin & Yang, 2011).The study investigates viability of this technology on improving students’ skills in writing and especially in English language which is considered as their second language. Researchers of the study sampled thirty two college students in Taiwanfrom an English department a participants in the study. The qualitative data indicated the need for upgrading learning techniques by embracing new technologies. Structure According to Lin & Yang (2011), authors of the article, time allocated for research procedure is a limiting factor. Less timing for research procedures can lead to biasness in the findings and conclusions which will affect their reliability (Yin, 2009). Limited time will limit the quality of data collected and from which conclusion is drawn. Being first time for the participants to use wiki, more time was needed to understand integration and workability of wiki and peer feedback. This also limits the time allowed to understand the behavior of sample group especially where there are seasonal responses. According to Bill (2001), the researchers will need more time to ensure readers and other users of reliability. The methodology also failed to gibbet the participants’ success in using Wiki since there is limited contact, constructive and impulsive texting. Findings were however well presented through classified columns and subtopics giving a clear analysis for the reader Yin, (2009). Purpose The specific purpose of authors of this article is to examine the relevance of wiki technology system in improving the writing skills of students especially of the English language as a second language. The study bases on students’ responses of the system if they are to employ it in their learning procedures. The premonition of the authors is satisfied in a writer’s work (Lin & Yang, 2011, p. 95). According to Hyland, (2003), in his writing about writing a second language, wiki technology is practically an appropriate tool for learning especially in college and provides real experiences. Although data was collected over a short period of time, findings from the collected data indicated improved writing skills among students as indicated by the article. Students were more familiar with the old paper pen writing method, however, they were responding well and could not mind adopting the new technical method (Lin & Yang, 2011, p. 95). Through the purpose of the article, the divergent issue identified is the social cultural behavior of participant students. They are used to the traditional way of learning and find it difficult to adjust to a new technological learning module. Audience The results and discussions of the article by Lin & Yang and another one entitled Difficulties in learning English as a second language will be of significance to literacy tutors and lecturers/instructors, trainee teachers, educators, employers, and web designers (Kannan, R, 2004). Researchers are also another interested party in the contents of the research article. It is relevant to researchers who want to further investigate how wiki technology can improve the writing skills of students especially where English is involved as a second language. The diversity issue in the article is social cultural and had effects on the sampled students: it affected their functionality, physical and indicated psychological challenges (Lawton & Turnbull, 2007) which in turn affect their acceptability of the new wiki technology. Authors Lin and Yang are active researchers in the educational sector especially in technological areas, linguistics including digital and multiliteracies, social cultural aspects. They are also experts in qualitative research and have performed joint researches together in the educational and technological field other than their individual works. Lin worked atWenzaoUrsuline College of Languages TaiwanwhileYang worked at National Sun Yat-sen University, Taiwan at the time when the article was being written. Both institutions’ education faculties are involved in the informative research across all disciplines. Yin is portrayed as an expert in social-cultural and EFL learning field by the University of Waikato while Yang is listed as a holder of a bachelors’ certificate from institute of education National Sun Yat-senUniversity. They are both researchers. Overview of article B The article by Shih of 2011 examines the effects of incorporating Facebook and peer evaluation in English writing skills in college. This is a form of wiki technology approach of teaching where the research employed the platforms and normal instruction teaching at different periods. Researchers employed both qualitative and quantitative methods in testing performance prior to and after the study. Findings were then drawn from the 23 University students within four and half month’s period. The Facebook and peer approaches are then applied in two thirds of the semester after employing the usual approach for a third of the semester (Shih, 2011). Integration of web 2.0 technology using Facebook and peer assessment is found to be a relevant aspect of enhancing students’ English skills other than the normal classroom instructions. Comparative analysis Article A and B by Lin & Yang and Shih respectively are similar since they all focus on the particular aspect of students’ English writing skills at college and university levels and how wiki Web 2.0 technology can improve these skills. They however differ in methods used which affect the data collection and findings. First, the two articles agree on the development of wiki Web 2.0 technology in the recent years. Article A illustrates that the world has grown to become an electronic where students read and write on computers (Lin & Yang, 2011). This has led to a speedy and innovative group of students who create their own web content through the platform. Article B quantitatively points out that, over 500 million people employed Facebook platform in social interactions and communicating with others by mid 2011(Shih, 2011). This has also increased the number of online discussion boards like Facebook and Flickr. They also identify students’ motivation and interests to be enhanced by the web 2.0 technologies which also encouraged students to advance their English writing skills. The articles however differ where article A considers more social cultural aspect as a major hindrance while article B considers the students’ own attitude, interest and instructors’ supervision as determining factors (Shih, 2011, p.834). Article B does not clearly reveal the specific constraint involved in the study but gives a general over view of it. The studies vary in presentation of results and implementation research model. Article B employs pretest analysis, involving procedures and a post test analysis. Article A does not employ an interactive and reflexive procedure (Lin & Yang, 2011, p. 94). Instructional ideas Early incorporation Lin and Yang article suggest to tutors need to integrate wiki technology approach in their tutorials in the students’ early years. According to (Faye et al, 2004), this will create a new culture among students and will be motivated to learn English as a second language. The authors believe that solving the social cultural problem will enhance learning. Lin & Yang (2011) notes that, through evidence from questionnaire responses, students’ culture of older learning method affect them psychologically in introduction of the wiki system. Instructors are expected to conduct class ethnography by means of creating teamwork with students in the data collection process (Hammersley, 1990, as referenced by Lin & Yang, 201, p. 94). Intensive computer use There is also an implication for teaching and learning once wiki is integrated. Article A and B suggest a possible problem of teachers losing control and authority over teacher as instructors which can be caused by complete use of wiki technology and less student teacher participation. The authors encourage teachers to frequently respond to students’ questions since they view teachers’ comments more serious, trustworthy and valid. Teachers know what students need, the basis of their understanding and are more experienced. They therefore can regulate students’ interaction and responses as they learn (O’Malley &Chamot, 1996). Since motivation to learn English arises from using web 2.0 technologies, teachers are encouraged to use it as basis for developing students’ understanding. Training initiatives Students’ restrictions on specific mechanics, style and grammar as indicated by article A were basically due to inadequate training of peer feedback. Article B also points out Students’ dissatisfaction with their peers’ responses were also as a result of inadequate training. Training is therefore necessary in conducting the peer assessment. Tutors are advised to conduct trainings and select leaders of class groups who will control interaction during learning under the tutors (ICKM et al. 2010). Recommendations Instructors should embrace pedagogical changes as new technologies are incorporated in the educational field. It is appropriate for tutors to employ Wiki technologies in teaching English especially for students taking English a second language. This is because most students are motivated to learn the language through such models and interaction with others. Also as the researchers say, most students learn and write on computers as world is changing into a technical texting world. Wiki technology is a developing aspect in the educational area. Social and cultural practices of Individuals and students are an area of diversity which affects the lives of students in ways that might be challenging to handle. Two different studies are carried out by different researchers to try and investigate the effectiveness of this technology on writing skills of students at higher learning levels of education. A common opinion is drawn by both researchers that tutors need to embrace more of wiki technologies in conducting their learning programs. Pedagogical changes are also another aspect suggested by the researchers based on technological usage. The research and resources can be used by tutors in conveying the procedures to all students. Conclusion In conclusion, it is worth noting that Wiki technology is essential in enhancing the level of education. Promoting the writing skills among the students in institutions fundamentally beneficial as it enables them to attain their targets. Various methods need to be formulated to ensure that the goals are realized efficiently. It is also necessary that the teachers are provided with the necessary requirements and the moral support to enable them successfully implement the programs. Works Cited Lin, W.C & Yang, S.C. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. Shih, R. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology Gillham, Bill. Case Study Research Methods. London Continuum, 2001. Print. Yin, Robert K. Case Study Research: Design and Methods. Los Angeles, Calif: Sage Publications, 2009. Print. Hyland, K. (2003). Second language writing. Cambridge, England: Cambridge University Press. Difficulties in learning English as a Second Language. R. Kannan ESP World www.esp- world.info, Issue 5 (26), Volume 8, 2009 Lawton Tina and Turnbull Tina, LLUK (2007). Inclusive learning approaches for literacy, language, numeracy and ICT. Lifelong Learning UK. Brownlie, F., Feniak, C., McCarthy, V., &Brownlie, F. (2004).Instruction and assessment of ESL learners: Promoting success in your classroom. Winnipeg: Portage and Main Press. O'Malley, J. M., &Chamot, A. U. (1996).Learning strategies in second language acquisition. Cambridge: Cambridge University Press. International Conference on Knowledge Management, Chu, S., Ritter, W., & Al-Hawamdeh, S. (2010).Managing knowledge for global and collaborative innovations. Singapore: World Scientific. Read More

lso limits the time allowed to understand the behavior of sample group especially where there are seasonal responses. According to Bill (2001), the researchers will need more time to ensure readers and other users of reliability. The methodology also failed to gibbet the participants’ success in using Wiki since there is limited contact, constructive and impulsive texting. Findings were however well presented through classified columns and subtopics giving a clear analysis for the reader Yin, (2009).

Purpose The specific purpose of authors of this article is to examine the relevance of wiki technology system in improving the writing skills of students especially of the English language as a second language. The study bases on students’ responses of the system if they are to employ it in their learning procedures. The premonition of the authors is satisfied in a writer’s work (Lin & Yang, 2011, p. 95). According to Hyland, (2003), in his writing about writing a second language, wiki technology is practically an appropriate tool for learning especially in college and provides real experiences.

Although data was collected over a short period of time, findings from the collected data indicated improved writing skills among students as indicated by the article. Students were more familiar with the old paper pen writing method, however, they were responding well and could not mind adopting the new technical method (Lin & Yang, 2011, p. 95). Through the purpose of the article, the divergent issue identified is the social cultural behavior of participant students. They are used to the traditional way of learning and find it difficult to adjust to a new technological learning module.

Audience The results and discussions of the article by Lin & Yang and another one entitled Difficulties in learning English as a second language will be of significance to literacy tutors and lecturers/instructors, trainee teachers, educators, employers, and web designers (Kannan, R, 2004). Researchers are also another interested party in the contents of the research article. It is relevant to researchers who want to further investigate how wiki technology can improve the writing skills of students especially where English is involved as a second language.

The diversity issue in the article is social cultural and had effects on the sampled students: it affected their functionality, physical and indicated psychological challenges (Lawton & Turnbull, 2007) which in turn affect their acceptability of the new wiki technology. Authors Lin and Yang are active researchers in the educational sector especially in technological areas, linguistics including digital and multiliteracies, social cultural aspects. They are also experts in qualitative research and have performed joint researches together in the educational and technological field other than their individual works.

Lin worked atWenzaoUrsuline College of Languages TaiwanwhileYang worked at National Sun Yat-sen University, Taiwan at the time when the article was being written. Both institutions’ education faculties are involved in the informative research across all disciplines. Yin is portrayed as an expert in social-cultural and EFL learning field by the University of Waikato while Yang is listed as a holder of a bachelors’ certificate from institute of education National Sun Yat-senUniversity. They are both researchers.

Overview of article B The article by Shih of 2011 examines the effects of incorporating Facebook and peer evaluation in English writing skills in college. This is a form of wiki technology approach of teaching where the research employed the platforms and normal instruction teaching at different periods. Researchers employed both qualitative and quantitative methods in testing performance prior to and after the study. Findings were then drawn from the 23 University students within four and half month’s period.

The Facebook and peer approaches are then applied in two thirds of the semester after employing the usual approach for a third of the semester (Shih, 2011).

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