Computer Supported Collaborative English Language Learning in Saudi Arabia - Research Paper Example

COMPUTER SUPPORTED COLLABORATIVE ENGLISH LANGUAGE LEARNING IN SAUDI ARABIA Chapter one Introduction A basic requirement for future education prosperity is to train students for active contribution in a society of networked information where facts are considered as the majority of dangerous resource for community and financial expansion. This need has in return forced educational institutions to devise pedagogical strategies that can effectively cope with the challenges. Because of this, technological systems have begun playing an active role in reform teaching and learning processes. Computer supported collaborative English language learning is now emerging as one of the most talented ideas that can be used to develop education experiences. During the eighties a number of research projects which were centered on computer supported collaborative learning were built on a “solo-learner model”, and the important to individualize education processes were believed to be the central characteristic of computers based instruction. However, it was the omission of social interaction that worried educators during this period of time. Over the last decade this situation has dramatically changed, and later research on using information and communication technology in the education sector has looked at using the same technology to assist community interaction between teachers and learners, and along with students. Within network-based learning environments, communication and collaboration are usually the main idea; however, social interaction has today been taken into consideration in designing and implementing technological systems which can be running in separate workstations. Computer supported collaborative English language learning is educational approach in which education takes a community interaction with using a computer organization and throughout the Internet. It can take set synchronously in online or classroom environment of learning. Since learning today is a social process, computer supported collaborative learning seems to be a real approach for education that could become the mainstream educational model in Saudi Arabia. A good amount of countries in all over the world, as Saudi Arabia are increasingly paying significant awareness towards promoting learning at large because learning has been cited as a means to increase living standard in developing countries. It is against this backdrop that Saudi establishment is heartening community and personal learning institutions to encourage education by incorporating ICT in learning with a plan of individualizing citizens with state of the art learning technology. Education in the Kingdom of Saudi Arabia is gender segregated into three: common learning for male, learning for female and habitual Islamic learning. With the country’s relatively young population, technology is no longer a luxury. Today; the total spending on ICT in Saudi Arabia is expected to exceed $32 Bn by 2012. This may transform the Saudi economy into a knowledge based economy that has the potential to replace the oil wealth in the coming decades and this is the main reason as to why many believe it is both feasible and essential to implement computer collaborative learning in Saudi Arabia (Oxford, 2010, p. 258). There have been quite a few studies of the role of information and communication system (ICT) in Saudi Arabian education. Some of the research has focused on computer science issues while other research has addressed pedagogical issues relating to computer based learning methodologies. Both areas of study are essential. One research project that is relevant was a case study: “Opportunities and Challenges of knowledge Management Approach to E-learning: Case study in Al-Bayan Model School for Girls, Kingdom of Saudi Arabia” by Mohamed, Abuzaid and Benladen (2008). This study examined e-learning, in a high school setting and used an information administration method of e-learning. The authors recognized that there are significant constraints on e-learning in Saudi Arabia, particularly because of religious thinking that demands the blocking of websites which are deemed as offensive to local culture, or religious beliefs. Al-Bayan has examined perceptions of e-learning in Saudi Arabia perceptions of students and parents. In general, people seemed to be quite passionate about e-learning opportunities. This research examined many of the aspects of computer approach learning that the present research is addressing, so it provides relevant background information. It is also strong in methodology and analysis, because like the proposed of the research questionnaires were used in identifying the participants’ perceptions. However, it had a very limited literature review, perhaps because it was ground bucking research in Saudi Arabia (previous research used universities settings) The second relevant study is “Connecting students across universities in Saudi Arabia” by Al-Jarf (2005). This study presents results of experiments in which students from King Saud University share online syntax classes learning with professors and learners from Umm Al-Qura University. The research aimed to identify the effects of online collaborative learning on first year learners; the effects of online collaboration had on students’ attitudes about online collaboration and interaction with their peers from other institutions, as well as the technological, cultural and linguistic difficulties that this group of students have in online learning environments. The participants of the study were 70 students (male and female) from Umm Al-Qura and 40 female students from King Saud University. Prior to online instruction, the student’s computer literacy skills were assessed by a questionnaire (Al Jarf, 2004, p.38). Students concealed their identities, even to the extent of deleting their personal e-mail messages. Factors which contributed to inadequate participation and interaction in the study were cited to be: Cultural barriers: In Saudi Arabia students are instructed using same Sex instructors Technological Issues: Students reported that the e-learning platform was very complicated to use. Factors of linguistics: learners were in their first term and had very limited skills stage and a lot of difficulty with technical terms. College’s culture: students reported that they preferred working if the activity was branch of the coursework and credit was given for participation. This research also had a limited literature review, and the scientific approach used is irrelevant to the proposed research. The third piece of research is “Students attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia” by Al-Fahad (2009). This research aimed to realize and determine student’s attitudes towards the efficiency of using mobile phone devices as a form of collaborative learning. There were three specific objectives of this survey: exploring students’ attitudes towards the efficiency of mobile learning; identifying students’ favorite for mobile knowledge in expanse education; and examining the degree to which students employ the mobile knowledge remotely. The questionnaire revealed that students who participated in the research were also found to own cellular phones, and other strategies as iPods, and MP3 players. The paper investigated learner’s attitudes towards the effectiveness of mobile knowledge as a form of collaborative learning in the studies. The author has also analyzed the qualitative questions and answers in an effort to increase the considerate of how learners might observation using mobile technology in a knowledge environment. This research had a very strong literature review with a very strong scientific analysis, however, the research was mainly concerned with using mobile devices, so the results have somewhat limited relevance the examination of perceptions of computer supported collaborative English language learning models, which is the focus on the proposal research. The fourth study is “Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature” by Bingimals (2009). This research aimed to provide a Meta-Analysis of some of the supposed barriers to knowledge combination in knowledge learning in Saudi Arabia. The analysis in the paper aims to carry the findings and key points from an evaluation of available research associated with teacher’s integration of ICT in learning and teaching. The research found that there are some school level barriers to e-learning. First, teachers reported that there was a lack of time to plan technology-based lessons was a common challenge. Secondly, often because of lack of time, there was limited effective training for teachers, on both pedagogical and skills levels. It was also revealed that teachers attended professional development courses in ICT, yet afterwards they did not know how to run the computers! Furthermore, lack of accessibility was another barrier, because the teachers had to share available ICT materials with other teachers. Finally, because of the lack of technical support in schools, teachers could not be expected to overcome the barriers preventing them from using ICT (Lewis, 2003, p.77). Technical problems have been cited to be a major barrier for teachers. These technicalities include: waiting too long for websites to open, printers not printing, failing to connect to the internet, and working with old machines. These results serve as a timely warring to researchers in Saudi Arabia, as perception alone (the focus of the proposed research) cannot determine the success of implementation of ICT in schools. The last relevant research study is “An Empirical Investigation into the Role of Enjoyment, Computer Anxiety, Computer Self-Efficacy, and Internet Experience in Influencing the Students Intention to use E-Learning: A Case study from Saudi Arabian Governmental Universities” by Alenezi (2010). This research included 402 student participants. Like the proposed research, this study used measurement scales (1-5), and the questionnaire was piloted. A direct research was administrated in order to increase the measurement modified balance. The direct research was made in order to detect inner reliability of utilized survey. Create authority and consistency analyses were made to guarantee that quality responses were covered. The research provided useful evidence of the importance of “enjoyment, computer anxiety, computer self-efficacy, and Internet experience in successful e-learning”. However, the research had no scientific evaluation whatsoever, with very limited literature review. THE RESEARCH: Computer Supported Collaborative English Language Learning in Saudi Arabia Research Aims & Objectives The research aims to uncover the benefits of computer supported collaborative learning for students in high schools in Saudi Arabia. These benefits will be made clear to the different stakeholders involved. The paper clearly explains the benefits, and the unforeseen disadvantages, that are associated with this kind of learning. This particular research centered on the property of computer supported collaborative learning in the teaching of English as a Second Language. It is aimed at identifying the perceptions of students, teachers, and parents, of the new form of education delivery. The research also aimed at uncovering some of the barriers to widespread adoption of Saudi society computer learning in Saudi Arabian education. This particular research intended to identify how this pedagogical approach can be better applied in high schools that in the Kingdom of Saudi Arabia. Research Questions 1. To what level will the purpose of computer supported collaborative learning is helpful in establishing complete learning tasks? 2. To what level are English Foreign Language learners prepared to transfer their approach from traditional grammar translation methods to computer supported collaborative learning? 3. How will computer supported collaborative learning adapt learning according to students' personal benefit, and how can students' behavior be modified likewise? 4. What are students' and teachers’ attitudes towards the use of computers in English language learning in Saudi Arabia? 5. What, if any, are the contextual and societal challenges to the use of computers supported collaborative learning English language in Saudi Arabia? 6. How can relevant e-learning concepts be developed so that computers can be used in language learning, and what implications do these concepts have on policy, and the practice of computer supported collaborative learning? Research Paradigm The research used a positivist paradigm, because it adopted a subjectivist approach. The paradigm for the research is positivism as “the positivist paradigm of exploring social reality is based on the observation and reason as means of understanding human behavior” (Dash, 2005, p.1). This paradigm has been adopted because literature has identified the value of understanding people’s experience of computer supported collaborative learning English language in Saudi Arabia in identifying strategies for improving its in high schools in Saudi Arabia. Research Design and Methodology Quantitative techniques were used in this research whereby data will be collected then analyzed by SPSS program. According to Kothari (2004), surveys are used to systematically gather factual quantifiable information necessary for decision making. Surveys are efficient methods of collecting descriptive data regarding the characteristics of populations, current practices and conditions or needs (Kothari, 2005). They are also helpful in gathering information from large cases by employing use of samples hence reduces the costs. The descriptive survey approach is chosen for the present study, because it seeks to gain insight into a phenomenon as a means of providing basic information in an area of study (Bless and Higson-Smith 1995). The strength of the survey method is also evident in its ability to study, describe, explore and analyze relationships among geographically gathered subjects. Kerlinger (1978) argues for the use of surveys in educational fact finding because they provide a great deal of information which is accurate. With quantitative techniques, it is easy to seek direct answers to questions, collect evidence, and produce findings that have not been determined in advance and also to produce findings which are applicable beyond the immediate boundaries of the study. Four high schools in Saudi Arabia were supplied with research questionnaires which were designed for the students within 16-18 years old across the country. Parents and teachers also participated in the research by responding to the questionnaires distributed to them. The researcher distributed 300 surveys where each had 30 questions which were divided into five sections with each section having six questions. The first group of questions focused on the students’, teachers’, or parents’ perceptions of computer supported collaboration learning. The second group was about the cultural influences, while the third one on availability of governmental support and adequacy of infrastructure. The fourth group of survey questions dealt with the technological skills required to operate and repair the machines when technical issues arise and, finally, there were questions relating to willingness to switch to this kind of learning, and the reasons for/against that willingness. For each question on the survey, responses was measured on a liker scale of 1 point for each response: 1 for strongly agree … 2- agree … 3- neutral … 4- disagree … 5- strongly disagree. Scores were then accumulated and weighted against the other responses to determine the students’, teachers’, or parents’ perceptions of using computer supported collaborative learning in teaching second language. “Data in the form of statistics while qualitative researchers collect data in the form of words” (Bluff & Cluett, 2006, p.255). This particular research method is appropriate in the sense that questions are directly answered and each response weighs exactly the same as others. Data analysis After data collection, responses from all items were crosschecked to facilitate coding and processing for analysis using Statistical Programme for Social Sciences (SPSS v.11.10) computer package. Statistical analyses of data were done by descriptive statistics employing the measures of central tendencies, frequency distributions, difference between a set of observed frequencies and a corresponding expected frequency. Other models such as cross tabulations and one-way analysis of variance (ANOVA) were used to analyze the variation both within and between various groups. Descriptive statistics gave a summary of the characteristics of the populations from which samples were drawn. Chi-square test was used to analyze categorical data and to determine whether there are significant differences between the observed frequencies of responses from the respondents (Burns and Grove 1993: 499). Pilot study, reliability and validity Pilot study is a pre-study test where a small sample of the target population is used to ensure that there is consistency, reliability and validity in the questionnaires and the methodology used in collecting data. After carrying out a pilot study based on 15 students, 5 parents and 5 teachers to identify internal consistency and therefore check reliability and validity before it is framed for use in the research. The research questions were found to be consistent with the research objective and the research questions. There were small changes in the question structures to capture the indented response hence avoid ambiguity. Setting and Sampling The study was conducted in 4 private high schools in Riyadh. These high schools (two for boys and two for girls) the selected schools’ view will be representation a range of high schools in regions invited to participate and countrywide. The research used Quota sampling methodology. The survey was evenly distributed, with 60 students’ survey being distributed to each institution, 30 male and 30 female students. Ten questionnaires will then be distributed to parents of some of the students from each school, with 5 questionnaires provided for classroom teachers, making the total number of questionnaires being distributed to any high school at about 75. The study included 240 students, 40 parents, 20 teachers who were selected randomly, to maximize the possibility of obtaining results that represent the targeted population (Gray, 2009, 27). To ensure maximize responses rates, randomly chosen participants were given two weeks to reply, and further random selection was done to replace the questionnaire that were not returned may be the respondents ceased to participate. Ethical Issues The ethical issues have to be considered in any research. Firstly, selected participants had the right to not be involved, or to withdraw at any time the felt like. Secondly, confidentiality and privacy was given a priority, as they are most important for the participants (Punch, 2009, p.176). Privacy was kept by allocating survey coding for each participant using double blind methods. Before agreeing to participate, selected participants read a standard information package outlining the aims and methods of research as well their rights (Punch, 2009, 208). Furthermore, agreement was obtained from the learning institution to which the surveys were send, and approval were obtained via appropriate ethical standards statements. Strengths and Weaknesses for the research The use of appropriate of literature gives the research essential background information for the study. Using a questionnaire which provides a quantitative data strengthen the research as does collecting information from a range of stakeholders (students, parents and teachers). Piloting questions identified initial inconsistencies and therefore checked its validity and reliability of the questionnaire. On the other hand, there are some weaknesses in the research. Firstly, there is a small sampling of 4 out of 200 private high schools in Riyadh, this will limit the generalisability of the results really, and it is like 4 case studies. In addition, the close-ended questions “limited the variety and detail of responses” (Abramson and Abramson, 1999, p.222). DATA ANALYSIS AND INTERPRETATION 4.0 Introduction This chapter presents an analysis and discussion of the data gathered from the three categories of respondents; parents, teachers and students using the tools discussed in the previous chapter. The data were collected through structured questionnaires, interviews schedule and observation as well as content analysis. This chapter is sub-divided into main sub-sections. The second sub-section presents and discusses the characteristics of the participants including training and teaching experience. The research aims to uncover the benefits of computer supported collaborative learning for students in high schools in Saudi Arabia. The research questions were as follows; 1. To what level will the purpose of computer supported collaborative learning is helpful in establishing complete learning tasks? 2. To what level are English Foreign Language learners prepared to transfer their approach from traditional grammar translation methods to computer supported collaborative learning? 3. How will computer supported collaborative learning adapt learning according to students' personal benefit, and how can students' behavior be modified likewise? 4. What are students' and teachers’ attitudes towards the use of computers in English language learning in Saudi Arabia? 5. What, if any, are the contextual and societal challenges to the use of computers supported collaborative learning English language in Saudi Arabia? 6. How can relevant e-learning concepts be developed so that computers can be used in language learning, and what implications do these concepts have on policy, and the practice of computer supported collaborative learning? With the above research questions, the researcher categorized 30 questions in the questionnaire into five groups with six questions for each group. Using SPSS data transformation was done to have response based on the categories. Demographic data Table 1 What is your gender Frequency Percent Valid Percent Cumulative Percent Valid Male 179 59.7 59.7 59.7 Female 121 40.3 40.3 100.0 Total 300 100.0 100.0 Fig 1 pie chart for gender of respondents The table above shows the number of respondents and their gender. There were 300 questionnaires that were respondent to by the target population there was 59.7% male and 40.3% female who participated in the research survey. Table 2 category of respondent Frequency Percent Valid Percent Cumulative Percent Valid Student 240 80.0 79.3 79.3 Teacher 30 10.0 10.7 90.0 Parent 30 10.0 10.0 100.0 Total 299 100.0 100.0 Total 300 100.0 Table 2 above shows the users by category there were 240 students which is 80% while teachers and parents composed 10% each. This is also represented in the Perception of the respondent towards CSCL The students selected from different high schools in Saudi Arabia both girls and boys respondent to the questions about their perception towards CSCL, the questions were aimed at finding out if students think that CSCL will help them improve their learning skills. There were 237 students who respondent to the questions. There was a mean of 2.17 and std. dev. 1.05 this means that most students agree that CSCL will improve their studies. Few students did not agree with the idea that CSCL will improve their thinking skilling, discussion skills and collaboration with others. The above histogram represents the view of teachers on the use of CSCL in high schools in Saudi Arabia although there was no teacher who strongly opposed the system, there were many who were undecided with their attitude towards CSCL. The mean was 2.44 and 0.948 std. dev which shows that there was no wide variations in the perception of teachers. Generally most teachers have a positive attitude or perception towards CSCL being used in class. The histogram shows parents perception towards implementation of CSCL in schools, most parents strongly agree that CSCL should be implemented in schools with a view that it will improve the skills of their kids. There was a mean of 2.07 std. Dev of 0.907 which shows closeness of the view expressed by the parents. There was some parents who did not have a clear opinion or view concerning CSCL implementation in high schools. This is another category of questions where the researcher wanted to find out the commitment and willingness of the government in the implementation of the CSCL in high schools. Was recorded by 237 students who respondent to the question that the government is doing its best in the implementation or creating an environment for development of software for CSCL, providing grants among other efforts. A mean of 2.18 and std. dev. of 1.06 indicates that students agree with the government wiliness and efforts being done. APPENDIX C QUESTIONNAIRE FOR STUDENTS/ TEACHERS/PARENTS The purpose of questionnaire is to seek your opinion and views COMPUTER SUPPORTED COLLABORATIVE ENGLISH LANGUAGE LEARNING IN SAUDI ARABIA It is designed to allow you to express your views freely and also give your suggestions on how to improve on use of Computer Supported Collaborative English Language Learning in high schools in Saudi Arabia . You are therefore requested to complete the questionnaire as accurately as possible and return it. Thank you. Note: 1 for strongly agree 2- agree 3- neutral 4- disagree 5- strongly disagree What is your gender? Male [ ] female [ ] Tick your appropriate category Student [ ] Teacher [ ] Parent [ ] 1. This question is aimed at finding out your (students/ teachers/parents) perceptions of computer supported collaboration learning. Kindly tick the appropriate response a. CSCL helps students associate their existing knowledge to learn new things Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] b. CSCL it makes class more interesting and personalizes larger classes Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] c. CSCL engages students actively in the learning process Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] d. CSCL enables students develop scientific argumentation skills Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] e. CSCL is the best method of learning English a foreign language Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] f. CSLC enables students solve problems and develop critical inquiry skills Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] 2. The following questions wants to find out the about the cultural influences on computer supported collaboration learning. Kindly tick the appropriate response a. Culture influences technological intersubjectivity in CSCL environment Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] b. Culture influences students’ appropriation of affordances in CSCL environment Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] c. Students have knowledge of collaborating effectively in discussions Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] d. Intercultural divergence hinder student participation in CSCL Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] e. Students will participate more in learning using CSCL Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] 3. The following questions looks at the availability of governmental support and adequacy of infrastructure for computer supported collaboration learning. Kindly tick the appropriate response a. There is government willingness to implement CSCL in high schools Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] b. The government should implement laws that ensure high schools use CSCL in Saudi Arabia mandatory Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] c. The government has not done enough to ensure development of software for CSCL Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] d. The government should increase CSCL funding in high schools Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] 4. The following questions looks at the technological skills required to operate and repair the machines when technical issues arise in computer supported collaboration learning environment. Kindly tick the appropriate response a. The instructor has relevant skills to operate CSCL equipment Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] b. Students have enough computer skills to operate computers during in classroom Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] c. There are enough technologist to repair or operate the equipment for CSCL Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] d. Students are not in any position to diagnose computer during class work Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] e. It is not possible to repair computers by high school students Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] 5. The following questions focuses on your willingness to switch to this kind of learning, and the reasons for/against that willingness. Kindly tick the appropriate response a. I would like to switch to learning English vocabulary with computer Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] b. Group activity with use of computers is more efficient through collaboration Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] c. Vocabulary exercises while operating computer distracts the student Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] d. Students are comfortable and satisfied in Computer supported learning of English Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] e. English learning using computer technology is effective and faster Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] f. Collaboration is not necessary in doing English work using computer technology Strongly agree [ ] Agree [ ] neutral [ ] disagree [ ] strongly disagree [ ] References Abramson, J. & Abramson, Z. (1999). 'Constructing a questionnaire', in Survey methods in community medicine (5th ed). Edinburgh: Churchill Livingstone. Al-Enezi, A. (2010). 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