Language Enhancement through 21
stCentury Language Camps:
A Case Study in Malaysian Polytechnics
Marina Abu Bakar1*, Adlena Hany Abu Adam1
1 General Studies Department, Politeknik Melaka
*Corresponding Author: marina@polimelaka.edu.my
Accepted: 15 September 2020 | Published: 30 September 2020
_________________________________________________________________________________________
Abstract: In the 21st Century classroom, educators create productive environments for students to develop the skills needed at the workplace and play the role of a facilitator rather than a teacher. Lessons are students-centred and higher order thinking skills, knowledge of technology and effective communication skills are among the new skills focused on, through the application of collaborative project –based curriculum. Students should be able to use skills obtained in interdisciplinary subjects to fulfil specific objectives. Textbooks and reference books from the library are no longer the only source of information. Instead, technology, internet, and various sources are ample and readily available. Hence, it is hoped that the 21st century classroom will produce creative, productive, and effective communicators. Aspects of the 21st century classroom can easily be extended to outdoor activities such as language camps, to provide students with language and social skills that is much needed. When spontaneity is unavoidable, students will have to jump in the deep end and communicate in whatever means possible. Hence, imitating peers and peer correction will encourage incidental learning to occur. This paper shares feedback of students and lecturers who had undergone language camps that applied the LEC model which is believed to be the 21st century language camp. Feedback obtained from participants also showed that students enjoyed the language camps and were not afraid to make mistakes as it provided an informal setting for learning hence, less stress.
Keywords: communication, enjoyable, self-development, 21st century learning, outdoor _________________________________________________________________________
1. Introduction
The quote by Towers (1996) ‘Outcome-based Education is a learner centred, results oriented system founded on the belief that all individuals can learn.’ is nothing new to implementers of TVET education. The transformation in the polytechnic curriculum resulted in a shift towards student-centred lessons with a focus on learning outcomes. Kember (1997) further emphasized that lecturers should facilitate rather than preaching information with the assumption that learners are empty vessels. Experiential learning is also vital for learners as they are actively engaged in the activities and are using the language in authentic situations.
Learners no longer sit in classrooms doing exercises and following drills of language structure. The 21st century classroom which embraces communicative skills, is in line with the Common European Framework of Reference (CEFR) that had been introduced to the Ministry of Malaysian Education in 2015. This framework that is stated in the 2015-2025 Education Blueprint focuses on ‘can do statements’ would be implemented in the various levels from preschool to tertiary education. Institutions can no longer solely rely on formal
learning, but to provide students with a variety of activities that cater for the different learning styles and needs of the students.
It is communicative based and learners are required to apply the knowledge learnt. High order thinking skills (HOTS) are also expected to be imbedded instead of relying on lower cognitive levels. Knowledge on its own is no longer expected, but the ability to apply the knowledge that is sought after. HOTS and language skills can be applied and tested through the unconventional method such as a Language Camp, Language Carnival, Explore Race, Broadcasting and other activities. Hence, this 21st language camp using the Language Enhancement Camp(LEC) model or certain parts of the LEC model can be introduced in schools and institutions to help enhance proficient and non-proficient students’ language skills. Facilitators from the more proficient students are appointed and trained, providing them the opportunity to enhance their language and generic skills. On the other hand, participants consist of students who are less proficient and these students are exposed to various creative activities, that provide them the opportunity to use the language spontaneously and learn from their peers. The constraints could be time, materials preparation, location and budget.
Background
The first English Camp was first introduced to Melaka Polytechnic in 2001 with the intention of encouraging students to use the language outside the classroom. The informal setting was aimed at exposing the less proficient students to a less stressful environment with the hope of enhancing their language skills. This English Camp was carried out annually in Melaka Polytechnic and it was extended to other polytechnics in the southern zone in 2012. This annual collaboration with the southern zone was then named Play Speak and Dream English (PSDE) Language Camp. In 2015, Melaka Polytechnic organized a national language camp called the ‘English Enhancement Camp’ with the intention of sharing this concept with the other Malaysian Polytechnics. Then certain sections of this LEC model was extended and shared across borders to foreign Polytechnics namely, Bengkalis State Polytechnic (2012, 2016), Bandung State Polytechnic(2017) , Sriwijaya State Polytechnic (2018)and Medan State Polytechnic (2018). In 2019 the LEC model was copyrighted under MyIPO (LY2019007601)
Problem Statement
The teaching and learning process typically is takes place in the traditional classroom and lessons are still exam oriented. Competitions in primary, secondary and tertiary education such as debate, public speaking and storytelling, provide the opportunities for proficient students to shine. Students who are less proficient and lack confidence would not get the opportunity to take part in outdoor activities.
Research Question
This research is carried out with the following questions in mind.
1. How can language camps benefit students?
2. How do lecturers view the effectiveness of camps in providing incidental learning and reinforcement to language learning?
Research Objectives
This research is carried out to:
1. Determine the impact of carrying out these activities on students.
2. Examine the plausibility of carrying out language camps for polytechnic students taking into consideration constraints faced by the lecturers.
Research Significance
This study would be beneficial to English Language teachers in primary, secondary and tertiary education who are willing to put in extra effort in creating exciting activities to help motivate less proficient students to be involved in English Enhancement programs. Usually extra time and effort are required the first time it is being carried out, because training of the first batch of student facilitators are required. It is hoped that this study can prove that the LEC model used for the language camps can easily be adapted and adopted in various institutions according to the required proficiency level to enhance communicative skills through 21st century approach.
Limitation of the Study
This study was limited to respondents consisting of students and lecturers who had attended language camps that had been organized or co-organized by Melaka Polytechnic. Feedbacks from the various respondents were based on their experience of the different language camps organized namely the English Enhancement Camp, Play Speak and Dream English and the English Carnival. Majority of the respondents were students from Malaysian Polytechnics with a foreign polytechnic where CSR camps were carried out. Moreover, the participants for the camps were required to have at least basic language skills.
2. Literature Review
Extending learning outside the traditional classroom is one alternative that is fun and effective for these 21st century students. Not only is the outdoor experience more enjoyable, these memorable experiences contribute towards internalizing language structures taught and used. The terms ‘the learned system’ and ‘the acquired system’ were used by Stephen Krashen (University of Southern California) in his second language acquisition theories since the 1980s. Formal education where language and grammar rules are specifically and explicitly taught to students in class, are referred to as the ‘learned system’, while imbedded or implicit learning through meaningful interactions such as planned activities, are referred to as ‘the acquired system’. In the ‘acquired system’, incidental learning takes place.
Krashen stressed that ‘Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill’ as traditionally used. So one may ask how we can enhance language acquisition. Krashen explained by stating ‘acquisition requires meaningful interaction in the target language- natural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.’ Hence, a variety of outdoor English activities such as language camps can be the solution to help students acquire the language through the 21st century learning. Carefully planned language camps can provide students with opportunities to use the language through meaningful and authentic interactions. This will then lead to incidental learning.
The concept of the 21st century classroom or learning is nothing new. The teacher plays the role of the facilitator and lessons are student-centred. Students often learn by doing and are encouraged to make enquiries. Students do not learn in isolation but skills from the various subjects are applied when working on projects that are interdisciplinary. Technology plays a role in the 21st century classroom and students do not rely only on textbooks as the sole source of reference. Students are also no longer just memorizing and recalling, instead in this
century, students should be able to use the acquired knowledge and demonstrate their ability and mastery through the various projects or activities conducted. At the end of the day, it prepares and moulds students towards becoming a more productive work force.
A Canadian Summer Camp Research Project study was carried out (Dworken, 2001; Garst &
Bruce, 2003; Henderson et al., 2007; Michalski et al., 2003) and it was found that a week’s summer camp managed to affect students’ environmental awareness, emotional intelligence, social integration, self-confidence and personal development. Feedbacks were obtained from parents 2-4 months after the camp. Genesee (1985) explained that the immersion programs in Canada were first introduced in 1965 to the children who lived in a French speaking community that was slowly increasing. French was then used as the medium to teach the curriculum. As students performed activities and tasks, they ‘picked up’ the language skills.
Students were not only encouraged to use the language but also required to use it.
In Malaysian polytechnics where there are no immersion programs, ‘immersion activities’
can be created to imitate these concepts. Macnamara (1995) stated that immersion programs provided students with the opportunity to use the language in a more ‘natural environment’.
Hence, students were involved and engaged in meaningful conversations that enabled incidental learning to take place. The same concept is applied when designing outdoor activities that take into consideration actual interactions. For example, the program ‘Chit Chat Mat Salleh’ that was carried out by the English Language Society of Melaka Polytechnic, looked into the ability of students to formulate relevant questions and making small talks with strangers. Having been taught the structures of formulating questions, students then put these skills into practice. However, making small talks will still require impromptu speaking and not merely memorizing prepared questions. Students will have to improvise and ask questions based on the responses given.
Aswad, M (2017) stated in his research on ‘the effectiveness of an English Camp’ that, the positive effects of the camp is the synergistic interaction among the context of the camp, the interactive element of it and the communicative factor. It was reported that parents felt that the camps allowed their children to be physically active and unplugged from technology. It was felt that, apart from having fun, their children also gained confidence and overcome their fears. Through the activities, the children learnt to be independent and connected with environment, as well as, developed social and life-long skills. Hence, it is believed that carefully planned language camps can benefit students and fulfill the concept of the 21st century learning. Not only does this 21st century language camps cater for students who lack proficiency level, it also helps enhance generic skills for the proficient students.
This research looks into the implementation of the Language Enhancement Camp (LEC) model, created by Melaka Polytechnic that fulfills 21st Century learning concept and how it enhances learning. This camp obtained feedbacks from students to enable the organizer to look at positive and negative responses for continuous improvement. This concept was then shared at the National level when PMK hosted the first National English Camp in 2015 using the LEC model and feedback was obtained from the participants. This concept was continued and carried out in 2016 with Elcar in Politeknik Sultan Salahuddin Abdul Aziz Shah and Belcar in Politeknik Kota Kinabalu in 2017. Hence it was decided that this model would be patented in 2019. This LEC English camp model (Diagram 1) that was introduced and carried out, is flexible and easily adaptable to cater for the different needs, student proficiency and available resources. Having carried out English camps annually for the past 20 years, many different types of activities had been tested and run with students from various age groups
ranging from primary to tertiary education. Differentiation is carried out based on the different proficiency levels of the students by determining suitable activities. The camp which was 100% conducted by proficient and average student facilitators, and monitored by a minimum of 2 lecturers. However, training for the student facilitators is essential and this will enable the enhancement of students’ generic skills. The LEC model is student-centred, communicative, incorporated technology, involves collaborative work, and the teacher plays the role of the facilitator. Hence, the LEC model fulfills the element of a 21st century language camp.
Figure 1: LEC Model
3. Methodology
The research adopted is generally a quantitative approach. It is based on an online generated questionnaire from the Google form which was distributed to lecturers and students from the Malaysian Polytechnics who had attended either the EEC, ELCAR, PSDE or BELCAR camp. Simple observations were also carried out during the language camps.
Research Sample
The respondents chosen were English language lecturers ranging from 20- 60years old and students from the various Polytechnics. A total of 139 Diploma students and 47 lecturers responded via the online questionnaire for this action research. Quantitative data was collected from the respondents using google form questionnaires and the data was analyzed to obtain the percentage. Qualitative data was also collected through observations during the camps.
Research Instruments
A primary research was done for students using the likert scale, consisting of sixteen questions divided into ‘A’ and ‘B’.
Section A – Personal Details (7 items) Section B - Benefits to students (9 items)
The lecturers were also given a set of questionnaire with 19 questions to be filled in. The questions were divided as follows:
Section A – Personal Details (4 items)
Section B - Perception of Outdoor activities – (7 items) Section C- Perception on cost and location (4 items) Section D – Benefits to students (4 items)
95.6 97 95.6
94.1 97 97 97.8 98.5 98.5
91 92 93 94 95 96 97 98 99 ENJOYABLE AND BENEFICIAL
LEARN THROUGH PEERS ENHANCE STUDENTS' LANGUAGE … HELP VOCABULARY ENHANCEMENT
DEVELOP LEADERSHIP SKILLS …
Percentage
Benefits
Data Analysis On Students’ Responses
The responses to the questions from the google form were auto calculated in percentages through excel in the google form. The percentages of respondents for each question were analyzed. Additional input from the observations were discussed in the findings.
Figure 2: Participation of Students for the Camp
For participation of camps, respondents were allowed to choose more than 1 answer if they had attended more than 1 camp. Figure 2 shows 51.1% of the students volunteered to attend the language camp. Similarly, 51.1% was chosen by their lecturers whereas, 11.9% stated they volunteered because their friends took part in the camp. This could be due to perception that language camps are academic or because they had participated in stereotype English outdoor activities in secondary schools which are more academic.
Figure 3: Students' Perspective On Benefits of the Outdoor English Camp
Figure 3 shows students’ perception on the benefits of the outdoor English Camp. Having gone through the language camp that was created based on the LEC Model, students were asked to give feedback on how they feel the camp benefitted them. The majority of the respondents (more than 94%) gave positive feedbacks with regards to the benefits of the outdoor English activities. 98.5% of respondents felt that the outdoor activities helped develop leadership skills and vocabulary enhancement whereas, 97.8% of the students stated that it also enhanced their language skills. In addition, 97% of the students responded that these activities were enjoyable and beneficial for them, helped them gain confidence to speak in English and reduced their language learning anxiety. Moreover, 95.6% of the students felt using English during outdoor activities was less stressful and that they learnt from their peers during the camps. Moreover, 94.1% of them stated that they are also less stressed in making mistakes compared in the normal classroom.
51.1 11.9
51.1
0 10 20 30 40 50 60
Volunteered Volunteered because his/her…
Chosen by lecturers
Percentage of Respondents
Choices
Data Analysis on Lecturers’ Responses
Figure 4: Age Group of Lecturer
Figure 5: Participation of Lecturers
Figure 4 and 5 are feedbacks given by lecturers. Based on figure 4, out of the 47 respondents, 19.1% is aged between 50-60 years old, 31.9% is 41 to 50 years old and 46.8% is aged 31-40 years old. This seems to show that generally teachers with at least 5-15 years of teaching experience are commonly sent to the language camps as facilitators and accompanying lecturers. Figure 5 shows the lecturers’ views on outdoor activities such as the language camps. Respondents were allowed to tick more than one box. 85.1% of the lecturers had been involved in the camps as a facilitator whereas, 59.6% of them participated as accompanying lecturers. Hence, data shows that some lecturers had been both accompanying lecturer and facilitator.
2.2
46.8 31.9
19.1
0 10 20 30 40 50
20-30 years old 31-40 years old 41-50 years old 50-60 years old
Percentage of Respondents
Age Group
85.1 59.6
4.3
0 20 40 60 80 100
Facilitator Accompanying Lecturer Never been invollved
Percentage of Respondents
Figure 6: Perception Towards Outdoor Activities Such as Language Camps
Figure 6 above shows the perception of lecturers towards English activities such as the language camps. 100% of the lecturers felt that their students enjoyed outdoor activities involving English Language activities and that 97.9% of them liked activities such as language camps and outdoor activities. Moreoever,95.6% of the lecturers agreed that carrying out these outdoor activities are in line with the concept of 21st century classroom and 93.4%
disagreed that games and outdoor activities are not suitable for tertiary education. In addition, 87.8% of lecturers agreed that students should be trained to take part in activities for self- development and not the value of prizes while 80.9 % felt that the benefits of these outdoor activities outweigh the problems. Although, 78.7% of the respondents felt that it was not difficult to get students to participate in language camps, 73.9 % felt that language camps and outdoor activities are expensive to carry out. This could be due to the expectation of cost of booking a location and prizes. 61.7% of the lecturers also felt that the value and attractive of the prizes do affect and influence student participation. Finally, 46.8% of lecturers felt that students do not participate could be due to lack of confidence.
95.6 97.9
100 80.9 78.7 46.8
73.9 61.7
87.8 93.4
0.0 20.0 40.0 60.0 80.0 100.0 120.0
carrying out outdoor activities is in line with the concept of 21st century classroom like language camps and outdoor activities students enjoyed outdoor activities involving English
Language.
benefits of these outdoor activities outweigh the problems
not difficult to get students to participate in language camps
students do not participate could be due to lack of confidence
language camps and outdoor activities are expensive to carry out
value and attractive of the prizes affect and influence student participation
students should be trained to take part in activities for self-development and not the value of prizes disagree that games and outdoor activities are not
suitable for tertiary education
Percentage of respondents
Views
Figure 7: Possible Locations for the Camps
With reference to the possible locations for the camp (Figure 7), 85. 1 % said it could be carried out in the polytechnic, 83% said free recreational parks, 53.2% said the seaside, 44.7% said locations in town and 40.4 % said tourist spots. Perceptions seem to be that it is costly, and limited to places with tourist spots. This is not necessarily true. It fully relies on the creativity and commitment of lecturers.
Figure 8: Benefits of the Outdoor Activities like the Language Camp
Figure 8 agreed that the proficient students can be made as facilitators to help enhance their language and generic skills. Similarly, 100% felt these activities allowed peer teaching and learning to take place. Furthermore, 97.9% believed that outdoor language activities can help provide students with a less stressful learning environment and 96.8% believed that carrying out activities can help enhance students’ language skills.
Observations during the camps showed active participation from students and attempts were made to speak in English regardless of errors made. Peer guidance and teaching was apparent although there was some usage of mother tongue. Facilitators played their roles by encouraging students to use English. A banner was placed during the closing ceremony and participants were encouraged to share their experiences. 100% of respondents of the camp gave positive feedback (Figure 9).
85.1%
83.0%
53.2%
44.7%
40.4%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%
Polytechnic Free recreational parks seaside locations in town tourist spots
96.8%
100.0%
97.9%
100.0%
95.0% 96.0% 97.0% 98.0% 99.0% 100.0% 101.0%
carrying out activities can help enhance students’
language skills
proficient students can be made as facilitators to help enhance their language and generic skills outdoor language activities can help provide students
with a less stressful learning environment these activities allow peer teaching and learning to
take place
Figure 9: Banner (Feedback from the English Camp Participants)
4. Conclusion
Questionnaires and observations showed that students enjoyed the language camps and were actively involved in the activities. Although there were students who were not proficient and struggled with some of the activities, it was felt the language camp provided them with the platform to use the language without having to be conscious of everything they say. The camp provided a less stressful environment for language learning and authentic use of the language. The findings clearly show that the majority of the lecturers who had been facilitators or accompanying lecturers believe that, the language camps or similar outdoor activities can help enhance students’ language skills by allowing incidental learning and reinforcement to language learning occur. The respondents also felt that the benefits of language camps and outdoor activities outweigh the problems and that camps can be carried out in their institutions and alternative locations without straining their budget. However, the success and effectiveness of a language camp relies on the careful planning and not conduct just for the sake of conducting. Lecturers should consider the activities and language games to be used to enhance students’ learning strategies and provide high impact activities. Helping students to reinforce what is learnt will increase the rate of success in enhancing their language skills and confidence. Learning languages should be extended outside the four walls. A 2 in 1 concept of developing language skills and enhancing generic skills should be introduced as part of the 21st century classroom. It is hoped that these strategies would be employed by institutions to enable students to enhance the essential skills need to compete in the employment market. Further investigation can then be carried out to determine if there is a relationship between attending language camps or outdoor activities and students’
performance.
References
Aswad, Muhammad. (2017). The Effectiveness English Camp, A model in Learning English as the second language.
Characteristics of a 21st Century Classroom (2008). Retrieved April 16, 2019, from
http://woulibrary.wou.edu.my/weko/eed502/Characteristics_of_a_21st_Century_
Classroom.pdf
Four Essential Rules of 21st Century Learning (2019, June 8) by Teach Thought Staff.
Retrieved April 7, 2019, from https://www.teachthought.com/learning/4-essential- rules-of-21st-century-learning
Genesee, Fred. (1985). Second Language Learning Through Immersion: A Review of U.S Programs, Review of Education Research Winter, Vol.55, No. 4, 541-5610.
Language Policy Unit, Strasbourg, Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Retrieved April 16, 2019, from http://www.coe.int/lang-CEFR
McNamara (1995). Policy and Practice in Bilingual Education: A Reader Extending the Foundations, Multilingual Matters Ltd.,125.
Parent Study Suggests Strategies for Effective Use of Camp Research.
Retrieved April 15, 2019, from http://www.ontariocampsassociation.ca/article-parent- study-suggests-strategies-for-effective-use-of-camp-research/
Schutz, Ricardo. (2014). Stephen Krashen’s Theory of Second Language
Acquisition. Retrieved April 7, 2019, from http://www.sk.com.br/sk-krash.html
