i
THE UNIKL IPROM ENGLSH INSTRUCTORS’
COMPTENCY IN USING ICT: IMPLICATION TOWARD STUDENT LEARNING AWARENESS
BY
HASMAWATI ISMAIL
A dissertation submitted in partial fulfilment of the requirements for the degree of Master of Education
Institute of Education
International Islamic University Malaysia
APRIL 2012
ii
ABSTRACT
Computer technology is widely integrated in teaching. In fact, it has become an indispensable tool in instruction. There were claims that student-centred learning approach was practised in teaching and learning process using computer technology.
However, there were not many evidence to support the claims. This study set out to investigate the use of student-centred learning approach, student satisfaction in the use of various computer technologies, and student perception on English lecturers’ computer technology competency in using computer technology. This present study utilized a self- constructed questionnaire consisting 30 items which were based on previous literature reviews and it was distributed to 300 respondents among UniKL IPROM students of various semesters who had taken the required English courses. The analysis procedure was descriptive statistics and other statistical analysis such as post-hoc and independent t- test were also conducted using SPSS 11.5. This study suggests that English lecturers need to explore student-centred learning environment and use or encourage students to use various available computer technologies to promote their learning processes. It is recommended that this study be extended to other lecturers instead of English lecturers only in order to gain a comprehensive discovery of the computer technology used at UniKL IPROM.
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صخلم ثحبلا
مادختسا نإ م يف فورعم رتويبمكلا ايجولونكت
سيردتلا لاج .
و عقاولا يف هنإ ،
حبصأ اهنع ىنغ لا ةمهم ةادأ
يف ميلعتلا . إ كانه هيجوت نأب تاءاعد
"
ملا ةسرام
بلاطلا لوح ةروحمتملا
"
يف ملعتلاو ميلعتلا ةيلمع مادختساب
ايجولونكت
رتويبمكلا .
،كلذ عمو كانه نكت مل
ةلدأ ةيفاك معدل تاءاعدلإا هذه .
هذه فدهت
ةساردلا ىلإ
قيقحت مادختسا
هيجوت
"
ملا ةسرام بلاطلا لوح ةروحمتملا
"
و اضر ء ةبلطلا مادختسا يف
يللآا بساحلا تاينقت ءارآو ةفلتخملا
لا ةبلط لوح
ةءافك يزيلجنلإا ةغللا يرضاحم
ة مادختسا يف يللآا بساحلا ايجولونكت
.
ا هذه تمدختس ةساردلا
إ تانايبتس تاسارد ىلإ ًادانتسإ ةثحابلا ميمصت نم
ةقباس
و نيثلاث نم نوكتت ىلع اهعيزوت متو ًارصنع
صخش ةئامثلاث يف بلاط مهو
UniKL IPROM
نم ةيسارد لوصف ةفلتخم
و نيذلا اوسرد ةبولطملا تاررقملا
ةيزيلجنلإا ةغللاب .
و ا تانايبلا ليلحت يف يفصولا ءاصحلإا ةثحابلا تمدختس
يئاصحلإا ليلحتلاو
post-hoc
و ا رابتخ
"
ىت
"
إب مادختس
SPSS11.5
هذه حرتقت
نأب ةساردلا يرضاحم
ةغللا ةيزيلجنلإا نم دب لا
فاشكتسا ةلاح
"
ملا ةسرام
بلاطلا لوح ةروحمتملا
"
و مادختسا وأ
ىلع ةبلطلا عيجشت مادختسا
تاينقت
رتويبمكلا لا
زيزعتل ةدوجوملا ةفلتخم تايلمع
مهميلعت .
نأ نسحتسملا نمف متي
ديدمت ةساردلا هذه ىلإ
نيرضاحم نيرخآ
ريغ جنلإا ةغللا يرضاحم ةيزيل
نم
لجأ ىلع لوصحلا فاشتكا
ل لماش ايجولونكت
ةمدختسملا رتويبمكلا يف
UniKL
IPROM
.
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.
...
Sharifah Sariah Bt Syed Hassan Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.
...
Nik Suryani Bt Nik Abd Rahman Examiner
This dissertation was submitted to the Institute of Education and is accepted as a partial fulfilment of the requirements for the degree of Master of Education.
...
Siti Rafiah Bt. Abd. Hamid Director, Institute of Education
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DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.
Hasmawati Binti Ismail
Signature ……… Date ………..
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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright © 2000 by Hasmawati Binti Ismail. All rights reserved.
THE UNIKL IPROM ENGLISH INSTRUCTORS COMPETENCY IN USING ICT: IMPLICATION TOWARD STUDENT LEARNING AWARENESS
I hereby affirm that The International Islamic University Malaysia (IIUM) hold all rights in the copyright of this Work and henceforth any reproduction or use in any form or by means whatsoever is prohibited without written consent of IIUM. No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder.
Affirmed by Hasmawati Binti Ismail.
………. ………
Signature Date
vii
ACKNOWLEDGEMENTS
In the Name of Allah, The Most Beneficent and The Most Merciful.
Firstly, I would like to express the utmost gratitude to Allah who has given me the strength, inspiration, ideas and ease to complete this dissertation.
Secondly, I would like to thank my supervisor, Dr Sharifah Sariah Syed Hassan for the continuous guidance and advice in completing this endeavour.
Thirdly, I would like to thank all family members, friends, colleagues and everyone who has been very supportive and encouraging in ‘forcing’ me to really complete this dissertation.
Thank you, Inya’allah, you will never be forgotten.
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LIST OF TABLES
Table 2.1 Summary of Elements/Activities of Student-centred Learning
Dimensions...27
Table 4.1 Breakdown of Sample Based on Gender and Age………..…..62
Table 4.2 Breakdown Sample Based on Gender against Qualification and Programme………...62
Table 4.3 Cronbach’s Alpha Value (Reliability Test)………...64
Table 4.4 English lecturers’ Student-Centred Learning Approach………...…66
Table 4.5 Student-Centred Learning Dimension Analysis………..…...67
Table 4.6 English Subjects Computer Technology Satisfaction………...69
Table 4.7 Post-hoc Analysis between Programmes and Computer Technology Satisfaction………...….…..73
Table 4.8 English Lecturers Computer Technology Competency……….…...…..76
Table 4.9 Independent T-test English Lecturers’ Computer Competency Level across Programmes (Business and Engineering)………..………...78
Table 4.10 Correlation between Computer Technology Used and Competency.……..79
Table 4.11 Means Differences between Male and Female Students on Computer Technology Satisfaction and Lecturers’ Computer Technology Competency………..…...80
Table 4.12 Independent Samples Test: Gender against Computer Technology Satisfaction and competency……….……..…..81
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LIST OF FIGURES
Figure 1.0 Relationship of Teaching Strategies, Types of Computer Technology
Used, Computer Technology Competency and Learning Awareness……..15
Figure 4.1 Computer Technology Satisfaction………..……....71
Figure 4.2 Computer Technology Competencies………...………77
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TABLE OF CONTENTS
Abstract ……….……. ii
Arabic Abstract ………. iii
Approval page ...……….………... iv
Declaration page ...…...v
Copyright page ……...………..…..vi
Acknowledgements ...……….……….………..vii
List of Tables ...……….………... viii
List of Figures ...….………... ix
CHAPTER 1: INTRODUCTION ... 1
Background of Study ... 1
Universiti Kuala Lumpur – Institute of Product Design and Manufacturing (UniKL IPROM) ... 4
English Language Teaching and Learning ... 7
English Language Courses Offered at UniKL IPROM ... 8
Computer Technology and Pedagogical Approach in Learning ... 9
Problem Statement ... ...10
Research Purpose ... 13
Research Objective ... 13
Research Question ... 14
Scope of Study ... 14
Significance of Study ... 15
Limitations of Study ... 16
Operational Definitions ... 17
Student-Centred Approach ………..……….. 17
Technology ... 17
Types of Computer Technology ... 18
Computer Technology Application ... 18
Computer Technology Competency ... 18
Metacognition / Metacognitive Awareness ... 18
Conclusion ... 19
CHAPTER 2: LITERATURE REVIEW ………...…………20
Introduction ... 20
Learning Theories ... 20
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Instructional Technology and Theory ... 24
Student-Centred Learning Approach ... 25
Authentic Learning ... 29
Autonomous Learning ... 31
Group Work ... 32
Assessment ... 33
Student-Centred Learning in Islamic Perspectives ... 34
Computer Technology ... 36
Student-Centred Learning and Computer Technology ... 39
Student Learning Satisfaction ... 42
Computer Technology Competency ... 43
Learning Awareness ... 46
Conclusion ... 49
CHAPTER 3: RESEARCH METHODOLOGY ... 50
Introduction ... 50
Research Design ... 50
Research sample ... 51
Sampling Procedure ... 51
Instrument ... 52
Face Validity ... 55
Construct Validity ... 55
Data Collection Procedure ... 56
Data Analysis Procedure ... 56
Conclusion ... 58
CHAPTER 4: FINDINGS ... 59
Introduction ... 59
Descriptive Statistics ... 61
Data Screening ... 61
RQ1: Do UniKL IPROM English lecturers foster student-centred learning in their instruction using computer technology? ... 65
RQ 2: Are UniKL IPROM students satisfied with the various computer technologies used in the English courses?...68
RQ 3: Do UNIKL IPROM students perceive their English lecturers competent in using computer technology in their lessons? ………...74
RQ 4: Is there any relationship between English lecturers’ computer technology competency and students’ satisfaction with regard to gender in the use of computer technologies? ...78
Conclusion ..……….…….……..82
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CHAPTER 5: CONCLUSION ………. 84
Summary ….……….….. 84
Fostering student-centred learning in instruction using computer technology………...87
Student satisfaction with the use of various types of computer technology...89
Lecturers’ competency in using computer technology in instruction…….…90
Relationship between lecturers’ computer technology competency and student satisfaction with regards to gender in the use of computer technologies…....91
Conclusion ………..………..……….….... 92
Recommendations ………….………..……...94
BIBLIOGRAPHY………...…...97
APPENDIX I: Questionnaire ………...……….……….….108
1 CHAPTER 1 INTRODUCTION
BACKGROUND OF STUDY
Education field is one of the fields that receive constant improvement throughout the years. In effect, the way teaching and learning takes place today has changed tremendously. In the past, teachers were considered to be the most knowledgeable individuals who took classroom as their centre stage. They were the ones expected to provide knowledge to the students and responsible for learning to transpire.
However, there has been a massive transition in education today that student-centred learning has become more acceptable in educational institutions especially in higher learning institutions.
Student-centred learning environment demands students to be actively involved in their learning process. They are the ones to determine their learning direction and to engage in various tasks such as problem solving, project, research and many other activities in their journey to acquire knowledge and skills. Teachers facilitate their students to learn instead of playing the role as experts in presenting the information that students need to learn. Thus, the students need to rationalise and ascertain their learning directions to accomplish their learning goals.
In addition, cognitivists point out that students are not empty vessels as they also bring in their previous knowledge and experiences into the classroom that are related to their current learning (Piaget, 1960; Bruner, 1990). The students already have certain mental model gathered from personal encounters and observations and through the continuous learning process (formal and informal). These result a better
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understanding of the subject matter. Hence, teachers should be able to help the students to associate their existing knowledge and current endeavour in ensuring successful acquisition of knowledge and skills.
With the advancement of computer technology, most educators today are relying on technology to support teaching and learning process. It has become an acceptable demand that projected media should be utilised in the presentation of information. Why there is a need to use the projected media? One of the reasons is that they provide exceptional performance in supporting instruction, teaching, giving motivation and influencing attitudes (Kemp and Smellie, 1994). Furthermore, teachers may be less relying on the traditional method (chalk and board) because the information age has demanded teachers to be more advanced than the students.
Besides that, students may not absolutely rely on their teachers for information and learning content anymore because various media resources are available that students can voluntarily search by themselves. Thus, teachers are challenged by the students’ ability to understand difficult concepts from “different rubrics of knowledge” (Noriah, Siti Rahayah, Rosseni, & Aidah, 2007).
Nevertheless, in accomplishing educational institutions’ goal and mission, teachers still need to guide students to be up-dated with their course requirement. Therefore, teachers must be able to employ various media to adapt their teaching for learning to occur, besides cultivating student motivation to learn.
According to Jonassen, Hernandez-Serrano and Choi (2000) “technologies have been conceived as machines that are used as conveyors of knowledge.
Instructional designers encoded knowledge and intelligence into machine and used the machine to mediate the conveyance of knowledge from the teachers to the students…” (p. 113). Hence, technologies may alter the way educators deal with their
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instruction; simultaneously, change the way they manage classroom activities. This is to say that by using technologies, it could either alleviate or impede learning processes because classroom activities need to be properly and effectively designed in order to bring out positive implications.
It also has become an acceptable view and supported by many studies that using computer technology in instruction would be more effective with student- centred learning. Various computer technologies enable students to discover and construct concepts that are unique to their individual cognitive development. The construction of concepts in learning can be achieved through students’ active role in various mental activities such as “self enquiry and information seeking and retrieval, as well as decision making” during the learning process (Hannafin and Land, 1997, p.
169) which is eased by the availability of computer technology.
On the other hand, student-centred learning may not be successfully accomplished if students are not aware of their roles as learners. Students need to possess an “active control over the cognitive processes engaged in learning”
(Livingston, 1997, p. 1) which in educational psychology is termed as metacognition.
Metacognition is developed by being actively involved in planning on how to approach a certain learning task, checking understanding of learning input, and assessing the progress in completing the task (Livingston, 1997). In relation to language learning, Ellis (1999) defines it as “knowing about oneself as a learner, in other words, the knowledge and self-awareness a learner has of his own language learning process, and is regarded as to be successful language learning (p.4)”. In short, the essence of student-centred learning may not be materialised if students do not have the awareness in their learning activities and learning process.
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According to Flavell, (cited in Livingston, 1997) there are three categories of metacognitive knowledge; knowledge of person variables, task variables, and strategy variables. When students possess the awareness of their own learning process they are capable of controlling their learning activities in terms of the nature of tasks, types of processing demands, and strategies to be used to accomplish the tasks. Student- centred learning environment enable the students to optimise the awareness as they have to manipulate various strategies to perform their learning tasks; that enables them to advance their knowledge construction.
In short, there are various aspects that need to be considered in achieving the ultimate representation of the teaching and learning process. In this present research, it just features the extent of student-centred learning practised by lecturers of English courses, the students’ satisfaction on the use of computer technology applications and the lecturers’ competency level in using computer technology that exemplify students’ learning awareness.
Universiti Kuala Lumpur – Institute of Product Design and Manufacturing (UniKL IPROM)
Universiti Kuala Lumpur (UniKL) is a thriving university to become the premier technical university in the country. The aim is to produce technologists who are able to serve not only local but also global industries. To achieve this aim, UniKL employs a large number of human resources from various industries serving as academicians who are mostly highly experienced and immensely knowledgeable.
However, majority are still new in education field: they are experts in industries but a novice in “teaching industry”. Looking at this perspective, the lecturers are still
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required to explore various instructional approaches in order to cater to students’
learning needs.
On the other hand, students of UniKL are mostly students of technical and vocational oriented because most of them come from different backgrounds of technical/vocational institutions. These students are future technologists in their field and they work best kinaesthetically. In fact, the university is chosen for the fact that it offers 60% hands-on and 40% theory for diploma level and 50% - 50% for degree level. Understanding this circumstance, it can be safely said that the students are not inclined to learning theories like any other public university students. They are highly skilled in creating products but inept in adopting theories and scientific concepts of developing products. In other words, the students are technically oriented with the knowledge of practice or application rather than knowledge for understanding or reasoning.
UniKL IPROM students cannot be categorised 100% under engineering students. The students’ nature is having kinaesthetic and visual intelligence, and they are categorised as technologists instead of engineers. Having this learning style, the students require a lot of usage of their five senses. They learn better by doing rather than watching and listening as they have adopted physical and motor skills. They are keen to perform rather than “premeditating or thinking” about doing a particular activity in advance. Technical students require a lot of visual materials such as flow charts, maps and pictures to grasp concepts quickly (Nakate, 2010). Thus, student- centred learning approach may be the most appropriate approach for the students to master their learning as the approach requires active participation from the students themselves in the acquisition of knowledge and skills.
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At UniKL educational setting, therefore, instructors have to understand the students’ learning styles, that is, understand how the students are different from other traditional universities students. Felder and Silverman (1988) advocate that there is a clash between students and lecturers in terms of the way they perceive information as most lecturers are not kinaesthetic learners. Lecturers tend to believe that the way students grasp information is similar to the way they grasp the information. Hence, their teaching method mostly caters to their (the lecturers) abilities to perceive the information. Besides their teaching methods, the activities and media that are used should also be governed by the types of learners to make learning, especially theories and concepts, uncomplicated and effortless (Felder & Silverman, 1988). To meet the students’ learning demand, therefore, instructors need to accommodate the students with materials, devices and approaches that allow students to “do” instead of “see”
and “listen” only.
In supporting the teaching and learning process, UniKL has provided various types of computer technology equipment. At UniKL Institute of Product Design and Manufacturing (UniKL IPROM) exclusively, the equipment to support teaching and learning process is hugely invested especially on LCD projectors and software since the demand for the use of computer technology in instruction is very high. Almost every classroom is equipped with an LCD projector; it enables instructors to use computer and apply various media that can cater to the students’ learning needs.
English Language Teaching and Learning
Approaches and strategies in teaching and learning English language evolve as a result of different theories purported by scholars in the field. For instance, grammar- translation method and audio-lingual method appeared as a result of the
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understanding of the memory and cognitive strategies which are based on the structuralists’ view of language acquisition and behaviourists’ view of learning.
Inter-language theory developed the idea of learning from errors and this entails cognitive and metacognitive strategies, and communicative language teaching was developed with the idea that language acquisition can be accomplished by ‘being in the natural environment’. All these theories, approaches and methods surfaced as a result of attempting to enhance the success of language teaching and learning (Griffiths and Parr, 2001).
In terms of English language teaching and learning, countless studies have been conducted to investigate the various methods and approaches for effective language teaching and learning. Hence, terms such as communicative language teaching, language learning strategies and language-learning and teaching theories arise as a consequence to the development of language teaching and learning particularly English language. In addition to language teaching and learning theories, the different sects of English language were also conceptualised for example English for Specific Purposes, English for Academic Purposes, English for Work Purposes, and other branches of English language learning that require unique approaches.
These different sects of English demand different strategies and methods for the learners to succeed. However, approaches and methods are based on two major disciplines; teacher-centred instruction and student-centred instruction.
English Language Courses Offered at UniKL IPROM
English language courses offered at UniKL IPROM comprise Technical Communication (WEB 10102), Professional Communication 1 (WEB 10201), and Professional Communication 2 (WEB 10202). These are compulsory courses for
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students to take. Technical Communication course deals mainly with grammar, reading and writing skills. Professional Communication 1 concerns with writing business correspondence which includes letter writing, memorandum writing, and emails. In addition to that, Professional Communication 1 also touches on meeting procedures and presentation skills. Professional Communication 2, however, concentrates on industrial visits and interview techniques, and technical report writing skills. The focus of English courses at UniKL IPROM is mainly English for Specific Purposes.
At UniKL IPROM, there are four (4) female English lecturers who teach full time and one (1) lecturer teaches part time, but the number of part-time lecturers increases depending on the students’ registration. Each full-time lecturer teaches a maximum of 18 hours per week and the part-time lecturer teaches maximum of six hours. Each lecturer teaches various English courses offered and every semester, she may be teaching more than two courses, and the number of students handled by the lecturer could reach 200 to 250 per semester. To accommodate different topics of the courses and also different student background, therefore, they have to vary their teaching approaches. Centralised trainings are provided for English lecturers throughout UniKL campuses during semester break, but the trainings were mostly related to content and pedagogical applications. Trainings related to technology and language learning is very limited and the use of technology in instruction depends on the individual lecturer’s initiative.
Computer Technology and Pedagogical Approach in Learning
Teaching and learning involve the instructors’ decision in manoeuvring their class directions. Instructors may use teacher-centred approach or student-centred approach
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as their teaching strategies which are based on their beliefs in the teaching and learning process. Nevertheless, instructors must also be aware of the practices and strategies that help the teaching and learning goals to be accomplished in the most effective manner, based on researches conducted by scholars in the discipline.
On the other hand, since technology has played a vital role in the education industry, it is of great importance for the instructors to be able to use technology in making teaching and learning process more accessible especially in using computer technology. According to Jonassen, Hernandez-Serrano and Choi (2000), learning technologies are tools for mediating the practice of learning. They can be great assistance in the representation of information to achieve better understanding in learning. Furthermore, learning technologies can be used to accomplish beyond the lower order thinking if they are properly used. Zhang (2010) emphasised that computer technology is supposed to bring change to learning culture, but unfortunately, it has been adapted to the traditional way of learning. This suggests that new technology does not necessarily improve teaching and learning practice;
technology on its own cannot affect learning unless it is accompanied with effective instructional strategies.
Researches have proven that student-centred learning enables students to take their learning to a higher level of thinking order as it encourages learners to think critically, get motivated and solve problems (Ingleton, Kiley, Cannon, & Rogers, 2000). Similarly, Achtenhagen (2000) pointed out that advanced computer technology is helpful in supporting effective teaching and learning especially when it involves complicated teaching and learning situation. Consequently, by marrying both factors (student-centred learning and computer technology), instructors will be able to create more rewarding classroom experiences to students instead of a mere
10 show and tell lessons that proved less effective.
On the contrary, by observing the current practice, the use of computer technology is mostly very restricted to using PowerPoint or other presentation software. That means, instructors replace blackboard or whiteboard with computer to project texts that are related to the learning contents. Although the approach might provide some positive impact, it does not really cultivate better learners. Integrating computer technology will not promote effective learning either, if lecturers are teaching using the same traditional way. Thus, little has changed although computer technology can be exploited beyond the traditional teaching approach, which could result better learning attainment.
PROBLEM STATEMENT
Computer technology has made teaching and learning more accessible especially with the advent of internet and other technologically enhanced learning tools; students and teachers are accommodated by wide availability of information and advanced learning support. Thus, it is a common scenario in higher learning institutions that lecturers or instructors use computer in their lesson as either an advanced visual aids or other teaching and learning purposes.
Ideally, having computer technology used in instructions or lessons, teachers or lecturers need to consider employing student-centred learning approach because researches have discovered that computer technology is most effective with the integration of student-centred learning approach (Colburn, 2000; Woodbridge, 2004;
Moeller & Reitzes, 2011). In fact, computer technology enables students to construct their knowledge and skills in the easiest manner with the support of the internet and latest computer technology applications. As yet to be revealed is the extent of the
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instructional strategies practised by the educators and this research seeks to determine the application of student-centred learning using computer technology in instruction, student satisfaction in the use of various computer technologies and English lecturers’
computer technology competency.
Since using computer technology in instructions is still a discreet practice in terms of its application, some mainly use computer technology to deliver the course or subject content which approach is traditional; teacher-centred approach where instructors or lecturers use the computer to present the information to the students which use is a mere visual aid. As a result, there have been a lot of discussions that computer technology may not serve as a tool for effective learning when teachers or instructors control their role as information provider instead of students actively involve in constructing their knowledge in the learning process. Hence, the study would be able to reveal the real practice of English lecturers at UniKL IPROM in terms their instructional approach in using computer technology.
A general observation among instructors or lecturers at UniKl IPROM is that, the students pay poor attention to lecturers in classroom and they perform poorly in attendance. For each semester there would be a list of students who will not be allowed for final examinations sitting because their presence in class did not fulfil the 80% requirement of class attendance. This situation could be due to many factors but one of them might be lack of interest in their lessons as lecturers play the traditional role in imparting knowledge, although technology is employed to enhance the effectiveness of their lessons.
In order to provide effective learning environment, lecturers or instructors must possess a comprehensive understanding of learning theories and appropriate level of competency in handling instructional technology so that they are able to meet
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the learning objectives and the demands of the learners’ learning styles. It has become a general understanding that most UniKL IPROM students are mainly kinaesthetic or tactile learners. They excel in doing things rather than sitting in class, watching and listening to lectures and tutorials and trying to absorb the contents given by instructors. Thus, the different usage of projected media is necessary in order to sustain student interest in learning. This research reveals the usage of computer technology in teaching and learning at the institute.
In determining the contributing factors to the issue, it is also important to observe the level of student satisfaction in terms of the use of computer technology in the classroom. This observation would indicate if other factors might cause the students poor participation in class or unsatisfying class attendance. Furthermore, there are limited insights pertaining to UniKl English language lecturers’ current practice on the types of computer technology used in their lessons. The lecturers need to know their strengths and weaknesses in terms of their computer technology use in their instructions so that the technologies can be used effectively. Hence, feedbacks from the students with regard to their practice are crucial in order to improve the existing practices in yielding better teaching and learning experience.
This is indicated based on a study conducted by Bloom and Hough (2003), they found that one of the main factors influencing student satisfaction in the use of technology is the expertise of the faculty.
RESEARCH PURPOSE
The purpose of this study is to investigate students-centred learning approach employed in the classroom, students’ satisfaction level in the use of different computer technology applications and lecturers’ competency in using computer
