Investigating English Literacy Practices In
Residential Colleges
Assoc.Prof Dr.Hazita Azman
UKM-GUP-KRIB-6/2008 Research Workshop
ESZ Objectives
• To expose students of the significance of English language in their daily life in campus.
• To boost the confidence level amongst students to converse in English
in all their activities at the residential colleges.
Source:
* Kolej Dato’ Onn
Research Objectives
To investigate the types of English literacy
practices individuals engage in, their purposes and meaning in relation to the development of English language proficiency
To identify the types of literacy texts (genres) that are mostly used for these events and to determine their value in relation to the
development of English language proficiency
To study the types and range of valuing placed on different types of literacy events/practices and purposes in the ESZ events in view of English
language enhancement.
To find out the students’ view of the extent to which the ESZ project has impacted on their English literacy development and practices.
Research design
Research Milestone
● Determining parameters
● Pilot questionnaire
● Discussion in Langkawi
● Research design: NOT ACTION RESEARCH
Phase 1
Research methods: Data collection
Semi structured focus group interviews Participant observation
Artifact collection (literacy environment)
Student Profile (personal/family/education (literacy) background, self-assessment of English literacy, literacy events/practices and literacy environment at home/college/
faculty/around campus/others, etc.)
Recorded Literacy events analysis
(video/photos and oral/written accounts)
Assessment of English language and literacy competency
Research Site
Three colleges were chosen for this study:
1)Kolej Burhanuddin Helmi*
2)Kolej Dato’ Onn 3)Kolej Hussein Onn
*30 respondents from Kolej Burhanuddin Helmi were used for piloting of the questionnaire.
100 respondents from each colleges (2) and (3) for the actual study.
The questionnaire designed has six sections:
Section A-Personal Background Section B- Language Repertoire Section C- Literacy Practices
Section D- English Speaking Zone (ESZ)
Section E- English Speaking Zone and Literacy Practices Section F- Student’s views of ESZ
Pilot study: Reliability and Validity of the questionnaire
Reliability Statistics
.674 15
Cronbach's
Alpha N of Items Section B
Reliability Statistics
.885 24
Cronbach's
Alpha N of Items Section C
Reliability Statistics
.774 11
Cronbach's
Alpha N of Items Section D
Reliability Statistics
.948 21
Cronbach's
Alpha N of Items
Section E
Section F
Reliability Statistics
.843 18
Cronbach's
Alpha N of Items
Actual study: Number and gender of Respondents
Male; 48%
Female;
52%
Kolej Tun Hussein Onn
Male; 34%
Female; 66%
Kolej Dato' Onn
Total of the Respondents= 200 respondents
Sec A
Self perception: Students’ Language Repertoire 1. I can speak in English
Sec B
I can speak in English
0 20 40 60 80 100 120 140 160
20
142
20
Not Proficient
Moderately Proficient Adequately Proficient
Malaysia University English Test (MUET) 0
10 20 30 40 50 60 70 80 90
13
58
89
34
6
Band 1 Band 2 Band 3 Band 4 Band 5
Malaysian University English Test (MUET)
2. I can read in English
Sec B
I can read in English 0
20 40 60 80 100 120
7
104
59 Not Proficient
Moderately Proficient Adequately Proficient
3. I can write in English
Sec B
I can write in English 0
20 40 60 80 100 120 140
9
130
37
Not Proficient
Moderately Proficient Adequately Proficient
Literacy Practices
Types of English Language Practices that students most often engage in
0 20 40 60 80 100 120 140
115 105
76 72
27 36 30
52
Often All the time
* The most significant practices that the students have (Pre-ESZ) Sec C 1)
0 20 40 60 80 100 120
69
96
64
85 77
36 47 50
30
49
Sometimes Rarely
Sec C 2)
Types of English Language Practices that students sometimes engage in
English Language practices:
Most English language practices in real world are media-use related: e.g
television, internet, games.
Reading is mainly for academic purposes.
Low frequency use of English for assignments.
Low frequency use of English for non- academic reading and writing events.
About ESZ
Attitudes and Awareness about English Speaking Zone
0 20 40 60 80 100 120 140 129
97 91
126 119
53
30 31
44 39
Yes, I know and participate
I know but don’t participate
Sec D 1)
ESZ and English Literacy Practices 1) Reading
Sec E
0 20 40 60 80
29 24 22
60 56 65
81 85 85
Disagree Not Sure Agree
After ESZ, I am now more proficient reader in English:
0 10 20 30 40 50 60 70 80 90 100
34
28
22 26 25
89
76
63 67
89
62
80
95
86
69
Disagree Not sure Agree
Sec E
ESZ and English Literacy Practices 2) Writing
Sec E
0 20 40 60 80
31 23 33
69 74 64 66
86 77
Disagree Not Sure Agree
After ESZ, I am now a more proficient writer in English:
Invitations
Requests
Announcements
Enquiries
Reports
Summaries and Reviews 0
20 40 60 80 100 120
37 37
29 34 33
29 100
85 89
107
87 92
49
64 69
46
62 63
Disagree Not sure Agree
Sec E
ESZ and English Literacy Practices:
Generally students find that they engage in more variety of texts (reading) for
specific purposes.
Generally students are required to write for different types of purposes.
While many are sure that they have
improved in terms of frequency in use of English, many are still not sure if they
have improved in terms of literacy proficiency.
Students’ View of the English Speaking Zone
1)Language Skills that have improved due to ESZ in using English
Sec F
Self confidence Grammar Vocabulary Reading Speaking Writing 0
20 40 60 80 100 120
9 11 11 11 10 11
30
48 45
41
33
53
28
11
20
31 34
12 111
106 106
98
113
100
Not Improved Same
Not Sure Improved
Significantly Improved
2) For which purposes for using English do you think you have significantly improved in due to ESZ
Sec F
Academic purpose Work purpose Social purpose Overall general purpose 0
20 40 60 80 100 120
8 7 7 5
13 10 8 12
34
40
30
40 45
59
52
47 97
84
103
96
Not Improved Same
Not sure Improved
Significantly Improved
3 )
Sec F
Have you noticed any significant differences in the English language
proficiency of your fellow college residents including (staff and principal) as a result of ESZ?
94 95 96 97 98 99 100 101 102 103
103
97
Yes No
Students’ View of ESZ in relation to English Language development:
Majority feel that ESZ have helped them feel comfortable in using English
Majority feel that most improved skill is speaking and the ESZ events have mainly built their confidence for social purposes.
However majority still need further boost of confidence and hope to be more
proficient speakers who are fluent and more accurate (see next table)
Aspects that the students feel they need further help in relation to English proficiency
Self confidence
Grammar
Vocabulary
Reading
Speaking
Writing 0
20 40 60 80 100 120 140 160 180
Yes No
152 156
142
105
169
136
48
44 58
95
31
64
Yes No
Sec F
Feedback To Colleges:
Analysis of ESZ activities carried out at residential colleges (Kolej Tun Hussein Onn)
No Types of activities Related
English language practices 1 Public Speaking
“Money is dirtier than sex”
• Based on their general knowledge;
the students are required to give their opinions, views
2 Movie Marathon
“Remember the Titans”
• View and review
3 Table Games
(Scrabble, monopoly, Boggle, Vocable)
• Using dictionary
4 English classes • group work
•Formal learning
1 Scrabble • using dictionary
• group work
2 Name Hunt • General knowledge
(about KDO)
• Vocabulary
3 Group Discussion • General knowledge
(Malaysian issues today)
4 Charades
(GUESSS? Proverb)
• Speaking
• group work Kolej Dato’ Onn
5 Dream College • Group work
• Speaking skills
6 Group Sketch • Speaking skills
Guideline for ESZ activity design
Identify Project objective and performance outcome:
Identify related Language and Knowledge input:
Identify related Language skills needed to support
performance:
Identify related non- language skills needed
to achieve output:
Yes;
91%
No; 10%
In your opinion, do you think the ‘ESZ’ should be continued?
Sec F
Challenges in carrying out study:
From JAKSA and College Staff:
• Guarded Co-operation
• Lack of value given to research effort
• Nearly no participation from beyond the three colleges we approached.
• Could the unanimous YES to ESZ be true to certain zones only???
