eLearnerTrainer.net

E-LearnerTraining Net: A Web-based Learner Training Model _______________________________________________________________________ _

MOHAMED AMIN EMBI Universiti Kebangsaan Malaysia, Malaysia The importance of language learning strategies in making language learning more efficient and effective has been widely examined and reported in the literature (Rausch 1998). Recent studies (e.g Green & Oxford 1995; Mohamed Amin Embi 1996; Drozdzial-Szelest 1997; Cohen 1998; Mohamed Amin Embi et al 1998/2000; Mohamed Amin Embi 2000a) suggests that successful language learners are those who utilize a wide repertoire of key language learning strategies and that the use of language learning strategies produces a positive effect on student achievement in language learning and use. One classroom implication of this finding is that less successful language learners can be assisted to improve their language learning through learner training or strategy training. This paper presents a webbased learner training model for the learning of English, Malay and Arabic known as E-LearnerTraining.net. The model is designed based on an online strategy awareness training model know as SMART Net developed by Mohamed Amin Embi (2000b).

1.0 INTRODUCTION Recent work on language learning strategy research (e.g. Green & Oxford 1995; Mohamed Amin Embi 1996; Drozdzial-Szelest 1997; Cohen 1998; Mohamed Amin Embi et al. 1998/2000; Mohamed Amin Embi 2000a) suggests that successful language learners are those who employ a wide range of key language learning strategies. One important implication of this finding is that less successful language learners can be helped to improve their language learning through learner training or learning-to-learn.

Nevertheless, as stressed by Mohamed Amin Embi (1998, 1999), although several models of learner training have been reported in the literature (e.g. Ellis & Sinclair 1989; Rubin 1989; Oxford 1990a; Brown 1991; Dickinson 1992; Chamot et al. 1993a/b; Rubin & Thompson 1994; Chamot & O’Malley 1994; Robbins 1994; Weaver & Cohen 1997; Rausch 1998) none is available on the web. This paper presents a learner training model known as E-LearnerTraining.net developed by the author consisting of a six-step procedure to make classroom language learners aware of the key strategies for successful language learning. This model is developed based on an online strategy awareness training model designed by Mohamed Amin Embi (2000b).

2.0

LANGUAGE LEARNING STRATEGIES INSTRUCTION

According to Chamot (1998), the intent of language learning strategies is to help students become better language learners. When students begin to understand their own learning process and can exert some control over this process, they tend to take more responsibility for their own learning. She summarizes reasons for teaching learning strategies in the language classroom as follows: • • • • •

Strategic differences between more and less effective learners have been documented through research. Better learners have greater metacognitive awareness, which helps them select appropriate strategies for specific task.

Most students can learn how to use learning strategies more effectively.

Many strategies can be used for a variety of tasks, but most students need guidance in transferring a familiar strategy to new problems.

Learning strategy instruction can increase student motivation in two main ways: by increasing students’ confidence in their own learning ability and by providing students with specific techniques for successful language learning.

Students who have learned how and when to use learning strategies become more self-reliant and better able to learn independently.

In a similar fashion, Wenden (1998) argues that the main purpose of learner training is to promote learner autonomy. Learner training activities are also expected to prepare learners for lifelong learning (Thompson 1996). Another purpose of learner training is to make language learners, especially the less successful ones, more effective learners (Oxford & Leaver 1996). In short, it is generally agreed that learner training should help learners develop their expertise as learners, i.e. learning-to-learn. Holec (1993) suggests that in learner training, learners need the know-how and knowledge necessary to assume responsibility for their learning.

3.0 MODELS OF LEARNER TRAINING According to Oxford (1990), training of language learning can be termed as “learner training”, “strategy training” or “learning-to-learn training”. According to her, language learning strategies can be disclosed to language learners in at least three different ways; namely: a) awareness training; b) one-time strategy training; and c) longterm strategy training. A number of learner training models for second/foreign languages are available in the literature. Based on empirical research, Brown (1989) highlights strategies that students need to pay attention to while they are studying a foreign language including i) goal-setting, ii) developing self-confidence, iii) calculated risk-taking, iv) cooperative learning and v) resisting direct translation to L1. Brown (1991) also provides real-world examples to describe the language learning process in an informal way and to introduce language learning strategies.

Ellis and Sinclair (1989) designed a book for classroom use to supplement existing course materials. In the book, learners have the opportunities to i) reflect on their current strategies, ii) develop new strategies, iii) assess short-term learning goals, iv) organize their learning, and v) self-evaluate the language learning process for each of the four skills (reading, writing, speaking and listening), as well as for grammar and vocabulary. The book also provides authentic examples of students’ responses to the exercises.

Rubin (1989) designed an instructional tool known as the Language Learning Disc. Intended for use before beginning an introductory-level foreign language course, the disc is designed to help learners i) gain insights into their own approach to learning, ii) learn to choose strategies appropriate to a task and learning purpose, iii) learn to use these strategies in a classroom, self-study, or job situation, iv) learn to use strategies specific to reading, listening, and conversation, v) be able to define strategies for improving memory for language learning, vi) learn how to effectively transfer knowledge about language and communication from one language to another, vii) learn to use resources wisely, and viii) be able to deal more effectively with errors.

Oxford (1990) describes an eight-step model for strategy training consisting the following steps: i) determine the learners’ needs and time available, ii) select related strategies, iii) consider integration of strategy training, iv) consider motivational issues, v) prepare materials and activities, vi) conduct “completely informed training”, vii) evaluate the strategy training, and viii) revise the strategy training.

Dickinson (1992) condenses several years of strategy research by reviewing the background to learner training and examining the key ideas involves. She provides summaries of awareness training theory and technique, as well as suggestions for classroom activities.

Rubin and Thompson’s (1994) book entitled ‘How to be a More Successful Language Learner’ is a popular book which provides numerous concrete suggestions on how learners can become more independent, effective, and successful in their attempts to learn foreign languages. They provide step-by-step suggestions on how to improve vocabulary, grammar, reading, writing, listening, and speaking skills.

Chamot and O’Malley’s (1994) model known as CALLA (Cognitive Academic Language Learning Approach) embeds training in learning strategies within activities for developing both language skills and content area skills. The model teaches students to use relevant learning strategies to bolster their language skills and their skills in various contents areas. CALLA has the following three components; a) content component, b) English language development component, and c) learning strategies instruction component. The instructional model consists of five stages: i) presentation (eliciting students’ prior knowledge about and use of learning strategies), ii) presentation (introducing new strategies), iii) practice (active applications of new strategies to language learning tasks), iv) evaluation (student self-evaluation of the strategies practiced), and v) expansion (connecting strategies taught to new tasks and contexts).

A related model to CALLA is the Problem-Solving Process Model (Chamot et al.

1993a/b) which has been developed specifically to teach learning strategies to American learners of foreign languages and has also been adapted for use in Japan (Robbins 1994).

The model classifies strategies used for production and comprehension with four basic thought processes that learners can access and use at previous points in a language learning task: planning, monitoring, problem-solving and evaluating.

Weaver and Cohen (1997) present a teacher-training manual designed to provide a broad range of activities and materials to demonstrate how strategies-based instruction can be used in the language classroom. The manual outlines a thirty-hour training course, ideas for three, six and fifteen hours version of the course, as well as optional activities.

The activities include lectures, discussions and hands-on strategies-based exercises.

Rausch (1998) introduces a Menu Approach to language learning strategy instruction and used based on the Language Learning Strategy Scheme developed by Oxford (1990b). The approach has been developed around three themes; namely, i) simplification of the learning strategies model, ii) operationalization of learning strategies control continuum as a means of strategy instruction, and iii) introduction of strategy spiraling as a means of maximizing the benefits of learning strategies.

Despite the availability of the several models of learner training reported in the literature, none is available on the web. The following sections of the paper present a web-based learner training model known as E-LearnerTrainingNet consisting of a sixstep procedure to make classroom language learners become aware of the key strategies for successful language learning. The model is developed based on online learner training model developed earlier by Mohamed Amin Embi (2000b). The model is an awareness training (also known as familiarization training) designed to help language learners become aware of and familiar with the idea of language learning strategies and how such strategies can help them in their process of language learning. Awareness training is very important because it is very often the individual’s introduction to the concept of learning strategies.

4.0 E-LearnerTrainingNet: A WEB-BASED MODEL Mohamed Amin Embi (2000a) believes that in learner training teachers have several important roles to play. Firstly, they need to identify their students’ language learning strategies so that instruction can be adapted accordingly. Secondly, teachers need to be familiar with different methods of findings out or helping learners identify their existing language learning strategies. Thirdly, teachers can help poor learners be aware of the strategies employed by successful language learners and good learners can be helped to expand their repertoire of language learning strategies. In designing ELearnerTraining.net, these roles have been taken in consideration. E-LearnerTraining.net is one of the first web-based learner training model designed to assist language learners discover strategies for successful language learning. E-LearnerTraining.net (as in Picture 1) consists of a learner training model for learning of a) English (E-Learn – as in Picture 2), b) Malay (E-Belajar – as in Picture 3), and c) Arabic (E-Taalim – as in Picture 4).

Picture 1: E-LearnerTraining.net Homepage

Picture 2: E-Learn Homepage (learning-to-learn English)

Picture 3: E-Belajar Homepage (learning-to-learn Malay)

Picture 4: E-Taalim Homepage (learning-to-learn Arabic)

Step 1- Identifying Ones’ Own Language Learning Strategies An instrument known as SMART Questionnaire has been integrated into the learning-to-learn model to enable language learners to identify their own language learning strategies. The online questionnaire is adapted from Mohamed Amin Embi (1996) which uses a 1-4 Likert Scale item to identify three broad areas of learning strategy; namely, a) classroom language learning strategies, b) out-of-class language learning strategy, c) examination language learning strategies. Picture 5 below shows an example of the online SMART Questionnaire that language learners can utilize to identify their language learning strategies.

Picture 5: The SMART Questionnaire’s page Step 2 – Discovering Main Strategies for Successful Language Learning Based on data collected from secondary school students learning English, Malay and Arabic respectively, Mohamed Amin Embi (1998). Mohamed Amin Embi (2000b) developed a model of learning how to learn known as SMART Language Learning.

‘SMART’ is the acronym of the following main strategies shown to be related to successful language learning (see Picture 6):

S - Social Learning Strategies: strategies for learning with others M - Metacognitive Learning Strategies: strategies for managing language learning A - Affective Learning Strategies: strategies for lowering anxiety when learning a language R - Remembering Strategies: strategies for memorizing language materials T - Test Preparation Strategies: strategies for preparing for language examination

Picture 6: SMART E-Learn Model Step 3 – Discovering the Secrets of Successful Language Learners The learner training model also incorporates secrets of successful language learners especially in terms of a) what successful language learners do in the classroom, b) what they do out of the classroom, and c) how successful language learners prepare for their language examination. Picture 7 shows a page known as the Secrets of SMART ELearn with it hyperlinks. Information displayed in the hyperlinks of this page is derived from actual data gathered from 200 successful secondary school students learning English in Malaysia (Mohamed Amin Embi 1996; Mohamed Amin Embi et al. 1998).

Picture 7: Secrets of SMART English Learners Step 4 – Discovering How to Become Successful Language Learners A page known as ‘How to become SMART English Learners’ (see for example Picture 8) is integrated into the model to help learners discover strategies for a) learning grammar, b) improving writing, c) improving speech, d) improving listening, and e) learning vocabulary. Information displayed in the hyperlinks of this page is derived from actual data gathered from 200 successful secondary school students learning English in Malaysia (Mohamed Amin Embi 1996; Mohamed Amin Embi et al. 1998).

Picture 6: How to become SMART English Learnears

Step 5: Sharing Language Learning Strategies that Work An online e-group known as E-Forum is integrated into the learner training model to allow users to exchange and share ideas about language learning strategies that work (see Picture 7). Another page known as E-Learn Inventory is also integrated into the model (see Picture 8). It presents an inventory of language learning strategies that work submitted by language learners using an online form. Learners can also contact each other by joining the E-Learn Club (see Picture 9).

Picture 7: E-Learn Forum

Picture 8: E-Learn Inventory

Picture 9: E-Learn Club Step 6 – Becoming Autonomous Language Learners In order to assist learners to be more autonomous language learners a page with hyperlinks to language materials available in the world wide web known as SMART ELearn Strategy Links (see Picture 10) is integrated into the online learning-to-learn model. It provides learners with links categorized according to the major language skills and areas as well as with more than a dozen language related information and activities available in the World Wide Web.

Picture 10: E-Learn Links 5.0

CONCLUSION

This paper has outlined a web-based learner training model and demonstrated a simple six-step procedure that can be followed to assist language learners discover successful language learning strategies. A related study conducted by Mohamed Amin Embi and Azmi Abdul Latiff (2002) shows that teachers strongly believed that such online learning-to-learn model can be a powerful internet-based tool to enhance language teaching and learning.

THE AUTHOR Dr. Mohamed Amin Embi is an Associate Professor in TESL and has presented as well published more than 80 papers at the national and international level in the area of Language Learning Strategies and Computer/Internet Assisted Language Learning. He is the author of SMART Net and E-LearnerTraining.net - Internet-based models for learning-to-learn English, Malay and Arabic. He is also the founder of the Virtual Teacher Education Center (VirTEC) as well as the ELT - Teacher Resource Center (ELTTReC (http://www.eltrec.ukm.my). He is also the Chief Editor of iJeLLT (http://www.eltrec.ukm.my/iJeLLT), Malaysia’s premier online fully refereed journal on the application of e-learning in language learning and teaching.

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