Evaluating IT in ESP : action research comparing web-based and classroom-based instruction

Abstract

of thesis entitled Evaluating IT in ESP: action research comparing web-based and classroom-based instruction submitted by Arthur Riggs for the degree of Master of Arts at the University of Hong Kong August, 2000 This dissertation evaluates Information Technology (IT) for an English for Specific Purposes (ESP) course unit on Avoiding Plagiarism using two small classes of final year Higher Diploma Civil and Structural Engineering students from the Institute of Vocational Education (Tsing Yi), The evaluation is achieved by comparing webbased and classroom-based instruction (WBI and CBI). The comparison focuses on three variables: achievement, characteristics of discourse and attitude. These variables are operationalised by using a variety of instruments such as a bibliography assignment, a bibliography test, transcripts generated from classroom interaction, pre and post-instruction questionnaires and a unit follow-up questionnaire. No significant differences were present in the achievement instruments and therefore the study is inconclusive with regard to one method of instruction producing better achievement results than the other method of instruction. Qualitative differences were present in the second variable, characteristics of discourse. WBI students produced more discourse than the CBI students but analysis of this discourse did not reveal interaction of a superior quality. Qualitative differences were also present in students' attitudes toward instruction type. Although both WBI and CBI students reported favourable attitudes toward their instruction type, a preference for CBI was noticeable in both the WBI and CBI open-ended responses, largely due to the teacher factor. Students in this study place a high value on the presence of a teacher in the classroom engaging students in the target language and ensuring interaction among all participants. The study concludes by challenging the notion that IT in education means better, more modern, more cost-effective education. Although IT in education is very popular, it may not be that productive in EFL environments such as Hong Kong's tertiary ESP classrooms. The study closes with a call for more research on IT in ESP so as to deepen our understanding of WBI effectiveness and second language development within Hong Kong. Acknowledgements I should like to thank a number of people whose contributions have allowed me to complete this work: my colleague and Head of Language Centre at the Institute of Vocational Education (Tsing Yi) Dr. Margaret Yau for making it all possible; the excellent team of teachers in the English Centre at the University of Hong Kong for their first-rate M.A. programme; and my 99/00 Year 3 Civil and Structural Engineering students for their willing participation. Thanks are also due to Mr. Raymond Tam for generously lending his expertise in statistics. I should also like to thank Dr. Phil Benson for helping me to clarify ideas on a number of occasions. A very special thanks goes out to Dr. Vivien Berry for her timely directions, insightful comments and friendly supervision. And finally, I am forever grateful to Debbie, Lily and Ryan for their patience and understanding during the past two years.