1 University students’ use of and attitudes towards online listening for self-study purposes Kristen Sullivan Shimonoseki City University [email protected].

1

University students’ use of and attitudes towards online listening

for self-study purposes

Kristen SullivanShimonoseki City [email protected]

http://www.shimonoseki-cu.ac.jp/~sullivan/

2

The Project & Underlying Aims

Introduce online listening resourcesSpeaking/Listening activityEncourage students to adopt these

resources for their own self-study purposes

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Results from previous study

1. Most students don’t know about online listening2. The majority of students see benefit in it3. The majority of students did not adopt online

listening into their self-study regime 4. Half of students don’t have access to the

Internet at home5. Issues with student consciousness regarding

learning strategies? 6. Students don’t seem to be familiar with using the

Internet for English study

4

What are the differences between students who adopt the technology and those who don’t?

Motivation towards English study

Access to & possession of technology

Familiarity with & attitudes towards technology (general & study purposes)

Study strategies/style comfort zones

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Knowledge about online listening

Did you know about online listening before taking this course?

92%

8%

Yes

No

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Adoption of online listening for self-study purposes

Did you use online listening for your own self- study purposes?

38%

62%YesNo

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Rate of adoption of online listening into self-study regime

How often did you use online listening for your self- study?

20%

80%

1/ week1/ month

8

Student perception of benefits of online listening

Will you continue using online listening after this course?

85%

15%Yes

NoNot thatinterested in English

• Good study material• Want to improve my English• Can also use for TOEIC study • It was fun• Felt that my listening improved• Now I know how to use it

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Reasons for not using online listening for self-study purposes

37%

18%9%

18%

18%No timeNo InternetNo mp3 playerDidn't know good sitesSites were difficultNo interestNo PCSites were too easy

Motivation/Strategy/

Technophobia Issues?

TechnologyAccessIssues

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MotivationHow important is studying English to you?

010203040506070

VeryImportant

SomewhatImportant

Not Sure Not ReallyImportant

Not at allImportant

Students who did use thetechnologyStudents who did not use thetechnology

How important is studying English Listening to you?

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VeryImportant

SomewhatImportant

Not Sure Not ReallyImportant

Not at allImportant

Students who did use the technology

Students who did not use thetechnology

How do you feel about English?

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Like it &study a lot

Like it butdon't study

much

Like it butdon't study

at all

Don't like itbut study

Don't like itand don't

study

Students who did use thetechnologyStudents who did not use thetechnology

As to be expected, some level of motivation and desire is necessary

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Access to and Possession of Technology

Possession of Computers, Internet and Portable Music Players

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100

Has own Computer Has Internet athome

Has mp3 player

Students who did use thetechnologyStudents who did not use thetechnology

All higher than expected.

Lack of internet access at home ≠ hindrance to

adopting online listening for self-study purposes (if

student is motivated &

interested)

Motivated students will find other means (university

computer lab, etc)

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Accustomed to using the Internet

0

20

40

60

80

100

VeryAccustomed

Kind ofAccustomed

Not Sure Not veryAccustomed

Not at allAccustomed

Students who did use thetechnologyStudents who did not use thetechnology

Accustomed to using Computers

0

20

40

60

80

100

VeryAccustomed

Kind ofAccustomed

Not Sure Not veryAccustomed

Not at allAccustomed

Students who did use thetechnologyStudents who did not use thetechnology

Accustomed to using Mobile Phones

0

20

40

60

80

100

Very Accustomed Kind of Accustomed Not Sure

Students who did use thetechnologyStudents who did not use thetechnology

FeelingAccustomed

=Feeling Confident,

Positive,Satisfied with

technology skills

all factorsconsidered

necessary forengaging withonline listening

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Accustomed to the Internet for Study Purposes

0

20

40

60

80

100

VeryAccustomed

Kind ofAccustomed

Not Sure Not veryAccustomed

Not at allAccustomed

Students who did use thetechnologyStudents who did not use thetechnology

Accustomed to using Computers for Study Purposes

02040

6080

100

Ver

yA

ccus

tom

ed

Kin

d of

Acc

usto

med

Not

Sur

e

Not

ver

yA

ccus

tom

ed

Not

at

all

Acc

usto

med

Students who did use thetechnologyStudents who did not use thetechnology

Accustomed to using Mobile Phones for Study Purposes

02040

6080

100

Very

Accust

om

ed

Kin

d o

fA

ccust

om

ed

Not

Sure

Not

very

Accust

om

ed

Not

at

all

Accust

om

ed

Students who did use thetechnologyStudents who did not use thetechnology

Slightly unexpected

4 possible readings:

1. Unaccustomed =low use

2. Unaccustomed =unsatisfied with skills

(=serious)

3. Unaccustomed =don’t consider theircontact with English

online as “study”(technology forstudy purposes normalized)

4. Poor wording insurvey

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Attitudes towards Technology for Study PurposesIs the Internet beneficial for English study?

0

20

40

60

80

100

Very Much Agree Partly Agree

Students who did use thetechnologyStudents who did not use thetechnology

Are Computers beneficial for English study?

0

20

40

60

80

100

Very Much Agree Partly Agree Not Sure

Students who did use thetechnologyStudents who did not use thetechnology

Are Mobile Phones beneficial for English study?

0

20

40

60

80

100

Very MuchAgree

PartlyAgree

Not Sure PartlyDisagree

TotallyDisagree

Students who did use thetechnologyStudents who did not use thetechnology

Internet

Students who adoptedonline listening tend to

be more positivetowards the Internet

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So… how are students studying then?

Current Listening Study Methods

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Nothing inParticular

WesternMovies

WesternDramas

WesternMusic

Textbook CD Internet Talk withNativeEnglish

Speakers

Students who did use the technologyStudents who did not use the technology

Fun, Soft, Entertainment

Students whoadopted the

technology – tried more types of

study materials

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What do students perceive as good study resources?

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100

Text

book

sUn

iver

sity

Cla

sses

Con

vers

atio

nSc

hool

sPr

ofici

ency

Exam

sNa

tive

Spea

kers

Mus

ic

Mov

ies

List

en lo

ts

Read

lots

Emai

lW

rite

Lett

ers

Diar

ies

Stud

yG

ames

Cha

ttin

g

Onl

ine

PC S

oftw

are

Students who did use thetechnologyStudents who did not use thetechnology

“Extensive study” - confidence, optimism

Soft, Entertainment, Fun

Think it’sbeneficial

but don’t take the next step

Are study strategies/stylesbehind this?

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Characteristics of Adopters

Confidence Optimism Curiosity

Towards English

Towards Study

Towards the Internet

Past experiences with technology

Past experiences with study strategies

Past experiences with English

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Popular SitesMost Frequently Used Site

7%7%

14%

72%

ellloVOAThe Bob & Rob ShowYou Tube

Reasons for choosing this site

7%

7%

21%

7%

52%7%

Easy to use/ understandInteresting TopicsBritish&American EnglishIdiom ExplanationsQuizSlow Speed

Easy to use/understand:• Friendly listenings• Friendly features• Friendly site interface• Intuitive site design/flow

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Necessary Educational Interventions

More access to & chances to interact with technology in an educational context A different approach to the Japanese governments’ more PCs,

more broadband, more tech-competent teachers

More encouragement to experiment with, be curious about, think positively about technology

More encouragement & opportunities to experiment with a variety of study strategies/styles… a chance to re-define comfort levels

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Specific Suggestions

Demonstrations Starting with friendlier sites Starting with more familiar tools (blogs) Start by matching the activity to the student’s co

mfort level Extensive listening/reading Introduce Internet language Activities to spur general curiosity & experimenta

tion