Significant Learners’ Factors and English
Language Learning: Ecological Approach to ELT:
Researcher: Achara Wongsothorn
Research Assistant: Chatchada Twichatwitayakul
The ecological approach presented here stemmed from the work of Bronfenbrenner (1979).
In adopting this system perspective, psychological evaluation of a student's functioning is done within the context of her/his mesosystem (immediate family,
extended family, neighborhood, school, and
other networks), macrosystem (community or
Preamble
Socio-Cultural Theory of Learning
Van Lier (2004) discusses the following issues in his ecological approach to language learning theory and practice.
Perception and action in semiotic contexts
The emergence of language abilities in meaningful activity
The dynamics of social interaction
The quality of educational experience
The paper will provide
definitions and background of the study by reporting impact of related research,
research methodology, results and implications.
Attention will be given to the significant factors related to
learning.
This classroom centered research employs
three cohorts of graduate students taking the Chulalongkorn University Language Institute’s Academic English for Graduate Studies
Course” (GE 5500-532). The purposes to study are to investigate (1) the learners’ self perception, and their attitudes towards the teacher, and the teaching-learning methods used, (2) ecological factors and classroom
management, and (3) relationships between
Background of the study
The approach employs psycho -
educational intervention within the student’s sociocultural context and his/her perception of the learning environment and allows for a more
accurate assessment of the student's
psychological functioning and a broader
understanding of the four crucial issues
affecting the student’s language learning
(Van Lier, 2004)
Both the student and the systems are continually changing.
In the teaching-learning process, ecological approach adopts the concept of psychoeducational intervention focusing on the student as physiological and psychological
developments. . This approach allows for a more accurate assessment of the student's psychological functioning and a broader understanding of the crucial issues affecting the
student. Application of this approach in psychoeducational intervention with Southeast Asian students includes collecting and integrating information from various aspects of the
sociocultural context and then developing intervention procedures or the teaching-learning system based on
understanding of both this context and the student. In sum,
A research project entitled “Ecological Approach to English Language Learning Factors of Student
Attitude and Perception toward their Teacher and Classroom Interaction in Chulalongkorn University Language Institute’s Academic English for Graduate Studies Course” is being conducted employing the ecological approach with the purposes to study (1) the learners’ self perception, and their attitudes towards the teacher, and the teaching-learning
methods used, (2) ecological factors and classroom management, and (3) relationships between
learners’ factors, namely their EQ, background, attitude and perception and their achievement.
Purposes of the study
Expected Outcomes of the Study
It is expected that this research would create knowledge and understanding about the roles of perception and ecological factors in ELT for academic purposes, and that learners’ micro system, ecosystem, macro system, and
ecosystem impacting their ELL would be better
understood.
Research Procedures
Subjects:
3 groups of graduate students taking Academic English for Graduate Studies course from ay 2005- 2006 numbering 28, 27 and 32 respectively
Instruments
1. EQ measures
2. Attitudes measures
Learner Variables
Perception: Presentation to the mind in the form
of an idea or image
In education, it has been proven that positive self- perception, or high self-esteem, is conducive to the developmental process. Self-perception has been shown to reflect developing cognitive
abilities and social circumstances (Dusek &
Flaherty, 1981; Stanwyck, 1983).
College Student Self-Perception
More specifically, academic self-concept refers to a student's perceptions of his or her academic
abilities (House, 1992).
Hamachek, 1995 and House, 1993 show that students' self concept is significantly associated with academic achievement.
Loeb and Magee (1992) suggest that students with low self-esteem who find it difficult adjusting to
college academics may benefit from contextual support resulting in their satisfaction with college and improved self-image.
Contextural support comes from such sources as faculty, peers, and family.
Bernat (2005) discusses research results
revealing that attitudes toward learning, and
the perceptions and beliefs that determine
them, may have a profound influence on
learning behavior.
Support and interaction with faculty may be related to students'
academic achievement and self-
concept (Gerdes and Mallinckrodt
(1994).
Contextual Support
=
Support from Ecological Variables
Objectives
This study investigated
1. the impact of ecological variables
including learner variables and
learner-related variables, particularly learner
perception and attitudes on English
learning achievement of three
cohorts of graduate students.
2. the strength and directions of the
relationships
Expected Outcomes of the Study
It is expected that this research would create knowledge and understanding about the roles of perception and ecological factors in ELT for academic purposes, and that learners’ micro system, ecosystem, macro system, and
ecosystem impacting their ELL would be better
understood.
Ecological Variables/Factors
The independent variables in this research are either learner variables or learner-
related variables. They are:
1. self-perception
2. emotion quotient
3. attitudes towards teaching-learning
processes employed and the
teacher
Self-Perception
1. My best friend and intimate
friendship
2. Social acceptance relationship
with the parents. Loving
relationships, humor, morality
3. Global appreciation
4. Social notation of the family
scale
5. Perception of the physical appearance
Emotion Quotient
1. Goodness
1.1 Self-control
1.2 Empathy
1.3 Responsibility
2. Smartness
2.1 Motivation
2.2 Decision-making and problem
solving
2.3 Relationship
Emotion Quotient (cont.)
3. Happiness
3.1 Being proud of oneself
3.2 Life Satisfaction
3.3 Peacefulness of mind
1. Submitting assignments by e-
mail is useful
2. Submitting assignments by e-
mail is appropriate
3. Saving time factor of transaction
by e-mail
4. E-mail transaction for
assignments is interesting
Attitudes towards IT: E-mail and Website
Attitudes (cont.)
5. Submitting assignments by e-
mail helps make transaction
with the teacher faster
6. Receiving graded assignments
by e-mail is appropriate
7. Receiving graded assignments
by e-mail is useful
Attitudes (cont.)
8. Receiving graded assignments
by e-mail saves classroom time
9. Receiving graded assignments
by e-mail is interesting
10. Attitudes toward e-mail
transaction for assignments
(1) Receiving graded assignments
by e-mail helps student
obtaining useful corrections of
their work
Attitude (cont.)
(2) Receiving graded assignments
by e-mail helps student
obtaining useful explanation and
corrections of their work
(3) Receiving graded assignments
by e-mail helps student
obtaining only useful explanation
without any corrections for
Attitudes (cont.)
11. Teacher assignments on
the website
12. Textbooks and handouts
distributed by the teacher
13. Materials in the self-access
language learning center
Attitudes toward teaching-learning procedures
1. Teacher classroom management
2. Peer assessment
3. Teacher assessment
Learner variables
Sex Age
Regarding oneself as a Bangkokian or as a person from other parts of Thailand
Years of English learning
Dependent variables
Project
Midterm tests
Final exams
Assignments and
participation
Findings: Relationships among the variables
On the
following slide
Abbreviations
ASS=assignment
EQ=emotion quotient
EQ sm=emotion quotient regarding smartness
EQ happy=emotion quotient regarding happiness
EQ good=emotion quotient regarding goodness
Final=final examination
Lev. Of St. Eng.=grade level of starting English learning
Midterm=midterm examination
Par=classroom participation
Peer=peer assessment
Consistency of significant relationships
Cohort 1
Ass&Par~Project
Sex Age~Self-Identif.
Y.E~Self-id, Lev. of St.E
EQ-sm~EQ-gd.
EQ-hap~Proj.
EQ-gd,sm.
Peer~Ass&Par Ass&Par~Mid- term
Cohort 2
Sex~Proj.
Age~Proj.
Self-Id~Level of St.E,
Year of Eng.
Y.E~Level of St.E
EQ-hap~EQ-sm.
Att.teach~Proj., Sex,Self-Per.
Peer~Final,Midtm Self-id~Ass&Par.
Level of St.E~
Ass&Part
Cohort 3
Ass&Par~Proj Sex~Ass&Part LofSt.E~Self-id Y.E~Self-id,Lof St.E
EQ-H~Proj,EQ- gd, EQ-sm EQ-Sm~EQ-good
Peer~Ass&Par Ass&Part~<Mid term
Significant Positive Relationships
Assignment and Classroom Participation and Project Years of English~Self-id, Level of Starting English
EQ-sm~EQ-gd.
EQ-hap~Proj.
EQ-hap~EQ-gd,sm.
Self-Id~Level of Starting English, and Years of English Y.E~Level of Starting English
EQ-hap~EQ-sm
Conclusion of Findings of
Significant Positive Relationships
Years of English Learning and Self Identification and Grade Level of Starting English
Assignments&Participation and project work
●
Years of English Learning and SelfIdentification and Grade Level of Starting English
●
EQ-smartness and EQ-goodness●
EQ-happiness and Project workRecommendations
Project work Participation EQ:goodness,
smartness, happiness
For teaching and learning
●
Cultivation of learning EQ generates learning effectiveness and positive attitudes towardlearning.
●
Starting English learning early generates positive learning outcomes as well as positive attitudes toward oneself.●
Positive self-perception, or high self-esteem, is very crucial in the developmental process. Self- perception has been shown to reflect developing cognitive abilities and social circumstances(Dusek & Flaherty, 1981; Stanwyck, 1983). By late adolescence, a coherent and intergrated
Role of EQ and Student Autonomy
●EQ—happiness is related to achievement in doing project work. Thus students’
autonomous learning by researching and
developing individual projects should be
carried out as the tasks go together with
the joy of learning.
Negative Relationships
Significantly consistent negative relationships
● P
eer~Ass&Participation
●
Ass&Par~Mid-termConclusion of Findings of
Significant Negative Relationships
Consistent findings from the three cohort studies confirm the fact that there were significant
negative relationships
●
among peer assessment, assignment and classroom participation and●
between midterm test results and peer assessmentRecommendations
For Classroom Practice 1. Midterm test and peer
assessment may not work very well together. The former is for formal learning and assessing while the latter is for an informal and on-going process in which learners help, participate
together rather than depending on teacher assessment. One may be sacrificed for the
reliability and validity of the
other teaching-learning process.
Recommendations (cont.)
2. Grades from peer assessment are derived from learners grading one another while classroom
assignment grades are from teacher’s grading and students’ consistency in submitting their works.
Peer assessment seems not to be related to regular teacher assessment of student
assignments. The use of the two assessment
methods together may balance out biased grading either by the teacher or by the students .
References and Further Readings
Bernat, E. (2005). “Beliefs about language learning: Current knowledge, pedagogical implications and new research directions”, TESL-EJ:Teaching of English as a Second or Foreign Language. June 2005, vol. 9, no. 1.
Bronfenbrenner, U. (1979). The ecology of human development.
Cambridge, MA: Harvard University Press.
Dusek, J. B., & Flaherty, J. F. The development of self-concept durin g the adolescent years. Monographs of the Society for
Research in Child Development,46, (4, Serial No.191).
Gerdes, H. & Mallinckrodt, B. (1994).Emotional, social and academic adjustment of college students: A longitudinal study of
retention. Journal of Counselling and Development. 72:
28
Hamachek, D. (1995), Psychology in teaching, learning and growth. (5 th. Ed). Boston, MA: Allyn and Bacon.
References (Cont.)
House, J.D. (1993). The relationship between academic self- concept and school withdrawal. The Journal of Social Psychology. 133:11, 125-127
Loeb, R.C. & Magee, P.M. (1992), Changes in attitudes and self-perceptions during the first two years of college. J ournal of College Student Development, 33, 348-355.
Stevick, E.W. (1983). Teaching languages: A way and ways. Rowley, MA: Newbury House.
Van Lier. L (2004). The Ecology of Language Learning.
Monterey Institute of International Studies Paper
presented at the UC Language Consortium Conference
