Case Study of Finnish Engineering Students Attending FL-Medium Courses

Eeva Rauto Esko Johnson Vaasa Central Ostrobotnia

University of Applied Sciences Technology and Communication eeva.rauto@puv.fi esko.johnson@cop

Our first studies were carried out 2003- 2004 before current (2005-2006) research project:

in Kokkola (Johnson & Finell 2004) Survey on learners’ attitudes

Vaasa (Rauto 2003): changes in written performance

Need for Research on Tertiary Level Learnersin FL-Medium Learning Environment

Description of Earlier Vaasa 2003 Research(Rauto 2003)

What: decrease in grammatical errors in engineering students’ written

production Why: effect of FL-medium

instruction on language acquisition

How:longitudinal measurement(time span of 1.5 years)

Description of Earlier Vaasa 2003 ResearchTarget Group

H ig h e s t (N = 5)

C 1/B2In te rm e d ite (N = 1 1)

B2L o w e s t(N = 3)

B1

19 Learners

p a rticip a ting in E n g lish -m ed iu m 4-year degree program :

Description of Earlier Vaasa 2003 Research Profiency levels evened out

test 1 test 2

Changes as mean values / proficiency level group

31,33

17,67

15,1

11,5

6,6 7,0

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

1. Käännös 2. Käännös

erre

rr

alinkeskiylin

loloweer

Error score

Description of Earlier Vaasa 2003 Research Changes in Grammar and Vocabulary

Improvement in precentages in learners’ (N19) grammar and vocabulary scores

within 1,5 years

0 %5 %

10 %15 %20 %25 %30 %35 %40 %45 %

grammar

highest

intermediate lowest

vocabulary

proficiency levels

The differencies between proficieny levels were evened out Grammar skills: most beneficial to the lowest group Vocabulary skills: beneficial to all groups

Internationalisation at Home survey, COU (Johnson & Finell 2005) Students (n=139) stressed the benefits English-medium

education and measures to increase institution-wide multiculturalism in various ways

Most students in English-medium education (courses and programmes) reported they had learned even more English than they had expected and were happy with their instruction

Needs to improve of English-medium education: instruction was difficult to follow (cognitive load/abstractness; task complexity cf. Ellis 2003:205-240); variability of teachers’ English skills

New Research Interest in 2005

What happens to the learner’s language in a single course / module

taught in English in a mainstream Finnish-medium degree program?

The results of previous (2003-2004) studies apply to learners in degree programs taught in English.

Current Research Project 2005 – 2006

Co-operation: Central Ostrobotnia University of Applied Sciences the (Kokkola Project) Vaasa University of Applied Sciences (the Vaasa Project)

2 target groups in both projects:

Vaasa Project: VG1(N=11) VG2 (N=10/11) Kokkola Project: KG1 (N= 11) , KG2 (N=10) Total N= 43/44 learners

In contrast to previous research: Focus on shorter / less intensive exposure to target language

FL-medium module: one term / group

Research InstrumentKOK

KOLA1. Final Survey (webropol):- Learners’ self-rating on their language development- Learners’ views and opinions of the module

VAA-

SA1. Initial and Final Surveys (webropol):

- Learners’ self-rating on language development - Learners’ views and opinions of the module

Longitudinal approach2. Language Tests measuring changes in:

- Reading comprehension

- Vocabulary acquisition - Syntax

Sample survey: https://www.webropol.com/P.aspx?id=170590&cid=30579063

Current Research Set-Up

KOK-

KO-LA

Subject

Operations Management lectures and materials in English

Learners

N=13 + 10

Mostly female,

Matriculation exam Procifiency level: fairly advanced

Previous experience of FL-medium studies:

Some Learners: Yes

Language Support:

No

VAA-

SA

Corporate Planning

lectures in Finnish, materials in English

N 11+11

Mostly male

Most with Vocational school background Procifiency level: intermediate

No Yes

Research Questions (Current Research 2005 –2006)

1. The learners’ views (self-rating) of their language learning styles (Implicit / Explicit?) their language proficiency before and after (Recognize changes?)

2. What possible changes can be discovered in the learner’s target language syntax, vocabulary and reading skills by langauge tests - Vaasa project (Support results obtained by self-rating?)

3. Does exposure to L2 (English) present extra work load to learning the content in question (FL-medium module too heavy for some learners?)

4. The learners’ views and expectations of the FL-medium course: 4.1. In which conditions is (teacher) intervention necessary and how

should it be implemented?

Research Questions (Current Research 2005 –2006)

4.2. What improvements would the learners recommend? Scope for development in teaching practices?)

5. Are there possible changes in1. the learners’ motivation to use the target language self-

concept as language learners2. the learners’

6. Subject teacher’s views of learners’ academic success

7. Indvidual variables (age, sex, how much the learner uses English)

The learners’ Views of their Cognitive Language Learning Preferences (Research Question 1)

”In which way do you

learn a language best?”

Vaasa learners

(N =22)

Kokkola learners

(N =21)

By reading and listening:

somewhat or very suitable for me

18 14

By means of grammar rules:

somewhat suitable for me

5(very suitable: 1)

9 (very suitable: 3)

By studying vocabulary and grammar:

somewhat suitable for me

9/11

(VG2)

9/10

(KG2)

By studying vocabulary and grammar but also by reading and listening

2/10

(VG1)

6 /11

(KG1)

The learners’ Views of their Cognitive Language Learning Preferences

0

2

4

6

8

10

12

14

16

18

Reading andllistening VL

Grammar rulesVL

Reading andlistening KL

Grammar RulesKL

Vaasa learners Kokkola learners

The learners’ Views of their Cognitive Language Learning Preferences

Difference between Vaasa and Kokkola learners:

Vaasa Learners: use of implicit (as opposed to explicit) learning style dominant

Kokkola Learners: learners also use explicit style

”One learned English without noticing it – although it seemed difficult at first .”VG2

”One learned English without noticing it – although it seemed difficult at first .”VG2

Change in Command of Target Language Grammar: Self-rating (research question 1.2)

Kokkola learners:

(final survey) KG 1: slight negative

change (-) (contradiction in control question +)

KG2: 0 one open end

answer: ”No change in grammar because no grammar instruction was included in the course”

Vaasa learners:

(longitudinal approach) VG 1: slight posive

change (+) VG 2: slight negative

change (-)

Change in Command of Target Language Syntax: Language Test

mean before: 13,96 credit points

mean after: 14,68 credit points

Dictation, Gr 2, adults 2006

0

5

10

15

20

25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Ennen

Jälkeen

VG2

Correlation between Learning preferences

and Language Achievement?

LL-style(implicit, explicit)

Results by Measurements

Results by Self-rating

Changes in target language Syntax

??

Hypothesis: the implicit learners would have more changes in their target language grammar than explicit learners

Change in Learners’ of Grammar in relation to Language Learning Preference

Kokkola learners:

no / marginal negative change

”Real-life” use has made

the explicit-type learners

more critical and

conscious of interlanguage

deficiences

Vaasa learners:(marginal) positive changeFL-medium studies beneficial to learners preferring implicit learning process / intermediate level learners: target language grammar becoming slightly more analyzed

Changes in Vocabulary Command

Structured survey questions no clear indication of change

Vocabulary test mean before 5,43 (max score 16) mean after 7,71

Changes in vocabulary command Open-end aswers

.

“ I learned many new interesting words”KG1

“ I learned many new interesting words”KG1

“ I learned many new useful words”VG1

“ I learned many new useful words”VG1

“ I learned a lot of subject-related vocabulary (4 learners in KG2)”

“ I learned a lot of subject-related vocabulary (4 learners in KG2)”

“ One gets to know more subject-related vocabulary (VG2)

“ One gets to know more subject-related vocabulary (VG2)

“ I learned a lot of vocabulary by reading /by assisting in lessons (1 learner) /by doing tasks (3 learners) ”One learns best by reading”KG2(one learner)

“ I learned a lot of vocabulary by reading /by assisting in lessons (1 learner) /by doing tasks (3 learners) ”One learns best by reading”KG2(one learner)

Is Teacher Intervention Necessary? (research

question 4.1) ? Learners’view of Language Support Module

Vaasa learnes Language support

was provided

Kokkola learners 2 learners: ”Subject

teacher should have given feedback”.

0

2

4

6

8

10

12

14

It was useful

It was OK, but not really necessary

It was of no use to me

0

5

10

15

20

II would have needed it It could have been usefulI did not need any support

Did the use of Foreign Language Present Extra Work Load to Learning the Content in Question? (research question: 3)

Question 1: English as language of instruction/English course materials/ imposed a heavy workload for me (adapted)

Question 2:

This course should have been taught in Finnish/using Finnish-language teaching materials

Vaasa

learners (N= 21)

3/21

Kokkola

learners (N=21)

4/ 21

4/21Some learners

made a reservation:”Not, if language level is OK”

5 / 21

Did the use of Foreign Language Present Extra Work Load to Learning the Content in Question? (research question: 3)

024

68

10

1214

1618

VaasaLearners

KokkolaLearners

Extra Workload

In Finnish

not in Finnish,English was OK

.

.

” reading texts became easier and dealing with English materials presented no problem” (VG1)

” reading texts became easier and dealing with English materials presented no problem” (VG1)

Indication of Decrease of Workload

” I now read more fluently and don’t need to stop to translate the text” VG2

” I now read more fluently and don’t need to stop to translate the text” VG2

Related to Reading Texts becoming easier Self-rating and Reading Comprehension test:

marginal positive trend (both VG and KG learners)

Positive feedback from learners’ open end answers:

Workload Imposed by FL-Medium Studies Summary

Response to Structured questions and open-end answers support each other: the majority did not consider the work load to be too heavy

Results encouraging but more evidence needed

.

.

I understood surprisingly well what the text dealt with although I don’t think very highly of my language proficiency. (KG1))

I understood surprisingly well what the text dealt with although I don’t think very highly of my language proficiency. (KG1))

I understood more English than I had originally thought (KG1)

I understood more English than I had originally thought (KG1)

” ”it was nice to notice that reading English texts presented no problem , (VG1)

” ”it was nice to notice that reading English texts presented no problem , (VG1)

Indication of Increase of Self-Conceptpositive feedback form learners’ open end answers:

Language learning motivation and the learner’s self-concept

Language learning motivation is multidimensional (e.g. personal, social) and situational, and it has various orientations: intrinsic, integrative and instrumental motivation

Language learner’s self-concept (“kieliminä”) is my perception of myself as a language learner: general, language specific, and task-specific perceptions/beliefs

Motivational orientation, experience of teaching and learning, affective/emotional and efficacy aspects have an important role in foreign language learning (e.g. Kantelinen 1995)

Improvements Suggested by Learners (cf. Research Question 4.2 )

Explaining concepts and giving vocabulary support : language teacher or subject teacher?

By providing some vocabulary related support, because finding professioanally related vocabulary was difficult to find so a lot turned out to be guess-work (K G1)

By providing some vocabulary related support, because finding professioanally related vocabulary was difficult to find so a lot turned out to be guess-work (K G1)

If a vocabulary list was provided in the beginning of the course it would help a lot. Particularly (KG1)

If a vocabulary list was provided in the beginning of the course it would help a lot. Particularly (KG1)

Vocabulary should be explained in the classes (VG1)

Vocabulary should be explained in the classes (VG1)

More vocabularies should be provided (3 learners; VG2)

More vocabularies should be provided (3 learners; VG2)

Habit acquired from ESP-classes?

Improvements Suggested by Learners

5

There should be opportunities for speaking. . We could discuss in teams so it would be more pleasant for everybody. (KG1)

There should be opportunities for speaking. . We could discuss in teams so it would be more pleasant for everybody. (KG1)

I was satisfied with the course but more opportunities for speaking (VG2)

I was satisfied with the course but more opportunities for speaking (VG2)

One learns by speaking, more chances for practising (VG2)

One learns by speaking, more chances for practising (VG2)

More possibilities for practising output (Swain’s (1985) output-hypothesis

Changes in Language Proficiency Minor changes in learners’ productive language skills

Short period of exposure to L2 (English): Learners resources spent on reading comprehension (cf.

“intake”-hypothesis)

Some changes in learners’ receptive skills > evidence of workload becoming smaller

Summary of results

No clear evidence in learners’ self-concept as language learners and motivation. Contradiction in self-rating and open-end answers: more evidence needed

Summary of results Learners’ Recommendations and Preferences

More opportunities for speaking (output hypothesis)

Teacher intervention preferred More English-medium modules (1 learner)

If more courses were given in English, the exchange students could participate in them. Then we would have no other options but use English “VG1

If more courses were given in English, the exchange students could participate in them. Then we would have no other options but use English “VG1

Summary of results Learners’ attitude to FL-Medium Instruction:

Mainly positive feedback from open-end answers

Some critique

KG2 learners)… ”I did not learn so much because the teacher did not always speak correct English”.

KG2 learners)… ”I did not learn so much because the teacher did not always speak correct English”.

On the hand: ”The teacher spoke in simple terms and it was easy to understand her”

On the hand: ”The teacher spoke in simple terms and it was easy to understand her”

Conclusions

More evidence needed Some survey questions difficult to process on

metacognitive level: open end answers more reliable data

Encouraging results from the view-point of implementing these modules The learners would recommend the courses for

next year-students Some thought that participation in the course is a

good way of learning a language > didactic method

” More FL-medium teaching should be included in the degree program because that is the way to learn the language better”KG1

” More FL-medium teaching should be included in the degree program because that is the way to learn the language better”KG1

Setting up a co-operative project To find more evidence on

Different degrees of intensity of exposure / duration and language outcome

To establish a large-scale database with different L1 backgrounds

Possibly an EU project with several participating countries (models, experimentation, follow-up research?)

LiteratureEllis, R. (2003) Task-Based Language Learning and Teaching. Oxford: Oxford University Press.

Johnson, E. & Finell, P. ( 2005). Se tuo kansainvälisyyttä, erilaisuutta ja vaihtelua”.Opiskelijoiden käsitykset Keski-Pohjanmaan ammattikorkeakoulusta kansainvälisenä opiskelu- ja oppimisympäristönä. In H. Aho (ed) Sovellusta optimaalisen tasapainon saavuttamiseksi. Opettaja oman työnsä tutkijana II symposiumiin artikkelit. Keski-Pohjanmaan ammattikorkeakoulu. A: Tutkimusraportteja-Forskingsraporter 47-55.

Kantelinen, R. (1995). Ruotsin kielen opiskelumotivaatio ammatillisessa koulutuksessa. Tutkimus koti- ja laitostalousalan opiskelijoiden opiskelumotivaatiosta ja siihen yhteydessä olevista tekijöistä. Joensuun yliopisto. Kasvatustieteellisiä julkaisuja N:o 21.

Rauto, E. (2003) Välikielen kehitys vieraskielisessä opetuksessa. Tutkimus muutoksista englannin kieliopin hallinnassa. Jyväskylän yliopisto. Soveltavan kielentutkimuksen laitos. Available also at http://selene.lib.jyu.fi:8080/julpu/9513915425.pdf (with English summary)

Swain, M. 1985. Communicative Competence: Some Roles of Comprehensible In put and Comprehensible Output in its Development. Teoksessa S. Gass & C. Madden (toim.) Input in Second Language Acquisition. Rowley, MA: Newbury House, 235-253.

Appendix: Interesting Learner Profiles

Learners 2, 3 and 4 (Vaasa adults) show positive development

in syntax, (figure 1), vocabulary (figure 2) and reading

comprehension (figure 3) Was these learners’

motivation higher than that of others?

Dictation, Gr 2, adults 2006

0

5

10

15

20

25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Ennen

Jälkeen

Vocabulary Test 2 Gr 1 and G2) before and after

0

2

4

6

8

10

12

14

16

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

before

after

Reading Comprehension Gr 1 and Gr 2 (all tests) 2006

0

5

10

15

20

25

30

35

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

learners 1-7 = adults; 8-16= young adults

po

ints

(p

art

1 a

nd

pa

rt 2

)

Before

After