HomeAbout UsServicesPricingOrderContact


Abstract

This paper presents the results of an evaluation of the independent language learning programme for part-time university students taking a remedial English language programme at the Language Institute, City University of Hong Kong. Achievement in listening, writing, reading, and usage between control (51 students in the Classroom mode) and experimental (78 students in the Self-Access mode) groups was compared by using a pre- and post-test. Those studying in the Self- Access mode made more significant improvement in reading while more significant improvement in writing was made by students in the Classroom mode. Furthermore, data from questionnaires of 718 students in the Self-Access mode and in-depth student interviews were used to evaluate students' perception of the effectiveness of the programme. The results show that students found the Self- Access mode of learning useful and motivating and that it increased their confidence in learning English. Major factors influencing students' positive attitudes towards the Self-Access mode of learning included improvement in English proficiency skills, increase in confidence, usefulness of materials and organisation of the course.

Full article at: http://www.cuhk.edu.hk/ajelt/vol8/art4.htm
Acculturation to English by an Ethnic Minority: The Language Attitudes of Indian Adolescents in a Hong Kong International School. 
Language in Hong Kong at Century’s End (1998, pp. 345-346) 

Abstract

Minority groups may seek to both enhance and attenuate their ethnic and social identification in comparison to the majority group in a given community. This study investigates the language attitudes of Indians in Hong Kong as reflected by a group of secondary students attending an international school in comparison to those of the majority ethnic group. The comparison is made by a modified version of a questionnaire previously employed in a study of Hong Kong Chinese secondary students by Pierson, Fu, and Lee (1980) and later by Pennington and Yu (1994). The present study finds that Hong Kong Indian students express similar but more positive attitudes towards English than do their Chinese counterparts in the present generation. The pattern as a whole can be interpreted as an acculturative style of cultural adaptation in terms of multiple group orientations.aHinternational school in comparison to those of the majority ethnic group. The comparison is made by a modified version of a questionnaire previously employed in a study of Hong Kong Chinese secondary students by Pierson, Fu, and Lee (1980) and later by Pennington and Yu (1994). The present study finds that Hong Kong Indian students express similar but more positive attitudes towards English than do their Chinese counterparts in the present generation. The pattern as a whole can be interpreted as an acculturative style of cultural adaptation in terms of multiple group orientations.

Full article at: http://books.google.com.sa/books?%22Martha%20Carswell%20Pennington%22&f=false
Book Chapter
Does Self-Access Language Learning at Tertiary Level Really Work? Asian Journal of English Language Teaching. 1998. Vol. 8. pp. 55-8
The Influence of Peer Feedback on Self- and Peer-assessment of Oral skills. Language Testing. Vol. 19. No. 2. (p. 109, 111, 125-126)
Conference Papers
Abstract

This paper presents the results of an evaluation of the independent language learning programme for part-time university students taking a remedial English programme at the Language Institute, City University of Hong Kong. Achievement in four language skills between control (51 students in Classroom mode) and experimental (78 students in Self-Access mode) groups was compared by using a pre- and post-test. Those studying in the Self-Access mode made more significant improvement in reading while more significant improvement in writing was made by students in the Classroom mode. Furthermore, data from questionnaires of 718 students in the Self-Access mode and in-depth student interviews were used to evaluate students' perception of the effectiveness of the programme. The results show that students found the Self-Access mode of learning useful and motivating, and that it increased their confidence in learning English. Counsellors were also interviewed to provide additional information on their perception of independent language learning. Major factors influencing students’ positive attitudes towards the Self- Access mode of learning included improvement in four language skills, increase in confidence, usefulness of materials and organisation of the course. Students preferred a combination of the Self- Access mode and the traditional Classroom mode. The data collected provides insight into the feasibility of learning English in the Self-Access mode and the design features of the programme which follow a three-part progressive structure: the directed, semi-directed and self-directed stages of learning.

Research Output
essayRight Proofreading & Editing Services
Your success is our success
Compositions A-B
Abstract

This article investigates the agreement amongst teacher-, self- and peer-assessments of students in the presence of peer feedback. This is done in the context of oral presentation skills of first year undergraduate students of ethnic Chinese background. The research instrument consisted of a self- and peer-assessment questionnaire containing 14 items related to the organization of the presentation content, use of language and interaction with the audience. The participants had taken part in a training and practice session on self- and peer-assessment before engaging in the assessment tasks. The findings show that, when assessment criteria are firmly set, peer-feedback enables students to judge the performance of their peers in a manner comparable to those of the teachers. However, the same is not found to be true with self-assessment.

Full article at: http://www.deepdyve.com/lp/sage/the-influence-of-peer-feedback-on-self-and-peer-assessment-of-oral-P0UXXhmfr
essayRight Proofreading and Editing Services
CUSTOMER SERVICE
admin@essayright.com
Other  Services
Mentoring
Marking