ADULT LEARNERS’ CHARACTERISTICS AND THEIR ANXIETY IN ON-LINE LANGUAGE LEARNING.
Faizah Abd Majid, Phd Siti Hawa Othman Khairezan Rahmat
Education Faculty, UiTM Shah Alam
(published in Innovation and Intervention in ELT: Pathways and Practices. Pandian,A; Koo,Y.L & Kell,P (Eds). (2007). pp 201-223. ISBN 978-967-5026-04-1)
ABSTRACT
This paper addresses an issue on on-line English language learning amongst the adult learners. On-line learning is fast becoming a trend in any learning institution. While on-line learning enables more access to education, it still remains as a grey area to those who are interested to facilitate the on-line learning programme besides those who wish to enrol in such a programme. Hence, more concerted efforts are needed to conduct research on on-line learning. One area that could be focused is on how on-line learning programmes could affect the learners. A pilot test involving 31 respondents and a newly developed “On-line Language Learning Anxiety” (OLLA) inventory were involved during the data collection. Descriptive statistic using SPSS Version 10 was used to analyze the data. A comfortable alpha value of 0.84 was achieved enabling the researchers to proceed with the study. It was discovered that amongst the selected adult learners, their anxiety in on-line language learning though was in existence, was quite minimal and negligible. Basically, their characteristics as adult learners such as their self-concept as autonomous learners and their time perspective, which dictates them as motivated and ready, were among the facilitating factors in minimizing their anxiety in on-line language learning. Nevertheless, their lack of exposure to the new concept of learning process, that is on-line language learning, had made them quite anxious about the programme, software and the activities involved. This further confirms the fact that „experience‟ could be a facilitating factor. Hence, adult learners need more experience in on-line learning programmes. The main concern for the pilot study was to pilot test the “On-on-line Language Learning Anxiety” (OLLA) inventory. The Cronbach‟s alpha value of 0.84 obtained showed the reliability of the inventory. It is discovered that the actual research later could also study on the relationship between the on-line language learning anxiety and gender as well as disciplines. In addition, future research should also attempt to study the audio and visual effects on the anxiety of the adult learners in on-line language learning.
INTRODUCTION
This paper addresses an issue which has gained much attention in the global education recently. On-line learning is fast becoming a trend in any learning institution. While on-line learning enables more access to education, it still remain as a grey area to some particularly those who are interested to facilitate the on-line learning programme besides those who wish to enrol in such a programme. Hence, more concerted efforts are needed to conduct research on on-line learning. One area that could be focused is on how on-line learning programmes could affect the learners. It must be mentioned that the report is based on a pilot study conducted.
STATEMENT OF THE PROBLEM
One of the aims of Vision 2020 is to produce k-workers. Hence, it has become a trend amongst the Malaysian employees to return to school. In order to cater to the needs of the returning adult learners, many universities have taken the effort to establish programmes that run on modes suitable to the adult learners. The Distance Education Programmes
and Flexible Learning Programmes are some of the respective programmes. In order to further assist the students who are enrolled in these
programmes, universities have also attempted to introduce the on-line learning approach to the students. Hence, many courses could be offered on-line which in turn enable the students to gain access to the
knowledge regardless of their location. One of the common courses offered is the English for Academic Purposes (EAP) courses.
At this juncture, it is worth to point out that learning English as a second language is still difficult for some of the Malaysian students. The adult learners themselves are of no exception. In fact, their agony
in learning the language is doubled by their constant struggle as adult learners (Faizah, 2004; Hazadiah and Jamiah, 2004; Abu Bakar et al, 2001). Interestingly, this is not the only setback for the adult learners. As known, the ICT-enabled education is still new to most Malaysians,including the adult learners. The application of on-line learning may be taken positively or negatively by the adult learners. Hence, an area which is in dire need of investigation is the adult learners‟ on-line language learning anxiety.
RESEARCH OBJECTIVES
The following are the objectives of the study.
1. to examine the on-line language learning anxiety faced by the selected adult learners. 2. to determine the causes of the on-line language learning anxiety.
3. to determine the influence of their characteristics as adult learners on the on-line language learning anxiety.
4. to make suggestions and recommendations that could reduce the on-line language learning anxiety among the adult learners.
RESEARCH QUESTIONS
Based on the objectives, this study is guided by the following research questions. 1. Do the selected adult learners have on-line language learning anxiety? 2. What could cause the anxiety?
3. How could their characteristics as adult learners influence their on-line language learning anxiety?
4. What could be done to minimize the anxiety? LITERATURE REVIEW
Adult learners
Linderman (1927), Knowles (1990), Richey (1992) and Rogers (2002) are some of the advocators of adult education. Each one of them has a common understanding when it comes to defining adult learners. Briefly, adult learners are students who enter or re-enter education with special characteristics that differentiate them from other conventional learners. To begin, they are those who have other role(s) than that of a student. In other words they could be a parent, a spouse, or an employee/er. Significantly, these roles entail societal values which shape their behaviour and thinking. One obvious expectation of the society is their ability to make decisions and take full charge of the decisions made. Second, the adult learners are said to have a „rich reservoir of knowledge‟ pooled from their work, family and leisure situations. These experiences often provide them frames of references in making connections and bringing in reality into classroom discussions. Finally, the adult learners have a unique time perspective when it comes to learning. It is believed that they come to class for a reason, normally work related. Most important of all, these needs should be addressed promptly and that the adult learners could put the new knowledge into immediate use.
Adult educationists such as Knowles (1990), Hanson (1996) and Rogers (2002) have emphasized that these characteristics of the adult learners may not be facilitating factors in the
adults‟ learning process. Hanson (1996) argues that to claim adults are autonomous is inappropriate since it does not consider the differences between adults and their contexts. He further commented that there are some adults “who re-enter education after some time away from school may want to be treated as children.” In addition, it is quite interesting to notice that autonomy “is limited by what the social culture permits” (Rogers, 2002: 71). It is generally known that in many societies the local culture does not encourage the development of autonomy in some groups of people such as the married women.
It is said that with their experience, adult learners can form habits which may not be suitable or helpful in their learning process (Knowles, 1990: 237). For example, the fact that they are so used to teacher-centred classes, they may have difficulties coping in an „adult class‟ which as said, is „learner-centred.‟ Other possible negative habits are “biases, presuppositions that close one‟s mind to new, fresh ideas” (: 59).
Language learning anxiety
Anxiety is the “subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system” (Spielberger, 1983 cited in Horwitz, Horwitz and Cope, 1986: 27). Despite the growing interests in conducting research and theorizing in language learning anxiety, neither specific definition nor its effects on foreign language learning has been adequately elaborated (Horwitz, Horwitz and Cope, 1986: 28).
Generally, there are two approaches in describing language anxiety. Firstly, they may be viewed as a “manifestation of other more general anxiety” (Horwitz and Young, 1991:1). In this instance, a person who is anxious about sitting for tests may have language learning anxiety when they are learning the language to sit for a test. Secondly, language anxiety could also be viewed as “a distinctive form of anxiety expressed in response to language learning” (ibid.). To clarify, some unique language learning experiences may make some people nervous.
Interestingly, the affective domain has the most significant relationship when dealing with anxiety (Scovel, 1978: 15). Affective variables have often been seen as the opposite of cognitive variables. In other words, everything that impinges on language learning that is not related to cognition. Research into the relationship between anxiety and language learning has resulted “mixed and confusing results” (Scovel, 1978: 17). However, it is an agreeable fact that foreign language learning concerns performance evaluation within an academic and social context (Horwitz, Horwitz and Cope, 1986: 30). Hence, in investigating anxiety in language learning, three related performance anxieties; communication apprehension, test anxiety and fear of negative evaluation could be used as the conceptual foundation (ibid.). Nonetheless, it is also proposed that self-perceptions, beliefs, feelings, and behaviours related to classroom language learning be part of the basis when investigating the anxiety.
On-line learning
Online learning has become of the new methods to disseminate information and education. It has been reported that close to percent of colleges and universities in Malaysia offering web based components in their curriculum. Schools in Malaysia have started incorporating web based curriculum with the development of the smart school system in 1998 by the Ministry of Education.
Universities and colleges are expensive to built and maintain, therefore the introduction of online learning would be the best way to help this effort. Professor Dr. Anuwar Ali, president and vice chancellor Open University, in his speech at the SEAAIR 2004 Conference, Wenzhou, China, 21-23 September 2004, stated that higher education in the 21st century are mass-orientated activities, culturally homogenous supported by a wide array of public and
private sources. Through online teaching and learning lifelong learning could be carried out effectively. Continuing education is the key to higher employee productivity, satisfaction and development. Most of time, these students are working adults in search of career training and job advancement. This is the foundation of a knowledge society where information and resources will easily be available through the web and to the masses.
Online learning involves various thinking skills as reported in the article “Online Universities: Bringing Exceptional learning to everyone”
(Alexandria: Sep2005.Vol.59/9,p 64). Online learning will enhance critical thinking, analytical and decision making skills among students as they will have the opportunity to meet with different minds and information whenever they go online.
Advantages of online learning
Online learning allows learning to be easily accessible to those who are living far away and not able to have access to experts of that discipline or subject.
Other advantages include
1 it can be delivered anytime
2 many to many community – discussion and active learning could be carried for example corporative online learning
3 Easy access to information and ideas – convergence of ideas 4 it can be made use of resources already on the internet
5 it can present real-time content using video conferencing , video streaming or discussion rooms
6 it has the ability to include multiple media such as text, graphics, audio, video and animation into the learning materials
7 based on content rather than presentation – concentration will be on the context and not distracted by instructor etc.
In the case of hurricane Katrina, online learning and programs could be carried out even before the infrastructure is put back in place. School and colleges that have online courses manage to locate their students and conduct their classes immediately.
Limitations of online learning
Online learning could cause digital divide. One of the issues is providing technology accessibility to rural areas, how fast can we do that? With online learning somehow only those that have access to computers and the internet can be able to participate in this program as a result those in the rural areas will be left behind. Some researcher argues about the human factor in online learning, they are concerned about the dehumanization of the whole education system. Instructors and educators are still not aware of the potential of this method and as result are not utilizing it to the fullest.
The success of an online program will depend on the learner‟s commitment and readiness towards the program. Online learning provide a platform for those who are discipline and who is an independent learner, who can employ a variety of strategies to construct their own knowledge.
Current issues and development - online learning
Several issues that will be faced by educators and owners of online learning are as follows. copyright
intellectual property policies
keeping up with technologies – changing technology accreditation of online learning
The following are some of the expected future trends. course development products continue to grow
internet availability and access will expand embracing the change
deconstructing learning preparing for lifelong learning
instructional design as an emerging discipline E learning as a product in a context
Previous research on on-line learning
In theory, online learning and discussions help more students learn better by placing them in an intellectual environment that encourages active, thoughtful, and equal participation from all comers (Althaus, 1997).
Hein and Irvine (1998) present data results from a pilot study at American University. The pilot study focused on assessing the effectiveness of the discussions in terms of students‟ understanding of physics. Sixty-two students volunteered to participate in the online discussion group.
The findings are:
1) Students found the online discussions were beneficial and useful;
2) Many students think that online discussion should be continued in future classes;
3) Students respond that online participation should remain voluntary because of sufficient other activities required in the course.
4) The instructor‟s role is not only to provide the opportunity for in-depth investigation into a topic, but also to provide constructive feedback to students in the online discussion process.
Larkin-Hein (2001) reports ongoing research designed to address the role of student understanding in physics using an online discussion group format. In terms of gauging student understanding in physics, this research assesses the effectiveness of online discussion groups as a learning and assessment tool. The findings are as follows:
1) Online discussions provide an additional learning and teaching vehicle. 2) Online discussions facilitate the acquisition of higher-order thinking skills. 3) Students became more adept at transferring and applying information learned in class to novel situations.
4) Further study is needed to investigate how personal learning styles affect online discussion.
Thomas‟ (2002) study of online discussion assumed that the nature of computer mediated communication impacts on students‟ learning. Survey, case study and content analysis methods were used in data analysis. This study found that online discussion forums promote high levels of cognitive engagement and critical thinking. However, the virtual learning space of an online forum does not promote the coherent and interactive dialogue necessary for conversational modes of learning. To overcome the incoherence, the role of moderator and facilitator of discussion is important in the online discussion forum.
A large survey was conducted at SUNY Albany in spring 1999 (Swan et al 2000). 3800 students who enrolled in 264 courses through SLN (SUNY Learning Network) responded to a post-course survey. The findings show that three factors (consistency in course design, contact with course instructors, and active discussion) significantly influence the success of online courses. The researcher also found that interaction with instructors, interaction with peers, and the value placed on participation in course discussions are the factors most significantly related to student perceptions of learning. These findings support the importance
of interaction for online teaching and learning. However, none of the prior studies provide or test a casual model of the determinants of perceived learning from online discussions.
Previous Research on Computer Anxiety
Gos (1996) conducted a two-part qualitative and quantitative study with education majors. In part one, the qualitative study; Gos followed two female students through their progression in a composition class which required the students to use Macintosh computers. Gos administered the CAIN, or Computer Anxiety Index, on the first and last day of class. One of the students of interest began the class with a significant level of computer anxiety. However, the exposure and experience she gained over the course of the semester lead her to feel considerably less anxious, which was reflected in interviews and in a drop in her CAIN score. This suggested that consistent exposure to and experience with computers decreased computer anxiety. However, the second student, who began with minimal prior experience and a borderline anxious CAIN score became increasingly more anxious over the course of the semester, perhaps because she missed a crucial class session and fell further behind every day because of this. This, in turn, increased her frustration and negative attitudes toward computer technology. Part two of the study further indicated that greater levels of computer experience were related to more significant levels of computer anxiety. In fact, “every subject who was computer anxious also had prior computer experience” (Gos, 1996). More specifically, one student observed by Gos moved from an already critically-anxious CAIN score to one which was over three standard deviations above the mean and placed her in the 99th percentile.
Further compounding the relationship between computer experience and anxiety, Rovai and Childress (2003) discovered that computer experience in a computer literacy course among undergraduate teacher education majors effectively reduced computer anxiety but improved computer confidence and knowledge among the students. A study that focus on elementary and secondary education majors required participants to complete a packet of surveys including the Attitudes Toward Technology scale, the Computer Anxiety Scale, the Computer Attitude Scale, the Computer Efficacy Scale, the Technology Proficiency Self-Assessment, Computer Coping Strategies, and a general survey of computer use and demographic information (Ropp, 1999). After completing the survey packet at the beginning of a semester-long course, the students engaged in two hands-on technology sessions before completing the survey packet for the second time. Results from the surveys indicated that after being exposed to the hands-on technology sessions, students expressed relatively low levels of computer anxiety.
Todman and Lawrenson (1992) also demonstrated that the specific types of experiences individuals have when using computers may impact anxiety. In their study, the researchers measured computer anxiety of nine-year-old elementary school children and undergraduate college students by using the Computer Anxiety Scale. The researchers determined that although the elementary school children had more experience with computers than the college students, the nine-year-old students exhibited less computer anxiety. According to researchers, this is perhaps due to the younger students having less stressful and less demanding interactions with computers. This may also be the case when users perceive any opportunity to work with computer technology as a positive and even beneficial experience, even when the specific tasks or interactions may be considered by other users as intimidating, unpleasant, or negative. For example, if an individual has a significant level of computer knowledge about challenging tasks, as is the case with computer programmers, this individual will likely have an extremely low, or perhaps non-existent, level of computer anxiety. Research suggests, in fact, that computer programmers demonstrate the lowest level of computer anxiety among computer users, and any anxiety exhibited by these individuals is not likely influenced by prior computer experience.
Bernt and Bugbee (1990) surveyed distance-learning students about computer experience and attitudes. Based on their analyses, the researchers discovered that students who were less anxious and more willing to use computers were those who identified the potential benefits or advantages of using computer technologies. Todman and Lawrenson (1992) took this analysis of student computer users to the next level by comparing different ages of students, demonstrating that the age at which computers are introduced to children may be crucial to acceptance of and attitudes toward computer technologies. Further, the amount of exposure to computers may also be important, such that elementary school children who experience more mandatory and voluntary exposure to computers at home and at school than undergraduate college students were less nervous about using computers in any environment (Todman & Lawrenson, 1992).
Hakkinen (1994/1995) had 29 education students in a required computer science course complete a three-part attitude measurement questionnaire at the beginning and end of the course. Results showed that experience with computers throughout the course reduced anxiety and increased positive attitudes to new technologies. A similar study among students in a semester-long teacher preparation computer course indicated that exposure to the course alone decreased students‟ computer anxiety in the second half of the semester and, in turn, increased achievement levels.
RESEARCH METHODOLOGY Population and sampling
The research population is the adult learners enrolled in Distance Programmes in Universiti Teknologi Mara. There are 1107 of them
enrolled in three faculties namely the Business Administration, Accountancy, and Law and Administration. In order to get the appropriate number of research sampling, about 50% of the total population will be targeted as the research respondents. The convenient sampling technique will be applied in this study involving 555 adult learners. 5 of them will be involved in the interview sessions.
However, for the purpose of the pilot study 31 respondents were involved. They were asked to complete the piloted questionnaires. The returned questionnaires were later analysed for the reliability and validity tests.
Research tools
An “On-line Language Learning Anxiety (OLLA) Inventory” was designed based on Language Learning Anxiety Inventory (Howitz and Young, 1991). Modifications were made during the design to include on-line learning. In total there are 33 items which are representative of 7 constructs. The break downs of the constructs are as follow.
Construct One: Attributes of English on-line learning (7 items) Construct Two: Motivation to learn via on-line (3 items)
Construct Three: Confidence on learning language on-line (7 items) Construct Four: Experiencing on-line language learning (4 items) Construct Five: Fear of language on-line learning (3 items)
Construct Six: Cognitive ability of English on-line learning (3 items) Construct Seven: Readiness of English on-line learning (4 items)
It is worth mentioning that based on the analysis of the findings from the pilot test, “OLLA” has a comfortable reliability value of 0.87.
Research analysis
The data from “OLLA” Inventory was analysed using SPSS Version 10. Using descriptive statistics, the percentages, means and standard deviation will be referred to while interpreting the findings hence providing answers to the research questions.
FINDINGS
Descriptive statistics were used to summarize the basic findings to explore underlying relationship among variables. Data was analyzed using the SPSS version 10.0 statistic application. Our basic findings are shown in terms of attributes, motivation, confident, experiencing, fear, cognitive ability and readiness of the students after learning through English language on-line learning.
Table 1: Attributes of
English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1),; S.D = Standard Deviation; N = Number of Responses.
Question 5(SA) 4 3 2 1(SD) Mean S.D N
Question 8: dislike working with machines smarter than me 3.3 22.6 16.2 35.5 22.6 2.45 1.150 31 Question 13: have to be a genius to understand all the special keys 3.3 41.9 32.3 6.3 16.2 2.94 1.153 31 Question 17: frightens me when I don’t understand the audio 3.3 41.9 12.9 32.3 9.6 2.68 0.945 31 Question 25: get upset when I don’t understand the responses 3.3 48.3 25.7 12.9 9.8 3.03 0.912 31 Question 26: afraid to receive negative responses 3.3 29.1 29.1 29.1 9.4 2.87 1.056 31 Question 28: worried being left behind because programme runs so quick 6.5 32.3 25.7 25.7 9.8 2.94 1.093 31 Question 31: overwhelmed by the number of process have to go through 3.3 54.8 19.1 12.9 9.9 2.94 0.929 31
Table 1 presents the respondents‟ perceptions of the attributes of English language on-line learning. Interestingly, the bold items revealed some of the negative feelings the respondents had for the attributes of the on-line programme. As can be seen from the table, 25.9% of the respondents (Question 8) disliked working with the machines which are smarter than them (mean = 2.45, S,D = 1.15). 45.2% (Question 17) were afraid when they could not understand the audio (mean = 2.68, S.D = 0.94). 51.6% of the respondents (Question 25) claimed that they could get upset when they did not understand the responses (mean = 3.03, S.D = 0.91). 32.4% of them (Question 26) were afraid to receive negative responses (mean = 2.87, S.D = 1.05) while 38.8% (Question 28) worried being left behind by the programme running so
quick (mean = 2.94, S.D = 1.09). Finally, 58.1% of the respondents (Question 31) were overwhelmed by the number of process they had to go through in an on-line learning (mean = 2.94, S.D = 0.92).
Quite obvious from these findings, the selected adult learners were quite intimidated by the „attributes‟ of the English on-line learning. However, it is quite an acceptable fact since the selected adult learners are those who returned to the tertiary institution after a long while away from school. Hence, e-learning could be quite „intimidating‟ in nature for those who are so used to the traditional „chalk and talk‟ classroom. As Hanson (1996) suggested, some habits of the adult learners may be difficult to break and most importantly, these habits may hinder rather than facilitate the adults‟ learning.
Table 2: Motivation for English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1); S.D = Standard Deviation; N = Number of Responses. Question 5 4 3 2 1 Mean S.D N Question 1: look forward to learn English on-line 25.7 35.5 32.3 0 6.5 3.71 1.071 31 Question 4: anyone can learn if they are patient and motivated 22.6 19.4 58.0 0 0 4.03 0.657 31 Question 20: think about other unrelated things during on-line language learning 0 51.6 9.9 25.7 12.8 2.58 0.848 31
Respondents were also asked about their motivation for learning English language through on-line. The finding shows that 61.2% of the respondents (Question 1) looked forward to an on-line language learning (mean = 3.71, S.D = 1.07). However, 51.6% (Question 20) claimed that they thought of other unrelated things during on-line language learning (mean = 2.58, S.D = 0.848). Nevertheless, 42% of the respondents were aware that (Question 4) patience and motivation are important factors to be successful in the on-line language learning (mean = 4.03, S.D = 0.65).
Clearly, it can be deduced that the selected adult learners were quite motivated to learn English on-line. These findings concur with the fact that adult learners are normally motivated to learn due to their time perspective. In other words, the adult learners know what and why they need to learn and that learning is most of the time meant for self-fulfilment (Knowles,1990; Rogers, 2002;Gill, 2001). Though they claimed to also think of other unrelated things, they still looked forward and believed that they could succeed provided they were patient and motivated. Their tendency to think of other unrelated things could be due to the fact that they were adult learners who also held several other responsibilities other than that of a student such as a spouse, a parent and an employer (Knowles, 1990).
Table 3: Confidence in English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1); S.D = Standard Deviation; N = Number of Responses.
Question 5 4 3 2 1 Mean S.D N
Question 3:
confident can learn English on-line
12.9 41.9 45.2 0 0 3.71 0.693 31
Question 18: never feel quite sure of myself when interacting with the on-line learning
3.3 41.9 16.2 25.7 12.9 2.71 1.006 31
Question 21: keep thinking others are better at learning language on-line than me
3.3 38.3 32.3 9.9 16.2 2.97 1.110 31
Question 22: worry will not improve English in on-line learning
0 45.2 12.8 29.1 12.9 2.65 0.915 31
Question 24: get so nervous that forget things already know
3.3 35.5 19.4 32.3 9.5 2.74 0.999 31
Question 29: feel more tense and nervous about English on-line learning than in other on-line learning 0 35.5 22.6 29.0 12.9 2.68 0.979 31 Question 30: feel very sure and relax in the on-line English language learning
3.3 41.9 45.2 3.3 6.3 3.35 0.877 31
From Table 3, it is learnt that 54.8% of the respondents (Question 3) were confident that they could learn English on-line (mean = 3.71, S.D = 0.69). This is supported by the fact that 45.2% of them (Question 30) felt sure and relax in the on-line language learning (mean = 3.35, S.D = 0.877) and 41.9% (Question 29) disagreed that they were tense and nervous in an English on-line learning than in any other on-line learning (mean = 2.68, S.D = 0.97). However, it is also quite interesting to know that 45.2% of them (Question 18) claimed that they never felt quite sure of themselves interacting with the on-line language learning (mean = 2.71, S.D = 1.00). This is further strengthen by the fact that 41.6% of them (Question 21) believed that others were better than them at learning English on-line (mean = 2.97, S.D = 1.11) and 45.2% (Question 22) worried that they would not improve their English on-line (mean = 2.65, S.D = 0.91).
These findings further support the conclusions made on the previous findings. First of all, the adult learners are motivated learners and their motivation is quite reflected in their level of confidence dealing with English language on-line learning. First, the selected adults were relax and sure of themselves in an on-line language learning. Knowles (1990) postulates that adult learners have a self-concept that sees themselves moving from dependence to independence and that they have faith in their capacity as adult learners. This could be the rationale behind the respondents‟ ease with the new environment of e-learning. However, as discussed earlier, when it comes to the „attributes‟ or characteristics of the on-line programme, the adult learners could easily fall into being „fragile‟ since dealing with the tool or machine of that new environment requires more than just confidence, which is the appropriate psychomotor and cognitive skills. Interestingly, the discussions on the „Cognitive Ability‟ (Table 6) later prove this fact.
Table 4: Experiencing English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1); SD = Strongly Disagree; S.D = Standard Deviation; N = Number of Responses.
Question 5 4 3 2 1 Mean S.D N Question 2: challenge of learning English on-line is exciting 16.2 25.7 54.8 0 3.3 3.84 0.735 31 Question 5: learning English on-line is like learning a new skill
32.3 19.4 48.3 0 0 4.13 0.718 31 Question 6: with time and experience I will be comfortable with English on-line learning 6.5 32.2 58.0 3.3 0 3.68 0.653 31 Question 16: on-line language learning is exciting 16.2 22.6 51.6 9.6 0 3.74 0.855 31
Findings from Table 4 indicate the positive experiences the respondents had in English on-line learning. From question 2 (the challenge of learning English on on-line is exciting) 41.9% (mean = 3.84, S.D = 0.73) and from question 16 (on-line language learning is exciting) 38.8% (mean = 3.74, S.D = 0.85) of the respondents seem to agree that they had positive experiences in the on-line language learning. This is further supported by the fact that 38.7% of them (Question 6) claimed that with time and experience, they would be more comfortable with the on-line learning (mean = 3.68, S.D = 0.65).Finally, 51.7% of them (Question 5) agreed that learning English on-line is like learning any new skill (mean = 4.13, S.D = 0.17). This clearly indicates their open-mindedness towards experiencing learning English on-line.
Again, these findings coincide with all the findings discussed earlier, particularly on the selected adult learners‟ self-concept and motivation or time-perspective (Knowles, 1990, Rogers, 2002, Gill, 2001). It can be quite safely deduced that their open-mindedness towards experiencing on-line English language learning is due to their confidence in their capacity as adult learners and their reasons to coming back to school.
Table 5: Fear of
English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1); S.D = Standard Deviation; N = Number of Responses. Question 5 4 3 2 1 Mean S.D N Question 11: I could cause damages to the information in the computer 0 29.1 22.6 22.6 25.7 2.48 1.122 31 Question 12: hesitate to learn on-line for fear of making mistakes that can’t be corrected 0 25.7 19.4 29.2 25.7 2.39 1.086 31 Question 15: don’t worry about making mistakes in on-line learning 3.3 25.7 48.3 16.2 6.5 3.26 0.999 31
Respondents were also asked about their fear of learning English language through on-line. Table 5 shows that 29.1% of the respondents (Question 11) were sure that they will not cause any information lost from the computer (mean = 2.48, S.D = 1.12). The respondents (Question 12) were also not fearful of making any mistake that they cannot correct (mean = 2.39, S.D = 1.08) while learning English language through on-line. This coincides with the fact that 25.7% (mean = 3.26, S.D = 0.99) of the respondents (Question 15) were not worried of making mistake in an on-line English language learning programme. Clearly, these findings signify their low level fear of English language on-line learning.
As discussed earlier, though the selected adult learners were quite ready and open to the new idea of on-line language learning, it is their cognitive ability when dealing with the computers, software and the technicalities of the on-line learning activities that pull them back. The discussion on the findings as displayed in Table 5 clearly signifies this issue. The following discussion on the respondents‟ „Cognitive Ability‟ further emphasizes this notion.
Table 6: Cognitive Ability in English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1); S.D = Standard Deviation; N = Number of Responses. Question 5 4 3 2 1 Mean S.D N Question 10: have difficulty in understanding the process involved 3.3 41.8 16.2 29.1 9.6 2.74 0.965 31 Question 13: need to be a genius to understand all the keys
3.3 41.9 32.3 6.3 16.2 2.94 1.153 31
more I learn on-line, the more confuse I get
Table 6 presents the respondents‟ cognitive ability of learning English language through on-line. Based on the table, 45.1% (mean = 2.74, S.D = 0.96) of the respondents (Question 10) faced difficulty in understanding the process involved in on-line language learning. 45.2% of the respondents also agreed that (Question 13) they must be a genius to understand all the special keys in that programme (mean = 2.94, S.D = 1.15). However, 58% of the respondents (Question 27) disagreed that the more they learn the programme the more confused they could get (mean = 2.48, S.D = 0.92).
These findings clearly indicate that the respondents‟ had some problems with their cognitive ability when following an English language on-line learning. However, the impression they gave also suggests that they could still be trained as they claimed not to be more confused as they learned the language on-line. This finding suggests that though on-line language learning may be intimidating to the adult learners, more exposure and training to the on-line learning will enable them to benefit more from the programme in the long run.
Table 7: Readiness in
English Language On-line Learning
Questionnaire Category: Strongly agree (5) to Strongly disagree (1); S.D = Standard Deviation; N = Number of Responses. Question 5 4 3 2 1 Mean S.D N Question 9: feel apprehensive about applying on-line language learning 0 29.1 12.8 35.6 25.7 2.32 0.979 31 Question 14: avoided language on-line learning because it is unfamiliar and intimidating 0 38.7 3.3 25.7 32.3 2.06 0.929 31 Question 19: It wouldn’t bother me to take up more on-line language learning 12.8 45.2 35.5 6.5 0 3.55 0.810 31 Question 23: don’t understand why some can get upset over on-line English learning
9.9 67.4 19.4 3.3 0 3.32 0.702 31
Finally, the respondents were also asked about their readiness in learning English language through on-line. Based on Table 7, 61.3% (mean = 2.32) of the respondents (Question 9) were not apprehensive about applying on-line language learning (mean = 2.32, S.D = 0.97). In addition, 58% of the respondents (Question 14) strongly disagreed avoiding on-line English language learning (mean = 2.06, S.D = 0.92). 58% of the respondents (Question 19) had no problems taking more English language programme through on-line (mean = 3.55, S.D = 081). In addition to it, 77.3% (mean = 3.32, S.D = 0.71) of the respondents (Question 23) didn‟t understand why some people could get upset over on-line English language learning.
All in all, it could be said that in terms of their mental and emotional preparation, the respondents were ready to follow an English language on-line learning. Needless to say this is due to their self-concept and time-perspectiveness (Knowles, 1990, Rogers, 2002; Gill, 2001) as what had been much discussed earlier.
CONCLUSION AND FUTURE RESEARCH
This paper is concluded with the answers to the research questions posed earlier. In answering the questions, some suggestions that could be used in attempting to enable the adult learners benefit from the English on-line learning will also be provided.
1. Do the selected adult learners have on-line language learning anxiety?
Yes, the adult learners do have English language on-line learning anxiety. However, what is most interesting and important is that their anxiety is quite minimal and negligible.
2. What could cause the anxiety? And,
3. How could their characteristics as adult learners influence their on-line language learning anxiety?
Basically, the causes to their anxiety are their lack of exposure to the on-line learning programmes. This lack of exposure resulted in their lack of confidence in dealing with „machines‟ somewhat they thought better than them. Their lack of experience in following on-line programmes also contributes to the fact that they were somewhat „intimidated‟ by the audio and visual effects of the programme. This also includes the number of processes they had to go through. Quite obvious in many discussions of the findings, the respondents‟ phobia towards the computer, let alone the software that they have to work with could cause their anxiety.
Nevertheless, their self-concept and time perspective have facilitated their on-line learning. They were able to manipulate these characteristics and lowered their anxiety in on-line learning. For example, they were not fearful of the on-line programme, positive towards following future courses on-line and highly motivated.
4. What could be done to minimize the anxiety?
In order to minimize the anxiety, the adult learners need to be guided and trained more in the on-line language learning. Since exposure is lacking amongst the selected adult learners, it is quite obvious that they need more experiences in an English language learning programme particularly those that will expose them to more audio and visual effects. The selected adult learners also need to be exposed to interacting verbally and in writing with the programme. All in all, these suggestions coincide with the „Experiential Learning‟ (Kolb, 1984) that has been proven to work well with the adult learners.
As mentioned earlier, this paper reports on the pilot study conducted. The main concern for the pilot study was to pilot test the built “On-line Language Learning Anxiety” (OLLA) inventory. Based on the statistical analysis, Cronbach‟s alpha value of 0.84 was obtained enabling the researchers to comfortably proceed with the data collection for the actual study. Nevertheless, the pilot study was still able to enlighten the researchers with the answers to the research questions posed earlier. Nonetheless, these findings have widened the horizon of the researchers. It is discovered that the actual research later could also study on the relationship between the on-line language learning anxiety and gender as well as disciplines. In addition, future research should also attempt to study the audio and visual effects on the anxiety of the adult learners in on-line language learning.
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