3. Using Blogs for Teaching Technical English: A Study

Introduction

English Language teachers in recent years have understood that the integration of technology with traditional classroom teaching enhances language learning. It is felt that traditional classroom environment offers limited scope for creating real life situations in the classroom due to various reasons such as lack of appropriate infrastructure, large classrooms and rigid curriculum . In such contexts, it is imperative to offer language instruction in multiple settings as it promotes the use of language skills in authentic situations with the help of various teaching and learning tools. In other words, teachers need to use advanced technological tools like blogs, podcasts and many more to offer input in technical English beyond classroom setting too. It is worthwhile to mention that it helps even slow learners to comprehend technical aspects by doing tasks, assimilate what is learnt and use that knowledge in real life contexts. This article discusses a research study conducted at the tertiary level and highlights the possibility of training ESL students beyond the classroom with the help of Blogs, to teach technical English.

With the advent of advanced technology, language teachers are now able to provide need based training to students. Internet provides more opportunities to teachers for conducting web based activities. As Carter, R and David Nunan (2001) mention, it "adds a new dimension to on-line communication and learning". Teachers have now understood the importance of encouraging students to access even online documents (in the language classroom) and discuss various topics with their peers either in the classroom or through the web. According to Shin (2006), Computer Mediated Communication helps us 'to understand the complexity of its contexts in language learning and teaching'. This proves the fact the language instruction in multiple setting provides an opportunity to create a virtual environment for students to participate, collaborate with their peers, receive additional input and training, get individual attention, learn at their own pace and also self-direct their learning. Self learning is advocated to a greater extent in large classrooms due to the complexity of learners' abilities.

Enhancing collaborative learning with the help of technology is normalized in recent years and Gasen (1996) in his talk on 'New metaphors for collaborative learning' makes specific reference to the feasibility of maintaining an electronic record of team activity or brainstorm new ideas, form concepts, share ideas and document ideas in written format with the help of technology. Research studies show various advantages that teachers too experience by using advanced technology as a tool in the out-of-the classroom setting. To quote a few, Web 2.0 tools such as Blogs, Wikis, Podcasts and Mobile help English teachers to create a platform for students to contribute to their learning, reinforce ideas and promote them to assimilate ideas learnt. Thomas (2009) feels that Web 2.0 applications 'enhance collaboration and participation in the classroom and develop students’ new digital literacy skills'. These tools supplement teaching, teachers could think of integrating technology with language training in order to offer authentic input on technical English and help students to use the language in different scenario.The research studies done (by the researcher) earlier on using Blogs to teach foundation English proved the possibility of motivating the students to use the tool for publishing general essays and current news and that instigated the researcher to do further research. A minor project was conducted recently in one of the reputed engineering colleges in India, which focused on training students in technical writing skills through a class Blog.

The objectives of the study were

• • To offer language training beyond the classroom

  • To use Blogs to promote collaborative learning and widen students knowledge of technical English

  • To restructure the prescribed textual information and present them as self-instructional tasks

  • To offer web-based training (through Blogs) to students of a large classroom.

  • To teach technical vocabulary and develop writing skills among students

  • To train them to face their end semester exam with confidence

  • To prepare students for life long learning

Methodology:

Sample:

The participants of this study were first year Electronics and Communication Engineering in B.S.Abdur Rahman University, India. Out of 50 students 20 were taken for the study. The samples were chosen on the basis of their performance in the test conducted in the beginning of the semester. The analysis of their performance and the further discussions with them relating to the difficulties in completing the given tasks highlighted the need for offering training in using the language skills.

Tools used for Training:

Web-Based text and Blogs

Procedure:

It was felt that web-based training would promote students’ participation in language learning. In order to achieve this, the needs of the students, in developing technical writing skills, were analysed and it was found that students had to be trained in using technical vocabulary in real life situations gathering information on technical subjects (in order to learn technical terms and expressions) writing lengthy technical answers effectively completing technical writing tasks such as 'writing checklist', 'writing memos' and 'writing different types of reports'

Considering the needs mentioned above learner training was offered for one semester. The prescribed text was restructured as Web-based tasks, which included grammar, vocabulary, reading and writing tasks relating to topics such as resources and Energy, Technology, to name a few. A class Blog was created with the help of the free site, www.blogger.com , and the web-based lessons were uploaded. Most of the lessons dealt with technical details of objects or things that we commonly use.

It is worthwhile to mention that these types of tasks provided exposure to technical vocabulary and also showed the possibility of using them in real life contexts.The sample students were asked to access those tasks periodically. They had to create individual Blogs, which were considered as E-Portfolios and post their responses in their Blogs for the researcher to access them.

As mentioned earlier, one of the purposes of offering online training beyond the classroom was to develop technical writing skills among students and also prepare them to face their exams with confidence. In a way their performance helped the researcher to analyse the effectiveness of the training. A few WebQuest tasks were also designed and in one of them students were encouraged to write a survey report on the use of mobile phones, after accessing a few sample reports from the web.

Task:

Dear Students,

Have you written a report before? Do you know what is a Survey report? It is a report that is written after conducting a detailed investigation of something. It is a part of a research work. Would you be interested in learning how to write it?

Access the following URL addresses and find out the way. A sample report is also given in one of the web sites.

All that you need to do is to go through it and prepare a report on your own.

How about conducting a survey to find out the number of people (your own classmates) who use mobile phones with specific facilities? Follow the following steps:

As a group ask your friends and classmates whether they have a mobile with particular features attached. Identify those features. Ask them the purpose of having such a mobile and what have they done with those facilities for example with a camara, Internet connectivity and others. Collect the data. Compile them and sit together to discuss your data with group membersFollow the survey report format and prepare a report as a group

http://www.audiencedialogue.net/surveyreport.html

http://www.creativeorgdesign.com/samplereport.htm

http://www.multihullsurveys.com/sample.htm

You need to post it by this weekend. You must stick to the schedule.

Happy Blogging!

As mentioned earlier, the Web-based tasks focused on developing students' knowledge of vocabulary and developing their reading and writing skills. Students could complete the tasks and post their responses in their e-portfolios. The researcher accessed them and corrected the answers, clarified the doubts raised by students in the class and offered her feedback. Considering the task fulfilment of students, while a few could complete the task within the time allotted, a few took more time to complete. The constraints faced by students such as the need for completing the record work of core subjects (before the semester examinations), lack of internet access and the need to prepare for class tests conducted by other subject teachers, were identified as reasons for such lacunae. However, it must be pointed out that 80% of samples showed interest in participating in this project. Further, their performance in periodical test (conducted by the institution every month) was encouraging.

Results and Discussion:

The analysis of the effectiveness of the language training was done on different parameters such as, students' ability to complete tasks, their capacity to comprehend different aspects of technical subjects through varied tasks, the success rate of learning technical vocabulary and finally their ability to develop technical writing skills by doing web-based tasks. It was found out that

• • while 35% students had difficulty in completing the tasks efficiently, 65% of them could succeed in that attempt. 70% of them learned a few aspects in technical subjects by doing the tasks.

  • 60% of them could learn technical vocabulary and also use them effectively while handling the tasks.

  • 85% of students could write technical essays, reports and checklists very well, which helped them to handle questions in the end semester.

The above mentioned observation proved right, when students shared their blogging experience. Needless to say, students specified the benefits that they received while doing web-based tasks, in their e-portfolios.

The individual attention given helped them to exhibit their analytical and critical reading and writing skills by doing various tasks efficiently.

To quote a feedback on the experiences,

Saturday, April 25, 2009

Blogging experience

I feel that blogging is for our own learning and development. I view my blog as a way of both communicating with people and as a way for me to keep track of my own thoughts and ideas. To be frank the assignments which were earlier given to me were relatively new, especially pixel and printing technology, and in fact I had to gather the information from the net. By doing so I acquired knowledge about the subject and its applications in modern day life. By reading lot of articles, I came across new words which helped me to improve my vocabulary and also express the same in my tasks.

Initially I felt a bit nervous to post my tasks in the net, for the fear that I may go wrong and get criticized. But because of the encouragement given by my teacher, I gained confidence and courage to express my thoughts and ideas. A major challenge for bloggers is to find extra time to pay attention to their blog.. Though it took a lot of time to understand the subject and present it in a lucid way, still I feel that the time spent was worth it. Further it has also developed my ability to think and present it in a creative way. These tasks have helped me to learn the aspects of upcoming technological development in this world. I sincerely express my gratitude to my teacher for providing such an opportunity.

Posted by Ashwin kumar M E at 6:38 AM , Thursday, April 23, 2009

In addition to this, the researcher could observe students' positive attitude to learn beyond the language classroom and their willingness to publish completed tasks through Blogs.

To conclude, it must be admitted that the Web 2.0 technology promotes learner training beyond the language classroom and enhances language learning among students. It is imperative for language teachers to find ways and means to offer such training to students to take up responsibility for their learning process.

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