Integrating Information literacy Training in an English-Speaking Course in the Chinese Context

Authors

  • Kezhen Liu Suranaree University of Technology, Thailand
  • Andrew Lian Suranaree University of Technology, Thailand https://orcid.org/0000-0002-5812-3017
  • Butsakorn Yodkamlue Suranaree University of Technology, Thailand

DOI:

https://doi.org/10.2991/assehr.k.210226.004

Keywords:

Information literacy training, English-speaking course, learner autonomy

Abstract

This study investigated the effects of a teaching approach combining information literacy training and an ongoing role-playing game to improve Chinese university students’ English-speaking skills and strengthen their sense of learner autonomy. The study employed a quasi-experimental design. Two intact classes, altogether 85 college students, participated in the study. One class was randomly assigned as the experimental group and the other as the control group. Both groups participated in an English-Speaking Course (ESC), a compulsory course taught by teachers who were native English speakers. The approach was administered to the experimental group for 11 weeks. The control group participated in a traditional ESC, also for 11 weeks. The same teacher taught both groups. The findings revealed that after 11 weeks’ intervention, the experimental group improved their English-speaking skills and strengthened their sense of learner autonomy significantly, while the control group made no significant improvement in the two variables. The approach was considered innovative, challenging, and effective by the experimental group students. Moreover, the students indicated that they became more confident and motivated to learn to speak English. Meanwhile, the training lesson made them realize the benefits that technology devices can bring to their learning.

Author Biographies

Kezhen Liu, Suranaree University of Technology, Thailand

Kezhen Liu is an M.A. student in Suranaree University of Technology, Thailand. She studies under the supervision of Professor Dr. Andrew Lian and Dr. Butsakorn Yodkamlue. Meanwhile, she is a primary school English teacher in China. Her research interests include learner autonomy, English-speaking, Technology-enhanced Language Learning

Andrew Lian, Suranaree University of Technology, Thailand

Professor Dr. Andrew P. Lian is Professor of Foreign Language Studies, Suranaree University of Technology, Thailand; Ho Chi Minh City Open University, Vietnam; Professor Emeritus, University of Canberra, Australia; President of AsiaCALL, the Asia Association of Computer-Assisted Language-Learning, a research and professional association focusing on the uses of technology to enhance second/foreign language learning in Asian contexts.

Butsakorn Yodkamlue, Suranaree University of Technology, Thailand

Dr. Butsakorn Yodkamlue is a lecturer at Suranaree University of Technology, Thailand.

References

F. Pawan, W. Fan, P. Miao, Teacher Training and Professional Development of Chinese English Language Teachers: Changing from Fish to Dragon. Taylor & Francis. (2017).

X. He, X. Zhang, Learning English: high cost, low productivity. China News Weekly, 45 (2005) 019 (In Chinese).

W. Tang, Y. D. Zhu, Y. Zhou, L. Li, A Study of the Problems in the Classrooms of Oral English for Non-English-Major Students Conducted by English Native Speaking Teachers [J]. Journal of Guangdong University of Foreign Studies, 6 (2008) 025 (In Chinese).

Y. Zhang. Study on the Current Teaching Situation of Foreign Teachers’ in on-English Major College Students’ English Classes: Based on Three Universities in Dalian. Master’s thesis, Liaoning Normal University, Dalian, China. (2013).

Z. Xiao, Analysis on the characteristics and existing problems of Foreign Teachers’ teaching of English Speaking Course. English Square: Academic Research, 12(6) (2012) 71-73. (In Chinese)

W. Wen, Analysis on the characteristics and existing problems of Foreign Teachers’ teaching of English Speaking Course. Time Education, 16(8) (2016) 111-111 (In Chinese).

P. Hubbard. Making a case for learner training in technology enhanced language learning environments. Calico Journal, 30(2) (2013) 163-178.

P. S. Breivik. 21st century learning and information literacy. Change: The Magazine of Higher Learning, 37(2) (2005) 21-27.

S. Campbell. ‘Defining information literacy in the 21st century’, in World Library and Information Congress: 70th IFLA General Conference and Council, IFLA, Buenos Aires, Argentina. (2004).

L. Feng, J. L. Ha, Effects of Teachers' Information Literacy on Lifelong Learning and School Effectiveness. Eurasia Journal of Mathematics, Science & Technology Education, 12(6) (2016).

X. Shao, G. Purpur, Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6) (2016) 670-678.

A. Šorgo, T. Bartol, D. Dolničar, B. Boh Podgornik, Attributes of digital natives as predictors of information literacy in higher education. British Journal of Educational Technology, 48(3) (2017) 749-767.

A. Lian, M. V. Pineda, Rhizomatic learning: “As… when… and if…” A strategy for the ASEAN community in the 21st century. Beyond Words, 2(1) (2014) 1-28.

H. Liu, W. Qi, Establishing Learner Autonomy in China’s Universities through Achievement Presentation. Journal of Language Teaching and Research, 8(3) (2017) 588-593.

A. Kukulska-Hulme, H. Lee, L. Norris, Mobile Learning Revolution: Implications for Language Pedagogy. In: Chapelle, Carol A. and Sauro, Shannon eds. The Handbook of Technology and Second Language Teaching and Learning. Oxford: Wiley & Sons, (2017) 217–233.

M. B. Eisenberg. Information literacy: Essential skills for the information age. DESIDOC journal of library & information technology, 28(2) (2008) 39-47.

A. P. Lian, M. C. Mestre, Goal-directed communicative interaction and macrosimulation. Revue de phonétique appliquée, 73 (1985) 74-75.

É. Illés, S. Akcan, Bringing real-life language use into EFL classrooms. Elt Journal, 71(1) (2017) 3-12.

M. G. Tassinari, Evaluating learner autonomy: A dynamic model with descriptors. Studies in Self-Access Learning Journal, 3(1) (2012) 24-40.

Downloads

Published

2021-01-22

How to Cite

Kezhen, L., Andrew, L., & Yodkamlue, B. (2021). Integrating Information literacy Training in an English-Speaking Course in the Chinese Context. Proceedings of the AsiaCALL International Conference, 533(978-94-6239-343-1), 29–39. https://doi.org/10.2991/assehr.k.210226.004

Issue

Vol. 533 No. 978-94-6239-343-1 (2021): Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)

Section

Research Article

License

Copyright (c) 2021 Kezhen Liu, Andrew Lian, Butsakorn Yodkamlue

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes. 

Similar Articles

1 2 3 4 5 > >> 

You may also start an advanced similarity search for this article.