An inquiry with student-teachers on Computer-enhanced Language Learning

(CeLL)

MASTURA OTHMAN, PRAMELA KRISH, SUPYAN HUSSIN

ABSTRACT

Teaching, learning and technology need to work together to achieve the ultimate goal of transferring knowledge
effectively to learners. This study shares the findings from a Computer enhanced Language Learning (CeLL) inquiry
which assigns a computer-aided coursework to a group of non-TESL student-teachers at an Institute of Teacher
Education (ITE) in Malaysia. This CeLL inquiry requires the student-teachers to fulfil a computer-aided coursework
designed for the semester. The data were collected from on-going tasks and the final products submitted by 19
respondents to their instructor. This data was triangulated and analysed with data from focus group interview with
these respondents. The findings exhibited improvement in the respondents’ language proficiency and simultaneously
showed development in their creativity as they fulfilled the computer-aided tasks in their coursework.

Keywords: student-teacher, computer enhanced language learning, pedagogy, teacher education, language
proficiency,

1
 An inquiry with student-teachers on Computer-enhanced Language Learning (CeLL)

INTRODUCTION

The bachelor degree for the non-TESL Teacher Education Programme in Malaysian Institutes of Teacher Education
(ITE) has made English Language Proficiency (ELP) course compulsory. The course integrates language skills
without the information and communication technology (ICT) skills. ICT skills have been proven beneficial for
learning delivery and many studies indicate that language learning is made better with the integration of computers
(Clarey, 2007). The 1980’s to 1990’s researches on computer enhanced language learning were done under various
acronyms like ICT, CALL, TELL, and CBLL (Chapelle, 2001).
This article reports the experiences shared by student teachers in a computer enhanced language learning (CeLL)
environment. The respondents were required to complete tasks which integrated ICT. The main aim of undertaking
this study was to investigate on to what extent the computer-aided coursework helped the respondents to enhance
their English language proficiency and at the same time to develop their learning creativity. The conceptual
framework of this study is shown in Figure 1.

FIGURE 1. The Conceptual Framework

COMPUTERS AND LANGUAGE LEARNING

It is believed that computers facilitate the language learning process where computers can meaningfully and actively
engage learners in the language learning process.   It is also not a new phenomenon as novice and experienced
researchers have carried out researches on integrating ICT into language teaching and learning activities.
Cruickshank et al. (2009: 236) claimed that learners of English as the second language (ESL) learn the language
unconsciously with the presence of computers;

…and everyone knows about and uses search engines such as Google to find out about almost anything. Furthermore, most
are knowledgeable about Power Point presentations as computer techniques for presenting information. Increasingly we
are becoming knowledgeable about blogs, wikis and podcasts. Blogs (web logs) are merely websites created by persons
who wish to share experiences.

However many questions remained unanswered and unattended to in the Malaysian academic settings; in terms
of preparing and readying learners, teachers, school, administrators and parents for the effective use of ICT for
English language learning and teaching (Mohamed Amin Embi et al., 2008).

2
Lian (2002) is of the opinion that, language learning is simply made better with modern technologies, because it
associates various kinds of programmes or materials used in the teaching and learning activities. Chapelle (1994: 38)
generally believes that computer has an important role to play in learning:

Such contexts may be comprised of learners working individually with a computer, of learners working in pairs or larger
groups with a computer or multiple connected computers, or learners working with teachers or other experts. In each of
these cases, the participants – one of which is the computer – contribute to an emerging text which is affected by the nature
of the context and which both affects and provides evidence for the quality of learning experiences.

It shows that computers do contribute in the learning of a language direct and indirectly, especially when a
learner is engaged in computer generated activities within the process while fulfilling given tasks. For example,
computer based activities generated learners’ active cognitive processes while producing final product for a
computer-aided coursework, as they will be creating, solving problems, reasoning, making decision and evaluating
which fitted the coursework into the outlined principles of the Engagement Theory in Computer Enhanced Language
Learning (Kearsley and Shneiderman, 1999). This is because, engaging learners with CeLL requires ultimate
practice not only in thinking and computing skills but the four major skills in learning the English language too; i.e.
speaking, listening, reading and writing. Therefore, the computer-aided coursework set up a strong base for learners’
language proficiency improvement.
In line with that, Supyan (2008) reiterates the idea of scaffolding in the learning process and that learners would
have more opportunities to interact with the language when they are given a variety of support including
technological tools, thinking skills, computing skills, and access to the Internet. In fact, learners would not only be
able to achieve the learning outcomes of the course in the prescribed zone but also unintended learning outcomes in
the potential zone (Vygotsky, 1978). Supyan further argues that Vygotsky’s Zone of Proximal Development or ZPD
is in line with Krashen’s idea of comprehensible input concept i+1, which states that the “i” is the existing level of 
linguistic knowledge or skill of the learners and “+1” is the next level of knowledge and skill that the learners may
have mastered as the inputs are comprehensible to the learners. Relatively, learners’ schemata on the language
knowledge are reinforced if they are assigned to ICT associated tasks. Learners engage themselves in the task with
comprehensible new ICT knowledge and skills input. For instance, the learners have to explore ways in creatively
designing a brochure; the final product for an assigned tasks. Consequently, the potential is for the learners to
improve their linguistic proficiency as the new computer knowledge is wisely combined with the additional
language input generated by the computer-aided tasks.

CREATIVITY

Jackson and Shaw (2009) quoted some answers to questions on creativity as; personal innovation – something that is
new to individuals, which is often about the transfer and adaptation of ideas from one context to another, creativity
is working at and across boundaries of acceptability in specific context: it involves exploring new territory and
taking risks, creativity is designs that promote the holistic idea of ‘graduateness’ that is the capacity to connect and
do things with what has been learnt and to utilise this knowledge to learn in other situations, creativity is also
making sense out of complexity, i.e. working with multiple, often conflicting factors, pressures, interests and
constraints.

Contextually, assigning computer-aided coursework may generate language learners’ creativity which in turn
enhances the language learning process. Whenever language learners are able to exploit the language and computer
knowledge and skills for tasks fulfilment, their learning independence increases and encourage to become more
creative in utilising the skills. Since adults learners entering classrooms with a long history of learning experience
(Harmer, 2004), it is sensible enough for them to relate and engage meaningfully in the teaching and learning
processes. It is expected that they are able to function in the target language more creatively to achieve the effective
language learning goal. Therefore, fulfilling learning tasks by transforming and adapting ideas creativily is truly
language learners’ personal innovation. This is because there are integration of readily schemata and the
exploitation of new computer knowledge and language skills (particularly speaking and writing) into the tasks
fulfilment. For example, when the tasks required learners to translate and present their true life experiences in the
form of computer based application programme, i.e. MS Publisher and MS PowerPoint Presentation slides.

METHODOLOGY

3
 RESPONDENTS AND DATA COLLECTION

19 respondents (a group of student-teachers at the Preparatory level for a non-TESL Bachelor of Teachership
programme) were assigned to complete a computer-aided coursework within two weeks. The tasks in the
coursework were divided into three sections; brochure production which required ICT integration and creativity in
the designs, oral presentation mediated by PowerPoint slides and reflective writing that integrates language skills.
The tasks fulfilment provided the opportunity for learners to work across curriculum in the learning setting; ICT and
English language courses. It is also the risks in which they have to take as they are exploring into a new learning
territory of computer as well as language knowledge and skills. As a result, in completing CeLL tasks, learners’ real
life experiences were promoted holistically by creatively designed brochures after a basic training. Simultaneously,
the respondents were to self direct and collaborate with their other course mates, to discover a new more meaningful
language learning experience. Finally they are within the answers for creative questions mentioned earlier on as
they will be able to make sense of a complexity; working with multiple, often conflicting factors, pressures, interests
and especially within the time constraints.
A semi-structured focus-group interview was conducted with the respondents to verify and triangulate the
collected data. The respondents were briefed on the objectives of the interview as it is essential to get a good
qualitative interview with two key features; it flows naturally with the various parts connecting seamlessly and it is
rich in detail (Dörnyei, 2007) for any studies conducted. The interview was audio-recorded and then carefully
transcribed for analysis purposes.

THE BROCHURES AND MS POWERPOINT SLIDES

The CeLL coursework assigned to the respondents required them to work with the MS Publisher and MS
PowerPoint application software; the Desktop Publishing Software (DPS) to produce brochures and slides. To be
able to use the application software, neither the teacher nor students need to be a computer expert (Lever-Duffy and
McDonald, 2008: 217). With the existing knowledge on MS Word and PowerPoint, a basic training on utilising the
Microsoft Publisher (which was then new for the respondents) was provided by the course instructor to the
respondents. The slides and brochures are the main area of evaluation and marks are rewarded according to the Test
Specification Table. The 19 respondents printed out their brochures and slides handouts with the topic “My Family”
as the final product for the coursework. Printing out the brochures on both sides of the A4 paper and the slides in the
form of handouts were then new computer skills obtained by the respondents upon completing the assigned tasks.
The respondents’ learning creativity was measured by evaluating the brochures. The degree of creativity was
determined by respondents’ ability in translating the tasks requirement in producing attractive and well-organised
brochures.  The brochures were printed out, folded and presented according to the respondents’ preferences and
interpretation of the tasks given. The sample of three fold brochure; one of the respondents’ final product is shown
in Appendix 1. Technically, a rubric adapted from Kent School District Curriculum (Appendix 2) was the base to
guide course instructors on awarding marks for creativity evaluation.  The justification was on how creative were the
layout of the brochures, the arrangement of pages, contents and information relevant to the selected family members.
The coursework also measured the way in which the respondents creatively arranged the pictures and other
decorative elements in the brochure.  The colours used in the brochure and other combination of the letter fonts,
borders, additional pictures, poem, quotations or any relevant and suitable items would also come into account in
rewarding marks to the respondents’ work that are considered creative.  
While the MS PowerPoint slides were prepared to mediate the respondents’ oral presentation. They were to tell
their friends about the selected family members. The presentation with a ‘close to heart’ topic has motivated the
respondents to express themselves in English. The effort and confidence to perform in the language contributed a
lot in gaining marks for another part of the assessment. They were evaluated on their pronunciation, grammatical
structures, level of confidence, relevance of family members’ information and sufficient number of MS PowerPoint
slides to assist the presentation. The slides were also evaluated on the creative layout and how much information
they carried in assisting the respondents’ oral presentation. Since the topic was meaningful to the respondents and
they enjoyed sharing stories about their family with their course mates, they were very open in making grammatical
mistakes even if they risked their marks for another part of the evaluation. It was another good way of learning and
practising a second language.

THE REFLECTIVE WRITINGS

4
Reflective writing is a useful tool for the student teachers to engage themselves in reflective practice on processing
their learning experiences. Reflection is a way of processing experience in order to learn from it and improve future
action. Particularly in higher education, it is important that learners engage in a process of reflection (Jordan et al.,
2008). Reflection with an explicit goal like what is required from the respondents is to create deeper understanding
and insight, forming the basis for not only considering alternatives, but taking continuous action to improve practice
(Larrivee, 2009), especially student-teachers’ second language. This is seen more than practical as student teachers
are matured learners and able enough to reflect their own second language practice with proper guidance from their
superiors. The 19 respondents were supposedly to reflect by identifying their own and the group members’
strengths and weaknesses in fulfilling the assigned tasks. From there, they have to further reflect and describe on
what they have learnt from the experiences and how would those experiences assist their future personal and
professional undertakings.
All in all, the reflections briefly shared the respondents’ true experience in fulfilling the computer-aided
coursework tasks; how the computer-aided coursework has enhanced the respondents’ proficiency in English,
developing their ICT skills and creativity in fulfilling the tasks successfully. The reflective writings covered 15% of
the total 90% marks awarded for the tasks fulfilment. The reflections are coded StR1 to StR19 as to represent the 19
student-teachers’ reflective writings.
Simultaneously, while writing utilising the Microsoft Words application programme, the respondents too have to
pay special attention on the typing skills. In this case, many of the respondents did not undergo any formal typing
course but mastering the skill on the trial and error basis. Therefore, they were to be very careful in applying skills
into the computer writing convention which involves indenting, spacing, tabulating for new paragraphs, lower and
upper cases as well as other punctuation marks; full-stop, hyphen, colon and semi-colon, etc. The Microsoft Words
spelling and grammar checker automatically corrected the respondents’ spelling and structure mistakes in the
reflective writings. The reflections were then burnt together with the brochures into a CD and handed in to the
course instructor. Therefore, apart from writing, the respondents also need to possess the skill of burning their
project work into the CD before submitting the completed tasks to the respective course instructor.

THE SEMI-STRUCTURED INTERVIEW

The semi-structured interview was conducted to fill in the gaps which were not covered by the slides, brochures and
the brief reflective writings. The 19 respondents (coded St1 to St19) were interviewed on their experiences while
fulfilling the CeLL coursework. The interview was tape recorded, and later transcribed. Apart from ensuring
validity to the research, the main purpose of this interview is to obtain a special kind of information (Merriam, 1998)
which leads to answering the questions meant for this study.
The semi-structured focus group interview also generated further probing questions to obtain additional
information (Creswell, 2008) concerning the computer-aided coursework. Otherwise, if the interview is fully
structured, it would not be natural but strictly scripted and influenced the responses mode from the interviewed
focus group. The way the interview was conducted is an economical way to gather a relatively large amount of
qualitative data (Dörnyei, 2007) which contributed to the findings for this particular study.

FINDINGS AND DISCUSSIONS

Based on the brochures produced, PowerPoint slides, oral presentation, reflective writings and the interview, it is
discovered that the respondents reacted positively to the introduction of CeLL into the ELP course. Brochures and
PowerPoint presentation slides consist of information on selected family members and their reflective writings
portrayed products originality; they were imaginative, with personal invention and exploration as well as displaying
sufficient engagement in the target language. The process of fulfilling the computer-aided coursework tasks which
associated with the English language use permitted the respondents to significantly improve their linguistic
proficiency.
There was no limitation on what or how should the brochure look like, therefore respondents were offered the
freedom of being creative in producing the brochures. As a result, most of the respondents were granted almost full
marks (12%-15%) for this section due to the creativity posited into the tasks fulfilment. Most of the respondents
agreed that the CeLL allowed them to perform better in the English language and become more technically creative.
The ICT integration in the coursework does not only increase their knowledge and skills on computer applications
but also their linguistic competency.

5
TO WHAT EXTENT THE COMPUTER-AIDED COURSEWORK HELPED THE RESPONDENTS TO ENHANCE THEIR ENGLISH
LANGUAGE PROFICIENCY AND AT THE SAME TIME DEVELOP CREATIVITY?

This question is answered largely based on evaluation of the brochures and the respondents’ reflective writings.
This data was supported by the focus group interviews. Looking at respondents’ performance after completing the
assigned tasks; it was discovered that the respondents’ writing, speaking, listening and reading skills have improved.
The overall achievement in completing the computer-aided coursework showed a marked progress as these student-
teachers were of average proficiency level (based on their previous test results). Findings for this question are
categorised according to the language skills; as to portray what were the respondents’ exact experiences that took
place in the process of attempting and completing the CeLL tasks.

WRITING

First of all, being engaged in the computer-aided coursework tasks fulfilment, respondents were well aware that they
ought to work with the computer’s language, i.e. English; which in a way will directly enhance their vocabulary
specifically and the other language skills in general. This is agreed by the respondents in the focus group interview:

St2: we can know the word from the computer, because the computer use English language,

Respondents completed the task in the brochure by writing correct sentences. Their writing skill is improved
when they have to acquire new vocabulary and form appropriate syntax in order to relay the information effectively
to gain marks. They were relatively aware of insufficient vocabulary they possessed and realised that dictionary is a
great assistance. All respondents made full use of the dictionary and well-exploited the opportunity in accessing the
Oxford dictionary CDROM, installed on to their personal notebook computer. It is essential for them to have access
to the dictionary as to enhance their mastery of the English language vocabulary. The respondents realised the
importance of having a dictionary close to them while fulfilling the CeLL coursework tasks in the second language
as found in reflection by Student-teacher 19:

… I am not very good in English. During the process, dictionary was like my Siamese twin. I could not afford
going anywhere without it, I had to put my twin beside me even in bed...
(StR19)

In addition to the CDROM, respondents’ writing skills improved as they were also able to use the spelling and
grammar checker that are available in MS Word. Even if some are not sure how, the others who were able to exploit
these facilities assisted the friends to do so. No matter how simple the sentences structures were constructed, they
assured that improvement is done over their language proficiency. One of the respondents admitted that the
facilities aided in improving their language mastery, particularly at the vocabulary and syntax levels. The autonomy
was granted to the respondent to self-correct the errors identified by the MS Words’ grammar and spelling checker
in their writing:

St3: Although it use simple language, it still improve my language

St4: I think that, this, my coursework, help us in improving our language, because, it help, when we type the
sentence if the  sentence is not correct, it, it, it will correct, it will make the correction  automatically

LISTENING

On the other hand, respondents’ listening skills was also enhanced with the CeLL coursework. They expressed their
preference to listen to the pronunciation of new words they encountered from the CDROM.  The audio clips of the
words were helpful as they had better understanding on how certain English sounds are produced phonetically. They
need the accurate pronunciation as to add value to their oral presentations which were associated with the MS
PowerPoint slides. Thus the materials in the computer software have helped them to pronounce the words correctly
after listening to the clips.
 
St3: I also think that the dictionary software like Oxford can help us pronounce word, because when we type the
word we can click, the voice it can get us how to pronounce

6
 SPEAKING

Listening to the audio clips at the same time, has directly improved the respondents’ pronunciation; one of the major
elements which contributes to enhancing the respondents’ speaking skill in the language. Apparently, all the way in
completing the CeLL coursework assigned to them; for at least two weeks when the respondents’ were interacting in
English with their peers and practising for the oral presentation.
Not only the Oxford dictionary CDROM provides guidance for the respondents’ to improve their pronunciation
of English words, but presenting the family members’ information orally with mediation of the MS PowerPoint
slides has greatly improved the respondents’ speaking skills:

St2: after we complete our, our power point, we had to present the power point and then, when we
practised how to deliver several times we can improve our English like speak perfectly

These respondents also confirmed that they have developed their self-confidence in practising and expressing
themselves publicly through the English language. Some of the respondents confessed that they had never been
brave enough to use English in their face to face interactions with the previous course instructors, to avoid
justification on their language use. However, it was not the case when they presented their computer-aided
coursework this time.

St7: before this made a presentation in a group but for this coursework, we presented indivually.
St4: I, the same opinion with my friend I think that what I gain from this coursework is, we get, built the
confidence to speak up in English, to speak up in English, in front of others we know that many
students.

READING

The respondents’ reading and comprehension skills too were getting better as they had to read more and work within
a limited time frame. They tend to skim and scan, interact with and select for relevant reading materials (printed and
hypertexts). Thus, this reading activity has helped them to enhance their reading skills. Besides, they have to follow
instructions in English; the language of the computer in order to fulfil the CeLL coursework tasks.  Therefore, they
had more opportunity to work on the language. Not only the proficiency was enhanced, they also became more
competent with the use of computer. Respondent(s) claimed:

 St7: I know that I read the instruction I can select the option, in the computer I can know how the function,
about the symbol and the (pause) about, about the function ahh, function in the computer, and the such
as the brochure, how to make the border, so, I go to the option border, and I select the best border and I
paste the, in that brochure so, so it’s more beautiful, so I, I give this, this, this work I can do, how, I, I,
must read and explore myself ahh, do the best and the more knowledge, about computer

St3: then by discuss, and read ahh, the day we make a text from power point and then we copy and then
  paste text to the brochure, so we can do the task by following or read the text ahh, I, I, read a lot, many
  English text, quickly to do task the, in coursework

St1: I read example, for, from Oxford dictionary, to type sentences for story the, my family members…

  It was clearly seen that while engaging themselves in the computing activities to produce the required materials
for the CeLL coursework, the process practically enhanced the respondents’ English language proficiency.   The
computer has sufficiently provided them with new vocabulary and correcting the structures to improve their writing
skills while preparing the brochures and slides about their family members.  Simultaneously, respondents’ other
language skills proficiency was also shifted to a more advance level by completing the assigned tasks. Therefore,
the respondents’ ZPD have expanded as they were offered the opportunities to effectively engage themselves and
utilise the language with the support of the technology tools and matches Vgotsky’s idea on learners’ development
level (Supyan, 2008).

7
HOW CREATIVITY WAS DEVELOPED AMONG THE RESPONDENTS VIA COMPLETING THE COMPUTER-AIDED
COURSEWORK?

This question is answered largely by evaluating the MS PowerPoint slides and brochures which are the final
products of the CeLL coursework. To begin with, respondents brought in their basic ICT knowledge schemata
collected from the Generic Skills course in the previous semester. Assigned to complete the computer-aided
coursework, a respondent was particularly excited and anxious about the first experience and she expressed it in
Student-teacher 13’s reflection:

...in the process to do this coursework, there many problems that I faced and the biggest problem are to make a
brochure. This is the first time I need to make it. I asked my friend to help me to do it. I may use and improvise the
brochure templates from the Microsoft Publisher and created it by my own creativity
(StR13)

Sharing the excitement and anxiety about fulfilling a non-typical written assignment for the semester and realised
that the paradigm has to be shifted, other respondents said:

St7: I feel worried because I am not be creative had to design brochure, and then beside that, I also didn’t
know how to use the publisher to produce the brochure, how to do the good brochure for us to send the
assignment.

St4: I feel that, excited because I can learn a new thing, because before this we never use the brochure
software, so in this coursework we use it, so we have to creative, and we need to have good think, be
good thinker, to organise the, the graphic,  and everything else…

To better equip the respondents, a basic training on how to use MS Publisher was given during face to face
interactions. They then put in the effort to explore the application software and have designed both PowerPoint
slides and brochures as creative as possible on the topic “My Family”.  They also creatively played with colours,
inserted pictures, symbols, images, graphics, captions, poems, proverb and other relevant elements into the brochure
(refer sample in Appendix 1) and slides based on the instructions given in the Coursework Specification.
In the beginning, respondents were unsure about fulfilling a new type of coursework, but the process has enabled
them to creatively find ways to fulfil the coursework tasks successfully.
 
St8 When I get the assignment, we must do the brochure, how I don’t know, don’t know about the brochure,
how to make it, so, feel so worried and after that when, discuss with my friend, lecturer, so we learn how
to make , how to present and how to make design, the background, suitable, with other font and colour

Respondents’ creativity were not limited in producing brochures but in solving encountered problems while
completing the coursework. They were able to creatively collaborate and assist each other whenever they had
difficulties in the task fulfilment process. A respondent admitted that she sought assistance from her friends when
she was confused over what she thought as complicated tasks. The reflection was written by Student-teacher 17:

…Suddenly, I was stuck when it comes to finish my brochure. It was so complicated and made me confused of
using the publisher. Luckily, that was my friends that will help and taught me. Finally, I had finished my
coursework on the date...
(StR17)

The process of completing the CeLL coursework also has encouraged respondents to be creative in exploring the
computing activities independently. Most of them were working on ‘trial and error’ basis to successfully fulfil the
tasks requirement. Presenting orally with the help of the MS PowerPoint slides and producing brochures on the
topic “My Family” was an achievement for the respondents. As a result, a respondent was extremely satisfied with
her work. She admitted that she has learned many new things independently and was satisfied with the completion
of the coursework tasks in Student-teacher 5’s reflective writing:

8
…to start the brochure was a big problem for me. I had to explore the contents of the publisher about three days
to understand what I’m going to do. And finally I had finished it by myself. Although the results was not so good
but I was so proud because I had learned many new things during finishing this tasks...
(StR5)

The familiar and meaningful topic; “My Family” also has permitted respondents to be creative in expressing
themselves.  It was more obvious when the topic of the coursework was of the respondents’ own decision not the
course instructor’s. At least two respondents wept over the oral presentation because they missed their families.
However, most of them felt that they were able to be creative as the topic was of their favour and not just to fulfil the
objectives of the task.
 
St10: I feel, like the topic, can learn, like the topic, can do the best, you know, how to do and my family, when
about family, can be very close, too easy to get more information,

Apparently, the task type and how a coursework was given to the respondents influenced the way in which they
perceived and making meaning in fulfilling the incorporated tasks creatively. They were not only creative in
designing the brochure; but also in finding ways for solving the problems encountered while fulfilling the tasks.
This is parallel with Kearsley and Shneirderman’s (1999) outlined principles for Engagement Theory mentioned
earlier on. They were also able to be creative when the tasks are manageable and relevant to the respondents’ real
life. Therefore, tasks completion was successfully fulfilled when respondents, with their creativity were able to
make sense out of complexity as highlighted by Jackson and Shaw (2009).

IMPLICATIONS AND CONCLUSION

The introduced CeLL was seen to enhance the respondents’ linguistic competency and creativity in several ways.
The respondents’ were individually constructed mentally as they were to match new information against the given
ones. The construction has established meaningful connections and not only regurgitating which is suggested by the
Constructivist’s Learning Theory (Thanasoulas, 2002). A huge difference emerged while promoting a more
conducive learning environment like CeLL in the English language learning process. Acquiring the target language
and mastering the ICT skills took place simultaneously when the respondents were engaged in the assigned CeLL
tasks.
On one hand, the language of the computer, which is English, indirectly enforced the respondents to develop a
linguistic readiness before they are able to move forward into completing the CeLL coursework assigned to them.
Their linguistic proficiency then progressed gradually in the process of fulfilling the assigned tasks. They turned into
better performers in the English language when they also developed their self-reliance and self-confidence when
sufficient practices were provided from the beginning to the end of the tasks complement. The provision of
necessary input and opportunities in the CeLL environment has practically enhanced the respondents’ vocabulary,
structures, pronunciation, and the language speaking, listening, writing and reading skills in the English language.
The meaningful activities in the CeLL coursework tasks also developed the respondents’ creativity and innovation in
preparing the final products.
By and large, the student-teachers’ interest in computers should be integrated into the English Language
Proficiency classroom in which immediate language learning can take place. The English Language Proficiency
course instructors should not be rigidly guided by the subject pro-forma in teaching and evaluating the student-
teachers’ performance in the learning of English. A collaborative effort in experimenting another way of teaching
and evaluating should replace the lecturers’ inherited conventional styles, so that learning English could be fun,
more appealing and successful to non-TESL student teachers in teacher education programme. Consequently, CeLL
activities should be continued in English Language Proficiency course and could be extended to the other courses
offered in the teacher education programme.
A CELL environment should be developed and offered to all student-teachers in the ITE. The curriculum design
should also consider the integration of ICT across disciplines. For example, with the availability of Internet access
in the setting, online language teaching and learning should be encouraged. Using blogs, forums and other
interactive application tools could alternate the conventional modules and activities for teaching the English
language and other courses in the ITE. This practice will encourage them to learn meaningfully, being competent in
all courses offered for teacher education programme and benefits them in their personal and professional
development.

9
 REFERENCES

Chapelle, C.A. (1994). Call Activities. Are they all the same? System Vol. 22: No.1: pg.33-45
Chapelle, C. A. (2001). Computer Application in Second Language Acquisition. Foundation
for teaching, testing and research. Cambridge. CUP.
Clarey, J. (2007). E-Learning 101. An introduction to E-Learning, Learning Tools and
Technologies. California. Brandon Hall Research.
Creswell, J. W. (2008). Educational Research. Third Edition. New Jersey. Pearson.
Cruickshank, D. R., Jenkins, D. B. and Metcalf, K. K. (2009) The Act of Teaching. Fifth
Edition. New York. Mc Graw Hill.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford. OUP.
Harmer, J. (2004). How to teach English. England. Longman.
Jackson, N. and Shaw, M. (2006). Developing subject perspectives on creativity in higher
education. Retrieved 28/08/09 from
http://complexworld.pbworks.com/f/08_Higher+Education570.pdf
Jordan, A., Carlile, O. and Stack, A. (2008). Approaches to Learning. A Guide for teachers.
England. Mc. Graw Hill.
Kearsley, G. and Shneiderman, B. (1999). Engagement Theory: A framework for technology-
based teaching and learning. Retrieved 12/08/09 from
http://home.sprynet.com/~gkearsley/engage.htm
Kent School District Curriculum. (2009). Retrieved 2009 from
http://www.kent.k12.wa.us/curriculum/tech/K6/3/puget_sound/brochure_rubric.htm
Larrivee, B. (2009). Authentic Classroom Management. Creating a Learning Community and
Building Reflective Practice. New Jersey. Pearson Education Ltd.
Lever-Duffy, J. and McDonald, J. (2008). Teaching and Learning with Technology. Boston.
Pearson Ally and Bacon.
Lian, A. (2002). Seriously Practical: Implementing Technology-Enhanced Language-Learning
(TELL) in an Increasingly Globalised World. CALL Asia 2002. Retrieved 19/08/2009
from http://www.andrewlian.com/prowww/itua/index.html
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San
Fransisco. Jossey-Bass.
Mohamed Amin Embi, Muhammad Kamarul Kabilan and Norizan Abdul Razak. (2008).
Readings in Online Language Learning and Teaching Research & Practice. Shah Alam.
Karisma Publication Sdn. Bhd.
Supyan Hussin. (2008). Creating a bigger Z.P.D. for ESL Learners via Online Forum. The
College Teaching Methods and Styles Journal. 4(11): 1-9.
Thanasoulas, D. (2002). Constructivist Learning. Karen’s Linguistics Issues. Retrieved
12/08/09. From http://www3.telus.net/linguisticsissues/constructivist.html
Vygotsky, L.S. (1978). Mind and Society. Cambridge. MA: Harvard University Press.

Mastura Othman
IPG Kampus Permepuan Melayu, Melaka, Malaysia.
mbo@ippm.edu.my

10
Pramela Krish
UKM, Bangi, Selangor, Malaysia.
pramela@ukm.my

Supyan Hussin
UKM, Bangi Selangor, Malaysia.
supyanhussin@ukm.my

11
 APPENDIX 1
Sample of brochure

Page 1

Page 2 

12
 APPENDIX 2
Rubrics for brochure evaluation

CATEGORY (4) Excellent (3) Good (2) Almost (1) Not Yet

Attractiveness & The brochure has The brochure has The brochure has well- The brochure's formatting
Organization exceptionally attractive attractive formatting organized information. and organization of material
(Organization) formatting and well- and well-organized are confusing to the reader.
organized information. information.

Content – Accuracy   The brochure has all of The brochure has all of The brochure has most The brochure has little of the
the required information the required of the required required information (see
(Ideas) (see checklist) and some information (see information (see checklist).
additional information checklist). checklist).

Writing - Mechanics All of the writing is done Most of the writing is Some of the writing is Most of the writing is not
in complete sentences. done in complete done in complete done in complete sentences.
(Conventions) Capitalization and sentences. Most of the sentences. Some of the Most of the capitalization
punctuation are correct capitalization and capitalization and and punctuation are not
throughout the brochure. punctuation are correct punctuation are correct correct throughout the
throughout the throughout the brochure.
brochure. brochure.

Graphics/Pictures The graphics go well The graphics go well The graphics go well The graphics do not go with
with the text and there is with the text, but there with the text, but there the accompanying text or
a good mix of text and are so many that they are too few. appear to be randomly
graphics. distract from the text. chosen.

Sources There are many citations There are some There are a few Incomplete citations are
from a variety of sources citations from a citations accurately listed on the brochure.
accurately listed on the variety of sources listed on the brochure.
brochure. accurately listed on the
brochure.

 (Adapted from Kent School District Curriculum, 2009)

13