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E-Learning as a Platform to Learn English among ESL

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 5
E-Learning as a Platform to Learn
English among ESL Learners:
Benefits and Barriers
Nurul Nadia Haron, Yasmin Hanafi Zaid and
Noor Aireen Ibrahim

INTRODUCTION

There are innumerable ways to relate technology with education

(Kenning, 2007). Online learning which consists of web-based
learning, online journals and educational movies are all associated
to the technology in education. With only a few keystrokes,
students are able to explore the world of wisdom and obtain various
resources related to what they are seeking. There should be no
excuse for not being able to discover the world because the
information is “at the tip of their fingers”. Currently, there are
many pedagogic approaches that implement technology in
education. Some of the examples are project-based, web-based and
online-based learning. All of these approaches are either student-
centered, where the students have to do self-access learning; or
teacher-centered, where the teacher plays the main role in
delivering knowledge. As for online-based learning approach, the
teacher only acts as an instructor of the language subject by guiding
the students to look for information on the Internet. Hence, the
teacher will no longer become the main source of knowledge
because the role is being replaced with the instructional technology.
80 Research in Language Teaching and Learning

Students do not have to depend as much time with the teacher since
they can look for information by browsing through the Internet. It
is not impossible to imagine that there will be little of the
traditional approach in future classrooms as innovation in
instructional technology approach continues to rapidly grow. Most
of the learning tasks will be completed via the aid of technology.
This can be proven by looking at educational institutions today
where many schools have their own website in order to quickly
disseminate and share information with the students.
The learning environment also affects the development of
new knowledge. This includes the physical facilities, psychological
atmosphere, instructional technology and teaching methods. These
days, instructional technology provides the teacher with the tools to
engage students in learning. The availability of new technologies
has led to flexible learning in Malaysia. Flexible learning, for
example distance learning, is the learning process where students
can easily access information related to their field of study at any
time and from anywhere they like. An example of instructional
technology that can be related to flexible learning is E-Learning.
Many higher institutions have developed and integrated E-Learning
as part of the curriculum in order to meet the demands of higher
education in this technological era. According to Raja Hussain
(2004), since 2000, 11 public universities, four university colleges,
18 private universities and over 600private colleges in Malaysia
have been using E-Learning and these numbers continue to grow at
a rapid pace.
Along with this, E-Learning is becoming a trend in higher
institutions as an alternative approach to the traditional classroom
method. All course contents, communication and support given to
the students are online-based. It is a way to overcome physical
distance and bring people closer together by carrying out projects
in a collaborative manner even when time difference is a constraint.
In short, knowledge and information can be accessed at any time
and from anywhere in the world. This, in many ways, will help
attract new applicants from different parts of the continent to enroll
in institutions of higher learning.
 E-Learning as a Platform to Learn English among ESL Learners 81

Statement of Problem

Utilizing technology can generate many benefits for people

especially in online learning which has become a trend in Malaysia.
Yet, both students and teachers are still learning to incorporate it as
part of the teaching and learning process because of the different
teaching approach required compared to the conventional
classroom teaching. E-Learning is about students’ learning. By
using online learning, both students and teachers should have equal
opportunity to sharpen their skills. For example, in Malaysia there
are many higher institutions that promote long- distance education
such as UNITAR (which is well-known as the first virtual
university in Malaysia), Multimedia University and Open
University Malaysia (Raja Hussain, 2004). Thus, online learning is
a convenient way for the institutions to attract new students who
may be from different locations around Malaysia and have their
own schedule of study.
In fact, E-Learning is the most well-known system in
Malaysia and is part of the online learning process. Apart from this,
it functions as an add-on to the present face-to-face delivery mode.
Raja Hussain (2004) reported that the E-Learning system was first
established in 2000 in higher institutions but has currently spread
because of the development of science and technology in Malaysia.
Moreover, it is very convenient for self-access learning and is a
very useful organizer as there are many courses taken by each
student. Not only that, communication in web-based instructional
design encourages users to use English because web designer also
use English as the medium to deliver its content. As Garrison and
Anderson (2003) rationalized, a good example of a communication
tool is in the form of discussion board that employs textual and
graphic channels which leads to the practice of language and
towards the end, the students will be able to learn the language
naturally. Consequently, the students should grab this opportunity
to use E-Learning as a platform for them to improve their English.
However, not many people are maximizing the usage of the online
learning even though the information technology in Malaysia has
82 Research in Language Teaching and Learning

spread widely. It is not easy to create public awareness regarding

this issue.
In UTM, E-Learning is used for teaching and learning
purposes in which lecturers use this system to share notes and
current information regarding the subjects with their students. The
Faculty of Education is one of the faculties in UTM that encourages
the use of E-Learning for teaching and learning. As the mission of
this faculty is to develop human resources in science and
technology through quality and innovative education and
professional courses for educators and trainees (pre-service
teachers), the usage of E- Learning has been made compulsory for
all students at the faculty. Nonetheless, some students have not yet
completely utilize E-Learning as a platform to learn English.
Furthermore, students of some courses in the Faculty of Education
do not seem to be involved much in the E-Learning itself due to
various factors. Therefore, this research was conducted to
investigate the students’ perceptions on the benefits and issues
involved in the use of E-Learning in UTM as a way to promote
English.

RESEARCH OBJECTIVES

The main focus of this study is to examine students’ perceptions of

E-Learning as a platform to learn English language. Specifically,
the two main objectives are as follows:
(1) To investigate the benefits of E-Learning as perceived by the
students;
(2) To examine the issues related to using E-Learning as
perceived by the students.

Based on the research objectives stated above, two research

questions were developed:
(1) What are the benefits of E-learning as perceived by the
students?
(2) What are the factors influencing their usage of E-learning?
 E-Learning as a Platform to Learn English among ESL Learners 83

REVIEW OF LITERATURE

An Overview of E-Learning in UTM

As this study is interested in examining student’s perception of E-

Learning in UTM, it is important to look at the development of E-
Learning in this institution. Technology-based teaching i n
Universiti Teknologi Malaysia (UTM) started around 1988 with
only a few faculties which is subjected to teach the research and
development of teaching and software. This field was then known
as Computer Aided Instructions (CAI) (Rose et al. 2000, as cited by
Tan 2006). In fact, the commitment to technology-based teaching
in UTM began in 1997 with the establishment of the Cyber Campus
Project (Puteh, 2007). Rose et al. (2000) (as cited by Tan, 2006)
has identified the two-era of Technology-based Teaching in UTM:

Foundation of Technology-based Teaching (1988-1995)

In 1988, the development of multimedia teaching materials such as

video was initiated for first year students of engineering in the
Department of Mathematics in collaboration with one researcher
who was a major in educational technology. A group of lecturers in
Science Computer Institution in collaboration with lecturers from
three departments; Departments of Mathematics, Physics and
Chemistry; received the license to carry out a research on
technology-based teaching in 1989. In 1991, the electronic teaching
package which was based on slides was developed in the Faculty of
Education. In addition, the same researchers designed and created a
multimedia learning package based on karaoke technique.

Development of Technology-based Teaching (1996-2000)

There were about 25 research projects related to electronic learning

in UTM. The main objective of the projects was to create prototype
modules of application in Cyber Campus learning environment.
Rose et al. (2000), as cited by Tan (2006), reported that there are
84 Research in Language Teaching and Learning

four stages of developing E-Learning in UTM which takes about

four years from 1997 until 2000. During the first stage of E-
Learning, there was general information about certain subjects to
be surfed at any time using the Internet. The second stage showed
the expansion of information in the first stage according to topics
that will be discussed in classes. Complete learning notes and
exercises or tasks which contained multimedia elements such as
graphics, sounds, animations and videos were provided on the web
site at the third stage. In the fourth stage, all the teaching materials
could be accessed online.
In 2010, E-Learning was parked under one of the websites
and offered various opportunities in learning especially in learning
English. Currently, there are four main items included in UTM E-
Learning; assignments, resources, activities and administrations.
All those items functioned to engage students in learning English as
the website has been developed using English language.

Technology and Language Learning

Learning English as a Second Language (ESL) has always been

very challenging especially for low proficiency students since most
of them are less motivated to learn the language. This is aggravated
by the lack of interesting and interactive learning environment
(Lightbown & Spada, 1999). Hence, the development of
technology has enabled the setting up of a special environment
which may influence the language learning environment. It is
hoped that the interaction between students and the technology may
minimise feelings of anxiety and insecurity towards learning the
language. Fennel (2001: 267), as cited in Kenning (2007), claimed
that “If English is to be seen as a “killer” language, communication
technology must be interpreted as one of its major weapons”.
Therefore, it is believed that with the usage of technology in
language learning, it can help students to acquire English as their
second language better rather than depending on the teachers’
capability to engage them in traditional language classroom.
According to Warschauer (1997) in Kenning (2007), in a
 E-Learning as a Platform to Learn English among ESL Learners 85

nearly analysis of the distinctive features of CMC from a socio

cultural perspective, CMC emphasises the educational value of
creating cross-cultural communities of practice and critical inquiry
which appear to make online learning a potentially powerful tool
for collaborative language learning. In learning a second language,
students often have anxiety about speaking in class. Thus, it is
believed that students will produce more second language output
when writing in an online learning environment. Moreover, the
interactions between students may also enhance collaborative and
peer learning in the second language learning.
In this era of modernisation, teachers must diversify their
methodology of instruction by implementing the wonders of
technology in language learning so that students will effectively
learn the language using fun and interactive activities. Past research
(e.g. Larsen-Freeman and Long (1991:321) as cited in Kenning
(2007), has shown that the instruction of second language learning
has possible positive effects on Second Language Acquisition
(SLA) processes.

Fundamental Principles for E-Learning

Even though, much has been written about E-Learning practices;

little attention has been given to the E-learning theory. In fact there
are ten hypotheses for E-learning which purposely focused on the
underlying principles that apply to E-learning in all situations
Nichols (2003). The hypotheses are listed in Table 5.1.

Table 5.1 Theory for E-Learning (Nichols, 2003)

(1) E-Learning is a means of implementing education that can be applied

within varying education models (for example, face to face or
distance education) and educational philosophies (for example
behaviorism
and constructivism).
(2) E-Learning enables unique forms of education that fits within the
existing paradigms of face to face and distance education.
86 Research in Language Teaching and Learning

(3) The choice of E-Learning tools should reflect rather than determine
the pedagogy of a course; how technology is used is more important
than which technology is used.
(4) E-learning advances primarily through the successful implementation of
pedagogical innovation.
(5) E-learning can be used in two major ways; the presentation of education
content, and the facilitation of education processes.
(6) E-learning tools are best made to operate within a carefully selected and
optimally integrated course design model.
(7) E-learning tools and techniques should be used only after consideration
has been given to online versus offline trade-offs.
(8) Effective E-learning practice considers the ways in which end-users will
engage with the learning opportunities provided to them.
(9) The overall aim of education, that is, the development of the learner in
the context of a predetermined curriculum or set of learning objectives,
does not change when E-learning is applied.
(10) Only pedagogical advantages will provide a lasting rationale for
implementing E-Learning approaches.

To sum up the theory proposed by Nichols (2003), it is

believed that the effectiveness of using E-Learning can be
determined by factors such as end users, predetermined curriculum,
pedagogical approach used by the instructors and how the
educational activities are being implemented within the E-learning
aims. E-Learning functions as a tool for the instructors to help them
engage the students in informal learning activities provided through
online education.

Benefits of E-Learning

Technology has enable people to access information at any time

and from anywhere which has allowed a great deal of flexibility in
people’s quest for information. Higher flexibility means that
students can access and work at their own pace and time. You just
need to be connected to the Internet and you have gain access to a
wealth of information. In a traditional classroom, students finish
 E-Learning as a Platform to Learn English among ESL Learners 87

their work in class and submit their work before the class ends.
With E-Learning, this can be made more flexible, allowing students
to complete their work outside of the classroom but still keeping
connected with the class. In addition, by using E-Learning, students
will have more flexibility because they are able to work wherever
and whenever they choose. As suggested by Eke (2000) in her
research entitled “Perspective of E-Learning and Libraries in
Africa: Challenges and Opportunities”, she stated that learners
being able to access training when it is convenient for them
anywhere, anytime and with anyone is the benefit of E-Learning.
Moreover, E-Learning is accessible for the students and teacher
too, without needing them to travel just to get the information. The
students can spend their time wisely by just sitting at homeland
work on the task given via E-Learning. In fact, E-Learning has also
eliminated the barriers of time and cost. The students can save their
cost of travelling to the university in order to submit the task given
to them and, at the same time, the university can also attract more
students from all over the world to register via online learning. If
the term “flexible” can be related as anytime and anywhere;
“accessible” can be referred as easily reachable.
At the same time, E-Learning can promote autonomous
learning in students. For instance, students are required to carry out
independent web search to look for suitable information related to
their assignments. These activities involve exploration through the
Internet and there are many sources that they can find without
depending on the teachers. Horton (2000) as cited by Eke (2009),
states that E-Learning gives learners the opportunity to broaden
their knowledge because they can learn on their own and this
increases their level of confidence and independence. Unlike
traditional classroom training where lessons are paced to
accommodate the slowest person in the class, computerized
training allows students to cover only the topics that they need to
cover, not wasting time on subjects or concepts that they already
understand (Hein, 1999). Most importantly, the students will also
have control over their own learning process.
Interaction with the learning content is more likely to
88 Research in Language Teaching and Learning

happen via online learning rather than face-to-face learning

because the students are actively involved with the materials
themselves. There are multiple communication channels in English
Language Learning using E-Learning which are teachers-students
interaction and also student-student interaction. Most students
prefer the risk- free environment where they can try new things
when online. Besides that, one of the benefits of online language
learning is the fact that it is less intimidating than teacher-led
classroom because the students might feel insecure about their
language use (Eke 2009). By using the technology, comprehensible
input can be provided and it serves as a scaffold to support students
as they study academically challenging subject matters (Bruner,
1986).
Furthermore, students will find learning more interesting
with the integration of technology in English Language Learning
(ELL). The content and format of an online course is easily updated
to reflect changing times (Kruse, 2006, as cited in Carliner, Saul&
Shank, 2008). Recently, there are many alternatives which can suit
the students’ learning styles in language learning. By instilling the
interactivity in language learning, the students will feel more
attracted to learn the language as their affective filter will be
lowered. In other words, the students will be able to acquire the
second language more naturally when there have self-confidence to
try it out without hesitation. In order to develop lower affective
filter, the insecurity should be eliminated. Hence, the usage of
interesting approach in E-Learning may also initiate the students’
interest in learning the language.

Factors Influencing the Usage of E-Learning

Even though E-Learning as a beneficial platform for language

learning is widely known, there are still students who refuse to use
E-Learning. There are many possible factors which may be the
reasons behind some students’ unwillingness to use E-Learning.
These factors may be related to the role of the lecturers, their
technology competencies and the students’ attitude. One study
 E-Learning as a Platform to Learn English among ESL Learners 89

(Volery and Lord, 2000, as stated in Mohd Ayub et al.2010) found

that one of the three critical success factors (CSFs) in E- Learning
environment is the instructors or teachers attitude towards students
including instructors’ technology competencies and interaction
during the classroom.
Studies (e.g. Volery and Lord 2000) have shown that
students’ prior knowledge in the usage of technology may affect
the success factor in E-Learning environment. More or less, there
are some students who are not so technologically savvy and this
may affect the usage of technology for their learning purposes. The
technological competencies can also be referred to as skills in using
computers and the Internet in this study. These skills are needed in
order for students to be able to use online learning to its maximum
capacity and create a platform for their language learning while
using E-Learning. Another possible factor is that all the features in
E-Learning are in English and for some students this may be a
barrier. For example, students who have problem understanding the
language tend to avoid using E-Learning. Moreover, the students
will tend to not use English as they do not see the importance of
using it.
In addition, language anxiety is one of the factors which
affect the use of English by students (Lai, 1994). It is related to
students' insecurity about their knowledge and ideas, their low
standard of English, and their lack of experience when speaking in
class. Not to mention, some students may prefer to use their mother
tongue instead of English because it is not mandatory for them to
use it all the time in E-Learning. Based on the Critical Success
Factors, one of the main factors influencing the use of E-Learning
involves human factors which are motivation skills, time and effort
(Soong et al. (2001) as cited in Mohd Ayub et al.2010).

Trainees’ Perception on E-Learning

Several studies have been conducted on perception of students

towards E-Learning (e.g. Tan, 2006, Embi & Latiff, 2004, Mohd
Ayub et al., 2010). Findings suggest that E-Learning had an impact
90 Research in Language Teaching and Learning

on the student-teacher interaction and also the students’ level of

knowledge. One study also revealed that the respondents showed a
very positive reaction towards the user friendliness, interactivity,
attractiveness, usefulness and suitability of the ESL website as a
tool for enhancing ESL learning. While findings from another
study (Mohd Ayub et al., 2010) showed that the attitude which
affects the usage of POLCA, a Learning Management System
(LMS) were the students’ technology competencies followed by
the design of POLCA, attitude toward the usage of POLCA, the
role of lecturers and access to the portal.

Limitations of E-Learning

Researcher have also discussed some limitations of E-Learning

(Wong 2007), particularly the ones related to the technology,
personal issues in comparison with traditional campus learning,
design issues, and others. He also cross-referenced the findings of
the study with other previous researches. The findings showed that
E-Learning is most likely suitable only for individuals with self-
discipline in order to complete all tasks independently. In addition,
the users should also receive basic training prior to their enrolment
to avoid any difficulties, especially for individuals without much
ICT background.

RESEARCH DESIGN

This is a descriptive research which employs data collection and

analysis. Moreover, the researcher can look for a general view of
the topic which involves a large scale of population from the
descriptive study. The descriptive study for this research is
intentionally used to describe the situation where the students do
not completely utilize E-Learning as a platform for ESL learning.
Basically, this research uses statistical descriptions in order to
justify the situations in which it is one of the scientific tools for the
researcher to understand the problems. Therefore, the researcher
 E-Learning as a Platform to Learn English among ESL Learners 91

should be able to determine the perception of students at the end of

the research based on the descriptive analysis performed after the
data collection.

Research Instruments

In this research, quantitative research methodology was employed.

The quantitative method in this research uses the questionnaire that
was adapted from a self-reported questionnaire on Trainees’
Perception of E-learning by Embi (2004). A small-scale pilot study
was carried out after which several items in the questionnaire were
revised and changed according to the five research questions of
this. In addition, a few open-ended questions were also integrated
in order to collect follow-up responses from the respondents to
support the findings from the survey
The instrument used to collect data is a cross-sectional
survey which contains 28 questions. A cross-sectional survey is one
survey in which the data are collected from selected individuals at a
single point in time and is an effective design to provide a snapshot
of the current behaviors, attitude and beliefs in a population. Drever
and Munn (1990) stated that one of the advantages of using
questionnaire is its efficient use of time. It is also easier to be
calculated and analyzed. The set of questionnaire was divided into
the following two main sections: (i) Perceptions on E-Learning and
(ii) Comments on the Usage of E‐Learning.
The attitude scale was used in this research to measure what
the individual believes, perceives or feels about something. All the
questions use a 4-point Likert scale which require the individual to
respond to a series of statements by indicating whether he or she
Strongly Agrees (SA), Agrees (A), Disagree (D) or Strongly
Disagree(SD). The purpose of choosing only four responses for the
Likert Scale is to minimize the neutral responses from respondents.
This statement is supported by Garland (1991) who mentioned that
social desirability bias, arising from respondents' desires to please
the interviewer or appear helpful or not be seen to give what they
perceive to be a socially unacceptable answer, can be minimized by
92 Research in Language Teaching and Learning

eliminating the mid-point such as uncertain. Each response was

assigned a point value in which the individual’s score is determined
by adding the point value of all the statements. In section C,
respondents will be asked to answer open ended questions. They
will be asked to provide suggestions on how E- Learning in UTM
can be improved. The responses received will be categorized and
the frequency counts will be calculated for each category of
suggestions received.

Respondents

The target population for this research is undergraduates from the

Faculty of Education (FE), specifically the final year students as
they have more experience in using E-Learning throughout the four
years of their study. In fact, the selected respondents were enrolled
in the same English course such as English for Academic
Communication (UHB1412) and other university subjects such as
an Entrepreneurship in ICT where both these subjects required
students to participate actively in E-Learning.
The samples were undergraduate students of three
prominent courses offered by the faculty (FE) which are Islamic
Studies (SPI), TESL (SPL) and Living Skills (SPH).The numbers
of the target respondents were chosen based on the table of
Random Sampling by Krejcie and Morgan (1970) to ensure that a
valid number of respondents were to represent a general finding for
this population.
During the actual study, the questionnaires were distributed
to final year students from three prominent courses which are the
Islamic Studies (SPI), TESL (SPL) and Living Skills (SPH). For
each of the course selected, 30 questionnaires were distributed to
TESL (SPL) students and 55 questionnaires for Islamic Studies
(SPI) and Living Skills (SPH) each, randomly, giving the total of
140 respondents from all the courses listed. The distribution of
questionnaire took place in January 2011.
 E-Learning as a Platform to Learn English among ESL Learners 93

Data Analysis

The quantitative statistical analysis focused on the students’

perception towards E-Learning functioning as a platform for
helping them in language learning. To analyze the data from the
questionnaire, there are four variables that were taken into
consideration: (i) background information of the respondents, (ii)
the benefits of E-Learning, (iii) activities that facilitate English
language learning and (iv) factors that influenced the usage of E-
Learning. The data were entered into the SPSS software version 16
for Windows and the results were presented through frequency
counts, percentage and mean. The descriptive analysis mentioned
earlier was used to analyze every item in the questionnaire. As for
the mean score, the scores were categorized as follows: (i) 0-1.25 -
very negative response, (ii) 1.26-2.50 - negative, (iii) 2.51-3.25 -
positive and (iv) 3.26-4.00 - very positive. These indicators were
adapted from a study by Embi and Abdul Latiff (2004). In addition,
the respondents’ personal views were thematically analyzed using
open coding and used to support the quantitative analysis.

FINDINGS AND DISCUSSIONS

The Benefits of E-Learning

This section discusses the results gathered from the questionnaire

of this research.
Section B of the questionnaire was designed to gather
information regarding the respondent’s perception of E-Learning.
Items 1-8 specifically focused on the benefits of E-Learning as
perceived by the students. Table 5.1 indicates the responses
received on the benefits of using E-Learning.
94 Research in Language Teaching and Learning

Table 5.2 Benefits of using E-Learning as Perceived by Students

Items Statements SA A D SD Mean Responses

Percentage (%) Positive/
negative
(1) E-Learning is an 20.7 64.3 12.1 2.9 3.03 Positive
easy site to be used
for English learners
(2) E-Learning is an 11.4 55 30 3.6 2.74 Positive
interesting for
English learners
(3) E-Learning helps 7.9 57.9 28.6 5.7 2.68 Positive
met gather
information
about learning
English.
(4) E-Learning provides 8.6 60.7 26.4 4.3 2.74 Positive
useful information
for learning
English. (i.e. notes
In English, additional
exercises in
English and etc.)

(5) E-Learning provides 15 51.4 29.3 4.3 2.77 Positive

useful links for
learning English.
(i.e. online dictionary,
online journals,
educational sites and
etc.)
 E-Learning as a Platform to Learn English among ESL Learners 95

(6) E-Learning tools 17.1 55 25 2.9 2.86 Positive

(i.e. forum, chat
box/message,
journal/blog,
content
sharing/notes
sharing,
announcement
and course
schedule/course
outline) are
beneficial for
my English language
learning.

(7) Using E- Learning 7.9 49.3 35.7 7.1 2.58 Positive

motivates me to
improve my English
language skills
(listening, speaking,
reading or writing)
(8) I understand English 5 39.3 52.1 3.6 2.46 Negative
better when learning
through E- Learning.

In general, as can be seen in Table 5.2, the respondents gave

mostly positive responses to statements made about the benefits of
E-Learning. As has been mentioned, a mean which is higher than
2.51 is considered as positive responses while a mean below 2.51
represents a negative response. The respondents gave positive
responses for seven out of the eight items with the following mean:
3.03, 2.74, 2.68, 2.74, 2.77, 2.86 and 2.58. Only one item, item 8,
showed a negative response from the respondents with a mean of
2.46. In other words, the majority of the respondents consider E-
Learning as an easy and interesting site for English learners. In
fact, only 12.1 percent of respondent did not agree that E-Learning
is an easy site for English language learners. In response to item 3,
the majority of the respondents (57.9 percent) revealed that E-
Learning helps them to gather information about learning English.
96 Research in Language Teaching and Learning

From Table 5.2, we can also see that the respondents

considered- learning as a site which provides useful information
and links for learning English. It is obvious from the table that 60.7
percent of the respondents agreed that E-Learning provides useful
information for learning English while 51.4 percent of the
respondents also agreed that E-Learning provides useful links for
learning English. Fifty-five percent of the respondents agreed that
E-Learning tools such as the forum, chat box and journal are
beneficial for their English language learning. Almost half of the
respondents (49.3 percent) agree that using E-Learning motivates
them to improve their English language skills.
Most of the respondents found E-learning to be an easy and
interesting site for them to learn English. As can be seen in Figure
5.1, the layout of E-Llearning UTM uses basic colours in the design
of the Course Management System (CMS).

Figure 5.1 E-LearningUTM

The screenshot in Figure 5.1 shows light yellow and dark

red which are the official colours of the university, are used and
 E-Learning as a Platform to Learn English among ESL Learners 97

play an important role in attracting the students. Apart from this,

the useful information and links may also contribute to the
attraction of the E-Learning site. More than half of the respondents
(59.7percent) believed that the site helps them to gather
information about English language learning.
The E-Learning website provides a lot of links for the
students to refer to such as UTMotion which provides videos for
the students and also to the latest UTMShare which is the central
file storage for UTM communities. There are also various internal
links to other resources such as the library and MyLinE to help the
students find more information for educational purposes. Hence,
the students are able to enjoy benefits by exploring more
information from various resources through those links in E-
Learning and thus they are able to practice the usage of English
language. The students feel motivated to learn the language due to
the tools which are provided in E-Learning because the tools help
them in practicing the language itself. As Garrison and Anderson
(2003) rationalized, the students will be able to learn the language
naturally by using the communication tools, for instance, the
discussion board that employs textual and graphics channel which
leads to practice of language.
Apart from that, E-Learning uses English as their medium
of communication and it consequently encourages the students to
become more familiar with the language. Eke (2009) once stated
that one of the benefits of online learning is that it is less
intimidating than instructor-led course. The students who rarely use
English maybe anxious to use the language in front of other people.
It leads them to keep quiet in the classroom because they are afraid
to give wrong responses to their teacher. On the contrary, the
online learning environment allows the students to be more
confident in expressing their ideas because they do not have to face
the others when they are making mistakes. It seems possible that
the above results are due to the respondents’ interest in learning the
language via the Internet instead of face-to-face lesson. Learning
ESL has always been challenging especially for low level
proficient students who are often less motivated. This is often due
98 Research in Language Teaching and Learning

to the teaching and learning environment which often lack interest

and interactive element (Lightbown & Spada, 1999). However, the
findings of this study appear to be in contrast to the findings of the
study by Lighbown and Spada as 52.1 percentof the students do not
agree that E-Learning help them to understand English better. This
may be due to the fact that the English language instructors/ teacher
have not fully utilised the E-Learning sites to complement and aid
their face to face teaching. E-Learning may only be used as a
platform to share information about the ESL classes i.e. the
distribution of notes or slides.
Therefore it can be concluded that the students perceive E-
Learning as an easy and interesting site for English learners. The
students find E-Learning a useful site to gather useful information
and provide links about ELL. E-Learning tools are also beneficial
for English language learning and students feel motivated to
improve their English Language skills when using E-Learning.

Issues Related to the Use of E-Learning

One of the aims of this study is to examine issues that may

influence the use of E-learning among the respondents. Items 15 to
22 of the questionnaire focused on gathering the students’
perception on issues related to the use of E-Learning in English
language learning. The analysis of the findings is presented in
Table 5.3.
 E-Learning as a Platform to Learn English among ESL Learners 99

Table 5.3 Problems with Using E-Learning as Perceived by

Students

Items Statements SA A D SD Mean Responses

Percentage Positive/
(%) Negative
(1) I have difficulty 2.9 28.6 50 18.6 2.16 Negative
in understanding the
information written
in English provided
in E- learning.
(2) Writing in English 4.3 27.9 49.3 18.6 2.18 Negative
is a problem
when I use E-
Learning.
(3) Reading in English 2.9 17.1 59.3 20.7 2.02 Negative
is a problem when I
use E-Learning.
(4) Communication in 6.4 25 55 13.6 2.24 Negative
English is a problem
when I used E-
Learning.
(5) I want to be 8.6 34.3 40 17.1 2.34 Negative
involved in E-
Learning but I
never have the
opportunity to do so
(i.e. lecturers do
not use it; do not
have access to the
Internet etc.).
(6) I access E-Learning 25 57.1 14.3 3.6 3.04 Positive
because it is a
requirement. (i.e.
lecturers make it
compulsory, need to
keep update for
getting marks and
etc.)
100 Research in Language Teaching and Learning

(7) I have no idea how 4.3 12.1 43.6 40 1.81 Negative

to use E-Learning.

(8) I am not skillful in 3.6 16.4 32.9 47.1 1.76 Negative

using the Internet.

From Table 5.3, the overall findings indicate that there

appears to be a significant difference in the responses received from
the respondents when asked about the benefits of E-Learning ( see
Table 5 . 2). Unlike the responses received about the benefits of E-
Learning in ELL, seven negative responses and only one positive
response were received for issues related to the usage of E-
Learning.
Fifty percent of the respondents disagreed with the
statement that they have difficulties in understanding the
information written in English provided in E-Learning. Moreover,
an almost equal number of respondents (49.3 percent) disagreed
that they have problem writing in English when using E-Learning.
In addition, 59.3 percent of the respondents did not consider
reading in English when using E-Learning a problem. Similarly, 55
per cent of the respondents also denied the fact that communication
in English is a problem when they use E-Learning. Furthermore, 40
percent of the respondents reported that not having the opportunity
to be involved in E-Learning even when they wanted to do so was
not an issue with them. Forty percent of the respondents disagreed
that they had little knowledge on how to use E-Learning. In fact,
there is clear evidence that 47.1 percent of the respondents strongly
disagreed with the statement that they are not skillful in using the
Internet. However, the only reported positive response was for item
20 with a mean of 3.04, a noticeable percentage (57.1 percent) of
the respondents agreed that they access E-Learning because it is a
requirement from their lecturers.
The respondents seemed to agree that they do not have any
issue with understanding written information in E-Learning. At the
same time, they also reported having no problem in writing, reading
and communicating using English language at all despite the fact
that most of the students are low proficient students in English
 E-Learning as a Platform to Learn English among ESL Learners 101

language. These findings appear to be rather unexpected as most of

the respondents obtained Band 2 for their MUET and were
expected to have some problems in using English language. There
are evidence to suggest that one of the three critical success factors
(CSFs) in E-Learning environment is due to instructors or teachers
attitudes towards students including instructors’ technology
competencies and interaction during the classroom (Volery and
Lord, 2000 as stated in Mohd Ayub et al. 2010). It is interesting to
note, although not surprising, that the only positive response
received was for item number 20 which indicated that most
students access the E-Learning site because doing so was a
requirement of the course.
Based on Table 5.3, it is also clear that more than 40 percent
of the respondents either disagree or totally disagreed with the
statements in item 21 and 22. This can be a clear indication that
most students would have had some, if not a great deal, of exposure
to the internet and have the skills required enabling them to explore
the Internet.

Suggestions to Improve E-Learning

The questionnaire also included open ended questions which asked

how E-Learning can be improved. Generally, there are four aspects
of E-learning suggested by the students. The four main aspects
mentioned by the respondents are the layout of E-Learning, the
content, the presence of E-Learning and the setting up of a special
committee.
With regard to the content, 47.2 per cent of the respondents
agreed that the content of the E-learning should be improved. The
suggestions include lecturers being involved together in updating
the content. In addition, all notes and information should be in
English and links to English learning websites should be provided.
Besides that, there are also suggestions that E-Learning could be
enhanced by including applications like video conferencing or tools
like dictionary and grammar checker. Moreover, it is suggested that
E-Learning should include language games that focus on grammar
102 Research in Language Teaching and Learning

and at the same time provide activities on listening.

As for the layout, 23.5 percent of respondents insisted that
this should be changed. Some suggested that the developer should
make it more interactive with animation and attractive graphics. In
addition, initiative should be taken to create a more user-friendly
environment. It was also suggested that English language learning
videos be included.
Apart from this, some of the respondents also suggested
developing a special committee to take care of any feedbacks from
the students regarding problems while accessing E-Learning.
Eighteen percent of the respondents basically agreed that the web
developers should collaborate with English lecturers to create a
committee to guide students in language learning and at the same
time teach students how to use all of the available E-Learning tools
efficiently for their language learning.
Respondents also gave a number of suggestions in relation
to the implementation of E-Learning to improve current UTME-
learning site and system. A small number of respondents (11.7
percent) feel that lecturers should make the usage of E-Learning
mandatory for all programs offered in the Faculty of Education.
This is because by making it a compulsory component of a course
can help to ensure students get involved in the discussion and using
English language whilst doing so in order for it to become a
platform for students to learn and practice English. There is also
suggestion that E-Learning should be in collaboration with the
MyLinE website. There were also suggestions to set up a special
committee in order to help students optimise their usage of E-
Learning. Moreover, the committee members can also play the role
as a support system to the students who lack computer skills.

CONCLUSION AND RECOMMENDATION

The findings of this study suggest that E-Learning could be helpful

for students to learn English as a Second Language (ESL). Most of
the activities and tools available in E-Learning were believed to be
 E-Learning as a Platform to Learn English among ESL Learners 103

very useful in helping them to write and read in English. It is also

important to note that the findings suggest that UTM’s E-Learning
is easy to navigate and provide sufficient links for the students. In
addition, it is clear that students had little issue with regard to using
E-Learning. The main reason that influenced the students to use E-
Learning is the fact that it is a compulsory component of the course.
On the other hand, respondents reported that issues related to
language, communication and computer skills did not refrain
students from using E-Learning.
Based on the results of this research, here are a few
recommendations to be considered:
(1) The use of English in E-Learning should be made
compulsory in order to enhance the students’ skill in the
language while using the E-Learning tools.
(2) Lecturers should encourage the students to utilize E-
Learning services rather than any other sites as it is a
beneficial platform for them to practice the language
informally within the study environment.
(3) Website administrators should vigorously promote the
services that they offer in E-Learning which can help the
students in improving their English language. At the same
time, the content of the E-Learning can be improved towards
English language learning for students.

As this is a small-scale study, it is recommended that future

research can be carried out on a larger scale involving more
samples from various courses offered at the different faculties in
UTM which will give a more generalized result on UTM students’
perception. This study was conducted only on final year students of
the Faculty of Education. Therefore, it is recommended that for
further study, it should involve comparison between first year and
final year students in order to examine their English language
development with the help of E-Learning as a platform for their
language learning. Additional studies in the future should focus on
lecturer’s perception on E-learning as well. Although this study did
addressed some of the issues related to the use of E-Learning, there
104 Research in Language Teaching and Learning

is little evidence that can be related to the effectiveness of the

Course Management System or E-Learning that was used in UTM.
Further study can examine the limitation of E-learning in an
attempt to upgrade the services provided in E-Learning and at the
same time promote the English language usage among the students.

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