European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.162335
Volume 2│Issue 7│2016
LEARNING ENVIRONMENTS IN
A TABLET BASED ENGLISH LANGUAGE LAB
Adit Gupta1i, Iqbal Kour2
Professor, MIER College of Education,
1
Jammu, Jammu and Kashmir, India
Research Scholar, MIER College of Education,
2
Jammu, Jammu and Kashmir, India
Abstract:
Now days, ICT based language laboratories are being used in schools to teach children
to communicate effectively. The language lab is a technological breakthrough for
learning English and is a need of the hour to enhance English language skills in
students. The present study attempts to study the learning environments in a tablet
based English language lab and assess its effectiveness for use with 8thand 9th class
students. A widely used questionnaire i.e. Technology-Rich Outcomes-Focused
Learning Environment Inventory (TROFLEI) was used to study the learning
environments in a tablet based English language lab and also to assess students’
attitude towards English. The study is quantitative in nature and the sample consisted
of 138 students taken from one private school of Jammu (India) where this facility was
available. Apart from the study of learning environments the other objectives of the
study were to compare the actual and preferred learning environments, to investigate
associations between the attitudes towards English and learning environments in a
tablet based language laboratory, to investigate whether gender differences exist in a
tablet based English language lab and to assess the effectiveness of the tablet based
English language lab for use with 8thand 9th class students. The results also show that
students usually want more teaching to be done using the tablet based English
language lab and it helped in the creating positive psychosocial learning environments.
Results also show that there is no significant gender difference between the male and
female students, which, means that both male and female students perceived their
tablet based English language lab learning environment in a similar manner.
Furthermore, the result of the effectiveness of the tablet based English language lab
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Adit Gupta, Iqbal Kour LEARNING ENVIRONMENTS IN A TABLET BASED ENGLISH LANGUAGE LAB
shows that 70 to 95% of the students in the group look forward to learning English in a
tablet based English language lab rather than through conventional methods. They also
perceived their tablet based English language lab to be more interesting, livelier,
relaxed, and enjoyable.
Keywords: learning environments, tablets, English language laboratory, TROFLEI
1.
Instruction
Language laboratory is defined as “a room designed for learning foreign languages and
equipped with tape recorders, videocassette recorders, or computers connected to monitoring
devices enabling the instructor to listen and speak to the students individually or as a group”
(Perez-Paredes, 2002). Language laboratories have been practically used for foreign and
second language teaching since around 1950. However, its origin dates back to Edison's
invention of tin foil phonograph in 1877. As it has happened with all technological
inventions, the phonograph was not invented to be used for language teaching. The
first purpose of the phonograph was the preservation and reproduction of sound.
(Kitao, 1995). Bedre (2008) defines a language laboratory as a room in a school, college,
training institute, university or academy that contains special equipment to help
students learn foreign languages by listening to tapes or CDs, watching videos and
recording themselves. Thus, the language laboratory is an audio or audio-visual
installation used as an aid in modern language teaching.
English language laboratory is very useful for enriching the communication
skills as it provides the facility where a student can learn a language with the help and
guidance of a teacher through a system, to improve his/her speaking and listening
capacity. The language lab can receive inputs from recorded tapes, audios and videos,
CDs, etc. A proficient teacher in English language is the only external requirement to
monitor the students during the learning process. These labs have advanced remote
monitoring facility, which enables the teacher to monitor all students through a master
control. Language lab helps students to learn pronunciation, accent, stress and all other
aspects of the phonetics of a language. Effective communicative training programmes
for the general public, private and corporate sectors, junior and senior level officers can
be given through the lab. Web-content creation, the setting up of in-house news
magazines, corporate publicity and identity, and teaching materials can be generated
through the language laboratory. Experts can utilize the laboratory for creating and
editing scientific and technical materials for teaching language. The language laboratory
enables one to conduct courses for various groups of people like students, faculties,
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Adit Gupta, Iqbal Kour LEARNING ENVIRONMENTS IN A TABLET BASED ENGLISH LANGUAGE LAB
business people, etc. Online courses and paperless examinations can be conducted
through the language laboratory as well (Deepika & Kalaiarasan 2012).
Review of Literature
Cakir (2011) investigated the reliability and validity of a Turkish adaptation of
Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI),
which was developed by Aldridge, Dorman, and Fraser. A sample of 985 students from
16 high schools (Grades 9-12) participated in the study. Translation process followed
translation committee, back translation, and decentralizing methods by teacher
educators. The construct validity of the scale was examined with exploratory factor
analysis followed by the confirmatory factor analysis, which tested the original scale
model. Cronbach alpha correlation coefficients, corrected item-total correlations, and ttests between items' means of upper 27%-lower 27% points were also calculated. In
contrast to original 80 items scale, Turkish form of TROFLEI consisted of 77 items after
3 items were dropped. Exploratory and confirmatory factor analysis results supported
the original 10-factor structure. The Cronbach Alpha coefficients varied between 0.81
and 0.92. Corrected item-total correlations ranged from 0.33 to 0.67. According to t-test
results, differences between each item's means of upper 27% and lower 27% points were
significant. Goodness of fit indices of confirmatory factor analysis indicated a good fit
between the original model and data. The results of this research provide strong
evidence of the sound psychometric properties of Turkish form of TROFLEI.
Gupta and Fisher (2012) reported that the adoption of technology has created a
major impact in the field of education at all levels. This study, which was the first of its
kind in India, reports the use of a modified form of Technology-Rich OutcomesFocused Learning Environment Inventory (TROFLEI) for assessing students. Analysis
of data from 705 students from 15 classes provided evidences for the questionnaire in
Indian Science Classroom settings. The same data were used for studying gender
differences and associations between student’s perceptions of their technology
supported learning environments and learning outcomes (attitudes towards science,
academic efficacy and academic achievement). Significant gender differences in
technology-supported learning environments have also been reported in this study.
This research study happens to be the first of its kind in this region and should provide
a thrust towards the use of technology-supported classroom for effectively teaching
other school subjects.
Kour (2013) conducted a study to assess the learning environments of technology
supported mathematics class rooms of selected private schools of Jammu city at the
secondary level. The study utilizes the Technology Rich Outcomes Focused Learning
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Environment Inventory (TROFLEI), Developed by Gupta (2007) which has nine scales:
student’s cohesiveness, teacher support, involvement, task orientation, investigation,
cooperation, equity, differentiation and technology teaching. Sample was collected from
250 students studying mathematics in 9th & 10th classes in five private co-educational
schools within the age group of 13 to 16 years. The results of study reported that the
TROFLEI was a reliable and valid instrument for assessing the learning environments
in technology rich mathematics classrooms. The results also show that students usually
want more of technology supported mathematics teaching in their classrooms and
prefer learning mathematics using technology which they find interesting, lively and
informative. Significant associations were also reported between the students’
perceptions of their technology rich learning environments and their attitude towards
mathematics and academic efficacy. No significant gender differences in technologyrich learning environments have been reported in the study.
Welch et al., (2014) explored the relationship of gender between actual and
preferred classroom environment and use of technology in the science classroom of
Turkish students. Data was collected from 985 school students from twelve districts.
Stratified random sampling procedures were employed. The Technology-Rich
Outcomes-Focused Learning Environment Inventory (TROFLEI) developed by
Aldridge & Fraser (2003) was used in this study. The TROFLEI was translated into
Turkish using a multistep process. Independent sample t-test was conducted on each of
the scale items to evaluate the relationship between gender and the students' actual and
preferred use of technology in the science classroom. Findings show that differences
clearly exist between genders in their actual and preferred perceptions of classroom
environment and their use of technology in the science classroom.
In a study conducted by Kumari, Goswami and Gupta (2015) the students'
perceptions of the learning environments of technology supported teacher education
classrooms in relation to three variables, i.e., previous qualification, gender and
teaching subjects was studied. The tool used for the study was the modified form of
Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI).
Analysis of data of 317 teacher trainees from different Colleges of Education provides
evidence for the reliability and validity of the Questionnaire. The same data was taken
for studying the gender differences and teaching subjects. The results suggested that
positive associations existed in students’ perceptions in their technology supported
learning environments. Analysis of gender and teaching subjects also suggests that
there are some differences in technology-supported learning environments as assessed
by the modified TROFLEI.
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Objectives of the Study
The main objectives of this study were a) to assess the psychosocial learning
environments in a tablet based English language lab b) to compare the actual and
preferred learning environment in a tablet based English language lab c) to investigate
associations between the attitude towards English and tablet based English language
lab classroom learning environments d) to investigate whether gender differences exist
in a tablet based English language lab and e) to assess the effectiveness of the tablet
based English language lab for use with 8thand 9th class students.
Tool Used in the Study
The Technology-Rich, Outcomes-Focused Learning Environments Inventory (TROFLEI)
was used to assess the effectiveness and learning environments in a tablet based English
language lab for use with 8th and 9th class students. The original version of the TROFLEI
consisted of 80 items assigned to 10 scales (eight items per scale). The questionnaire was
available in two forms, the Actual and the Preferred. The Actual Form measured the
classroom environment in its current form while the Preference Form measured
perceptions of students’ ideal or preferred classroom environments. The students
respond to items using a five-point frequency response format (viz. Almost Never,
Seldom, Sometimes, Often, Almost Always). Apart from the 9 scales, one more scale
was available with the questionnaire to assess the attitude of students.
Gupta, (2012), for the first time used the Technology-Rich Outcomes-Focused
Learning Environment Inventory (TROFLEI) in India in conjunction with attitude scale
to assess the learning environments in a technology-supported science classroom. The
Modified TROFLEI consisted of nine learning environment scales having 72 items (eight
in each scale). The authors used one additional self-made questionnaire to assess the
effectiveness of the Tablet based English Language Lab. The various scales of the
TROFLEI along with their description are given in Table 1.
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Table 1: Description for Each Scale and Example of Items in the modified Technology-Rich
Outcomes-Focused Learning Environment Inventory (TROFLEI) Questionnaire
No.
Scale Name
Scale Description
Item
1.
Student
The extent to which student know, help and
I make friendships among
Cohesiveness
are supportive of one another.
students in this class.
Teacher
The extent, to which the teacher helps,
The teacher takes a personal
Support
befriends trusts and is interested in students.
interest in me.
(SC)
2.
(TS)
The extents, to which students have attentive
3.
4.
Involvement
interest, participate in discussions, do
(IV)
additional work and enjoy the class.
Investigation
The extent to which skills and processes of
(IN)
enquiry and their use in problem solving and
I discuss ideas in class.
I know the goals for this class.
investigation are emphasised.
5.
Task Orientation
The extent to which it is important to
I carry out investigations to
(TO)
complete activities planned and stays on the
test my ideas.
subject matter.
6.
Cooperation
The extent to which students cooperate rather
I cooperate with other students
(CO)
than compete with one another on learning
when doing assignment work.
tasks.
7
8
Equity
The extent to which students are treated
I am treated the same as other
(EQ)
equally by the teacher.
students in this class.
Differentiation
The extent to which teachers cater for
I work at my own speed.
(DI)
students differently on the basis of ability,
rate of learning and interests.
9
Technology
The extent to which students find learning
I look forward to learning
Teaching
English through the use of tablet interesting,
English through tablet based
(TT)
lively and informative.
language lab.
Responses of the items are scored 1, 2, 3, 4, 5 respectively, for the responses Almost
Never, Seldom, Sometimes, Often, Very Often. Missing or invalid responses are scored
3, the mid- range value.
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Findings and Results
The results and findings of the study are presented in the following sections:
Validation of the TROFLEI
The data for the modified TROFLEI were collected from a sample of 138 students in two
classes i.e. 8th and 9th who studied English in a tablet based English language lab and
were analysed for determining the reliability and validity of the TROFLEI
questionnaire. Two indices for scale reliability and validity were generated for both the
Actual and Preferred Forms separately. The results of the two statistical indices are
reported in Table 2. The scale reliability estimates for the different scales of the
TROFLEI using the individual student as the unit of analysis ranged from 0.52 for the
Differentiation scale to 0.74 for the Task Orientation scale in the Actual Form and from
0.52 for the Differentiation scale to 0.70 for the Task Orientation scale in the Preferred
Form. These indices of reliability are comparable to those in past studies that have used
the TROFLEI (Gupta & Fisher, 2012). The reliability results of the TROFLEI were
consistently above 0.50. This suggests that the TROFLEI can be considered a reliable
tool for use in tablet based English language labs (De Vellis, 1991). The Discriminant
validity results (mean correlation of a scale with other scales) for the nine scales of the
TROFLEI were calculated by using the individual as a unit analysis. The Discriminant
validity values range from 0.33 for the Differentiation scale to 0.48 for the Cooperation
scale in the Actual form and from 0.39 for the Differentiation scale to 0.54 for the
Cooperation scale in the Preferred form (Table 2).
Table 2: Internal Consistency Reliability (Cronbach Alpha Coefficient), Discriminant Validity
(Mean Correlation with Other Scales) for the Modified TROFLEI
Scale
Name
No. of
Items
Alpha
Reliability
____________
Act.
Pref.
0.64
0.63
Student
8
Cohesiveness (SC)
Teacher
8
0.59 0.60
Support (TS)
8
0.56
0.57
Involvement (IN)
Task Orientation (TO) 8
0.74
0.70
Investigation (IV)
8
0.63
0.68
Cooperation (CO)
8
0.63
0.65
Equity (EQ)
8
0.60
0.67
Differentiation (DI)
8
0.52
0.52
Technology
8
0.60
0.59
Teaching (TT)
* Significant at p<0.001
n = 138
Act. Means Actual and Pref. means Preferred
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Mean Correlation
with other scales
______________
Act.
Pref.
0.41
0.50
0.40
0.47
0.47
0.42
0.48
0.39
0.33
0.37
0.41
0.49
0.51
0.44
0.54
0.48
0.39
0.46
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Validation of the Attitude Scale
To assess students’ attitude towards English, data was collected on one scale, namely,
the Attitude towards English scale. There were in all 8 items in the scale. The data on
this scale was collected from a sample of 138 students from 8th and 9th classes. The
internal consistency reliability (Cronbach alpha coefficient) for the scale was computed
with the individual as the unit of analysis. The results are shown in Table 3.
Table 3: Internal Consistency Reliability (Cronbach Alpha Coefficient)
for the Attitude towards English
Scale Name
No. of Items
Attitude Towards English
8
Alpha Reliability
0.63
* Significant at p < 0.01
n = 138
The scale reliability for the Attitude towards English scale is 0.63. The reliability result
of the Attitude towards English scale was above 0.50. This suggested that this scale
could be used as a reliable tool (De Vellis, 1991) in a tablet based English language lab
to assess the attitude of students towards English.
Means and Standard Deviations on the TROFLEI
The data on the nine scales of the TROFLEI were collected from 138 students in two
classes i.e. 8th and 9th who have been studying English through a tablet based English
language lab. Item means and standard deviations were computed to determine the
nature of classroom learning environments. The data obtained are presented in Table 3.
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Table 3: Means Standard Deviations (SD) and Significance of Difference between
Means (t) for the Modified TROFLEI
Scale
No. of
Name
Items
Mean
Standard
Deviation(SD)
____________
Act.
Student
Pref.
_____________
Act.
Pref.
8
3.65
3.47
0.68
0.68
8
3.22
3.21
0.61
0.60
Involvement (IN)
8
3.36
3.38
0.62
0.63
Task Orientation (TO)
8
3.55
3.42
0.75
0.79
Investigation (IV)
8
3.31
3.29
0.69
0.64
Cooperation (CO)
8
3.41
3.41
0.69
0.71
Equity (EQ)
8
3.25
3.31
0.67
0.66
Differentiation(DI)
8
3.26
3.24
0.62
0.62
Technology
8
3.25
3.30
0.70
Cohesiveness (SC)
Teacher
Support (TS)
0.66
Teaching (TT)
* Significant at p<0.001 n = 138
From Table 3, it can be seen that the mean scores of the different scales of the TROFLEI
ranged from 3.22 for the Teacher Support scale to 3.65 for the Student Cohesiveness
scale in the Actual Form. The mean scores for the Involvement, Task Orientation,
Investigation, Cooperation, Equity scale, Differentiation and Technology Teaching
scales are 3.36, 3.55, 3.31, 3.41, 3.25, 3.26, and 3.25 respectively. This shows that students
were generally able to perceive the tablet based English language lab as beneficial for
them and was being used quite often in the day-to-day teaching of English in the
schools.
An examination of the mean scores in the Preferred Form of the TROFLEI as
given in Table 3 shows that the mean scores ranged from 3.21 for the Teacher Support
scale to 3.47 for the Student Cohesiveness scale. The mean score for the, Involvement,
Task Orientation, Investigation, Cooperation, Equity, Differentiation and Technology
Teaching scales are 3.38, 3.42, 3.29, 3.41 3.24, and 3.30 respectively. This indicates that
students usually want more usage of tablets in English language lab and though the
existing learning environments are positive, the average item mean for students’ score
on the Preferred Form is high. This shows that the students would prefer enriched
learning environments than the one they presently perceived. The values of the
standard deviations in both the Actual and Preferred Form of the TROFLEI are less than
1, which suggests that there are no major deviations in students’ perceptions of their
learning environments in a tablet based English language lab.
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Means and Standard Deviations on the Attitude Towards English Scale
From the data collected for the attitude scale, the value of the mean is 3.17 (see Table 4).
The high mean score points towards the fact that generally students exhibit a positive
attitude towards English when taught in a tablet based English language lab. This
shows that the students feel that they are successful when studying in a tablet based
English language lab.
Table 4: Means and Standard Deviations for the Attitude towards English Scale
Scale Name
Attitude Towards English
Mean
Standard Deviation
3.17
0.62
n = 138
Comparison of the Actual and Preferred Learning Environments in a Tablet Based
English Language Lab
To compare the Actual and Preferred learning environments in a tablet based English
language lab, means, standard deviations and significance of the difference between
means (t-test for independent samples) was computed.
The results of the comparison between the Actual and Preferred learning
environments in a tablet based English language lab are given in Table 5. The results
show that two out of nine Scales i.e. Student Cohesiveness and Task Orientation of the
TROFLEI differ significantly (p<0.01 & p<0.05) in terms of their Actual learning
environments in a tablet based English language lab. The t- value for the statistically
significant scales ranges from 2.42 (p<0.05) for the Task Orientation scale to 3.15 (p<0.01)
for the Student Cohesiveness scale. This suggests that the students are more tasks
oriented and cohesive in the existing classroom when learning English through tablet
based English language lab than in the preferred settings.
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Table 5: Means, Standard Deviations and Significance of Difference between Means for Actual
and Preferred form of Modified TROFLEI
Scale
Types of scale
Student Cohesiveness
Teacher Support
Involvement
Task Orientation
Investigation
Cooperation
Equity
Differentiation
Technology Teaching
** Significant at p<0.01
Mean
Mean Difference (M-F)
Standard Deviation
t
Actual
3.65
0.18
0.68
3.51**
Preferred
3.47
Actual
3.22
Preferred
3.21
Actual
3.36
Preferred
3.38
Actual
3.55
Preferred
3.42
Actual
3.31
Preferred
3.29
Actual
3.41
Preferred
3.41
Actual
3.25
Preferred
3.31
Actual
3.26
Preferred
3.24
Actual
3.25
Preferred
3.30
0.68
0.01
0.61
0.24
0.60
-0.02
0.62
0.42
0.63
0.13
0.75
2.42*
0.79
0.02
0.69
0.54
0.64
0
0.69
0.14
0.71
-0.06
0.67
1.29
0.66
0.02
0.62
0.54
0.62
-0.05
0.70
1.09
0.66
Males: n = 78; Females: n = 60
To Investigate Associations between the Attitude towards English and Tablet Based
English Language Lab Classroom Learning Environments
Association of the Attitude towards English Scale and the Actual Form of the TROFLEI
To find associations between the attitudes towards English and the tablet based
classroom learning environments for the Actual from of TROFLEI, simple and multiple
correlation analysis, followed by computation of the regression coefficient was done.
The results of these analyses are shown in Table 6.
The results from Table 6 indicates that for simple correlation (r), eight scales out
of nine scales of TROFLEI are statistically significant and positively associated with
students attitude towards their subject i.e. English (p<0.01) at the individual level of
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analysis. The values of correlation range from -0.03 for the Differentiation scale to 0.39
for the Task Orientation scale in the Actual form. The multiple correlation (R) is 0.49 at
the individual level of analysis, which is statistically significant (p<0.001). The R2 value
indicates that 24 percent of the variance in the students’ attitude towards English can be
attributed to the learning environments in a tablet based English language lab.
Standardized regression values were calculated to provide information about the
unique contribution of each learning environments scale to the Attitude towards
English scale. Standardized regression values were calculated. The β values ranged
from -0.03 for the Involvement scale to 0.19 for the Task Orientation scale in the Actual
form. However, none of the scales are significantly associated with the Attitude
towards English scale. Hence, no scale of TROFLEI is an independent predictor of
individual student’s attitude towards English in a tablet based English language lab.
Table 6: Associations between the TROFLEI Scales and Attitude towards English in terms of
Simple Correlation (r), Multiple Correlation (R) and Standardized Regression Coefficient (β)
Scale
Attitude Towards English
Name
______________________
r
Student
0.29**
β
0.12
Cohesiveness (SC)
Teacher Support (TS)
0.18**
0.09
Involvement (IN)
0.24**
-0.03
Task Orientation (TO)
0.39**
0.19
Investigation (IV)
0.31**
0.16
Cooperation(CO)
0.32**
0.11
Equity(EQ)
0.18**
-0.01
Differentiation(DI)
-0.03
-0.27
Technology Teaching (TT)
0.25**
0.10
Multiple Correlation
R = 0.49***
R2 = 0.24
*** Significant at p<0.001, ** Significant at p<0.01, * Significant at p<0.0,
n = 138 students
Association of the Attitude towards English Scale and the Preferred Form of the TROFLEI
Simple (r) and multiple correlations (R) along with computation of the regression
coefficient (β) were used to study the associations between the attitude towards English
and tablet based classroom learning environments in the Preferred Form of TROFLEI.
Table 7 illustrates the results of the statistical analysis.
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The results from Table 7 indicate that for simple correlation (r) eight scales out of
nine scales of TROFLEI are statistically significant and positively associated with
student’s attitude towards their subject i.e. English (p<0.01) at the individual level of
analysis. The values of correlation range from 0.05 for the Differentiation scale to 0.41
for the Task Orientation scale and cooperation scale in the Preferred Form. The multiple
correlation (R) is 0.55 at the individual level of analysis, which is statistically significant
(p<0.001). The R2 value indicates that 30 percent of the variance in the students’ attitude
towards English can be attributed to the preferred learning environments in a tablet
based English language lab. Standardized regression values were calculated to provide
information about the unique contribution of each learning environments to the
Attitude towards English scale. Standardized regression values were calculated. The β
values ranged from 0.55 for the Involvement scale to 0.31 for the Technology teaching
scale in the Preferred Form. However, none of the scales are significantly associated
with the Attitude towards English scale. Hence, no scale of TROFLEI is an independent
predictor of individual students’ attitude towards English in a tablet based English
language lab
Table 7: Associations between the TROFLEI Scales and Attitude Towards English in terms of
Simple Correlation (r), Multiple Correlation (R) and Standardized Regression Coefficient (β)
Scale
Attitude Towards English
Name
______________________
Student
r
β
0.37**
0.08
Cohesiveness
(SC)
Teacher Support(TS)
0.25**
0.17
Involvement(IN)
0.25**
-0.05
Task Orientation(TO)
0.41**
0.14
Investigation(IV)
0.29**
0.09
Cooperation(CO)
0.41**
0.16
Equity(EQ)
0.27**
-0.08
Differentiation (DI)
0.05
-0.30
Technology Teaching (TT)
0.39**
Multiple Correlation
0.31
R = 0.55***
R2 = 0.30
*** Significant at p<0.001, ** Significant at p<0.01, * Significant at p<0.05
n = 138 students
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Gender Differences in a Tablet Based English Language Lab
To investigate whether gender differences exist in a tablet based English language lab,
the data was collected from 138 students of only one private high school. In the present
sample of 138 students, there were 78 (56.5%) male students and 60 (43.4%) female
students, who studied in a tablet based English language lab.
Gender Differences in the Actual Form of the TROFLEI
The means and standard deviations for each of the male and female students were
computed followed by a test of significance of difference between means (t-test for
independent samples) on the nine scales of the TROFLEI. The data obtained are
presented in Table 8.
The results of the gender differences between the male and female students in
the Actual form of the TROFLEI are presented in Table 8. Data shows that out of nine
scales of the TROFLEI only one scale i.e. Cooperation with a t value of 2.32 is
statistically significant (p<0.05). In the Cooperation scale, males have a higher mean
score than females. This shows that male students are more cooperative with other
students when doing assignment work and also share books and resources with other
students when doing assignments. Male students work with other students on projects
in their class and cooperate with other students on class activities.
Table 8: Means, Standard Deviations and Significance of Difference between Means for Gender
Differences in Students’ Perceptions of Learning Environment as measured by the Actual form
of the Modified TROFLEI
Scale
Gender
Student Cohesiveness
Teacher Support
Involvement
Task Orientation
Investigation
Mean
Mean Difference (M-F)
Standard Deviation
t
Males
3.68
0.06
0.68
0.50
Females
3.62
Males
3.20
Females
3.25
Males
3.39
Females
3.32
Males
3.55
Females
3.54
Males
3.29
Females
3.33
0.69
-0.05
0.64
0.52
0.57
0.07
0.62
0.67
0.62
0.01
0.70
0.10
0.81
-0.04
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0.74
0.37
0.62
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Adit Gupta, Iqbal Kour LEARNING ENVIRONMENTS IN A TABLET BASED ENGLISH LANGUAGE LAB
Cooperation
Equity
Differentiation
Technology Teaching
** Significant at p<0.01
Males
3.53
Females
3.26
Males
3.31
Females
3.18
Males
3.26
Females
3.26
Males
3.27
Females
3.22
0.27
0.69
2.32*
0.68
0.13
0.65
1.16
0.68
0.00
0.64
0.04
0.59
0.05
0.70
0.38
0.70
Males: n = 78; Females=60
Gender Differences in the Preferred Form of the TROFLEI
The means and standard deviation for each of the male and female students were
computed followed by a test of significance of difference between means (t-test for
independent samples) on the nine scales of the TROFLEI. The data obtained statistically
are presented in Table 9.
The results of the gender differences between the male and female students in
the preferred form of the TROFLEI are presented in table 9 and shows that the none of
the scales of TROFLEI differ significantly (p<0.01, p<0.05). So, there are no significant
gender differences between the male and female students. This means that both male
and female students of 8th and 9th class perceive their tablet based English language lab
learning environment in a similar manner.
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Table 9: Means, Standard Deviations and Significance of Difference between Means for Gender
Differences in Students’ Perceptions of Learning Environment as measured by the Preferred
Form of the Modified TROFLEI
Scale
Gender
Mean
Mean Difference (M-F)
Standard Deviation
t
Student Cohesiveness
Males
3.56
0.21
0.66
1.82
Females
3.35
Males
3.16
Females
3.27
Males
3.46
Females
3.28
Males
3.43
Females
3.40
Males
3.29
Females
3.28
Males
3.47
Females
3.32
Males
3.39
Females
3.21
Males
3.26
Females
3.21
Males
3.33
Females
3.27
Teacher Support
Involvement
Task Orientation
Investigation
Cooperation
Equity
Differentiation
Technology Teaching
** Significant at p<0.01
0.68
-0.11
0.65
1.09
0.53
0.18
0.62
1.63
0.65
0.03
0.76
0.19
0.83
0.01
0.71
0.15
0.54
0.15
0.70
1.18
0.71
0.18
0.65
1.57
0.67
0.05
0.65
0.48
0.58
0.06
0.67
0.44
0.65
Males: n = 78; Females: n = 60
Gender Difference on Attitude towards English
Gender differences on attitude towards English are also investigated. The means and
standard deviations for each of the male and female groups were computed followed
by a significance of the difference between means (t-test), to find out gender differences
on the student outcomes. The data are shown in Table 10.
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Table 10: Means, Standard Deviations and Significance of Difference between Means for
Gender Differences in Attitude towards English
Scale
Gender
Mean
Mean Difference (M-F)
Standard Deviation
t
Attitude Towards
Males
3.22
0.10
0.65
0.91
English
Females
3.12
0.58
** Significant at p<0.01
Males: n =78; Females: n = 60
It is evident from Table 10 that there are no gender differences between male and
female students in their attitude towards English, which shows that males and females
have a similar attitude towards English in a tablet based English language lab
environment.
To Assess the Effectiveness of the Tablet Based English Language Lab for Use With
8th and 9th Class Students
Apart from the specific research objectives laid for the study, the last objective of this
research was to demonstrate the effectiveness of the tablet based English language lab
for teaching English. For this purpose, an evaluation survey questionnaire containing 20
items was administered to the students. This survey was administered to a sample of
138 students across two classes i.e. 8th and 9th who had studied English through the
tablet based English language lab and earlier responded to the TROFLEI questionnaire.
Each item in the survey could be responded in terms of ‘Yes’, ’No’ and ‘Doubtful’
categories. After the administration of the survey, the responses given by the students
were transferred to an Excel worksheet and the frequencies of responses to each item in
terms of ‘Yes’, ‘No’ and ‘Doubtful’ responses were noted to arrive at an index of the
students’ reaction towards tablet based English language lab. This was mainly done to
determine the effectiveness of tablet based English language lab for use with 8th and 9th
classes. The obtained frequencies were converted into percentages for the purpose of
interpretation. The results are shown in Table 11.
The obtained results give a fairly good idea of the overall positive reactions of
the students regarding the effectiveness of tablet based English language lab.
Nonetheless, the entire gamut of responses can be summed up by saying that almost 70
to 95% of the students in the group look forward to learning English in a tablet based
English language lab rather than through more conventional methods. They also
perceive their tablet based English language lab to be more interesting, livelier, relaxed,
and enjoyable. The students were more attentive, they found answering questions
easier and the atmosphere more relaxed in a tablet based English language lab. Students
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also felt that remembering facts in English is easier after studying in a tablet based
English language lab and the teacher paid individual attention to them in such classes.
In these response, lies the success of the present experiment in particular and of the
general superiority and hence desirability of introducing a tablet based English
language lab for teaching of English.
Table 11: Responses to Tablet Based English Language Lab Evaluation Survey
No.
1
Item
I found learning English in a
tablet based English
Yes
%
No
%
Doubtful
%
88
64%
20
14%
30
22%
90
65%
27
20%
21
15%
126
91%
12
9%
0
0%
99
72%
10
7%
29
21%
105
76%
28
20%
5
4%
121
88%
4
3%
13
9%
110
80%
10
7%
18
13%
125
91%
13
9%
0
0%
130
94%
8
6%
0
0%
98
71%
10
7%
30
22%
105
76%
30
22%
3
2%
112
81%
12
9%
14
10%
98
71%
22
16%
18
13%
90
65%
34
25%
14
10%
125
91%
13
9%
0
0%
language lab interesting.
2
I was able to learn faster through tablet based English
language lab.
3
I was more attentive while learning in tablet based
English language lab that what I am in the classroom.
4
I felt that I was getting better individual attention in
the tablet based English language lab.
5
I could follow the subject matter on the tablet screen
easily than the text book.
6
I found remembering facts in English easier after
studying in the tablet based English language lab.
7
I found teaching of English by the teacher to be livelier
in tablet based English language lab.
8
Responses to questions were scored quickly in the
tablet based English language lab.
9
The knowledge of results was very motivating for me
to study English in the tablet based English language
lab.
10
The teacher was able to correct my mistakes in an
effective manner.
11
Learning through tablet was an enjoyable activity as
compared to regular class room teaching.
12
The atmosphere while studying English through the
tablet based English language lab was more relaxed
than in the regular classroom.
13
There was a feeling of group learning in the tablet
based English language lab than in the regular
classroom.
14
The teacher was more helpful in the tablet based
English language lab.
15
I could revise my lesson better in a tablet based
English language lab.
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16
I found the questions asked at the end of the topic easy
99
72%
32
23%
7
5%
20
15%
100
72%
18
13%
90
65%
25
18%
23
17%
30
22%
90
65%
18
13%
98
71%
40
29%
0
0%
to answer
17
Learning English through tablet based English
language lab was very boring.
18
I was not afraid of answering questions asked on tablet
screen as compared to when teacher asks questions.
19
I found learning English through the tablet based
English language lab to be a waste of time and effort.
20
I would look forward to learning English through
tablet based English language lab.
Conclusion
A major contribution of the present study is the validation of a widely-applicable and
distinctive questionnaire (TROFLEI) to study the learning environments in tablet based
English language lab and assess its effectiveness for use with 8th and 9th class students.
The instrument used wad modified TROFLEI. The results show that students were
generally able to perceive the tablet based English language lab as beneficial for them
and was being used quite often in the day-to-day teaching of English in the schools.
Results on comparison of actual and preferred learning environments in a tablet based
English language lab shows that the students were more tasks oriented and cohesive in
the existing classroom when learning English through tablet based English language lab
than in the preferred setting. The result on gender differences shows that male students
were more cooperative with other students when doing assignment work and also
share books and resources with other students when doing assignments. Male students
work with other students on projects in their class and cooperate with other students on
class activities. The results of the survey showed that tablets based language laboratory
settings are really liked by students as it allows them the freedom to learn at their own
pace and time. Moreover, the classroom becomes interesting and interactive which
enhances learning.
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