CALL AND LITERATURE 9

Internet Journal of e-Language Learning & Teaching, 1(2), July 2004, 58-72
ISBN 983-2975-15-8
A New CALL: Computer Applications for Literature
Learning
MALACHI EDWIN VETHAMANI, PhD
Faculty of Educational Studies
Universiti Putra Malaysia
E-mail: mevethamani@yahoo.co.uk

Abstract
In this paper, the writer will discuss the use of computer mediated communication applications in the
teaching of literature. The emphasis on the use of computers by the Ministry of Education for
teaching, the availability of computers in schools, both ordinary and Smart schools, and in tertiary
institutions bodes well to encourage students to use computers in the learning of literature. With the
emergence of the Internet as a major force in the world today, many computer mediated
communication tools are available to our learners. The writer will present a case for using e-forums
and blogs to enrich the learning process and bring learning in the literature classroom that is often
associated to reading books by dead writers to the 21st century. The writer will present findings from
his research that indicates that students studying literature enjoy using computer mediated tools in
their learning process.
Introduction
This paper is the result of an-ongoing research that the writer is carrying out in the
area of the use of computer applications and learning literature. This research
emerged out of the researcher’s concern for the lack of the use of computer
applications, by teachers, especially language and literature teachers. Today, most
teachers are computer literate and do use the computer for various administrative
purposes and also in their preparation of lessons. Yet, teachers seem to be reluctant
to participate in online activities or use them in their teaching.
This paper will present a case for teachers to use computer-mediated
applications while teaching literary texts to students. The paper will highlight two
phases in a three-phase programme developed by the researcher in which the use of
computer-mediated applications is made part of the course requirements for teachertrainees
who are preparing to become English Language (TESL) and Literature in
English teachers.
Background to the Study
There has been little information available on the use of computer applications while
teaching literature in English or the English language in Malaysia. Sivapuniam
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(2001) states that in a study carried out among some institutions of higher learning
in Malaysia, regarding the use of web-based applications in English Language
programmes by instructors in these institutions, the results that were reported were
indeed encouraging. The study showed that the instructors used Internet facilities
and there was also an increase use of email for communication purposes
(Sivapuniam, 2001).
However, studies on school teachers by Kabilan (2003) and Kabilan, Yusuf
and Khamis (2001) suggest that teachers’ use of the Internet is narrow and limited.
This confirms the writer’s view of the lack of teacher participation in online
activities. Vethamani (2003; 2004) reported that his students, teacher trainees in
Universiti Putra Malaysia participated in e-forums that were specially designed for
them. Findings from the study indicated that the teachers enjoyed participating in the
e-forums and found and useful in their study of literary texts. Some findings from
this study will be further discussed in this paper.
Bollati (2002) describes her experience of using e-journals (similar to blogs
in this study) with her students as positive. She states that besides providing her
students with a new way of learning, it also presented some added benefits. The
benefits were: it developed a sense of audience in her students’ writing, developed a
learning community, provided opportunities for her quieter students to espress
themselves, helped students overcome their fear of using the computer and also
helped students to see the computer as an instructional tool and e-journal as an
efficient method of writing.
Rationale for Using Web-based Computer Applications
The term web-based computer applications refers to all computer-mediated
communication modes such as e-mails, e-lists, e-forums, chat rooms, online
discussion groups, mailing lists and blogs (Warschauer 1996; Vethamani 2003;
2004). There are many valid reasons for incorporating web-based computer
applications in our teaching (see Harashim, 1994). These reasons can also be applied
for the literature classroom. Web-based computer applications allow for the creation
of a learning environment that is vastly different from a conventional classroom.
This new environment will not only make learning literature more appealing, it will
also make teaching literature more effective.
The uses of computer applications for teaching literature are many (Vethamani
2004). Some of them are:
i. They allow learners to use modern technology to study a course which
has often been associated with things of the past
ii. They connect learners to a large source of reading materials available in
electronic form.
ii. They enable learners to determine their own course and direction in
learning about a text or a writer.
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iv. They connect learners to other learners with similar interests.
v. They allow for authentic communication between readers of literary texts
vi. They facilitate an interactive mode of learning unlike many earlier forms of
technologies like the audiotape ands television that were non-interactive in
nature.
vii. They remove the four walls of the classroom, which seems to be a form of
prison to reluctant learners and open up a borderless world.
viii. Teachers become facilitators in the learning process.
ix. Learners become more independent and are actively involved in the learning
process.
The above reasons should provide ample support for anyone considering the use of
computer-mediated applications in their teaching of both the English language and
literature in English.
In this paper, the researcher will discuss two phases of a three-phase
computer application programme the researcher has designed for his teacher
trainees. The first two phases of this programme have been carried out. In the first
phase, students were involved in participating in e-forums and in the second phase,
students were involved in blogging. In the third phase, they will participate in
Special Interest Group forums or chat rooms. The third phase is in the process of
being carried out at the time of writing of this paper.
First Phase of the Three-Phase Programme: Instructor-Controlled Phase Using
E-Forums
As the students in the programme were inexperienced in using computer mediated
applications, the first phase was fully controlled by the instructor. E-forums are
online discussion groups allow people from different places to communicate at
different times with members of the group. A person could post a message that is
then available for others to read and post their own comments or their own
messages. The first phase was carried out over a fourteen-week period.
The Participants of the E-Forums
Two groups of undergraduate students in a Bachelor of Education programme in
Universiti Putra Malaysia were involved in this study. The students are majoring in
Teaching English as a Second Language (TESL) with a minor option in Teaching
Literature in English. The first group comprised pre-service teacher-trainees, a total
of 57 students and the second group comprised 35 in-service teacher-trainees. These
students were registered for a course entitled, ‘Teaching the Language of Short
Stories’. They were taught as two different classes but they participated in the same
e-forums and could read each other’s posts.
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Aims for Conducting the E-Forums
The purpose of the e-forums was to:
i. provide students with the opportunity to express their personal views and ideas
in a computer-mediated application
ii. provide students the opportunity to respond to the course-mate’s views and
ideas in a computer-mediated application
iii. get students’ response towards their participation in a computer-mediated
application.
Tasks Set for the E-Forums
Students were required to make a minimum of at least one posting per e-forum. The
e-forums were based on the following tasks set by the instructor. The students were
instructed to respond to the following statements or questions:
i State which element of literature you found interesting when reading a short
story. Why do you say so?
ii Respond to at least one of your course-mates’ views on this topic.
iii Discuss which aspect of the short story ‘The Journey’ by Catherine Lim you
enjoyed reading the most.
iv Respond to one of your course-mates’ views about the short story.
v Did you find participating in this e-forums useful? Why do you say so?
Evaluation of Student Participation in E-Forums
The students participated in the e-forums as part of the course requirement. Students
were awarded 2 marks for each of their five posts. They could collect a maximum of
10 marks as course work marks if they made the five postings. Student participation
in the e-forum was evaluated based on a number of criteria. First, students are
expected to carry out the task set for them in each of the five forums. Credit is given
to students for clear expression of personal views and ideas. Second, students are
expected to give their own views and not regurgitate information from the class nor
use materials presented by other students. Third, students were expected to be able
to respond to their course-mates’ views and ideas. They needed to state why they
agreed or disagreed with any views expressed by their course-mates. Finally,
students were evaluated on their use of the English language. Credit was given for
postings with language accuracy.
The Findings
For the purpose of this paper, only the findings on the students’ response towards
participating in the e-forum will be discussed.
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The Usefulness of the E-Forums
The findings for this study were drawn from students’ comments in their postings in
the fifth e-forum. The findings indicate that the students found participating in the eforum
generally useful or beneficial. They approved of the incorporation of this
web-based application as part of a course requirement for studying literature. Table
1 presents the ten most frequent responses of the students to the question, whether
they found the e-forum useful.
Table 1: Responses towards Participating in the E-Forums
No. Responses Frequency
1 Useful, Very, Really, Extremely, Quite 47
2 Really enjoyed 9
3 Very interesting/Interesting 9
4 Very beneficial/Valuable 8
5 Good/Very good 4
6 Effective 2
7 Challenging 2
8 Nice experience 2
9 Not boring 1
10 Refreshing 1
All the students’ responses were generally positive in nature. The students could
have responded in this way because this was the first time most of them were
participating in an e-forum. Only four out of the ninety-two students in this study
indicated that they had participated in e-forums before. However, none of these
students had participated in an online literature forum.
Reasons for the Usefulness of the E-Forum
Table 2 presents the ten most popular reasons why the students found the e-forums
useful. It is indeed pertinent that 35 students had indicated that participating in the eforums
enriched their knowledge about literature reading short stories, in particular
and helped them understand literature better. Another 31 students found
participating in the e-forums a means to exchange ideas, read the views of other
students and share their opinions. These responses from the students indicate that
they perceived the e-forums as a useful tool for communication among themselves
while learning literature.
Among the other reasons worth mentioning are: 17 students indicated that
they were able to voice or speak ideas that they would not have done in the class.
Students indicated that they were either shy or afraid to speak in class. They were
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afraid about making mistakes in front of their course-mates; 19 students indicated
the e-forums made them more critical in thinking and 10 students mentioned that the
e-forums allowed for whole class participation, something that does not happen in a
conventional classroom.
Table 2: Advantages of Participating in the E-Forum
No. Reasons Frequency
1 Enrich knowledge/understand literature better 35
2 Exchange of ideas/read views of others/share opinions 31
3 Express my views 25
4 Improves critical thinking for literature 19
5 Get other people’s opinions and ideas 18
6 Voice/speak ideas which I would not have done in class 17
7 Get ideas/knowledge/information 16
8 Give ideas and thoughts 15
9 Improves writing skills for literature 11
10 Allows for whole-class participation 10
It is interesting to note that only 10 out of the 92 students who participated in
the forum mentioned that one of the reasons why they participated in the forum was
to get the 10% marks for the course. Even those who gave this reason indicated that
once they got involved in making their posts, getting the 10 marks was no longer
important and they began to enjoy participating in the e-forums.
The nine-two students who participated in the e-forums gave forty-three
reasons why they found the e-forums useful in their learning of literature. This
should send clear signals to teachers that web-based applications are well received
by our students in the learning process.
Other Responses from Students to the E-Forum
There were some criticisms about participating in the e-forums. Most of the
criticisms were regarding the computer system and problems with accessing a
computer to send their posts. Many students did not have Internet connection in their
homes or residential colleges. These students had to go to computer centers in the
university or to Internet Cafes. This posed various difficulties and they felt that eforums
caused them some problems.
Although students were not asked to give any suggestions regarding eforums,
sixteen students made various suggestions. All the suggestions were
positive. This was indeed encouraging. Despite the fact that there were twenty-two
criticisms about the e-forums, no student suggested that e-forums should not be used
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for teaching literature. On the contrary, eight of the students indicated that e-forums
should be used in the future for their literature courses. Students also suggested that
they should have e-forums in other courses in the future and that e-forums could
also be used to assess students’ ability (Vethamani, 2004).
Discussion on Students’ Participation in the E-Forums
The students’ responses to their participation in the e-forum were generally positive.
The students indicated that it contributed to their learning of literature. What is
important is that the students appreciated the use of the web-based computer
applications. The reasons the students indicated why they found the e-forums useful
were very much in-line with the reasons for using computer-mediated
communication applications put forward by this writer.
The response from the students indicated that they were able to see the
usefulness of participating in e-forums at a number of levels. First, they perceived its
usefulness on an immediate personal level. They felt that they could express their
views and make their presence felt, something which may not be possible in a
conventional classroom of many students. Second, on an inter-personal level,
students indicated appreciation for the opportunity to read their peers’ posts and to
respond to them. The exchange of ideas and views was seen as useful in their
learning experience. Some students indicated that learned from the more
experienced in-service teachers who participated in the e-forum.
Third, students became aware of the use of web-based applications for their
own professional growth. Students indicated that e-forums were a useful way of
using the computer. They felt that it was a good way of using modern technology for
academic purposes. Eight participants of the e-forum indicated that their
participation has made them aware of how they could use this web-based application
in the future when they themselves become literature teachers.
When evaluating the students’ postings, the writer found that the students
were capable of expressing their own views and were able to respond in a critical
manner to their fellow course-mates’ posts. However, many of the students’ posts
indicated that they lacked proficiency in the English language, despite the fact that
they were being trained to become English language teachers. In view of this, marks
were deducted in their evaluation. Generally, the marks that students received for the
participation in the e-forums ranged from 6 to 10 marks,
Second Phase: Partially Lecturer-Controlled Phase Using Blogs
The following semester, a group of students who had participated in the e-forums
went through the second phase of the programme. In this phase, students were asked
to blog. Blogs are a relatively new phenomenon in web-based communication. A
blog is a web page which comprises frequently updated posts by an individual.
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Blogs are similar to diaries or journals and therefore contain day-to-day entries on
the events in a person’s life.
The Participants
The participants of the second-phase were thirty-five in-service teachers who had
registered for two courses taught by the writer in the following semester. These
students were asked to create individual blogs for ‘Teaching the Language of
Drama’ and they also participate in a common blog for ‘Literature in English
Teaching Materials’ created by the writer.
Aims of the Blogging Acitivity
This activity was partially-controlled by the lecturer, in terms of student input in
their blogs as all the students had already experienced participating in a computermediated
application, the e-forums. The writer was of the view that the students
were now ready to write more freely in their own blogs. The aims of blogging were
as follows:
i. provide students with the experience of writing an e-journal
ii. provide students the opportunity to express their thoughts and views on the
topics and issues discussed in the lectures and tutorials
iii. provide students with the opportunity to reflect on their learning experience
Tasks Set for the Blogging Activity
Students were instructed to make, at the least, twenty postings for each of the blogs.
Their participation in this activity was a course requirement and 15% of the marks
for the course would come from their participation in blogging in the activity. As
this was a partially lecturer-controlled activity, students were asked to express their
thoughts and views on the topics and issues discussed in their classes and also
present their reflections on their learning experiences in both the classes.
Evaluation of Student’s Participation in the Blogging Activity
The students created their own blogs and participated in the group blog as part of
course requirements. Students were awarded 15% of the total marks for the course.
Students were required to make the minimum of 20 posts for each blog.
The students’ blogs were evaluated based on the following criteria. First,
students were evaluated on their ability to express their person response to the
lessons and tutorial activities for each of their courses. Marks were allocated based
on students’ insights and genuine comments. Students who merely re-accounted
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what had happened in the lessons were given fewer marks. Second, students were
evaluated on their ability to reflect on what they had learned throughout the course
and also from the postings made by their course mates. Third, students were also
evaluated in their use of the English language when expressing the ideas and views.
Credit was given for postings with language accuracy.
Students’ Response to Blogging Activity
After the final results had been announced for both courses, the students were asked
to respond to a four-part questionnaire. In the first part, they were given eight
statements regarding their experience of blogging. Students had to rate their
response to the statement from agree strongly to disagree strongly. In the second
part, students were asked to give their comments on what they may not have enjoyed
about blogging. In the third part, students were asked to give the views whether they
preferred individual blogs or group blogs and to give their opinions. In the final
section, students we invited to give any other comments about blogging. For the
purpose this study, only data from Parts 1, 2 and 4 will be discussed.
The Findings
The findings on students’ response to the second phase of the programme are based
on the data collected from a questionnaire. Students’ response to the use of blogs as
part of the learning process is given below.
Enjoyment in Blogging
Students seemed to have generally enjoyed posting their messages in the blogs.
Table 3 presents their response to the statement, “I enjoyed blogging while doing the
course”.
Table 3: Students’ Enjoyment while Blogging
Frequency Percentage (%)
Agree Strongly 2 5.7
Agree 23 65.7
Unsure 2 5.7
Disagree 8 22.9
Disagree Strongly 0 0.0
Total 35 100.0
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Although the majority of students seemed to have enjoyed blogging, 8 22.9%
students had indicated that they had not enjoyed blogging. The reasons for this will
be presented in a later section of the paper.
Usefulness of Blogging While Studying the Course
Almost all the students indicated that they found blogging useful while studying the
course. Below are students’ response to the statement, ‘I found blogging useful
while studying the course’.
Table 4: Usefulness of Blogging
Frequency Percentage (%)
Agree Strongly 7 20.0%
Agree 26 74.3%
Unsure 2 5.7%
Disagree 0 0.0%
Disagree Strongly 0 0.0%
Total 35 100.0%
In relation to the usefulness of blogging, students were given another 4
statements. The majority of the students 29 (82.8 %) either agreed strongly or agreed
that blogging helped them understand what they were learning. Thirty-three students
(94.3 %) either agreed strongly or agreed that it helped them reflect on what they
were studying.
In relation to sharing ideas, 34 students (97.2 %) either agreed strongly or
agreed that blogging gave them an opportunity to share their thoughts and ideas. The
majority of the students 34 (97.2 %) were also of the view that blogging gave them
the opportunity to say things they would not have said in class.
Blogging after the Course
There was mixed response from the students to the statement, ‘I will continue to
blog after the course’. Fewer students indicated that they would continue blogging
after the course. Table 5 presents the data.
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Table 5: Blogging after the Course
Frequency Percentage (%)
Agree Strongly 2 5.7
Agree 9 25.7
Unsure 10 28.6
Disagree 10 28.6
Disagree Strongly 4 11.4
Total 35 100.0
A total of 24 students were either unsure or disagreed, or disagreed strongly to the
statement, ‘I will continue blogging after the course. Their reasons for being
doubtful whether they would continue blogging after the course or that they may not
continue blogging after the course could be related to why they may not have liked
blogging.
Reasons for Not Liking Blogging
Students gave a number of reasons for not liking blogging. The highest complaint
was about the number of blogs students had to post, a total of 20 postings per course.
Students seem to have considered the number too many. The second reason is
related to external forces, such as; technical problems related to blogging, for
example, problems with the server. Table 6 presents the reasons given by students
for not liking blogging.
Table 6: Reasons for Not Liking Blogging
Reasons No. %
1 Need to blog too frequently 11 31.4
2 Technical problems when blogging 8 22.9
3 No Internet access at home 4 11.4
4 Some students write nonsense or irrelevant things 4 11.4
5 Not enough feedback from instructor 3 8.6
6 Unable to express own ideas 3 8.6
7 Minimum word limit set by instructor 2 5.7
8 Time consuming 2 5.7
9 Forced to blog 2 5.7
10 Sincerity of other bloggers 2 5.7
11 Too much work 1 2.9
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The reasons given by students cover a number of areas: access to the
Internet, response to other students’ blogs, administration of the blogging procedure
set by the instructor and some personal reasons. It is indeed surprising that 3
students indicated that they could not express their own ideas. Further exploration
needs to be done on why the students felt this way when they were required to
express their own thoughts and views.
Clearly, some reasons indicate students’ disquiet on the way the blogging
activity had been planned, especially that it had been compulsory and it took too
much of their time. Some of the reasons for not liking blogging could have
contributed to the students not wanting to continue blogging after the course.
Other Comments from Students on Blogging
Students’ comments on blogging were derived from students’ response to an item in
the questionnaire which required them to state their response towards the blogging
activity. Students gave a mixture of positive and negative comments regarding
blogging. However, there were more positive comments than negative ones. Table 7
presents the other comments given by students on blogging.
Table 7: Other Comments on Blogging
Other Comments No. %
1 I enjoy blogging but do not want to be rushed 4 11.4%
2 New learning experience 2 5.7%
3
Managed to do my own blog despite some initial
problems 2 5.7%
4 First found it hard but later enjoyed blogging 1 2.9%
5 Need to blog regularly 1 2.9%
6
Had a bad experience blogging and it left a negative
effect 1 2.9%
7 Do not agree with the idea of blogging 1 2.9%
8 Opportunity to say what I would not say in class 1 2.9%
9 Fun to read other students' blogs 1 2.9%
10 Affected by computer/server breakdown 1 2.9%
11 Need more time for blogging 1 2.9%
12 Want feedback from instructor 1 2.9%
From some of the students’ comments it can be said that students took some time to
get accustomed to blogging and when they more experienced, blogging was less of a
problem and it became more enjoyable.
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Discussion
Blogging received a more mixed response than e-forums. Although students found it
useful, many were of the view that they had to post too many postings in their blogs.
This problem could have risen because they were blogging for two courses. Thus,
the minimal number of postings may be something that instructor and students may
want to agree on so that students do not consider the activity burdensome.
There is a need to find out why a large percentage of the students were
reluctant to continue blogging after the course. As one of the aims of introducing
students to blogging is to encourage them to use computer mediated applications, it
is important to find out the causes. However, if students are willing to use other
computer applications, and not blog, than this would be less of a concern.
When evaluating the students’ postings, it was discovered that many students
re-accounted what happened during the lectures and tutorials. In many cases there
was an absence the students’ voice when discussing the lesson. Much of it was
reportage. However, some students did attempt to give their own views and thoughts
on certain issues that were raised by the instructor. Some students were also capable
of reflecting on the lessons and tutorial activities. Again, the postings by many
students indicated their lack of English language proficiency. Marks were deducted
in their evaluation because of this. Generally, students were awarded 8 to 12 marks
for their participation in the blogging activities.
Recommendations
The following are some considerations that need the attention of teachers who
incorporate computer mediated applications in their teaching of literature:
Take into consideration computer access for students
Teachers must not take it for granted that all students have access to computers in
their homes. It is also important that teachers are aware of the kind of computer
access available to students in the school or learning institutions. Also, teachers will
even have to decide if they expect students to go to Internet Cafes to get access to
computers if computer access is unavailable at home or at school. This will
determine the kind of tasks teachers can set for their students.
Have clear objectives
It is important that teachers have clear objectives on why they have incorporated
computer mediated applications in their teaching of literature. These objectives must
also be conveyed to their learners so that they know what to expect as part of the
learning process by participating in the different activities using computer mediated
applications.
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Need to have clear tasks
Teachers must plan ahead what exactly they require their learners to do when using
computer mediated applications. As these tasks are meant to complement the
teaching and learning in the classroom students must be able to see the connection
between the two activities. The tasks must be clear and students should know
exactly what is expected of them.
Need to consider number of postings
In view of students’ workload and accessibility to computer terminals, teachers need
to be mindful of the number of postings they set for their learners. Students should
not feel burdened as this could lead to frustration and the whole exercise of using
computer mediated applications can become counter-productive. Depending on the
nature of the tasks set, teachers will have to decide what would be an appropriate
number of postings required.
Need proper monitoring
As our learners begin to participate in e-forums or make their postings in their blogs,
it is important that teachers monitor their students’ participation in these activities. It
is important to keep track of how the computer mediated applications are being used
by learners and if students are carrying out the tasks as required by teachers.
Need to have some form of evaluation and feedback to students
In the use of computer mediated applications, teachers need to have a form of
evaluation and feedback for their students. Students need to be informed about the
performance when carrying out the tasks set for them. A clear evaluation system of
students’ participation in terms of marks and also feedback system in terms of
comments will help students make the optimum use of the computer mediated
applications in their learning of literature.
Conclusion
The use of computer mediated applications, e-forums and blogs, in the literature
classroom was generally well received by the participants in this study. The
participants perceived these applications as part of their learning process and found
using these applications both interesting and useful. The positive responses to the
use of computer-mediated applications should encourage teachers to incorporate
them as parting of the teaching-learning process in the literature classroom.
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