Internet Journal of e-Language Learning & Teaching, 1(1), January 2004, 52-64

A Nationwide Survey of Malaysian English Language Teachers Online Networking Practices

MUHAMMAD KAMARUL KABILAN ABDULLAH

School of Educational Studies Universiti Sains Malaysia E-mail: mkamarul@yahoo.com

MOHAMED AMIN EMBI, Ph.D

Faculty of Education Universiti Kebangsaan Malaysia E-mail: m.amin@ukm.my

Abstract
With the aid of the Internet and its tools, networking amongst teachers have been extremely fast and far-reaching, as compared to the networking practices in pre-Internet era. This article is part of a nationwide study (n=701) that examined Malaysian Secondary English language teachers practices and experiences of online professional development. This article explores the online networking practices of the teachers, and how those practices contribute to their overall professional development. Descriptive and qualitative methods are used to plot the patterns of the teachers online networking practices.

Introduction Online networking is now an extremely important professional development engagement undertaken by teachers as it challenges the traditional notions of teachers working in isolation, and brings together teams of people each with unique contributions of skills by using online environments (Ellis & Renata, 2000). Also, with the use of WWW, Internet and Computer Mediated Communications (CMC), facilitating training and cooperative learning amongst teachers in formal learning and organizational situations can be increased (McConnel, 2000). Through it, teachers benefit from the support that they receive through online networking (see Boshier, 1999; Rodes, et al., 2000; Caron, 2000). As for studies on English language teachers uses of the Internet for networking intentions, the potentials underpinned were very positive (Bowman, et al., 2000, Tsui, Wu & Sengupta, 1996). However, in Malaysia, research of teachers practices in online networking is unheard of mainly because it is undocumented, we believe, and not because the teachers are not involved in online networking. Only recent studies have began to focus and document teachers involvement in online networking, and also other online professional development activities (see Muhammad Kamarul Kabilan & Mohamed

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Amin, 2003; Norizan, 2003;). This article attempts to shed some evidence on this, and further document and chart the online networking practices of the teachers. Methodology This article is part of a nationwide survey (n=701) that examined Malaysian Secondary English language teachers practices and experiences of online professional development. Qualitative data were obtained by a set of open-ended questions (Appendix 1) that enquired the teachers different practices of online networking, examples of online networking practices undertaken by teachers and how important they were in terms of their professional development. The data were analysed using coding strategies. Specific data with similar characteristics were grouped together and coded (see Sample 1). This strategy enabled the researcher to direct the reoccurring themes, and physically separate a particular type of responses from others (Bogdan & Biklen, 1992). Table 1: Sample of Coding Strategies Teacher Remarks Email service is also used to send or receive files, share teaching and learning materials and for discussion among colleagues / lecturers / key personnel from state and national level. Sharing NS CS 7 Sharing TESL related ideas and information Sharing TESL ideas and information helped in lesson planning, devising games for lessons & making teaching of English more interesting Theme

MEL AS 12

SAR M 2

Appendix 1 was sent to 1838 English language teachers throughout Malaysia, encompassing urban and rural schools, and ordinary and smart schools. The teachers were identified by using specific codes for each teacher. For example, SAR M 2 SAR referred to the Sarawak state, M was the ordinary school in Sarawak the questionnaires were sent to, and 2 was the second questionnaire in the package, while SEL BS 1 SEL referred to the Selangor state, CS was the Smart School in Selangor the questionnaires were sent to, and 1 was the first questionnaire in the package. Table 2 shows the abbreviations used for the 14 states.

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For the purpose of easier discussion, the teachers would be identified and referred to using the codes assigned to them. Table 2: Abbreviations Used for States Abbreviation JOH KED KEL KL MEL NS PAH PER PLS PP SAB SAR SEL TER State Johor Kedah Kelantan Kuala Lumpur Melaka Negeri Sembilan Pahang Perak Perlis Pulau Pinang Sabah Sarawak Selangor Terengganu

Findings Out of the 701 teachers, 597 (85.2%) teachers responded how the Internet changed the way they approach professional development engagements. Only 32 teachers (6%) specified that they actively participated in diversified networking practices using synchronous Internet tools such as Internet Relay Chat (IRC), chat rooms and messaging tools, and asynchronous Internet tools like e-mail, discussion lists, and online forums. The responses provided by these 32 teachers indicated that the Internet acted as the teachers platform to forge networking systems, partnerships and alliances, as part of their practices within both the local and international community of teachers whom they engaged with. Basically, the Internet was used by the teachers for these practices: (i) discussing, (ii) exchanging, (iii) sharing, (iv) collaborating (v)

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interacting and communicating and, (vi) supporting. Some teachers indicated that they were involved in a number of practices, combining several practices in their responses. This made the calculation of percentage for each practice difficult. Nevertheless, the practices are arranged and discussed, beginning with the most important/frequent to the least important/frequent 1. Discussing Discussion was the main practice of online networking. It served numerous purposes for the teachers. A few English language teachers discussed with English language teachers from other countries. These discussions were intellectual based [KL J 1], and concerned with problems related to ESL [TER B 3]. One teacher commented that online networking enabled Discussions with teachers involved with TESL in other countries e.g. Argentina, provided valuable insights, new strategies and ways of overcoming difficulties. [PAH D 2] SEL BS 1 responded that online networking, especially via e-mail allowed her to discuss issues on quizzes, creating exercises and activities, methodology, experiences of other TESL teachers in different countries, and seminars and conferences related to TESL. Apart from that, she also discussed methodology for effective teaching and practices, classroom management, ways for assessment and evaluation, new approaches to teaching, and overall professional development. The above discussions were held with an individual teacher (Teslcal@cunyym.cuny.edu), now with a particular school in Coventry, UK where her school has an ongoing project with [SEL BS 1]. The discussions provided SEL BS 1 with new or additional information regarding websites or resources for further info. Some could answer questions I have, or never thought of. I was also able to create an online forum for my students at www.communityzero.com [SEL BS 1] SEL BS 1 believed that online discussions benefited her, and that she is not isolated in terms of the problems that she faced as an English language teacher. SEL BS 1 commented: Makes me feel good as a teacher to keep up new technologies and being able to apply it to my TESL classroom. Feel a part of a big global family of people with similar interests i.e. teaching English. Happy that I'm not so alone in facing a problem but that others in other countries and communities also have similar feelings and expectations/anxieties. [SEL BS 1] MEL AS 1 held online discussions with local teachers from Sarawak, Perak, Melaka, Johor and Kedah, and foreign teachers from Australia and Pakistan. These

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discussions were very much helpful to her in terms of her professional development. She was able to exchange new ideas, and gain knowledge and experiences, which then contributed to her personal strength. She illustrated, I managed to experience having online teaching and learning using IRC and email with students from other state who needed help in SPM English Papers. I also experienced using MSN/ teleconference to exchange news with Malaysian students who were studying in Japan and also with my colleague in Melaka and Sarawak to discuss current issues and work as we rarely able to meet face to face due to distance and time. Besides that, I am able to get relevant and adequate information from expertise of different working fields. Such experiences and skills help me to gain self-confidence to teach using the technology as well as be more professional, open to accept different ideas and able to handle discussion with people from other working fields. [MEL AS 1] MEL AS 1 clearly experienced positive practices, skills and feelings as a result of her participation in online discussions via IRC/messenger tools. She recapped: I have more positive feelings towards online discussions as most of the discussions are relevant to my objective of being online which are getting new information, exchanging ideas and knowledge, be more skilful using the present technology and at the same time getting to know more people from different areas, have a fun and relaxing learning and teaching , and lastly, be part of the cyber community in a limitation of time. MEL AS 1s concerns were legitimate because she was hoping to use the online discussions to find ways to improve her teaching, and in the process improve her professional development (Sheffield, 2002). KEL DS 4 lamented that she experienced positive feelings during online discussions good to be able to reach out so many people of various background. Satisfied to be able to discuss and argue certain points. She also felt that there were some negative aspects to online discussions; she was particularly frustrated because sometimes it was time consuming due to long wait and technical interferences [KEL DS 4]. SEL J 10s main online forum for discussions was www.cikgu.net (Cikgu.Net). She used the forum to discuss topics on the teaching of grammar, pronunciation in schools, teaching and sometimes any current issue on Education, e.g., EST- English for Science & Technology. SEL J 10 also enjoyed discussing teaching and learning strategies, new developments in education. She felt that her participation in online discussions was somewhat helpful. It has helped me going as

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a teacher. I have to read, know and understand more on educational issues other than what happens in school [SEL J 10]. KEL DS 4, another avid user of www.cikgu.net, mainly held discussions with Malaysian teachers in www.cikgu.net (Cikgu.Net), and with foreign teachers in www.eslcafe.com (Daves ESL Caf). She discussed TESL related issues such as the methodology i.e. methods that work best with certain types of students, and sociology - the origin of words and idiomatic expressions. As for educational issues, KEL DS 4 discussed advantages and disadvantages of the different educational systems, the possible questions for PMR and SPM, and methods to best teach the topics in the syllabus. She felt the discussions were helpful to her, I have tried some of the methods suggested and some of them worked and some, didn't. I've been able to expand my vocabulary list which enabled me to answer various questions from my students and colleagues and explain the finer points of the language. [KEL DS 4] For MEL AS 1, IRC/messenger tools facilitated her discussions. The excerpt below indicated the issues or matters of TESL that she discussed with others, Mainly about how to make the lessons fun and effective, how computer can reduce teacher's workload in terms of marking papers esp. exam papers, how to promote English among Malaysians especially students and teenagers, and the best part is how a teacher like myself can contribute to the cyber world. [MEL AS 1] Discussions carried out by the teachers reified an alternative problem-solving tool that presented opportunities for the teachers to comprehend the realms of realities of their problems from a different perspective. This experience certainly enabled the teachers to better gauge the solutions of the problems that they faced in classrooms. 2. Collaborating Another important practice of online networking was collaborating with fellow teachers. For instance, KEL DS 4 collaborated with teachers whom she met during a variety of courses, seminars attended and also with overseas teachers introduced through friends whom, she kept in touch via e-mail and also via online forums, notably www.cikgu.net (Cikgu.net) and www.eslcafe.com (Daves ESL Caf) [KEL DS 4]. Her collaboration was pertinent to issues like dealing with average and weak students and difficult or unexciting topics in the syllabus and literature [KEL DS 4]. According to KEL DS 4, collaborating with other teachers helped her to speed up the time taken to find new ways of teaching and this ensured the success of the practices suggested because it has been tried out in real-life situations [KEL DS 4].

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NS CS 7 collaborated with teachers from other schools via e-mails, and her collaboration with them were based on a project work, which aimed at building rubrics for various activities which students would take part such as listening, speaking, reading, writing [NS CS 7]. The e-mail collaboration helped KED BS 3 in setting the criteria for the project work, preparing the rubrics, and guiding the students to complete the project on time. Almost an identical result was derived from Davis & Resta (2002)s examination of the influence of using electronic mail to support novice teachers in their attempt to sustain action research projects in their classrooms. They construed that online collaboration via e-mails is an effective method of supporting novice teachers in their research efforts. In other previous studies, such as the study of a second language teachers online collaboration effort with the use of a reflective dialogue journal written with a colleague using e-mail, in which Cowie (1997) found that OPD activity using e-mail served to be a useful tool for the teachers professional development. KED BS 3 said that online collaboration was important to her, while NS CS 7 felt it was only slightly important to her. KEL DS 4 on the other hand stressed online collaboration via e-mail as an extremely important OPD. KED BS 3 collaborated with local and overseas teachers. She collaborated on issues that mainly dealt with teaching & learning process ideas for teaching activities & points for difficult debate topics [KED BS 3]. She received good feedback and response in getting ideas for teaching activities as well. 3. Sharing Online networking enabled the teachers to share many aspects of classroom instructions with peers and colleagues. The Internet permitted the teachers to share materials with others, particularly Teaching English as a Second Language (TESL) materials that can be used for activity based teaching and learning [KL K 8; SAR C 2]. Sharing via online allowed [NS CS 7] to have access to a lot of interesting articles that she used for teaching. One teacher also shared TESL ideas and information, which was important because it helped her in lesson planning, devising games for lessons & making teaching of English more interesting [SAR M 2]. KEL DS 4 described how she used e-mail to share teaching ideas: The manipulation of reading comprehension in acquiring content material for essay writing through question forming and rewriting of the answers through note expansion to produce paragraphs for an essay. It helped my weaker students to better memorize the contents for an essay and my average level students to practice forming wh-question sentences. [KEL DS 4] MEL AS 1 also explicated how she used the e-mail:

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to send or receive files, share teaching and learning materials and for discussion among colleagues / lecturers / key personnel from state and national level. [MEL AS 1] This meant that teachers experienced opportunity to teach the language and its component differently as they were exposed to new practices and ideas of teaching English by sharing with other teachers from other parts of the world via e-mail. I discover new ideas; other practices by teachers outside Malaysia, different and new perspective by looking at things e.g.: literature - a more comprehensive view of the culture and background of the writers and their writings. I get to see and go on tours to their birth places and a host of other relevant info. I learn to write more professionally. [PER ES 1] 4. Exchanging Through online networking, MEL AS 1 exchanged ideas/problems to be solved/pondered especially in the domains of teaching Science in English, weak students and English teachers. It was also an avenue used by a teacher to seek and provide support and help to/from others, as the support and help were easily available at a click of the mouse [NS DS 4]. Another facet of networking the teachers have experienced was the exchanging of ideas and opinions among teachers, which had greatly helped them increase their motivation and esteem in teaching [KEL DS 5]. The teachers were able to share information and exchange opinion with those who were expert in the respective fields [PAH I 1]. Apart from that, the Internet opened the opportunity for the teachers to exchange ideas and information with fellow teachers [PP G 6]. According to one Sarawak teacher, the exchange of information (online) with colleagues and officers was easier than before, considering the geographical factor of Sarawak, which the Internet transcended with ease [SAR K 2]. As one teacher concluded, the Internet acted as a mean to communicate, interact and exchange. with other English language teachers [KL D 2]. 5. Interacting and Communicating MEL AS 1 spoke of the positive gains that she experienced by engaging in online networking activities. She encapsulated, It has made me part of the cyber society who appreciates knowledge and skills very much (if we are mixing with the right group, of course). It also trains me to be more confident, mature and professional especially when dealing with people at work. It

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provides me new challenges to teaching field, which then motivates me to always be open with changes. [MEL AS 1] She also stressed the importance of networking Moral support from other teachers through sharing in times of distress [NS CS 7]. The reason togetherness (or being us) and not in isolation could be translated into the existence, growth and interactions amongst members of an online community of teachers with a varying degree of characteristics, and professional practices and experiences, but with similar aims and objectives. Rose, Allen & Fulton (1999) cited the above as an important element of online discussions. Tickner (2002) agreed, and termed it as a socially-supportive networked community. A teacher in this study commented of how the e-mail had helped her, It has made me feel less isolated and confined in the profession that I am in my attempt in creating an English friendly culture in my school [TER J 4]. It is also a tool used to communicate and interact with others. Basically, I use email services to communicate with my students or friends, and send assignment/homework to my students for them to do during school break (sometimes only) or as project. [MEL AS 1]. 6. Supporting Online collaboration via IRC and messenger tools trained MEL AS 1 to be more open-minded, rational and reasonable when dealing with problems/obstacles. MEL AS 1 also rendered her professional support to those who needed encouragement, counselling and teaching ideas/advice, which she usually gave during chatting either with teachers of same/different subject or students from other states in Malaysia [MEL AS 1]. These teachers or students were always logged on in IRC chat rooms, particularly the rooms Cikgu and Overseas Teachers. As she has known them for a long time, they gave her their personal email usernames, which meant that MEL AS 1 was able to communicate with them via e-mails and messenger tools. With this mode of communication, her participation in OPD was more focused and fruitful [MEL AS 1]. She was able to give professional support to those who needed in the areas of students behaviour/attitude, teaching and learning ideas, teachers dilemma, and general and current educational issues [Teacher1]. Her practices of professional support via IRC and messenger tools made her more understanding of .others problems and how to solve them professionally [MEL AS 1].

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Discussions This study provided evidences that there were English language teachers who were actively engaged in online networking practices, mainly discussions, which revolved around numerous aspects of classroom instructions. The teachers responses suggested the extensiveness of the English language teachers practices of online discussions, using the variety of Internet tools. Discussion then could be regarded as an important and fruitful online networking practice that benefited the English language teachers in many ways. Similarly, studies conducted elsewhere also proved discussions as a significant OPD activity for teachers. LeLoup (1997) for instance, noted that e-mail provided teachers the access to discussion groups and newsgroups, which in turn allowed teachers to design activities and projects that enhanced their curriculum and provided students with opportunities to communicate directly with foreign language speakers. These discussions allowed the participants to gain confidence and to learn and rely on and support each other (Taylor & Stuhlmann, 1998). Also, through discussions in an online networking environment, the teachers contributed to mutual encouragement and recognition amongst teachers, which took form in giving positive feedback on ideas, materials, and classroom practices (Tsui, Wu & Sengupta, 1996). The findings also pointed to the fact that teachers did practice other online networking activities exchanging, sharing, collaborating interacting and communicating and, supporting. However these were insignificant as the number of teachers who participated directly and vigorously were very few. Many speculative factors could be attributed to this, but will not be further discussed, as the factors, until now, were not empirically disclosed. However, one factor lack of knowledge and skills on using the Computer Mediated Communication (CMC) tools effectively was cited by Norizan (2003) as the main reason why online discussions were not favoured by English language teachers. Further research into this area of study is needed to thoroughly expound those factors. Conclusion In general, the study generated some interesting facts that depicted the Malaysian English language teachers practices of online networking. These findings have serious implication, especially on teachers uses of the Internet for professional development; they mark the need for an organised, structured and formal online professional development programme that uses online networking environment as its main shape of encouraging teachers to engage in professional development activities. With such approach, more teachers can be directly and indirectly trained to be professionally aware of the activities that are carried out via an online networking environment. Apart from the conventional professional development programmes, which are inconsistent in its policies and procedures, and selection of participants for those programmes (Muhmmad Kamarul Kabilan, Yusfarina & Masni, 2001; Muhammad Kamarul Kabilan, 2000), the online networking provides

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alternative and flexible options to teachers to select and participate in professional development engagements that fulfil their needs and interests. Teachers in this study have positively benefited by participating in the networking practices using the online environment. Online networking practices are well established in other teaching cultures, especially in educationally developed countries like the United States and United Kingdom. Efficiently planned and organised, these programmes enabled the teachers to engage in a myriad of meaningful professional development activities that caters their personal and professional needs and interests. Perhaps with more conviction and real attempts, Malaysian educational authorities could emulate and achieve what other developed nations have excelled all these while. References Bogdan, R.C. & Biklen, S.K. (1992). Qualitative Research for Education. Boston: Allyn & Bacon. Boshier, R. (1990). Socio-Psychological Factors in Electronic Networking. International Journal of Lifelong Education, 9(1): 49-64. Bowman, I., Boyle, A., Greenstone, K.A., Herndon, L.D. & Valente, A. (2000). Connecting Teachers Across Continents Through On-Line Reflections and Sharing. TESOL Journal, 9(3): 15-18. Cowie, N. (1997). Collaborative Journaling by Email: Using the Structure of Cooperative Development to Become a More Reflective Teacher. SaitamaUniversity Review, 33(2): 199-210. Davis, B. & Resta, V. (2002). Online Collaboration: Supporting Novice Teachers as Researchers. Journal of Technology and Teacher Education, 10(1): 101-17. Ellis, A. & P. Renetta. (2000). Staff Development for Online Delivery: A Collaborative, Team Based Action Learning Model. Australian Journal for Educational Technology, 16(1): 26-44. (available online) http://cleo.murdoch.edu.au/ajet/ajet16/ellis.html (May 7, 2000). LeLoup, J. (1997). But I Only Have E-Mail What Can I Do? Learning Languages, 2(2): 10-15. McConnel, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Ed. London: Kogan Page Limited.

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Muhammad Kamarul Kabilan, A. & Mohamed Amin, E. (2003). English Language Teachers Experiences of Online Professional Development: An Initial Study. VirTEC Journal, 3(1): 69-82. Muhammad Kamarul Kabilan, A. (2000). English Language Teachers Profiles and Their Teaching Styles. Masters Thesis. Universiti Putra Malaysia, Serdang, Malaysia. Muhammad Kamarul Kabilan, A., Yusfarina, M.Y. & Masni, K. (2001). Current Practices of Professional Development of English Language Teachers: Some Trends and Suggestions. Paper presented at International Conference of Teacher Education. UiTM Shah Alam, 16-17 July. Norizan, A.R. (2003). Computer Competency of In-Service ESL Teachers in Malaysia Secondary Schools. PhD Thesis. Universiti Kebangsaan Malaysia, Bangi. Rodes, P., Knapczyk, D., Chapman, C. & Haejin, C. (2000). Involving Teachers in Web-Based Professional Development. T.H.E. Journal, 27(10): 1-8. (available online) http://www.thejournal.com/magazine/vault/A2868.cfm (December 4, 2000) Rose, A., Allen, R. & Fulton, K. (1999). Multiple Channels of Electronic Communication for Building a Distributed Learning Community. Proceedings of the Computer Support for Collaborative Learning. Stanford, California, p. 495-500. Taylor, H.G. & Stuhlmann, J.M. (1998). The Clovis Project: Enhancing Student Learning and Teacher Training with Telecommunications. International Journal of Instructional Media, 25(4): 357-366. Tickner, S. (2002). Charting Change in Networked Learners: What Can We Learn about What They Learn? Proceedings of the Third International Conference of Networked Learning, p.76-83. Tsui, A.B.M., Wu, K. & Sengupta, S. (1996). Enhancing Teacher Development Through Telenex A Computer Network for English Language Teachers. SYSTEM, 24(2): 461-476.

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Appendix 1: Open-ended Questions Open-ended Questions 1. Has your practices of online networking changed you as an English language teacher in terms of your professional development? 2. YES / NO (Circle the appropriate answer). 3. If YES, how? 4. If NO, why it has not changed you? 5. Please describe, based on your practices, an instance where you had involved yourself in an online networking environment. 6. How did the online networking contribute to your professional development?

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