11 Chapter 5

CHAPTER 5
DATA ANALYSIS
5.1 Chapter Overview
As already mentioned in Chapter 4, the aim of this study is to examine the current practices
and challenges in teaching listening and speaking skills through the distance mode, in the
context of the course EGAP for B. A. in Social Sciences at the Open University of Sri
Lanka. Such effort necessitated obtaining data involving various stakeholders of the course
including students, teachers, administrative staff, experts in the field and also course
materials used. In this chapter the results obtained from the various instruments used in the
study are analyzed and presented.
5.2 Criteria for the Analysis of Data
Due to the reason that various tools were employed to collect data for this study, a variety
of criteria were used to analyze the data. In analyzing the responses of the students and
teachers through questionnaires the data were tabulated and analyzed quantitatively, and
interpreted using frequencies and percentages. The data gathered through interviews with
various stakeholders were analysed qualitatively and summarized collaboratively with
classroom observation. In analyzing the course material, criteria adapted from the
evaluation criteria used for self-instructional material for distance learners (Kumar, A.
2000) was adopted and the findings summarized. All the data was collated in order to arrive
at the conclusions.
Thus, in the following sections, the analysis of the data collected for the study is presented
as indicated below:
 Analysis of the course material used in teaching listening and speaking in

the course EGAP for B.A. in Social Sciences
 Analysis of the data from classroom observation
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 Analysis of the data from interviews
 Analysis of the data from questionnaires
5.3 Analysis of the Course Material Used in Teaching Listening and Speaking in the
Course EGAP for B.A. in Social Sciences
The three textbooks designed as course material for the students of EGAP in Social
Sciences contain exercises and activities in all the four skills in English, i.e. reading,
writing, listening and speaking. Each book contains two units, the total number of units
being six. In the first three units listening and speaking skills are included as separate
modules but in the later three units all four skills are integrated. However, it has to be
mentioned here that when the material was analysed, the researcher took into account only
the sections dealing with listening and speaking skills in all the units.
Also, the contents of the two DVDs containing listening lessons to accompany the printed
material were taken into account, and included in the analysis. The DVDs include six
audio-visual clips pertaining to each of the units, in a variety of forms such as songs,
demonstration, presentation, interview, group discussion, etc. and the activities based on
these clips are included in the printed material under each unit. Instructions on how to use
the DVDs are also presented in the printed material. These DVDs are provided to the
students along with the printed material.
In order to assist the analysis, initially a checklist, (see Appendix IX) adapted from the
evaluation criteria for self-instructional material for distance learners (Kumar, A., 2000)
was marked. The checklist was adapted to suit the requirements of the present study, since
some aspects, such as audio visual content, were not included in the original document. The
check list was divided into two main sections as academic aspects and physical aspects,
with each aspect containing several sub sections. As stated earlier, only the listening and
speaking sections of the material were considered when analyzing the academic aspects.
However, when analyzing the physical aspects, it was necessary to look at the printed
material in its entirety, since listening and speaking modules were included within the same
book. A summary of the findings based on the check list are categorized under these
sections and sub sections and presented here.
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A) Academic Aspects
1. Selection of Content
 The selected content of the first 3 units is adequate in respect of the duration of the
course, but in the later units, listening and speaking skills are dealt with sparingly
(e.g. unit 5 contains only 1 speech activity).
 The selected content is accurate in respect of concepts, terms, facts, etc. and has
been gathered from authentic sources.
 The selected content is fairly in accordance with the mental maturity of the learner
group, except for a few instances (e.g. the pop song in unit 1).
 The selected content contains no redundant material, but the material should be
updated since it was designed in the year 2010.
2. Organisation of Content
 The content is organized into units and sections with titles and numbers, but sub
units and sub sections are lacking.
 Though each unit has an introduction, objectives, summary, activities and exercises,
self-check questions and model answers have not been included. Questions are
included in the DVD only for certain units and no answers are provided.1
 Each unit is fairly self-contained, self explanatory and self directed.
 The headings of the units convey the central idea of the unit.
 The sequence of the units is logical (e.g. starting with simple themes like
“Personalities”, moving on to more advanced ones like “Gender Representation”).
 There is a link between the sections and paragraphs in each unit, and only one or
two related ideas are presented in each paragraph.
 An orientation about how to go ahead with the text is not given at the beginning of
all the units (e.g. unit 6). Instructions to use the DVD are given only at the
beginning of unit 1.
3. Presentation of Content
 A list of contents is not provided at the beginning of each unit.
1
Though an answer key was not available at the time the researcher evaluated the SIM, it was designed
later in the year 2014.
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 The presentation of content is in accordance with the objectives of each unit and is
in a logical manner.
 Not all the important points of the content are highlighted for easy reference but all
the main points and sub points are presented in the right order and linkages to the
previous units are made to a fair extent throughout the text.
 The presentation of the content is in accordance with the readability level of the
learners and in such a manner that it helps in the habit of independent study and in
reinforcing the particular concept.
 References are made wherever appropriate to the use of supporting media.
4. Language
 The language used is simple, precise, correct, clear, unambiguous and
comprehensible and it is in a personalized style like you, I, we, etc.
 However, there is no presence of humour throughout the material.
 The vocabulary used is appropriate, keeping in view the mental maturity of the
learners.
 The structure of sentences is appropriate, i.e. simple, short and clear.
 There are neither too many clauses in a sentence, nor too many negative, passive
and impersonal words.
5. Illustrations
 The illustrations are not adequate to cover all significant aspects of the content that
need to be illustrated, and they do not always have an instructional value other than
merely decorating the text.
 Illustrations included in the text help in creating interest, stimulus, imagination,
increase comprehension and retention of information/knowledge and the size of the
illustrations are suitable and are properly placed in the text.
 But illustrations do not have a caption/title and a number for easy reference and
although they are accurate, they are not always clear, vivid and in a variety of
forms.
 Visual aids are not used to represent important themes.
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6. Exercises and Assignments
 Self-assessment questions are not included wherever necessary to test the objectives
and to provide feedback.
 Assignments are not included to cover the important units of the course.
 However, a variety of activities are included to enable the learner to become
actively involved in the learning process and most of them are interesting and
inviting. Listening exercises are provided in the form of printed worksheets.
 They also are related to the objectives of the course and necessary instructions are
given to carry out the activity.
7. Preliminaries
 The title page includes the title of the book, the author’s/s’ name/s and the
publisher’s name and address, etc. The preliminaries also include the names of the
members of the editorial board, course committee, course contributors, etc.,
associated with the production of the material. The DVDs contain the credits but the
covers of the DVDs do not contain a list of the contents.
 The reverse of the title page contains information about the year of publication,
copyright, price (in any), position of reprints or editions, etc.
 However, the table of content does not include all the titles of blocks, units, topics
and subtopics, page numbers, list of tables, maps, etc.
8. Back pages
 No glossary of the important terms, index of important terms and topics used in the
main text or appendices giving additional important information which may be
relevant to the main text are given.
B) Physical Aspects
9. Printing, Lay-out and Get-up
 The design of the cover page is not very attractive and appealing.
 Insufficient margins are provided to make short notes.
 The font size of the main text, chapter headings, sub-headings, captions, exercises,
etc. is appropriate.
 The lay-out is effective and eye-catching.
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 The length of each line is such that the book can be read without straining the eyes
and the spacing between the lines as well as the words is proper but the words and
the lines are not always aligned properly.
 Printing is clear and even throughout the book and the shade of the printing ink is
appropriate.
 The cutting and brushing of the paper is smooth.
10. Durability
 The paper used in the book, the binding of the book and the cover page are durable.
11. Size of the Book
 The size of the book and the number of pages included in each course book is
appropriate.
In conclusion it can be observed that in the academic aspects of the analysis of the course
material, most of the criteria have been met, such as content has been drawn from authentic
sources, lessons have been broken into units, containing introductions, objectives,
summaries, exercises and activities, personalized language has been used, etc. However,
some of the criteria have not been met such as inclusion of self check questions and model
answers, lack of sub sections and sub units, inadequate activities is certain units, etc. In
physical aspects too, though some of the criteria have been met, certain others are lacking
such as sufficient margins to make short notes and unattractive cover page. A detailed
discussion on the analysis of the material will be given in Chapter 6.
5.4. Analysis of the Data from Classroom Observation
As already mentioned in Chapter 4, Section 4.6.3, classroom observation was adopted by

the researcher as a means of collecting first hand information of what takes place at a
normal face-to-face session in the course EGAP for B.A. in Social Sciences at the Open
University of Sri Lanka, with a special focus on the teaching of listening and speaking
skills. Furthermore, it not only assisted the researcher in providing further validity to the
data already collected through questionnaires from teachers and students, but also
strengthened the information gathered through interviews. For this purpose, a self-prepared
check list was utilized with extensive notes on the important aspects observed. Areas such
as presentation of the course, lesson delivery, the infrastructure facilities available in the
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classroom, testing of the listening and speaking skills and the students’ response were paid
special attention to in the process of observation.
12 day schools and 3 continuous assessment tests (CATs) were organized for the course
EGAP for Social Sciences for the academic year 2013/14, from 9 a.m. to 12.30 p.m. on
Sundays. While in accordance to the concept of distance education attendance at day
schools is not mandatory, CATs are important because 40% of the average of the CATs is
added to calculate the final mark. Each day school lasted 3 hours and 30 minutes and on
continuous assessment test (CAT) days, the first 1 hour and 30 minutes were utilized for
revision followed by the test in writing, reading and listening skills for the next 1 hour and
30 minutes. Except at the first continuous assessment, speech was tested in the afternoon on
CAT days.
The researcher observed 14 out of the 15 face-to-face sessions, including the CATs, visiting
4 Regional Centres, one each at Kandy, Matara, Batticaloa and the remaining 11 at
Colombo. The information gathered through the research tool of classroom observation has
been summarized and is presented in Table 10.
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Serial Teacher Centre Session Presentation Lesson Delivery Facilities Testing Students’
No. (Tr) & (Ss)
No. Group Response
No.
1. 1 Colombo 2 No introduction Listening - 5 mins. Classroom condition No testing Ss enjoyed
Group 5 to course content Tr read out information on a famous personality unsuitable for adult the speech
or material. Tr (outside textbook). Ss took down notes. learners (classroom activity,
polite and Writing – Asked ss to write paragraph based on congested with participated
friendly towards information. Ss read out paragraphs and tr furniture, chairs too lively.
ss. corrected grammatical errors, inappropriate small &
expressions, etc. uncomfortable).
Speaking - group work (15 mins for preparation, Books and DVDs
30 mins for speech).Ss chose a famous distributed in class
personality, discussed & wrote down information to those who hadn’t
within group, answered ‘wh’ questions posed by collected them.
other groups. Tr clarified doubts & corrected
grammatical errors and inappropriate
expressions.
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2. 1 Colombo 3 No introduction Did writing activity as speech activity. No multimedia No testing Only 4 ss
Group 5 to course content Integration of skills not smooth (jumping back & facility in attended
or forth between skills). No pre-listening activity. classroom. All 5 class. Ss
material. Insufficient time for while listening activities. groups amalgamated reluctant to
Teaching style Absence of answer key led to wastage of time. in auditorium for participate in
and language in Did supplementary activities in class, and tr gave DVD session. discussions
addressing ss more activities of her own to practice listening in when all
satisfactory. class. Gave individual attention because of small groups were
numbers. Did speech activities in auditorium amalgamated.
after viewing DVD, but not very successful as ss
were reluctant to speak before the larger crowd.
Ss wrote down what they wanted to say, before
speaking.
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3. 2 Colombo 4 Introduction to Listening - based on the first lesson (7 mins). Tr Classroom designed No testing 10 students
Group 3 course material read out passage twice, (tr’s personal material) for school children & present. All
was too brief and and asked ss to fill in blanks. Her reading was not cluttered with students
fast. Students smooth as she constantly self-corrected her furniture, so ss participated
seemed confused. pronunciation. reluctant to move in speech
Mentioned testing Speaking - 30 mins. Each student got a chance to around. Tr couldn’t activity but
procedure briefly, speak. Tr corrected grammatical errors made by ss use white board preferred to
but not very in speech and answered their questions but didn’t because marker not read out from
comprehensible. give opportunity for ss-ss interaction. provided. No their writing
(CAT 1 scheduled multimedia facilities rather than
for the following in classroom so, speak. Made
Sunday). Tr was teacher read out grammatical
polite in passage. errors (e.g.
addressing ss, but tense,
didn’t know their prepositions).
names.
4. _ Colombo CAT _ _ Test was conducted Conducted 118 out of
All 1 in a big hall at the tests on 210 students
groups Colombo Regional reading, were present.
Centre (CRC) with writing and
minimal external listening.
disturbances. For the Conducted
listening test a sound listening test at
system with speakers the end of
was used. There were reading and
technical staff and writing tests,
invigilators to for a duration
support the of 15 mins (5
supervisor. mins each for
reading
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questions,
answering
while listening
to the CD and
checking
answers.
Instructions to
supervisor
indicated
exam start
time as 11
a.m. (revision
9a.m.-11a.m.)
but in the
Colombo
centre papers
were
distributed at 9
a.m. So there
was a
possibility of
prior
disclosure of
the paper. Did
not give
instructions to
students at the
beginning of
the test about
the listening
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test at the end.
Since the
listening paper
was given
separately,
they were
unaware of it
till it was
given.
5. 3 Kandy 5 Revised previous Tr played DVD and ss completed worksheet Airy, spacious, No testing. 12 ss out of
Group 1 modules briefly while listening. Tr advised ss to takedown notes. comfortable Ss complained 50 attended
before starting the Gave too much time for listening activities, classroom designed about class. Some
new one. especially post listening activity. Ss couldn’t for adult learning. inadequacy of had come for
Introduced the complete all exercises after the first hearing. Not sound proof but time in the first time.
new theme and When checking answers tr paid attention to no disturbance due to listening test Except for 1
the listening grammar items, e.g. adverbials, passive voice, quiet atmosphere. held for CAT ss all others
activity before subject-verb agreement. Lack of answer key Blackboard 1. One ss participated
starting. resulted in wastage of time. available. Books and complained he actively No
Discussed CAT 1 Speech - tr gave sufficient time. Paid individual DVDs available. couldn’t hear inhibition in
held the previous attention to ss because of small numbers, helped DVD played in CD properly. speaking. Ss
Sunday and weak ss by prompting & asking other ss to help. another room seemed
commented on Corrected grammatical errors verbally when ss because no interested in
poor performance spoke. Used mother tongue at times for multimedia facilities learning.
on listening. Tr clarification. Advised ss to practice speech at in classroom. Very lively
very polite and home. Not much time was given for reading and class.
friendly, writing - set homework.
addressed some ss
by name. Joked
and made light
conversation
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maintaining a
friendly
atmosphere in the
classroom, but
called ss as
‘children’ at
times.
6. 4 Batticaloa 6 _ Did speech activities from unit 2 as group work Modern comfortable No testing Initially only
Group 1 during which ss interacted and tr moved around classrooms were 1 student was
encouraging interaction. available with all the present but
(Teacher’s father had passed away the previous necessary equipment. later 5 more
evening, so he couldn’t conduct class, A relief tr But this class was joined.
took the class, but it couldn’t be held according to held in the computer
schedule because the tr was not prepared and the lab which didn’t have
ss numbers were small). a proper classroom
atmosphere. The
material was
available with the ss.
The DVD session
was not conducted
due to low student
numbers, so the
standard of that
facility couldn’t be
observed.
7. 2 Colombo 7 An introduction to Listening - Showed DVD in auditorium where all Location of No testing 4 ss only.
Group 3 the lesson was groups were amalgamated. Most ss didn’t do classroom was Most ss
given before the while-listening activity. Tr asked questions based changed due to other didn’t
DVD session on DVD but attention was focused only on ss who activities in school. attempt to do
answered willingly. Classroom while-
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Speech – Did some activities. Did not make any atmosphere not listening
attempt to draw all ss into discussion. Tr gave conducive to activity. A
homework and asked ss to watch DVD at home. successful adult few took
No group/pair work. Did reading & writing. learning. down notes
and
responded to
questions
asked in
class based
on listening.
Not very
active class.
8. 5 Colombo 8 Tr asked ss to Listening - No listening activity scheduled for this Congested No testing. 9 ss attended.
Group 1 recapitulate lesson. classroom. Difficult Most ss were
lesson learnt Writing – Tr gave writing activity which led to a for group/pair work. active and
previous Sunday. speech activity. Situated close to participated
Didn’t introduce Speech - (1hr and 30 mins). Gave time for main road so sound in activities
new lesson. Tr preparation too because though ss were asked to of traffic constantly willingly.
reminded ss about come prepared, there were some who had been disturbed teaching. Majority of
CAT 2 and asked absent at the previous class. Encouraged pair No white board ss made
them to prepare work, tr walked around clarifying ss queries cleaner. Course grammatical
for oral test too. during pair work. Tr asked ss to come up to the material available errors, a few
Tr didn’t address front to present. Gave individual attention and with ss. used a wide
ss by name. Made helped weak ss/absentees at the previous class. range of
it awkward when vocabulary.
asking questions.
9. - Colombo CAT - Conducted a short revision session prior to Conducted reading Distributed About 60%
All 2 revision test. Focused on reading and writing. Did and writing test in test papers at of the
groups not do listening and speaking revision. exam hall. Held 11a.m. after registered
listening in a separate revision number
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big hall at CRC. session. attended.
Facilities were good Distributed
and there was no listening paper
disturbance. Sound after reading
was clear & audible. and writing
Held oral test for all paper and held
ss in one hall, with 4 listening test
panels conducting for 15 mins.
the test in 4 corners (same as CAT
of the hall 1). 4 panels of
simultaneously. teachers
There was a lot of conducted oral
disturbance and test, 2 teachers
lacked exam forming a
atmosphere. panel and each
panel testing 2
ss at a time.
Asked ss to
carry out a
dialogue on a
given topic.
10. 6 Matara 9 Tr introduced the Listening – More than 1 hour. Played DVD in Classroom was No testing 5 ss out of 50
Group 1 new unit and the class and ss did activity. None had watched DVD spacious, airy and attended. Ss
activities that at home. Though only 1 hour was set aside for comfortable. No not active or
followed. Tr also listening, they took longer, using time allocated disturbance during responsive.
gave brief for other skills. Did activities in class but did not DVD session. Slightly
introduction to the hold discussion. Ss couldn’t answer questions Facilities were better during
DVD lesson. Tr based on listening successfully. Did not provided but tr group work.
friendly towards encourage ss to ask questions. depended on They seemed
ss but didn’t Speech – 1 activity only. Not enough time. Tr technical support to interested but
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address them by spoke a lot. Though tr encouraged group work, play DVD. A delay very shy.
name. did not give ss an opportunity to speak out. Tr in technical support Except one,
read out answers. resulted in wastage others hardly
of class time. spoke during
Material available. class. Level
of
proficiency
very low. Tr
says
weakness
due to lack of
opportunities
to use the
language. Ss
were
unaware of
the testing
procedure as
they did not
have the
format of the
papers.
11. 5 Colombo 10 Teacher Listening – DVD shown. Discussed listening Classroom and No testing Only 5 ss.
Group 1 recapitulated last activities in class before and after viewing. Some furniture not Students
lesson and ss had watched DVD at home and completed appropriate. Half seemed
introduced new activities. Tr took an interest in students’ queries walls between interested
DVD lesson. Tr and used mother tongue to explain when classes created and keen to
also introduced necessary. Did not do group/pair work and gave disturbance. White learn.
the schedule for no opportunity for interaction amongst ss. Tr board available in Participated
the day. Tr very concentrated on checking students’ knowledge to class. Material during
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polite towards ss. questions. Tr touched on grammar and writing available with ss. question and
while doing listening activities, but did not give DVD was shown in a discussion
much time to practice other skills. The need for an special class where time, took
answer key was felt strongly because the tr was all the groups were down notes
not sure of some answers herself. Ss discussed amalgamated. during DVD
how practice in note taking is useful for their Effectively done with viewing.
main course. the help of technical Students’
staff support. performance
was fair.
12. 7 Colombo 11 Did not give Did not do listening and speaking activities Good facilities. - Only 3 ss.
Group 4 introduction to though scheduled, due to small number of ss. Tr Multimedia, white Reasons
course material, began class with reading, continuing from where board, marker could include
schedule. Tr was she stopped at the previous class. Tr read out parts available. Classroom sudden
polite and of the passage for ss to hear. Took a lot of time and furniture change of
friendly. for reading and writing activities and checked designed for adult venue & long
addressed some ss answers in class too, which tr read out in class. learners. (Classes weekend. Ss
by name. Tr in the Students’ voices couldn’t be heard at all. Gave were held at CRC very
same age group as one group activity to practice writing, but it due to school being lethargic and
ss. Tr was seated wasn’t successful due to low numbers. Gave an unavailable on this did activities
during the entire essay topic as home work. day). Material with little
teaching session. available with ss. interest. Only
1 student
spoke a little.
Couldn’t
gauge
performance
level of ss
since tr read
out correct
answers for
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ss to mark.
13. 7 Colombo 12 (Tr was late by 8 Tr started with writing and reading. When it was Amalgamated all No testing. 5 ss attended.
Group 4 mins, so her class time to watch DVD, she stopped in the middle of groups and showed
was combined an activity and switched on to listening. After DVD in a special
with another playing DVD she started speech. Gave Ss an classroom using
class. Ss came opportunity to do a short speech, for which she multimedia
back to her gave individual feedback. Did not do group/pair. (auditorium
classroom after 30 Tr did a lot of explanation, didn’t try to get unavailable).
mins). answers from ss when discussing answers. Classroom was
Did not give Explained unfamiliar terms in English, using cramped and dirty.
introduction to examples from mother tongue. Tr commented on Quality of
lesson, schedule. lack of lesson activities on the theme, but they DVD/equipment not
Started continuing were included in the text book. Tr seemed good – DVD got
from where she unfamiliar with the material and unprepared for stuck a few times.
stopped at the lesson. Material relevant for
previous class. lesson was available.
(essay writing). Class was disturbed
Mentioned the by noise as cleaning
theme of DVD activities were going
lesson to be on in the school.
shown later. Gave Unsuitable
a brief idea to ss atmosphere for
about the speech learning.
test scheduled
next week. Tr
friendly and
polite, addressed
many ss by name.
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14. - Colombo CAT - Conducted revision session for about 1 Conducted reading, Conducted reading and
All 3 hour. Did cloze passage activity and writing and writing tests from 10.30
groups discussed. Did not do revision on listening, listening tests in a a.m..-11.45a.m. Held
reading and speaking. big hall in the CRC. listening test from
Audibility and 11.45a.m.-12.00 noon.
clarity of CD was Read out instructions to
good. But because ss before commencement
seats were not of exam. Played CD only
separated some ss once. Gave time to read
copied. .Held questions before listening
Speech test for all ss and to check answers
in one big hall so after listening. Although
the exam ss were instructed to sit
atmosphere was with empty seats in
lost. between some didn’t
follow instructions. It
gave them an opportunity
to copy. 4 panels of
teachers (2 in each) did
speech test. Gave
individual activity for
each student
(compare/contrast) on
given topic for 2-3 mins.
Table 10: A Summary of Classroom Observations
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Thus, the observation of face-to-face sessions carried out has given rise to certain issues
such as lack of time management when teaching integrated language skills, inability of
students to practice distance learning methods, lack of teacher awareness on distance
education teaching methods, inadequate facilities for teaching/learning/evaluating listening
and speaking skills, etc. A complete discussion on these issues will be presented in Chapter
6.
5.5 Analysis of the Data from Interviews
As previously mentioned in Chapter 4, Section 4.6.2, interviews were used as a tool in the
present study to elicit information from a variety of respondents, these being teachers of the
course EGAP for Social Sciences during the academic year 2013/14, the Course
Coordinator at the Department of Language Studies, OUSL, the Centre Coordinator at
CRC, OUSL, the Assistant Director, BRC, OUSL and the Director of English Department,
NIE. Since the focus of the interviews in the present study was on quality rather than on
quantity of obtained data, each of these semi-structured interviews was self-developed and
included open-ended questions to obtain a maximum amount of information without
restrictions. In the following sections, under each category of respondents, a description of
the interviews and a summary of the responses are presented.
5.5.1 Teachers’ Interviews
As indicated in Chapter 4. Section 4.6.2.1, the interview with the teachers aimed at
gathering valuable information pertaining to the current study, such as the teachers’ views
on teaching listening and speaking skills in the course EGAP, their ideas about the course
material and the students, the evaluation methods, and the strengths and weaknesses of the
course. Furthermore, since this tool was used by the researcher in this study, as a means of
verifying information gathered from teachers through other tools such as questionnaires and
classroom observation, there is a strong relation between the questions posed during the
interview, the questions included in the questionnaire and the areas observed during
classroom observation. However, since some of the teachers who faced the interview did
not answer the questionnaire and could not be observed, this was the only tool through
which data were collected from those. Of the nine selected sample of teachers, eight were
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interviewed, and except one teacher who was interviewed telephonically, the entire
proceedings of the interviews were audio recorded and later transcribed (See annextures X).
The questions posed at the interviews and summaries of responses received from
interviewees are given here.
1. As a teacher of English what is your view about the integration of the four
language skills (listening, reading, writing and speaking) in the EGAP
programme?
All eight teachers were of the opinion that integration of the four skills was
necessary, important and good. However, one teacher felt that teaching reading and
writing skills should be given more importance while another teacher felt that the
speaking skill was not given sufficient time in the class.
2. Do you think the incorporation of listening and speaking skills in the EGAP
course is beneficial for the students?
All the teachers agreed that the incorporation of listening and speaking skills in the
EGAP course was beneficial to the students because they needed these skills to
pursue their main academic course, and in the society in general. One teacher
observed that although the students were keen to develop their speaking skills they
didn’t know the importance of developing skills yet.
3. (a) What is your opinion of the course material in general?
Four of the teachers said that the course material was good because the topics were
relevant, cover a wide scope, themes move from easy to difficult, and enhance their
knowledge about other subjects too. However, one of the teachers commented that
the material contain lessons which are not relevant to the Social Science field, and
therefore, should be replaced, while another teacher said that because the skills are
segregated at the beginning of the material and later integrated, it becomes
confusing to the students. One of the teachers also suggested that more
comprehension activities should be included. Another teacher said that some
students found the material difficult because they had not been placed in the correct
group at the placement test.
However, it should be noted that the students were given an entry test, not a
placement test, and all those who attempted it, except those who scored 70% and
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above, were registered and grouped according to their registration numbers, and not
according to their marks at the test.
3. (b) What is your opinion of the course material in terms of listening and
speaking skills?
Four teachers commented that the listening and speaking material was good because
it covered a wide range of activities, was interesting and informative, and the DVDs
were useful because students could practice listening by themselves. Two teachers
were of the opinion that students found the song in the first unit difficult because of
the foreign accent. One teacher commented on the lack of grammar lessons in the
material, while another teacher felt that some of the listening activities given in the
material could be done by reading, whereas they should have been designed to
practice only listening.
4. Do you supplement the material with other resources? How? How often?
Most teachers said they use extra resources such as speech and listening activities,
news paper articles, grammar activities, comprehension exercises and cloze
passages from past papers before CATs or whenever time permits, but almost all of
them commented on the lack of time to do extra work. One teacher said that she
doesn’t use other resources due to lack of time and facilities while another teacher
said that he advices his students to do listening activities such as listening to news at
home.
5. How do the students respond to the course?
Responding to this question some teachers said the students find the course
interesting and respond well, but some teachers pointed out the issue of low
attendance of students at day schools, due to lack of interest or other commitments.
According to them, students who do not attend day schools regularly are weak. One
teacher commented that students ask for more grammar lessons because they are
used to being taught grammar. However, it has to be noted here that though one
teacher commented on the active participation of the students, such active
participation could not be observed during classroom observation.
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6. Can you share your ideas about teaching through NACs?
Six of the eight teachers said they had no experience of teaching through NACs,
while one teacher said that he had not had that experience at the Open University.
Another teacher said that his experience of conducting an oral examination through
NAC was not good because of technical issues.
7. What is your opinion of the method of evaluation in the course?
The response of five teachers was that tests were good or satisfactory because they
are based on relevant material and are tested on all the skills. However, two teachers
were of the opinion that the listening test was difficult because of the way it was
conducted, i.e. the listening text was played only once, students were expected to
answer while listening and not having prior exposure to model test papers, etc. One
teacher said tests were difficult to students in general.
8. Can you explain your views on the teacher briefing held at the beginning of the
course?
Except two teachers who did not attend teacher briefing, the other teachers
commented on its usefulness in terms of learning new ideas and methodologies,
meeting other teachers and discussing common problems, and learning about the
EGAP course. One teacher, however, commented on the fact that the same material
was always used.
9. Do you think more guidance in teaching on the EGAP course is necessary?
Two of the teachers felt that further guidance was not necessary unless there were
amendments to the course. The others however, felt it would be useful. Several
suggestions were given to improve the briefings/workshops such as discussions on
how to evaluate students’ knowledge, and workshops conducted at regional centres
by the academic staff of the OUSL at the convenience of the teachers.
10. According to your opinion what are the strengths and weaknesses of the
programme?
Responding to this question the teachers brought out points such as providing a
good opportunity for students’ general linguistic development, development of
competence level in all four skills, and having good course material as strengths of
the course. They also commented on the weaknesses of the course such as inability
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to provide students with better learning opportunities due to poor attendance of
students, poor attendance of students being a low motivating factor for teachers,
rigid time frame and unavailability of model test papers. However, it should be
noted that past papers of final examination and entry test are made available at the
main library at the Colombo Regional Centre, but copies may not be available at the
other regional centres.
11. What are your suggestions for further improvement of the programme?
Voicing their opinion in response to this question, four of the teachers said inclusion
of activities such as songs, dramas, debates and speeches, and excerpts from novels,
poems and stories in the material would make the course more interesting. Three
teachers said that inclusion of grammar lessons (eg: passive voice and prepositions)
and standardization of existing grammar activities was necessary. More practice on
listening and speaking was recommended by three teachers and one teacher
recommended more emphasis on developing vocabulary, reading and writing too.
Thus, according to the information gathered by the interviews held with the teachers, it can
be concluded that all of them were happy with the incorporation of listening and speaking
skills in the EGAP course and their general opinion of the course material was positive,
although incorporation of additional lessons (e.g. grammar) and alternative lesson activities
(e.g. extracts from novels instead of songs) have been suggested. A major concern that was
brought out during the interviews was the poor attendance of the students which hampered
effective teaching. Also, most of the teachers did not have the experience of teaching
through NACs which is a method that could be used to interact with students of various
centres. Though most teachers had attended the teacher briefing, and indicated that they
were adequately experienced, they also indicated the importance of updating their
knowledge. A more extensive discussion on the implications of the teachers’ interviews and
their implications will be held in chapter 6.
5.5.2 Interview with the Course Coordinator
The role of the Course Coordinator for EGAP course in Social Sciences is one that includes
both administrative as well as academic responsibilities, and as explained in Chapter 4,
Section 4.6.2.2, the aim of the researcher in interviewing her was to tap the information she
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holds in both these aspects, thereby providing the researcher with valuable data pertaining
to the general background to the course. While the interview was held at the Department of
language Studies at the Open University of Sri Lanka, the proceedings of the interview
were recorded and later transcribed (Appendix XI). The questions that were posed during
the interview with the Course Coordinator of EGAP for Social Sciences and a summary of
the responses received are as follows:
1. Please explain your role as an administrator in the EGAP for Social Sciences
programme.
Responding to this question, the Course Coordinator explained that her role
involved commencing and ensuring the smooth function of the course, making time
tables and schedules, choosing teachers, conducting classes, designing tests and
getting them marked, corresponding with students, teachers and Assistant
Directors/Regional Officers.
2. For how long have you been involved in this programme?
Her response was that it was two years.
3. According to your opinion how is the incorporation of listening and speaking
skills in the EGAP programme beneficial to the students?
Voicing her views, she said that students were given a chance to practice and be
tested on listening and speaking skills even if there were problems with the facilities
and the time allocated for these two skills
4. According to your experience how do the students respond to the programme?
Her view was that usually students give preference to their main course of study
rather than English, but when compared with others, Social Science students show
better interest in the EGAP course.
5. What are the challenges you face in administering this course in general and in
terms of listening and speaking skills?
Her response to the above question was that lack of coordination between the
Department of Language Studies which is offering the course and the other
departments providing support such as printing material and registering students
hamper the efficiency of the course. She also pointed out that the non availability of
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certain facilities such as a sound system and a sound proof venue affected the
quality of examination conditions for listening and speaking tests.
6. (a) Did you receive any training in the area of your work?
She responded in the negative for this question.
(b) Do you think more training is necessary to perform your duties?
Her view about this question was that a workshop on the EGAP course would be
beneficial.
7. According to your view what is/are the best methodology/methodologies that
should be adopted to teach listening and speaking skills in English?
The Course Coordinator’s opinion on this issue was that individual attention should
be given to students when teaching listening and speaking, but since it is not
possible at face-to-face sessions, providing the students with listening material in a
DVD is a good method. She also commented that listening should be taught in a
proper environment.
8. (a) In your opinion should the teachers be given more training?
Responding to this question, she agreed strongly with the idea that teachers should
be trained especially because EGAP was different from other courses. She further
commented that graduate teachers with training should be recruited to teach on
course, to begin with.
(b) If yes, why and in which area?
She held the opinion that training on teaching listening and speaking skills was
important because this was a new area in the ELT domain in Sri Lanka. She added
that training teachers on technical skills also was important.
9. (a) What is your opinion about the material used in the EGAP programme in
general?
Her comment to this question was that the material for EGAP in general was
satisfactory.
(b) With regard to listening and speaking?
According to her view, there was nothing lacking in the material for listening and
speaking. However, she held the opinion that it was not being used effectively.
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10. What is your view of the assessment scheme adopted for listening and speaking
skills of the EGAP programme?
The Coordinator commented on logistical problems like large numbers of students
presenting themselves at examinations, inadequate numbers of examiners to
conduct the examinations and lack of space preventing the creation of a proper
examination environment for testing listening and speaking skills.
11. What are your suggestions for the further improvement of the programme?
Commenting on the improvement of the course, the Coordinator suggested training
teachers to function in the distance mode and delegating tasks clearly to the
departments providing student support, to ensure the smooth delivery of the course.
The interview with the Course Coordinator implies that there are certain issues that need to
be addressed with regard to the coordination and implementation of the EGAP course.
Some of these issues are lack of coordination between departments to ensure smooth
functioning of the course, need for training of teachers in teaching listening and speaking
skills in the distance mode, better facilities to conduct face-to-face sessions and
examinations, etc. These points will be discussed more extensively in Chapter 6.
5.5.3 Interview with the Centre Coordinator
The interview with the Centre Coordinator at Colombo Regional Centre (Appendix XII)
was conducted with the intention of finding out further details of the course such as what
takes place during face-to-face sessions, since this post calls for administrative as well as
academic involvement at times. The information derived from this interview was expected
to further strengthen the data collected through classroom observation, interviews with
teachers and questionnaires. The questions asked by the interviewer and the responses of
the interviewee are given in a summarized form here.
programme.
Explaining her role as Centre Coordinator at CRC, she listed out her responsibilities
such as ensuring the smooth functioning of day schools at the centre including DVD
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sessions and CATs. According to her she acts as a relief teacher in the absence of a
teacher, supervisor at CATs, and paper setter for all the tests for the EGAP course.
She answered that it was three years.
She was of the opinion that though it was beneficial, the restriction of time
prevented the students from getting sufficient time to practice the listening and
speaking skills.
Responding to this question she commented that students were interested in the
course because it was for a short duration, but they do not attend day schools
because they are unaware of the value of the day schools.
5. What are the challenges you face in administering the programme
(a) In general, (b) in terms of listening and speaking skills?
Responding to this question she commented that there were not many
administrative problems in general. However, referring to the delivery of
listening and speaking skills she added that low attendance of students and
restriction of time resulted in them not getting the full benefit of the course.
6. (a) Did you receive any training in the area of your work?
To this she replied that she attended workshops conducted for teachers.
(b) Do you think more training is necessary to perform your duties?
She was of the opinion that it was not necessary.
Voicing her opinion on this issue the Centre Coordinator said that though students
are expected to engage in self study, it does not happen in reality. Therefore, since
the current method is not completely successful, a method in which more face-to-
face support is given should be adopted.
8. In your opinion (a) should the teachers be given more training? (b) if yes, why
and in which areas?
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In response to this question, she commented that since most of the teachers are well
experienced at teaching at the Open University, additional training was not required.
9. What is your opinion about the material used in the EGAP programme
(a) in general?
Her opinion was that the course material in general was good.
(b) With regard to listening and speaking?
She commented on the usefulness of the DVD to the students.
(c) What is your view of the assessment scheme adopted for listening and speaking
She was of the opinion that the listening test was good because it taught students to
be attentive, while the speaking test provided the students with an opportunity to be
tested on speaking skills. However, she also commented on the very weak students
who could not even attempt to speak at the test.
(d) What are your suggestions for further improvement of the programme?
The Centre Coordinator’s view on this matter was that more time should be
provided to students to practice listening and speaking skills, and opportunities to
use the skills they have learnt should be provided by organizing presentations
during face-to-face sessions.
Thus, it can be concluded that according to the opinion of the Colombo Centre Coordinator,
low student attendance and time constraint affect the smooth delivery of the EGAP course,
and additional interactive face-to-face sessions could help students gain competency in the
listening and speaking skills.
5.5.4 Interview with the Assistant Director
The Assistant Director of the Batticaloa Regional Centre was interviewed with the aim of
gaining an insight to the general administration involved in conducting interactive sessions
such as face-to face sessions and tests, with the students. Moreover, since the Assistant
Director has direct interactions with the teachers and students of the Regional Centre, his
contribution to data collection by way of an interview was considered valuable. This
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interview too, like in the other instances, was recorded and transcribed later (Appendix
XIII). Given here are the questions the interviewee was asked and the summary of his
responses.
programme.
Explaining his role, the Assistant Director listed out his responsibilities such as
helping in the appointment of teachers at his centre, allocating suitable classrooms
to conduct the EGAP course and liaising with the Department of Language Studies
and the Regional Education Service Department at the Open University regarding
the activities at the centre.
His answer was that it was three years.
According to his opinion the students find the course attractive because it offers
teaching of listening and speaking skills apart from the other skills.
The Assistant Director was of the view that good attendance (70%) of students at
day schools at his centre indicates that students respond well to the course.
5. What are the challenges you face in administering this programme (a) in
general (b) in terms of listening and speaking skills?
The main challenge the Assistant Director found was providing a class room with
audio visual facilities to conduct the EGAP course, due to limited facilities at the
centre.
6. (a) Did you receive any training in the area of your work? (b) Do you think
more training is necessary to perform your duties?
Speaking on training received, the Assistant Director said that a monthly Board
Meeting is held by Regional Education Service Department, where training sessions
on related activities such as conducting an examination are included. He added that
these meetings were opportunities to meet and discuss related matters with the
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people who deal with the course, such as Heads of Departments and Deans of
Faculties.
Voicing his opinion, the Assistant Director said that since a language course should
provide practice of the language to the students, more practice in listening and
speaking skills through an increased number of face-to-face sessions in the EGAP
course should be provided.
8. In your opinion (a) should the teachers be given more training? (b) if yes, why
and on which areas?
The Assistant Director strongly recommended training teachers not only on
teaching methodologies but also on dealing with adult distance mode students, since
most of the teachers were inexperienced with the system.
9. What is your opinion (gathered by the response of students and teachers)
about the material used in the EGAP programme (a) in general? (b) with
regard to listening and speaking?
According to his view, the response of the students and the teachers to the material
was good and he added that the DVD was useful.
10. What is your view of the assessment scheme adopted for listening and speaking
Responding to this question he commented that some students (about 25%) find the
time allocated for the listening test not sufficient. However, according to his opinion
testing listening and speaking skills of students was good because it makes teachers
and students prepare better for these two skills.
11. What are your suggestions for further improvement of the programme?
He suggested increasing the number of face-to-face sessions, compensating for the
limited number of activities in listening provided at present by including more
listening activities in a compact form so that students can use them at their
convenience and training teachers better as ways of improving the course.
Thus, the Assistant Director of the Batticaloa Regional Centre has raised a few issues to be
addressed such as need for teacher training on adult distance education and the need for
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provision of additional opportunities for students to practice listening and speaking skills.
These issues will be discussed in more detail in Chapter 6.
5.5.5 Interview with the Coordinator for Listening and Speaking Test Developing
Project – G.C.E. O/L Examination
It was believed that the opinion and experience of a person handling a project similar to the
one being studied at present will be beneficial in throwing light on the current study.
Therefore, the Director of the English Department at NIE who is also the Coordinator for
listening and speaking test developing project at the G.C.E. Ordinary Level examination
was interviewed (Appendix XIV), keeping in mind the main purpose, being to gather data
that could be used to strengthen testing aspect of the listening and speaking skills in the
EGAP course. The questions that were asked during the interview and the summarised
respective responses received are indicated here.
1. Please explain your role as Coordinator for listening and speaking test
developing project for English in the G.C.E. Ordinary Level Examination.
Explaining his role as Coordinator of the committee appointed to study the
feasibility of conducting listening and speaking tests at the G.C.E. Ordinary Level
Examination, he listed out some of his responsibilities such as developing the test
structure, developing test descriptors and getting them approved.
2. What are the shortcomings you see in the present syllabus for English in the
G.C.E. Ordinary Level?
According to his view, the main shortcoming is that though all the four skills of
English are included in the G.C.E. Ordinary Level syllabus, the listening and
speaking skills are not tested, which is a violation of the principle that what is
taught should be tested.
skills in English in the G.C.E. Ordinary Level syllabus beneficial to the
students?
Commenting on this issue, he was of the opinion that it will not only be an incentive
for students to shed their inhibition in speaking but also an achievement for them
when they get a result at the end of the examination. He also added that it provides
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them with practice in taking listening and speaking tests which will become useful
in the future.
4. According to your opinion what is the best method to (a) teach listening and
speaking skills in English? (b) assess listening and speaking skills in English?
Voicing his opinion on this question, he said that the communicative language
teaching methodology was a good method to teach listening and speaking skills
since they are interactive modes of communication and also the eclectic approach
can be taken so that the best techniques of all the methods can be used.
Commenting on the assessing methods, he was of the opinion that creating a
standardized performance test which resembled international tests such as IELTS
would be the best method of evaluating listening and speaking skills.
5. (a) Do you intend to provide any training to the teachers /administrators
involved in the implementation of this programme? (b) If so, how?
Answering this question he explained that the training of provincial trainers through
whom the teachers will be trained as examiners has already been conducted. He
further explained that about eight thousand examiners will be eventually selected to
conduct the examination which will be implemented in December, 2015.
6. (a) What are the challenges you face or foresee in the future when
implementing this programme? (b) How do you plan to overcome them?
He listed out certain challenges which he could anticipate in implementing this
project, such as financing the project which would cost over Rs 100 billion in Sri
Lankan currency, meeting the time line and overcoming resistance on the part of
parents, teachers and other categories of people who are involved. However, he was
confident that such resistance would be overcome once the project was
implemented.
As an outcome of the interview with the Coordinator for listening and speaking test
developing project, the need for developing objective testing methods and the need for
training teachers on testing methods have been enhanced. These issues will be discussed in
Chapter 6 more extensively.
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5.6 Analysis of the Data from Questionnaires
Two questionnaires were administered for the purpose of collecting data in the present
study: the students’ questionnaire and the teachers’ questionnaire. The format of these
questionnaires has already been presented in Chapter 4, Sections 4.6.1, 4.6.1.1 and 4.6.1.2.
The analysis of the data gathered from the two categories of respondents, i.e. students and
teachers of the EGAP for Social Sciences course is presented in the following sections.
5.6.1 Students’ Questionnaire
The questionnaire was the sole tool used to gather data directly from the largest category of
respondents in the current study, the students of the EGAP for Social Sciences course. In
collecting data through a questionnaire from the students the researcher mainly aims to find
the answers for the research questions mentioned in Chapter 1, Section 1.5 and also to
understand how a suitable module for the programme can be designed. The questionnaire
consists of 29 questions categorized under the sections A, B, C and D, dealing with
personal information, general information, methods and materials, and teaching,
respectively. Out of the 433 students registered for the course in the 5 selected centres, 228
answered the questionnaire.
5.6.1.1 Section A - Personal Information
Questions 1 to 6 of Section A of the students’ questionnaire deal with the personal

information of the students and the analysis of the data obtained under this section is
presented in the following sections.
5.6.1.1.1 Regional Centre
Question 1 (Section A) in the students’ questionnaire seeks information on the regional

centres at which the students are registered and the data gathered from this question is
presented in Figure 7.
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Regional Centres
3.94%
10.52% Colombo
Kandy
13.15% 51.31%
Batticaloa
Matara
25.43% Jaffna
Figure 7: Regional Centre for Students
As indicated in Figure 7, 117 (51.31%) students belonged to the Colombo Regional Centre
(CRC) while there were 58 (25.43%) in Kandy Regional Centre (KRC), 30 (13.15%) in
Batticaloa Regional Centre (BRC), 24 (10.52%) in Matara Regional Centre (MRC) and 9
(3.94%) in Jaffna Regional Centre (JRC). Therefore it is clear that a majority of subjects for
this study belonged to CRC while a considerable number belonged to KRC, but in the other
Centres only a handful of students were there.
5.6.1.1.2 Group Number
There were 5 groups in CRC and 2 groups in KRC, and in each of the other centres only
one group was held.
5.6.1.1.3 Age
The data regarding the students’ age belonged to different ranges, and the collected data is
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80.00%
70.00%
60.00% Age
ranges
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
18-29 30-39 40-49 50-59 60-69
Figure 8: Age Ranges of Students
As presented in figure 8, the majority of the students (72.36%) were in the age range 18-29.
21.92% and 5.26% of students were in the age ranges 30-39 and 40-49 respectively.
Although there were 0.43% of students in the age range 60-69, there were 0% within the
age range 50-59. It might therefore be generalized that the majority of students were young
adults.
5.6.1.1.4 Gender
The gender of the students as gathered by the questionnaire is presented by Figure 9.
Gender
Male
Female
29.14%
70.85%
Figure 9: Gender of Students
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As denoted by Figure 9, 158 (70.85%) of the students were females while only 65 (29.14%)
were males. This implies that the majority of the students who took part in the study were
females.
5.6.1.1.5 Occupation
The data regarding the occupation of the students is indicated by Figure 10.
Occupation Teacher
Student
Manager
21.19% Management Assistant

2.64%
37.75% Banker
1.99%
2.64% Coordinator
2.64% Computer Application

Assistant
3.97% Unemployed
4.67% 22.51%
other
Figure 10: Occupation of Students
As seen in Figure 10, a majority of the students had indicated that their occupation was
teaching (37.75%), while 22.51% had indicated that they were students. Further, 4.67%,
3.97% and 1.99% had indicated that their occupations were Manager, Management
Assistant and Computer Application Assistant respectively. 2.64% each were Banker and
Coordinator while another 2.64% had indicated that they were unemployed. 21.19%
belonged to the “other” category, under which the rest of the respondents were
amalgamated, since those numbers were insignificant. Those who belonged to the “other”
category included occupations such as Marketing Officer, Clerk, Executive, Businessman,
Accountant, Pharmacist, Post Mistress, Receptionist, Audit Trainee, etc. Therefore, it can
be concluded that a majority of the respondents’ occupation was teaching.
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5.6.1.1.6 Mother Tongue
The data obtained regarding the mother tongue of the students is presented in Figure 11.
Mother Tongue
0.89%
33.03% Sinhala
Tamil
English
66.07%
Figure 11: Mother Tongue of Students
As shown in Figure 11, the mother tongue of most respondents i.e.148 (66.07%) was
Sinhala while Tamil was the mother tongue of about half that number, being 74 (33.03%)
and English was the mother tongue of just 2 (0.89%) respondents. It is therefore clear that
Sinhala was the mother tongue of a majority of the students.
5.6.1.2 Section B - General Information
Section B of the questionnaire deals with the behavioural and motivational questions posed,
related to the students’ past experience in language learning and present needs in language
learning.
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5.6.1.2.1 Place Where English is Used
Question 1 asks students where they usually use English. The data gathered from this
question is presented in Table 11.
Item No. Place Frequency %

(F)
1 (a) At work 116 34.52
(b) In the university 147 43.75
(c) At home 31 9.23
(d) Any other 42 12.5
Total 336 100
Table 11: Place Where English is Used
Note: The total number of respondents is greater than 228 because some students have
given more than one answer. The percentage is calculated for 336.
According to the data above, a majority of the respondents, i.e. 147 (43.75%) used English
at the university, while a lesser number, i.e. 116 (34.52%) used it at work and only a small
number, i.e. 31 (9.23%) used it at home. However, 42 (12.5%) have chosen option (d)
“Any other” and the answers given under this category have been summarized below.
10 (23.81%) have indicated that they used English at social functions, 4 (9.52%) said at
public places and 6 (14.29%) said at other educational institutes. 22 (52.39%) respondents’
answers had to be eliminated from option (d) “Any other” because they had either repeated
their choice or given invalid answers.
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5.6.1.2.2 Category of People With Whom English is Used
Question 2 asks students with whom they use the English language. The results are
summarized in Table 12.
Item No. Category of people with whom English is used F %

2 (a) Friends 118 27.83
(b) Colleagues 87 20.51
(c) Teachers in the university 128 30.18
(d) Family members 38 8.97
(e) Any other 53 12.5
Total 424 99.99
Table 12: Category of People with Whom English is Used
given more than one answer. The percentage is calculated for 424 and the total percentage
is 99.99% because of rounding off error.
As indicated by table 12, a majority of the respondents, i.e. 128 (30.18%) used English with
teachers at the university, while a close number, i.e. 118 (27.83%) used English with
friends and a lesser number, i.e. 87 (20.51%) with colleagues. Though only few
respondents, i.e. 38 (8.97%) used English with family members, 53 (12.5%) of them have
chosen option (e) “Any other” and the answers given under this option were categorized
and summarized below.
17 (32.08%) have indicated that they used English with their students while 4 (7.54%) have
said they used English with their customers and 7 (13.21%) with official persons. Only 1
(1.89%) has said he/she used English with foreigners. 24 (45.28%) answers had to be
eliminated from option (e) “Any other” since these answers were either repeated or invalid.
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5.6.1.2.3 Main Requirements for Learning English
Question 3 seeks responses to the main requirements students have for learning English.
The results are summarized in Table 13.
Item No. Requirements F %

3 (a) To cope with the academic work 111 30.83
(b) To function effectively at office 66 18.33
(c) For communication in day-to-day life 157 43.61
Total 360 99.99
Table 13: Main Requirements for Learning English
It is evident from the data presented above that the main requirement students had for
learning English was to communicate in day-to-day life since a majority i.e. 157 (43.61%)
had chosen that option. To cope with the academic requirement was the next requirement
with 111 (43.61%) choosing that option while 66 (18.33%) had indicated that they required
English to function effectively at office. Another 26 (7.22%) respondents had given
different reasons under option (d) “Any other”, which were categorized and summarized
below.
2 (7.70%) respondents had said their purpose in learning English was to upgrade their
social status, while 1 (3.84%) had said he/she wanted to increase his/her confidence, and a
further 5 (19.23%) had said they wanted better employment prospects. 6 (23.07%) wanted
to improve their English skills to learn more about other subjects and 12 (46.15%) of the
responses were eliminated from option (d) “Any other” because they were repeated or
invalid.
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5.6.1.2.4 Main Purposes in Studying English at the University
Question 4 asks for information regarding the purpose of students in studying English at the
university. The data collected is presented in Table 14.
Item No. Purposes in studying English at the university F %

4 (a) As a support to my academic work 190 52.92
(b) To communicate with teachers 46 12.81
(c) To write assignments and answer at examinations 87 24.23
Total 359 99.99
Table 14: Main Purpose in Studying English at the University
According to Table 14, a large number of respondents i.e. 190 (52.92%) had indicated that
the purpose of studying English at the university was to support their academic work, while
a lesser number i.e. 87 (24.23%) had said it was to help in their assessment. Just 46
(12.81%) had indicated that they learnt English at the university to communicate with
teachers, but 36 (10.03%) had chosen option (d) “Any other” and their answers had been
categorized and summarized below.
12 (33.33%) of the respondents who chose option (d) said that their main purpose in
studying English at the university was for communication in day-to-day life and 8 (22.22%)
of them said it was to help them in their career. While 7 (19.44%) of them said to improve
their knowledge, 4 (11.11%) said to improve their social status. 5 (13.89%) of the answers
had to be eliminated from option (d) “Any other” because those answers were either
repeated or invalid.
5.6.1.2.5 The Perfect Method of Studying
Question 5 seeks to find out what methods students prefer when studying. The data
collected for this question is presented in Table 15.
188
Item No. Method of studying F %
5 (a) Studying alone 104 32.30
(b) Studying in groups 90 27.95
(c) Through discussions with other students 114 35.40
Total 322 100
Table 15: Perfect Method of Studying
As clearly shown in Table 15, those whose preferred method of studying English by
studying alone i.e. 104 (32.30%) and those who preferred to study through discussions with
other students, i.e. 114 (35 .40) were the most used methods while studying in groups came
close with 90 (27.95%) of the respondents selecting that option. Only 14 (4.35%) chose
option (d) “Any other” and the categories written under this option were summarized
below.
3 (21.42%) of the respondents who chose option (d) said their preferred method of studying
was through internet online searching, while 2 (14.29%) of them said through reading and
listening to English discussions and another 2 (14.29%) said through lecture method. 1
(7.14%) each said using books, through discussions with the teacher, by teaching English to
someone else and answering questions were their preferred method of studying. 3 (21.42%)
answers were eliminated from option (d) “Any other” since these answers were either
5.6.1.2.6 Resources Used in Learning English
Question 6 of Section B attempts to discover what resources students use for learning the
English language. The information gathered through this question is presented in Table 16.
189
Item No. Resources F %
6 (a) News papers 108 21.05
(b) Books 167 32.56
(c) Internet 133 25.92
(d) DVD/Video/Audio 81 15.79
Total 513 100
Table 16: Resources Used in Learning English
As shown above, a majority of the respondents, i.e. 167 (32.56%) used books while a fairly
large number of respondents, i.e. 133 (25.92%) used the internet as resources to study
English. 108 (21.05%) respondents opted for using the newspaper, while another 81
(15.79%) opted for DVD/audio/video resources. Only 24 (4.68%) of them chose option (e)
“Any other” and the answers given under this option have been categorized and
summarized below.
7 (29.17%) of the respondents who chose option (e) “Any other” said they used films,
songs, TV/radio news etc. as learning resources while 4 (16.67%) of them said they used
teachers as resources. 3 (12.5%) of them said they used opportunities to talk with others as
a resource of learning while 1 (4.17%) each said that they used experience and typing
messages in English as learning resources. 8 (33.33%) of the answers were eliminated from
option (e) “Any other” since they were either repeated or invalid.
5.6.1.2.7 Experience in Learning English before Joining University
Question 7 under Section B seeks information on the different experiences respondents had
had in learning English before they enrolled in the present course and the data obtained is
shown in Table 17.
190
Item No. Prior Experience F %
7 (a) Studied English as a subject at school 157 46.04
(b) Attended an English medium school 17 4.99
(c) Followed an English course at an 132 38.70
institution
(d) Lived in an English speaking country 5 1.47
Total 341 100
Table 17: Experience in Learning English before Joining University
As presented in the table above, a majority of the respondents, i.e. 157 (46.04%) had
received prior experience in learning English by studying English as a subject at school and
a close number of respondents i.e. 132 (38.70%) had prior experience by following an
English course at an institution. Only a small number of them i.e. 17 (4.99%) had had the
experience of studying at an English medium school and a lesser number i.e. 5 (1.47%) had
gathered experience by living in an English speaking country. The number of respondents
who chose option (e) “Any other” were 30 (8.80%) and their answers were categorized and
summarized below.
8 (26.67%) of the respondents said they gathered prior experience in learning English by
using it in their place of work, while 4 (13.33%) of them said it was by using English at the
home environment. 3 (10%) of them said they had received training as English teachers and
2 (6.66%) of them said they had done a few subjects in the English medium at school. 1
(3.33%) of them each said their experience had been through self study, teaching the
language and following an English medium professional course. 10 (33.33%) of the
respondents’ answers were eliminated from option (e) “Any other” since they were
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5.6.1.2.8 The Way Prior Experience has Helped in Learning English at the University
Question 8 of Section B is an open ended question aiming to find out to what extent prior
experience has helped students in following the course at the university. Though there are 3
sub sections to this question i.e.(a) which of the experiences (mentioned in question 7) have
helped?, (b) how? and (c) if not, why?, the sub sections have been amalgamated and
categorized in the analysis. Out of the 228 respondents only 136 have responded to this
question and a summary of the categories with the percentage of responses is presented
below.
74 (54.41%) of the respondents said that prior experience of learning English at school or at
an institution has helped them in communicating with others and 23 (16.91%) of them said
that it helped them to improve their vocabulary and understand the course material better. 9
(6.61%) of the respondents said it helped them to answer assignments and examinations
better while 7 (5.15%) said that it helped them to perform better at their work place, i.e.
office, school, etc. Just 5 (3.68%) of the respondents said learning English as a subject at
school and using it in the home environment had helped them in using English in day-to-
day life as well as to cope with the academic work. However, 4 (2.94%) of the respondents
said that despite learning English as a subject at school or following a course at an
institution, they found it difficult to follow the course at the university and just 1 (0.74%)
respondent said that though prior experience had helped in improving grammar, vocabulary
and writing skill, it had not helped in improving the speaking skill. 13 (9.56%) of the
answers were rejected as they were invalid answers.
It has to be noted here that though the aim of the question was to explore how prior
experience in learning English helped learners to cope with the academic work demanded
by the EGAP course, the answers provided reveal that some of the respondents had given
more general answers such as how it affected their day-today work or functioning at work
place. Therefore it appears that some respondents had not understood the question well.
5.6.1.2.9 English Language Proficiency in Skills
Question 9 in Section B attempts to explore how proficient students rate themselves on the
main skills in English. The data gathered from this question is presented in Table 18.
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Skill Rates Total
Excellent % Good % Adeq % Less % Poor % F %
uate than
Adeq
uate
Reading 71 34.30 122 58.94 10 4.83 3 1.45 1 0.48 207 100
Listening 41 19.71 122 58.65 36 17.31 7 3.37 2 0.96 208 100

Speaking 17 8.10 92 43.81 66 31.43 23 10.95 12 5.71 210 100
Writing 23 11.00 132 63.16 42 20.09 9 4.31 3 1.44 209 100
Grammar 11 5.29 115 55.29 57 27.40 16 7.69 9 4.33 208 100
Vocabulary 5 2.43 93 45.14 73 35.44 26 12.62 9 4.37 206 100
Table 18: English Language Proficiency in Skills
Note: Total frequency for each skill differs because some respondents have not indicated
the rate for certain skills. The percentage has been calculated according to the number of
responses for each skill.
According to Table 18, a majority of students i.e. 93.24% (34.30% and 58.94%) had rated
reading as the skill in which their proficiency was excellent or good while 78.36% (19.71%
and 58.65%) had rated listening as the skill in which they were excellent or good at. A
further 74.16% (11% and 63.16%) had said they were excellent or good at writing while
60.58% (5.29% and 55.29%) had said that grammar was what they were excellent or good
at. A lesser number, i.e. 51.91% (8.10% and 43.81%) and 47.57% (2.43% and 45.14%) had
said that they were excellent or good at speaking and vocabulary respectively. Vocabulary
and speaking were the two skills in which most respondents believe their proficiency was
adequate, being 35.44% and 31.43%. Moreover, 27.40%, 20.09% and 17.31% believed that
their grammar, writing and listening skills were adequate while a mere 4.83% said that their
reading skill was adequate. Those who had said that their proficiency in any of the skills
was less adequate or poor were below 20%. Thus, it is clear that more than 50% of the
students believed that their proficiency in reading, writing, listening, speaking and grammar
skills were excellent or good.
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5.6.1.2.10 English Language Proficiency in Academic Activities
The aim of question 10 in Section B is to explore how well students believe they are able to
engage in certain academic activities. The information derived is presented below in Table
19.
Activities Rates Total

Excellent % Good % Adeq % Less % Poor % F %
uate than
adeq
uate
Attending 41 21.69 72 38.10 46 24.34 13 6.88 17 8.99 189 100
Lectures
Attending 16 8.84 74 40.88 54 29.83 18 9.94 19 10.50 181 99.99

Panel
discussions/
meetings
Making 23 12.57 89 48.63 36 19.67 19 10.38 16 8.74 183 99.99
presentations
Discussing 35 18.72 104 55.61 33 17.65 9 4.81 6 3.21 187 100

academic work
with colleagues
Listening to 34 18.28 113 60.75 28 15.05 6 3.23 5 2.69 186 100
lectures/discus
sions/
seminars
Table 19: English Language Proficiency in Academic Activities
Note: The total percentage of those who rated themselves for (b) attending panel
discussions/meetings and (c) making presentations are 99.99% because of rounding off
error.
According to Table 19 a majority of students, i.e. 79.03% (18.28% and 60.75%) had rated
proficiency in listening to lectures/discussions/seminars was excellent or good while
74.33% (18.72% and 55.61%) of the respondents became a close second by rating
proficiency in discussing academic work with colleagues was excellent or good. Another
61.20% (12.57% and 48.63%) thought proficiency in making presentations was excellent or
good and another 59.79% (21.69% and 38.10%) had rated proficiency in attending lectures
was excellent or good. Proficiency in panel discussions/meetings was rated the next
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excellent or good skill with 49.72% (8.84% and 40.88%). 54 (29.83%) students had said
that their proficiency in taking part in panel discussions/meetings was adequate while 46
(24.34%) said their proficiency in taking part in lectures was adequate. A lesser number of
students, i.e. 36 (19.67%), 33 (17.65%) and 28 (15.05%) had said that their proficiency in
making presentations, discussing academic work with colleagues and listening to
lectures/discussions/seminars respectively were adequate. Only a few number of students
had indicated that their proficiency in any of the academic activities were less than
adequate or poor, i.e. 20.44% (9.94% and 10.50%) for attending panel
discussions/meetings, 19.12% (10.38% and 8.74%) for making presentations, 15.87%
(6.88% and 8.99%) for attending lectures, 8.02% (4.81% and 3.21%) for discussing
academic work with colleagues and 5.92% (3.23% and 2.69%) for listening to
lectures/discussions/seminars. Overall, it can be stated that a majority of the respondents
rated their proficiency in academic activities as being excellent or good, except for those
who rated their proficiency in panel discussions/meetings to be adequate (29.83%) over
those who said it was excellent or good (49.72%).
5.6.1.2.11 Most Important Skills
Question 11 of Section B attempts to find out which skills are more important from the
point of view of students. The respondents were asked to indicate their opinion by writing
the numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “to a great
extent”, 2 indicates “to some extent”, 3 indicates “to a little extent” and 4 indicates “not at
all”. The data collected is represented in Table 20 given here.
Skill Agreement of importance Total

1 % 2 % 3 % 4 % F %
Listening 103 51.76 77 38.70 17 8.54 2 1.00 199 100
Speaking 111 55.5 64 32 19 9.5 6 3 200 100
Reading 96 50.53 72 37.89 19 10 3 1.58 190 100
Writing 97 49.49 83 42.35 15 7.65 1 0.51 196 100
Table 20: Most Important Skills
195
According to Table 20, a majority of students i.e. 91.84% (49.49% and 42.35%) had agreed
to a great extent or to some extent that writing was the most important skill while listening
was the next most important skill with 90.46% (51.76% and 38.70%). Reading and
speaking came close with 88.42% (50.53% and 37.89%) and 87.5% (55.5% and 32%)
respectively. Those who had said that the 4 skills were important to a little extent or not
important at all were very less, i.e. 12.5% (9.5% and 3%) for speaking, 11.58% (10% and
1.58%) for reading, 9.54% (8.54% and 1.00%) for listening and 8.16% (7.65% and 0.51%)
for writing. Therefore, it is clear that most students believed that all 4 skills, i.e. listening,
speaking, reading and writing were important to a great extent or to some extent and only a
few number believed that they were important only to a little extent or not at all.
Question 11 also contains a section where the respondents are asked to present reasons for
their answers. These reasons have been summarized and presented with percentages in the
following paragraph.
Only 102 out of the 228 respondents had attempted this section. 43 (42.16%) had indicated
that they believe all the skills were important to a great extent or to some extent because
they were interrelated and therefore one needed to learn all to be competent in the language.
6 (5.88%) believed listening and speaking skills were the most important because they were
needed in the day-to-day life for communication, while 7 (6.86%) each said listening skill
was the basic concept for language acquisition and speaking skill was the need of the day
respectively. 6 (5.88%) believed writing skill was important to a great extent because it was
necessary to perform academic work, but only 1 (0.98%) stated that reading was important
to a great extent because it was needed to read texts for academic purposes. Both speaking
and writing skills were selected as most important by 9 (8.82%) because these were the
skills they believed improvement was necessary on. 7 (6.86%) believed listening, reading
and writing skills were important to a great extent because they were the skills used most
often in academic work while 3 (2.94%) said learning listening, reading and speaking skills
will help in producing writing, so they are important to a great extent. 2 (1.96%) each said
most important skills were listening, speaking, writing because they were weak in these
skills, speaking, reading, writing because they were the most needed skills, speaking and
reading because they had to be learnt well to be fluent in the language, and listening and
196
writing because they were weak in these skills. 5 (4.90%) answers were not taken into
consideration because they were invalid.
5.6.1.2.12 Most Difficult to Learn Skills
Question 12 is the last question under this section and it aims at exploring how difficult
learning the four skills is from the students’ perspective. The respondents were asked to
indicate their opinion by writing the numbers 1 to 4 to represent the 4 steps of a likert scale
where 1 indicates “to a great extent”, 2 indicates “to some extent”, 3 indicates “to a little
extent” and 4 indicates “not at all”. The data gathered is represented in Table 21.
Skill Agreement of Difficulty Total

1 % 2 % 3 % 4 % F %
Listening 36 29.03 41 33.06 32 25.81 15 12.10 124 100
Speaking 45 32.14 56 40 31 22.14 8 5.71 140 99.99
Reading 18 16.21 43 38.74 31 27.93 19 17.12 111 100
Writing 49 35.51 45 32.61 35 25.36 9 6.52 138 100
Table 21: Most Difficult to Learn Skills
As denoted by Table 21, a majority of students 72.14% (32.14% and 40%) had felt that
speaking was difficult to a great extent or to some extent while 68.12% (35.51% and
32.61%) had felt that writing was difficult to a great or some extent. Next, 62.09% (29.03%
and 33.06%) of the students felt listening was difficult while 54.95% (16.21% and 38.74%)
of the students felt listening was difficult. A minority found the skills less difficult with
45.05% (27.93% and 17.12%) saying reading was difficult to a little extent or not at all
difficult while 37.91% (25.81% and 12.10%) said listening was difficult to a little extent or
not at all. A further 31.88% (25.36% and 6.52%) felt writing was difficult only to a little
extent or not at all while just 27.85% (22.14% and 5.71%) said speaking was difficult only
to a little extent or not at all. Thus, it is clear from the data above that more than 50% found
the four skills difficult with speaking and writing being the most difficult, while those who
found the skills not difficult were less than 50%.
197
Question 12 also contains a section where the respondents are asked to present reasons for
their answers. These reasons have been summarized and presented with percentages in the
89 out of the 228 respondents had answered this section. 23 (25.84%) had said that writing
was the most difficult skill because it involved knowledge in grammar, vocabulary and
spelling while 16 (17.98%) found speech difficult because they did not have sufficient
opportunities to practice this skill. 19 (21.35%) said listening and speaking skills were
difficult due to reasons such as lack of vocabulary, inability to perform fluently and lack of
proper environment to practice. Another 7 (7.87%) found listening difficult to understand
because of their inability to understand the pronunciation. Just 2 (2.25%) said reading was
the difficult skill since they had problems in understanding the vocabulary and also because
it was boring to study. A further 2 (2.25%) found both reading and writing skills difficult
since they took a long time to improve on these skills and another 4 (4.49%) said both
speaking and writing were difficult because they were the productive skills. Speaking,
reading and writing were found to be difficult by 6 (6.74%) since English was not the
mother tongue and therefore a lot of opportunities to practice these skills were needed.
Only 3 (3.37%) said these skills were not difficult for them because they have studied them
for a long period. 7 (7.86%) answers had to be rejected since they were invalid answers.
5.6.1.3 Section 3 - Methods and Materials
Section C of the students’ questionnaire deals with questions pertaining to the methods and
materials used in teaching listening and speaking skills in the EGAP course.
5.6.1.3.1 Adequacy of Face-to-face Sessions
Question 1 under this section explores from the point of view of the students, adequacy of
face-to-face sessions towards learning in the EGAP course. The data gathered from
question 1 (A) is represented in Table 22.
198
Item Item Responses F %
No.
1 Is the help you get from your a) Yes 166 81.77
(A) teachers at EGAP face-to-face b) No 7 3.45
sessions adequate to facilitate your c) To some extent 30 14.78
learning? Total 203 100
Table 22: Adequacy of Face-to-face Sessions
Table 22 showed that a majority of the students (81.77%) felt that the help they received
from the face-to-face sessions in the EGAP course was adequate to facilitate their learning.
However, there were 3.45% who had answered “No” and 14.78% who had answered “To
some extent”. In the next part of the question, i.e. 1 (B) an attempt was made to understand,
if the students’ answer to question 1 (A) is “No”, what aspects the focus should be on.
Since this is an open ended question, the answers given have been summarized in the
Only 8 respondents had answered this part of the question and 1 (12.5%) had said class
duration should be shorter so that what is learnt can be retained better and 1 (12.5%) had
said that the time factor was a problem because there was not enough time to cover the
syllabus. 2 (25%) have said they could not comment because they did not attend face-to-
face sessions while 4 (50%) of the answers had to be rejected because they were invalid
answers.
5.6.1.3.2 Usefulness of Course Material
Question 2 (A) of Section C attempts to find out how useful the course material of EGAP
course is towards the development of the students’ competency. The data derived from this
question is shown in Table 23.
199
No.
2 Is the course material on (a) Very useful 86 40.38
(A) listening and speaking skills in (b) Useful 94 44.13
the EGAP course useful to (c) Average 29 13.62
develop your competency? (d) Of very little use 4 1.87
Total 213 100
Table 23: Usefulness of Course Material in Developing General Competency
According to Table 23, a majority of the students 84.51% (40.38% and 44.13%) found the
course material in the EGAP course very useful or useful. However, 13.62% of them found
the material of average use while 1.87% of them found the material of very little use.
In the next part of the question, i.e. 2 (B) the students are asked to indicate how useful the
material is in improving their competency in certain skill areas, if their answer to question 2
(A) indicated they were useful. The respondents were asked to indicate their opinion by
writing the numbers 1 to 4 to represent the 4 steps of a likert scale “to a great extent”, “to
some extent”, “to a little extent” and “not at all” respectively. The data gathered from this
question are presented in Table 24.
200
Skill areas Agreement of usefulness Total
1 % 2 % 3 % 4 % F %
My note taking skills are improving 51 24.76 108 52.43 41 19.90 6 2.91 206 100
I am more attentive when listening to 75 36.95 97 47.78 27 13.30 4 1.97 203 100
others
I can follow conversations better 50 24.27 111 53.88 40 19.42 5 2.43 206 100
I can understand and answer questions 68 33.66 94 46.53 35 17.33 5 2.48 202 100
based on a listening text
I can follow the steps of a process as it 51 25.25 107 52.97 42 20.79 2 0.99 202 100
is being described
I know the difference between formal 58 28.85 102 50.75 38 18.91 3 1.49 201 100
and informal speech
I can introduce myself and carry out a 108 53.73 77 38.31 14 6.97 2 0.99 201 100
simple conversation
I can ask for and give 60 31.41 95 49.74 36 18.85 0 0 191 100
directions/instructions
I can ask for and express opinion on a 45 23.44 111 57.81 35 18.23 1 0.52 192 100
subject
I can make a presentation 44 23.16 96 50.52 44 23.16 6 3.16 190 100
Table 24: Usefulness of EGAP in Developing Competency of Specific Skills
As shown in Table 24, a majority of students, i.e. 92.04% (53.73% and 38.31%) felt they
could introduce themselves and carry out a simple conversation to a great or some extent.
A large number of students, i.e. 84.73% (36.95% and 47.78%) said they were more
attentive when listening to others and 81.25% (23.44% and 57.81%) said they could ask for
and express opinion on a subject to a great or some extent. Close numbers, i.e. 81.15%
(31.41% and 49.74%) and 80.19% (33.66% and 46.53%) stated that they could ask for and
give directions/instructions and understand and answer questions based on a listening text
respectively to a great or some extent. A further 79.60% (28.85% and 50.75%) and 78.22%
(25.25% and 52.97%) had said that they knew the difference between formal and informal
speech and could follow the steps of a process as it was being described respectively to a
great or some extent. 78.15% (24.27% and 53.88%) had said they could follow
conversations better while 77.19% (24.76% and 52.43%) said their note taking skills were
improving. Also, 73.68% (23.16% and 50.52%) said they could make presentations to a
great or some extent. However, 26.32% (23.16% and 3.16%) had said that they could make
presentations only to a little extent or not at all and 22.81% (19.90% and 2.91%) had said
that their note taking skills were improving only to a little extent or not at all. A further
201
21.85% (19.42% and 2.43%), 21.78% (20.79% and 0.99%), and 20.40% (18.91% and
1.49%) had said that their skills in following conversations, following steps of a process as
it was being described and differentiating between formal and informal speech respectively
had improved only to a little extent or not at all. Another 19.81% (17.33% and 2.48%) and
18.85% have said that their skills in understanding and answering questions based on a
listening text and asking for and giving directions/instructions respectively, had improved
only to a little extent or not at all. 18.75% (18.23% and 0.52%) students and 15.27%
(19.90% and 2.91%) students felt that asking for and expressing opinion on a subject and
being attentive when listening to others were skills in which their improvement was only to
a little extent or not at all. A mere 7.96% of students felt that they could introduce
themselves and carry out a simple conversation only to a little extent or not at all.
Overall, it could be concluded that more than 70% of the students said their competency in
the skills mentioned had increased while less than 30% said they were helpful only to a
little extent or not at all. This question includes a section for “Any other comments” and
only 7 students had responded to this. The summarized analysis of their responses is given
in the following paragraph.
3 (42.86%) of the students had commented that they were weak in grammar, speech and
making presentations, while 2 (28.57%) had commented that their skills in arguing,
criticizing, giving suggestions as well as engaging in group work such as listening to
others’ ideas and opinions and making presentations had improved. 1 (14.28%) student
commented that he/she could understand spoken conversation better than recorded
conversation. 1 (14.28%) answer was rejected because it was invalid.
Question 2 (C) attempts to explore the reasons, if students think the course material is not
useful. However, none of the students have responded to this question.
5.6.1.3.3 Teaching Methods Commonly Used
Question 3 in Section C aims at finding out what methods are commonly used in teaching
listening and speaking skills in the EGAP face-to-face sessions. The information gathered
is shown in Table 25.
202
No.
3 What is/are the teaching method/s (a) Lecture method 103 23.95
commonly used in the classroom (b) Group work 136 31.63
to teach listening and speaking (c) Pair work 76 17.67
skills in the EGAP course? (d) Individual work 67 15.58
(e) Games 37 8.60
(f) Any other 11 2.56
Total 430 99.99
Table 25: Teaching Methods Commonly Used
As shown in Table 25, a majority of students (32.46%) had indicated that group work was
the most popular teaching method used in teaching listening and speaking skills in the
EGAP classroom. 24.58% had indicated that lecture method was used and 18.14% had
indicated that pair work was used. Further, 15.99% had indicated that individual work was
used while 8.83% had said that games were used. The number of respondents who chose
option (f) “Any other” were 11 (2.56%) and their answers were categorized and
summarized below.
3 (27.27%) of the respondents had said discussions were the method used, while another 3
(27.27%) have said they could not comment because they did not attend face-to-face
sessions. 1 (9.09%) each had said that methods such as listening to recorded speech and
using internet respectively were used. 3 (27.27%) of the answers had to be eliminated from
option (f) “Any other” because they were repeated or invalid.
Thus, it is clear that the most commonly used method of teaching listening and speaking
skills in the EGAP classroom was group work.
203
5.6.1.3.4 Best Methods to be Used
Question 4 under Section C, attempts to discover what the best methods of learning
listening and speaking skills in the EGAP classroom were, according to the students’
opinion. The data gathered by this question are presented in Table 26.

No.
4 In your opinion, what is/are the (a) Lecture 62 14.80
best method/methods that can be method
used in the classroom to learn (b) Group work 143 34.13
listening and speaking skills in the (c) Pair work 82 19.57
EGAP course? (d) Individual 56 13.36
work
(e) Games 68 16.23
(f) Any other 8 1.91
Total 419 100
Table 26: Best Methods to be Used
According to Table 26 above, a majority of the students (34.13%) preferred group work
method to learn listening and speaking skills while pair work was the next choice with
19.57% selecting that method. Games and lecture methods were also chosen by 16.23%
and 14.80% respectively while individual work was selected by 13.36%. 1.91% chose
option (f) “any other” and the answers given under this option are summarized below.
2 (25%) of the students had selected learning through listening/watching audio/video

method and 2 (25%) had selected demonstrations/presentations in class as their preferred
method. 1 (12.5%) had said learning through visuals and discussions was a preferred
method while 1 (12.5%) had said he/she did not attend face-to-face sessions. 2 (25%) of the
answers were eliminated from option (f) “Any other” since they were repeated or invalid.
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Overall, it can be concluded that group method was preferred by students over other
methods when learning listening and speaking skills in the EGAP classroom.
5.6.1.3.5 Connection between Learning Listening and Speaking Skills in EGAP and
Main Programme
In question 5 of Section C, students are asked to explain how learning listening and
speaking help them to cope with the academic demands of their main programme, i.e. B.A.
in Social Sciences. This question is an open ended question and the responses received
have been categorized and analyzed below.
Only 88 students responded to this question and out of them 42 (47.73%) said that it helped
them to listen better to lectures and to ask questions/ make presentations. 18 (20.45%)
commented that it helped them to learn how to pay attention while listening and reduced
nervousness in speaking out. 5 (5.68%) said it helped in developing listening skills and
speaking skills in general, while 4 (4.55%) said it assisted them in doing activities. 1
(1.14%) student said learning listening and speaking skills helped him/her in improving the
writing skill. 18 (20.45%) of the answers had to be rejected due to their invalidity.
Thus, it is clear from the data above that nearly 50% of the students who answered,
believed that learning listening and speaking skills in the EGAP course helped them in
coping with the academic work in the main course directly.
5.6.1.3.6 Themes
Question 6 (A) of Section C aims to find out which of the themes in the EGAP course
material are found interesting by the students. The information derived from this question is
shown by Table 27.
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Item Item Themes F %
No.
5 Which of the themes of (a) World Personalities 101 27.75
(A) the lessons in the EGAP (b) Distance Education -OUSL 62 17.03
course do you find (c) Leisure and Sports 62 17.03
interesting? (d) Eco-Tourism 58 15.93
(e) Religions of Sri Lanka 47 12.91
(f) Gender representation 34 9.34
Total 364 99.99
Table 27: Interesting Themes
As made clear by Table 27, World Personalities was the theme selected by most students,
i.e. 27.75% as interesting, while Distance Education-OUSL and Leisure and Sports were
selected as interesting by an equal number of students, i.e. 17.03%. 15.93% of students
found Eco-Tourism interesting while 12.91% found Religions of Sri Lanka interesting.
Gender Representation was the theme the least number of students found interesting, i.e.
9.34%.
In the next part of the question the students were asked to provide reasons for their choice,
and the responses given have been summarized in the following paragraph.
64 students had responded to this section and the reason of the majority, i.e. 27 (42.19%),
for their choice was that they found the themes generally dealing with interesting topics. 12
(18.75%) of the students said the themes they chose dealt with familiar topics, so they
found them interesting. While 16 (25%) students found the themes imparting knowledge, 5
(7.81%) of them said they helped them to develop other skills such as discussions and
making presentations. 4 (6.25%) of the answers had to be rejected due to invalidity.
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Therefore, it can be concluded that though more than 25% of the students found the theme
World Personalities interesting, the other themes were found interesting by only a few
numbers of students.
Question 6 (B) under the same section attempts to discover what themes in the EGAP
course material the students find not interesting. The data collected is presented in Table
28.
Item Item Themes Responses

No. F %
5 (B) Which of the themes of (a) World Personalities 15 9.68
the lessons in the EGAP (b) Distance Education -OUSL 35 22.58
course do you find not (c) Leisure and Sports 23 14.84
interesting? (d) Eco-Tourism 36 23.23
(e) Religions of Sri Lanka 24 15.48
(f) Gender representation 22 14.19
Total 155 100
Table 28: Uninteresting Themes
According to table 28, Eco-Tourism was the theme most students did not find interesting,
i.e. 23.23%, while Distance Education-OUSL was the next theme found not interesting by
students, i.e. 22.58%. 15.48%, 14.84% and 14.19% of the students said the themes
Religions in Sri Lanka, Leisure and Sports and Gender Representation respectively were
not interesting to them. World Personalities was the theme a least number of students, i.e.
9.68% found not interesting.
In the next part of the question the students were asked to provide reasons for their choice,
and the responses given have been summarized in the following paragraph.
45 students had responded to this part of the question and out of them 14 (31.11%) said the
themes they selected were boring. An equal number of students, i.e. 4 (8.89%) had given
two reasons for not finding the themes they had selected interesting, being they disliked the
themes and it was difficult to understand. Another equal number of students, i.e. 2(4.44%)
had given two reasons for disliking the themes, being they felt such themes could create
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conflicts in society and they were not necessary to be included in the course. 1 (2.22%)
student had commented that he/she had not studied all the themes yet. 18 (40%) of the
answers were rejected since they were invalid.
Thus, it can be concluded that Eco-Tourism, Distance Education-OUSL and Religions in

Sri Lanka were the most themes found not interesting by the students, the main reasons
being ‘boring, difficult to understand and could create conflict in society’.
Question 6 (C) of the same section tries to explore what new themes could be included in
the course. This was an open ended question and the answers have been categorized and
summarized in the following paragraph.
54 students had attempted to answer this question and out of them 19 (35.18%) had
suggested themes related to Sri Lankan culture and society, social problems, geography,
etc. An equal number, i.e. 3 (5.56%) of the students had suggested four different themes,
being employment, science and technology, entertainment and history of Sri Lanka. 2
(3.70%) of the students had suggested media, giving the reason that it is a current topic, and
another 2 (3.70%) had suggested more world figures to be included in the theme World
Personalities. 1 (1.85%) student each had suggested the following themes: love and
marriage, wildlife and computer skills. 4 (7.41%) of the students had suggested world
wonders because it would provide knowledge. Though the question asked relates to themes
students can suggest, 4 (7.41%) of the students had suggested more grammar lessons to be
incorporated and 1 (1.85%) had suggested more spoken activities to be included. 7
(12.96%) of the answers were rejected since they were invalid answers.
Therefore, it is clear that as the data above suggests, most students prefer themes drawn
from Social Sciences which is their main academic course.
5.6.1.3.7 Distance Learning Methods
Question 7 of Section C seeks to find out what distance learning methods students use
when they follow the EGAP course. The aim of this question is to explore to what extent
students use distance learning methods when following a course in the distance mode. The
respondents were asked to indicate their opinion by writing the numbers 1 to 5 to represent
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the 5 steps of a likert scale where 1 indicates “Always”, 2 indicates “usually”, 3 indicates
“sometimes”, 4 indicates “seldom” and 5 indicates “never”. The data collected by this
Method Agreement Total

1 % 2 % 3 % 4 % 5 % F %
I use printed course 75 48.08 46 29.49 25 16.03 5 3.20 5 3.20 156 100
material
I use DVDs 15 9.55 36 22.93 70 44.59 27 17.20 9 5.73 157 100
I attend face-to-face 26 16.67 48 30.77 52 33.33 22 14.10 8 5.13 156 100
sessions
I attend NAC based 9 6.77 20 15.04 47 35.34 30 22.55 27 20.30 133 100
sessions
I participate in discussion 19 12.67 53 35.33 48 32 13 8.67 17 11.33 150 100
groups with other
students
I contact the course 10 6.67 18 12 40 26.67 32 21.33 50 33.33 150 100
tutor/coordinator in
person or by telephone,
emails and letters
Table 29: Distance Learning Methods
According to the data in Table 29, a majority of students, i.e. 77.57% (48.08% and 29.49%)
used printed course material for their studies always or usually. Less numbers of students
i.e.48.00% (12.67% and 35.33%) and 47.44% (16.67% and 30.77%) had indicated that they
participated in discussion groups with other students and attended face-to-face sessions
always or usually. DVDs were used by 32.48% (9.55% and 22.93%) while NAC based
sessions were used by 21.81% (6.77% and 15.04%) for their studies always or usually.
Only 18.67% (6.67% and 12%) had said that they contacted the course tutor/coordinator in
person or by telephone, emails and letters. Moreover, 44.59% students said they used
DVDs sometimes for their studies while 35.34% and 33.33% said they used NAC based
sessions and face-to-face sessions respectively for their studies sometimes. Also, 32% said
they participated in discussion groups with other students sometimes and 26.67% said they
contacted the course tutor/coordinator in person or by telephone, emails and letters
sometimes. 16.03% students said they sometimes used course materials for their studies.
The most number of students who said they seldom or never used a particular learning
method, chose contacting the course tutor/coordinator in person or by telephone, emails and
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letters were 54.66% (21.33% and 33.33%) while another 42.85% (22.55% and 20.30%)
said they seldom or never used NAC based sessions for their studies. Using DVDs,
participating in discussion groups with other students and attending face-to-face sessions
were learning methods seldom or never used by 22.93% (17.20% and 5.73%), 20% (8.67%
and 11.33%) and 19.23% (14.10% and 5.13%) respectively. Just 6.40% (3.20% and 3.20%)
said they seldom or never used printed course material for their studies.
Therefore, it can be observed in conclusion that most students prefer methods such as using
printed course material, discussion groups with other students, face-to-face sessions and
DVDs, over other methods such as contacting course tutor/coordinator or attending NAC
based sessions for learning in the distance mode.
5.6.1.3.8 Practising Listening and Speaking Skills
The aim of question 8, Section C is to find out what methods students use to practice
listening and speaking skills and the information derived from the question is presented in
Table 30.

No.
8 How do you (a) I get my friends to assess my speaking 71 27.41
practice (b) I self evaluate my listening and speaking 99 38.22
listening and (c) I listen to the radio/TV/DVDs 85 32.82
speaking (d) Any other 4 1.54
skills? Total 259 99.99
Table 30: Practicing Listening and Speaking Skills
Table 30 makes it clear that 38.22% of the students used the method of self evaluation to
practice their listening and speaking skills followed by 32.82% who used the method of
listening to the radio/TV/ DVDs and 27.41% who get friends to assess their speaking.
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1.54% of them had indicated option (d) “Any other”, and the answers given under this
option were summarized below.
Out of the 4 students who chose this option, 1 (25%) each of the students said they
practiced listening and speaking at official activities, got help from family members and by
following youtube lessons. 1 (25%) of the answers had to be rejected since it was invalid.
Therefore, the conclusion that can be reached regarding the most used methods of
practicing listening and speaking skills by students is that the majority use a self evaluation
method.
5.6.1.3.9 Evaluation of DVDs
In question 9 (A) of Section C, the aim is to find out how students evaluate the DVDs given
to them as course material in the EGAP course. Table 31 shows the collected data.
Item Item Ratings Responses

No. F %
9 (A) If you utilize the DVDs (a) Very useful 52 32.10
provided for the course, (b) Useful 76 46.91
how would you evaluate (c) Acceptable 30 18.52
them? (d) Useless 2 1.23
(e) Totally useless 2 1.23
Total 162 99.99
Table 31: Evaluation of DVDs
Note: The total percentage is 99.99% because of rounding off error.
As denoted by Table 31, a majority of the students, i.e. 76 (46.91%) have felt that the
DVDs provided as course material were useful. 52 (32.10%) of them felt they were very
useful while 30 (18.52%) felt they were acceptable. However, 2 (1.23%) of the students
evaluated DVDs as being useless and another 2 (1.23%) said they were totally useless.
Thus, it is clear that a majority of the students, i.e. 79.01% (46.91% and 32.10%) evaluated
the DVDs provided for the EGAP course as being useful or very useful, while only a
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minority of them, i.e. 20.98% (18.52%, 1.23% and 1.23%) evaluated them as being
acceptable, useless or totally useless.
Question 9 (B) of Section C attempts to find out the reasons for the students’ not using the
DVDs, if they do not use them. The answers to this open ended question have been
categorized and summarized in the following paragraph.
Out of the 14 students who had attempted this question, 7 (50%) had given the reason as
not having enough time to use the DVDs given as course material for EGAP course. I
(7.14%) of the students each had given the following reasons for not utilizing the DVDs:
Did not receive a DVD, do not have a DVD player, sound system of the DVD malfunctions
and did not use the DVD yet. 3 (21.43%) of the answers were rejected due to invalidity.
Thus, it is clear that the main reason (50%) for students not using the DVDs is time
constraint.
5.6.1.3.10 Reasons for Attending and Not Attending Face-to-Face Sessions
In the next question, question 10 (A), Section C, an attempt is made to find out the reasons
students attend face-to-face sessions in the EGAP course. The information derived has been
categorized, summarized and presented here.
Out of the 59 students who had responded to this question, 14 (23.73%) and 13 (22.03%) of
the students had said they attended face-to-face sessions because it helped to improve their
speaking skills and to improve their English knowledge in general, respectively. Further, 8
(13.56%) and 7 (11.86%) said it helped them to clarify doubts and because it was easy to
understand the book when explained by the teacher, respectively. 4 (6.78%) and 3 (5.08%)
of the students said attending face-to-face sessions helped them to improve skills in English
and in order to practice the language by participating, respectively. 2 (3.39%) each of the
students gave reasons such as to get help for oral tests and continuous assessments, and
because they thought face-to-face sessions were useful. Thus, the reasons given indicate
that for the few number of students who attended face-to-face sessions, they were important
because they provided them with a chance to engage in speaking activities, practice the
language by participating and clarifying doubts with the help of the teachers.
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Question 10 (B) attempts to find out the reasons students have for not attending face-to-
face sessions. This too is an open ended question and the responses have been categorized,
summarized and presented here.
Only 18 students had responded to this question and out of them 7 (38.89 %) said that they
did not attend face-to-face sessions of the EGAP course because they had commitments
such as work and other educational matters which prevented them from attending these
sessions. The reason given by 5 (27.78%) of them was that they did not have the time to
spare for attending face-to-face sessions. 3 (16.67%) felt that they didn’t need to attend
face-to-face sessions because they preferred self study method and 1 (5.55%) each gave the
following reasons: they had heard from other students that these sessions were boring,
difficulty in travelling to the centre from home because of the distance and family
responsibilities prevented him/her from attending these sessions. Overall, the reasons given
by a majority of the students who had responded to the question are connected with time
constraint due to situations such as work, family responsibilities and educational demands,
i.e. 72.22% (38.89%, 27.78% and 5.55%).
5.6.1.4 Section D - Teaching
Section D of the students’ questionnaire deals with matters pertaining to the teaching in the
EGAP course.
5.6.1.4.1 Competency of the English Teachers
Question 1 of Section D aims at finding out the competency of the teachers through the
students’ experience during face-to-face sessions. The data gathered from this question are
presented in Table 32.
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Item Statements Responses
No. F %
1 (a)Your English teachers are well prepared for the lesson 88 27.08
(b)Your English teachers are very clear in what they teach 76 23.38
(c)Your English teachers are knowledgeable about the subject 84 25.85
(d)Your English teachers use appropriate equipment in the 30 9.23
classroom
(e)Your English teachers are well organized 47 14.46
Total 325 100
Table 32: Competency of the English Teachers
As denoted by Table 32, a majority of the students, i.e. 88 (27.08%) who had responded to
this question had indicated their agreement to the statement that the teachers were well
prepared for the lesson, followed by 84 (25.85%) who had agreed with the statement that
the teachers were knowledgeable about the subject and 76 (23.38%) who had agreed with
the statement that the teachers were very clear in what they taught. However, only 47
(14.46%) and 30 (9.23%) had agreed with the statements that the teachers were well
organized and they used appropriate equipment in the classroom, respectively.
Question 1 of Section D also contains a section where students are asked to provide
examples for their responses above, and this section has been categorized and summarized
below.
20 students had responded to this question and out of them 6 (30%) had commented that
the teachers were kind and friendly, so understanding was made easier. 3 (15%) of the
students had commented that a lot of activities such as games, dialogues, presentations and
group work were done in class. 1 (5%) each of the students had given the following
examples: teacher provided extra material photocopied by himself/herself; they followed
schedule in terms of topics and time allocated; teacher gave individual attention to students
and used examples not given in the material to explain; teacher tried her best to make
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everyone understand and they provided extra subject knowledge during discussions.
Furthermore, the following comments were given by 1(5%) each of the students: though
the teacher was knowledgeable, his/her speech in English was faulty; teacher got angry
quickly; teacher did not come prepared for class and the students got bored. 3 (15%) of the
answers had to be rejected because they were invalid.
It is clear from these examples provided that though some of the teachers made learning
effective for the students during face-to-face sessions, for example by conducting learning
activities (15%), changes and improvement were needed in areas such as recruitment of
teachers and training of teachers.
5.6.1.4.2 Areas Which Need More Support in Developing Listening and Speaking
Skills
Question 2 of Section D attempts to discover which areas/topics in developing listening and

speaking skills do the students need more teaching/support with. The information derived
from the question is presented in Table 33.
Item No. Item Topics Responses

F %
2 Which areas/topics in (a)Note taking 34 15.81
developing listening (b)Making presentations 58 26.98
and speaking in (c)Listening to question and answer sessions 52 24.19
English do you need between other tutors and other learners
more (d)Participating in discussions, asking 68 31.63
teaching/support questions, seeking clarification from the tutor
with? (e)Any other 3 1.39
Total 215 100
Table 33: Areas Which Need More Support in Developing Listening and Speaking
Skills
As shown in the table above, the most amount of support needed was in the area of
participating in discussions, asking questions and seeking clarification from the tutor, with
68 (31.63%) students indicating their need. Making presentation was the next topic more
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support was needed with, since 58 (26.98%) students chose this topic. 52 (24.19%) of the
students indicated that support was needed in the area of listening to question and answer
sessions between other tutors and learners while 34 (15.81%) of them indicated they
needed more support with note taking. Only 3 (1.39%) chose option (e) “Any other” and
the answers given under this option are given below.
Out of the 3 answers only 1 (33.33%) was valid and it indicated that more support was
needed in listening to conversation. The other 2 (66.67%) were invalid answers and were
rejected.
Thus, it can be concluded that participating in discussions, asking questions, seeking

clarification, making presentations, listening to question and answer sessions between other
tutors and learners were the areas where most support was needed, since a majority of
students 82.80% (31.63%, 26.98% and 24.19%) had indicated these topics.
5.6.1.4.3 Equipment Used

Question 3 of Section D in the students’ questionnaire attempts to find out what equipments
are used in teaching listening and speaking skills during EGAP face-to-face sessions. The
data gathered for this question are shown in Table 34.
Item Item Equipment Responses

No. F %
3 Which equipment are used in (a) OHP 15 6.82
the listening and speaking (b) Multimedia 70 31.82
classroom for EGAP course? (c) White board/black board 63 28.63
(d) DVD player 72 32.73
Total 220 100
Table 34: Equipment Used
According to the data given in Table 34, DVD player was the most used equipment, i.e. 72
(32.73%) in the EGAP classroom to teach listening and speaking skills. 70 (31.82%) have
indicated that multimedia was the next most used equipment while whiteboard/blackboard
followed with 63 (28.63%) indications. Over Head Projector (OHP) was the least used
equipment in the classroom with only 15 (6.82%) indicating it. Therefore, DVD player and
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multimedia were the most used equipment, i.e. 64.55% (32.73% and 31.82%) to teach
listening and speaking in the EGAP course according to the students.
5.6.1.4.4 More Effective Equipment
In question 4 of Section D, the aim is to find out what equipment is more effective in
teaching listening and speaking skills in the EGAP course. The data gathered from this
question are presented in Table 35.
Item Item Equipment Responses

No. F %
4 Which equipment do you think (a) OHP 23 10.45
is/are more effective in teaching (b) Multimedia 96 43.64
listening and speaking skills in (c) White board/black board 29 13.18
the EGAP course? (d) DVD player 72 32.73
Total 220 100
Table 35: More Effective Equipment
As shown by the table above, a majority of the students, i.e. 96 (43.64%) thought that
multimedia should be used more for teaching listening and speaking skills in the EGAP
course. Furthermore, 72 (32.73%) of them had indicated that using DVD player was an
effective way of teaching. Only 29 (13.18%) had said that using whiteboard/blackboard
was effective while 23 (10.45%) had said that OHPs were effective. On the whole, it can be
concluded that multimedia was the best equipment that could be used for teaching listening
and speaking effectively in the EGAP course, according to the view of the students, i.e.
(43.64%).
5.6.1.4.5 Adequacy of Using Equipment at Face-to-Face Sessions
In question 5 of Section D, the aim is to explore the present status of using equipment to
teach listening and speaking skills in the EGAP course. The data gathered for this question
is presented in Table 36.
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Item Statements Responses
No. F %
5 (a)You feel the use of equipment at face-to-face sessions is 21 14
adequate.
(b)You feel the use of equipment at face-to-face sessions is 80 53.33
satisfactory.
(c)You feel the use of equipment at face-to-face sessions needs 41 27.33
more improvement.
(d)You feel the equipment at face-to-face sessions is not used 8 5.33
appropriately.
Total 150 99.99
Table 36: Adequacy of Using Equipment at Face-to-Face Sessions
Table 36 shows that approximately half of the number of students who had responded to
this question, i.e. 80 (53.33%) felt that the current usage of equipment in teaching listening
and speaking skills in the EGAP course was satisfactory and 21 (14%) were of the opinion
that it was adequate. However, 41 (27.33%) had said that use of equipment at face-to-face
sessions needed more improvement and 8 (5.33%) were of the opinion that equipment is
not used appropriately at these sessions. Therefore, it is necessary to take into account that
though a majority of students, i.e. 67.33% (53.33% and 14%) seemed satisfied with the
current status of usage of equipment, a significant number, i.e. 32.66% (27.33% and
5.33%) of students felt improvement was necessary.
5.6.1.4.6 Overall Opinion of the EGAP Course
Question 6 of Section D seeks to find out what the overall opinion of the students was
about the EGAP course. The data collected from the students is shown in Table 37.
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Item Item Ratings Responses
No. F %
6 What is your overall (a) Excellent 38 24.68
opinion about the EGAP (b) Satisfactory 88 57.14
course? (c) Average 19 12.34
(d) Poor 1 0.65
(e) Needs improvement 8 5.19
Total 154 100
Table 37: Overall Opinion of the EGAP Course
More than half of the students who responded to question 6, i.e. 88 (57.14%) had
commented that the EGAP course was satisfactory, while another 38 (24.68%) commented
that it was excellent. However, 19 (12.34%) of them felt it was only average, while 1
(0.65%) felt it was poor. 8 (5.19%) were of the opinion that the EGAP course needed
improvement. Overall, it can be concluded that though 81.82% (24.68% and 57.14%) of the
students who responded to the question felt that the EGAP course was excellent or
satisfactory, 18.18% (12.34%, 0.65% and 5.19%) of the students felt it was average or poor
and needed improvement.
The last question of the students’ questionnaire was question 7, an open ended question,
which gave room for students to make any other comments. The responses received for this
question were categorized, summarized and presented in the following paragraph.
Out of the 22 students who had attempted this question only 2 (9.09%) had indicated that
they were satisfied with the EGAP course. 3 (13.64%) of the students had commented on
exam related issues such as period between last revision test and final examination being
too long; examination papers being too difficult and non availability of past exam papers;
inconvenience due to the schedule not indicating the exact time of revision tests. 2 (9.09%)
had commented on teachers indicating the preference of a female teacher and the lack of
competency in the speech of the teacher. 2 (9.09%) more had commented on the listening
skill thus: including listening was not important and listening skill is difficult, so more
practicing of this skill was needed. 2 (9.09%) of the students also had commented that new
teaching methods should be used. Further, 1 (4.54%) each of the students had given various
219
comments such as all the centres should be equally treated and equipped; A degree in
English should be introduced in the Batticaloa centre; more individual attention is needed; a
more detailed course is needed for improvement in English. Thus, it is clear from the
responses to this question that the problems students had with regard to the EGAP course
were numerous and varied, ranging from the selection of teachers to availability of equal
facilities in all the centres.
5.6.2 Teachers’ Questionnaire
Teachers of the EGAP for B.A. in Social Sciences course in the academic year 2013/14
formed an important category of respondents for the present study and the questionnaire for
teachers was used as a secondary tool to gather information from the teachers of the EGAP
course, since they were also interviewed. The aim of the questionnaire was both to gain an
insight to the current EGAP course from the point of view of the teachers and to use it as a
spring board in the task of preparing the proposed module, thus addressing the issues raised
in research questions under Chapter 1, Section 1.5. However, out of the 9 teachers in the
selected centres for the study, only 7 answered the questionnaire.
5.6.2.1 Section A - Personal Information
Questions 1 to 7 of Section A in the teachers’ questionnaire deal with their personal

information and the information gathered from this section is presented and discussed in the
following sections. However, question 1 which is optional, asks for the teachers’ name, and
has been left out for the purpose of confidentiality.
5.6.2.1.1 Regional Centre
Question 2 (Section A) in the teachers’ questionnaire seeks information on the regional

centres at which the teachers are employed and the data gathered from this question is
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Regional Centres
14.29%
Colombo
Kandy
14.29% Batticaloa
71.42%
Figure 12: Regional Centre of Teachers
As shown in Figure 12, 71.42% of the teachers who responded to the questionnaire
belonged to the CRC, while an equal number, i.e. 14.29% belonged to KRC and BRC.
Therefore it is clear that a majority of the teachers were from CRC.
5.6.2.1.2 Age
Question 3 of Section A seeks information about the teachers’ age. The data regarding the
teachers’ age belonged to different ranges, and the collected data is presented in Figure 13.
70.00%
60.00%
50.00%
40.00% Age
30.00%
20.00%
10.00%
0.00%
0-30 31-40 41-50 51-60
Figure 13: Age Ranges of Teachers

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As presented in Figure13, the majority of the teachers (66.66%) were between the age
range 51-60. 16.67% each of teachers were between the age ranges 0-30 and 41-50. One
teacher had not revealed his/her age. It might therefore be generalized that the majority of
teachers were over 50 years.
5.6.2.1.3 Gender
The gender of the teachers as gathered by the questionnaire is presented by figure 14.
Gender
Female
42.86% Male
57.14%
Figure 14: Gender of Teachers
As denoted by Figure 14, 4 (57.14%) of the teachers were females while 3 (42.86%) were
males. This implies that the majority of the teachers employed by the Open University were
females.
5.6.2.1.4 Professional Qualifications of the Teachers
Question 5 of Section A seeks to find out the professional qualifications the teachers of the
EGAP course possessed. The information gathered is represented in Figure 15.
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Professional Qualifications
9.09%
18.18%
B.A. (General)
M.A.
27.27% 9.09% M.A. (pending)
E.T.
9.09% PGDE (TESL)
CTHE
27.27%
Figure 15: Professional Qualifications of the Teachers
It has to be noted that some teachers had more than one professional qualification and the
percentages were calculated from the total number of qualifications (11). As denoted by
Figure 15, 3 (27.27%) of the teachers were English Trained (E.T.) and 3 (27.27%) had done
the Post Graduate Diploma in English (PGDE) in Teaching English as a Second Language
(TESL). There were 2 (18.18%) teachers who were B.A. (General) graduates and also 1
(9.09%) each of Master of Arts (M.A.) graduate, M.A. (pending) and Certificate in
Teaching in Higher Education (CTHE). Therefore it is clear that the teachers had numerous
and varied professional qualifications.
5.6.2.1.5 Experience in English Language Teaching
Questions 6 and 7 of the questionnaire deal with the teachers’ experience in teaching
English (ELT) in general and teaching adults through Distance Mode (DM), respectively.
The data collected by both these questions are shown in Figure16.
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ELT experience Teaching adults through
DM experience
14.28% 14.28% 14.28
%
0-10 yrs
0-10 yrs
21-30yrs
85.71 21-30 yrs
41-50yrs
71.43% %
Figure 16: Experience in Teaching
Note: Since none of the teachers had experience of teaching ELT in general between the
categories 11-20 years and 31-40, and teaching adults through DM between the categories
11-20 years, 31-40 years and 41-50 years, those categories are not shown in the charts
above.
Figure 16 shows the teachers’ overall experience in teaching English, i.e. ELT in general
and teaching adults through DM. The data generally depicts that teachers of varied
experience are included in the study. When considering the ELT experience in general, the
majority of teachers (71.43%) had had 21-30 years of experience and only 14.28% each had
had experience below 10 years or between 41 and 50 years. None (0%) of the teachers
belonged to the categories of having 11-20 years and 31-40 years of experience in teaching
English. In comparison, a majority of teachers (85.71%) had had experience below 10 years
in teaching adults through DM while just 14.28% had had 21-30 years of experience in
teaching adults through DM. None (0%) of the teachers belonged to the categories of
having 11-20 years, 31-40 years and 41-50 years of experience in teaching adults through
DM. Therefore, it can be concluded that a majority of teachers had ELT experience of 21-
30 years while a majority of teachers teaching adults through DM had experience below 10
years.
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5.6.2.2 Section B - Information Pertaining to English Language Teaching/Learning
Section B of the teachers’ questionnaire includes questions on teaching and learning the
English language. There are 5 questions under this section and the data gathered are
presented and discussed in the following sections.
5.6.2.2.1 Course Content
Question 1 of Section B attempts to discover to what extent the course content of the EGAP
course helps students to improve their proficiency level. The information derived from this

No.
1 To what extent does the course (a) To a great extent 2 28.57
content help to improve the (b) To some extent 5 71.43
proficiency level of the (c) To a very little 0 0
students? extent
(d) Not at all 0 0
Total 7 100
Table 38: Course Content
According to Table 38, a majority, i.e. 5 (71.43%) of the teachers had said that the content
of the course helped to improve the students’ proficiency to some extent, while the rest of
the teachers, i.e. 2 (28.57%) had said that it did so to a great extent. Therefore it can be
concluded that according to the opinion of the teachers, the content of the EGAP course
helped students to improve their proficiency to a great extent or to some extent.
In the next part of the question, the teachers are asked to provide reasons for their answers
and these answers had been categorized and summarized below.
3 (42.85%) of the teachers had explained that because the EGAP course covers all 4
language skills the proficiency level is developed. However, 2 (28.57%) of them had
commented that the course content was limited and it catered mostly to the academic needs
of the students. Furthermore, 1 (14.29%) of the teachers had commented that because
225
attendance of students was poor and the schedule is packed revision cannot be done.
Another 1 (14.29%) of the teachers had said that more focus on grammar could help
students to be more proficient. Therefore, it is clear that while some teachers felt that
proficiency level of students had improved with the EGAP course, others felt that
improvement on the content and schedule could help students further.
5.6.2.2.2 Integration of the Four Skills
Question 2 of Section B teachers’ questionnaire aims to find out the usefulness of the
integration of the four skills, i.e. reading, writing, listening and speaking. The findings are
presented in Table 39.

No.
2 How useful is the integration (a) To a great extent 6 85.71
of listening, speaking, (b) To some extent 1 14.29
reading and writing in (c) To a very little extent 0 0
teaching? (d) Not at all 0 0
Total 7 100
Table 39: Integration of the Four Skills
As depicted by Table 39, 6 (85.71%) of the teachers agree that integration of all four skills
was useful to a great extent in teaching in the EGAP course while 1 (14.29%) agree to the
statement that it was useful to some extent. None felt that it was not useful. Therefore, it
can be concluded that according to the teacher’ opinion, the integration of skills was useful
in teaching.
When the teachers were asked to provide reasons for their answers, they gave various
reasons, and they have been summarized below.
According to 2 (28.57%) of the teachers, language proficiency demanded the same level of
proficiency in all four skills and therefore integration of skills was useful, while 4 (57.14%)
gave the reason that it provided an opportunity for students to see how all four skills were
used together. However, 1 (14.29%) said that the course was offered in the distance mode,
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and the students were supposed to engage in self study. It can be assumed that this teacher
meant that teaching was of not much use to the students in the EGAP course. It points out
the fact that the teacher may not be aware that in distance mode of teaching, the course
material takes the place of the teacher, and stresses the importance of making teachers more
aware of the method of distance teaching.
5.6.2.2.3 Presentation of Lessons
In the 3rd question of Section B, the aim is to find out whether the presentation of lessons in
the EGAP course motivates students. The data collected by this question are included in
Table 40.

No.
3 To what extent does the (a) To a great extent 2 33.33
presentation of lessons (b) To some extent 4 66.67
motivate the students? (c) To a very little 0 0
extent
(d) Not at all 0 0
Total 6 100
Table 40: Presentation of Lessons
According to the data above, a majority of the teachers, i.e. 4 (66.67%) felt that the
presentation of the lessons in the EGAP course motivated the students to some extent, and
the remaining teachers, 2 (33.33%) felt that they did so to a great extent. Therefore, it can
be assumed that on the whole, according to the opinion of the teachers, the presentation of
lessons had a motivating effect on the students.
Only 4 of the teachers had presented reasons for their answers, and it can be seen that a
variety of reasons had been given, i.e. 1 (25%) each had said: the presentation of a lesson
alone did not determine the language acquisition of a student; there were many mini-
activities in the lessons, but no grammar exercises; lessons were organized in such a way
that students were motivated to learn; because there were many opportunities for the
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students to do presentations, they were motivated. According to the reasons given, it can be
seen that 25% of teachers felt that the presentation of lessons was not very important to the
motivation of the students, while 50% (25% and 25%) felt that the organization of the
lessons and the presentation activities were reasons which helped students to be motivated.
However, another 25% of the teachers felt the lack of grammar exercises was a reason
which affected the motivation of students.
5.6.2.2.4 Students’ Interest in Learning English
Question 4 in Section B attempts to find out whether the students of EGAP were interested
in learning English. The data gathered in shown in Table 41.

No.
4 Are the students of EGAP (a) To a great extent 4 57.14
for Social Sciences (b) To some extent 3 42.86
interested in learning (c) To a very little 0 0
English? extent
(d) Not at all 0 0
Total 7 100
Table 41: Students’ Interest in Learning English
According to the data in Table 41, 4 (57.14%) of the teachers thought that the students of
EGAP were interested in learning English to a great extent while 3 (42.86%) of them
thought that they were interested to some extent. It is clear therefore, that all the teachers
(57.14% and42.86%) thought they were interested in learning English.
In the next part of the question where the teachers were asked to give reasons, 5 (71.43%)
of them said that the regular attendants were interested in learning English and 2 (28.57%)
of them said students preferred to give priority to the subjects in their main B.A.
programme. Overall, it can be seen that the majority (71.43%) of the teachers believed that
the students who were interested in learning English were those who attended face-to-face
sessions for EGAP regularly.
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5.6.2.2.5 Skills Which Pose Problems in Teaching
Question 5 of Section B aims to find out which of the four skills pose problems when
teaching. The data collected is depicted in Table 42.

No.
5 In your opinion which skill/s among (a) Listening 1 10
listening, speaking, reading and (b) Speaking 5 50
writing pose/s problems in teaching? (c) Reading 0 0
(d) Writing 4 40
Total 10 100
Table 42: Skills Which Pose Problems in Teaching
Note: The total number of respondents is greater than 7 because some teachers have given
more than one answer. The percentage is calculated for 10.
According to the data above most teachers, i.e. 5 (50%) felt the speaking skill posed
problems in teaching, while 4 (40%) of them felt writing skill posed problems in teaching.
While 1 (10%) said listening skill created problems none felt reading created any problems
in teaching. Thus, in conclusion it can be observed that speaking was the skill which
created most problems in teaching, i.e. 50%, with writing skill becoming a close second,
i.e. 40%.
Reasons for their answers have been provided by the teachers who marked each skill, and
they have been categorized and presented below.
For 5(a) there was only one answer (100%) and the reason presented was that it was
difficult to find suitable material and classroom environment to teach listening. For 5(b)
there were 5 answers, out of which 1 (20%) said inadequacy in attendance was a barrier to
carrying out speaking activities, 1 (20%) said students were weak in expressing their ideas
due to limitation of vocabulary and 1 (20%) said the mixed group classroom setup hindered
carrying out speaking activities. 2 (40%) of the teachers said students’ reluctance to talk
was a difficulty for the teacher. For 5(d) there were 4 answers, and 2 (50%) of the teachers
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said that because students made lots of mistakes in writing, a lot of class time was taken up
for correcting their mistakes. 1 (25%) said because of the students’ limited vocabulary and
weakness in grammar, they tended to translate directly from their mother tongue and 1
(25%) said teachers had to provide them with vocabulary for them to write. Thus, the
reasons given above show that most of the problems which arose in teaching speaking and
writing, were the productive skills, and mainly due to the weakness of students.
5.6.2.3 Section C - Lesson Material
Nine questions are included under this section, with the main focus on the lesson material
for teaching listening and speaking skills in the EGAP course. The data collected under this
section are presented and analyzed in the following sections.
5.6.2.3.1 Adequacy of Activities
In question 1 of Section C, the aim is to find out whether an adequate number of activities
are included in each lesson. The respondents were asked to indicate their opinion by writing
the numbers 1 to 4 to represent the 4 steps of a Likert scale where 1 indicates “to a great
extent”, 2 indicates “to some extent”, 3 indicates “to a little extent” and 4 indicates “not at
all”. The information collected is shown in Table 43.
Item Statement Skill Extent of Agreement Total

No. 1 % 2 % 3 % 4 % F %
1 There are an adequate Listening 4 57.14 3 42.86 0 0 0 0 7 100
number of activities per
lesson Speaking 4 57.14 2 28.57 1 14.29 0 0 7 100
Table 43: Lesson Material
According to the information above, 4 (57.14%) teachers had agreed to a great extent that
the number of activities per lesson were adequate in both listening and speaking skills. The
remaining 3 (42.86%) of them had agreed to some extent regarding the listening skill, but
only 2 of them had agreed to some extent regarding the speaking skill. 1 (14.29%) had
observed that the number of activities were adequate for speaking skill only to a little
extent. It is therefore clear that a majority (57.14%) of the teachers agree that the number of
activities per lesson were adequate to a great extent.
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In the section where examples had been provided by the teachers, 2 (33.33%) had said that
except Unit 6 all other units contained adequate activities and I (16.67%) had said that all
units contained adequate activities. However, 2 (33.33%) had said that speaking activities
were comparatively less, while 1 (16.67%) had said that activities for both listening and
speaking skills were less. Thus, it is clear that while 50% (33.33% and 16.67%) cited
examples to show that the number of activities were adequate the other 50% (33.33% and
16.67%) cited examples to say that the number of listening and speaking activities were
low.
5.6.2.3.2 Relevance of Activities
In question 2 of Section C the attempt is to find out the relevance of the activities to the
lessons. The respondents were asked to indicate their opinion by writing the numbers 1 to 4
to represent the 4 steps of a likert scale where 1 indicates “to a great extent”, 2 indicates “to
some extent”, 3 indicates “to a little extent” and 4 indicates “not at all”. The collected data
is shown in Table 44.

No. 1 % 2 % 3 % 4 % F %
2 The activities given are Listening 5 71.43 2 28.57 0 0 0 0 7 100
relevant to the lessons
Speaking 4 57.14 3 42.86 0 0 0 0 7 100
Table 44: Relevance of Activities
Table 44 depicts that 5 (71.43%) and 4 (57.14%) of the teachers had agreed to a great
extent that the activities were relevant to the lessons in listening and speaking, respectively
while 2 (28.57%) and 3 (42.86%) of the teachers had agreed to some extent that the
activities were relevant to the lessons in listening and speaking, respectively. Therefore it is
clear that a majority of the teachers, 71.43% and 57.14% felt that relevance to lessons in
both the skills were present to a great extent.
In the section where examples were given by teachers, 2 (33.33%) had given Unit 3
(Leisure and Sports) as an example for relevance of activities to lessons but 2 more
(33.33%) had given Unit 1 (World Personalities) as an example for not being relevant to
the lesson. 2 responses (33.33%) have been rejected due to invalidity. Therefore, it can be
231
said that equal numbers had provided examples for relevance of activities to lessons and
irrelevance of activities to lessons.
5.6.2.3.3 Integration of Activities
Question 3 in Section C seeks to observe whether there is integration between activities in

listening and speaking skills and other skills. The respondents were asked to indicate their
opinion by writing the numbers 1 to 4 to represent the 4 steps of a likert scale where 1
indicates “to a great extent”, 2 indicates “to some extent”, 3 indicates “to a little extent” and
4 indicates “not at all”. The collected data can be observed in Table 45.

No. 1 % 2 % 3 % 4 % F %
3 The activities for listening Listening 3 42.86 4 57.14 0 0 0 0 7 100
and speaking skills are
integrated with the other Speaking 1 14.29 6 85.71 0 0 0 0 7 100
skills
Table 45: Integration of Activities
As can be observed in Table 45, only 3 (42.86%) and 1 (14.29%) had agreed to a great
extent that activities for listening and speaking respectively, were integrated with other
skills, while 4 (57.14%) and 6 (85.71%) agreed to some extent that activities for listening
and speaking respectively, were integrated with other skills.
When providing examples, all the teachers who answered, i.e. 5 (83.33%), except 1
(16.67%) whose answer was rejected due to invalidity, had given examples drawn from
Unit 1 (World Personalities), Unit 3 (Leisure and Sports), Unit 4 (Eco Tourism), Unit 5
(Religions of Sri Lanka) and Unit 6 (Gender and Representation). It is thus clear that a
majority of teachers had been able to give examples to reinforce that integration in
activities between listening and speaking skills and other skills were present.
5.6.2.3.4 Instructions for Activities
In the 4th question of Section C, the aim is to find out whether clear instructions for
activities were given. The respondents were asked to indicate their opinion by writing the
numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “to a great extent”,
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2 indicates “to some extent”, 3 indicates “to a little extent” and 4 indicates “not at all”.
The information gathered is seen in Table 46.

No. 1 % 2 % 3 % 4. % F %
4 Instructions for Listening 5 71.43 2 28.57 0 0 0 0 7 100

activities are clear
Speaking 4 57.14 3 42.86 0 0 0 0 7 100
Table 46: Instructions for Activities
As in the other questions, the majority of the teachers, i.e. 5 (71.43%) and 4 (57.14%) had
agreed to a great extent that the instructions given for activities in listening and speaking
respectively, were clear. Only a minority, i.e. 2 (28.57%) and 3 (42.86%) had agreed only
to some extent, that instructions given for activities in listening and speaking respectively,
were clear.
Of the 6 teachers who had given examples, 2 (33.33%) had drawn examples of activities
from the course material, i.e. page 40 of Block 1 and the song “We are the world” to
reinforce that instructions for activities were clear, while 4 (66.67%) had generally said that
instructions for activities in all the units were clear.
5.6.2.3.5 Relevance of Lessons to Needs of Students
The aim of question 5 in Section C of the teachers’ questionnaire is to seek whether the
lessons were relevant to the needs of students. The respondents were asked to indicate their
opinion by writing the numbers 1 to 4 to represent the 4 steps of a likert scale where 1
indicates “to a great extent”, 2 indicates “to some extent”, 3 indicates “to a little extent”
and 4 indicates “not at all”. The information derived from the question is presented in
Table 47.

No. 1 % 2 % 3 % 4 % F %
5 The lessons are Listening 2 28.57 5 71.43 0 0 0 0 7 100
relevant to the needs
of the students
Speaking 4 57.14 3 42.86 0 0 0 0 7 100
Table 47: Relevance of Lessons to Needs of Students
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Table 47 depicts that only 2 (28.57%) had agreed that the lessons in listening skills were
relevant to the needs of the students to a great extent while 5 (71.43%) had agreed to some
extent that they were relevant to the needs of the students. However, 4 (57.14%) agreed to a
great extent that lessons in speaking skills were relevant to the needs of the students while 3
(42.86%) felt that the lessons in speaking were relevant to the needs of the students to some
extent. On the whole, it can be concluded that while a minority (28.57%) felt that listening
lessons were relevant to the needs of the students, a majority (57.14%) felt that speaking
lessons were relevant to the needs of the students.
In the examples provided, 3 (60%) had drawn examples from lessons in Units 1 to 5 to
denote the relevance of lessons to needs of students. However, 1 (20%) each had indicated
that lessons in Unit 1 and Unit 3 in general were less relevant to the students’ needs than
other lessons. Thus, the conclusion that can be reached is that though a majority (60%) of
examples denotes the relevance between lessons and students’ needs, there was less
relevance in certain units.
5.6.2.3.6 Level of Proficiency of Students
Question 6 in Section C seeks to probe whether the lessons serve the proficiency level of
the students. The respondents were asked to indicate their opinion by writing the numbers 1
to 4 to represent the 4 steps of a likert scale where I indicates “to a great extent”, 2 indicates
“to some extent”, 3 indicates “to a little extent” and 4 indicates “not at all”. The data for
this question can be seen in Table 48.
Item Statement Skill Agreement Total

No. 1 % 2 % 3 % 4 % F %
6 The lessons serve Listening 2 28.57 4 57.14 1 14.29 0 0 7 100
the level of
proficiency of the
Speaking 1 14.29 4 57.14 2 28.57 0 0 7 100
students
Table 48: Level of Proficiency of Students
A majority of the teachers, i.e. 4 (57.14%) had chosen to agree to some extent that the
lessons in both listening and speaking served the level of proficiency of the students. 2
(28.57%) had agreed to a great extent, and 1 (14.29%) to a little extent that listening lessons
234
served the proficiency level of the students, while 1 (14.29%) had agreed to a great extent
and 2 (28.57%) to a little extent that speaking lessons served the proficiency level of the
students. It is therefore clear that a majority was of the opinion that the proficiency level of
the students was met by the lessons only to some extent.
According to the given examples, 2 (33.33%) denote that Unit 1 was of a higher
proficiency level while 2 (33.33%) more denoted that because a class consisted of a mixed
ability group of students with different levels of proficiency levels the same lesson did not
meet the proficiency level of all the students. 1 (16.69%) had given Units 5 and 6 as
examples for lessons which did not meet the proficiency level of the students and 1
(16.69%) more had given Unit 3 as another example. Thus, all the examples given
indicated that they did not fully meet the proficiency level of all students.
5.6.2.3.7 Presentation of Lessons
In the 7th question under Section C, the aim is to seek whether the presentation of lessons
make students interested and motivated in learning. The respondents were asked to indicate
their opinion by writing the numbers 1 to 4 to represent the 4 steps of a likert scale where 1
indicates “to a great extent”, 2 indicates “to some extent”, 3 indicates “to a little extent” and
4 indicates “not at all”. The information collected by this question is presented in Table
49.

No. 1 % 2 % 3 % 4 % F %
7 The presentation of Listening 1 14.29 6 85.71 0 0 0 0 7 100
lessons make the
students interested and
motivated in learning Speaking 2 33.33 4 66.67 0 0 0 0 6 100
Table 49: Presentation of Lessons
As shown in Table 49, a majority of the teachers, i.e. 6 (85.71%) and 4 (66.67%) had
agreed to some extent that the presentation of lessons in listening and speaking
respectively, made the students interested and motivated in learning. A minority, i.e. 1
(14.29%) and 2 (33.33%) had agreed to a great extent that the presentation of the lessons in
listening and speaking respectively, made the students interested and motivated in learning.
235
In the presentation of examples, 2 (50%) had indicated that Unit 3 was an example for
lessons which motivated and interested students while another 2 (50%) had indicated that
Unit 6 was an example for the same purpose. It is therefore clear that certain units, as
shown in the examples, created interest and motivation among students.
5.6.2.3.8 Lesson Material Used through a Variety of Media.
Question 8 in Section C seeks to find out whether various media are used in the form of
lesson material. The respondents were asked to indicate their opinion by writing the
numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “to a great extent”,
2 indicates “to some extent”, 3 indicates “to a little extent” and 4 indicates “not at all”.
Table 50 depicts the data collected for this question.

No. 1 % 2 % 3 % 4 % F %
8 A variety of media Listening 6 85.71 1 14.29 0 0 0 0 7 100
(print/audio/video) is
used in the form of Speaking 5 71.43 1 14.29 1 14.29 0 0 7 100.1
lesson material
Table 50: Lesson Material Used through a Variety of Media.
A majority of teachers, i.e. 6 (85.71%) and 5 (71.43%) agreed to a great extent that a
variety of media was used in presenting lesson material for both listening and speaking
respectively. However, 1 (14.29%) each had chosen to agree to some extent that a variety
of media was used in listening and speaking lesson material respectively, while another 1
(14.29%) had chosen to agree to a little extent that a variety of media was used in listening
and speaking lesson material. Overall, it can be concluded that lesson material for both
listening and speaking were presented in various media, i.e. audio, video and print.
When giving examples, 3 (50%) had given examples from the audio/video lesson material
given for listening and speaking lessons in all units, while 2 (33.33%) had given the
example of audio/video lesson material and the printed course material in all units. 1
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(16.67%) response had to be rejected due to invalidity. It is therefore clear that the
examples given represent all media used, i.e. audio, video and print.
5.6.2.3.9 Physical Aspects of the Material
The last question of Section C, question 9, attempts to seek clarification on the physical
aspects of the course material, such as the print, quality of paper and the quality of cover.
This question includes 3 sections, i.e. 9(A), 9(B) and 9 (C) and the respondents were asked
to indicate their opinion by writing the numbers 1 to 4 to represent the 4 steps of a likert
scale where 1 indicates “to a great extent”, 2 indicates “to some extent”, 3 indicates “to a
little extent” and 4 indicates “not at all”. The data gathered from all three sections of the
question are shown in Table 51.

No. 1 % 2 % 3 % 4 % F %
9 (A) The print is clear Listening 7 100 0 0 0 0 0 0 7 100
Speaking 6 100 0 0 0 0 0 0 6 100

9 (B) The quality of paper is Listening 7 100 0 0 0 0 0 0 7 100
good Speaking 7 100 0 0 0 0 0 0 7 100
9(C) The quality of the Listening 5 71.43 2 28.57 0 0 0 0 7 100

cover is good
Speaking 5 71.43 2 28.57 0 0 0 0 7 100
Table 51: Physical Aspects of the Material
According to Table 51, all the teachers (100%) had agreed to a great extent that in 9(A) the
print was clear in both listening and speaking material. Moreover, all the teachers (100%)
had agreed to a great extent that in 9(B) the quality of the paper used was good in both
listening and speaking material. In 9(C) where the quality of the cover was focused on, 5
(71.43%) had agreed to a great extent that the quality of the cover was good in both
listening and speaking material, and 2 (28.57%) had agreed to some extent that the quality
of the cover was good in both listening and speaking material.
237
In the section “Any other comments” in question 9, a single comment had been made that
certain material included activities in an overcrowded manner (e.g Unit 2, Block 1 pg 39,
40 and 41).
Therefore, it can be concluded that according to a majority of the teachers (100%, 100%
and 71.43%), the physical aspect of the course material was good to a great extent.
5.6.2.4 Section D - Guidance
Section D of the teachers’ questionnaire deals with the guidance given to teachers for
teaching in the EGAP course. There are 3 questions under this section and the responses
given to these questions are analysed and presented under the following sections.
5.6.2.4.1 Teacher Guides
Question 1 of Section 4 seeks to explore whether teacher guides were made available with
the material for teaching listening and speaking skills. The data collected by this question
are presented in Table 52.
Item No. Item Skill Responses F %

1 Are teacher guides (a) Listening Yes 2 33.33
made available with No 4 66.67
the material for Total 6 100
listening and speaking
skills?
(b) Speaking Yes 0 0
No 5 100
Total 5 100
Table 52: Teacher Guides
The data above reveals that 4 (66.67%) of the teachers had said teacher guides were not
available for teaching the listening skill and 5 (100%) of the teachers had said teacher
guides were not available for teaching the speaking skill. However, 2 (33.33%) had said for
the listening skill, teacher guides were available. The conclusion that can be reached is that
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according to the majority of teachers, teacher guides were not available for teaching both
listening and speaking skills.
5.6.2.4.2 Teacher Briefing Workshop
Question 2 of Section D attempts to find out whether a teacher briefing workshop for the
teachers of EGAP was held prior to the commencement of the course. The data derived
from this question are presented in Table 53.

No.
2 Was a teacher briefing workshop held a) Yes 6 100
prior to the commencement of the EGAP b) No 0 0
course? Total 6 100
Table 53: Teacher Briefing Workshop
As depicted by Table 53, all teachers who responded to the question, i.e. 6 (100%) had said
that a teacher briefing workshop was held prior to the commencement of the EGAP course.
Base on this data, the conclusion that a teacher briefing workshop was held prior to
commencement of the course can be reached.
5.6.2.4.3 Opportunities to Discuss Academic Matters
Question 3 (A) and (B) in Section D explore whether teachers were given opportunities to
discuss academic matters with the academic staff at the Department of Language Studies
during the course of the programme, and if yes, how often. The information derived from
these questions is shown in Table 54.
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No.
3 Were opportunities to discuss academic a) Yes 7 100
(A) matters with the department available b) No 0 0
during the course of the programme? Total 7 100
3 If “Yes” to question 3 (A), how often? a) Weekly 0 0

(B) b) Monthly 0 0
c) Whenever needed 7 100
Total 7 100
Table 54: Opportunities to Discuss Academic Matters
The data above reveals that all teachers, i.e. 7 (100%) responded in the affirmative to
question 3 (A) whether opportunities to discuss academic matters were available for the
teachers during the course of the programme. In response to the subsequent question 3 (B),
all the teachers, i.e. 7 (100%) had chosen option (c) “Whenever needed” indicating that
they could discuss academic matters with the academic staff at the Department of Language
Studies whenever a need arose. Furthermore, under any other comments for the question, 1
(50%) teacher had observed that if there were problems the teachers could contact the
department. 1 (50%) more response was rejected due to invalidity.
5.6.2.5 Section E – Teaching Process
Section E of the teachers’ questionnaire deals with the teaching process of listening and
speaking skills in the EGAP course. There are 5 questions under this section and the
responses received for these questions have been presented and analysed in the following
sections.
5.6.2.5.1 Response of the Students to the Teaching
In question 1 of Section E, an attempt is made to discover whether the students’ response to

the teaching is satisfactory. The respondents were asked to indicate their opinion by writing
the numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “agree to a
240
great extent”, 2 indicates “agree to some extent”, 3 indicates “agree to a little extent” and 4
indicates “not at all agree”. The data collected are shown in Table 55.
Statement Extent of Agreement Total

1 % 2 % 3 % 4 % F %
Students’ response to the teaching is 2 28.57 5 71.43 0 0 0 0 7 100
satisfactory
Table 55: Response of the Students to the Teaching
As shown in Table 55, 2 (28.57%) teachers agreed to a great extent that the students’
response to the teaching was satisfactory. However, a majority of the teachers, i.e. 5
(71.43%) agreed to the statement only to some extent. This indicates that a majority of
teachers felt that the students’ response to the teaching was satisfactory only to some
extent.
5.6.2.5.2 Response of the Students to the Course Material
Question 2 Section E attempts to discover whether the students’ response to the course
material is satisfactory. The respondents were asked to indicate their opinion by writing the
numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “agree to a great
extent”, 2 indicates “agree to some extent”, 3 indicates “agree to a little extent” and 4
indicates “not at all agree”. The data gathered for this purpose are included in Table 56.

1 % 2 % 3 % 4 % F %
Students’ response to the course 1 14.29 6 85.71 0 0 0 0 7 100
material is satisfactory
Table 56: Response of the Students to the Course Material
According to Table 56, only 1 (14.29%) of the teachers agreed to a great extent with the
statement that students’ response to the course material was satisfactory while 6 (85.71%)
of them agreed with the statement to some extent. It is therefore clear that a majority of the
teachers felt that the response of the students to the course material was satisfactory only to
some extent.
241
5.6.2.5.3 Time Allocated for the Lessons
The aim of question 3, Section E is to explore whether the time allocated for the lessons in
the EGAP course is satisfactory. The respondents were asked to indicate their opinion by
writing the numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “agree
to a great extent”, 2 indicates “agree to some extent”, 3 indicates “agree to a little extent”
and 4 indicates “not at all agree”. The collected data is presented in Table 57.

1 % 2 % 3 % 4 % F %
Time allocated for the 2 28.57 2 28.57 3 42.86 0 0 7 100
lessons is satisfactory
Table 57: Time Allocated for the Lessons
Table 57 denotes that 2 (28.57%) of the teachers agreed to a great extent that time allocated
for the lessons was satisfactory and 2 more (28.57%) felt that they could agree with the
statement only to some extent, while 3 (42.86%) felt that they could agree with the
statement only to a little extent. In conclusion it can be observed that a majority of the
teachers felt that the time allocated for lessons was not very satisfactory.
5.6.2.5.4 Time Allocated for the Activities
Question 4 in Section C aims to find out whether the time allocated for activities is
satisfactory. The respondents were asked to indicate their opinion by writing the numbers 1
to 4 to represent the 4 steps of a likert scale where 1 indicates “agree to a great extent”, 2
indicates “agree to some extent”, 3 indicates “agree to a little extent” and 4 indicates “not
at all agree”. The data gathered in this regard is shown by Table 58.

1 % 2 % 3 % 4 % F %
Time allocated for the activities 3 42.86 1 14.28 2 28.57 1 14.28 7 99.99
is satisfactory
Table 58: Time Allocated for the Activities
242
Table 58 denotes that 3 (42.86%) of the teachers agreed to a great extent that time allocated
for activities was satisfactory while 2 (28.57%) of them agreed with the statement to a little
extent. 1 (14.28%) said that time allocated for activities was satisfactory to some extent but
the remaining 1 (14.28%) said that he/she did not agree at all with the statement. Therefore,
it can be concluded that though the majority of teachers, i.e. 42.86% felt that the time
allocated for activities was satisfactory to a great extent, a considerable number, i.e. 28.57%
and 14.28% felt that it was satisfactory only to a little extent and not at all satisfactory,
respectively.
Furthermore, under the section “Any other comments” common to questions 1 - 4, two
responses had been included: one comment was on the fact that students were also required
to self study and complete homework at home, and the other comment was that students
preferred to have their EGAP face-to-face sessions at the OUSL premises. While the first
comments can be taken as relevant to questions 3 and 4 in which time allocation for lessons
and activities were discussed, while the second comment can be taken as a general
comment on the student satisfaction regarding the EGAP course.
5.6.2.5.5 Addressing Listening and Speaking Skills during Face-to-Face Sessions
Question 5 includes 3 sections: 5(A) attempts to find out whether listening and speaking
skills are specifically addressed during EGAP face-to-face sessions; 5 (B) aims to discover
how learners are given practice in these skills if the answer to 5 (A) is “Yes”; 5 (C) asks for
reasons, if the answer to 5 (A) is “No”. Data collected for question 5 (A) is represented by
Table 59, while responses to the open ended questions 5 (B) and 5 (C) are summarized
separately.

No.
5 Are listening and speaking skills a) Yes 5 71.43
(A) specifically addressed in the face-to-face b) No 2 28.57
contact sessions? Total 7 100
Table 59: Addressing Listening and Speaking Skills during Face-to-Face Sessions
243
As denoted by the data in Table 59, the majority of the teachers, i.e. 5 (71.43%) had
responded in the affirmative to the question whether listening and speaking skills are
specifically addressed during face-to-face sessions, while a minority, i.e. 2 (28.57%) had
responded in the negative to the question.
In the open ended question 5 (B), 5 teachers had indicated how practice in listening and
speaking skills are given to the students in the face-to-face sessions. All 5 (100%) teachers
have explained that listening is conducted in a separate hall using the DVD provided, and
after the listening session is over, the students are given the opportunity to engage in
speaking activities such as discussions, dialogues, presentations as individual, pair or group
activities.
In the open ended question 5 (C), where reasons for not focusing on listening and speaking
skills during face-to-face sessions have been asked for, 2 comments have been given: All 4
language skills have to be addressed during the face-to-face sessions (50%); All skills have
to be addressed and skills such as reading and writing need more time allocation (50%).
Thus, the data presented above make it clear that though listening and speaking skills are
addressed in the face-to-face sessions in EGAP, restriction of time allocated may hinder
extensive practice of the two skills.
5.6.2.6 Section F – Facilities
Section F of the teachers’ questionnaire includes 8 questions pertaining to the facilities

made available for teaching listening and speaking skills during the EGAP face-to-face
sessions. The data collected under this section are analyzed and presented in the following
sections.
5.6.2.6.1 Availability of Classrooms
Question 1 of Section F aims to find out the availability of classrooms for EGAP face-to-
face sessions. The respondents were asked to indicate their opinion by writing the numbers
1 to 4 to represent the 4 steps of a likert scale where 1 indicates “agree to a great extent”, 2
indicates “agree to some extent”, 3 indicates “agree to a little extent” and 4 indicates “not at
all agree”. The data collected for this question are shown in Table 60.
244
1 % 2 % 3 % 4 % F %
Classrooms are available 6 85.71 1 14.28 0 0 0 0 7 99.99
Table 60: Availability of Classrooms
As indicated by Table 60, while 6 (85.71%) teachers had agreed to a great extent with the
statement that classrooms were available, 1 (14.28%) had agreed with the statement to
some extent. It is therefore clear that the agreement of the majority (85.71%) lies with the
availability of classrooms.
5.6.2.6.2 Quality of the Classrooms
Question 2 of Section F intends to find out the quality of the classrooms made available to
conduct face-to-face sessions for EGAP course. The respondents were asked to indicate
their opinion by writing the numbers 1 to 4 to represent the 4 steps of a likert scale where 1
indicates “agree to a great extent”, 2 indicates “agree to some extent”, 3 indicates “agree to
a little extent” and 4 indicates “not at all agree”. The information gathered in respect to this
question can be seen in Table 61.

1 % 2 % 3 % 4 % F %
The quality of the classrooms is 3 50 2 33.33 0 0 1 16.67 6 100
satisfactory.
Table 61: Quality of the Classrooms
The data given in Table 61 depicts that 3 (50%) of the teachers had agreed to a great extent
that the quality of the classrooms was satisfactory, and 2 (33.33%) of them had agreed with
the statement to some extent. However, 1 (16.67%) had said that he/she did not agree with
the statement at all. Therefore, it can be concluded that though a majority, i.e. 83.33% (50%
and 33.33%) felt that the quality of the classrooms was satisfactory to a great extent or to
some extent, a minority (16.67%) felt that the quality of the classrooms was not at all
satisfactory.
245
5.6.2.6.3 Availability of Teaching Equipment
Question 3 of Section F seeks the availability of teaching equipment such as DVD player,
OHP for teaching listening and speaking skills in the EGAP course. The respondents were
asked to indicate their opinion by writing the numbers 1 to 4 to represent the 4 steps of a
likert scale where 1 indicates “agree to a great extent”, 2 indicates “agree to some extent”, 3
indicates “agree to a little extent” and 4 indicates “not at all agree”. The information
collected can be seen in Table 62.

1 % 2 % 3 % 4 % F %
Teaching equipment (DVD 3 50 2 33.33 1 16.67 0 0 6 100
player, OHP, etc) are available
Table 62: Availability of Teaching Equipment
As shown in Table 62, 3 (50%) of the teachers and 2 (33.33%) of the teachers had agreed to
a great extent and to some extent with the statement that teaching equipment such as DVD
player and OHP are available, while 1 (16.67%) of the teachers had agreed with the
statement only to a little extent. Thus, in conclusion it can be said that a majority (50%) had
agreed with the statement to a great extent.
5.6.2.6.4 The Quality of the Teaching Equipment
Question 4 of Section F seeks to find out whether the quality of the teaching equipment
supplied was satisfactory. The respondents were asked to indicate their opinion by writing
the numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “agree to a
great extent”, 2 indicates “agree to some extent”, 3 indicates “agree to a little extent” and 4
indicates “not at all agree”. The data pertaining to this question can be seen in Table 63.

1 % 2 % 3 % 4 % F %
The quality of the teaching 5 71.43 0 0 2 28.57 0 0 7 100
equipment is satisfactory
Table 63: The Quality of the Teaching Equipment
246
The data depicted by Table 63 shows that 5 (71.43%) of the teachers agreed to a great
extent with the statement that the quality of the teaching equipment was satisfactory while
2 (28.57%) of the teachers had agreed with the statement only to a little extent. In
conclusion, it can be said that the majority (71.43%) of the teachers had agreed that the
quality of the equipment was satisfactory.
5.6.2.6.5 Availability of Nodes Access Centres
Question 5 of Section F deals with information on NACs and the aim is to seek whether
NACs are available to conduct contact sessions in the EGAP course. The respondents were
likert scale where 1 indicates “agree to a great extent”, 2 indicates “agree to some extent”, 3
indicates “agree to a little extent” and 4 indicates “not at all agree”. The data pertaining to
this question are depicted in Table 64.

1 % 2 % 3 % 4 % F %
NACs are available to conduct 0 0 0 0 1 20 4 80 5 100
contact sessions
Table 64: Availability of Nodes Access Centres
According to the data given in Table 64, 4 (80%) of the teachers had said that they do not
agree at all with the statement that NACs were available to conduct contact sessions and 1
(20%) of the teachers had said that he/she agreed to a little extent with the statement.
Overall, it can be said that a majority (80%) felt that NACs were not at all available to
conduct contact sessions.
5.6.2.6.6 Teaching through NACs
Through question 6 of Section F, an attempt is made to discover whether teaching is made

easy through NACs The respondents were asked to indicate their opinion by writing the
247
indicates “not at all agree”. The relevant data collected in this aspect are presented in Table
65.

1 % 2 % 3 % 4 % F %
It is easy to teach through 0 0 1 33.33 0 0 2 66.67 3 100
NACs
Table 65: Teaching through NACs
Table 65 makes it clear that out of the 3 teachers who had responded to this question only 1
(33.33%) had agreed to some extent that teaching was made easy through NACs. The
remaining 2 (66.67%) believed that they could not at all agree with the statement that
teaching was made easy through NACs. Therefore, it can be said that according to the idea
of the majority, teaching through NACs was not easy at all.
5.6.2.6.7 Lessons Made Interactive through NACs
Question 7 of this section attempts to discover whether lessons were made interactive
through NACs. The respondents were asked to indicate their opinion by writing the
indicates “not at all agree”. Table 66 depicts the data for this question.

1 % 2 % 3 % 4 % F %
Lessons are made 0 0 1 33.33 0 0 2 66.67 3 100
interactive through NACs
Table 66: Lessons Made Interactive through NACs
The data in Table 66 is similar to those in Table 65. 2 (66.67%) of the teachers had said
they do not agree at all with the statement that lessons were made interactive through NACs
while 1 (33.33%) of the teachers had said he/she can agree to some extent that lessons were
made interactive through NACs. The conclusion that can be reached is that in accordance
248
with the idea of the majority (66.67%) lessons are not made interactive through NACs at
all.
5.6.2.6.8 Effectiveness of Teaching through NACs
In the last question of Section F, question 8, an attempt is made to find out whether
teaching through NACs was more effective than in a normal classroom. The respondents
were asked to indicate their opinion by writing the numbers 1 to 4 to represent the 4 steps
of a likert scale where 1 indicates “agree to a great extent”, 2 indicates “agree to some
extent”, 3 indicates “agree to a little extent” and 4 indicates “not at all agree”. The
information gathered for this question can be seen in Table 67.

1 % 2 % 3 % 4 % F %
Teaching through NACs is more 0 0 1 33.33 0 0 2 66.67 3 100
effective than in a normal classroom
Table 67: Effectiveness of Teaching through NACs
Once again, the data found in Table 67 is similar to those in Table 65 and Table 66. 2
(66.67%) of the teachers had said they do not agree at all with the statement that teaching
through NACs was more effective than in a normal classroom while 1 (33.33%) of the
teachers had said he/she can agree to some extent with that statement. The conclusion that
can be reached is that in accordance with the idea of the majority (66.67%) teaching
through NACs was not at all more effective than in a normal classroom.
Provision to make any other comments had been given at the end of the questions in
Section F, and 2 comments had been made. Both refer to unavailability of the NAC facility
for the EGAP course.
5.6.2.7 Section G - Distance Mode
Section G of the teachers’ questionnaire consists of 4 questions pertaining to the distance

method of teaching. The data depicting information under this section are presented and
analyzed in the following sections.
249
5.6.2.7.1 Distance Mode as a Successful Method of Teaching Listening and Speaking
Under section G, the first question seeks to find out the opinion of the teachers whether
distance teaching is a successful mode in teaching listening and speaking. Data gathered for
this question are presented in Table 68.
Item No. Item Responses F %

1 According to your opinion (a) To a great extent 2 33.33
to what extent is distance (b) To some extent 1 16.67
teaching a successful (c) To a very little 3 50
mode in teaching listening extent
and speaking language (d) Not at all 0 0
skills? Total 6 100
Table 68: Distance Mode as a Successful Method of Teaching Listening and Speaking
As made clear by the data in Table 68, 3 (50%) of the teachers were of the opinion that
distance teaching was a successful mode in teaching listening and speaking skills only to a
very little extent. However, 2 (33.33%) of them had said that it was a successful mode in
teaching listening and speaking skills to a great extent and 1 (16.67%) had said that it was a
successful mode in teaching listening and speaking skills only to some extent.
Furthermore, in the comments given by the teachers in relation to question 1 in Section G,

the majority, i.e. 3 (42.85%) were of the opinion that listening and speaking skills required
more opportunities for interaction than the other two skills, and it was not sufficiently
provided for the students in the distance mode. 2 (28.57%) of the teachers had given the
comment that students’ poor attendance in face-to-face sessions affected the success of
teaching listening and speaking skills in the distance mode. 1 (14.29%) of the teachers had
given the comments that listening and speaking skills cannot be taught in the distance
mode and 1 (14.29%) comment was rejected due to invalidity. Therefore, the comments of
the teachers verify the conclusion reached that distance teaching was a successful mode in
teaching listening and speaking skills only to a very little extent.
250
5.6.2.7.2 Use of Self Instructional Material
Question 2 of Section G attempts to seek the usefulness of self instructional material to a

learner in the distance mode. The data collected are represented in Table 69.

No.
2 To what extent does self (a) To a great extent 3 50
instructional material help a (b) To some extent 3 50
distance learner? (c) To a very little 0 0
extent
(d) Not at all 0 0
Total 6 100
Table 69: Use of Self Instructional Material
As depicted by Table 69, 3 (50%) of the teachers were of the opinion that self instructional
material helped distance learners to a great extent and the remaining 3 (50%) said self
instructional material was helpful to distance learners to some extent. The overall
conclusion that can be reached is that self instructional material does help students of the
distance mode.
In the section where comments of the teachers were given with regard to this question, 3
(50%) of the teachers had said that students with a low proficiency level may not be able to
comprehend the self instructional material and may need monitoring of teachers. 2
(33.33%) of them were of the opinion that self instructional material are useful especially
for those who cannot attend face-to-face sessions regularly. 1 (16.67%) had said that
usefulness of self instructional material depends on the learners’ interest, need and
commitment. These comments indicate that though self instructional material is helpful to
students of distance education, monitoring by teachers is necessary for learning to be
successful.
251
5.6.2.7.3 Use of Face-to-face Interactive Sessions
Question 3 of Section G aims at finding out how interactive sessions in face-to-face

sessions help distance learners in learning listening and speaking skills, and the information
pertaining to this question can be seen in Table70.

No.
3 To what extent do face-to-face (a) To a great extent 7 100
interactive sessions help a (b) To some extent 0 0
distance learner in learning (c) To a very little 0 0
listening and speaking skills? extent
(d) Not at all 0 0
Total 7 100
Table 70: Use of Face-to-face Interactive Sessions
According to Table 70, all teachers, i.e. 7 (100%) believe that interactive face-to-face
sessions are helpful to a great extent for learning listening and speaking skills in the
distance mode.
Furthermore, while providing comments on the questions, 3 (50%) of the teachers had said
that face-to-face sessions provided distance education students learning listening and
speaking opportunities to practice and correct themselves under the guidance of a teacher. 1
(16.67%) of the teachers had said that face-to-face sessions provide students with
opportunities for interaction, while 1 (16.67%) more said that face-to-face sessions provide
opportunities for students to receive individual attention from the teacher and 1 (16.67%)
more teacher was of the opinion that if distance education students attended face-to-face
sessions regularly, they would be of great help to them. In conclusion it can be understood
that interactive face-to-face sessions provide great help to students learning listening and
speaking in the distance mode.
252
5.6.2.7.4 Training on Teaching in the Distance Mode
The last question in Section G, question 4 aims to discover the teachers’ opinion on the
necessity for training on teaching in the distance mode. Table 71 contains the data denoting
this factor.

No.
4 According to your opinion, to (a) To a great extent 3 50
what extent is training on (b) To some extent 2 33.33
teaching in the distance mode (c) To a very little 1 16.67
necessary for teachers? extent
(d) Not at all 0 0
Total 6 100
Table 71: Training on Teaching in the Distance Mode
Table 71 depicts that 3 (50%) of the teachers believed that training on teaching in the
distance mode was necessary to a great extent while 2 (33.33%) believed that it was
necessary to some extent. 1 (16.67%) said that it was necessary only to a little extent.
Therefore, according to the majority, i.e. 50% training on teaching in the distance mode
was a great necessity.
When providing comments on question 4, 3 (60%) of the teachers had commented that in
order to familiarize themselves with the method of teaching and learning in the distance
mode, training should be provided, while 1 (20%) of them had said that the teachers would
benefit by developing their professional career and face less hindrance when engaged in
teaching, if training on teaching in the distance mode was given. 1 (20%) comment had to
be rejected due to invalidity. On the whole, it is clear that a majority of teachers believed
that they would benefit by being trained on teaching in the distance mode.
253
5.6.2.8 Section H – Testing
In the last section of the teachers’ questionnaire, Section H, the focus is on testing of
listening and speaking skills in English in the EGAP course. The data pertaining to
questions under this section have been analyzed and presented in the following sections.
5.6.2.8.1 Effectiveness in Evaluating Proficiency Level of Students
In question 1 of Section H, the aim is to find out how effective tests are in evaluating the
proficiency level of students in the listening and speaking skills. The respondents were
likert scale where 1 indicates “agree to a great extent”, 2 indicates “agree to some extent”,
3 indicates “agree to a little extent” and 4 indicates “not at all agree”. The information
gathered in this regard in presented in Table 72.

No. 1 % 2 % 3 % 4 % F %
1 The tests are Listening 3 42.86 3 42.86 1 14.28 0 0 7 100
effective in
evaluating the
Speaking 2 28.57 2 28.57 2 28.57 1 14.28 7 99.99
proficiency level
of the students
Table 72: Effectiveness in Evaluating Proficiency Level of Students
Note: The total percentage in the speaking skill is 99.99% because of rounding off error.
As depicted by Table 72, 3 (42.86%) and 2 (28.57%) of the teachers had agreed with the
statement that tests were effective in evaluating proficiency level of the students to a great
extent in the listening and speaking skills, respectively. Similarly, 3 (42.86%) and 2
(28.57%) of the teachers had agreed with the statement that tests were effective in
evaluating proficiency level of the students to some extent in the listening and speaking
skills, respectively. However, 1 (14.28%) and 2 (28.57%) more of the teachers had agreed
with the statement that tests were effective in evaluating proficiency level of the students
only to a little extent in the listening and speaking skills, respectively, while 1 (14.28%)
more had said he/she did not agree at all with the statement in relation to the speaking skill.
254
Based on the data above, it can be concluded that though a majority (42.86%) agree with
the statement to a great extent or to some extent in relation to the listening skill, an equal
number of teachers (28.57%) had agreed with the statement to a great extent, to some
extent and to a little extent in relation to the speaking skill while (14.28%) had totally
disagreed with the statement in relation to the speaking skill, indicating that teachers did
not fully agree that tests in speaking were effective in evaluating the proficiency level of
the students.
The idea above is further confirmed by the reasons given by the teachers for their answers
for question 1. 2 (33.33%) of the reasons given were on the difficulty faced by students
when expressing themselves at tests, while 1 (16.67%) reason suggested that since all skills
were integrated a variety of tests were being used. 1 (16.67%) more reason was that topics
at speech tests were limited and another reason (16.67%) given was that speech tests tended
to be subjective. Another reason given was that in listening, all the students were tested
together, while in speaking they were tested in pairs or groups.
5.6.2.8.2 Adequacy of Testing Relevant Skills
In question 2 of Section H, an attempt is made to seek whether relevant language skills are
tested adequately. The respondents were asked to indicate their opinion by writing the
indicates “not at all agree”. The information gathered is presented in Table 73.

No. 1 % 2 % 3 % 4 % F %
2 Relevant language Listening 4 57.14 1 14.28 2 28.57 0 0 7 99.99
skills are tested
adequately Speaking 2 28.57 1 14.28 3 42.86 1 14.28 7 99.99
Table 73: Adequacy of Testing Relevant Skills
As depicted by Table 73, 4 (57.14%) of the teachers agreed to a great extent with the
statement that the listening skill was tested adequately, while only 2 (28.57%) agreed that
255
the speaking skill was tested adequately to a great extent. Similar numbers, i.e. 1 (14.28%)
agreed that both listening and speaking skills were tested adequately to some extent, while
2 (28.57%) and 3 (42.86%) agreed to a little extent that the listening and speaking skills
respectively were tested adequately. 1 (14.28%) did not agree at all that the speaking skill
was adequately tested. On the whole, it can be concluded that even though a majority
(57.14%) of teachers felt that the listening skill was tested adequately to a great extent, a
majority (42.86%) felt that the speaking skill was tested adequately only to a little extent.
Summarizing the reasons given by teachers for their answers to question 2, 2 (40%) of the
teachers said very limited areas were tested. 2 (40%) more said that time given at the
speaking test was not sufficient and 1 (20%) said because the tests were based on what was
done during face-to-face sessions, those who attended face-to-face sessions fared better at
tests. The reasons given depict that the teachers felt that tests were inadequate due to
limited areas and time constraint.
5.6.2.8.3 Methodologies of Testing
Question 3, Section H focuses on finding out whether methodologies of testing were

appropriate in the EGAP course. The respondents were asked to indicate their opinion by
writing the numbers 1 to 4 to represent the 4 steps of a likert scale where 1 indicates “agree
to a great extent”, 2 indicates “agree to some extent”, 3 indicates “agree to a little extent”
and 4 indicates “not at all agree”. Data collected for this question are given in Table 74.

No. 1 % 2 % 3 % 4 % F %
3 Methodologies Listening 3 42.86 3 42.86 0 0 1 14.28 7 100

adopted in testing
are appropriate Speaking 4 57.14 3 42.86 0 0 0 0 7 100
Table 74: Methodologies of Testing
As denoted by Table 74, 3 (42.86%) and 4 (57.14%) of the teachers had agreed to a great
extent that methodologies adopted in testing both listening and speaking were appropriate
while an equal number of teachers, i.e. 3 (42.86%) had agreed with the statement in relation
to both skills, to some extent. However, 1 (14.28%) did not agree that the methodologies in
256
testing the listening skill were appropriate at all. The data reveal that a majority, i.e.85.72%
(42.86% and 42.86%) agreed to a great extent or to some extent that methodologies
adopted for testing listening were appropriate while 100% (57.14% and 42.86%) agreed to
a great or some extent that methodologies adopted for speaking were appropriate.
The reasons given by teachers for their answers for question 3 are varied, and they have
been summarized in the following paragraph. 1 (14.28%) each of the teachers had given the
following reasons: Instead of basing the listening test on a narration, more authentic
situation such as news reading should be used; Text for listening test should be played
twice; Difficult to test all skills in a short time; Listening test should be based on more
advanced activities; Limited options are given at speaking test; listening test based on audio
recording and pair work activities for speaking test are appropriate. 1 (14.28%) reason was
rejected due to invalidity. The reasons given indicate that improvement is necessary on
certain aspects of testing listening and speaking, which will be discussed in the next
chapter.
5.6.2.8.4 Techniques/ Means used in Testing Listening and Speaking Skills
The last question in Section H, question 4, is an open ended question aiming at finding out
the techniques/means used by teachers to test listening and speaking skills. The answers
provided by all the teachers have been categorized and summarized as follows:
 4 (57.14%) of the teachers had listed the following activities:-
Listening test items - filling in instructions, filling blanks, marking True/False, note
taking, underlining, gap filling, following a process.
Speaking test items - introducing self and others, picture description, description of
an event, role play, discussions, impromptu speeches, prepared speeches,
presentations, debates, explanations, questioning.
 1 (14.28%) had given the following activities:-

Listening test - playing a video for listening test
Speaking test - pair discussion on likes and dislikes on a given topic, and individual
speech comparing and contrasting or giving opinion on a given topic.
257
Listening test – examiner reads aloud
Speaking test – debates, speeches
Listening test – a passage is read aloud once and short answers have to be written in
one/two words or tick the correct answer
Speaking test – a topic is given with 2 minutes of preparation time. (Topics should
be chosen which can be open to argument and should be easily related to by the
students.
5.7 Chapter Summary
This chapter dealt with the data collected from various tools during the course of the study.
Finally, the results obtained from the various instruments used in the study have been
analyzed and presented.
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CHAPTER 5

5.1 Chapter Overview

5.2 Criteria for the Analysis of Data

 Analysis of the course material used in teaching listening and speaking in

5.4. Analysis of the Data from Classroom Observation

As already mentioned in Chapter 4, Section 4.6.3, classroom observation was adopted by

Table 10: A Summary of Classroom Observations

5.5 Analysis of the Data from Interviews

5.5.1 Teachers’ Interviews

5.5.2 Interview with the Course Coordinator

5.5.3 Interview with the Centre Coordinator

5.5.4 Interview with the Assistant Director

5.6.1 Students’ Questionnaire

5.6.1.1 Section A - Personal Information

Questions 1 to 6 of Section A of the students’ questionnaire deal with the personal

5.6.1.1.1 Regional Centre

Question 1 (Section A) in the students’ questionnaire seeks information on the regional

Figure 7: Regional Centre for Students

5.6.1.1.2 Group Number

Figure 8: Age Ranges of Students

The gender of the students as gathered by the questionnaire is presented by Figure 9.

Figure 9: Gender of Students

21.19% Management Assistant

2.64% Computer Application

Figure 10: Occupation of Students

Figure 11: Mother Tongue of Students

5.6.1.2 Section B - General Information

Item No. Place Frequency %

Item No. Category of people with whom English is used F %

Table 12: Category of People with Whom English is Used

Item No. Requirements F %

Item No. Purposes in studying English at the university F %

5.6.1.2.5 The Perfect Method of Studying

5.6.1.2.6 Resources Used in Learning English

5.6.1.2.7 Experience in Learning English before Joining University

5.6.1.2.9 English Language Proficiency in Skills

Listening 41 19.71 122 58.65 36 17.31 7 3.37 2 0.96 208 100

Activities Rates Total

Attending 16 8.84 74 40.88 54 29.83 18 9.94 19 10.50 181 99.99

Discussing 35 18.72 104 55.61 33 17.65 9 4.81 6 3.21 187 100

Table 19: English Language Proficiency in Academic Activities

5.6.1.2.11 Most Important Skills

Skill Agreement of importance Total

5.6.1.2.12 Most Difficult to Learn Skills

Skill Agreement of Difficulty Total

5.6.1.3 Section 3 - Methods and Materials

5.6.1.3.1 Adequacy of Face-to-face Sessions

5.6.1.3.2 Usefulness of Course Material

5.6.1.3.3 Teaching Methods Commonly Used

Item Item Responses F %

2 (25%) of the students had selected learning through listening/watching audio/video

Item Item Themes Responses

Thus, it can be concluded that Eco-Tourism, Distance Education-OUSL and Religions in

5.6.1.3.7 Distance Learning Methods

Method Agreement Total

Table 29: Distance Learning Methods

5.6.1.3.8 Practising Listening and Speaking Skills

Item Item Responses F %

5.6.1.3.9 Evaluation of DVDs

Item Item Ratings Responses

Note: The total percentage is 99.99% because of rounding off error.

5.6.1.3.10 Reasons for Attending and Not Attending Face-to-Face Sessions

5.6.1.4 Section D - Teaching

5.6.1.4.1 Competency of the English Teachers