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THE ROLE OF PEER FACILITATION TO ENHANCE COMMUNICATION
IN ONLINE DISCUSSION FORUM IN MyLinE
ANG JULEE
UNIVERSITI TEKNOLOGI MALAYSIA
PSZ 19:16 (Pind. 1/07)
DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT
Author’s full name : ANG JULEE
Date of birth : 15 FEBRUARI 1987
Title : THE ROLE OF PEER FACILITATION TO ENHANCE COMMUNICATION
IN ONLINE DISCUSSION FORUM IN MyLinE
Academic Session : 2010/2011
I declare that this thesis is classified as :
I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:
1. The thesis is the property of Universiti Teknologi Malaysia.
2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose
of research only.
3. The Library has the right to make copies of the thesis for academic exchange.
Certified by :
SIGNATURE SIGNATURE OF SUPERVISOR
870215-35-5132 MISS FATIMAH PUTEH
(NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR
Date : 12 May 2011 Date :12 May 2011
NOTES : * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter from
the organization with period and reasons for confidentiality or restriction.
UNIVERSITI TEKNOLOGI MALAYSIA
�
CONFIDENTIAL (Contains confidential information under the Official Secret
Act 1972)*
RESTRICTED (Contains restricted information as specified by the
organization where research was done)*
OPEN ACCESS I agree that my thesis to be published as online open access
(full text)
“I hereby declare that I have read this thesis and in my opinion this
thesis is sufficient in terms of scope and quality for the award of
the degree of Bachelor of Science with Education (TESL).”
Signature : ………………………………..
Name of Supervisor: MISS FATIMAH PUTEH
Date : 12 May 2011
THE ROLE OF PEER FACILITATION TO ENHANCE COMMUNICATION
IN ONLINE DISCUSSION FORUM IN MyLinE
ANG JULEE
A thesis submitted in fulfillment of the
requirements for the award of the degree of
Bachelor of Science with Education (Teaching English as Second Language)
Faculty of Education
Universiti Teknologi Malaysia
MAY 2011
DECLARATION
I hereby declare that this thesis entitled “THE ROLE OF FACILITATION TO
ENHANCE COMMUNICATION IN ONLINE DISCUSSION FORUM IN MyLinE”
is my own work except as cited in the references. This thesis has not been accepted for
any degree and is not concurrently submitted in candidature of any other degree.
Signature : ………………………………..
Name : ANG JULEE
Date : 12 May 2011
ii
“Where the willingness is great the difficulties can’t be great”
To mom, dad and my sister Annie, whose love and care I shall cherish forever.
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ACKNOWLEDGEMENT
Hereby, I would like to take this golden opportunity to express my gratitude and
appreciation to those that had helped me and guided me until this stage of completion of
this study. First of all, I would like to express my deepest and most heartfelt gratitude to
my beloved supervisor Miss Fatimah Puteh for guiding me and shining on me when I
am in the dark about this study. Thank you, Madam for all your advice, help, and
attention throughout the process of making this study a reality. Without Madam’s
guidance and supervision, I would never be able to gain such valuable knowledge and
would never accomplish my mission in completing this study.
I would also like to thank my parents and my only sister, Annie for always
giving me support and motivation. Thank you to my sister for always being my soul
mate and being with me especially during the ups and downs and also to my beloved
parents, thank you for all that you have done for me. Without your care and love, I
would definitely unable to complete this study and would never be who I am today.
Not to forget, I would like to thank all my coursemate and friends. Thank you
for all the help, support and care when I am in UTM. It’s been a happy, fun and
meaningful four years of studies in UTM. One thing for sure, days will be dull without
your presence.
Last but not least, for those who had contributed directly and indirectly in this
study, thank you for your contribution.
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ABSTRACT
In year 2008, MyLinE was launched as an online platform for learning in English for 20
public institutions of higher learning in Malaysia. All registered postgraduates and
undergraduates are now given an opportunity to access the various sources and
materials for learning English. The eight lounges contained in MyLinE serve as
asynchronous chat room catering for different topics and aspects of interest. Previous
research reported that the lack of facilitation in most of the online discussion forum,
usually caused the ideas or topics discussed in the online discussion forum to be left
unattended and undeveloped. Therefore, this study was set out to investigate on the role
of facilitation in assisting users to develop ideas, and how facilitation affects the choice
of vocabulary among online language users in MyLinE. This study also investigates the
role of peer correction. Overall, only one lounge named “Student Forum” has been
studied and a total of 16 participants have been selected as respondents of this study.
The postings contained within the selected “Student Forum” lounge are analysed in
terms of the vocabulary used, the number of words per sentence constructed after
facilitation and the existence of peer correction of students’ postings or ideas. The result
of this study revealed that facilitation significantly enhanced students’ choice of
vocabulary and assisted users in developing ideas. However, the role of peer correction
in MyLinE is found to be minimal in this study. Therefore, it is recommended that the
scope of this study to be extended into different lounges such as “Students Guiding
Students” or “Special Interest Group” in MyLinE as to ensure a more accurate and
reliable findings.
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ABSTRAK
Para tahun 2008, MyLinE telah dirasmikan menjadi platform pembelajaran Bahasa
Inggeris secara online bagi 20 institusi pengajian tinggi awam di Malaysia.Para
mahasiswa kini telah diberi peluang untuk mengakses pelbagai sumber pembelajaran
Bahasa Inggeris dan juga mengambil bahagian dalam forum perbincangan yang terdapat
dalam lapan “lounge” yang disediakan. Lapan “lounge” ini dalam erti kata lain ialah
laman “chat” yang bersifat asynchronous, yang meliputi pelbagai tajuk dan aspek
perbincangan. Kajian yang terdahulu menyimpulkan bahawa kekurangan
pemudahcaraan(facilitation) dalam forum perbincangan secara online adalah sebab
utama terbantutnya perkembangan idea yang dibincang . Oleh itu, kajian ini bertujuan
untuk menentukan keberkesanan fasilitator dalam mengembangkan idea,dan dalam
membantu penguasaan kosa kata para mahasiswa. Kajian ini turut bertujuan untuk
menyiasat tentang peranan pembetulan oleh rakan sebaya dalam MyLinE. Satu
“lounge” yang bernama “Students Forum” telah dikaji dan seramai 16 peserta forum
telah dipilih secara rawak untuk menjadi responden kajian ini. Posting yang terkandung
dalam “lounge” yang bernama “Students Forum” ini akan dianalisis dari segi kosa kata
yang digunakan, bilangan perkataan dalam ayat selepas fasilitasi, dan juga berdasarkan
kewujudan pembetulan idea oleh rakan sebaya. Dapatan kajian mendapati fasilitasi
sememangnya memberi kesan yang penting dalam penguasaan kosa kata para
mahasiswa dan juga dalam pengembangan idea sesuatu tajuk perbincangan.
Walaubagaimanapun, hasil kajian menunjukkan hanya terdapat sedikit pembetulan oleh
rakan sebaya dalam kajian ini. Oleh itu, adalah dicadangkan bahawa kajian skop ini
diperluaskan kepada pelbagai “lounge” seperti “Students Guiding Students” atau
“Special Interest Group” dan lain-lain lagi supaya dapatan kajian adalah lebih tepat dan
boleh dipercayai.
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TABLE OF CONTENTS
CHAPTER TITLE PAGE
1 INTRODUCTION
1.1 Introduction
1.2 Background Of The Study
1.3 Objectives Of The Study
1.4 Statement Of The Problem
1.5 Purpose Of The Study
1.6 Research Questions
1.7 Significance Of The Study
1.8 Scope Of The Study
1.9 Terminologies
1
2
4
4
5
6
6
7
7
2 LITERATURE REVIEW
2.1 Introduction
2.2 Online Discussion Forum
2.2.1 Definition Of Online
Discussion Forum
2.2.2 Advantages Of Online Discussion
Forum
2.2.3 Disadvantages Of Online Discussion
8
8
9
10
12
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Forum
2.3 Facilitation
2.3.1 Definition Of Facilitation
2.3.2 Definition Of Facilitator
2.3.3 Goal Of Facilitation
2.3.4 Roles Of Facilitator
2.4.Guidelines And Strategies In Facilitation
2.4.1 Smart Facilitation
2.4.2 Do’s Of Online Facilitation
2.4.3 Don’ts Of Online Facilitation
2. 5 Language Of Facilitation
2.6 Peer Facilitation
2.7 Effects Of Facilitation
2.8 Summary
14
14
15
16
16
20
20
25
26
26
30
31
33
3 RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Respondents Of The Study
3.4 Research Instrument
3.5 Data Collection Procedures
3.6 Data Analysis
34
34
35
36
36
37
4 FINDINGS AND DISCUSSIONS
4.1 Introduction
4.2 Demographic background of the respondents
4.3 Special codes used in data analysis
4.4 Effects of peer facilitation on the choice of
vocabulary among MyLine participants
4.4.1. Reuse of same words at word level [V1]
4.4.2. Synonym [V2]
39
39
40
41
43
56
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4.4.3. Vocabulary expansion/reduction [V3]
4.4. Peer Correction [P1]
4.5 Development of ideas
4. 6 Summary of Development of Ideas
4. 7 Types of peer facilitation used in developing
ideas
68
72
74
76
78
5 RECOMMENDATIONS AND CONCLUSION
5.1 Introduction
5.2. Effects of peer facilitation on the choice of
vocabulary among language users
5.2.1 Reuse of words at word and phrase level
5.2.2 Use of synonym at word and phrase level
5.2.3 Expansion/reduction of vocabulary
5.3 The role of peer correction in discussion forum
5.4 The role of peer facilitation in assisting users to
develop ideas
5.5 Types of peer facilitation used
5.6 Limitations of Study
5.7 Conclusion
5.8 Recommendations of the Study
79
80
80
81
82
83
84
85
86
87
88
REFERENCES 89
APPENDIX 94
ix
x
LISTS OF TABLES
TABLE NO TITLE PAGE 4. 3.1 Special codes used in data analysis 40 4. 3.2 Codes used in data analysis 40 4.4.1 Reuse of words at word level 42 4.4.2 Reuse of words at phrase level 42 4. 4. 1.1 Reuse of the word [actually] 43 4. 4. 1.2 Reuse of the word [animeing] 43 4. 4.1.3 Reuse of the word [blind] 44 4. 4.1.4 Reuse of the word [interest] 44 4. 4. 1.5 Reuse of the word [prefer] 44 4. 4.1.6. Reuse of the word [dragging] 45 4. 4.1.7 Reuse of the word [recommend] 45 4. 4.1.8 Reuse of the word [experience] 45 4. 4.1.9 Reuse of the word [based] 46 4. 4.1.10 Reuse of the word[appearance] 46 4. 4.1.11 Reuse of the word[exist] 46 4. 4.1.12 Reuse of the word [accept] 47 4. 4.1.13 Reuse of the word [gay] 47 4. 4.1.14 Reuse of the word [blame] 47 4. 4.1.15 Reuse of the word [skills] 48 4. 4.1.14. Reuse of the word [afraid] 48 4. 4.1.17 Reuse of the word [identity] 48 4. 4.1.18 Reuse of the word [curiosity] 49 4. 4.1.19 Reuse of the word [good] 49 4. 4.1.20 Reuse of the word [hello] 49 4. 4.1.21 Reuse of the word [mass] 49 4. 4.1.22 Reuse of the word [increase] 50 4. 4.1.23 Reuse of the word [walking] 50 4. 4.1.24 Reuse of the word [exercising] 50 4. 4.1.25 Reuse of the word [compensate] 51 4. 4.1.24 Reuse of the word [energy] 51 4. 4.1.27 Reuse of the word [fanatic] 51 4. 4.1.28 Reuse of the word [consume] 51 4. 4.1.29 Reuse of the word [bear] 52 4. 4.1.30 Reuse of the word [upset] 52
xi
4. 4.1.31 Reuse of the word [happy] 52 4. 4.1.32 Reuse of the word [true love] 52 4. 4.1.33 Reuse of the phrase [die hard fan] 53 4. 4.1.34 Reuse of the phrase [ for so long] 53 4. 4.1.35 Reuse of the phrase [singing or listening to
musics] 53
4. 4.1.36 Reuse of the phrase [take good care] 53 4. 4.1.37 Reuse of the phrase [pretty boy] 54 4. 4.1.38 Reuse of the phrase [against all religion] 54 4. 4.1.39 Reuse of the three phrases 54 4. 4.1.40 Reuse of the two phrases. 55 4. 4.1.41 Reuse of the phrase [metabolism rate]. 55 4. 4.1.42 Reuse of the phrase [cheap hand grips] 55 4. 4.1.43 Reuse of the phrase [to impress] 55 4. 4.1.44 Reuse of the phrase [going to gym] 56 4. 4.1.45 Reuse of the phrase [done many crazy things] 56
TABLE NO TITLE PAGE 4.4.2.1 Synonym at phrase level 57 4.4.2.2 Synonym at word level 58 4.4.2.3 Synonym word of [gushing] 59 4.4.2.4 Synonym word of [destressing] 59 4.4.2.5 Synonym word of [style] 59 4.4.2.6 Synonym word of [crazy] 60 4.4.2.7 Synonym phrase of [blog is created] 60 4.4.2.8 Synonym phrase of [i've been searchin' this for
a long time.....] 60
4.4.2.9 Synonym phrase of [brown skin] 61 4.4.2.10 Synonym phrase of [One fight takes several
episodes to complete] 61
4.4.2.11 Synonym phrase of [I have been through quite a number …]
61
4.4.2. 12 Synonym phrase of [washing clothes] 62 4.4.2. 13 Synonym phrase of [pretty guys] 62
4.4.2. 14 Synonym phrase of [singing k] 62
4.4.2. 15 Synonym phrase of [physical appearance, your clothing, …]
62
4.4.2. 16 Synonym phrase of [can't really [blame] 63 4.4.2. 17 Synonym phrase of [animal practising
homosexual] 63
4.4.2. 18 Synonym phrase of [good academic results and critical skills]
63
4.4.2. 19 Synonym phrase of [time management] 64 4.4.2. 20 Synonym phrase of [racial discrimination] 64 4.4.2.21 Synonym phrase of [socialising skill, to make 64
xii
more friends including…] 4.4.2. 22 Synonym phrase of [do not make full use of
their time] 64
4.4.2. 23 Synonym phrase of [difference when I study in high school …]
65
4.4.2. 24 Synonym phrase of [no need to be very pretty or…]
65
4.4.2. 25 Synonym phrase of [improve my language] 65 4.4.2. 26 Synonym phrase of [spending time in gym] 65 4.4.2.27 Synonym phrase of [Gym and work out....] 66 4.4.2.28 Synonym phrase of [get rid of fats] 66 4.4.2.29 Synonym phrase of [take my bicycle for a ride] 66 4.4.2.30 Synonym phrase of [You can find them in
Jusco] 66
4.4.2.31 Synonym phrase of [TO BE HEALTHIER] 67 4.4.2.32 Synonym phrase of [obatain the muscular or
beautiful body] 67
4.4.2.33 Synonym phrase of [train your [stamina] 67 4.4.2.34 Synonym phrase of [beloved or admired one] 67 4.4.2.35 Synonym phrase of [solid muscles] 68
TABLE NO TITLE PAGE 4.4.5 Lists of vocabulary expansion at word and
phrase level 68
4.4.3.1 The expansion of [blog] 69 4.4.3.2 The expansion of [animeing] 69 4.4.3.3 The expansion of [prefer] 69 4.4.3.4 The expansion of [interesting] 70 4.4.3.5 The expansion of [soothing] 70 4.4.3.4 The expansion of [stress] 70 4.4.3.7 The expansion of [accept] 70 4.4.3.8 The expansion of [happy] 71 4.4.3.9 The expansion of [self-hosted] 71 4.4.3.10 Summary of findings 72
xiii
TABLE NO TITLE PAGE 4.4. 1 Peer correction of [He didn't say that blogspot
is not good] 72
4.4. 2 Peer correction of [but sumtimes lead me to overeating]
73
4.4. 3 Peer correction of [you should not afraid…..] 73
4.4. 4 Peer correction of [I want to justify that based on...]
73
4.4. 5 Peer correction of [You are not wrong in giving such opinion..]
73
TABLE NO TITLE PAGE 4. 5 Development of ideas 74 4. 6 Summary of development of ideas 76 4. 7 Types of facilitation used in developing ideas 78
xiv
LIST OF FIGURES
FIGURE NO.
TITLE
PAGE
Figure 2.2.2 The Community of Inquiry Model 11
Figure 2.4.1: The Principles of Smart Facilitation 21
Figure 3.4.4.4. Extractions of online postings. 37
xv
LIST OF ABBREVIATIONS
1. CMC - Computer Mediated Communication
2. MyLinE - My Learning in English, an online resource for learning English
3. ODF - Online Discussion Forum
xvi
LIST OF APPENDICES
APPENDIX TITLE PAGE
A Analysis of data 94
1
CHAPTER 1
INTRODUCTION
1.1 Introduction
This chapter is an introductory chapter of the research project titled “The
Role of Facilitation to Enhance Communication in an Online Forum in MyLinE.
MyLinE is a short form for My Learning in English, an online language
learning support initiated by Universiti Teknologi Malaysia. It is a self- access
online platform for learning in English that offers wide resources for self-access
language learning covering study skills, academic reading, writing and listening,
grammar and other resources for learning in English for full-time students of
public institutions of higher learning in Malaysia.
(Source:Taken from http: //myline.utm.my)
This chapter will discuss the background of study, statement of the problem,
and the purpose of the study. Besides, the objectives of the study, research
questions, significance of the study, and definition of the terms will also be
elaborated.
2
1.2 Background of study
Over the last few years, online discussions in Computer Mediated
Communication (CMC) have been utilised as one of the main dimensions in
teaching and learning field among Malaysia’s public institutions of higher
learning. According to Cheung and Hew (2005), online discussions or
asynchronous online forums have promising potential in aiding teaching and
learning processes. Academics and educators are capable of extending their
teaching beyond the traditional classroom setting by implementing extended
teaching and learning activities in an asynchronous online forum which may
includes posting a few messages or topics for discussion.
The proliferation of computer mediated communication in this case online
discussion forum (ODF) at the university level, has foreseen greater adoption and
acceptance of this approach in the teaching and learning process among the
academics and educators. This is due to reasons that it could overcome spatial and
temporal barriers often found in a traditional classroom setting.
According to Gomes and Murphy (2003), universities faced problems of
increased influx and greater diversification of proficiency level of undergraduates
at present. These problems caused universities to face too much growing demands
and expectations from the undergraduates. With this, the universities must adapt
more flexible and realistic approaches in delivering education. Therefore, it is
perceived that online discussion forum could overcome the problems of
incapability to cope with the increased number of undergraduates and at the same
time provides a solution that caters for the diversity of undergraduates.
Online discussion forum is a useful online tool as it acts as an electronic-
learning platform that allows students and undergraduates to post messages to the
discussion forum and discuss a topic without the presence of the teachers or
lecturers. Balaji and Chakrabarti (2010) stated that ODF is an effective tool for
online discussion as it enables undergraduates to post threads, communicate and
obtain feedback from other students and instructors. It also promotes better
understanding towards the subject discussed via online chat rooms. Another
3
advantage is that students’ written messages are stored in the virtual space, and
can be retrieved anytime thus allowing free, continuous reviewing of messages for
both students and instructors.
However, one of the disadvantages in ODF is that the threaded discussions
formed are often doomed to be “time-sinks” and the language used by students are
also often colloquial, full of spelling and grammatical errors due to the speed,
spontaneity and nature of the writing in an online discussion forum as postulated
by Cameron (2009). If this were left untreated, no quality of English learning
process can be established among the students especially when most of them are
second language learners of English.
This marks the extreme and urgent need of facilitation in ODF to enhance
communication so that the facilitators or instructors could improve on the overall
English language usages, choice of vocabulary, and in turn fosters and integrates
better participation among the participants of ODF.
In this epoch, the role of facilitation and facilitators in ODF as well as the
sole role of ODF as a tool in teaching and learning have evolved and changed that
their functions are no longer restricted in the field of CMC. Amichai-Hamburger,
Wainapel and Fox (2002) conclude that introvert students were more active in
communicating with others in an online environment rather than face-to-face
interaction in a classroom setting. As reported by Amichai-Hamburger, Wainapel
and Fox (2002), ODF is a marvelous platform for communication as non-
threatening setting of L2 exchanges of ideas is established.
The integration of facilitation in an online setting may produce various
results among the online participants. Therefore, this study was set out to
investigate on the role of peer facilitation in enhancing English language usage
and communication in an ODF in MyLine.
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1.3 Objectives of Project
1. To investigate how peer facilitation affects the choice of vocabulary among
language users.
2. To investigate the role of peer correction in an online forum.
3. To investigate the role of peer facilitation in assisting users to develop ideas
in MyLine.
1.4 Statement of problem
Online communications are a part of younger generation lifestyle today.
Participating in online discussion for some introvert and passive undergraduates
are indeed a once in a lifetime task for some undergraduates in Universiti
Teknologi Malaysia (UTM). Students are now being bestowed with the
opportunity to participate in an online forum where they can remain identity-
hidden, and can participate in a relaxed manner. Participation in online forum
contrast completely with participation in traditional classroom setting where
students are required to participate in a stressful, face to face conversation in class.
The conversions of active participation in class into active participation in an
online forum do bring significant effects on those students who have been
deprived of opportunity to shine among other students in traditional classroom
setting. In an online forum, students are given opportunities to interact with each
other and to voice out thoughts they would not have expressed in a face to face
interaction.
Garrison, Anderson, and Archer (2001) conclude that online learning is
pertinent as it generates a “virtual community of inquiry” that permits language
learner to construct knowledge and experiences through scrutiny of the subject
matter, questions, and demanding assumptions. Hereby, we can assert that ODF in
5
MyLine could indirectly help to construct vocabularies and better understanding
of English language usage.
Facilitation is indeed vital to channel and support a group of participants in
voicing out their views and in turn reaching mutual decisions and agreed
objectives in a polite manner and correct usage of vocabularies. Also, facilitation
is pertinent in maintaining and maximizing the full potential of ODF in improving
learners’ English language.
However, ODF do faced several problems. Garrison et al. (2001) have
reported that communications in ODF are fast paced, spontaneous, and often less
structured than written communication. It is also reported that the English
language usage in ODF here are colloquial and often tainted with grammatical and
spelling error.
Beaudoin (2002) also states that students perceived ODF with an assumption
that ODF is irrelevant and are not useful since the discussions often revolve
around minimal content. This will in turn hinder students’ motivation to
participate and to engage in the L2 learning process.
1.5 Purpose of Study
Given the proliferation of an ODF among local universities and the diversity
of issues discussed via ODF, there may be a corresponding increase of roles,
potentials and problems regarding ODF. In response to these, this research aims to
investigate the role of facilitation in helping students to participate more in peer-
to-peer interaction only. This study also attempts to highlight the effect of
facilitation in the choice of vocabulary used in online forum as well as to
investigate the role of peer correction in enhancing the development of ideas
written in an online forum.
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1.6 Research Questions
The study is conducted to find the answers to the following research questions:
1. What are the effects of peer facilitation on the choice of vocabulary among
language users?
2. What are the roles of peer correction in online language forum?
3. What are the effects of peer facilitations on the development of ideas?