Merging various delivery methods providesnew models of staff development in English

language learning

Helen OttoPrima Group, Wintec, New Zealand, helen.otto@primaenglish.com

Abstract

Prima/Wintec, in New Zealand, collaborated with hospitals inMalaysia to create a new learning space for 50 Malaysianhealth workers. Blended, computer-based, place-based andservice-training methodologies were combined to deliver anEnglish course to a group of IT operators, secretaries, foodservice assistants, cashiers, receptionists, clinical andpharmacy assistants, physiotherapists and radiographers. Thelearners ranged in English competency from Beginner toAdvanced. They also ranged in age and ethnicity.

Prima managed the train-the-trainer sessions and facilitatedthe students’ first face-to-face class which included pre-course documentation and assessment. All students were alsoprovided with online access and introduced to the navigationprocess.

The 12 face-to-face lessons were delivered every secondSaturday by the Malaysian-based teachers who were supportedand supervised throughout. Each face-to-face lesson focusedon a specific topic and included language and pronunciationactivities completed through pair and group work. That sametopic was then supported through the online delivery. Betweeneach face-to-face lesson, the students accessed the onlinecourse and worked independently through the materials.

The progress of students and teachers was closely supervisedin Malaysia and New Zealand. Because the course was fundedby the Malaysian-based employer, it was considered compulsory

for all students to attend and complete. Close monitoringresulted in a 100% completion rate, and all students achieveda measurable rise in English competency. This same model isnow being replicated in other organisations around Englishfor Business and Hospitality.

Keywords: blended learning, vocational training, place-basedlearning, in-service training, network-creating learning,Malaysia

1.0 IntroductionThis paper focuses on how new models of learning and staffdevelopment are emerging from the combination of deliverymethodologies such as blended, place-based and service-training. It consists of several parts; some backgroundinformation on how the programme was developed, an overviewof its delivery in Malaysia and, finally, some observationsand reported outcomes. The intention is to demonstrate howthe interconnectivity of the teaching and learningenvironment provided an optimal learning opportunity for thelearners.

2.0 Background informationThe author of this paper is associated with an educationalinstitution which develops teaching and learning solutionsfor online and classroom delivery. The team of contentwriters, which is based in New Zealand, works with a range ofglobal organisations to improve learners’ and employees’English competency, through the integration of online andface-to-face delivery into vocational training, classroomlearning and staff training. This paper outlines and reportson the processes and outcomes of delivering a ‘blendedcomputer-based English for Health’ course to a group ofhospital workers in Malaysia. The delivery took place in thehealth workers’ own working environment and incorporatedelements of both place-based and service traininginstructional methods. The rationale of the Malaysian-basedhospital management for instigating the course was to improveits workplace practices; in particular to improve the ability

of front-line staff to communicate in English. The hospitalmanagement maintained that having proficient Englishspeakers, able to communicate competently with native Englishspeakers, would provide the hospital group with a competitiveedge in the South East Asian region.

3.0 Programme development and theoretical framework

3.1 Delivery: where and how3.1.1. Blended deliveryBlended delivery and the networking of computer systems,educators, trainers and learners provide greateropportunities for learners, teachers, institutions andcorporates alike. The use of technology has enriched Englishlanguage learning opportunities for learners, and providedinteresting variations on traditionally-accepted educationalperspectives. Content can be delivered face-to-face, onlineor in blended form to individuals who are currently in paidemployment, through service-training in the workplace. TheNew Zealand-based institution, through providing offshoretraining sessions to tutors, is delivering worldwide, place-based learning opportunities.

3.1.2. Place-based education‘Place-based education’ and ‘place-conscious education’ islinked to the work of Gruenewald and Smith (2008) who arguethat by drawing on local experiences as a source of studentlearning, education that is conscious of local places enableslearners to be inducted into the ‘knowledge and patterns ofbehaviour associated with responsible community engagement’.(Gruenewald and Smith, 2008, p. xvi)

3.1.3. Service-trainingService-training, also known as service-learning, can be usedin many areas. ‘It is provided by an employer and is usuallydelivered by a supervisor or specialist and is designed tohelp employees become more productive and effective inaccomplishing a specific task or meeting the overall

objectives of an organisation’ (National Association ofSocial Workers, 2013, p. 1). According to Furco (2000), themajor criteria of service-training are that the project ispart of an academic course, the project's objectives matchone or more of the course objectives, there is a communitypartner to serve, the community partner contributes tostudent learning; (as cited in Bajracharya, 2007, p. 1).

However, setting up a partnership between an educationaladvisor, an educational institution and a health provider canbe time-consuming. Initiating a tripartite relationship suchas that developed between New Zealand and Malaysia requiredinvesting time and effort.

3.1.4. A network creation processThe connectivist view (Siemens, 2005) that learning is anetwork creation process significantly impacts how we designand develop learning within educational institutions andcorporations. With the act of learning being seen as afunction under the control of the learner, designers andteachers need to provide the ideal environment to allowlearning to occur. Yet, when designing a course for distancedelivery, there is not only the learner to consider. Thereare also cultural, political, commercial and in-serviceconstraints.

3.2 Course designIn developing the course, the principles of sound languagecurriculum design were integrated into both the face-to-faceand online content. Throughout the English for Health course,language is frequently recycled. The content development teamfollowed the 10 principles for developing language coursesrecommended by Rod Ellis (2005):

1. Ensure learners develop a rich repertoire of formulaicexpressions and rule-based competence.

2. Focus predominantly on meaning.3. Also focus on form.4. Develop implicit knowledge without neglecting explicit

knowledge.

5. Take into account the learners’ ‘built-in-syllabus’.6. Require extensive L2 input.7. Also require opportunities for output.8. Interact in L2 as a means of developing proficiency.9. Take into account individual learning styles.10. Assess free, as well as controlled production.

The course is also based on the six principles forintercultural communicative language teaching as identifiedby the New Zealand Ministry of Education report (2012).Namely, the course:

1. Integrates language and culture from the beginning.2. Engages learners in genuine interaction.3. Encourages and develops an exploratory and reflective

approach to culture and culture-in-language.4. Fosters explicit comparisons and connections between

languages and cultures.5. Acknowledges and responds appropriately to diverse

learners and learning contexts.6. Emphasises intercultural communicative competence

rather than native-speaker competence.

The course extends the learning experience in ways whichchallenge and motivate learners and contribute to thedevelopment of their communicative language proficiencyskills. It draws on a range of teaching and learningmethodologies, including topic-based, situational-based,function-based and skills-based learning. This variation isin keeping with research, which suggests that alternatingattention between form and meaning optimises the learner’sopportunity for learning (Ellis, 2001).

The online course takes a balanced approach to form andmeaning. Following the generally established practice oflearner knowledge being built up by the learner, previouslearner knowledge is elicited, the vocabulary and topic isintroduced, learners listen to the relevant languagestructure prior to reading it, the written form of thestructure is introduced and then produced (Harmer, 2007).

Language form and meaning are controlled, as is the use ofthe language. Language use is relevant to the specificsituation or context in which it is being presented (Richards& Renandya, 2002). The learning is contextualised. The face-to-face component allows for contexts to be drawn directlyfrom the learner’s individual working environment.

3.3 Theoretically-driven blended delivery3.3.1. Face-to-face contentLearners require copious opportunities to manipulatestructures and construct meaning to become confident languageusers. By providing a face-to-face element, learners areprovided with an opportunity to collaborate and reflectcollectively on individual learner responses (Chai and Tan,2009). According to Murphy (1997), ‘learning situations,environments, skills, content and tasks are relevant,realistic, authentic and represent the natural complexitiesof the “real world” ’(as cited in McKenzie, Morgan, Cochrane,Watson & Roberts, 2002, p. 427)

3.3.2. Online contentThe online content of this course also significantly alignswith real life. The authentic contexts and types of taskspresented to the learners throughout the online coursereflect the way knowledge is used in real life healthsituations. Throughout the course, the activities are not aone-way or two-way information gap, where learners have toprovide a description of an image or spot-the-difference.Rather, the tasks require thinking and reasoning. ‘Studentslearn from thinking. Thinking about what they are doing orwhat they have just done, thinking about what they believeand thinking about the thinking process. Thinking andreasoning.’ (Jonassen, Howland, Marra and Crismond, 2008, p.3). The activities reflect the kind of language use andinteractional communication an individual requires whenactually engaged in a real-life, health-environmentsituation.

3.3.3. Interactional online learningThroughout the entire course, the activities have arelational thread from one exercise to the next. Theactivities are engaging and entertaining, but moreimportantly they are educational and emulate the real world.

3.4 Online feedbackThe learner is provided with instant, system-based feedbackfor each response. Functionality enables the productiveskills of written and spoken discourse to be captured. Ifrequired, written text can be saved for peer review or to bemarked by a tutor. Alternatively, the learner can self-assessagainst a model answer. The system for speaking captures thelearner’s voice and enables the learner to compare theirversion to a model answer. The feedback raises learnerawareness and enhances learner performance by encouragingcritical thinking around answers. Learners can identify wherethey are experiencing difficulties through constructivefeedback, and this can be done in the privacy of their ownlearning environment.

3.5 Constructive alignmentConstruction of the blended English for Health course was ateam effort. The content writers and teachers endeavoured tocreate a learning environment which was as encouraging and assupportive as possible for learners. Constructivist theorybelieves that effective learning environments embed learningin social experience (Cunningham, Duffy and Knuth, 1993).

4.0 Methodology and programme delivery4.1 Programme setupThis course evolved from a new learning space created for agroup of Malaysian allied hospital workers in full-timeemployment. All elements of this course were compulsorybecause it was funded by their employer. The development ofthe programme required the collaboration of various groups,which included an educational advisor based in Malaysia, thehospital’s management and staff (this is a private hospital

chain with 22 hospitals throughout Malaysia and two inIndonesia), the educating university associated with thehospital chain and its tutors, and finally the New Zealand-based institution with which the author of this paper isassociated. Each member of the team was required to provideleadership, input and support at various times throughout theplanning and delivery stages. Throughout the developmentphase, emails flowed to and fro on a weekly, and sometimesdaily, basis. There were in-person meetings and Skype callsbetween the hospital supervisors and ESOL specialists in bothcountries.

4.2 The learner groupThe group consisted of 50 individuals in full-timeemployment, including admission clerks, clinical assistants,IT operators, radiographers, receptionists, physiotherapistsand pharmacy assistants across two hospitals. The course wasprovided to the learners free of charge because the coursecosts were met by the employing company. There was a range ofEnglish competencies from Beginner to Low Advanced, and therewas a range in age (25-49) and ethnicity (Malay, Chinese andIndian). To reiterate, this programme aimed at up-skillingthe hospital employees to provide better communicationbetween staff and English-speaking patients and visitors.

4.3 Course componentsThe students attended one 4-hour, face-to-face lesson everysecond Saturday, which would normally have been part of eachworker’s paid employment time. The face-to-face lesson wassupported with an associated online lesson which the staffcompleted at a time and place convenient to them between theface-to-face lessons. The online self-study component, whichconsisted of approximately 4 hours of study a fortnight, wasable to be completed on a hospital computer station if apersonal home computer was not available. Students weresupported by teachers and administrators both in New Zealandand in Malaysia, and also by their employer through beingfunded to attend the course and by being provided with readyaccess to computers. All elements of the course were

compulsory, including the online self-study component, thefortnightly face-to-face class, the formal assessment, thepre- and post-course questionnaires and the follow-upevaluation. Access to the online content continued for aperiod of 3 months after completion of the 12 face-to-facelessons, which took place over 6 months.

4.4 TrainingIn order to introduce the Malaysian-based clients to theEnglish for Health programme, the New Zealand-basedinstitution provided a one-week training session in Malaysiafor 10 people: the Malaysian educational advisor and twostaff members, five English tutors representing theuniversity hospital training institution, and two registerednurses. These nurses were the staff trainers for twohospitals in the chain. The training days focused on both theonline and face-to-face elements of the course, withinteractive teaching techniques for classroom activities alsobeing demonstrated during the sessions.

All 50 students came together for the first class. Theycompleted the pre-testing and pre-course questionnaire andwere introduced to the online course. Students logged on andfamiliarised themselves with the navigation bar and thevarious interactions. The author of the present paperfacilitated the students’ first class, assisted by the tutorsand personnel who had attended the training sessions throughthe week.

4.5 Contractual factorsAll tutors and students signed a contract form which outlinedtheir commitment to the programme and set down the rulesaround such aspects as copyright of the course content. Bysigning the contract form, tutors and students gave theirconsent and acknowledged that their actions, including testresults and classroom participation could be recorded forresearch purposes. The content of the form was also explainedverbally in the students’ first language.

5.0 Results5.1 Programme observations and reported outcomes5.1.1. Observed outcomesThe observed outcomes of this course were immediatelyobvious. When the author had first entered the hospital foyerprior to undertaking the initial training, there were veryfew front-line staff able or confident to approach andcommunicate with the author in English. However, on returningto complete the post-course testing, the author wassurrounded by staff willing and comfortable to use thelanguage. Also, on attending the group’s graduation ceremony,one employee very proudly stated he had received a promotionthanks to the course. The Malaysian contact who formed therelationship with the hospital network had also observed amuch greater willingness by staff to speak English on hervisits to meet with hospital administrators. The GeneralManagers of the hospitals also stated they had observedindividuals who had participated in the programmedemonstrating ‘…an increase in confidence and commitment totask in their everyday hospital work’ and that they hadobserved ‘pleasing exchanges in English’ in the corridors andwards of the hospital.

5.1.2. Reported learner observationsHowever, perhaps more rewarding were the observations made bythe 49 staff members themselves in their post-coursequestionnaires. In response to the question, ‘Did you thinkthe programme was helpful for improving your Englishability?’ (1=being extremely helpful, 2=very helpful,3=helpful, 4=not so helpful and 5=really not helpful), 16students responded 1, 24 students responded 2 and 9 responded3. Some examples of their comments include:

‘This programme was very good. Increase my confidence levelin English speaking.’

‘I’ve got new knowledge and my pronunciation is much betterand correctly.’

‘I improve a lot with my English. I will full confidence totalk with others and patients’.

Also, when responding to the question, ‘Did you enjoy theprogramme?’ the responses were again very positive. Of the 49responses, 16 reported 1, 26 reported 2, and 7 reported 3,and any additional comments made by the students were allpositive.

‘I’m happy doing this programme because it helps me toimprove my English well.’

‘I must thank my management for given me such an opportunityto learn and speak well in English, especially in the medicalline.’

5.1.3. Reported value to company Interestingly, the staff could see the value to the companyof the programme and many made the comment that the programmeneeded to be provided to more employees. They commented:

‘Provide this class for other employees’.

‘All staff need to join this programme because it’s veryhelpful and give me more confident level when I talk with ourpatients.’

‘Hope this program to be continued for other staff to improveour organisation’.

‘I think this programme is good and need to proceed becausehave more staff need to learn how to use the English languagecorrectly.’

5.2 Formal assessmentThe observed outcomes were strongly supported by thestudents’ results in their formal assessment. The paper-basedOxford Placement Tests (OPT) 1 and 2 were used as therespective pre- and post-tests. Historically, the NewZealand-based institution had gathered data from a range ofNon-English Speaking Background (NESB) students who had sat

both the OPT and International English Language TestingSystem (IELTS) tests in reasonably quick succession which hadprovided a correlation of scores between the two tests. Therewas a range of figures against which the Malaysian students’results could be correlated.

5.3 Delivery monitoredThroughout the delivery of the face-to-face and onlinecourse, the activity and progress of the students and theteachers was closely monitored. Fortnightly progress reportsidentified individuals lagging behind or experiencingdifficulty. When someone required further or remedialassistance, it was immediately available and provided by theMalaysian educational advisor with assistance from the NewZealand institution’s academic advisor.

5.4 Programme successThe overall outcomes of the programme were a 100% completionrate and a measurable rise in English language competency forevery participating worker. The increases in mean scores forthe post-tests, as compared to the pre-tests, were asfollows: the online test increased from 57.49 to 68.92, thegrammar increased from 39.50 to 46.58 and the listeningincreased from 59.47 to 72.43. For the specific pre- andpost-test results see Figure 1.

0

10

20

30

40

50

60

70

80

Online Pre-test

Online Post-test

Grammar Pre-test

Grammar Post-test

Listening Pre-test

Listening Post-test

Hospital Workers': Pre- and Post-test scores

Online Pre-test

Online Post-test

Online and face-to-face tests

Students'

scores(% )

Figure 1: Hospital Workers’ Pre- and Post-test Scores

5.5 Programme outcomesImprovements in language skills almost invariably result ingreater self-confidence, but improvements in self-confidencemay occur with little or no change in language skills.Learners reported gains in confidence, aside from languagecompetency, for example:

‘After this class I noticed I enjoyed using computer on myown.’

‘Before this, I cannot use a computer very well, but afterthis programme I can use it very well.’

6.0 Reasons for a successful programme6.1 Interconnectivity of partnersThe success of this programme owes much to the high standardsof service delivery of everyone involved, and in particularto the interconnectivity between the partners. Each teamcollaborated independently and collectively to providedirection, input and support at various stages throughout theprogramme.

6.2 On-going feedbackAll students completed a pre-course and mid-coursequestionnaire. This enabled the tutors and support team toget feedback and provide assistance where it was needed. Atthe end of the course, all students completed a post-coursequestionnaire evaluation. Each student was also provided witha certificate of completion. In their evaluations, thestudents themselves recognised and valued theinterconnectivity of the teams delivering their programme:

‘I would like to thank all teachers, Ms (X) and also Ms (X)and Sister (X) too (they) drive me in this course’.

‘Thanks for everybody including to my management to give methis opportunity.’

‘The English course is interesting but I have to spend a lotof time to do class activities and online activities. But Ihave improved my speaking and writing.’

It should be noted that, despite this course beingcompulsory, the hospital staff acknowledged how much theyenjoyed the course:

‘I hope hospital can continue this programme because manythings I love to learn, it not enough time to me.’

‘I am very enjoy during the class and I am very appreciate to(the hospital administrators) for sending me in this lovelyEnglish class because a lot of improvement I had from day today. Thank you.’ And the comments continue…

‘I’m really enjoy this class.’

‘This course is not just helpful but enjoy. Thank you.’

7.0 Discussion7.1 Effecting changeEducation is about change, and the most obvious changes occurin a learner’s knowledge, skills and attitudes. However,there are often wider, less obvious impacts that occur as aresult of education. These ripple effects occur in thelearner’s home life, their workplace and the variouscommunities in which they participate. One such ripple effectwas the promotion of one participant. His test resultsreflected only a slight gain in competency yet his confidencein using the language was remarkable. The student himselfacknowledged it was not his test results which gave him thepromotion, but rather his confidence in using English. Otherstudents were also observed demonstrating a raised level ofself-confidence while attending to their daily work tasks.

7.2 Blended DeliveryLearners appreciated the delivery of the place-based, servicetraining course which allowed them to continue learning attheir own pace and in their own place. They valued theopportunities provided for access to skilled, highlyqualified English tutors, computers and other facilities.

‘I can study at the times I choose’.

‘I can do the exercises again and again’.

‘When I did not understand something I was able to ask myteacher’.

7.3 Why was this programme successful?Why was this programme so successful? Was it because thestudents were highly motivated? Was it because many of themhad learnt English years before, so there was a foundation tobuild on? Was it because the course was compulsory? Was it

because the team surrounding the learners was totallydedicated to their specific roles?

7.4 Importance of connectednessThe results of this study would seem to suggest that a raisedlevel of connectedness of a learner’s support systemsdetermines more measureable gains. This assertion findssupport in the fact that learners in other programmes, wherethe network surrounding the learner was less connected,failed to exhibit such positive measurable gains.

8.0 Considerations8.1 Meeting learner and client needsLack of time is an issue for everyone whether studying or inpaid employment. Learning hours are continuously beingconsumed by the demands of life. Learners have to optimisetheir learning time. In the corporate world, there arefurther demands. Employer-led workplace training requireslong lead-in times for planning and development. Schedulinglearning at work around service demands is difficult. Thereis a tension between employers meeting their immediatebusiness needs and developing transferrable communicationskills. Teachers and educators must provide learningopportunities, such as place-based and service-training,specifically designed to meet their clients’ and leaners’needs.

9.0 Recommendations9.1 Factors influencing motivationOnline learning can employ high levels of teaching expertisebut it must be combined with identifying the students’learning needs. Whether the learner is attending aneducational institution or in paid employment, the learnermust recognise the value of the learning and it must beenjoyable. According to Keller (1987), the factors mostinfluencing motivation are attention, relevance ofinformation, a sense of competence and satisfaction (ARCS).In this programme, the course administrators identified

individual learner needs through the interpretation oflearner errors in the pre-test. The tutors then met thoseneeds in the face-to-face delivery and directed the learnersto specific activities in the online course.

9.2 Individual learning plansLearner motivation can be greatly enhanced through the use ofindividual learning plans which clearly identify the goal andprovide learning guidance. The Learning Skills andImprovement Services (2009), has an example of one of these.This programme would benefit from the introduction ofpersonalised learner plans which would enrich the learningexperience even more.

10.0 Conclusions10.1 Content, communication and construction in

course designContent, communication and construction are the mostessential elements to consider when developing a blendedprogramme (Kerres & De Witt, 2003). The delivery of thiscourse evolved through meticulous planning. The New Zealandand Malaysian-based academic administrators followed best-practice throughout the development stages, and the learnerremained central to the design (Shivetts, 2011). Byencompassing the learner with highly professional,experienced individuals in their respective roles, whetherthat was in the role of classroom tutor, content writer,online technical support, online delivery tutor, stafftrainer or hospital administrator, each learner was valuedand supported. Through the interconnectedness of the team,everyone in their respective roles was also supported.

10.2 A network creation processAs stated earlier, according to the connectivist view(Siemens, 2005), learning is a network creation process whichimpacts how we design and develop learning. With the act oflearning being seen as a function under the control of thelearner, designers and teachers need to provide the ideal

environment to allow learning to occur. However thechallenges are magnified as we design and develop learning tomeet the needs of place-based, in-service training, where thelearners, teachers, academics, corporate administrators, andothers are required to cross cultural, political andgeographical boundaries. The success of this project owesmuch to the expertise of the key personnel involved and theircommitment to best-practice. Most importantly, passion, and acommitment to open and frequent dialogue between theparticipating teams, augmented the success.

10.3 Final thoughtAs there is a move from formal, rigid learning to moreinformal, place- and connection-based, network-creatinglearning, it is critically important for learners that thenetworks encompassing them maintain the highest possiblelevels of interconnectedness. As educators we must continueto share knowledge in order to enable every individual to bethe best they can possibly be.

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