Analyzing Technology Impact on ESL Students' Self-Learning in Sydney

This report investigates the impact of technology on self-assessed learning among ESL students in Sydney. It acknowledges the increasing integration of technology in language learning and its effect on self-directed learning, particularly concerning ESL students preparing for migration and higher education in Australia. The research acknowledges limitations like resource constraints and cultural considerations. It reviews existing literature on self-learning, ethical considerations, and the role of technology in enhancing language skills. The report also touches upon the importance of cultural sensitivity, student motivation, and the validation of self-learning processes, highlighting the necessity for a balanced approach to technology integration in ESL education. Desklib provides access to this report, along with a wide range of study resources, including past papers and solved assignments, to support students' academic success.

Running head: RESEARCH METHODS OF TESOL
Impact of technology on Self-Learning
Name of the Student
Name of the University
Author’s Note

2
RESEARCH METHODS OF TESOL
Table of Contents
1. Research Problem........................................................................................................................3
1.1 Limitation of the study...........................................................................................................3
2. Background..................................................................................................................................4
2.1 Language Self-learning for Migration in Australia...............................................................4
3. Literature Review........................................................................................................................5
4. Ethical Considerations.................................................................................................................7
References........................................................................................................................................8

3
RESEARCH METHODS OF TESOL
1. Research Problem
The purpose of research is to analyze effect on technology of self-assessed learning of ESL
students in Sydney. The extension of the technology in order to maintain a keen approach to the
learning of English by the students in Sydney (Siemens 2014). The learning style adopted by
students is an important aspect as definitive teaching approaches are incorporated in the
technology. Therefore, learning in nowadays is incomplete with the integration with technology
in one or more ways. Therefore, argument related to the self-directed learning including teacher
as a facilitator has been discussed. There might be different reason for the orientation of
technology with the learning of languages. This proposal will focus in three aspects for
technology used by ESL students.
1.1 Limitation of the study
This project is a small ranged project and will be limited due it availability of human and
financial resources. Time bound is another aspect of the limitations along with limited research
instruments (Riazi 2013). Therefore, this research might not help in capturing complexities of the
research questions. However, the data collection process will be survey process with the
participants in Sydney. However, this might create negative impact on the cultural and
geographical issues related to the research study. The findings of the research will be implied in
terms for progress in the bigger research in future.
2. Background
Integration with technology helps in language learning and several researches have
shown that the use of technology have helped in improving the learning outcomes of the
language learners. However, there is a debate on the level to which technology can be

4
RESEARCH METHODS OF TESOL
implemented in learning style. Some researchers argued that more teachers are needed for
participating in the learning program. Self-learning style has been preferred by most of the
researchers. Increasing use of English globally as a language for business, cultural exchange and
geo political discourses has led to the rise of a significant ESL student population in native
English speaking countries. The advent of computers and the rise of the internet has dramatically
altered the way students learn. The physical presence of a tutor or examiner is no longer
necessary, and students can largely learn on their own. Language proficiency self-learning have
helped in assessing language skills that are appropriate for tertiary studies in preparing a limit for
migration in English countries. However, countries including Australia, UK, New Zealand and
Canada have implemented language proficiency self-learning in their documents along with
migration (Lambert 2012). The use of language self-learning can be used as instruments for
retaining policies for declaring unannounced policies in the universities. Therefore, there has
been some powerful roles in these self-learning for accepting and arguing in different areas.
There have been increase in the number of immigration applicants in Australia (Davey 2018).
Therefore, some standardized language proficiency self-learning have been based on syllabus of
Australian Universities based on residency applications (Illeris 2018).
2.1 Language Self-learning for Migration in Australia
Various procedures in Australia including Australian Second Language Proficiency
Ratings (ALPR) and the Certificate in Spoken and Written English (CSWE) have been playing
an important role in Adult Migrant English Program (AMEP) for 30 years (Hanneke 2014).
However, there has been a change in the English as a part of granting of citizenship from an
informal assessment. Communication plays an important role in the maintenance of learning of
core subjects including English. There has been change in the subject in recent years as a part of

5
RESEARCH METHODS OF TESOL
citizenship and maintain an informal assessment of basic communication (Szabó 2016). The
demand in the society has been returning the knowledge of English in the University.
3. Literature Review
Self-learning procedure has been enhancing the learning skills in the universities. Self-
learning procedure has been helping in providing collaborative constructive approach in the
learning student. This might create a perfect opinion for them and making affair decision related
to the learning style. The conceptualization has been mentioned in the collaboration of the
Therefore, there are various views of the test takers and relevant for future learning in the
university. Exams have been changing at every level of studies and learning (Bahmani and
Romberg 2016). Therefore, there is a need of proper learning in validity, authentic and
reliability in the learning style. Some assessments have been maintaining spirituality of the
learning schedule of the university. The second language has been helping in providing a keen
approach to the students in the university. Various students have been facing issues in accessing
quality of technology and teaching resources. The student motivation need to be adapted to use
of the technology.
The cultural sensitiveness in learning process needs to be modified in the systems. The
self-learning scenario in the university has been factored for motivating students. The
universities have been focusing in the self-learning process. This is because the companies are
driven by profit rather than the test takers benefit which poses a huge concern (Son and Park
2012). The stakeholders of these self-learning are although large in number which consists if a
number of students as well as teachers from various institutions. The language learning process
have been maintaining proper approach to the self-learning into actions. Cultural issues have
been discouraging the attitude of learners to maintain a self-learning approach. Various learning

6
RESEARCH METHODS OF TESOL
designs have been failed due to lack in self-learning processes included in the systems. The
motivation for self-learning tendency of students have been maintained in order to get success in
their career. The failure for recognizing several e-learning initiatives. The use of different
amount of systems sin the self-learning possibilities in the systems. Failure to suitably remedy
this anomaly may lead to a drop in learner engagement and consequently limit the success of
self-directed learning. Cultural activists have been failing in order to lack in motivations and
self-learning approach. Therefore, Australian government has strengthen its rule and policies
related to learning style in Universities. The use of English self-learning have been provided
with various preferences for high scores in English self-learning. However, in this context,
migration helps in indicating stages of having temporary and permanent residence. Technology
have been affecting positively in motivating self-learning. Various applications have been
availablev6u that helps in self-learning for students. Learning through collaboration is an
important part of technology learning. Project-based learning through the ICALL media which is
now in use in many language schools in the UK is an example in this regard. Various online
tutorials and videos have been uploaded over online websites. It has proven to be a very effective
method for increasing learner attention as well as improving learning outcomes.
The issues ranging from interpreter reliability as well as interior reliability are mitigated
with the help of artificial intelligence or AI which are common when the self-learning are
checked by human raters (Lim 2014). Therefore, they have ensured that there is a need of roles
they need to play. The self-learning validation of process has been examining the test in order to
ensure high level stake. It deals with the acceptability of test for all stakeholders they need to
agree for using test and abide by its judgments. It has been categorized as a superficial factors
that can be depended on the notion of the students (Son and Park 2012). Self-learning has been

7
RESEARCH METHODS OF TESOL
effective way by which leaner can increase their learning outcomes in language learning in
universities. The self-learning style has been maintaining the opportunity for maintaining a keen
approach to learning students. Therefore, there has been some powerful roles in these self-
learning for accepting and arguing in different areas. Therefore, it has been maintaining the
communication with other students in terms of the high stake language earners. It has been
important in the learning stage of English in the university. These purposes can be used for
migration, education and even for comparable scores.
Self-Learning skills have been developed by the students in order to maintain a clear
policy for further development in their career. Various methods have been taken in order to
enhance self-learning in universities. This method is used in most of the educational institutions
and is a traditional way of taking the self-learning. Many students still prefer a pen and paper test
rather than computer based as per the reports by Labi. The reason is that the self-learning show a
proficiency in English instead of the computer skills and are often easier for people who have
difficulty in using an unfamiliar keyboard.
The test takers usually prefer an integration of learning and teaching during the self-
learning as per the reports claimed by the research of Chan and Raizi. There have been increase
in the number of immigration applicants in Australia. Therefore, some standardized language
proficiency self-learning have been based on syllabus of Australian Universities based on
residency applications. But the english self-learning which includes a scoring range of 10 to 90
also considers other aspects of learning which are not included in learning such as written
discourse, pronunciation, vocabulary, seeing, grammar and oral fluency. If repeated self-learning
are taken, it helps the test takers to assess the students repeatedly. Some assessments have been

8
RESEARCH METHODS OF TESOL
maintaining the spirituality of the learning schedule of the university. Various students have
been facing issues in accessing quality of technology and teaching resources.
The policies of a test as well as the construction process of it help to understand a deep
learning of the self-learning which is naturally perceived by the general population. Testing
companies carry these out individually and regularly to stay ahead of the competition but the
researches are mostly biased. The perception of self-learning as well as the psychologies of the
test takers in lieu of the fluency of the English languages can be illuminated from the findings of
this particular research. The second difference is that the marking scheme of the self-learning.
The self-learning scenario in the university has been factored for motivating students. The
universities have been focusing in the self-learning process. The second language has been
helping in providing a keen approach to the students in the university. The language learning
process have been maintaining proper approach to the self-learning into actions. Cultural issues
have been discouraging the attitude of learners to maintain a self-learning approach.
4. Ethical Considerations
Ethics has been an important aspect for any research project. It deals with the context that
does not harm or create any kind of disadvantages in completion of research. There are several
ethical issues in the research that need to be considered in order to successful completion of the
research study. Proper strategies are taken in order to maintain a proper ethical considerations in
the research. This research will be analysed by an experienced researcher for ensuring quality
study of the research questions and objectives. This will help in maintaining a proper approach
towards the completion of the research (Bahmani and Romberg 2016). The Data protection Act
1998 ha been followed in the research paper for securing data and information of the research.
The research will be undertaken by group of experienced professionals. The self-learning style

9
RESEARCH METHODS OF TESOL
has been maintaining the opportunity for maintaining a keen approach to learning students.
Therefore, there has been some powerful roles in these self-learning for accepting and arguing in
different areas. Therefore, it has been maintaining the communication with other students in
terms of the high stake language learners. Therefore, data confidentiality will be the main focus
on the study. Security of the data and information related to the research study will be secured.
The personal details of the participants of the research will not disclosed and kept secured before
the completion of the research study.

10
RESEARCH METHODS OF TESOL
References
Bahmani, S. and Romberg, J., 2016. Phase retrieval meets statistical learning theory: A flexible
convex relaxation. arXiv preprint arXiv:1610.04210.
Davey, G., 2018. Ecological learning theory. Routledge.
Gordon, D., Meyer, A. and Rose, D.H., 2016. Universal design for learning: Theory and
practice. CAST Professional Publishing.
Hanneke, S., 2014. Theory of disagreement-based active learning. Foundations and Trends® in
Machine Learning, 7(2-3), pp.131-309.
Illeris, K., 2018. A comprehensive understanding of human learning. In Contemporary Theories
of Learning (pp. 1-14). Routledge.
Lambert, M., 2012. A beginner's guide to doing your education research project. Sage.
Lim, L. 2014. Engaging student interpreters in vocabulary building: Web search with computer
workbench. ReCALL : the Journal of EUROCALL 26(3) 355-373.
McDonough, J. and Shaw, C. 2012. Materials and Methods in ELT. Chicester, UNITED
STATES: John Wiley & Sons, Incorporated.
Riazi, M., 2013. Concurrent and predictive validity of Pearson Test of English Academic (PTE
Academic). Papers in Language Testing and Assessment, 2 (2), pp.1-27.
Siemens, G., 2014. Connectivism: A learning theory for the digital age.
Son, J.-B. and Park, J.-Y. 2012. Intercultural usability of language learning websites.
International Journal of Pedagogies & Learning 7(2) 135-141.

11
RESEARCH METHODS OF TESOL
Szabó, Z., Sriperumbudur, B.K., Póczos, B. and Gretton, A., 2016. Learning theory for
distribution regression. The Journal of Machine Learning Research, 17(1), pp.5272-5311.