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A Development of an e-Learning Competency-based English Course Module for Chief Flight Attendants

A Development of an e-Learning Competency-based English Course Module for Chief Flight Attendants. Anothai Dibakanaka English as an International Language Program, Chulalongkorn University, Bangkok, Thailand Asst. Prof. Kulaporn Hiranburana, CULI

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A Development of an e-Learning Competency-based English Course Module for Chief Flight Attendants

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  1. A Development of an e-Learning Competency-based English Course Module for Chief Flight Attendants Anothai Dibakanaka English as an International Language Program, Chulalongkorn University, Bangkok, Thailand Asst. Prof. Kulaporn Hiranburana, CULI Chulalongkorn University, Bangkok, Thailand

  2. English English Airline Industry Rational Business Education Sciences Politics Entertainments English English

  3. Rational Airline Industry / Organization Staff Staff Customers Customers Airline business is competitive. More Revenue

  4. Rational Airline’s Core Competencies Catering Engineer Marketing Customer Service Flight deck Cabin crew

  5. Rational English English Cabin Crew Competencies English English

  6. Framework and Theories - ESP, Task-based, Content-based - Competency-based approach (CB) - Computer-assisted Instruction (CAI )   Fundamental information/Documentary research Needs Analysis - Identifying target group - Identifying competencies of CFAs in terms of English language use - Assessing communication needs CFAs require to achieve key competencies e-learning CB English course module for CFAs - Formulating goals and objectives of the course module - Translating communicative needs into English Language competencies - Translating English competencies into linguistics and other specification into CAI courseware    Validation of the course by experts and pilot test Course Implementation - CAI courseware Course Evaluation - Comparing pre-test and post-test scores - Effect-size of t-test on means - Attitudes toward the course

  7. Descriptive Study Experimental Study Course Implementation + Evaluation Course Development

  8. COURSE DEVELOPMENT Course Plan + Materials Need Analysis

  9. Research questions 1. What are the needs of English use of chief flight attendants? 2. How should the e-Learning competency-based English course module be developed to enhance English oral ability of CFAs? 3. Will the e-learning competency-based English course be effective? 4. What are the attitudes of chief FAs toward the e-learning competency-based English course?

  10. Research objectives 1. To investigate the needs of English use of chief flight attendants. 2. T0 develop an e-Learning competency-based English course module for chief flight attendants. 3. To evaluate the effectiveness of an e-learning competency-based English course for flight attendants

  11. Course Development Needs Analysis Instruments Population + samples Key Informant Interview Questionnaire Survey Site Observation Documentary Research

  12. Need Analysis Key Information Interview (Stake Holders) STEP I. • Sample • - Voluntary basis • Number 15 – 35 (USAID,1996) • Semi – structured questions 20 CFAs 15 Management 5 Customers • Population • CFA • Criteria • Population • Management Staff • Customers • Criteria 15 tentative listed of needed duties/tasks for CFAS C1

  13. Step II : Mapping the competencies 15 Tentative listed of duties/tasks ‘A Air’ competency Model ELDC Standard of English for Occupations (ELDC, 2006) T.1 Competencies and Standard of English needed Competencies × 5 C.2 EC =Competencies×8 Expert + 3

  14. Questionnaire Survey Population A 1 6 Airline base In BKK A 3 Questions A 2 • Demographic • C2 A 4 A 6 A 5 Competencies × 8 A5 = 35 Cluster Random Sampling 5 – Likert;’s scale -626- A2 = 535 A3 = 56 A2 = 267 A3 = 28 A5 = 18

  15. Result from questionnaire survey

  16. Result from site observation

  17. Theoretical Framework for e – learning competency – based Qualification CFA Qualification Framework Organization Unit of Competency Competency Standard Development Competency – Based Course Module Development Training Module CAI/ 9 Principles of Gagne Competency – based Training Learning Material/ Courseware Development Course Implement ICAORatingScale/ TheLSPTestingTheory (Douglas, 2000) Assessment JobPerformanceAwardCompetenciesachieved

  18. Translating needs into course module • UNIT 1 WELCOME ABOARD (week 1-2) • (Competency: 2, 3, 5) • Objectives: learners will be able to • 1. Initiate and maintain fluent and appropriate conversation about general topics/daily talk • (Sub-competencies) • 1.1 greet and welcome passengers • 1.2 offer help during boarding • 1.3 to initiate small talk

  19. 2.Give /respond to enquires about companyproducts/service / special promotion • (sub-competencies) • 2.1explain fact and info • 2.2 express your opinion about the issue • 2.3 give your idea

  20. 3.Handling passengers enquires and complaints • (sub-competencies) • 3.1approach and apologize • 3.2 thank and respond to thank • 3.3 state the fact • 3.4 give reason • 3.5 give alternative options • 3.6 negotiate • 3.7 find a solution suitable for pax and crew • 3.8 emotion control, body language, intonation

  21. UNIT 2 Responding to passenger’s health problems • Objective: learners will be able to • 2.1approach and ask about pax well-being • 2.2 ask about the symptoms/medicine/allergic concerned • 2.3 show your sympathy • 2.4 find a way to help • 2.5 explain general medicine use • 2.6 anticipate general situation • 2.7 assist and cooperate with the medical staff • 2.8 announce for doctor or nurse on board

  22. Unit 3 Handling with unanticipated situations • Objective: learners will be able to • 3.1 handling in case of difficult/unruly passengers • 3.2 handling in case of emergency; technical problem • - approach and investigate • - ask question to passengers about issue concern • - explain rule and regulation • - give command • - state the fact

  23. - confirm the situation • - reassure the situation

  24. Scoring rubrics Theoretical construct -Knowledge of vocabulary and expressions • Knowledge of syntax • Knowledge of pronunciation • Knowledge of forms, cohesive • Knowledge of functions

  25. Criteria for assessing competencies in English communication for CFAs Adapted from ICAO rating scales Proficient (5) 1.Comprehension Advanced (4) 2.Interaction and personal Intermediate (3) attributions Elementary (2) 3.Vocabulary/expression Pre-elementary (1) 4.Structure 5. Pronunciation 6. Fluency

  26. Results N Minimum Maximum Mean S.D. Pre. 25 2.3 4.0 3.23 .47 Post. 25 3.0 5.0 4.13.37 Paired sample test (t-test) Pretest/Posttest Mean .89 S.D. .32 t-test -15.09 (p less than .05) Posttest scores are higher than the pretest score at a significant level Cohen’ d effect size2.13 ; a large effect size

  27. The participants’ opinions toward the course • 5- Likert’ scale • Criteria - Design; screen, sound, format, interactive, font, graphics, access - Content; timing, sequence, authentic - Apply to real-life situation - Establish own pace of study - Feedback, etc.

  28. Results Every criteria was rated above 3.5 S.D.of each criteria is less than 1 Mean Timing 3.63 Self-pace study 4.26 Feedback 4.26 Overall Mean scores 4.22 The participants’ response varied little.

  29. Recommendations 1.Test administration; test room, equipments, test appointments 2. English training at workplace combining e-Learning and face-to-face basis 3. The impact on the community of CFAs; it creates a positive atmosphere for the staff members, supporting life-long learning, on-the-job training in the organization

  30. THANK YOU VERY MUCH

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