Students' Perceptions, Satisfaction, Practices and the Effectiveness of Tell Me More as an English Language Learning Tool

Abstract

This study aimed at finding EFL students' perception, satisfaction, practices and effectiveness of the online learning program Tell Me More (TMM). The subjects for the study were 340 students from various faculties and four proficiency groups, namely beginner, intermediate, intermediate+ and advanced, who used the program during the 2015 Academic Year. A mixed methodological approach using a questionnaire and a semi-structured focus group interview were used for data collection. Means, frequency and standard deviation were used to analyze the data. A further correlation statistical analysis was done at four proficiency levels to find out the effectiveness of the TMM program. The results indicated that the students had a moderate level of perception of the usefulness, ease of use and satisfaction with the TMM program. For students' practices, they multitasked, persisted in using the program and sometimes left the program to count the time. Additionally, Pearson's correlation analysis showed a moderate level of correlation between students' perceptions and satisfaction. Students' practices had no correlation with perceptions and satisfaction. The students also reported to have encountered technological, individual and course content problems. Moreover, the analysis of the scores indicated an improvement in English language performance of students at the beginner and advanced proficiency levels. However, TMM had no effect on students at the intermediate levels. The study suggested that for students to engage in effective self-study practices, instructors should design appropriate learning goals and assessment methods to measure learning progress.