FOCUS ON READING: INITIATIVES WITH THE
PROFICIENCY IN ENGLISH LANGUAGE TEST (PELT) AND
SELF READING ASSESSMENT (SRA) LABORATORY IN
THE ENGLISH & FOREIGN LANGUAGES (EFL)
DEPARTMENT AT THE NATIONAL UNIVERSITY OF
SAMOA (NUS)
Presented at the
Samoa Conference III: Opportunities and challenges for a sustainable
cultural and natural environment
25-29 August 2014
National University of Samoa, Apia, Samoa
By Silafau Dr. Sina Vaai & Amituanai V. Heem
Introduction
th
Bryson notes that in the late 20 Century, English was spoken by more than ‘300 million people in the
world” (1990, 1) and therefore, English language training continues to be one of the world’s greatest
growth industries. Indeed, he adds, such is the demand to learn this language that “there are .more
students of English in China than there are people in the United States.” (ibid, 3). In Samoa, because
of its colonial history and legacy, the global language of English is one of two official languages and
full literacy in both languages or bilingualism is generally viewed as a desirable goal. In fact, “ up until
1990, Samoa enjoyed a reported 90% literacy rate for almost half a century {until } the 1992 United
Nations Educational, Scientific, and Cultural Organisation’s (UNESCO) Pacific Islands Literacy Levels
(PILL) Report, a regional study of literacy in six Pacific Island nations, raised the alarm about the
decline of literacy in [the country].’(Vaai et al, 2010, 21) Twenty years later in 2012, the Report of the
Pacific Islands Literacy and Numeracy Assessment (PILNA) carried out by the South Pacific Board for
Educational Assessment (SPBEA) under the banner of the Secretariat of the Pacific Community
(SPC) sounded another wake up call for Pacific countries. The report describes the situation,
especially with regards to literacy as ‘alarming’ (SPBEA, 2) and states categorically, “with. literacy.. in
the Pacific [in] a dire situation, with only 3 in every 10 pupils being able to acquire the literacy skills
expected after four years as well as six years of formal schooling (30% after 4 years and 29% after 6
years), questions should be raised about the effectiveness of the education system in each country in
allowing such a situation to prevail.” (ibid)
In 2010, Kral reported in a survey titled, “The Status of English in Samoa” that ‘the Ministry of
Education, Sports and Culture (MESC) policy of additive bilingualism which aims at the development
and maintenance of Samoan language proficiency concurrent with the acquisition of English..is sound
[but] its implementation has been problematic. A shortage of qualified teachers at primary and
secondary levels, lack of student textbooks, poorly equipped and overcrowded classrooms contribute
to students’ underachievement in all subjects.” (6) He further noted that all the national standardised
examinations at Years 4, 6 and 8 as well as those at Years 12 and 13 show the ‘majority of students
performing below the achievement levels targeted by MESC” (ibid) Most worrying is the statement,
“As these students enter the job market or university or vocational training, they find themselves
unable to communicate in English or to use the language as a tool for advancement. At every level of
transition, from primary school to high school, or from high school to the workplace, or high school to
university, remedial training in English is necessary for most of the youth.” (ibid) His conclusion is
challenging as well as sobering, “Though English is an official language of Samoa, only a portion of
the population can use it with full competence. In this regard, the status of English in Samoa is no
different from that in many other countries that have designated English as an official language, eg.
India, Pakistan, Philippines, Malaysia among others. In each of those countries, the national
governments have recognised the deterioration of English language skills among their broad
populations and since the 1980’s and 1990’s they have used resources to halt this decline.” (ibid)
INITIAL STEPS
Vaai, Heem, Arp & Koria’s (2010) study of first year students at the National University of Samoa
confirmed such a decline, particularly in reading competencies where reading ages from the research
sample were discovered to be quite problematic in that “ 67.3% of [the] students [sampled in Phase I]
were reading at age 13 and less ,.. obviously inadequate to cope with tertiary level reading materials.”
(28) Moreover, the majority of students surveyed reported to read on average only 1 hour extra
outside of class per week, with access to a very limited range of reading materials at home. The
researchers proposed the Proficiency in English Language Test (PELT) starting Semester 1 2013,
focussing on the two skills of reading and writing. This test was not intended as a placement or entry
test into the NUS Foundation English courses since the entry criteria was already set based on Pacific
Senior Secondary Certificate (PSSC) which from December 2013 has now been renamed Samoa
School Leaving Certificate (SLLC). PELT is intended as an indicator of competencies in reading and
writing and a red flag for extra tutorial attention where required. It was also determined that the cohort
would also be given a similar test PELT 2 at the end of Semester to help gauge the progress of
students.
It must be noted that the researchers had used the SRA materials for their research study in 2008,
because it was considered that the goals of the SRA laboratory met the needs of students in Samoa
and have a proven history of promoting success in literacy globally. In summary, the goals of the SRA
Laboratory are fivefold. ‘Firstly, to develop comprehension, vocabulary, fluency, word analysis and
study skills. Secondly to reinforce specific skills in which students may show a weakness, thirdly, to
interest students in reading and to enlarge their specific knowledge using a wide array of quality
factual and fictional selections. Fourthly, to develop the habit of independent work and fifthly to
develop the sense of personal responsibility as students take charge of their own learning.” (Parker,
2006, 6)
Interestingly enough, at the same time that the researchers were making the decision to introduce the
SRA Laboratory as part of the course work to focus on reading competencies as an area of real
concern, Samoa Stationery and Books (SSAB) through its manager, Mrs Fiti Leung Wai, was also
starting a campaign to promote literacy across the curriculum in English, Mathematics and Science
through the use of SRA Laboratories in collaboration with MESC. Hunt –Keil’s report of July 2012 with
an update of sales and training up to August, 2013, states that from 2010 up to July 2012, SSAB had
sold “183 [91 for English] SRA kits , not only to primary and secondary schools both in Savaii and
Upolu, but also to Sunday schools and other organisations such as the Peace Corps and TATES
[Teachers Association for the Teaching of English in Samoa], all [of whom] acknowledge the kits as a
valuable teaching tool.” (2013, 4) Generally Level 1 kits are used by primary school students, Level 2
kits by secondary school students and Level 3 kits by tertiary students .Up to August 2013, another
21 kits were sold, this time ‘all 21 were for English and 12 of them were for NUS programmes.’(ibid)
Thus, the EFL Department’s implementation of these initiatives were timely, appropriate and in
accordance with national needs and priorities.
THE NUS FOUNDATION CERTIFICATE PROGRAMME
The Foundation Certificate programme is made up of Year 13 students from 34 local high schools and
colleges on the two islands of Savaii and Upolu who sit and pass the end of year national exams
called the SSLC which entitles them to enrol at the National University of Samoa in the following year.
The students must obtain a pass mark of Grade 1-4 in English and 3 other subjects giving a total
aggregate of 4-15 for enrolment in the Foundation Certificate Programme in any of the five Faculties
(Arts, Commerce, Education, Nursing, Science) as well as a General Certificate stream where
students must pass Foundation English and Samoan Language plus 6 other Foundation courses
selected from across the disciplines offered at the University. (The grade scale is from 1-10, 1 being
the highest and 4 representing a grade band of around 50%) Some students will present with a fail
grade (5 – 6) in the English subject but have the relevant total aggregate that allows them to enroll in
the Foundation Certificate course. Bridging courses are thus available in the Department of English &
Foreign Languages which provide for these students who do not make the grade either through the
English course or through the total aggregate score.
IMPLEMENTATION OF PELT & SRA
Following enrolment and placement of students in tutorial groups, the PELT 1 test was then
administered to first year Foundation English students during the first HEN004 lecture in Semester 1,
2013. A total of 610 students were tested, and the results showed a 74% pass rate in the PELT Test
which comprised a grammar/comprehension section worth 30 marks and a writing section worth 20
marks. (Refer to attached for the spread of marks which essentially follows the bell curve shape).
PELT is designed to give an additional indication of the students’ level of proficiency in English
separate from their existing Year 13 Secondary School Leaving Certificate English grade which they
bring to enrolment. The score indicates at a glance the student’s proficiency in reading and following
instructions, comprehension, grammar, and written expression which is inclusive of planning,
organizing and responding appropriately and coherently. It also indicates the students’ ability to
paraphrase or plagiarize. Placement of students in tutorials is based on availability of course times
and rooms that accommodate the individual student’s total programme as scheduled. There is no
placement of students in classes based on ability level: each class has a range of students as on the
bell curve.
The SRA placement test on the other hand, was conducted in the first tutorial hour and likewise, the
test showed the majority of students attaining high marks that placed them on the upper end of the
reading colour chart initially. However, as the first and second reading cards progressed, it became
evident that many students were not coping with the initial placement level and therefore needed to
be placed further down the scale of reading colour levels that are more appropriate and for them to
work their way up the levels to completion of the required number of cards.
Students were required in 2013 to read a total of 10 multilevel cards in the appropriate colour level,
and to answer a multiplicity of questions that comprises comprehension and structural word analysis
and meaning. To ensure that students treated this exercise with serious intent, the activity was made
part of the Internal Assessment worth 15%, along with others such as essay writing, note taking and a
research project to comprise the 50% total Course Mark . An overwhelming majority, 92.4%, of the
students passed this part of the Internal Assessment. The students that failed did so primarily
because they did not complete the required number of cards within the allotted time period.
ANALYSIS OF RESULTS OF PELT AND SRA INITIATIVES
The following is an analysis of student results in these initiatives together with an explanation for
anomalies that materialize in some areas and signifies a need for extra attention to address the
particular concern.
Table 1: PASS RATES IN PELT I & 2, SRA AND FINAL EXAMINATION: 2013
SEMESTER 1
SEMESTER 2
PELT 1
74%
PELT 1
16%
PELT 2
76%
PELT 2
21%
SRA
92%
SRA
76%
FINAL EXAM
88%
FINAL EXAM
50%
SEMESTER 1 & 2 PELT I & 2, SRA AND FINAL EXAM RESULTS, 2013:
PELT 1 TEST RESULTS – A total of 610 Students sat the PELT I Test and 454 or 74% passed. The
PELT 2 Test results was implemented at the end of the semester and 294 students attempted the test
and 76% passed.
In Semester 2, the PELT I test had 97 students sitting the test and 16 students or 16% passed.
Likewise, the PELT 2 Test at the end of Semester 2, had 71 students sitting the test and 15 or 21%
passed. These results appear to be the exact opposite to the results in Semester 1. There were also
16 students who were repeaters from 2012 and all failed.
Looking at the different levels of performance between the two groups and the fact the same course is
delivered in different semesters, one can only deduce that it could possibly be due to the entry levels
each semester’s cohort achieved. Even with a semester of a bridging course of English, the results for
Semester 2 were not encouraging.
It is predictable that entry level will be an important factor in determining success at tertiary level,
particularly with Foundation English and its impact is already apparent in the discrepant results
obtained in the final exams for Semester 1 and Semester 2 in the past years. However, performance
is also affected by other factors such as motivation, attitude and maturation which could influence
achievement either way. The HEN004 students in Semester 1 came in with SSLC English Grades 1 4 and total aggregates of 4-15. This cohort is thus different from the Semester 2 cohorts as evident in
their results: they are generally more capable and they consistently perform well throughout the
semester in comparison to students that enrolled in Semester 2, who entered with English Grades 5
and total aggregates of 16-20.
The majority of this cohort were previously enrolled in HEN003
Progressive English which is a bridging course and having passed the course, they progress to
HEN004 in the following semester. Within this group also are HEN004 repeaters who failed the
Foundation English in Semester 1 and are repeating it in order to graduate, thus supporting the point
made above of multiple factors affecting performance.
Again the difference in results can be
attributed in the main to the point of entry into University which is usually a positive predictor of
student success at Foundation level and distinguishes Semester 1 students from those in Semester 2.
One factor that must be taken into consideration is the inevitable process of up-scaling of national
examination results which in effect compromises student performance and subsequent results they
obtain. The researchers have been involved in marking panels for these national examinations in the
past and together with feedback from other lecturers currently included in these panels, up-scaling is
a not an uncommon occurrence.
Thus the SSLC English Grades and particularly Grade 4 are
questionable but undoubtedly can translate into poor performance and failing results by a
disproportionate number of students at Foundation level.
A study or analysis of individual student entry grade (particularly Grade 4) and performance at
Foundation English is justifiable to show that upscaling is a fact and is an injustice to both the student
and the institution and therefore not necessary in the system. This added study will benefit the
student in the long run because they will have been identified and targeted specifically for extra
professional academic support.
Furthermore, and as seen in Semester 1 2013, it is apparent that the number of students sitting PELT
2 at the end of the Semester was below 50% of the total number of students at the beginning of
Semester.
This pattern appears to be a common scenario at the end of each semester when
students skip classes in greater numbers at a critical time and especially when lectures are reviewing
and discussing the semester’s work and what to expect at the final examination. However, from
experience and observation of current practices, it is also a very busy time for students who are
compulsively completing several assessments or assignments in other courses that are also all due at
the same time.
Table 2: ANALYSIS OF SECTION RESULTS OF PELT 1 & 2 TESTS 2013
SEMESTER 1
SEMESTER 2
PELT 1
PELT 1
Overall pass rate 74%
Overall pass rate
16%
Both sections
7%
Comprehension 68%
PELT 2
Writing only
Overall pass rate
75%
Both sections
57%
Comprehension 62%
Writing Only
85%
8%
PELT 2
Both sections
13%
Comprehension
15%
Writing Only
25%
TABLE 3: ANALYSIS OF SECTION RESULTS OF FINAL EXAMINATION 2013
SEMESTER 1
SEMESTER 2
Pass rate
67%
Pass rate
39%
Comprehension
16%
Comprehension
23%
Note-taking
70%
Note-taking
53%
Paragraphing
65%
Paragraphing
26%
Grammar
78%
Grammar
35%
Essay
79%
Essay
51%
Research
44%
Research
82%
Analysing the contents of the PELT I and PELT 2 tests showed some very interesting results. More
students passed the writing section (85%) than the Comprehension Section in Semester 1. However,
in Semester 2, results for both PELT tests showed the opposite effect.
Eight (8) students or 8.2%
passed the PELT I writing section which improved to 18 or 25.4% in PELT 2. In the Comprehension
section, 66 students passed or 68% and plummeted to 11 or 15.5% in PELT 2 at the end of the
Semester.
These are the same students yet the results are quite contradictory. Looking at the
students and year of enrolment, it showed the repeating students all failing, and they also showed no
improvement in their other results at the end of the Semester. One very obvious reason that explains
these results, at least for PELT I, is the factor of time which was the major constraint for all students
and this is demonstrated by the fact that only 8 students or 8.2% attempted the writing. Clearly these
students needed more than an hour to complete the entire test, which was not a problem with the
Semester 1 students. Time is another indicator of a marked difference between students in the two
semesters: the first semester cohort completing the task well within the allotted time, whereas the
semester two cohort did not.
SRA RESULTS – A total of 532 Students attempted the SRA programme during the first half of
Semester I and 492 or 92.4% passed. The non-completion of the total number of required SRA cards
was the main reason for 40 students failing the SRA programme. Of interest is the number of
repeaters in the programme that had enrolled in 2012:
24 such students completed the programme
in Semester 1 and 14 of them or 58% passed. In Semester 2, 111 students completed the SRA
programme and 84 students or 75.6% passed. Eleven (11) were 2012 repeaters and 75% of them
passed the SRA programme. This is quite a considerable improvement in these students’ efforts and
with persistence on their part and the related change in attitude and motivation, students in these
cohorts can achieve just as well in the time period allotted.
PELT Tests and SRA results seem to have little in common for students in Semester 2. The students
performed well in the SRA exercises, achieving high results there and then, quite the opposite in the
PELT tests, which was not expected. The PELT tests had a short passage for the comprehension
and sentences to be filled in with the correct grammatical form and a short piece of writing based on
the information provided, whereas the SRA cards are three pages long with a multiplicity of questions
to respond to. The big difference in results between the two exercises must then be attributed to the
nature of the task, one being a timed test and other, where time was not so important and in fact, all
students were given more than one tutorial session to complete the SRA cards as required.
FOUNDATION ENGLISH EXAMINATION – A total of 531 students sat the Foundation English Final
Examination at the end of Semester 1, 2013 and together with the Course Work, 88% passed
including those whose marks are upgraded according the NUS Regulations which allows examiners
to upgrade to 50%, those students whose total marks are in the range of 47%- 49 %. As a matter of
interest, an analysis was conducted to find out how many students sat the final examination and to
count the actual number of students that passed above 24.5 course mark which is usually rounded
up. Based on the scripts submitted from 487 students who sat the exam, 325 or 67% passed. 119
students actually failed the examination scoring below 24.5. In comparison with course marks, 415
students (78%) passed with marks of 24.5 and above. Thus, both course work and exam marks are
of equal importance to any student and to the overall pass rate in any course. It is conceivable for a
student to obtain a 47% pass rate in exams only and be upgraded to an overall pass, and vice versa
with course marks, but fortunately this has not happened in the years the researchers have been
employed at NUS. Students naturally prefer to attempt most of the course assessments and know
their course mark before they sit the final examination. This foreknowledge could exert some
influence on performance under examination conditions – some taking it easy and others testing their
capability to aim high achieve excellence, that A Grade for scholarship purposes and personal
satisfaction.
Table 4: COMPARISON OF COURSE ASSESSMENTS AND FINAL EXAM MARKS FOR
SEMESTER 1 & 2, 2013 (% Pass mark)
SEMESTER 1
SEMESTER 2
Course Marks 78%
Exam Marks
Course Marks
67%
TOTAL PASS RATE: 88%
Exam Marks
42%
39%
TOTAL PASS RATE: 50%
Analysis of the final exam results involved recording the particular score each student attained in each
section of the Final Exam paper which were then tallied under pass or fail.
(Refer to Table for total
scores and pass rate for each section). Overall, the percentage of students passing course marks
was a little higher for both semesters (78% and 42%) than the percentage (67% and 39%) passing
the final exam.
A further analysis was undertaken to see how students from each Faculty performed and it may be
noted from the following table that four of the six Faculties achieved high pass rates whereas two
other Faculties had pass rates that could improve. These latter Faculties are also the ones that allow
lower entry levels for students into their respective Foundation Certificate Programmes.
Table 6: SUMMARY OF FACULTY PASS RATES PER SEMESTER, 2013
SEMESTER 2
SEMESTER 1
FACULTY
NUMBER OF
PASS
STUDENTS
FACULTY
NUMBER
PASS RATE
RATE
OF
(%)
(%)
STUDENTS
FOS
129
95
FOS
5
60
FOA
125
98
FOA
8
37.5
FOE
86
62
FOE
56
44.6
FOBE
114
95
FOBE
4
50
GENERAL
35
88
GENERAL
7
42.8
FOAS
43
74
FOAS
33
42.4
As mentioned earlier, the English Grade 4 is the presenting grey area and given that upscaling is
commonly applied, it probably accounts for the high failure rate by these students who are thus
misplaced. Consequently, another study and analysis is justified to find out the number of students
with Grades 4 and not passing Foundation English to clearly establish a connection or relationship
between the two factors. By identifying these students and their entry grade, the Department will have
some prior knowledge in addressing this concern in their teaching in their respective tutorials. It is a
lot of work and it is time consuming for the lecturers involved and of course, the onus still falls
squarely on the student to attend lectures and tutorials, complete assignments and tests and pass the
examination. Some parents and students have questioned the subjective nature of marking
assessments noting in particular, the inconsistencies between entry grades and subsequent results
that are obtained throughout the semester, especially in the final exam.
However and most
fortunately, the marking criteria for each section, particularly the writing responses, has been set and
are well defined to give as little room as possible for error or any indication of disparity between the
markers and the scores during the process. Body checking of examination scripts is another standard
procedure in place to ensure that accuracy is maintained throughout, particularly in the adding of
marks in the sections and the final score for each student.
In 2014, the PELT Tests, SRA and Final Exam were administered following the same procedures and
process as in the previous year, and throughout the Semester with the only difference being that 8
SRA cards instead of 10 were counted towards 10% of Internal Assessment. This change resulted
from lecturers’ reports that 10 SRA cards had taken more class time in 2013 than had been
scheduled and this led to many make up classes in the mid semester break week having to be
conducted to complete the SRA internal assessment task of course work.
The results for 2014 are as follows:
Table 7: SUMMARY OF SEMESTER 1, 2014 PERCENTAGE PASS RATES FOR PELTS
1 & 2, SRA and FINAL EXAM RESULTS
PELT 1
92%
Comprehension/Grammar
91%
Writing
85%
PELT 2
SRA
96%
FINAL EXAM
84%
Exam Only
69%
Course Work
78%
SECTIONS:
Comprehension
30%
Note-taking/Summary
78%
Paragraphs
57%
Essay Writing
65%
Research
85%
The results were as expected from these students coming in with SSLC English Grades 1-4 and Total
aggregates of 4 – 15. The PELT tests had very high pass rates in total and in the individual sections.
Likewise the SRA pass rate was extremely high. However, the Final Exam pass rate dropped and
quite a notable disparity in pass rates between Exam and Course work when examined separately
were noted. Even more concerning is the 30% pass rate in the Comprehension section, an average
pass rate for the paragraph section but pleasing pass rates for the writing and research parts.
The question then arises as to why the majority of students failed the comprehension section but do
well in the writing sections. The results bring to attention the inevitable conclusion that many students
are still failing in the reading, particularly the Comprehension section, pointing to a need for more
research in this area as well as a more concerted effort to continue to promote the love of reading
including the continued use of the SRA reading programme in the NUS curricula.
There are a lot of variables involved that could well explain this discrepancy. Students nowadays are
mark - smart operators: they invest a lot of their energy and attention right from the start on the course
work and obtain high course marks so that there would be little need to be overly pressured under
examination conditions. Evident also from the results is the factor of agency or choices students
make, preferring to invest their time and attention on the writing sections (essays, note taking and
summarizing) which has elements that are under their control - the ideas, the vocabulary and
sentence development according to the format they are expected to produce and many students did
well in these sections. The paragraphs, on the other hand had elements that required a little more
effort, like rearranging the sentences that were provided to produce a unified and coherent paragraph.
This section is a compromise between self- and other-produced, or top-down, inside-out versus
bottom-up, outside-in process. The research section was largely knowledge questions requiring
memory and understanding, hence the high pass rate that is apparent.
Table 8: SUMMARY OF FACULTY PERCENTAGE PASS RATES FOR
HEN004: SEMESTER 1, 2014
FACULTY
NUMBER OF STUDENTS
PASS RATE (%)
FOS
148
98
FOA
123
91
FOE
100
61
FOBE
116
90
GENERAL
27
38
FOAS
52
67
REFLECTIONS ON THE 2014 FOUNDATION COHORTS, PARTICULARLY THOSE FROM THE
SCIENCE FACULTY.
One very obvious factor that distinguishes Science students is their busy schedule of 6 courses in the
first Semester and 5 courses in the second Semester compared to other Certificate Programmes that
have 5 courses per semester, together with their 3 hour laboratories and heavy reading requirements
that is cumulatively and positively impacting their approach to their studies and performance
outcomes. The 2014 cohort of Science students displayed very their positive attitudes that spilt over
to their work ethics and apparent motivation. All the Science students had their tutorials at 5.00pm 6pm requiring 8 tutors teaching simultaneously. It was noticeable that these students would arrive at
tutorials excited and eager to learn. Their hundred per cent attendance, wholehearted participation
and contributions in class, reading inclinations and approaches and the fact that they all carried
dictionaries around with them are clear indications of future academic success. They were often
exuberant, noisy, talked loudly and asked many questions about a multiplicity of topical issues and
they were also willing to share and encourage their weaker peers to achieve well. .
As seen in Table 8 above, the Faculty of Science had the highest number of students (148) and the
highest pass rate (98%), followed by the Faculty of Arts (91% and 123 students), and Faculty of
Business and Entrepreneurship (90% and 116 students). The Faculties of Education and Applied
Science have about the same pass rates (61%) and (67%) but they differed markedly in total intake of
student numbers – 100 students versus 52 respectively, almost a 50% difference. The concern
however is with FOE students whose results and achievements are bare passes, with the greatest
number of students being upgraded with scores of 47, 48, 49 to 50%, according to NUS policies
discussed above. This is alarming, especially as these students are earmarked to teach the next
generation.
The Faculty of Science has had a burst of interest in the last few years since the call by Government
and interested stakeholders to invest in science and environmental issues communally, nationally,
regionally and globally. This is especially seen in schools where the science curriculum is pushed
with the accompanying resources being provided.
School Science projects and competitions at
primary and secondary levels are now annual events. As a consequence of this tremendous interest
locally, the impact has been a resurgence in the number of students taking up science subjects in
secondary schools and their increasing successes as seen in the greater numbers of students
enrolling at tertiary institutions. This is compounded further with the availability of more international
scholarships being offered and guaranteed employment on return with higher salaries. The 2014
Science students that enrolled in the Foundation English course have a very positive attitude and
were highly motivated to do just as well in English as they would do in their Science subjects, which
augurs well for Science related professions in Samoa in future.
Discussion
The reading project was initially received with some resistance by several lecturers because it
involved major, intensive changes in the first half of the semester but as time has progressed and
lecturers become familiar with the SRA Laboratory and its rich resources, it has been accepted and is
now considered as a timely an challenging initiative in the EFL Department for both students and
lecturers. Indeed, it was a time consuming project which the students generally found very
challenging; it was often rewarding for the highly motivated, hardworking students with some
completing even more than the allotted number of cards, but it was also considered threatening for
some students as evidenced in their poor results and non-completion of the allotted tasks.
When the performance of individual students were examined in greater depth, it was evident that a
particular group had a battery of symptoms – low entry rate, poor oral and writing skills, absenteeism
and non-submission of assignments and internal assessment tasks were common. With further tests
as presented in the PELTs, SRA Placement and Final examination, not only were they scoring below
the total pass mark but they also displayed particular weaknesses in specific sections such as in
comprehension.
In considering the final examination results for HEN004 in both semesters of 2013, the first year of
implementation of these initiatives, the pass rates reflected the PELT test results for each semester.
The pass rate for semester one was 88% and the pass rate for semester two was 50%, the lowest on
record. It is notable that cohorts vary from year to year and that attendance and submission of major
research assignments in semester 2 were extremely poor, but this did not make the finding any less
disturbing. It is the belief of the researchers that with increasing and intensive use through primary,
secondary and tertiary levels, the SRA laboratories can be an important tool to provide vital,
cumulative assistance in building increasing competencies in reading and writing in English.
The EFL Department as currently one of the three Departments of the Faculty of Arts has had two
External Reviews by panels made up of overseas Professors from internationally reputable
universities and local stakeholders; the first in 2005 and the second, earlier in 2014. On both
occasions, the Department’s extensive self review drawn up in a written report has recommended an
Academic Support Unit for undergraduate and postgraduate students. This idea is not new, it has also
been discussed at various management fora apart from the Departmental and Faculty meetings such
as those of Senate and University Research and Ethics Committee (UREC) over the past decades.
The conclusion of such discussions has always been that without the financial wherewithal to support
and sustain the setting up of such a Unit with human and material resources, it is left to each
individual lecturer to provide remedial support for students in their own area of expertise. For the EFL
lecturers, particularly for those teaching English courses, this has involved providing one to one
consultations with students in need of extra assistance, as well as several lecturers conducting
evening sessions in the EFL laboratory proofreading and editing research papers as well as offering
guidance for research projects for all students. However, the need for Academic Support Units is
recognised internationally as one of the benchmarks of an enabling study environment in the pursuit
of excellence at university or tertiary institutions.
One of the researchers was hired as a Founding staff member of such a support unit for international
students in the early 1990’s at the University of Canberra and can attest to the efficacy of such a
strategy as many students, for most of whom English was a second language, were helped by one to
one intensive consultations, small focus groups and seminars and workshops on vital competencies,
particularly reading and writing, to succeed at tertiary level. Recently in December 2012, the
researchers attended a Conference for the teachers of English in the Pacific at USP in Suva. The
Academic Support Unit of the Laucala Bay Campus has a Samoan academic on staff there as part of
a three member team and reported to us that the unit was always busy providing for the academic
needs of the regional students enrolled at USP. Recently, Senate members have been informed that
such a unit is part of the next phase in the development of NUS and we look forward to this goal being
achieved with great anticipation.
Recommendations:
The analysis of the activities that were undertaken under a variety of factors has indeed thrown light
on some of the concerns that were vague in the past.
1.
Entry levels need to be scrutinised more carefully, as there seems to be many discrepancies
between students coming in with Grades 4 from the 34 colleges throughout Samoa.
2.
The EFL Department will continue to implement the SRA programme in both semesters for
the Foundation Certificate in Semester 1 and for the flow on from the Bridging courses and
HEN004 repeaters in Semester 2.
3. Literacy, particularly reading proficiency, is now a national concern for the Ministry of
Education, Sports and Culture (MESC) in conjunction with the Samoa Stationery Book Shop
(SSAB) promoting their SRA resources aimed specifically at the primary and secondary
levels. However, and until the nation has reached the targeted level of reading, the English
Department at NUS will continue to do its part in promoting the raising of the levels of reading
proficiency necessary for tertiary and academic requirements.
4. The Department will also continue to advocate for the establishment of an Academic Support
Unit as a priority in the future development of NUS.
CONCLUSION
Our concerns about contemporary language studies in English are many, particularly with literacy and
especially with reading and writing competencies and of course, there are no short term solutions, no
quick fixes. Malala Yousafzai, the Pakistani teenager shot in the head by the Taliban to discourage
young girls in their quest for education, speaking at the United Nations after her recovery in 2013
stated categorically, “Let us remember; one book, one pen, one child and one teacher can change the
world”. (Curry, 2013). Her story is salutatory; it is a reminder of how fortunate we are to have the gift
of education, as individuals and as communities. Her story also reminds us about the power of one
and the commitment of the each individual to make a difference, to help change our Samoan and
Pacific worlds for the better.
REFERENCES:
Bryson,B 1990 :Mother Tongue; The English language Penguin Books, England
th
Curry, L 2013: ‘Lets Focus on Youth’ in Samoa Observer, 20 July edition.
Hunt – Keil, B 2013: Report on SRA Laboratory Training July 2012, unpublished SSAB Report.
Parker, D 2006: Teacher’s Handbook SRA Reading Laboratory 3b, SRA McGraw –Hill, Ohio, USA.
SPBEA 2013 Pacific Islands Literacy and Numeracy Assessment {PILNA}, Secretariat of the Pacific
Community, Suva, Fiji.
Vaai, S, Heem V, Arp, K & Eteuati, K (2010) Reading: A Matter of Minds and Means in The Journal of
Samoan Studies, Volume 3, 2010. Centre of Samoan Studies, National University of Samoa,
Apia. pp 21 – 35