Abstracts
The Efficacy of Employing Comics to Enhance Tamil Literature Proficiency among SPM Tamil Subject Students The utilization of comics as a pedagogical tool to augment proficiency in Tamil literature among SPM Tamil subject students is a pioneering initiative aimed at addressing the challenges faced by students in comprehending the intricate content of the syllabus. The Tamil literature syllabus encompasses novel, drama, and collections of poems, with a plethora of materials and reference books provided. However, students often grapple with understanding the content, leading to a lack of interest in the subject. This study is designed with two primary objectives. Firstly, it seeks to identify students' level of interest in utilizing comics as a learning aid for Tamil literature. Secondly, it aims to analyses the effectiveness of employing comics as a teaching tool for Tamil literature. Conducted as a qualitative study, data were meticulously collected and analysed. The SWOT (Strengths, Weaknesses, Opportunities, Threats) theory served as the analytical framework for this study. The findings of the study highlight that the incorporation of comics has a significant positive impact on students' interest in learning Tamil literature within the SPM framework. The visual-based learning approach introduced through comics is identified as a key factor contributing to the enhancement of teaching and learning experiences. Overall, this innovative approach demonstrates promise in addressing the challenges faced by students and fostering a more engaging and effective learning environment for Tamil literature within the SPM curriculum.
Demystifying The Myth: Culturally Responsive Pedagogy In The Teaching Of Literature This paper attempts to demystify a widely held false belief or idea on culturally responsive pedagogy (CRP) in teaching of literature in lower secondary level of an urban secondary school in Kuala Lumpur. This paper also attempts to examine the “myths” of CRP in teaching of literature which occurred among the teachers in the same secondary school. By demystifying the prevailing myth that literature instruction is disconnected from diverse cultural backgrounds, the research investigates the implementation and impacts of incorporating culturally relevant texts and teaching strategies. Findings reveal that a culturally responsive approach not only fosters a deeper understanding of literature but also promotes inclusivity and equity in the classroom. Through a comprehensive review of literature and case studies, this study reveals the potential of culturally responsive pedagogy in bridging the gap between traditional literary instruction and the rich tapestry of cultural diversity, making literature education a more inclusive and relevant experience.
Levelling Up Education: The Development of "Lit Legends" – A Game-Based Learning Kit and Its Influence on Student Success This research explored a game-based learning kit called “Lit Legends" by focusing on its development and impact on learning success. To assess the impact on students’ ability to identify literary devices, the study addresses two specific research questions: (1) How does the use of the game-based learning kit impact knowledge acquisition of Form 2 students regarding literary devices?, and (2) Does the implementation of the "Lit Legends" learning kit engage students’ interest in learning literature? Employing a mixed-method research design, the study measured the effectiveness of this tool in enhancing Form 2 students' ability to identify literary devices. The samples comprised eight Form 2 students, divided into a treatment group engaging with the kit while a control group utilising traditional learning methods. The research instruments included a set of pre- and post-test questions and interviews. Results show a significant disparity in mean based on the post-test scores that underscores the efficacy of the learning kit to foster a deeper understanding of literary devices. The interview data through thematic analysis affirm positive influence of using the kit to increase interest and engagement in learning literary devices. "Lit Legends" shows promise in revolutionising education and enhancing students' comprehension of complex literary concepts.
DEVELOPMENT OF A LEARNING KIT FOR LITERATURE LEARNING The development of the ""Ele-mentor"" learning kit is prompted by current issues, including declining student interest and teachers relying heavily on traditional teaching methods. This paper, as such, reports on its development. Through interviews with four English teachers in secondary schools around Malaysia, we discovered that three chose not to teach literature at all, while one taught only the basics due to school requirements. The fundamental aim of this learning kit is to revive literature lessons by implementing the Reader- Response Approach to address these concerns. Adapting the seven literature classroom learning activities enables learners to express their personal response to the novel ""The Elephant Man"". Individual and group tasks, such as reading logs, literature circles, comprehension questions, personal responses and role play, are assigned to learners, aiming to improve their involvement, regulate active participation, and, engaging deeper comprehension of the novel. In addition to addressing issues in literature education, the ""Ele-mentor"" learning kit has several other advantages, such as increasing student agency, providing educator-friendly materials in line with contemporary pedagogy, and improving accessibility for a variety of learning styles. All these factors contribute to the creation of a more enjoyable and valuable literature learning environment. With the goal of transforming passive reading into an engaging and dynamic experience, the theoretical framework, the Developmental Model of a Reader-Response Approach is used as the framework for this learning kit.
World of Kites: An Integrated Teaching Approach to Teaching Literature in the Primary ESL Classroom This concept paper gives an insight into the use of an integrated teaching approach to elevate the teaching of literature in the primary ESL classrooms. Recognising various challenges in literature lessons, such as teachers’ inability to cater to a variety of proficiency levels and learning styles, an integrated teaching approach offers more flexibility and variety to teachers in conducting lessons. The ‘World of Kites’ is a learning kit that was developed to provide teachers an opportunity to implement the integrated teaching approach, specifically to teach the story ‘King of Kites’ by Judith Heneghan and Laure Fournier. By incorporating a variety of media such as flipbooks, videos and graphic organisers, this learning kit intends to offer flexibility in terms of delivering input as well as assessment methods. Furthermore, the learning kit is equipped with a teachers guide to ensure teachers are able to maximise the learning kit’s potential in the class. Ultimately, this concept paper aims to inspire a paradigm shift in the teaching of literature, emphasizing the benefits and advantages of implementing an integrated teaching approach to meet the diverse needs of 21st-century learners in the primary ESL classroom.
Approaching the Learning of Literature with a SMILE: Enhancing Competence of Reading Short Stories and Novels The incorporation of technology into the education field has brought a significant impact on the teaching and learning experience. Teachers' perceptions towards different modes of teaching and learning English Literature have also transformed. Various pedagogical approaches have been introduced for learners to foster increased enthusiasm and engagement in literature education. Consequently, a learning kit called the SMILE e-book was developed using the ADDIE model as a valuable tool for enhancing literature education in the Malaysian context. This e-book was then used among primary and secondary school students. Technology Acceptance Model (TAM) 2 was employed to assess its efficacy. The researchers also conducted a survey among the student participants and carried out an interview with the teachers. This helped the researchers to anticipate learners' perceived ease of use, perceived usefulness, attitude and behavioural intentions towards using the SMILE e-book in the ESL literature classroom. The findings revealed that teachers show positive attitudes as the e-book supports teachers in delivering effective literature lessons; in addition, students exhibit a similar attitude and perceive SMILE as a useful and user-friendly tool, aiding comprehension and understanding of literature elements. This study highlights the importance of using technology to enhance the learning experience in ESL literature classrooms and provide valuable insights for ESL educators to align their teaching strategies with innovative pedagogies.
EXPLORING LITERATURE THROUGH LEARNING KIT; READ IT KITS! Embarking into the world of literature is one of the most adventurous learning experiences, especially for ESL students. A learning kit called “Read it Kits!” was developed to purposely assist students in learning literature in the hope of enhancing a higher standard of vocabulary, giving better comprehension and providing opportunities for better language proficiency. The development of this learning kit yielded a need to engage in five principles of effective Instructional Systems Design (ISD): (1) Instructional design should continue at an efficient pace; (2) Instructional Design should encrypt information; (3) Designing course that will be learner community-based; (4) Providing opportunities for the student to generate original content; and (5) Producing fair evaluation at a suitable time. The literature learning kit aimed at assisting the process of teaching and learning in ESL classrooms geared towards expanding students' vocabulary, improving their understanding of cultural diversity and enhancing reading comprehension. This article documented the journey of executing a learning kit which featured literature components learnt in Form 1 to Form 5 in Malaysia. Findings show that most students are very comfortable using this learning kit, meanwhile, some are reluctant to proceed with the learning kit at home due to internet restrictions. Teachers are also very satisfied with the learning kit version and ready to accommodate it in the ESL classroom. Based on those findings, a suggestion that had been made was to enclose PDF versions of literature components, so that it enables users to download it.
Leveraging Technology for Enhanced Content-Based Language Teaching in English Language Learning Teaching English has rapidly evolved to involve the use of technology to help deliver language programs of the highest quality and to improve student outcomes. Technology is having a growing impact on language learning. It has not only transformed the way a language is taught but also made the learning of a language more engaging and meaningful for the students. Technology tools used facilitate the process of integrating technology in teaching and learning with the objective of engaging and diversifying the positive learning environment. This conceptual paper explores the potential of integrating technology into content-based language teaching (CBLT) within the context of English language learning. The objective of this paper is to review advantages and disadvantages of utilizing technology-enhanced language teaching into CBLT. This paper presents some of the examples of technology integration in CBLT which are digital content resources, language learning apps and online collaboration platforms. Through a review of advantages, disadvantages and pedagogical implications, the paper highlights the potential of technology-enhanced CBLT in promoting language proficiency, content understanding and also critical thinking skills among ESL learners.
A Transformative Pedagogical Intervention for ESL Literature Instruction: “Lit Up Your Adventures” Learning Kit "Lit Up Your Adventures" (LA), a game-based learning kit, aims to rekindle student engagement with poetry. This study explores the learning kit’s development and implementation in ESL classrooms, analysing its effectiveness through a mixed-methods approach. Triangulated data from pre- and post-assessments, observations, student interviews and teacher feedback revealed significant gains in student motivation, vocabulary acquisition, comprehension and critical thinking skills. LA's interactive activities and focus on language as a tool for meaning-making resonated with students, fostering deeper engagement with the poems. The study further highlights the importance of a dynamic feedback loop, emphasising how teacher and student input informed iterative program refinements to address challenges and improve effectiveness. LA's promising results suggest its potential to revolutionise poetry education by igniting a love for language and literature through playful and engaging learning experiences. This study lays the groundwork for further research and refinement, paving the way for LA to illuminate the path for future generations of young learners to discover the magic of poetry.
Employing Kahoot! To Enrich English as Second Language (ESL) Learners Vocabulary Mastery Utilizing technological tools, games, and software updates in language teaching have proven to be highly beneficial in enhancing the learning experience within the classroom. Research indicates that incorporating gamification, particularly through applications like Kahoot!, has a notable impact on language learning outcomes. This approach serves not only as an engaging teaching tool but also as an effective means of assessment in language classrooms. The dynamic and interactive nature of Kahoot! fosters student participation and motivation. By creating customized quizzes and games, educators could tailor activities to suit different proficiency levels, making the learning process enjoyable, adaptive, and conducive to improve language acquisition. The platform's features, including immediate feedback and progress tracking, further contribute to a comprehensive and effective language teaching strategy.This paper explore the effectiveness of implying Kahoot, a gamified learning platform, to improve ESL learners' vocabulary mastery.
CONCEPTUAL PAPER: INTEGRATION OF DIGITAL GAME-BASED LEARNING IN TEACHING ENGLISH AS A SECOND LANGUAGE (ESL) VOCABULARY Vocabulary proficiency within the context of English as a Second Language (ESL) is crucial, as it heightened comprehension among pupils and fortified their reading skills. Good command of vocabulary will stand as an essential facet required by all ESL speakers to articulate responses and comprehend both spoken and written English. Various approaches have been applied by practitioners to improve pupils’ vocabulary. Nonetheless, digital game-based learning within the instructional setting emerges as a preferred approach among learners. This paper discusses the use of the game-based learning approach to enhance learners’ vocabulary. The aim of this paper is to outline the advantages and disadvantages of digital game-based learning. Researchers reviewed current research papers, which were sourced digitally. Results indicated that digital game-based learning has a positive impact on vocabulary learning among pupils, with motivation being the most significant factor.
The Future of Education: Augmented Reality (AR) in Game-Based Learning for English as a Second Language(ESL) Augmented Reality (AR) is a technology that integrates virtual objects into the real world, allowing users to interact with them in real time. This innovation aligns with the objectives of Industrial Revolution 4.0, aiming to generate high quality human capital capable of navigating digital transformation and competing globally. In teaching English as Second Language (ESL), Game-Based Learning is a current educational approach that incorporates elements of games into the learning process in order to motivate and enhance students’ understanding and promote the development of various skills while catering to their technological needs and understanding. Since the integration of AR and Game-Based Learning in education is widely celebrated across the globe, educators are now exploiting the combination of both to maximum capacities to enable a new form of learning and teaching method. By integrating new forms of 3D imaging and recognition into interactive Game-Based Learning approaches for English Language teaching, multiple possibilities can be ventured and discovered. This paper explores the implementation of AR in game-based learning for ESL, how the technology is utilised in the classroom, and the effectiveness of AR in teaching ESL. Additionally, this paper addresses the application of Game-Based Learning and how combining it with AR fosters productivity in English language teaching.
EXAMINING THE PRACTICE OF VIRTUAL INSTRUCTIONAL LEADERSHIP BY ISLAND SCHOOL LEADERS IN THE STATE OF SABAH The COVID-19 crisis has sparked a transformation in education, fostering innovation and prompting reflection on the need for flexibility in providing quality learning under challenging circumstances. Hence, this concept paper aims to examine the practice of virtual instructional leadership by island school leaders in the state of Sabah. Island school leaders have seized opportunities offered by the development of ICT to empower and transform traditional or conventional leadership practices that have long been in place before COVID-19 hit the country. Triggered by the Movement Control Order and supported by ICT advancements, new virtual communication media, the use of mobile devices, and internet infrastructure have transformed traditional instructional leadership practices into a new era of virtual instructional leadership. This phenomenon will bring a new paradigm to island school leaders in their efforts to cultivate a digital ecosystem in schools. Island school leaders practice virtual instructional leadership by integrating mobile devices with the help of various social networks. The rapid wireless communication revolution, mobile devices, the internet, and the use of media applications such as Facebook, WhatsApp, Telegram, and many others have created effects and changes in school leadership practices.
Bridging Language Gaps: A Review on the Lacks, Needs and Wants of STEM Students in English Language Learning English language proficiency is increasingly crucial for success in the fields of Science, Technology, Engineering, and Mathematics (STEM). However, in recent years, STEM students have faced unique challenges in acquiring and mastering English due to their disciplines' specialised vocabulary and technical nature. Hence, this paper aims to review the English language learning challenges faced by STEM students, emphasising the lack, need, and want in their language acquisition journey. Examining lacks, such as deficiencies in STEM-specific vocabulary, academic writing skills, and oral communication proficiency, reveals the fundamental areas requiring attention in language learning initiatives for STEM students. Moreover, recognising the need for targeted vocabulary instruction, academic writing support, and speaking practice opportunities highlights actionable steps towards improving English proficiency among STEM cohorts. Additionally, by exploring the wants expressed by STEM students, including desires for interactive learning tools, peer collaboration, and contextualised language learning experiences, this paper underscores the importance of incorporating student preferences and aspirations into language education strategies. It is hoped that this review could provide immediate pedagogical interventions to underscore the significance of integrated language and content instruction. Furthermore, future research endeavours could focus on evaluating the effectiveness of proposed strategies and exploring innovative approaches to language learning in STEM contexts.
Leveling Up Literacy: Technology Integration in Gamification to Enhance Reading Comprehension Among English as a Second Language (ESL) Learners In recent years, technology and gamification has gained attention as a way to engage learners in various subjects, especially in teaching English as a Second Language (ESL), showing promise for improving learning experiences and outcomes. Hence, this paper explores the integration of technology and gamification into ESL classrooms to enhance ESL learners’ reading comprehension. Overall, this approach evaluates the impact on learners engagement, motivation, and comprehension skills. This paper discusses positive correlation between gamified learning environments and reading comprehension, fostering intrinsic motivation through elements like points and rewards. Practical implication for ESL teachers include designing tailored gamified activities by utilising technology aligned with curriculum objectives. By leveraging technology and gamification, teachers can create dynamic learning experiences that promote active participation and collaboration, which hence facilitates learners in improving reading comprehension. Thus, this paper advocates gamification as a promising strategy to address reading comprehension challenges as well as nurturing interest for learning English in ESL learners.
Online Gamification Tools in English Language Learning: Benefits and Challenges The emergence of multiple online gamification tools have sparked interest among educators to use this approach in teaching and learning process, regardless of the education level. This scenario can be clearly observed, especially during the COVID-19 pandemic outbreak, where most of the teaching and learning sessions were being conducted online. These online gamification tools were being embedded in the lesson as one of the ways to attract pupils’ interest. Nowadays, these tools are still being used, both online and physical learning. As a result, different perspectives on the use of these online gamification tools in education can be perceived, as it can be categorized as a new and modern teaching aids among educators. This paper focuses on various dimensions of English Language learning using gamification tools, including definitions, applications in teaching and learning, and future research directions. Online gamification tools in education are still developing as some of the platforms are still in the process of improving their features. This paper provides discussions on the benefits of using online gamification tools in assisting English Language learning as well as the challenges encountered by educators and learners based on multiple existing studies.
PENTAKSIRAN BILIK DARJAH : KESAN TERHADAP PENDIDIKAN Pentaksiran bilik darjah (PBD) merupakan satu corak penilaian yang diperkenalkan oleh Kementerian Pelajaran Malaysia (KPM) bagi menggantikan pembelajaran berorientasikan peperiksaan disekolah rendah. Ini kerana pelaksanaan PBD dapat membantu guru menilai tahap penguasaan murid secara keseluruhan. PBD ini juga banyak memberi kesan yang positif terhadap peningkatan mutu pelajaran murid disekolah. Tujuan kajian ini adalah untuk meneroka persepsi, kefahaman, cabaran dan keberkesanan pelaksanaan pentaksiran bilik darjah (PBD). Pengkaji menggunakan soal selidik temu bual yang dibina oleh pengkaji. Instrumen temu bual ini mengandungi 17 item soalan yang dibahagikan kepada 4 konstruk yang mewakili pemboleh ubah kajian iaitu persepsi, kefahaman, cabaran dan keberkesanan. Pensampelan kajian ini adalah pensampelan bertujuan seramai 10 orang yang mana subjek kajian terdiri daripada ciri-ciri yang sama iaitu subjek kajian merupakan guru di sekolah dan pernah melaksanakan pentaksiran bilik darjah. Kajian ini mengumpul data berbentuk kualitatif. Analisis data yang dipilih adalah berbentuk analisis tematik yang mana melalui analisis ini dapatan kajian akan menjana tema dan sub-tema dapatan kajian.
PRIMARY SCHOOL STUDENTS' EXPECTANCY-VALUE BELIEFS AND ANXIETY IN LEARNING MALAY LANGUAGE Most students have very low self-confidence and relatively high anxiety about learning the Malay language. Therefore, the study aimed to investigate primary school students’ expectancy beliefs, task value and anxiety in learning the Malay language. A total of 420 primary school students consisting of 211 boys and 209 girls aged between 10 to 12 years old from two SJK and two SK in Kuching, Sarawak involved in this study. The Malay version of the Expectancy-Value Model Questionnaire (EVMQ) adapted from Rarujanai et al. (2020) and Malay Language Classroom Anxiety Scale (MLCAS) adapted from Sri Aiswarrya Achanan et al. (2021) were used. Descriptive analysis, independent sample t-test and one-way ANOVA were conducted. Results revealed that there was significant difference between gender on utility value, p = .019, and intrinsic value, p = .031. Besides, there was significant difference between age groups on attainment value, p = .001, and intrinsic value, p < .001. Furthermore, there was significant difference between schools on expectancy beliefs, attainment value, utility value and intrinsic value with p
Digital Task-Based Approach in Teaching English as a Second Language (ESL): Challenges and Opportunities Shifting the spotlight from mere language knowledge to meaningful communication, this literature review paper advocates for a fresh perspective on language learning. It introduces Task-based language teaching (TBLT), a dynamic approach that empowers learners to master the language through engaging in real-world and pedagogical tasks. In the ever-evolving landscape of teaching English as a second language (ESL) in the digital era, this paper highlights the intersection of digital technologies and TBLT, discussing the myriad challenges and opportunities presented by the integration of digital tools in ESL contexts. This article explores how digital task-based approaches offer unique opportunities for authentic language engagement, collaborative learning, and personalised feedback. Additionally, challenges faced by learners and educators in navigating issues related to technology access, digital literacy, and ethical considerations are also presented. By critically reviewing the challenges and opportunities of digital task-based language teaching, this paper contributes to the ongoing discourse on innovative approaches to ESL instruction in the digital age.
PedTech Pen Pals: Empowering ESL Writers with Collaborative Digital Learning Many college students faced challenges in writing proficiency, including struggles with grammar, syntax, and sentence structure, compounded by varying levels of confidence in effectively expressing their ideas. PedTech Pen Pals presented an innovative strategy for ESL writing instruction, utilizing collaborative digital learning tools - Padlet, Mentimeter, and Google Forms, to engage students in active learning experiences, fostering peer collaboration and receiving real-time personalized feedback. This study investigated the impact of PedTech Pen Pals on students' writing proficiency at diverse proficiency levels and examined the effectiveness of differentiated instruction and personalized feedback delivery through digital tools in fostering a supportive and inclusive learning atmosphere. The intervention spanned eight weeks, comprising weekly 40-minute sessions and targeting 50 students ranging from basic to independent users of English (A2 and B1 in CEFR). Data collection methods encompassed observation, students' work, and questionnaires. All data were subjected to qualitative analysis. The findings revealed substantial enhancement in writing proficiency, marked by a notable error reduction and increased confidence in expression. In conclusion, PedTech Pen Pals provides valuable insights into effective pedagogical approaches in ESL writing instruction and highlights the potential of technology-enhanced collaborative learning experiences to enhance student learning outcomes and motivation.
EASY WRITE The writing of a language is very important to strengthen and defend a language. The attitude of interest in a language is greatly influenced by the way of learning the language. Writing in Tamil is a writing that requires a lot of practice and is easy. In this era of digitization, students expect a software system that can make it easier for them to write this writing easily and quickly. Therefore, the 'Tamil ezuthu' application was created and used to speed up the learning process tamil language and easy to write. This application system was created in India and I have used it for my students in Year 1 Tamil language class. With this software I can speed up the process of recognizing Tamil letters and can teach writing forms very easily. Easy software This write is very helpful for teachers to guide students in the recovery stage in terms of mastery of the 3M, which is writing, reading and understanding. The main objective of using this 'Easy Write' application is to speed up the process of recognizing letters and writing Tamil letters using a smartphone or computer. This software will start collecting and recording all data for analysis. In conclusion, this software is an innovation in education that can empower the use of digitization in PDPC. Students and teachers can recognize letters and speed up the process of recognizing Tamil letters easily.
Creating Digital Content: A Course for Malaysian English Undergraduates and Its Impact on Fostering Independent Employability Skills Venturing into the Fourth Industrial Revolution (4IR), being digital savvy is what makes a fresh graduate to be more employable than the others. Graduates with good digital skills will emerge as highly employable graduates as they are able to meet the industry’s needs. Most companies nowadays are diverting towards digital content in promoting and informing their audiences about their product, as well as services. Being autonomous in creating meaningful content, such as marketing, as well as promotion videos, and even personal branding content that can help to attract targeted audiences can benefit the graduates not only as an employee, but also as an individual respectively. Having the skills of digital content creation not only helps to cater to the demand of industries, but also helpful in promoting autonomous employability skills within graduates to adapt to the workforce environment. In conjunction to this, employing a qualitative design of research with focus group discussion involving ten undergraduate students as the sampling of this study, this study will be discussing the relevance of a digital content creation course in tertiary education to prepare graduates’ for autonomous skills in the workforce environment, also to accommodate the demand of industry in the Malaysian context. It is believed that, if planned accordingly, a digital content creation course could bring potential to assist undergraduate students to be more employable, alongside unleashing their English intercultural communication skills to cater to both themselves and the industry’s needs.
Adapting CEFR in Asian Contexts: Enhancing Language Education in the 21st Century The Common European Framework of Reference for Languages (CEFR) serves as a global standard for evaluating language proficiency. However, its implementation across Asia's diverse linguistic landscapes poses challenges and opportunities. This study examines how the CEFR has been constructed and implemented in various Asian contexts, with a focus on its impact on 21st-century education and language teaching. Using case studies from the Asian countries of China, Japan, and Malaysia, it investigates how educational institutions incorporate CEFR into their language courses while recognizing linguistic and cultural diversity. The study examines the CEFR's impact on language learning outcomes, teaching approaches, and assessment practices, emphasizing its importance in improving language education standards. It investigates solutions for resolving adaptation challenges, such as localized educator training and the development of region-specific resources. Furthermore, the study predicts CEFR's future in Asia, taking into consideration technology improvements and changing educational needs. By delving into these issues, the study hopes to provide a comprehensive perspective of the CEFR's contribution to improving language proficiency in Asia, as well as its potential for future enhancement.
Designing Mobile Learning Instruction for ESL Context: A Review of Instructional Designs The emerging trend of education in embracing mobile learning is irrefutable. Mobile learning has become a panacea to unexpected situations such as the Covid-19 pandemic. Due to that, a lot of educators designed mobile learning instructions to cater to their students’ needs. However, the wide variety of instructional design models caused confusion and difficulties for educators, especially English as Second Language (ESL) educators, to design practical instructions via a mobile application. Therefore, this paper aims to review the instructional design models for creating a mobile application, particularly for language learning. Five instructional design models were reviewed, which include 1) Merrill’s Principles of Instruction Model, 2) Gagne’s Nine Events of Instruction Model, 3) The Kemp Instructional Design Model, 4) The ADDIE model, and 5) The ASSURE model. Each model has its strengths and weaknesses. From the review, each model is also suitable for specific contexts. This paper implied that instructional designs are crucial as they provide step-by-step guidelines for educators or content developers in creating the materials or tools for learning. With instructional design, a content developer could systematically plan content creation for a better learning outcome.
AHA! MOMENT WITH AHASLIDES: ESCALATING STUDENTS’ PARTICIPATION IN ESL CLASSROOM AhaSlides is a collaborative approach that leverages technology to facilitate idea generation and problem-solving in online settings. This study explores the effectiveness of AhaSlides as a platform to escalate students’ participation in ESL classrooms. The study highlights the impact of this digital tool on four aspects related to active learning, motivation, ease of use and students’ satisfaction among 54 ESL undergraduate students. The findings demonstrate AhaSlides' efficacy in fostering innovative thinking and to promote interactive learning sessions, especially in English language classrooms.
Key Features and Characteristics of Mobile-Assisted Language Learning Applications : The Experts’ Insights Mobile-Assisted Language Learning (MALL) has become increasingly throughout the world, particularly through smartphone applications that offer unique features such as interaction, mobility, encouragement, and feedback for language learners. The widespread use of mobile applications for language learning in Malaysia, both in classrooms settings and for self-directed learning, underscores their importance, especially in facilitating learners' language and literacy acquisition. Despite extensive researches conducted on MALL, there remains a gap in expert insights of its features and characteristics, highlighting the need for further investigation to enhance its implementation and effectiveness in language acquisition. Therefore, this paper aims to provide a comprehensive overview particularly of the features and characteristics of MALL applications, addressing the evolving landscape of language learning in the digital age. This qualitative study employed online semi-structured interviews with purposive sampling, involving three experts in this area. Thematic analysis was employed to analyse the interview data, involving transcription, coding, and theme identification processes. The findings offer a detailed understanding of the features and characteristics of MALL applications from expert perspectives, identifying nine themes through thematic analysis. This paper will only highlight five out of nine core themes derived from this study which are application design and layout, suitability of content, user collaboration and interaction, audiovisual materials and integration with different platforms. The study emphasises on the importance of integrating user-centered design principles and innovative features into MALL applications, paving the way for more effective and personalized language learning experiences in the future.
Fostering Creative Thinking in ESL Classrooms: The Transformative Potential of Digital Storytelling English Language Learning (ELL) holds a crucial position in global education, gaining increasing prominence in the 21st-century learning landscape. Integrating Information and Communication Technology (ICT) in ELL, especially from early childhood, has been a significant focus. However, a knowledge gap remains regarding the challenges and opportunities associated with incorporating Digital Storytelling (DST) within the Malaysian educational context, especially focusing on creative thinking. This conceptual paper investigates the transformative potential of DST in enhancing ELL in Malaysia, emphasizing the importance of creative thinking. By examining both the global and Malaysian contexts, the paper highlights the unique opportunities and challenges of implementing DST in ELL. It also explores the impact of DST on creative thinking, offering insights that align with the Malaysian Education Blueprint and the aspirations of Sustainable Development Goal 4. The findings contribute to the ongoing discourse on effective strategies to elevate language education, particularly within Malaysia's diverse and multicultural framework, by fostering creativity and innovation in learning.
Understanding Digital Technology Integration in ESL classroom: Insights from Secondary School English Language Teachers It is undeniable that technology helps make teaching and learning more fun and meaningful. While research shows that integrating technology in English language classrooms significantly boosts student interest and engagement, it also reveals that many teachers struggle with understanding how to effectively implement these digital tools. Therefore, this research aims at exploring teachers actual understanding on digital technology integration in carrying out English lessons. Concurrently, the study found out the ways and strategies teachers use in integrating digital technology in the classroom. To address the purpose, this qualitative research went ahead with a case study in a high school in Malaysia involving three experienced teachers in English language teaching. The semi-structured interview provided much insightful views on technology integration in English lessons. The findings revealed that the teachers know well what is meant by digital technology integration in lessons. However, teachers have not fully comprehended the integration of technology in teaching and learning. Their attention was solely on the use of devices, exercises which are available on millions of ESL websites and the communication platforms to have further discussion. Moreover, the participants understood that the use of readily available materials is one of the styles of technology integration in lessons. Findings also showed that the latest technology integration has not been practised by these participants and the methods that they have been using currently are not done on a regular basis. It is crucial for teachers to understand about the latest technology integration in their lessons so they can tailor the students accordingly. Future studies should be carried out on specific digital technology tools which can be more effective in teaching and learning English.
THE PERCEPTIONS OF SELECTED JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN ARKANSAS ON GLOBAL COMPETENCE IN ENGLISH LESSONS Global competence is seen as a panacea to aid achieving a quality and global education. English teaching and learning is now being customised complementing the global education reform. Consequently, English teachers’ global competence is crucial and contributes to the growth of students’ global competence. Thus, it is intriguing to find out whether English teachers in a developed country such as the United States of America have the awareness, knowledge, skills and attitudes of global competence. Hence, this paper aims to identify the perceptions of English teachers from a local junior high school in Arkansas regarding the importance on integrating global competence into lessons through a survey questionnaire. This study also aims to explore the participants’ opinions in more depth through the open-ended questions. This research was conducted during the Corona Virus, CoVid-19 pandemic at the selected school. Five junior high school English teachers participated in this mixed-method study. The findings showed that the English teachers in the school perceived global competence to be important and demonstrated characteristics of globally competent teachers. However, they were not aware of the elements of global competence and lacked information about incorporating global competence into practice. Future research could focus on a larger-scale study of this topic to gain further insights.
Learning about Hoover Dam through literature and technology: An Interdisciplinary exploration This paper explores the teaching and learning of hydroelectric dam through the use of literary text and technology. It is aimed at exploring the possibility of understanding the Hoover Dam through Joan Didion’s At the Dam (1970) to science and technology (S&T) students in a local university in an English for Specific Purposes (ESP) course. There are two phases in this study. The first phase is a critical appreciation of the short story such as metaphors, adjectives, syntax, etc. The second phase is to design a virtual hydroelectric dam based on the story. Students were asked to emulate the details described in the short story. However, students were encouraged to inject their own creativity to re-contextualise the virtual construction of the hydroelectric dam. The end product is a dam and its imaginary areas in the vicinity of the dam. The reasons for choosing the Hoover Dam is because it has multiple functions such as flood and silt control, hydroelectric power, agricultural irrigation, and domestic water supply. In addition, it is also a major sightseeing destination, with approximately seven million visitors a year, almost one million of whom go on tours through the dam. In comparison, Dam in Malaysia neither serves that many functions nor attracts high volume of tourists. This is a great potential that Malaysian Dam has to be explored. This interdisciplinary pedagogical exploration provides insights into the possibility of the future of STEAM education in Malaysia. This study is theoretically and philosophically underpinned within the concept of field propounded by Pierre Bourdieu, where the field (in the education sense) is a heuristic tool for exploring the differentiation of social spheres of activity.