Video Presentations
ID002
ID003 E-Quizzes for Reading Literacy: Teachers’ Perception Mageswary Sivajanam, SMK Khir Johari Perak & Universiti Kebangsaan Malaysia, p117426@siswa.ukm.edu.my Geoffrey Lim Fu Chien, Universiti Kebangsaan Malaysia, glfc_sagi@yahoo.com.sg Nur Amelia binti Mohd Nadzrin, Universiti Kebangsaan Malaysia, p116543@siswa.ukm.edu.my Thenmoli Tamil Veeran, Universiti Kebangsaan Malaysia, p118858@siswa.ukm.edu.my Melor Md Yunus*, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim*, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: The use of technology in teaching, especially in English Language Teaching (ELT) has become a trend globally. In recent years, many educators have started to deliver lessons online using e-quizzes, including those in Malaysia, especially during pandemic Covid-19. However, the focus on reading literacy through e-quizzes is still not being prioritised and widely used among students by the teachers. This study explored the use of various e-quizzes in teaching students’ reading literacy and the perception of the teachers towards e-quizzes. The model adopted is Technology Acceptance Model (TAM) to examine the use and acceptance of e-quizzes among the target teachers. This qualitative research was conducted using open-ended questionnaires, semi-structured interviews, and note-taking for observation. The open-ended questionnaire and semi-structured interviews were analysed interpretively and triangulated with observation. The findings were presented and elaborated interpretively in this research. The obtained findings showed significant impact of the e-quizzes among the students based on the teachers' perception. Keywords: e-quizzes, reading literacy, technology in ELT
ID004 Utilising Mobile-Based Language Games in Vocabulary Learning Alexandra Ooi Ze Xu*, Universiti Kebangsaan Malaysia, p116599@siswa.ukm.edu.my Sempagam Chinnappan, Universiti Kebangsaan Malaysia, p119057@siswa.ukm.edu.my Suryani Bushrah, Universiti Kebangsaan Malaysia, p118856@ukm.edu.my Swaruupa Nagarajan, Universiti Kebangsaan Malaysia Abstract: One of the difficult parts of learning the target language for English language learners is the acquisition of vocabulary. Using mobile games for learning vocabulary has been very popular in recent years. Different studies revealed that mobile-based games are beneficial in vocabulary learning because they enhance students’ ability to memorise words, improve their communicative skills and enhance students’ motivation. Games can overcome the problem of passive participation through classroom collaboration and interaction. Mobile-based language games can also help the teachers to create useful and meaningful contexts in which fun and independent learning are promoted simultaneously. This study aims to guide teachers and students towards a better understanding of vocabularies through educational games. This paper reviews mobile-based games for learning activities and techniques in acquiring the language. To test the effectiveness of mobile-based language games, a dynamic assessment is suggested to test students’ acquired knowledge where they get instant feedback. This study is proposed with the hope that educational mobile-based language games will attract more attention and be applied in the classroom in order to learn and teach new vocabulary more effectively. Keywords: acquisition, meaningful context, mobile-based language game, motivation, vocabulary learning
ID005 Utilising Google Sites as an ESL e-Learning Platform: Highlights and Challenges Chan Li Xuan, Universiti Kebangsaan Malaysia Munira Abd Rahman, Universiti Kebangsaan Malaysia, muniraabdrahman.ipgkpm@gmail.com Nadine Khor Yinhui*, Universiti Kebangsaan Malaysia, p116541@siswa.ukm.edu.my Siti Hanisah binti Abdul Rahman, Universiti Kebangsaan Malaysia, p118854@siswa.ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Melor Md. Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: e-Learning has made its way into ESL learning in various ways through the years, mainly fostering equity in education, digital literacy, and quality education. Due to its flexibility and sustainability, e-learning platforms have become a technology trend not only during the pandemic but even after the world transitions into the endemic phase. e-Learning platforms such as Google Sites offer numerous features for personalised and customisable teaching and learning experiences for both teachers and students, which could potentially improve in ESL learning. However, the number of previous studies on Google Sites is rather limited. Therefore, this paper attempts to review Google Sites as well as the highlights and challenges in the utilisation of Google Sites in facilitating ESL e-learning. Previous researchers agreed that Google Sites offers solutions to various e-learning dilemmas in ESL learning as it highlights simplicity, convenience, and support for collaborative and independent learning. This paper also shed light on the limitations bringing lacking timely feedback and a grading system and low visuality for usage through mobile phones. The implications of this paper for the betterment of ESL learning are it suggests that teachers should be continuously well-supported, equipped and trained on utilising e-learning platforms for the CEFR aligned-curriculum in their respective schools. Keywords: e-learning, ESL, Google Sites, online platform
ID006 Using Mobile Learning to Enhance Writing Skill In ESL Classroom: The Advantages and Challenges Sally Sia Yin Yin, Universiti Kebangsaan Malaysia, p118853@siswa.ukm.edu.my Anis Fakhira Mohamad Khirzani. Universiti Kebangsaan Malaysia, p117022@siswa.ukm.edu.my Dalita Dalling Othman, Universiti Kebangsaan Malaysia, p116530@siswa.ukm.edu.my Nor Syazliana Sharifuddin*, Universiti Kebangsaan Malaysia, p117025@siswa.ukm.edu.my Abstract: Pandemic Era of Covid-19 has changed our education system into online learning before we resume our learning into the conventional method which is the classroom. Due to this, the use of device applications became popular worldwide including in Malaysia. Hence, the mobile learning approach has also been seen as another alternative to improve learners’ learning problems, particularly in writing skill. Writing problems among primary school learners should be addressed and be paid more attention to. Mobile learning has piqued the attention of both teachers and learners because it has the potential to enhance learning engagement and improve collaborative learning. Not only that, it is also convenient and easily accessible. Above all, there were constraints in using mobile devices for learning. Therefore, this paper will discuss the advantages and challenges of using mobile learning to help in improving primary school learners' writing problems. Keywords: advantages, challenges, MALL, mobile learning, writing skill
ID007 The Use of FLIPGRID as a Tool to Improve Speaking Among ESL Learners: A Review of Affordances and Constraints Teh Chang Hao, Universiti Kebangsaan Malaysia, teh.changhao@gmail.com Jaashwini a/p Raajkumar, Universiti Kebangsaan Malaysia, djaash26@gmail.com Kirthana a/p Tanabalan*, Universiti Kebangsaan Malaysia, kirthanatanabalan@gmail.com Harwati Hashim*, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Melor Md Yunus*, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: Teachers often face different issues pertaining to teaching and learning in school. As technology progresses over time, more and more tools and suggestions can be created with the aid of technology. This writing will focus on how Flipgrid can be helped to solve teaching and learning problems faced by teachers in the Malaysian primary ESL classrooms. The teaching and learning problem faced by students are being unconfident to speak in front of their teachers and peers. Besides, there is a lack of time and resources for teachers and students to practice speaking skills in school. As a result, speaking skills are often neglected in the ESL Classroom. Teachers’ vital role in realizing creativity and innovation within their subject and providing more opportunities to foster creative and innovative abilities in pupils have been widely recognised. However, there are only a few studies that have focused on what constitutes creativity and innovative skills in language teaching, particularly English language. Hence, the purpose of this article is to investigate the affordances and constraints of utilizing Flipgrid as a tool to develop speaking abilities among ESL learners. Keywords: creativity and innovation, English Language Teaching, listening skills, speaking skills, technology
ID008 Teaching and Learning Writing in ESL Classrooms Using Facebook: A Review on its Effectiveness and Limitations Nadiah Hj Kassim*, Universiti Kebangsaan Malaysia, Malaysia, p117024@siswa.ukm.edu.my Nadzirah Abdul Rashid, Universiti Kebangsaan Malaysia, Malaysia, p118224@siswa.ukm.edu.my Noraini Md Said, Universiti Kebangsaan Malaysia, Malaysia, p116542@siswa.ukm.edu.my Muhammad Farid Akmal Adam, Universiti Kebangsaan Malaysia, Malaysia, p118223@siswa.ukm.edu.my Melor Md Yunus*, Universiti Kebangsaan Malaysia, Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: Rapid development of technology has exerted its paramount influence in all aspects of life in the 21st century. The unforeseen emergence of Covid 19 outbreak has caused the use of technology to become inevitable. The educators all over the world, ESL teachers included, are compelled to opt for an online method of teaching. This paper reviews the effectiveness and the limitations of using Facebook in teaching and learning writing. Apart from the flexibility of the Facebook features itself, learning to write using Facebook is claimed to be effective due to the increase in the learners’ confidence level, the vast opportunity to exchange resources between learners and the massive room for language skills improvement through peer feedback and assessment. Plus, it goes hand in hand with the common approaches in teaching writing as well as adhering to the nature of participatory culture which will be further described in this paper. Nevertheless, using Facebook to teach and learn writing is not without limitations as there are situations when teaching and learning writing using Facebook is less effective. Therefore, this paper is important for ESL teachers to be informed of both scenarios before choosing Facebook as a tool to teach writing. Keywords: English as a Second Language (ESL), teaching writing, technology-enhanced language learning, the use of Facebook for teaching and learning, social media
ID009 Gamification in Primary ESL Classroom: Motivation, Engagement and Learning Outcomes Tan Xiao Wei, Universiti Kebangsaan Malaysia, p116552@siswa.ukm.edu.my Tan Yan Lin*, Universiti Kebangsaan Malaysia, p117876@siswa.ukm.edu.my Wan Kah Yie, Universiti Kebangsaan Malaysia, p118859@siswa.ukm.edu.my Yip Wen Qi, Universiti Kebangsaan Malaysia, p116557@siswa.ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: The significance of gamification in education is, indeed inevitable, especially with the alpha generation who are greatly influenced by digital technologies and favour learning in an engaging and fun environment. Most of the English as a second language (ESL) learners are keen on engaging in learning under gamification strategy, nonetheless, some doubt has been cast upon whether the method helped the learners with their learning. Past studies predominantly showed gamification promotes learners’ motivation and engagement in ESL learning but only a few studies made clear interconnections with learning outcomes. Therefore, this paper intends to clarify how gamification evolves the notion of games from self-entertainment to edutainment and enhances learners’ English proficiency. This paper focuses on the strategy of gamification which increases both extrinsic and intrinsic motivation to raise learners’ engagement and also influence their learning behaviour eventually leading to positive learning outcomes. Gamification as a concept, motivational theory, educational implications for effectively implementing the technique, and contemporary uses are all discussed. This paper also requests for empirical evidence and further research studies on the effectiveness of using gamification in enhancing ESL learning. Keywords: English proficiency, ESL learners, extrinsic and intrinsic motivation, gamification, learning outcome
ID010 The Influence of English Language Proficiency on Students’ Computer Self-Efficacy in Remote Learning Saresvathy Raman*, University Kebangsaan Malaysia, p118232@siswa.ukm.edu.my Inda Sharmilla a/p Kumaraysan*, University Kebangsaan Malaysia, p118219@siswa.ukm.edu.my, Mohd Khair Naim bin Mohd Rozlan, University Kebangsaan Malaysia, p118221@siswa.ukm.edu.my, Faez bin Hasaban, University Kebangsaan Malaysia, p118215@siswa.ukm.edu.my Abstract: The significance of individual factors like character qualities, learning techniques and self-efficacy in the complex undertaking of language learning has been laid out for quite a long time. Nonetheless, the presentation of computers, networks and their wide correspondence ability, appear to affect numerous parts of learning and educating and especially language learning and instructing. The learning materials for a good language model, have moved from the just human capabilities to computerised and digital platforms that require a whole new approach. Taking note of the fast correspondence that is required of students today, ICT capability assumes a significant role and thus, having a good level of self-efficacy in computer-related tasks and management is crucial. The fundamental reason of this study is to recognize the influence English language proficiency has on students’ computer self-efficacy by investigating the levels of computer self-efficacy students have and then distinguishing them according to their language proficiency levels to identify any significant difference. The analysis on the data collected from 109 secondary school students revealed that on the whole, students possess high levels of computer self-efficacy and there were no significant differences between both proficiency groups in terms of BCS and WBS. This study shed light on the need to focus on media-related skills as all the respondents reported that they have low self-efficacy in this domain. Further recommendations and suggestions have been provided. Keywords: computer self-efficacy, English language proficiency, remote learning, self-efficacy
ID011 Utilisation of TikTok Application in Enhancing English Language Learners’ Speaking Acquisition Catherine Franchis, SK Kajang & Universiti Kebangsaan Malaysia, p118621@siswa.ukm.edu.my Mourinder Kaur*, SK Cannossian Convent (M) Kluang Johor & Universiti Kebangsaan Malaysia, p118222@siswa.ukm.edu.my Rina Petronella Rajim, SMK Pengiran Omar 2 Sipitang Sabah & Universiti Kebangsaan Malaysia, p117875@siswa.ukm.edu.my Waraporn Charunin, SMK Tunku Abdul Aziz Alor Star Kedah & Universiti Kebangsaan Malaysia, p118235@siswa.ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: The pandemic Covid-19 strike has led educational systems around the world to adapt learning via social networking technologies, and TikTok, a video sharing platform, has gained its popularity. While this application is known for posting videos of talent, it can also be a great tool to enhance speaking skill and cultivate an authentic English-speaking environment among the English language learners. However, the lack of vocabulary leads to poor speaking skill among English speaking learners and is the main cause of the problem that prevents them from speaking comprehensively. Therefore, the purpose of this conceptual paper is to review the current use of social media platforms: TikTok in enhancing students' speaking skill among English language learners. Hence, we should admit that TikTok is a productive and practical way to enhance speaking skill. This paper provides information on what TikTok has potentially offered in enhancing learners’ speaking skill and constraints in applying TikTok in Language Learning. Keywords: learning, social networking, speaking skill, TikTok
ID012 The Upper-Primary Student’s Perception on Learning English through “TikTok” Application Wong Foong Yoong, Universiti Kebangsaan Malaysia, p116556@siswa.ukm.edu.my Syifa Nazahiyah Binti Ismail*, Universiti Kebangsaan Malaysia, p118234@siswa.ukm.edu.my Kaamini Loganathan, Universiti Kebangsaan Malaysia, kaaminiloganathan24@gmail.com Patrick Paul Raj, Malaysia, Universiti Kebangsaan Malaysia, p118228@siswa.ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: As one of the most popular social media applications in the world, the “TikTok'' application has become popular in the education and entertainment platform across countries. Despite the fact that numerous relevant research have demonstrated that using social media for language teaching can improve learning outcomes, there is insufficient literature on the use of "TikTok" for educational purposes. In fact, during the pandemic students struggled to achieve the learning process through other online applications. Thus, this research is aimed to identify students' perception on the use of Tik Tok as a learning tool. Besides, it also investigates the significance of using it and defines its use based on students’ perceptions as to whether it suits them or not. This allows the information to sink in while “TikTok” also lets them explore the various sides of cross learning. The research was carried out using a descriptive survey design. Respondents of this study consisted of 72 primary school students from four schools ranging from Johor, Seremban, Seri Kembangan and Ipoh. The data of the study was obtained by using a questionnaire through the Likert scale evaluation. These findings showed that pupils show acceptance of using TikTok in learning English. Therefore, the study shows that the usage of TikTok should be encouraged among the students in Malaysia and across the globe. Keywords: English as Second Language, social media applications, technology-enhanced language learning, TikTok
ID013 Mobile Game-Based Learning (MGBL) for ESL Learners: Underlying Theory, Positive Impacts and Challenges Siti Saleha Jirin*, SK Pekan Beluran & Universiti Kebangsaan Malaysia, p118855@siswa.ukm.edu.my. Dg Syuhada Nabilah Abdull Majid, SK Fajar Harapan & Universiti Kebangsaan Malaysia, p118848@siswa.ukm.edu.my. Nur Madihah Aqish, SK Bandar Penawar 2 & Universiti Kebangsaan Malaysia, p116544@siswa.ukm.edu.my. Liana binti Ag Sani, SK Lahad Datu 2 & Universiti Kebangsaan Malaysia, p118850@siswa.ukm.edu.my. Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my. Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my. Abstract: The emergence of innovative technology in mobile devices has achieved another milestone for the development and implementation of Mobile Game-Based Learning (MGBL) in our global education. The potent combination of Mobile Assisted Language Learning (MALL) and Game-Based Learning (GBL) does not only offer portability, accessibility and mobility, but also a fun, engaging, interactive and competitive learning environment. However, many teachers especially in Malaysian ESL classrooms are still reluctant to integrate MGBL in the teaching and learning process as the approach still has negative connotations of being only a leisure-time activity without any value for learning. Thus, it is of paramount importance to provide an insight on MGBL and the wonderful impacts it can have on the learning environment based on past research done. This paper aims to discuss the theory and positive impacts of MGBL and its challenges. While MGBL offers astounding benefits, the challenges in its implementation should not be underestimated. The stakeholders in our education system need to go hand in hand together with teachers to tackle the challenges for a bright and promising future in our digital education. Keywords: English as Second Language (ESL), Game-Based Learning (GBL), Mobile Game-Based Learning (MGBL), Mobile-Assisted Language Learning (MALL)
ID014 Integration of Padlet in Improving Writing Skill Among English as Second Language (ESL) Pupils Saudana Mery a/p Vanathayah, Universiti Kebangsaan Malaysia, p116548@siswa.ukm.edu.my Sujithashinni a/p Jaya Prakash*, Universiti Kebangsaan Malaysia, p116548@siswa.ukm.edu.my Sangeekta a/p Subramaniam, Universiti Kebangsaan Malaysia, p116554@siswa.ukm.edu.my Thanussha Nair a/p Chandran, Universiti Kebangsaan Malaysia, p116549@siswa.ukm.edu.my Abstract: Writing is considered as one of the most important skills for English as Second Language (ESL) learners to acquire in order to be proficient in the acquisition of the language. English teachers have always been striving to improve pupils’ performance in writing skill. Padlet is one of the tools that can be employed to promote effective teaching of writing skill to the ESL learners. Padlet aids educators and students by offering a single place for a notice board in the classroom and beyond. It was launched in 2018 and has become an inevitably beneficial teaching and learning platform. Thus, this paper presents how Padlet helps in enhancing pupils’ writing skills, relevant theories, affordances of integrating Padlet in writing skill and the challenges teachers face in teaching writing skill using Padlet. Lastly, discussion and the recommendations are also discussed thoroughly in this paper. Keywords: digital tool, English as Second Language, Padlet, writing skill
ID015 Learning from YouTube: A Review of Self-regulated Learning Ng Zheng Yang*, SJKC Tanjong Karang, Selangor, p118851@siswa.ukm.edu.my Thivya A/P Anbalahan, SK Nenasi, Pahang, p116555@siswa.ukm.edu.my Premila Macintyre A/P Samuel. V., SJKT Simpang Lima, Klang, p118230@siswa.ukm.edu.my Shirley Ngoi, SJKC Kepong 3, Kuala Lumpur, p118233@siswa.ukm.edu.my Abstract: Technology has grown simultaneously with the current learning trends. Various digital learning tools have been extended to ensure pupils’ self-regulated learning opportunities are maximized. As YouTube is one of the most popular audio-visual mediums, it provides a platform that encourages learners to initiate themselves in self-regulated learning due to its relevant content. However, less studies have been done on the review of self-regulated learning on YouTube. This paper fills in the gap on the effectiveness of YouTube educational content towards self-regulated learning. Thus, this paper focuses on the impact of YouTube educational content for self-regulated learners learning English as a Second Language (ESL) from both positive aspects and negative aspects as well. This paper also discusses self-regulated learning, YouTube content as an educational tool, the impact of YouTube content on self-regulated learning, benefits and drawbacks of YouTube English learning content and suggestions to handle the drawbacks. It has been implicated learners are recommended to be vigilant while improving on their techno literacy and video searching skills to maximize the potential and benefits of the platform. Further studies can be conducted on the reliability of YouTube content and the safety measures towards dealing with inappropriate content feed on the platform. Keywords: 21st century learning, English as a Second Language (ESL), self-regulated learning, YouTube
ID016 TikTok: Vocabulary Retention in Mnemonic Approach for ESL Learners Nurul Hidayah binti Umar*, Universiti Kebangsaan Malaysia, p118227@siswa.ukm.edu.my Ainul Aishah binti Awang, Universiti Kebangsaan Malaysia, p118846@siswa.ukm.edu.my Nur Syahidah binti Abdul Rashid, Universiti Kebangsaan Malaysia, p116545@siswa.ukm.edu.my Dayangku Nurhanis binti Awangku Arni, Universiti Kebangsaan Malaysia, p116531@siswa.ukm.edu.my Fatin Afiqah binti Puaadi, Universiti Kebangsaan Malaysia, p117425@siswa.ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: TikTok allows people to edit and create creative videos. It has now been commonly used inside and outside of English Language classrooms. Thus, TikTok is one of the inventive Mobile-Assisted Language Learning teaching techniques to make the lessons more fun, engaging, and viable. Creating teaching materials using TikTok, simultaneously with appropriate methods and techniques, could be a great way to engage learners and provide fun-based learning inside and outside of the classroom. Conventional ways of learning such as ‘chalk and talk’ could not sustain learners’ interest. In contrast, the use of technology could attract learners’ attention better in learning. Thus, the paper discusses the use of TikTok in mnemonic approach as a teaching and learning material in enhancing vocabulary retention for ESL learners. Besides, it also aims to highlight the impacts of integrating TikTok with learners’ vocabulary retention inside and outside the classroom. Previous relevant studies have showcased positive effects of using social media especially TikTok as a learning tool in English Language learning. Keywords: ESL, information processing theory, mnemonic approach, TikTok application, vocabulary retention
ID017 ESL Preservice Teachers’ Perception Towards Video Conferencing Class during COVID-19 Pandemic Mujahid Mohtar*, Universiti Kebangsaan Malaysia, p115499@siswa.ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: The Covid-19 pandemic has halted the education sector in which all classes have to be adapted into online learning. The need to social distancing forced teachers and students implement online learning unprepared. As such, video conferencing software has become the substitute for face-to-face classes. Students find it difficult to adapt, let alone participate in the new learning experience. Hence, this paper aims to explore students’ perceptions towards video conferencing class as well as the challenges they face during the conference session. A survey which includes Likert scale items and open-ended questions was distributed to 40 3rd year TESL undergraduates from a public university in Malaysia. The findings show that more than half of the students have a positive perception towards video conferencing class especially in terms of interactivity. Additionally, findings also show that they face challenges in utilizing video conferencing especially in the aspects of technology. Despite the challenges, however, students still find video conferencing to be useful to improve their online learning experience. The implication of this finding suggests that video conferencing class is indeed beneficial for the students. Further research could focus on how to overcome specific issues in regards to video conferencing class. Keywords: COVID-19, education technology, emergency remote teaching, video conferencing class
ID018 The Use of Online Tools for Collaborative Writing Activities: A review Noor Syarafina Binti Kamaludin, Universiti Kebangsaan Malaysia, p113631@siswa.ukm.edu.my Melor Md Yunus*, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Harwati Hashim*, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: The evolution of technology has had an impact on how languages are taught and learned. English as a Second Language is easier to be learned and taught with the existence of various online tools and platforms. Wikis, Google Docs, Padlet and Google Jamboard are among the examples of online tools that enable learners to share ideas and collaborate with each other to complete a task or project assigned by teacher. In ESL writing, learners often face problems such as lack of ideas to write, limited vocabulary and grammatical error. This eventually affect their motivation to write. Hence, integrating technologies in collaborative writing activities might overcome the problems faced by the ESL learners. Many studies investigate on the use of Google docs, Wiki, and Facebook as online tools for collaborative writing activity. Hence, this paper aims to review other online tools such as Padlet and Google Jamboard that could be used for collaborative writing activity. Thus, this paper is expected to help and guide the educators in selecting the most suitable and appropriate online tools for collaborative writing activities. Future studies could investigate the effectiveness of Google Jamboard for collaborative writing activity. Keywords: collaborative writing, ESL writing, online tools
ID019 A Review of Integrating Social and Emotional Learning (SEL) with Technology-Based Approaches in ESL Writing Classroom Aida Ilyana Norul Huda*, Universiti Kebangsaan Malaysia, p113094@ukm.siswa.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: Research has shown that social and emotional competence could be integrated using various technology-based approaches. The integration of social and emotional learning (SEL) using technology into ESL writing classroom would be an innovative way to inspire learners to become better writers. As a framework, SEL contextualises the individual being within his or her social setting, which includes critical operating systems for academic and professional success, such as self-awareness, self-management, social awareness, social management, and responsible decision-making. Understanding how social and emotional skills are acquired and how technology might aid in this process, is a critical yet under-researched issue. Most of the studies on SEL done in Malaysia are focused on work performance and cultural adjustment for adults. Thus, the objective of this paper is to review the integration of SEL with technology based approaches into the ESL writing classroom. A focus on integrating SEL with the support of technology would be beneficial in an ESL classroom to develop a fuller understanding of SEL. It emphasises the need for social and emotional competency to adhere to the demands of 21st century digital learning skills. This paper is hoped to be beneficial to ESL educators as it could be an innovative approach to assist them in teaching SEL through technology. Future studies should incorporate the perspectives of English language educators at all levels of education. Keywords: ESL classroom, integration, social and emotional learning, technology-based approaches
ID020 EFL Learners’ Global Competence Development Through Digital-Based English Lessons: Algerian Learners’ Perceptions Nur Syafiqah Yaccob*, Universiti Kebangsaan Malaysia, nursyafiqahyaccob@gmail.com Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Fouad Bououden, University of Constantine 1, Algeria, bououden.f@gmail.com Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: Global competence development is essential in English language lessons to learn language more effectively and meaningfully. With the advent of technology and digital-based learning, English language learners can develop their global competence by using the digital medium and social networking sites in the classrooms. This study investigates the knowledge and understanding of global competence among English as a Foreign Language (EFL) high school learners in Algeria. It also identifies the learners’ perceptions regarding their global competence development through digital-based English learning. A quantitative approach was used, with an online web-survey questionnaire administered to 77 EFL learners from a high school in Algeria. The instrument was based on PISA 2018 Global Competence Model elements, and the data collected were analyzed using SPSS. The findings concluded that EFL learners have sufficient knowledge and understanding of global competence. In addition, it was revealed that the EFL learners generally have positive perceptions toward global competence development in digital-based English learning. The findings indicated the EFL learners’ optimistic perceptions on finding local and global issues in digital-based English lessons. However, they also required more information on their roles in the global community and how to solve local and global issues. The findings may guide EFL teachers to adopt approaches to assist learners’ global competence development. Keywords: Algerian EFL learners, digital-based learning, English language learning, global competence development, technology-based learning
ID021 “AReal-Vocab” : Its Prospects in Assisting English Vocabulary Learning of Children with Mild Autism Haida Umiera Hashim*, Universiti Teknologi Mara (UiTM) Shah Alam, Malaysia, haidaumiera@uitm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Helmi Norman, Universiti Kebangsaan Malaysia, helmi.norman@ukm.edu.my Abstract: The American Psychiatric Association classified autism spectrum disorder as a neurological illness in which a diagnosed child may struggle with social communication or exhibit a repetitive or limited range of behaviours. Learners with autism are predominantly visual strategy learners who learn best through pictures and images. Most learners with autism struggle to acquire new terminology due to cognitive difficulties, and with the emergence of the fourth industrial revolution, the use of technology is no longer a stranger to the education area. As a result, the usage of augmented reality technology is being examined in this study since previous research has shown that it can help give autistic learners with a more meaningful learning session. In addition, this study will look into how well a mobile augmented reality application called 'AReal-Vocab' can assist learners with mild autism in their English vocabulary learning. The 'AReal-Vocab' mobile application will thereafter be used as an intervention for moderate autism learners in their English vocabulary learning process in the future. The designed and created augmented reality mobile application is used with six mild autism learners aged 7 and 10 years old to investigate the usability of the planned and developed augmented reality mobile application in their English vocabulary acquisition. The findings were collected, analysed, and presented topically. According to the findings, the AReal-Vocab application has had a considerable impact on the language acquisition process of moderate autism learners. Further suggestions and recommendations are further discussed in this study. Keywords: Autism spectrum disorder, augmented reality, ESL learning, English vocabulary, mobile learning, mobile application
ID022 ‘FRAME’ing Mobile Learning in the ESL Classroom Context Karmila Rafiqah M. Rafiq, Universiti Kebangsaan Malaysia, karmilarafiqah@gmail.com Harwati Hashim*, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: In the current Covid-19 situation, physical education has changed to online education. The lack of technological support, such as laptops and computers at home, hinders learners’ learning motivation. Nonetheless, mobile apps could be a panacea for learning English. However, the mobile apps to learn English as Second Language (ESL) for STEM learners are less comprehensive. This has brought the theoretical gap, whereby mobile learning mainly focuses on only one aspect. Yet, before designing and developing a mobile app for ESL classroom, it is vital to look into the Framework for the Rational Analysis of Mobile Education (FRAME). Hence, this paper aims to review FRAME to adopt mobile learning in language classrooms. Based on the discussion, the FRAME model is the most effective mobile learning design, as it includes three components for a comprehensive output. The teaching and learning modules in a mobile app developed according to FRAME consider all aspects of a conducive mobile learning environment. It can be concluded that mobile learning with the adoption of FRAME will provide a beneficial outcome for learners, teachers, and stakeholders. Keywords: design and development, English as Second Language (ESL), Framework for the Rational Analysis of Mobile Education (FRAME), mobile learning, Science, Technology, Engineering, Mathematics (STEM)
ID023 ESL Learners’ Personalization in Communicative Blended Learning: A Qualitative Inquiry Sangeeth Ramalingam*, Kolej Poly Tech Mara Bangi, sangeeth@gapps.kptm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: Good quality education is crucial to achieve the 4th sustainable development goal which aims to promote lifelong learning opportunities to everyone. Malaysian Education Blueprint 2015-2025 has emphasized the integration of technology in teaching and learning process to ensure the good quality higher education. Hence, blended learning has been introduced and widely implemented at tertiary institutions including in ESL communication teaching and learning. As highlighted in the past literature, communication problem is a common challenge faced by the ESL learners. Previous studies also reported that ESL learners face communication challenges particularly in engaging themselves in ESL blended classroom. Due to the insufficient of in-depth studies on this phenomenon, this study explores ESL learners’ personalization in communicative blended learning classroom. A qualitative inquiry was employed in this study whereby the data was gathered through semi-structured interview and written accounts. Findings from the thematic analysis derived several main themes on how the ESL learners personalized their communication learning in blended classroom. The main findings of this study provide the implications to the ESL educators’ pedagogical practices in teaching communication to ensure their approaches are tailored to the students’ learning styles and needs so that it helps to enhance the learners’ communication. Keywords: blended learning, communication, ESL learners, personalization
ID025 Practise Of English Pronunciation Using Speech Recognition Engine: A Review Joehari Abdul Tolib*, Universiti Kebangsaan Malaysia, p107985@siswa.ukm.edu.my Mujahid Mohtar, Universiti Kebangsaan Malaysia, p115499@siswa.ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: Comprehensible pronunciation is the basic root for learners to have an understandable speaking ability. Speaking is an important skill when it comes to having a conversation. It is even more important in this era of a globalized world where English is used everywhere and in many sectors such as education, technology, health and many more. Even the resource of knowledge is largely available from English materials such as books and the internet. Many strategies and tools can enhance pronunciation to make conversation easier. Some refer to it as Speech Recognition Engine, Personal Assistant and many more. The two most prominent are Apple’s Siri and Google’s Speech Recognition (GSR). This paper reviews the use of Speech Recognition Engine, its advantages and disadvantages in improving pronunciation and this will improve communications abilities in the English language. It is hoped that this paper could shed some light on English language teachers or the learner on the practice and potential of Speech Recognition Engine in enhancing learners’ pronunciation skills in the English language. Keywords: Apple Siri, English language, Google Speech, pronunciation, speech recognition
ID026 ‘Powtoon’ Videos in Teaching Vocabularies Among Primary ESL Teachers Kaliswari Kaliappan, Universiti Kebangsaan Malaysia, p119128@siswa.ukm.edu.my Kanageswary Naidu, Universiti Kebangsaan Malaysia, p118217@siswa.ukm.edu.my Poonggani Veeran*, Universiti Kebangsaan Malaysia, p118229@siswa.ukm.edu.my Ranmeet Kaur Sidhu, Universiti Kebangsaan Malaysia, p118231@siswa.ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: The current 21st century learning foreground the importance of using technology integration in language learning besides producing competent English language learners. English as a second language (ESL) learners are facing difficulty in achieving higher vocabulary acquisition which can impact the learner’s overall proficiency level in CEFR. The Covid-19 pandemic has given a chance for Malaysian ESL teachers to explore various teaching and learning platforms in providing interesting teaching sessions. One of the significant tools to be used in improving the vocabulary acquisition among the learners is by using the ‘Powtoon’ video. This paper aims to evaluate the effectiveness of using ‘Powtoon’ animated video in teaching vocabularies among the primary ESL teachers. Mixed-method research design consisted of survey, observations and interviews were used to analyse the effectiveness in using ‘Powtoon’ video to teach vocabulary in ESL classrooms. 100 primary school teachers were chosen as this study’s subjects. The results implied that ‘Powtoon’ video is an excellent platform for teaching vocabulary for young ESL learners. Besides, it can be used to meet the current needs of teaching besides promoting a fun learning environment. Therefore, this study showed that teachers can incorporate ‘Powtoon’ to enhance the learners’ vocabulary skills. Keywords: ESL learners, Powtoon, video animation, vocabulary acquisition
ID027 Current Digital Trends in ESLTeaching: A Review Fetylyana Nor Pazilah*, Universiti Teknologi Sarawak, Malaysia. fetylyananor@gmail.com Harwati Hashim, Universiti Kebangsaan Malaysia. harwati@ukm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Abstract: As the world is becoming more digitalized, technology has impacted teaching approaches and methods to improve the teaching process. Technology has contributed to countless new teaching trends, particularly in ESL teaching. Due to this, it is pivotal for ESL teachers to know the current trends in ESL teaching. However, some teachers, particularly ESL in-service and pre-service teachers, lack pedagogical and technological knowledge competence. Hence, this paper aims to review the current digital trends in ESL teaching to serve as a guideline for ESL teachers. It is hoped that this paper can give further guidance to ESL teachers on the current digital trends in ESL teaching. Future research can look into current digital trends that are more effective in ESL teaching and learning. Keywords: current trends, digital, ESL teaching, technology
ID028 The Blended Language Learning Strategies of 21st Century Learners Nursyuhada’ Ab Wahab*, Universiti Sains Islam Malaysia, syuhada@usim.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia. harwati@ukm.edu.my Abstract: Although much research has been done on university students' language learning strategies in EFL settings, little has been explored and reported on 21st-century university students and the strategies they use to improve their second language skills. Given the importance of English in today's world especially to the graduates, a study of the learning strategies used by today's learners, particularly university students, to improve their English language skills is needed. Therefore, the aim of this qualitative study is to discover the blended language learning strategies that a group of sophomores used to learn the English language. One-to-one interviews, focus group discussion, students' reflective journals and documentation were used to collect data, which was then analyzed thematically using Nvivo12 software. A total of 12 first-year undergraduate students from a public university participated in this study. Four themes emerged from the analysis of data, namely, involving people, utilizing tools, taking action, and keep going. The findings revealed that when using a blended learning approach to learn English, participants enlisted the help of others and made use of the tools available to them by performing a variety of actions to learn the language at regular intervals. All these actions were employed in both contexts; face-to-face classes and online classes. Despite facing a variety of challenges, the participants reported having a positive experience learning English using a blended approach. Implications and suggestions are offered for instructors or language practitioners specifically in tertiary education settings. Keywords: blended learning, English language course, blended language learning strategies, tertiary education
ID029 Needs Analysis for Designing a Mobile Application for Synthesis Writing Emily Abd Rahman*, Universiti Pertahanan Nasional Malaysia & Universiti Kebangsaan Malaysia, emily@upnm.edu.my Nur Khadirah Ab. Rahman, Universiti Pertahanan Nasional Malaysia & Universiti Kebangsaan Malaysia, khadirah@upnm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Harwati Hashim, Universiti Kebangsaan Malaysia, harwati@ukm.edu.my Abstract: Synthesis writing requires students to read, select, organize and connect information from multiple source texts to produce an essay. The teaching of synthesis writing is usually embedded in academic writing courses as preparation for written assignments, Final Year Projects (FYP) and publication at tertiary education. Synthesis writing is a great challenge for students as it requires a complex process of reading and writing. This study aims to explore the needs of the defence university English teachers in creating a mobile application to aid the teaching of synthesis writing in the English for Academic Writing course. The study employs a qualitative research design. A total of five teachers were involved in a one-to-one semi-structured interview. The results from the interview are divided into four main themes: (1) the importance of learning synthesis writing, (2) problems in learning synthesis writing, (3) strategies of learning synthesis writing, and (4) readiness in using mobile application in learning synthesis writing. This study is significant for mobile application designers, English language teachers and course designers as the input provides an overview of the needs of the defence university English teachers in teaching synthesis writing. For future research, a mobile application can be designed and developed based on the needs analysis for synthesis writing to improve the teaching of synthesis writing in tertiary education. Keywords: defence university, English for Academic Writing, ESL, mobile application, needs analysis, synthesis writing, tertiary education
ID030 Needs Analysis: Development of Aeronautical English Mobile Application for Air Traffic Controllers Nur Khadirah Ab. Rahman*, Universiti Pertahanan Nasional Malaysia & Universiti Kebangsaan Malaysia, khadirah@upnm.edu.my Emily Abd Rahman, Universiti Pertahanan Nasional Malaysia & Universiti Kebangsaan Malaysia, emily@upnm.edu.my Melor Md Yunus, Universiti Kebangsaan Malaysia, melor@ukm.edu.my Nurfaradilla Mohamad Nasri, Universiti Kebangsaan Malaysia, nurfaradilla@ukm.edu.my Abstract: English was formally endorsed by the International Civil of Aviation Organization (ICAO) as the default language of aviation in 1944. In 2008, ICAO further decreed that ATCs have to be proficient in English to improve their communication with the pilots. Since the implementation of the ICAO’s English proficiency, there has been more studies in the non-native speakers setting. However, a limited number of these studies are devoted to issues related to the development of materials for Aeronautical English. Thus, the aim of this study is to discover the English language needs of the air traffic controllers in developing a mobile application to learn Aeronautical English. This study employs a quantitative research design. A total number of 86 air traffic controllers participated in this study and using a set of questionnaires, their English Language needs regarding the importance of learning Aeronautical English, problems in learning Aeronautical English, strategies of learning Aeronautical English, and readiness in using mobile application in learning Aeronautical English were examined. The data from the descriptive statistical analysis were analysed with SPSS software version 26 using mean values, percentages, and standard deviations. The findings suggest that the development of the mobile application to aid the learning of Aeronautical English is required. Furthermore, the inputs gathered on the needs of the air traffic controllers are beneficial for the mobile application designers, English language instructors, and course designers. Keywords: Aeronautical English, air traffic controllers, English for Specific Purposes (ESP), mobile application, needs analysis