USM meterai perjanjian dengan 3 institusi di Indonesia perkasa kearifan tempatan - Berita Kampus Jilid 45 Bilangan 03 - ISNIN 26 Oktober 2015

Kerjasama antara institusi pendidikan tinggi Malaysia dan Indonesia diperkukuhkan lagi melalui penandatanganan Perjanjian Kolaborasi Universiti Sains Malaysia (USM) dengan Institut Teknologi Bandung (ITB), Universitas Langlangbuana (UNLA) dan Universitas Pasundan (UNPAS) sempena Persidangan Antarabangsa Kearifan Tempatan 2015 di Bandung pada 14 Oktober 2015

Conceptual Vectors, A Complementary Tool To Lexical Networks.

There is currently much research in natural language processing focusing on lexical networks. Most of them, in particular the most famous, word-Net, lack syntagmatic information and especially thematic information (“Tennis Problem"). This article describes conceptual vectors that allows the representation of ideas in any textual segment and offers a continuous vision of related thematics, based on the distances between these thematics. We show the characteristics of conceptual vectors and explain how they complement lexico-semantic networks. we illustrate this purpose by adding conceptual vectors to wordNet by emergence

13th International Malaysian Educational Technology Convention (IMETC) 2019

For this year, a number of different organisations have come together to plan and execute this auspicious conference, with a hope that the conference will reach out to a greater audience from diverse backgrounds. Teams from Malaysian Educational Technology Association (META), Resource and Educational Technology Division (BSTP), Ministry of Education Malaysia and Centre for Instructional Technology and Multimedia (CITM), USM have banded together and planned this prestigious event, and this year, Universiti Sains Malaysia (USM), Penang, Malaysia agrees to be the host. This year’s theme entitled ‘Inclusivity in the 21st Century’s Technological Teaching and Learning Environment’ is seen as timely, necessary, and consequential, as it envisions educators’ vital role in the future of learning. Technology alone is not enough to enhance students’ learning. This little fact has been largely recognised by educators and in recent times, we have seen an influx of initiatives carried by educators and governments around the world, providing instructive trainings and workshops to foster creativity and innovation in using technology, to not just deliver knowledge, but to also democratise the process of delivering the knowledge to a whole new leve

Human-like driver model for emergency collision avoidance using neural network autoregressive with exogenous inputs

One of the most difficult challenges in providing a reliable and safe autonomous collision avoidance maneuver is developing the driver model that provides the planning system with the risk of an impending collision. Over the last few years, researchers have extensively studied several methodologies to develop such a driver model. The human-like driver model, on the other hand, is a rarely discussed research topic. This work aims to develop a steering maneuver model in emergency collision avoidance that can imitate human emergency intervention. The neural network autoregressive with exogenous inputs (NNARX) is utilized to develop the model and autonomously predict the steering angle response. The work begins by collecting the avoidance maneuver driving data of the expert driver from the automaker company. In the data collection process, a controlled environment target scenario is used to ensure that all drivers encounter real emergencies. To investigate the performance of the developed model, a comparison prediction performance between the developed model and feed-forward neural network (FFNN) is presented. The finding shows that NNARX predicts the steering angle response with a lower prediction error during both training and testing compared to FFNN

Integrating process writing approach with scaffolding strategies in developing esl writing skill: Towards a pedagogical model

There has been growing evidence that the lack of academic writing skill among university students who learn English as a Second Language (ESL) affects their overall academic performance. Higher education ESL students often find writing academic essays a complex process and hence struggle with academic writing convention issues. Using the lenses of Explanatory Sequential Mixed Methods, this two-phase study aimed to investigate the students’ behaviours and the reasons behind their academic writing problems. In the first phase of the research, quantitative data from questionnaire responses of 1800 undergraduates were interpreted and the experiences and practices of successful and non-successful Malaysian undergraduate writers were gathered and analysed to elicit the Malaysian ESL students’ behaviours during writing engagement. The second phase of the research involved a teaching intervention of ESL Academic Writing. Good writing practices identified in the first part of the research were woven together and scaffolded with the Process Writing Approach, essay models, language input and knowledge on the conventions of academic writing. The intervention module was utilized with 30 MUET band 1 and 2 undergraduates for 14 weeks. Findings employing Structural Equation Modelling approaches indicated that writing attitude, writing behaviour, and writing difficulties do collectively explain the variance in the students’ MUET results. Findings of the second phase of the research from the analysis of the pre-test, post-test, delayed post-test, students’ writing samples and diaries, indicated that the scaffolded process approach was successful in encouraging the students to adopt writing strategies, reducing the number of Surface Level Revisions and significantly increasing their Meaning Preserving Revisions. Besides informing scholarly practices of academic writing, this research would contribute to the field of ESL Academic Writing as it highlights the crucial elements that need to be incorporated in an effective ESL Academic Writing module at Malaysian higher education institutions

A systematic review on technology-based instructions to develop English pragmatic competence for non-native speakers

With the rapid development of world Englishes (WEs) and multilingualism, pragmatic failure is still an unsolved matter for non-native speakers (NNSs). Although many studies have paid attention to technology application in second language acquisition (SLA), there are limited systematic reviews concerning technology-based instructions to develop English pragmatic competence for NNSs. This study gains a comprehensive overview to identify the situation and trend of technology-based instructions to develop English pragmatic competence for NNSs based on 20 articles from 2015 to 2023. Various findings indicate that based on technology instructions and technology resources, English pragmatic awareness and multidimensional development should be emphasized to foster English pragmatic competence among NNSs. Implications and suggestions are also provided for further research from this review