The usage of computer integrated classroom (cic) technology tools in the study of interactions of knowledge construction among esl pre-service teacher

This paper takes a glimpse at the possible tools for collecting data on interactions of knowledge construction among ESL pre-service teacher. The main tool identified to compile the data collection of the study is a customized of computer integrated classroom (CiC) system. For that purpose, a pilot study on computer support face to face peer response using CiC was trialed with a group of students enrolled in a Microteaching course at the Faculty of Education, University Technology Malaysia. CiC was explored to see whether the system could facilitate both modes of synchronous interactions: text-based reporting and verbal interaction. With the assistance of software and hardware integrated in CIC, many computer supported collaborative learning activities could be carried out by ESL pre-service teachers such as recording, storing, retrieving, and monitoring of user profiles’ activities, learning materials and interactions

Teachers' perceptions of literature circle as a technique to teach creative writing using literary texts

This paper highlights findings of a workshop based on responses given by practicing teachers on the use of Literature Circles (LC) as a technique to develop students’ creative writing skills. It uncovers teaching techniques that have been used by teachers to promote and enhance students’ writing skill using literature as a resource. The other issue initiated in this paper is the teachers’ opinion on the suitability and practicality of applying Literature Circles in their classroom. The overall response shows that, prior to the workshop session, the teachers have used conventional methods in their classroom. Interestingly, it is discovered that they are very receptive of the idea of using the technique introduced in the workshop despite the challenges they may face in their classes

Motivation and Language Proficiency: Instrumental and Integrative Aspects

AbstractThis study investigated the relationship between motivation and language proficiency of Iranian EFL learners studying in Universiti Teknologi Malaysia [UTM]. Two aspects of motivation were considered in this paper i.e. instrumental and integrative. 100 Iranian students studying in UTM and from different faculties served as respondents to reflect a variety of ideas about learning a second language. Participants were those with IELTS band score 6 and above [high achievers] and below 6 [low achievers]. An integrative and instrumental motivation nineteen-item questionnaire adopted from standardized questionnaires such as Attitude Motivation Test Battery (AMTB) [1 & 2] was used as the instrument of the study. The results of correlation study revealed that high achievers’ language proficiency correlated well with integrative motivation [r=.72]. This indicated that high achievers L2 learners were highly integrative motivated

Visual analytics design for students assessment representation based on supervised learning algorithms

Visual Analytics is very effective in many applications especially in education field and improved the decision making on enhancing the student assessment. Student assessment has become very important and is identified as a systematic process that measures and collects data such as marks and scores in a manner that enables the educator to analyze the achievement of the intended learning outcomes. The objective of this study is to investigate the suitable visual analytics design to represent the student assessment data with the suitable interaction techniques of the visual analytics approach. sheet. There are six types of analytical models, such as the Generalized Linear Model, Deep Learning, Decision Tree Model, Random Forest Model, Gradient Boosted Model, and Support Vector Machine were used to conduct this research. Our experimental results show that the Decision Tree Models were the fastest way to optimize the result. The Gradient Boosted Model was the best performance to optimize the result

Engaging summer school programme’s participants in reflective learning

Experiencing studying in one’s home country might be different from experiencing it in a host country. Hence, to help Japanese students who participate in the two-week Universiti Teknologi Malaysia (UTM) ESL summer school programme achieve their goals to better communicate in English and to experience an academic life in UTM, many in-class and out-of-class activities and tasks were conducted and organized for them. One of the out-of-class task was the half-day classroom visit designed based on the foundation of reflective learning where the participants had to attend their UTM buddies classes. While in the classrooms, they were encouraged to participate in the class activities. They were also required to write their own reflections on the visit in their journals. Once the task was completed, they were required to share their experience in a group discussion activity. From the analysis of both their written and oral reflections, it was found that many of the participants claimed that there were differences between the Japanese and UTM classrooms with regard to the teaching methods and the UTM students’ classroom behaviour. These findings revealed that the specifically designed half-day classroom visit had stimulated the participants to recognize their personal values, to build their confidence and to maximize their learning experience. The aim of this paper is, therefore, to share the summer school participants’ reflections on their experiences undergoing the half-day classroom situation in UTM

Framework of writing process: transforming computer science research into publishable journal articles

There are three general approaches to writing. The focal point of the first approach is the products of writing. This technique examines texts in several different ways, namely, through the texts’ formal surface elements or discourse structure. The second approach focuses on the writer. It illustrates writing in terms of the processes used to create texts and can be divided into the expressivist, situated strands and cognitivist (Hyland, 2002). The third approach focuses on the role of readers in writing and how writers engage with their target audience in producing coherent texts. This chapter focuses on the second approach to writing – the processes employed by writers to produce texts. It will describe the process undergone by a researcher whose English is a second language in producing articles which have been accepted and published in journals. The following section will provide a brief review of literature on writer-oriented research

Analyzing data using transana software for interaction in computer support face-to-face collaborative learning (cosofl) among esl pre-servive teacher

This paper presents the researcher’s experience using Transana software as a tool for analyzing knowledge construction among ESL pre-service teacher. It was used in the pilot study to assist the qualitative data analysis. Data analyzed was based on face-to-face peer responses supported by computer collaborative technology with a group of students enrolled in Microteaching course at the Faculty of Education, University Technology Malaysia. The Transana software was explored to see whether it could facilitate the analysis of COSOFL verbal interaction . This paper briefly narrates the researcher experience in making use of the software to analyse the interaction. The analysis relied on the use of Mp3 recordings. The software helped in identifying and organizing analytically interesting portions of the recording, as well as in attaching keywords to the digitized data recordings. This software allowed the verbal recordings to come out in line with the transcription for the purpose of easy management in transcribing, coding, and analyzing verbal response among peers. Selected data from the pilot study will be shown to illustrate the use of Transana software

Analysing data using transana software

The general principles of Computer Assisted Qualitative Data Analysis (CAQDAS) are concerned with taking a qualitative approach to qualitative data (Lewins and Silver, 2006). A qualitative approach is one where there is a need to interpret data through the identification and possibly among others; coding of themes, concepts, processes, and contexts, in order to build explanations or theories or to test or enlarge a theory. For that reason the researcher in this study had identified Schellens and Valcke (2005) hierarchical structure typology to perform the data analysis to represent higher levels of knowledge construction. Transana was used by the researcher to anaylse data in relation to the study

Computer integrated classroom (CiC) technology tools: interaction for knowledge

Microteaching module for pre-service teacher has always been traditionally conducted in a face-to-face classroom manner. These pre-service teachers discuss, teach, reflect and provide feedback without any compilations of their recordings, storing, retrieving as well as organization of inputs during their microteaching activities for reference. Undoubtedly, these trainees have not been given computer assistance in enhancing their lesson planning ideas and contents. Trainee teachers are yet to be optimistically introduced to using technologies and computers to support or facilitate their microteaching activities. Thus, it is a practical move to integrate a computer support pedagogical solution for the trainee teachers during their microteaching activities so that trainees could optimize their peer responses through network learning resources and personal reflection even systematically. From the pilot study conducted, CiC was piloted to ensure that the system can really be considered pedagogically helpful for ESL pre-service teachers. This paper will elaborate on the specific tools in CiC that are necessary for the execution of this study

A Survey On The Language Learning Strategies Used By The UHB 1412 Students

This study generally investigates the language learning strategy (LLS) used by UHB 1412 students. The study also attempts to identify the language learning strategy used by good and poor learners of English. The Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was administered to hundred and four first year students with few modifications done in the questionnaires. The aspects that were examined entails the six language learning strategies classified by Oxford (1990) as cognitive strategies, memory strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. The data were then analysed using the Statistical Package for The Social Science (SPSS) version 12.00. The findings shows that the students attempted to use more metacognitive strategy and social strategy in their learning. In addition, the favoured language learning strategies used by good and poor learners were also identified. This study aims to equip students with the learning strategies they need in order to succeed in the learning of a second language. It is also hoped that the study could help both the language practitioners and experts in the field to consider the use of the six language learning strategies in achieving the goals of learning