The effectiveness of using a tracker chart to enhance willingness to communicate among ESL learners in a philosophical inquiry classroom discussion

There has been burgeoning interest among researchers in investigating Willingness to Communicate (WTC) as part of the instructional method in a Philosophical Inquiry (PI) Discussion. The present study investigated the effectiveness of using a tracker chart in a PI classroom discussion to promote WTC. The participants were 30 undergraduate students in a public university in Malaysia. A WTC questionnaire was administered before and after the intervention. A tracker chart was used to gauge the number of learner responses that occurred throughout the 8-week intervention. Interview sessions with seven randomly selected participants were then carried out to gauge the learners’ perceptions of using the tracker chart in PI Discussions and its effects on their WTC. The data analysis showed that the tracker chart resulted in increments in the number of responses throughout the 8 weeks, and participants reported that the tracker chart had positive effects on their WTC as they were more conscious of their responses and contributions in the PI Discussions. The t-test result also showed a significant difference in the participants’ levels of WTC which indicates that the use of the tracker chart in PI Discussions helped increase the participants’ WTC. The results indicate that the use of a tracker chart could have positive effects in enhancing learners’ WTC in PI Discussions

El factor confirmatorio y los análisis del modelo de medición de la escala de restauración percibida (ERP) en el contexto de Malasia

There is a significant association between students’ lower psychological well-being and their academic performance. Therefore, in order to discover the ways of relieving students’ emotional disturbance and negative health condition, more research is needed for the improvement of their psychological well-being especially through exposure to nature as a restoration method upon facing negative emotions. This paper aims to validate and gain access to the reliability of Perceived Restorativeness Scale (PRS) among students.  A cross-sectional study was conducted in this research on a sample taken from undergraduate students (N = 390). For explanatory factor analysis (EFA) with SPSS, respondents participated in an online survey. As for confirmatory factor analysis (CFA), AMOS programme was used for the measurement of model. A total of 26 items had been separated into four sub-constructs of PRS were used. Subsequently, an excellent structure was displayed by the revised PRS, with good factor loadings and sufficient convergent validity. Ultimately, the cut off requirements were fulfilled. Overall, it was revealed that the internal consistency of the alpha values was α = 0.967, with the values of individual sub-constructs reliability are as follows: compatibility (0.927), coherence (0.883), fascination (0.950), and being away (0.895). It was found that PRS possessed an acceptable level of internal consistency.  Besides, validity and reliability were discovered in the items for measurement of the intention instrument according to the selected pooled sample.Existe una asociación significativa entre el bajo bienestar psicológico de los estudiantes y su rendimiento académico. Por lo tanto, para descubrir las formas de aliviar el trastorno emocional y el estado de salud negativo de los estudiantes, se necesita más investigación para mejorar su bienestar psicológico, especialmente a través de la exposición a la naturaleza como método de restauración al enfrentar emociones negativas. Este documento tiene como objetivo validar y obtener acceso a la confiabilidad de la Escala de Restauración Percibida (PRS) entre los estudiantes. Se realizó un estudio transversal en esta investigación en una muestra tomada de estudiantes de pregrado (N = 390). Para el análisis factorial explicativo (EPT) con SPSS, los encuestados participaron en una encuesta en línea. En cuanto al análisis factorial confirmatorio (CFA), se utilizó el programa AMOS para la medición del modelo. Se utilizó un total de 26 ítems separados en cuatro subconstrucciones de PRS. Posteriormente, el PRS revisado mostró una estructura excelente, con buenas cargas de factores y suficiente validez convergente. Finalmente, se cumplieron los requisitos de corte. En general, se reveló que la consistencia interna de los valores alfa era α = 0.967, con los valores de confiabilidad de subconstrucciones individuales que son los siguientes: compatibilidad (0.927), coherencia (0.883), fascinación (0.950) y estar lejos ( 0.895). Se encontró que PRS poseía un nivel aceptable de consistencia interna. Además, se descubrió la validez y la confiabilidad en los ítems para la medición del instrumento de intención de acuerdo con la muestra agrupada seleccionada

Meneroka peranan dan komitmen di sebalik pemilihan kerjaya pengasuh TASKA

Pengasuh Taman Asuhan Kanak-Kanak (TASKA) memainkan peranan yang penting dalam memastikan kesejahteraan, keselamatan dan pembangunan potensi kanak-kanak seperti yang digariskan oleh Kurikulum PERMATA Negara. Justeru, pemilihan kerjaya sebagai pengasuh TASKA memerlukan komitmen yang tinggi dalam menjalankan rutin seharian di TASKA. Kajian kes ini bertujuan menyelami peranan dan faktor yang mendorong komitmen 3 orang pengasuh TASKA di sebuah TASKA swasta berdaftar di Nilai, Negeri Sembilan. Kajian ini turut meninjau faktor di sebalik pemilihan kerjaya sebagai pengasuh TASKA. Pengumpulan data melibatkan kaedah temu bual, pemerhatian, nota lapangan dan analisis dokumen. Dapatan kajian menunjukkan bahawa pengasuh TASKA menjalankan peranan mereka dengan baik selaras dengan garis panduan Kurikulum PERMATA Negara. Hubungan dan komunikasi, timbal balas keprihatinan dan tolak ansur, dan pengalaman manis merupakan faktor utama yang mempengaruhi komitmen pengasuh TASKA. Faktor minat, cita-cita, pengetahuan dan kemahiran dalam asuhan kanak-kanak merupakan pendorong utama dalam pemilihan kerjaya sebagai pengasuh TASKA. Kesimpulannya, pengasuh TASKA yang komited akan berusaha mengasuh dan mengembangkan potensi kanak-kanak yang diasuh selaras dengan garis panduan Kurikulum PERMATA Negara. Justeru, usaha ke arah peningkatan kualiti asuhan dan didikan awal kanak-kanak sewajarnya diiringi dengan usaha ke arah peningkatan komitmen kerjaya pengasuh; seterusnya menggalakkan pengasuh TASKA untuk kekal lama di dalam kerjaya yang diceburi

Word illumination

Some people experience a continuous battle in their brain when they attempt to read. This condition akin to an alphabet war is normally referred to as “Dyslexia”. It is neurological in origin and primarily affects the ability to spell, read and write. Literally, it means difficulty with words. Dyslexia sufferers also known as Dyslexics are highly gifted and talented individuals. They learn like other students but with more focus on letter and word recognition. In the education discipline, dyslexic students are addressed as students with special educational needs

Predictors of resilience among Indonesian students in Malaysian universities

The benefits of internationalization in higher education are indisputable. However, students studying abroad may face difficulties such as adjustment issues since they are away from home and go through a new stage in their lives. Seeing that an essential predictor of psychological adjustment is resilience, the current study aims to assess the role of a range of factors (optimism, social support, selfefficacy, psychological well-being, and demographic) in predicting the resilience of Indonesian students in Malaysia. Two hierarchical multiple regression analyses were used to test the influencing factors on resilience. Based on the literature, this study is quantitative in nature where a total of 229 Indonesian postgraduate students in Malaysian public universities were chosen as participants. Results showed that resilience is affected by optimism, social support, and self-efficacy. Essentially, this study provides practical insights into how international students can make adjustments to reduce the impact of stress faced in challenging situations

Exploring the dynamic changes between mothers and teenagers through family and school programs

This study presents the effects of Family and School Together (FAST) Programme that was executed for the first time as part of a research study under Universiti Putra Malaysia (UPM) and The National Population and Family Development Board (NPFDB) of Ministry of Women, Family and Community Development. The purpose of this study is to explore the dynamic relationship between mothers-children and the community, which includes school involvement in overcoming disciplinary issues. This study employed a qualitative case study design using purposive sampling at an eight-week enrolled programme. Data was collected using in-depth interviews, direct observation and document analysis, triangulated using a multi-source data approach and were analysed using the NVivo 8 software. The research findings indicated that collaborative family and school programs affect the relationship between mothers and teenagers. The FAST program through peers’ activities and one to one activity, has shown to increase the element of communication skills and mothers’ parenting practices

Sustaining education through a flipped learning approach

21st-century education makes educators constantly explore the best teaching style to improve students’ experiences and engagement in the classroom. The interest in flipped learning has risen aggressively in the past decades as this unique approach allows educators to provide more meaningful learning to students. Understanding the factors affecting Malaysian English as a Second Language (ESL) lecturers’ attitudes and intention in using flipped learning is crucial in ensuring its successful execution. Based on the Unified Theory of Technology Acceptance and Use of Technology (UTAUT), this research studied the six factors, including (1) Performance Expectancy, (2) Effort Expectancy, (3) Social Influence, (4) Facilitating Conditions, (5) Computer Self-Efficacy and (6) Computer Anxiety. A data collection instrument was developed to quantify the factors and test the hypotheses. Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were used to analyse the data. There were 206 respondents from various universities all over Malaysia. The results indicated that the significant factors in the ESL lecturers' attitude toward flipped learning are Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Computer Self-Efficacy and Computer Anxiety. This study provides a modified model to help educators and stakeholders implement flipped learning in planning and designing phases for English as a Second Language teaching and learning purposes. Our model is registered under the intellectual property with the licence number LY2021E04255

Roles of restorativeness in improving the psychological well-being of university students

Many university students experience high levels of study-related fatigue, hence, necessitating opportunities for restoration. They could potentially benefit from campus-based physical activities that provide them with effective restoration breaks and allow them to return to their studies cognitively refreshed. Thus, a cross-sectional study was conducted to assess the association between perceived restorativeness among postgraduates and their psychological well-being by using the four constructs of Kaplan’s attention restoration theory (ART): fascination, being away, extent, and compatibility. In this study, nature view windows were also used as a moderator. Malaysian postgraduate students [n = 192; 94 females; age in years (M = 30.64, SD = 2.73)] completed the Ryff’s scale of psychological wellbeing (PWB) and perceived restorativeness scale for activity (PRAS). This study used the partial least squares-structural equation model (PLS-SEM) to examine these relationships. The results demonstrate that three ART constructs, namely, being away, fascination, and compatibility, are significant predictors of psychological well-being across the sample size. Furthermore, for participants who reside in university dormitories, windows that overlook nature can enhance the relationship of being away, compatibility, and fascination to psychological well-being, compared with those with less natural views. Thus, this study confirmed the moderating effect of nature view windows and provided insight into the ART constructs that facilitate and enhance restorative experiences. By strengthening ART with additional factors, this study has also contributed toward the improvement of the psychological well-being of university students

Nature connectedness: an investigation into alleviating emotional disturbances among university students

Emotional disturbances among undergraduate students have proven to affect students’ learning performance physically, emotionally and mentally. Among non-clinical treatments or techniques identified to address emotional disturbances is exposure to nature. This study investigates the impact of nature connectedness on emotional disturbances among 390 undergraduate students from various disciplines at one of Malaysia’s largest public universities. The research explores causal relationships and mediating effects among nature connectedness, restorativeness, spiritual values, and emotional disturbances, specifically stress, anxiety, and depression. The findings reveal significant associations between nature connectedness and restorativeness, as well as between nature connectedness and spiritual values. Notably, restorativeness emerges as a mediator between nature connectedness and stress, while spiritual values act as a mediator between nature connectedness and depression. The study underscores the potential of combining nature exposure and spirituality as a means of fostering psychological and emotional recovery. It is important to note that the generalizability of these findings is limited to the specific university sample in Malaysia. Nonetheless, the results contribute valuable insights into non-clinical interventions for addressing emotional challenges among undergraduate students

Social media in the language classrooms: maximizing students' Higher Order Thinking Skills (HOTS)

Technology has proliferated and has become prominent in the education world over the past few years. Technology has become a way not only to meet the learner's needs but also to address digital literacy emphasis in 21st-century skills. This paper explores the optimization of social media in language teaching to maximize higher-order thinking skills (HOTS) among secondary school teachers. Social media platforms offer opportunities to engage students actively, promote critical thinking, and encourage meaningful interactions. By strategically incorporating social media, teachers can enhance students' learning experiences and foster HOTS development. This paper discusses key considerations and strategies for effective implementation, such as selecting appropriate platforms, encouraging collaboration and discussion, promoting critical thinking, incorporating multimedia content, providing authentic learning experiences, setting guidelines and privacy considerations, and reflecting on the impact. The integration of social media should complement traditional instructional methods, ensuring alignment with curriculum goals and educational standards. This paper aims to guide teachers in leveraging social media effectively to optimize language teaching and promote HOTS among secondary school students