An online platform for reading comprehension achievements data: A cefr-aligned system

This study reports the development of an online platform to classify and store students’ reading comprehension achievements data that are aligned with the Common European Framework of Reference (CEFR) in order to ensure that the learning process can meet the international standard while conscientiously tailored to the specific learners’ needs. The theoretical foundation of the study is the integration between instructional design (ID) and CALL frameworks. Kemp’s ID Model (cited in Morrison et al., 2010) is the basis for the software development supported by the Chun’s (2016) recent framework on Ecological CALL that is in line with CEFR practices. The basis for classification of the achievements includes selection of reading texts and development of the questions that are vetted aligning to the CEFR levels. The online platform comprises a database which integrates the information on the CEFR reading illustrative tasks and the scoring grids that would automatically sort the scores of reading comprehension tasks to the CEFR levels accordingly. The system may be able to contribute to the language teaching and learning, with a specific focus on the development of reading skills. Additionally, with the recent emphasis on CEFR, the system may be able to assist teachers to provide appropriate reading comprehension tasks to meet students’ level, and for students to map their language competency to the CEFR level

ICoLLT 4.0 2024 marks milestone in learning and teaching of languages

KUALA LUMPUR, 20 May 2024 – In a momentous convergence of global minds, the International Conference on Language Learning and Teaching 2024 (ICoLLT 4.0), Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) opened with resounding aims, heralding a new realm of teaching and learning of languages

COVID-19 is still here: Discussing home-based online assessments

At present, assessments which are part and parcel of the teaching and learning process, have gone through leaps and bounds transiting from the conventional face-to-face setting to home-based online platforms as a consequence of the COVID-19 pandemic that is still looming worldwide after more than a year from its first hit. This move is made possible with technology support that has been integrated in all language assessments of different skills. This editorial section previews some issues discussed in literature in relation to the assessments conducted online on four language skills – listening, reading, speaking and writing. The discussion attempts to relate the use of varied digital means and technological aids to the efficacy of the assessments’ constructs in light of their benefits and challenges faced in the transition and administration phases. The section concludes with the call for collaboration between language practitioners and researchers on a platform where ideas and knowledge can be exchanged and eventually implemented in language classes and assessments to facilitate the enhancement of learners learning experience and achievements

Embracing the endemic phase - Msctils goes hybrid

August 2022 – These couple of years have witnessed teaching and learning evolve in unexpected ways, with all the banes and boons tagging along as the consequence of the COVID19 affecting every nook and cranny of our lives. Master of Science in Technology-Integrated Language Studies (MScTILS) has also been in that boat sailing through the course passing all the hurdles that the pandemic has caused but that’s the way the cookies crumble

Exploring the Use of Artificial Intelligence-based Technology to Enhance Creativity in ESL Speaking Classroom

This paper reports a quantitative study, which investigated the application of SpeechAce, an artificial intelligence-based platform, in English as a Second Language classrooms at a secondary school in Johor, Malaysia. The research aims to address the current challenges in enhancing speaking English proficiency and promoting creativity among 30 ESL learners. Data were collected using a pre-post-intervention assessment, student questionnaires, and classroom observations. Standardized tests, such as the Torrance Tests of Creative Thinking and the TOEFL iBT, were used to assess students’ speaking skills and creativity, respectively, with the Foreign Language Classroom Anxiety Scale (FLCAS) employed to assess students' anxiety levels. The collected data were subjected to rigorous statistical and thematic analysis. The study's findings aim to contribute to the existing literature on AI in language learning and provide actionable insights for the integration of AI technology into ESL classrooms to enhance creativity and fluency

Writing Skills: Business English for Workplace Communication (Module 2)

This module focuses on writing effective business correspondence which includes letter, email, memo, announcement, proposal and reports

Feeding Two Birds with One Scone: Using AWE to Enhance Writing and Creativity among Pre-university Students

The artificial intelligence (AI) revolution has redefined the practices of teaching and learning writing in academia. AI tools being so accessible to students appear to have desirable effects for self-learning, yet they are also capable of veering them off course. This paper is a pilot study to reveal the potency of employing Automated Writing Evaluation (AWE), an AI-based tool with the application of natural language processing (NLP) to analyse and generate feedback on various aspects of writing in English language writing instructions to improve writing proficiency and creative performance. Pre-test for writing and creativity were administered to eleven CEFR B1 second language learners. Upon using an AWE tool as formative assessment, post-tests and interview protocol were conducted to obtain a richer analysis of the data. The results indicate improvements in writing and creativity scores. The participants believed that the use of AWE particularly improved their writing proficiency due to these features: unlimited revision, interactivity, immediate feedback. This study serves as a springboard for writing teachers to incorporating AI tools in their writing lessons while acknowledging the potential of creativity to be stimulated in those lessons

Issues and functions of code-switching in studies on popular culture: A systematic literature review

Code-switching is a linguistic phenomenon often associated with the architecture of discourse varieties. A good number of studies in the bilingual and multilingual contexts have zoomed in on the use of code-switching primarily analysing its roles and functions in varied discourse settings. This paper highlights and reviews code-switching in studies of which the scope is its usage in popular culture, with the aims to explore the most frequently discussed issues in the realm of code-switching used in popular culture and the functions of code-switching that are central to discourse depicted in various genres of popular culture. Grounded on the ‘Preferred Reporting Items for Systematic Reviews and Meta-Analysis procedure (PRISMA) , a systematic literature review was extensively conducted researching code-switching studies in five major databases - ScienceDirect; SCOPUS; SpringerLink; Taylor & Francis; and Web of Science - with search strings that are the combinations of code-switching and 11 keywords related to popular culture. Findings revealed that identity, constructions of meaning, persuasiveness in advertisements and language styles are the most commonly cited issues discussed in the literature. While referential, directive, expressive, metalinguistic, and poetic functions serve, among others as instruments for speech accommodation, expressions of emotions and language as well as identity demarcation. Deductions constructed from this systematic review illustrate the complex and versatile qualities of code-switching depicted in studies conducted within the sphere of popular culture, thus rendering some insights into the area of interpersonal and social discourses

EFL LEARNERS’ PERCEPTIONS TOWARDS THE ACTIVE READING SOFTWARE AS A LEARNING TOOL TO ENHANCE READING COMPREHENSION

The present study endeavored to explore EFL students' perceptions regarding the acceptance and intervention of ARS in enhancing reading comprehension ability at Majmaah University, Saudi Arabia. The study engaged 30 male undergraduates of English major B.A program. For data collection, the study utilized a qualitative technique using semi-structured interviews and the interview questions were constructed based on the principles of Technology Acceptance Model (TAM) by Davis (1989). Active Reading Software (ARS) was employed as a technological tool for teaching reading comprehension. The treatment group received intervention from ARS for the duration of four weeks in the computer lab. Qualitative data obtained from the students' interviews were evaluated by means of thematic analysis using Braun and Clarke’s (2006) framework. The results of the thematic analysis pointed out five major themes considered to be the factors that influenced participants’ perceptions towards ARS as a learning tool for improving reading comprehension at the tertiary level. Findings of the present study offer essential implications for language instructors and educational institutions providing technology-integrated courses. Understanding the factors influencing the learners’ perceptions towards the adoption of technological tools in learning is significant for its success. Article visualizations

Creative digital language learning environment: A model to foster creative experiences for language learners

The exponential evolution of the 4IR technology has a profound influence on education including the teaching and learning of languages. Most studies in language learning looked at how technology can and should be explored to provide a better teaching and learning environment ultimately to help improve students’ language proficiency and competency. In contrast, how creativity can be fostered is rarely discussed in this digital context of language learning. Providing a creative learning opportunity in a technology-based language learning environment is therefore essential. We propose a creative digital language learning framework to foster creative experiences for language learners in order to assist the enhancement of their language ability and competency. Relevant parameters of the framework were explored in the literature, which were then validated by experts through interview protocols and by language learners via online questionnaire. Four main pillars of the model consist of the learning community, digital tools, instructional design and assessment. This model highlights the importance of creative learning experience for language learning in a digital environment. This model will serve as a guideline for design of instructional materials, and maximising the use of technology for augmenting and substantiating initiatives and aspiration to elevate learners’ language ability and competence as well as creative ability