The use of reflective practice towards achieving effective English language teaching at primary schools

The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process

Penggunaan bahan bantu mengajar berteknologi dalam pengajaran dan pemudahcaraan murid Tahfiz Model Ulul Albab (TMUA)

Penggunaan Bahan Bantu Mengajar (BBM) berteknologi dalam pengajaran dan pemudahcaraan (PdPc) telah terbukti dalam meningkatkan keberkesanan pengajaran guru dan pembelajaran murid di dalam bilik darjah. Kajian ini dijalankan untuk meninjau tahap penggunaan BBM berteknologi dalam kalangan guru dan murid bagi program Tahfiz Model Ulul Albab (TMUA) serta persepsi guru terhadap penggunaan BBM berteknologi dalam kalangan guru bagi program TMUA berdasarkan Latihan Dalam Perkhidmatan (LADAP) Pembelajaran Abad Ke-21 (PAK21). Seramai 30 orang guru dan 100 orang murid telah dipilih sebagai responden dalam kajian ini. Analisis data adalah menggunakan perisian Statistical For Social Science (SPSS) versi 22.0. Dapatan kajian menunjukkan tahap penggunaan BBM berteknologi adalah sederhana hingga tinggi namun tidak terdapat perbezaan dalam kalangan guru yang mengikuti LADAP PAK21 terhadap penggunaan BBM berteknologi. Kesimpulannya kajian ini menunjukkan bahawa walaupun guru mempunyai persepsi yang positif terhadap kepentingan penggunaan BBM berteknologi namun tahap penggunaannya masih di peringkat sederhana. Ini menunjukkan bahawa kesedaran dan galakan dalam penggunaan BBM berteknologi perlu dipertingkatkan

The use of reflective practice in teaching: a case study of in-service primary english language excellent teachers

Reflective practice is an important part in the teaching and learning processes. It enables the teachers to observe, evaluate and make changes towards effective practices. The use of reflective practice in teaching allows the teachers to have continuous personality and professional development to cope with the nature of work which is changing rapidly. As a consequence, English language teachers can no longer focus on transmitting pieces of information but they must reflect to help the students to learn more meaningfully. As such, this will enable them to accomplish the demands of education which is to upgrade the learners’ quality in line with the aspirations of the National Education Philosophy. Although, reflective practice is recognised as a part of teaching, not all teachers adapt reflective practices in their teaching due to lack of reflective skills, support and guidelines on how to use reflective practice in their teaching. Therefore, this qualitative case study sought to explore the process of using reflective practice in teaching among six in-service English language teachers from four cluster primary schools situated in a northern state in Peninsula Malaysia based on four research questions. The participants were selected via purposive sampling. Data were gathered in four phases through semistructured interviews, document analysis and field notes to answer four fundamental research questions. The software NVivo 11 was used in managing and analysing data to form emerging themes. The themes were named (a) the nature of teachers’ reflections, (b) the dynamics of teachers’ reflective actions, (c) cognitive, behavioural and working culture impediment clusters and (d) developing self-reflection. A practical framework and set of guidelines were developed based on the findings to propose applicable and practical principles grounded in the Malaysian context for the teachers to use reflective practice in enhancing their teaching practice and improving students’ learning

Exploring the use of Gibbs’ reflective model in enhancing in-service ESL teachers’ reflective writing

While the importance of reflective writing is widely acknowledged worldwide, the lack of exposure to systematic reflective models to enhance reflexivity is a major concern among in-service teachers in many developing countries. This paper presents a qualitative case study that aimed to explore the elements reflected by a group of English as a Second Language in-service teachers through their reflective writing. Specifically, it explored how the in-service teachers wrote reflections before Gibb’s reflective model was introduced to them as well as examined to what extent the systematic model managed to help them write better reflections. This study contributed to the body of knowledge on reflective writing among in-service teachers. Gibbs’ reflective model was introduced as a systematic framework to guide their reflective writing for eight weeks. Multiple methods such as semi-structured interviews, reflection logs and field notes were collected and thematically analysed. The findings indicated that the teachers managed to write better reflections on their teaching after using the model. The teachers reported that Gibb’s reflective model provided clearer guidelines for writing reflection, minimized difficulties in the evaluation and analysis of their teaching, and provided a space for thinking about their action plans. Gibbs’s reflective model can be used as a tool to enhance ESL teachers’ reflexivity and professional development. Keywords: English as a second language, Gibbs reflective model, in-service teachers, primary school, reflective writin

Using liveworksheet as an outline teaching platform to evaluate students' listening skills

This research used a liveworksheet platform to assess students' listening abilities and viewpoints. As a result of the COVID-19 epidemic affecting schools, we need appropriate media, particularly for listening skills, and one of the best venues is liveworksheets. As a result of Liveworksheet's numerous valuable features and its novel, interactive platform, online students are more engaged in assignments that need them to demonstrate their listening abilities. This research employs a quantitative approach, testing survey instruments via questionnaires. A total of 55 kids from Junior High School's 2nd grade participated in this research. Students' listening skills improved significantly after using liveworksheet, as shown by the results of the pre-and post-tests. Fiftyone percent of students strongly agree that listening lessons are essential, 45 percent strongly agree that the liveworksheet is an effective platform, 44 percent strongly agree that the platform needs to be maintained, 43 percent strongly agree that liveworksheets are the expected media, and 40 percent of students strongly agree that liveworksheets are easy to access media for listening skills. According to these findings, students' listening abilities improved as a consequence of using the liveworksheets platform

Digitalize storytelling to enhance critical comprehension abilities, critical, thinking abilities, and self-oriented learning abilities

In this present study, the current research investigated the influence of digital storytelling (DTS) on the development of appropriate reading abilities, ability to think critically, and self-operating learning abilities among aspiring. The following equipment were utilized to achieve these goals: a conventional pre and pro-exam in analytical reading comprehension, a critical reasoning abilities scale, and a self-oriented scale of identity education questionnaires. It has been decided to utilize a quasi-study research approach in this study. The findings of two independent t-tests demonstrated that critical analysis abilities, critical reasoning, and personality abilities all increased considerably in the experimental categories when compared to the control. Because of this, it is advised that instruction be considered a suitable fit for learners from underserved areas in the context of online proficiency and technological expertise. Furthermore, web-based instruction should be utilized with caution to meet the community's demands and to replace a genuine gap infield in learning languages to build holistic educational abilities, which are now lacking