Students’ self-reflections of own participation in English language oral class

The English language learners’ needs changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Learners are expected to use the English language in daily communication and to learn the workplace English language communication skill. Due to this demand, language lecturers at higher institutions are expected to assist English language learners to use the language fluently rather than to concentrate heavily on form. Nevertheless, instigating speaking activities in Malaysian classrooms has never been easy and successful. This research was conducted with an aim to identify the underlying factors that motivate or demotivate students’ participation in an English oral classroom. The data were qualitatively collected via students’ self-reflection reports on their own participation in the English language oral class. It was found that teacher’s personality traits, students’ communication skills, learning environment, students’ motivation, self-confidence and topical knowledge, and fascinating discussion topics play significant roles in students’ participation in the English oral class. Thus, these findings could guide language teachers to consider relevant and creative oral activities to encourage students’ active classroom participation

POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-31

Self-access learning programme: analysing students' language learning needs and evaluating learning metarials

Today's job market does not only demand for graduates who are knowledgeable but who are also skilful and versatile. To help students to be equipped with the necessary skills, the Department of Modern Languages has incorporated Self-Access Learning(SAL) programme into its English proficiency courses. Since the Self-Access Learning programme is still quite new to the Malaysian student, a research was carried out to: i) to investigate and gauge students attitude towards Self-Access learning programme, materials used and Self-Access Learning laboratories, including the ways in which it affects students learning, and ii) to identify areas where the programmes’ design and execution can be improved. About 1200 participants who took part in the programme were asked to fill up the questionnaires, needs analysis and learning contract for the self-access learning programme that they went through. Analysis on the feedbacks received from the students showed that the self-access programme was beneficial and have helped them developed interests in learning English and encouraged them to be active learners. The feedback also revealed several areas which need further improvement. With regard to the self-access learning materials, the feedback given was not very positive as they suggested that the materials should be more attractive and interesting with more attractive designs for the future. These feedbacks were essential because they provide useful information that reflect i) the overall quality of the programme, ii) the effectiveness of the Self-Access Learning, and iii) the areas that need improvement as well as loopholes or weaknesses. Besides that, it also proved the students readiness for autonomous learning and this readiness can be optimised for the benefit of both the students and lecturers

Sonar assistive device for visually impaired people

An affordable sonar assistive device was developed to facilitate the visually impaired people to walk inside or outside their homes. The device uses a sonar technology where each ultrasonic sensor consists of a transmitter and a receiver. The transmitter will transmit a signal to an obstacle in front of it and when the signal reaches an obstacle, the signal is reflected back. The reflected signal is then received by the receiver. The system of Arduino Pro Mini will then evaluate the echo to identify the presence t of the obstacles. This ultrasonic sensor can detect obstacles as far as 4 meters. Hands-on testing was conducted to identify visually impaired people needs and to provide them an opportunity to use the device. The users were interviewed to find out about their experience. The results clearly show that 90% of the users were satisfied with the features of the device and they were also confident of using the device to detect different types of obstacles

Gravitational search algorithm optimization for PID controller tuning in waste-water treatment process

This paper presents a new approach of optimization technique in the controller parameter tuning for waste-water treatment process (WWTP) application. In the case study of WWTP, PID controller is used to control substrate (S) and dissolved oxygen (DO) concentration level. Too many parameters that need to be controlled make the system becomes complicated. Gravitational Search Algorithm (GSA) is used as the main method for PID controller tuning process. GSA is based on Newton's Law of Gravity and mass interaction. In this algorithm, the searcher agents survey the masses that interact with each other using law of gravity and law of motion. For WWTP system, the activated sludge reactor is used and this system is multi-input multi-output (MIMO) process. MATLAB is used as the platform to perform the simulation, where this optimization is compared to other established optimization method such as the Particle Swarm Optimization (PSO) to determine whether GSA has better features compared to PSO or vice-versa. Based on this case-study, the results show that transient response of GSA-PID was 20%-30% better compared to transient response of the PSO-PID controlle

Exploring the use of learning contracts for language learning

Although the concept of learning contracts is not new, it is only recently that the potential of this strategy has been recognized at the tertiary level education. It has gained some interest among language educators to use it as a way to encourage learners to be more involved in their learning. The rationale for using learning contracts in this study is based on the view that the learning contract allows the students to structure their own learning and become active participants in the educational process. Positive outcomes from recent studies reaffirmed that the learning contract is worth investigating as a strategy for promoting autonomy in language learning. This paper will explore the viability of using learning contracts among undergraduate language learners. First, it will examine the relationship between learning contracts, the attributes of resourcefulness and independent learning in developing autonomous language learners. Next, it describes the pilot study that was undertaken at a City Campus. Lastly, it will discuss the implications if language learning contracts are implemented at tertiary level

Students’ Views On The Lecturers’ Delivery Of Lesson

The ability of the lecturer to deliver a good and clear lesson is essential as it would help the process of understanding the lecture. By right, a lecturer should have practice good lesson delivery behaviours in his/her classroom. Hence, the study is to evaluate the Universiti Teknologi Malaysia (UTM) TESL students’ views on the level of the lecturers’ ability to exhibit clear and comprehensible lesson delivery using the specific elements of teaching behaviours. Apart from that, this study also seeks to examine the possible effects of clear lesson delivery on TESL students. It is also to obtain suggestions on how the lecturers could improve in lesson delivery in the future. The research instrument used is the questionnaire to collect the data from Year 1, 2, 3 and 4 TESL classes. The findings are then discussed according to the research questions. It was found that (1) TESL students were mostly agreed that their lecturers’ lesson delivery is clear by practicing specific elements of clear teaching behaviours which are answering students’ questions wisely, giving clear and precise explanation, providing additional information and describing the work to be done by the students, (2) lecturers’ clear lesson delivery give vital impacts on TESL students which are getting important main points, reducing frustration and increasing satisfaction and lastly (3) the suggestions by TESL students for improved lesson delivery by assisting students individual help, organizing materials in a systematic way and providing illustrations. It is hoped that the research findings could help the future research and benefit the readers, the lecturers and the newcomers to the teaching field

Perceptions of students and lecturers towards the self-access english language learning (SAELL) approach and programme : a case study

The purpose of this study was to investigate the perceptions of students and lecturers towards the Self-Access English Language Learning (SAELL) approach and programme at a tertiary institution in Malaysia, i.e. the Discovery Institution. In this study, the students' and lecturers' beliefs and attitudes, views on the '4ELL approach, and views on various factors relating to the SAELL programme were examined and compared. ?. ' Data were gathered using the questionnaire and semi-structured interview. A total 271 students and 37 English language lecturers participated in the questionnaire survey, b d out of these, 51 students and 12 lecturers were involved in the interview sessions. The data obtained were analysed separately but they were later used for purposes of comparison. These data were also supported by documentary evidence and the researcher's ethnographic knowledge of the research contest. The findings were then compared and contrasted to find out if the students and lecturers had the same perceptions of the SAELL programme. , The study found several factors influencing the students' and lecturers' perceptions towards the SAELL approach and programme. The factors were their views on English language learning, the lecturers' roles as English language educators, the institution's English language courses and programmes, and the SAEU materials, facilities and equipment. Other influencing factors included their learning experiences, study approaches, ability to learn independently, knowledge of the SAELL approach, acceptance of the SAELL approach and programme. ABSTRACT I The study implied that: (1) the students and lecturers should be given training on the SAELL approach, (2) the SAELL programme should be better-planned and managed, (3) the SAELL programme should be introduced to all the institution's student population, and (4) the SAELL programme is a good channel for students to learn and improve their English language proficiency levels and learning skills

Leading the proverbial thirsty horse to water: ESL learners’ experience with language learning contracts

There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning

The Feasibility Of ‘Tell Me More’ Oral Activities In Developing UTM Students’ Speaking Skill

English speaking skill is becoming more important among university students. Through the Faculty of Management and Human Resource Development (FPPSM) UTM, the Self-Access Learning is introduced into the English proficiency courses. Tell Me More is one of the software that provides the activities for the students to improve their English speaking skill. The use of this software inspired the researcher to find out its feasibility in developing UTM students’ speaking skill. A total of 70 students who were involved in the research were asked to fill up the questionnaire. As a whole, students agreed with the use of Tell Me More in helping them to enhance their English speaking skill. The feedbacks received provide useful information about i) students’ perception of the Tell Me More oral activities, and ii) the problems that students faced while using the software. Apart from that, the researcher has given a few recommendations that can be used for the future research which related to the topic of this study