Development and evaluation of a multimedia interactive CD: Public speaking interactive media

This paper reports on a study that endeavours to develop a Computer Assisted Learning (CAL) multimedia courseware namely, Public Speaking Interactive Media. This courseware was developed specifically for diploma students undergoing ENG4113 (Business English) and ENG 4153 (Public Speaking Skills) at Kolej Profesional MARA Indera Mahkota, Kuantan, Pahang. The objectives and goals of this study is to develop a CAL courseware which is in-line with the syllabus of the courses using multimedia elements together with the application of behaviorist, cognitive and constructivist learning theories as a basis in the design of the courseware. Moreover, the instructional design and implementation of this CAL multimedia courseware employ active and flexible learning strategies. Utilizing Hannafin and Peck’s Design Model, this courseware was developed using Macromedia Director and Macromedia Authorware to ensure that multimedia elements and simulations can be fully integrated. The findings of the study revealed that the courseware fulfilled its objectives in aiding students in comprehending the concept of public speaking skills better by using multimedia elements. In addition, the courseware is in-line with the syllabus and has incorporated the theories and strategies intended successfully

English for Specific Academic Purposes Mobile Learning Framework for Technical and Engineering Context: A Conceptual Framework

Highly skilled workers promises a nation with high income and the quest for it, highly skilled workers especially in engineering and technical context would pronounce a greater needs for effective language and communication skills. In a macro view of language learning, the English for Specific Academic Purposes (ESAP) serve this notion entirely. The advancement of technology in the field of teaching and learning has given new paradigm to language learners and educators to move on from ‘in-class’ to ‘connected’ and from E-Learning to a more flexible and personalized - Mobile learning. This paper proposes a conceptual framework for English for Specific Academic Purposes mobile learning framework for technical and engineering context which enables language learners in engineering universities learn English through mobile devices. The framework proposed adaptation of eight Mobile Learning and E-Learningframeworks selected from the literature and EAP Need Analysis as suggested by Dudley-Evans and St John [1]. The study proposes modified Delphi technique to confirm the elements juxtaposed and a quantitative study via survey techniques and SEM PLS to verify the framework. The proposed ESAP mobile learning framework would benefits both learners of English in technical universities and language educators cum developers of mobile learning

English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges

The facilitation of English for Specific Engineering Academic Purposes approach at Malaysian technical and engineering tertiary institutions is an effort to revitalise the pedagogical methods of ESL learning and communication skills at the institutions. A close examination on the ESL practitioners’ context has indicated a critical gap between the diversified requirements of skills and sound pedagogical models to determine the practitioners’ quality. In understanding the necessity of the approach, this study aims to explore and investigate the challenges faced by the practitioners in facilitating the approach. The study comprised data gathered from semi structured interviews of 14 ESL experts and an online survey on 42 ESL practitioners in technical and engineering fields. Interview questions for the experts were developed to find out about the challenges and competencies to overcome the hurdles. A self-assessed instrument with a five-Likert scale of importance on the competencies was used to gauge the practitioners’ view onn the approach. Frequencies and percentages, and Braun and Clarke’s (2006) six-stage method of thematic analysis were used to analyse the data. Findings from the both inquiries revealed several challenges which led to the necessity of wider knowledge and understanding of the approach and the prevalent of specific competencies for the practitioners in overcoming the challenges. The practitioners’ competency was substantially indispensable because it could affect their learners’ interest in learning the skills as well as in understanding the content subject.quality agencies to review and specify the requirement and guideline for ESL practitioners specifically those at technical and engineering tertiary institutions

English for Specific Technical and Engineering Academic Purposes: An Analysis on ESL Practitioners' Challenges

The facilitation of the English for Specific Engineering Academic Purposes approach at Malaysian technical and engineering tertiary institutions is an effort to revitalise the pedagogical methods of ESL learning and communication skills at the institutions. A close examination of the ESL practitioners’ context has indicated a critical gap between the diversified requirements of skills and sound pedagogical models to determine the practitioners’ quality. In understanding the necessity of the approach, this study aims to explore and investigate the challenges faced by the practitioners in facilitating the approach. The study comprised data gathered from semi-structured interviews of 14 ESL experts and an online survey on 42 ESL practitioners in technical and engineering fields. Interview questions for the experts were developed to find out about the challenges and competencies to overcome the hurdles. A self-assessed instrument with a five-Likert scale of importance on the competencies was used to gauge the practitioners’ view on the approach. Frequencies and percentages, and Braun and Clarke’s (2006) six-stage method of thematic analysis were used to analyse the data. Findings from both inquiries revealed several challenges which led to the necessity of wider knowledge and understanding of the approach and the prevalence of specific competencies for the practitioners in overcoming the challenges. The practitioners’ competency was substantially indispensable because it could affect their learners’ interest in learning the skills as well as in understanding the content subject

Mind-mapping strategy in process writing approach: Idea extension evidence for introductory paragraph

Extending ideas in essay writing is challenging for many ESL students, let alone the low ones. The students need help writing ideas, even in the introductory paragraph. Mind mapping strategy could help students develop ideas by forming wh-questions using identified keywords. Hence, this research is conducted to determine the evidence of a mind-mapping strategy in extending ideas for writing introductory paragraphs in the Malaysian University English Test (MUET) Writing Task 2 (Extended Essay). Also, it intends to explore the students’ steps in the mind-mapping strategy to extend ideas in the introductory paragraph writing process. The research design is a sequential explanatory mixed-method approach where data were gathered through a needs assessment survey, diagnostic tests, and semi-structured interviews. Process writing activities were designed as a treatment after the survey, and pre-test scores supported the necessity to employ the mind-mapping strategy to the experimental group. Conversely, a control group was formed to contrast the strategy with free writing activities. Test scores of the two groups after eight weeks of the treatment were compared using Klimova’s (2014) writing components. The diagnostic pre and post-test scores on ideas extension showed evidence of the strategy. The qualitative findings also augmented the strategy’s usefulness in five aspects: 1) as an idea generation strategy; 2) using keywords and wh-questions; 3) clear step-by-step processes; 4) improved idea development; and 5) the importance of a good beginning. Further study could expand the strategy’s advantages in idea extension and content paragraph organisation for the MUET writing tasks and other essay writing processes

Adopting Design and Development Research (DDR) Approach in Framing the ESL Preservice Teachers’ Roles and Responsibilities to Teach Writing Skills

This For English as Second Language (ESL) preservice teachers (PSTs), practicum has a pivotal role in their teacher training program. Evidence suggests that practicum is among the important components of assessments for ESL PSTs. During the practicum stint, they will encounter a series of challenges which include anxiety, low teaching performance, and lack of experience and skill to teach. One of the concerns is that they do not have clear understanding of their roles and responsibilities to teach the four language skills namely speaking, listening, reading, and writing skills. In relation to the writing skills, a growing body of literature recognized that it is one of the most challenging skills to be taught to the second language (L2) students. Combining the lack of understanding on roles and responsibilities to teach and the challenging aspect of teaching writing skills, this can affect the PSTs teaching performance. Due to that, this paper proposes to adopt Design and Development Research (DDR) approach to develop a framework of ESL PSTs’ roles and responsibilities to teach writing skills. Following the DDR steps, there are three phases to be carried out which include needs analysis in the first phase, followed by the design and development of framework, and finally, the evaluation of the framework. Each phase will utilize and employ different type of participants, procedures, and analysis. Altogether, the framework is hoped to benefit the ESL PSTs’ teaching performance when conducting writing instruction during their practicum stint in schools

Tenaga pengajar bahasa pantai Timur komited aktif tingkatkan profesionalisme

PEKAN, 21 November 2023 – Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) melaksanakan program Pembangunan Profesionalisme Tenaga Pengajar Bahasa Wilayah Pantai Timur melalui pembelajaran aktif yang merupakan salah satu projek khidmat komuniti di bawah inisiatif program Profesor Turun Padang

Understanding ESL practitioners’ challenges in teaching academic english for technical and engineering purposes

The English for Specific Academic Purposes (ESAP) competencies of ESL practitioners teaching at Malaysian engineering and technical (MTUN) universities is vital in ensuring quality learning and teaching of language and communication skills at the institutions. In understanding the necessity of the competencies, this study aims to explore the challenges faced by the practitioners teaching the skills. The study comprised data gathered from a survey on the practitioners and semi structured interviews of the experts in technical and engineering fields. Findings from both quantitative and qualitative inquiries on the practitioners and experts revealed several challenges; therefore, the necessity of wider knowledge and understanding of ESAP in teaching the context became the prevalent competency for the practitioners in overcoming the challenges. The practitioners’ competency was substantially indispensable because it could affect their learners’ interest in learning the skills as well as in understanding the content subject. The challenges faced by the practitioners call for a specific professional development training to elevate their status and recognition. Subsequently, it implicates the need for the institutions and local quality agencies to review and specify the requirement and guideline for ESL practitioners teaching the skills in a specific academic technical and engineering context

Questioning strategy in process writing approach : Evidence for idea extension in introductory paragraph

Many students at the tertiary level find it hard to have ideas in the introductory paragraph. One way to overcome that issue is by applying a questioning strategy. The convergent parallel design of qualitative and quantitative methods is adopted to collect data through a need assessment survey, diagnostic tests, and face-to-face interviews. Process writing activities were designed after the needs assessment survey findings, and pre-test scores showed the necessity to introduce the questioning strategy to the experimental group. On the other hand, the control group was formed to contrast the strategy with free writing activities. Tests scores of the two groups after 18 weeks of the writing process activities were compared using Klimova’s (2014) writing assessment criteria. The scores of diagnostic pre and post-tests on ideas extension showed that most of the experimental students’ scores were better than those in the control group. The questioning strategy in the process writing approach improved the students’ ideas for the introductory paragraph compared to free process writing. The strategy’s effectiveness could be extended to help students develop ideas and organise content paragraphs

3 daerah di Pahang terima jaringan perkongsian TechTools for Educators

KUALA LIPIS, 1 Disember 2023 – Seramai 85 tenaga pengajar daripada sekolah-sekolah tiga daerah di negeri Pahang berjaya dikumpulkan dalam program TechTools for Educators di antara tiga Pejabat Pendidikan Daerah Maran, Jerantut dan Kuala Lipis dengan Pusat Bahasa Moden (PBM), Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA)