The usage of computer integrated classroom (cic) technology tools in the study of interactions of knowledge construction among esl pre-service teacher

This paper takes a glimpse at the possible tools for collecting data on interactions of knowledge construction among ESL pre-service teacher. The main tool identified to compile the data collection of the study is a customized of computer integrated classroom (CiC) system. For that purpose, a pilot study on computer support face to face peer response using CiC was trialed with a group of students enrolled in a Microteaching course at the Faculty of Education, University Technology Malaysia. CiC was explored to see whether the system could facilitate both modes of synchronous interactions: text-based reporting and verbal interaction. With the assistance of software and hardware integrated in CIC, many computer supported collaborative learning activities could be carried out by ESL pre-service teachers such as recording, storing, retrieving, and monitoring of user profiles’ activities, learning materials and interactions

Oral English development in virtual class among Chinese learners through three ways of talking

Chinese learners are poor at oral English owing to a lack of practice. There is a high demand for opportunities to practice oral English effectively. This study investigates the use of three educationally significant ways of talking to Chinese learners' meaningful oral English development in one-to-one Computer-and Internet-Based Virtual Classes (CIBVC). It is a qualitative case study including two sets of data that contain 64 video-recorded lessons. One set of data are 32 class recordings from one participant as the primary data and the other are from another four participants as the supplementary data. Thematic analysis is employed to carry out this study and computer-assisted qualitative data analysis software is utilized to assist. The findings of this study discover effective ways of using the three ways of talking to conduct oral English teaching and learning practice. The results contribute to research into relating authentic communication in CIBVC to the discovery of effective oral English practice. Obtained practical implications are valuable references as predictors of successful teaching and learning outcomes

Developing online community: where does teacher practices fit in?

Developing communities is one of the main emphases tertiary institutions have due to the potentials of community. Its potentials in the academic domain or professional domain have been established by Brindley, et al. (2009), Gratton and Erickson (2007) and Palloff and Pratt (2005). Other researchers have also indicated that community can enhance quality of interaction (Salmon, 2004) because it enhances “the flow of information among all learners, the availability of support, commitment to group goals, cooperation among members, and satisfaction with group efforts” (Rovai, 2001:33). Picciano (2002) has also pointed out it affects academic performance and coursework completion. The professional domains also capitalise on community diversity in terms of knowledge and experience to realise workplace’ initiatives (Adler and Heckscher, 2006). With the provision of online learning environment (OLE) at tertiary institutions, developing a community is becoming more viable because teachers are able to plan and orchestrate instructional experience, assess and make changes in situ to support the development of online community so that interaction among students are promoted and students

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

E-practices in developing community in online ESL learning environment

Arguably, online language teaching and learning entails developing and sustaining community. Online community can serve as a rich source for opportunities for language learning and language use, and ensure persistence of language learners in the online environment. Given that bringing a language class online does not necessarily develop community, this study investigated how a community was developed in an online English as a Second Language (ESL) learning environment. Specifically, the e-practices of one online teacher and 25 ESL learners populating a microsite in MyLinE (Malaysia Online Resources for Learning in English) were explored using interviews, teaching journals, observations, online documents, and surveys. Evidence suggested that the community was developed due to the prevalence of self-disclosure in the online learning environment where the affordances of the online forums were tapped in providing a range of opportunities for self-disclosure to develop shared repository and nurture social connections

Cognitive, Social, and Teaching Presences among Postgraduate Students on the Mobile Instant Messaging Platform

This study examines the portrayal of cognitive, social, and teaching presence among postgraduate students using mobile instant messaging in a fully online learning environment. Understanding the portrayal of these presences can help researchers to gain insights into the specific dynamics of these presences and develop strategies to optimize the learning experience among postgraduate students. However, a lack of evidence on how cognitive, social, and teaching presence is portrayed in this platform makes it difficult to identify possible gaps where postgraduates may need more assistance. This study conducted a qualitative content analysis of 2074 messages from four groups on WhatsApp’s mobile instant messaging application. From the research, 68% of the messages demonstrated social presence, 25% teaching presence, and 7% indicated cognitive presence. The cognitive presence on WhatsApp was the least demonstrated, as students preferred rich mediums like video conferencing to engage in discussions that require higher-order thinking skills. Future research can consider analyzing how students show presences using multiple mediums and explore how cognitive, social, and teaching presences are dynamically interplayed in different mediums using a qualitative approach

Validating a conceptual model of affective mediation digital training for training of trainers (TOT) in education through expert reviews

Training on affective mediation to TOT using digital tool is needed to motivate trainers to learn. However, to develop a digital training tool that will meet the training’s objectives has require a model to be based on. Thus, this paper describes the validating procedures on a conceptual model of affective mediation digital training for TOT in education through expert review. This study has contributed to the body of knowledge in term of education setting, technology development and practical use of the digital training for TOT in education in Malaysia. Moreover, this study has also contributed to the affective mediation development of working tool of digital training for TOT in education

Exploring affective mediation digital training model for training of trainers (ToT) in education

Affective mediation in education setting is crucial in order for learners to enhance their motivation to learn, thus will encourage the learners to enjoy the teaching and learning session. Due to its capability therefore the purpose of this paper is to review and examines affective mediation digital training model for ToT (Train of trainers) for the past seven years (2009-2015) and seeks how affective mediation can be implemented in digital training for ToT in education.Ten papers were selected based on the digital training model for ToT in education and this study is related and scoped in Malaysia context.This paper was reviewed based on the components, elements as well as the theory and approaches that are adapted by researchers in their experiment.This study has contributed to the affective mediation development of working model of digital training for TOT in education

Virtual communities in an online english language learning forum

This study aims to shed light on the prospect of MyLinE (Malaysia Online Resources for Learning in English) as a platform for development of virtual communities of practice. Students discussion threads (DTs) in Lounge were explored to answer the following questions: (1) Are the discussion threads task-oriented? What are the tasks?; (2) What social structure patterns can be found from the discussion threads?; and (3) What are the shared resources that emerge from the interaction between participants? This study adopted a descriptive approach of document analysis whereby its main goal is to provide a detailed description of the patterns that emerged from the data. Specifically, interactional analysis was conducted to provide answers on the emergence of community. In addition, depth thread measure of 6-levels was also adopted to determine the quality of interaction. The findings of this study accentuated three features: (1) task-orientedness, (2) social structure patterns and (3) shared resources. Based on the interactional analysis done on DTs, six speech acts were also identified which indicated conversational exchanges between the participants. From the data, two types of discussion patterns were identified. The first was an intensive discussion that took place in a short period, and the second pattern identified was a discussion that stretched over a long period with long gaps between posts. From the data, participants were found to share three resources, which are (1) a shared idea of politeness, (2) a shared manner of expressing opinion and (3) shared manner of supporting opinion by using personal experience