Arising reading patterns in understanding literary texts

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability

The use of portfolio as an assessment tool in the Malaysian L2 classroom

This article focuses on the use of portfolio as an assessment tool for learning in two Malaysian secondary ESL classrooms. Participants included nine experienced lower and upper secondary school classroom ESL teachers who had utilised portfolio as an assessment tool in their classrooms. A qualitative research design was employed within the interpretive research paradigm as to provide an in-depth description of ESL teachers’ understanding of the use of portfolio as an assessment tool in the classroom. The interview data were used for triangulating data obtained from the classroom observations. Data collected through both techniques were transcribed and analyzed manually. The nine ESL teachers reported that student’s self-reflection and self-assessment helped them to improve their instruction in the classroom. Moreover, the ESL teachers found students showed progress in learning via supplementary exercises which were assessed and then graded. The teachers disclosed that the core features of a portfolio assessment include purpose, content and structure which were considered crucial to bring about effective results of student learning. The qualitative findings contribute to a better understanding of the use of portfolio as an assessment tool and have some implications for teaching and assessment

Portfolio as an assessment tool and its implementation in Malaysian ESL classrooms: a study in two secondary schools

This research presents the findings of a study relating to portfolio as an assessment tool and its implementation by English as Second Language (ESL) teachers in two secondary schools. Participants included nine lower and upper secondary school classroom ESL teachers. The research design was qualitative in nature as there was a need to immerse in the classroom to witness and observe the portfolio assessment process carried out by the ESL teachers. The interviewing technique was used for triangulating data obtained during classroom observations. Data collected through both techniques were transcribed and analyzed manually. The nine ESL teachers involved felt that the current assessment methods were insufficient for measuring student learning as students focused on memorization and studied merely for examination rather than the acquisition of knowledge. Significantly, the teachers divulged that when students are engaged in portfolio assessment, they become less examination oriented and are able to take charge of their learning. The teachers reported that although the implementation of portfolio as an assessment tool involved major investment in time, they proved to be valuable and conducive tools for individualizing the learning process and in documenting student progress and achievement over time. Findings from this study recommend that portfolios drive instruction by assisting teachers to identify student needs by matching instruction to needs and assessment to instruction. The results have clear implications for assessment, and the teaching and learning of second language learning

Conceptual approach to cooperative learning: its Effect on the Learning of Conceptual Approach among the Pre-service Biology Teachers

This study aims to establish the effectiveness of a Conceptual Approach in enhancing the learning of Conceptual Approach to cooperative learning among 27 4 th semester pre-service Biology teachers in science teacher education. Accordingly, the Conceptual Approach employed in this study entails the incorporation of its five essential elements, namely positive independence, individual accountability, group processing, social skills, and face-to-face interaction into the context of problem solving within a cooperative learning setting. The research design employed was that of a triangulation mixed-methods design which provides a fuller and deeper understanding of the phenomenon at hand. The quantitative method used was that of one-group pretest-posttest design whereby a pretest was administered before the intervention while the posttest was administered after the three-hour intervention. Meanwhile, the qualitative method involved the generation of lesson ideas incorporating the Conceptual Approach so as to illuminate what has been learnt by the pre-service Biology teachers. The findings indicate that the analysis of the pretest and posttest data using paired samples t-test yielded a t of-17.90 which was statistically significant (p < .001). The analysis of the qualitative data consisting of lesson ideas generated indicates that the pre-service Biology teachers had an adequate grasp in that they were able to incorporate, albeit at differing frequencies, the five essential elements of Conceptual Approach within the 5E Instructional Model. The results are discussed in terms of how the key findings relate to other studies and also in terms of the pedagogical approach germane for teacher education. Implications for future research are also delineated

Gender perceptions of benefits and challenges of online learning in Malaysian ESL classroom during COVID-19

The current study aims to investigate students’ perceptions of the benefits and challenges of online learning implementation in ESL classrooms and how gender differences influence their perceptions. Participants were 60 undergraduate students from a private university in Perak, Malaysia, who enrolled in English language courses taken during the shift to online learning at the institution. The study utilizes a quantitative approach where data were collected using an adapted questionnaire in the form of Google Form. Data collected were analysed with independent samples t-test using the SPSS software. Overall, the majority of the students agreed that the implementation of online learning posed challenges for them. The students, however, showed unbiased opinions towards the benefits of the online learning implementation in the ESL classrooms. Based on the analysis, the study found that gender differences do not influence the students’ perceptions of the benefits and challenges of online learning. The findings indicated that students do face difficulties in learning online and that there is a need for the lecturers to improve the teaching practices and strategies for online learning. The institution management is also recommended to provide better resources and technical support for effective online learning

Cohesive Devices in EFL Students’ Essays and Problems Encountered during Writing

The research investigated the cohesive devices used in EFL students’ recount texts and the problems encountered during their writing. 33 high school students’ essays were analyzed, and the students were interviewed. The findings showed that all five types of cohesive devices appeared in the students’ writings, with reference the most, followed by a conjunction, lexical cohesion, ellipsis, and substitution the least. Three types of cohesive devices were identified as problematic to the students: conjunction, reference, and lexical cohesion. Four reasons were further found for the students’ difficulty in using the cohesive devices: pure error, absence of knowledge, overuse, and lack of writing practice. These findings may give new insights for language teachers in the attempt to understand the causes that lead to cohesion problems in students’ writing so that proper measures can be taken to address them and improve the quality of their writing generally.

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

This study was carried out to uncover the pedagogical gaps by characterizing the teaching practices of chemistry within a teacher education institution and subsequently, identifying the prevalent, non-prevalent and unobserved teaching practices. Accordingly, this implementation study employed the classroom observation method. The one-semester implementation of 11 chemistry lessons of a university lecturer was observed using a psychometrically-validated observation checklist comprises 50 items or indicators that measure six principles (dimensions). The use of the observation checklist entails checking whether each indicator is observed or otherwise during classroom observations. With a frequency of more than 25% to be considered prevalent, the findings indicate that the lecturer prevalently “maintained a scaffolding of instructional alignment” (62.5%), “offered quality learning environments, resources, and technology” (57.1%), and “promoted positive beliefs, attitudes, and behavioral patterns” (54.5%). However, it was a non-prevalent practice in “encouraging intellectual curiosity” (8.3%), and “promoting an atmosphere of critical thinking and inquiry” (14.3%). The practice of “offering a varied learning atmosphere” was, regrettably, non-existent (0%). The pedagogical gaps uncovered are discussed in terms of the needed customized staff development on teaching and learning in teacher education, particularly the content coverage of pedagogy (or teaching models), and the pedagogical coverage of pedagogy

Exploring ESL learners' reading test taking strategies

This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions

Reaching Out to Group Contingencies in the ESL Classroom

The most significant task for a teacher is to keep students engaged in the classroom. Teachers can use group contingencies like independent, dependent, and interdependent to assist students in being more involved in classroom tasks. This study identifies the effects of group contingencies in regulating students' engagement in ESL classroom tasks. Samples comprise 27 Form 4 mixed-ability students from a secondary school in Selangor, Malaysia. The research used a mixed-method approach that included both quantitative and qualitative methods. The findings revealed positive motivation, task retention, and teamwork promotion outcomes. Student behaviour was found to have a detrimental impact, particularly among the weaker students, who were boisterous and essentially riders. Interdependent group contingency has been determined to be the most successful method for regulating student engagement in ESL classes. This study suggests that students be divided into interdependent groups to ensure that classroom evaluations be done independently within the allotted time. It also has a good impact on the students' motivation and teamwork

Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners’ views

Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners’ views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students’ learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT