English for Art Communication to Enhance Quality Programs

AbstractEnglish-medium instruction has become a common approach to increase the international isation opportunities of academic institutions. This article presents the results of a survey (N=80) and a focus group discussion to identify students’ attitudes toward specialized English for art, and their experiences and challenges regarding English-medium education. The findings showed that communication and understanding were the challenges that concern the nonnative students in the focused international institution. The study also indicated that senior students have higher awareness of their need for specialized English than freshmen. The paper confirms the significance of English for Academic Purposes (EAP) instruction for students and recommends an on-going communication and academic writing courses to contribute to the quality of international art communication

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

The Role Of Reflection In The Network-Based Microteaching

This study investigated the perception of TESL trainees toward peers’ reflections, combined with the role of reflection on the use of digital language lab in order to teach effectively in a network-based environment. Nine students participated in a regular micro-teaching course on writing and presenting their lesson plans. In educational teaching class trainees were prompted to reflect on their micro-teaching process. In this study the role of reflection was investigated and teacher trainees tried to consciously evaluate their activities in the microteaching classroom. Since ‘reflection’ provided this opportunity for teacher trainees to be more self-oriented in the educational teaching forum, this study aimed to find the advantages and disadvantages of writing reflections from teacher trainees’ perspectives

An analysis of ESL students’ multimedia project work: a case of language transfer

This study seeks to investigate the case of language transfer by using an analysis of errors adopted from Elliott (1983) towards ESL students’ Multimedia Project Work saved in CDs. The data for the study were obtained from six sets of CDs produced by the group of previous ESL students from Faculty of Computer Science, Universiti Teknologi Malaysia Skudai for their English for Academic Communication course (UHB 1412). The CDs were analyzed via checklist in order to identify the types of errors and patterns of the errors made. The analysis of the students’ Project Work has shown that there are twelve types of errors that are closely related to the case of language transfer. Verbs contributed the highest percentage of errors in this study while the infinitive-to is the lowest. Errors are unavoidable in learning a second language. Subjects tend to make errors in this area as indication of their confusion of both languages. Therefore, they tend to use their knowledge of first language to cope with the insufficient knowledge of a second language. Moreover, the analysis also indicates that the subjects faced two categories of errors that are known as Intra-lingual errors and Inter-lingual errors due to conscious and subconscious transfer. Analyzing these errors would give insights into the reasons for the language transfer or interference underlying the occurrence of these errors as pedagogical implication that could help students to improve their knowledge on both Languages (L1 and L2)

Participation In An Online Forum: A Case Study Of UTM Students

Virtual world or environment such as Online Forum is one of the predominantly text-base asynchronous Computer Mediated Communication (CMC) tools. Since early 1990s, Online Forum has generated much interest among second language researchers. However, to date, not many studies have focused on Online Forum as a platform for language learning. For the purpose of this study, in UTM, a fully-fledged virtual forum called MyLine, was chosen and analyzed to benefit students in their language learning and communication skills. This study began investigating on the nature of interaction among students in online forum, the factors that influences students’ participation and language use within the electronic medium and finally on the reasons for their participation. Data were gathered through online observation and questionnaire. Content analysis was also done on the messages posted. Through the data collection, it was found that there are some patterns of interaction between the students. Besides that, there are a few factors that influenced students’ participation such as accessibility of Internet, speed of access and their computer skills. There are a few patterns of language used in online forum which influence the students’ language use. In particular, most of the students participated in online forum because i) the topics discussed are interesting, ii) coursework mark given by lecturer and iii) online forum motivate them to communicate by improving their language. Thus, MyLine forum is an affective medium to provide equal opportunity to second language learners with different levels of proficiency to participate without hesitant

Understanding reading in English: an analysis of students’ project work

This study attempts to investigate the students’ understanding of reading in English by analyzing the students’ project work. The objectives are to know the skills in note making the students used to assist in their understanding of reading text and how the note making help them in writing a summary. This study also looks at how the students’ proficiency in English help them in understanding their reading material. Data were taken from the project work made by the students. The project work requires the students to read a piece of reading material, make notes on the reading material and write a summary of the reading material based on the note making that they have made. The students who did the project works were from the TESL and Civil in Education course in Faculty of Education in UTM. The findings show that most of the students employ some type of skills in note making. These skills are; using linear and non-linear form of note making, clear organization of idea, using simple words in the note making and also sufficient content. In addition, the students’ proficiency in English also plays a role in understanding English. This study aims to help the students in their reading of English as a Second language by providing the skills that are useful in note making that can assist in understanding reading in English. It is also hoped that teachers of English as a Second language will benefit from the study where they can use the skills provided in their language learning classroom

Interaction on the network: A case of PennMOO among ESL learners

This qualitative case study investigates the interaction of six ESL learners on PennMOO, a text-based, networked, virtual environment at the University of Pennsylvania. Data were gathered through participant-observation conducted within that virtual world by being on-line and in the same virtual room with the participants. The findings show that despite being in written form, participants interacted actively and effectively in the target language in situations which resembled face-to-face interaction. The hypertext and synchronous features of PennMOO allow the participants to naturally participate by interacting with others, manipulating the environment, and playing with language. Results suggest that the environment in PennMOO offers opportunity for real conversation and allows participants to tap their learning potential and to interact actively as a speech community

Interaction on the network: A case of PennMOO among ESL learners

This qualitative case study investigates the interaction of six ESL learners on PennMOO, a text-based, networked, virtual environment at the University of Pennsylvania. Data were gathered through participant-observation conducted within that virtual world by being on-line and in the same virtual room with the participants. The findings show that despite being in written form, participants interacted actively and effectively in the target language in situations which resembled face-to-face interaction. The hypertext and synchronous features of PennMOO allow the participants to naturally participate by interacting with others, manipulating the environment, and playing with language. Results suggest that the environment in PennMOO offers opportunity for real conversation and allows participants to tap their learning potential and to interact actively as a speech community

Social and communication skills in english through virtual or simulated environment

Virtual world or environment such as MOO (MUD- Multi-User Domain,Object Oriented) is one of the predominantly text-based synchronous Computer Mediated Communication (CMC) tools. Since early 1990s, MOO has generated much interest among second language researchers. However, to date, not many studies have focused on the impact of using MOO on face-to-face communication skills. For the purpose of this research, in UTM, a full-fledged virtual university called UniTekMOO, was developed and regularly updated to benefit the students in their English communication skills and specific areas of study. With the construction of the virtual campus of UnitekMOO, this study began investigating on the effects of MOO on learners’ communication skills and on their attitudes towards English language learning. Data were gathered through participant observation (done virtually), classroom observation, questionnaire and online interview. Content and conversational analysis were also done on the MOO chatlogs. Through interviews and questionnaires, learners believed that their interaction experiences within the MOO had improved their communication skills. In particular, more than half of the students felt that their interactions within the MOO environment have i) boosted their interest in learning English, ii) helped improve their spelling, and iii) increased their confidence in face-to-face interactions in English. We would recommend that the UnitekMOO be made available to students to practice using the target language as activities to complement their regular English proficiency classes