The effects of explicit vocabulary instructions on secondary ESL students’ vocabulary learning

This study intends to investigate the effect of explicit vocabulary instructions on students’ vocabulary learning in Perak. A quasi-experimental research design was employed, and the scores of the pre- and post-tests were analysed using independent sample t-test, paired sample t-test and descriptive statistics. The score comparison and total improvement scores in percentage were also presented. The questionnaires in the student’s feedback form were analysed descriptively in terms of their mean scores and standard deviation. The qualitative data from the semi-structured students’ interview was transcribed, categorised and coded by using content analysis. The paired sample t-test results were (t=-17.85, df=29, p<.05) for the experimental group and (t=-4.85, df=29, p<.05) for the control group. Based on the results, the experimental and control groups improved significantly (p=.000*) in the post-test with a mean difference of 15.62. Thus, the use of different techniques of the explicit method is effective in helping learners to acquire target words. A longitudinal study is recommended to observe the effects of the explicit method of vocabulary instructions if longer time is given for the learners to learn the target words. Such work will indicate whether longer learning period results in better vocabulary knowledge or not. This research extends value in the field of vocabulary learning because it can be used to carry out further investigations in improving the students' ability to learn new words. A possible global extension of this study should be conducted to further determine the power of explicit or other novel vocabulary approaches in advancing students’ vocabulary prowess

Criteria in English language textbook evaluation checklists: a systematic review

The systematic review was carried out to examine evaluation criteria in textbook evaluation checklists used to evaluate ESL/EFL textbooks around the world and to identify gaps and additional criteria that could be included in future textbook evaluation checklists to meet the demand of current teaching and learning situations. Two databases - Scopus and the Web of Science - were explored to collect data. Primary searches between 2011 and 2021 revealed 92 studies dealing with the topic under investigation. After scrutinizing abstracts and removing duplicates, 36 studies were retained for further analysis. A thematic analysis was conducted to derive themes for the criteria enlisted in these studies. The themes of criteria that emerged were: (1) practical considerations; (2) layout and design; (3) language skills; (4) language activities and tasks; (5) topic/subject of the content; (6) appropriateness for students; (7) cultural considerations; (8) supplementary materials; and (9) fitness with the language program aims and objectives. It is recommended that future textbook evaluation checklists could focus on criteria that relate to an ESL/EFL textbook’s relatability to its users, especially in terms of its culture representation, its ability to enable self-study, and a wider integration of technology, especially in the era of online distance learning which is expected to stay even if the COVID-19 pandemic subsides later

Revisiting PULSE 2 Textbook after Three Years: Have Teachers Changed Their Mind?

The present study aims to further explore Malaysian secondary English teachers’ perspective on the use of PULSE 2 in their language classrooms, after three years of its introduction in Malaysian secondary schools. The study is qualitative in nature, employing semi-structured interview as the approach for data collection the data. However, due to the Movement Control Order (MCO) the study was conducted through a Mobile Instant Messaging (MIM) application, WhatsApp. ATLAS ti. was employed to perform the content analysis to the collected data. The findings revealed that the respondents preferred to use imported English textbooks with local modifications in their language classroom.&nbsp; Most of them also felt that the level of the language content and skills offered by PULSE2 did not match with their students’ abilities. They also reported grouses about the difficult foreign content of PULSE 2, which indicated that they have yet to change their mind about it even after using it for three years. It is suggested that relevant stakeholders such as the Ministry of Education Malaysia (MOE) to review the use of imported textbooks such as PULSE 2 in Malaysia, as this will bear an impact on the creation of the country’s version of the Common European Framework of Reference for Languages (CEFR) called ‘CEFR-M’ as projected in the on-going English Language Education Reform in Malaysia by 2025. Not only that, selecting a textbook that is relatable, localized, and matches the students’ level is crucial in this COVID-19 era, where the new normal in education forces learning to be done remotely. Inevitably, there will be students who are less privileged, and&nbsp; their only hope to gain access to continuous education is through a textbook that can easily be used for self-study and is readily available, without having the needs to have access to advanced technological devices

THE USE OF GOOGLE CLASSROOM AMONG SECONDARY SCHOOL TEACHERS

Background and Purpose: The use of technology in school classrooms and other innovations in teaching has become very crucial in the education field. Google Classroom is one of the technology innovations which has been developed to allow teachers and learners to meet up virtually to promote an interesting teaching and learning experience. In this present study, this paper outlines the results of a survey which was carried out to identify the factors the intention to use Google Classroom among secondary schools’ teachers in Kinta Selatan District in Perak. The study investigated the different parameter which contribute directly to teachers’ intention to use Google Classroom which are technical support, attitude, perceived ease of use, perceived usefulness, and technological knowledge. &nbsp; Methodology: The sample consisted 216 government secondary schools in Kinta Selatan District. A self-administered questionnaire was distributed to the participants with the assistance of the principals of the schools. &nbsp; Findings: The result of the study revealed that the variables of attitude, perceived usefulness and technological knowledge have a significant effect in the intention to use Google Classroom. As far as technical support and perceived ease of use are concerned, the relationship with intention to use Google Classroom was found negative. &nbsp; Contributions: This study contributes to the area of Google Classroom use for education since it may be used to do future research into how to improve teachers' abilities to teach more effectively using Google Classroom. &nbsp; Keywords: Google Classroom, secondary schools, teachers, technology, classroom. &nbsp; Cite as: Devi Piaralal, S., Mohd Tahir, M. H., Mohd Adnan, A. H., Mohamad Shah, D. S., &amp; Ya Shak, M. S. (2023). The use of Google Classroom among secondary school teachers. Journal of Nusantara Studies, 8(1), 310-332. http://dx.doi.org/10.24200/jonus.vol8iss1pp310-33

Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

Google Classroom as Perceived by Educators: An Overview

Learning Management System (LMS) is gaining prominence in how education is delivered today due to the increased popularity of remote and online distance learning and the unimaginable COVID-19 pandemic that stuns the world. One of the more popular LMSs in the world is Google Classroom (GC). Due to its popularity, it is essential for the perception of its users particularly educators to be gauged as it is believed that their perception could determine what they do in their teaching and learning sessions. This paper reviewed eleven selected past studies about educators’ perception on the use of GC. The content of these studies was analyzed and coded into themes and specific categories by using the Atlas.ti Software. In general, educators seem to hold a positive perception on the use of GC with their students. However, some reservations about the use of GC have also been expressed. Several recommendations about how GC could be improved were also offered by the participants in the studies. The gaps in the past studies might provide some ideas on how the educators’ perception of GC could be better ascertained in future

Malaysian English language novice teachers’ challenges and support during initial years of teaching

This study investigates the challenges encountered by Malaysian English language novice teachers throughout the initial years of their teaching. This study also explores the support received by these novice teachers at the beginning of their careers. The mixed-method research design was adopted for this study. A number of 80 novice teachers participated in the study. Data were collected through a questionnaire survey and an interview with five novice teachers. The findings indicated that the most frequent challenges faced by the novice English language teachers were (1) workload challenges, (2) instructional challenges, and (3) social status and identity challenges. The results also showed that the most frequent support received by the novice teachers was collegial support. Based on the findings, one of the most crucial issues to be addressed during the teacher training was equipping the novice teachers with the knowledge and skill in managing their multiple work and responsibilities in schools. Training novice teachers in using various instructional methods, particularly on the use of computer technology is also important. The novice teachers also need to be provided with more professional development courses that can develop their confidence in teaching, help them build a relationship with students and colleagues, and educate them on how to manage their problematic learners. A structured support system with good mentoring practices during the initial years of teaching is also crucial in assisting the novice teachers to adapt to the teaching environment and carry out assigned responsibilities

Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers

This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring.

A Review of Explicit Vocabulary Instructions for ESL Learners during COVID-19 Pandemic

During COVID-19 pandemic, alternative learning arrangements have been applied and used, so that it is possible to perform distance learning. Teachers have typically changed their teaching practises from conventional classroom meetings to distance learning by using electronic equipment, either online or offline. Internet networks have been the cornerstone during this time, with the use of social media apps such as Whatsapp and Telegram, social networking sites such as Facebook Live and Instagram Live, and platforms for video conferencing such as Google Meet and Zoom. In order to deal with the COVID-19 period for the better, English language teaching has also improved. The learning of English vocabulary also tailored to accommodate for distance learning as the use of vocabulary for good communication in one's life is crucial, regardless of whether or not one is in the midst of COVID-19 pandemic. This paper systematically reviews previous research undertaken on explicit instructions for vocabulary and suggests a structure for discussing English vocabulary teaching strategies. In learning, teaching, and undertaking vocabulary studies, this analysis may have some theoretical consequences for learners, educators, and researchers

Bibliometric visualization of literature on Information and Communications Technology (ICT) in education

Information and communication technology (ICT) in education, also known as education technology, is an important component of SDG 4's goal of improving educational quality. This Bibliometric study examines research patterns over time using the term "education technology." Three research questions are prioritised: (1) What is the current publication trend in EduTech? (2) What are the most popular themes among EduTech scholars? (3) What is the current citation pattern of EduTech publications? The methodology of this study uses bibliometric analysis with quantitative approach (document trend statistics) in the data scopus.com database for the years 1946 to 2022. The study's findings showed the number of publications on this education technology has increased since 2005, and this trend is expected to continue, with a recent notable theme being a focus on methodology studies, particularly in the field of health education. Furthermore, the most cited document was an article about activity design by Koehler et al., (2005), and the most cited author was Jonathan Michael Spector. Apart from Europe, Asian countries such as Malaysia and China are currently conducting more EduTech research. The implications of this study provide a positive outlook on the future of multiple educational technology research projects. Global pressures such as the pandemic and the need for IR4 are having an impact on the explosion of educational technology in society, government, industry, the environment, and academia