Exploring the use of structured reflections in assessment as learning for postgraduates

This paper will share an assessment as learning strategy that was put into practice to support postgraduate students’ active and critical engagement with course content.Synergizing elements of reflective writing and assessment as learning, the strategy was based on two basic assumptions: firstly, that reflection would generate deeper thinking about the subject matter, and secondly, that an appropriate form of assessment would engage learners in the kind of learning that should be taking place.At periodic intervals throughout a 14-week semester, a group of master’s degree students wrote rubric-based in-class reflections on pre-selected topics as part of their regular coursework. Analysis of student writing and instructor feedback showed a positive change in the nature of reflection, from descriptive to dialogic, over the task period. This suggests a deeper engagement with course content

A comfirmatory factor analysis of a newly integrated multidimensional school engagement scale

Inconsistencies in measures of school engagement in the literature have called for a re-conceptualization of the school engagement construct. Although many researchers view school engagement as a multifaceted construct, to our knowledge, none of the available instruments have integrated all the important domains that represent its multifaceted nature. This study is our first attempt to examine the psychometric properties of a newly integrated Multidimensional School Engagement Scale (MSES). Data were gathered from 2,381 secondary school students, aged 14 to 16, from 40 day schools in northern Malaysia. Exploratory factor analysis and confi rmatory factor analytic techniques were used to examine the instrument. Based on the available literature, we posited an a priori hypothesis that the scales could be explained by three fi rst-order factors and one second-order factor. We used SPSS v.12 and AMOS 6.0 to analyze the data. Findings supported our hypothesis that the school engagement construct can be explained by three fi rst-order factors and one hierarchical factor comprising cognitive engagement, behavioural engagement, and psychological engagement sub-scales. Findings also showed acceptable internal consistency reliability for the overall scale and the three specific sub-scales of adolescent school engagement

Relating adolescents’ second language reading attitudes, self efficacy for reading, and reading ability in a non-supportive ESL setting

The aim of this study was to investigate the relationships among second language reading attitudes, reading self-efficacy, and reading ability, as well as gender differences across the variables among adolescents in a setting that does not foster English as second language (ESL). Two hundred sixteen-year olds completed a translated version of the BJP Middle/Secondary Reading Attitude Survey and an English reading comprehension measure.Overall, L2 reading ability was found to be somewhat mediocre, L2 reading self-efficacy was low, and attitudes were not positive. While there was no significant gender difference in self-efficacy, girls showed somewhat more promising attitudes, and comprehended significantly better. The study supports the expectancy value model of reading and previous findings of positive correlations among the three variables.Having established that both L2 reading attitude and efficacy have significant roles in reading improvement in a non-supportive ESL setting, some challenges and pedagogical suggestions were identified, including addressing automaticity and capitalizing on authentic online intercultural exchanges

Gratitude as a moral value: a corpus-based analysis of its representation in the lexis of Malay primary school text-book

This paper reports on a study of the representation of a moral value, gratitude, in the lexis of Bahasa Malaysia primary school textbooks,Years One to Six. The study was based on the assumption that repeated occurrences of these representations over the years of schooling could contribute to the social learning, among children, of patterns and contexts for the expression of this value. A corpus of Bahasa Malaysia subject textbooks was analysed to seek consistent portrayals of gratitude via frequencies of occurrence, sentential contexts as well as collocation. Patterns in representation are discussed at lexical level. TERIMA KASIH was the most frequently occurring lemma for the expression of this value. It was found that the child was more often represented as an expresser of thanks, but less as a receiver. There were limited occurrences of expressions of gratitude between child peers. Gratitude also tended to be represented in the form of formulaic expressions, and in the context of public announcements rather than personal gestures. Some limitations of the corpus-based approach used are discussed

Gratitude as a moral value: A corpus-based analysis of its representation in the lexis of Malay primary school textbook version

This paper reports on a study of the representation of a moral value, gratitude, in the lexis of Bahasa Malaysia primary school textbooks, Years One to Six. The study was based on the assumption that repeated occurrences of these representations over the years of schooling could contribute to the social learning, among children, of patterns and contexts for the expression of this value.A corpus of Bahasa Malaysia subject textbooks was analysed to seek consistent portrayals of gratitude via frequencies of occurrence, sentential contexts as well as collocation.Patterns in representation are discussed at lexical level.TERIMA KASIH was the most frequently occurring lemma for the expression of this value. It was found that the child was more often represented as an expresser of thanks, but less as a receive,: There were limited occurrences of expressions of gratitude between child peers.Gratitude also tended to be represented in the form of formulaic expressions, and in the context of public announcements rather than personal gestures.Some limitations of the corpus-based approach used are discussed

Exploration of instrumental and integrative motivation for reading English as a second language among second year pre-university students of Government MAO College, Lahore (Pakistan)

Since the 1970s work of Gardner and Lambert, studies on language learning motivation have received much consideration in second language research. More recently, studies on reading motivation have also gained much interest. This study was conducted among 40 male second year pre-university students of Government MAO College, Lahore (Pakistan) to investigate the levels of instrumental and integrative motivation for reading English as a Second Language (ESL). Data were collected through an adapted version of Dornyei’s language learning motivation questionnaire, and analyzed by means of descriptive statistics.The findings indicate that the students were more strongly instrumentally motivated for reading English in their context.It was also found that the students have relatively lower levels of integrative motivation for reading English.Based on the findings and implications, recommendations are made for the enhancement of motivation for reading English in the Pakistani context

I’ll read in English if...: A glimpse into the nature of tertiary ESL reading motivation

Reading is a process that involves effort and choice, hence the significance of motivation. In Malaysian public universities, students usually function in an academic domain where two literacies, English and Bahasa Malaysia, exist side by side, often within the same classroom.This rather unique context adds a new dimension to research on the multifaceted nature of reading motivation.The main objective of this paper is to describe various aspects of motivation for reading in English among undergraduate Malaysian ESL readers, along the constructs of extrinsic and intrinsic motivation, and in relation to gender and language proficiency.319 students responded to an adapted version of the Motivation for Reading Questionnaire (MRQ).Although motivation for reading in English was only at moderate levels, results showed a significantly higher level of extrinsic motivation, compared with intrinsic motivation.There was a preference for English reading for reasons related to tests, compliance and recognition.These findings were consistent across proficiency groups.However, females tended to have a higher level of motivation, especially in reading for test purposes.Findings suggest a performance orientation to reading, with external rewards and a competition to score good marks playing a bigger role than personal or social reasons in reading decisions

Motivation to Read in a Second Language: A Review of Literature

Reading motivation is a well-researched topic in relation to first language literacy development due to its influence on both reading processes and outcomes. In second language reading, the role of motivation has not been as thoroughly explored. The aim of this review of literature is to highlight established studies as well as recent explorations in some recurring areas of first and second language reading motivation research. Focusing on reading in the English language, it provides an overview of the underlying components of reading motivation, and discusses internal and external factors that relate to students’ motivation to read. The article concludes by suggesting directions for further research in second language reading motivation, including conducting more qualitative studies, and exploring sociocultural influences and instructional practices that motivate or demotivate readers. The review is mainly intended for potential second language reading researchers and practitioners who are relatively new to the topic. Keywords: ESL, literature review, motivational factors, reading motivatio

Internationalization of higher education in a flat world: A Malaysian perspective

This paper outlines Malaysian perspectives and responses to the global needs of higher learning in a "flat world" (Friedman, 2006). In Malaysia, internationalization is contextualized within a comprehensive, long term national strategic plan for the development of higher education. Hence, while strategies for internationalization may differ, public higher education institutions work towards common goals.The paper reports national level rationales and strategic objectives for the intensification of internationalization. It highlights how these have been translated by Universiti Utara Malaysia to increase its international visibility, enrich the experiences of its students as well as strengthen curricular standards. Challenges in internationalizing higher education are also discussed

Exploring the linguistic power of English and Malay perceptions of vitality, language attitudes and language domains among undergraduates

This study compared the linguistic power of English and Bahasa Melayu among Malaysian undergraduates. Three measures of linguistic power were used, i.e., language vitality, language domains and attitudes to bilingualism. It also looked into the relations between these measures and four independent variables: language dominance, language proficiency, gender and ethnicity. Findings showed that although an overwhelming majority of Malaysian undergraduates used the mother tongue in their daily interactions outside the classroom, Malays appeared to have a stronger mother tongue affinity. Overall, there was a larger percentage of Malay bilinguals compared to English bilinguals. With regards to language vitality, both English and Bahasa Melayu were found to possess high status and solidarity value. However, each language was significantly associated with a different value—English with status and Bahasa Melayu with solidarity. It was also found that a language would be seen to have higher status and solidarity value as proficiency increases and the language becomes dominant in daily interactions. Both languages were used across intimate and utilitarian domains, with Bahasa Melayu perceived as slightly more important than English in all domains except private sector employment. However, a different tendency in ratings of important domains emerged by ethnicity, with Malays assigning higher importance to Bahasa Melayu, and non-Malays to English, especially in utilitarian domains. Both English and Bahasa Melayu dominants viewed the respective languages as more important across domains. In addition, non-Malays who were dominant in their mother tongue tended to see Bahasa Melayu as significantly less important across domains. Attitude towards Bahasa Melayu-English bilingualism was found to be highly positive, with females and Malays having significantly more positive attitudes. Based on the combined findings, it was suggested that both English and Bahasa Melayu currently possessed high linguistic power among undergraduates, with the two languages in coexistence. Given the relationships found between the different measures of linguistic power and language proficiency, dominance and ethnicity, implications were suggested in the context of English as a medium of instruction