Pub Date : 2022-08-01DOI: 10.55057/ijares.2022.4.2.9
School administrators interact with all members of the school community, including administrative staff, teachers, students, parents and local government officials. This study aimed to know the profile of the respondents; the community relations practices and the significant relationship between the profile of the school administrators and community relations practices and the significant difference among the assessment of the three groups of respondents on the community relations practices of public-school administrators. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the community relations practices were high as perceived by the respondents. Moreover, the relationship between the profile and the differences in the assessment of community relations practices were all found not significant.
{"title":"Community Relation Practices of School Administrators in Public Schools in Palapag, Northern Samar","authors":"","doi":"10.55057/ijares.2022.4.2.9","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.9","url":null,"abstract":"School administrators interact with all members of the school community, including administrative staff, teachers, students, parents and local government officials. This study aimed to know the profile of the respondents; the community relations practices and the significant relationship between the profile of the school administrators and community relations practices and the significant difference among the assessment of the three groups of respondents on the community relations practices of public-school administrators. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the community relations practices were high as perceived by the respondents. Moreover, the relationship between the profile and the differences in the assessment of community relations practices were all found not significant.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.55057/ijares.2022.4.2.8
Typical face-to-face assessments were suspended by many tertiary institutions since the first quarter of 2020 due to the pandemic of COVID-19. Many have resorted to online assessment to evaluate students’ performance. However, academic dishonesty particularly plagiarism becomes an issue as the technology utilized to complete the online assessment provides students with the opportunities to commit academic cheating. Hence, the objectives of the study are to explore the potential methods employed by tertiary students to cheat in online assessment and identify the preventive measures taken by lecturers and tertiary institution to curb the problem. A survey was conducted in a tertiary institution with 403 responses were obtained to achieve the objective of the study. The results show that five of the potential methods were not employed to cheat in online assessment as perceived by the tertiary students, while they moderately agreed on the other three. This is probably due to the three preventive measures implemented by the tertiary institution to curb the problem. However, these measures should be well-implemented to ensure its effectiveness in preventing academic cheating in online assessment.
{"title":"Academic Dishonesty in Online Assessment from Tertiary Students’ Perspective","authors":"","doi":"10.55057/ijares.2022.4.2.8","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.8","url":null,"abstract":"Typical face-to-face assessments were suspended by many tertiary institutions since the first quarter of 2020 due to the pandemic of COVID-19. Many have resorted to online assessment to evaluate students’ performance. However, academic dishonesty particularly plagiarism becomes an issue as the technology utilized to complete the online assessment provides students with the opportunities to commit academic cheating. Hence, the objectives of the study are to explore the potential methods employed by tertiary students to cheat in online assessment and identify the preventive measures taken by lecturers and tertiary institution to curb the problem. A survey was conducted in a tertiary institution with 403 responses were obtained to achieve the objective of the study. The results show that five of the potential methods were not employed to cheat in online assessment as perceived by the tertiary students, while they moderately agreed on the other three. This is probably due to the three preventive measures implemented by the tertiary institution to curb the problem. However, these measures should be well-implemented to ensure its effectiveness in preventing academic cheating in online assessment.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126815736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.55057/ijares.2022.4.2.11
The tertiary education institutions (TEIs) are organized anarchies founded on traditional and cultural sentiments to offer quality education as well underpin a country’s national philosophy. However, over the last two decades, TEIs have experienced significant changes which require essential reformation and overhauling. This has enhanced the role of academic leaders (vice-chancellors) and their leadership to guide these universities to achieve a country’s educational goals and enable achieving long-term economic, social, and financial goals. This study aims to analyze the role of leadership in leading 21st century TEIs and explore whether national philosophies such as Melayu Islam Beraja (MIB) affect their academic leadership and hamper their progress to become outstanding leaders. The data was collected from vice-chancellors (VCs) of the universities in Brunei Darussalam to determine the portraits of leadership and explore the influence of MIB philosophy. The findings revealed that VCs skills and competencies have 76% relevance to academic leadership which is dominated and influenced by MIB. The findings have also confirmed the difference in leadership styles among VCs due to different factors such as strategic policies, cultural influence, and personal skills and competencies. This study contributes to the literature on academic leadership by understanding the influence of country-specific national philosophy (MIB) in guiding modern-day TEIs.
{"title":"Portraits of Academic Leadership in Brunei Tertiary Institutions: A Special Reference to Melayu Islam Beraja Philosophy","authors":"","doi":"10.55057/ijares.2022.4.2.11","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.11","url":null,"abstract":"The tertiary education institutions (TEIs) are organized anarchies founded on traditional and cultural sentiments to offer quality education as well underpin a country’s national philosophy. However, over the last two decades, TEIs have experienced significant changes which require essential reformation and overhauling. This has enhanced the role of academic leaders (vice-chancellors) and their leadership to guide these universities to achieve a country’s educational goals and enable achieving long-term economic, social, and financial goals. This study aims to analyze the role of leadership in leading 21st century TEIs and explore whether national philosophies such as Melayu Islam Beraja (MIB) affect their academic leadership and hamper their progress to become outstanding leaders. The data was collected from vice-chancellors (VCs) of the universities in Brunei Darussalam to determine the portraits of leadership and explore the influence of MIB philosophy. The findings revealed that VCs skills and competencies have 76% relevance to academic leadership which is dominated and influenced by MIB. The findings have also confirmed the difference in leadership styles among VCs due to different factors such as strategic policies, cultural influence, and personal skills and competencies. This study contributes to the literature on academic leadership by understanding the influence of country-specific national philosophy (MIB) in guiding modern-day TEIs.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132855211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.55057/ijares.2022.4.2.10
This is a retrospective study investigating students’ receptivity of familiar and unfamiliar instructors for the online learning solutions implemented during the initial Covid lockdowns in China in early 2020. While there are studies detailing various pedagogical and mental health issues associated with the pandemic, there are scarce information investigating how the choice of familiar teachers might help mitigate the associated negative experiences. Results from this study strongly suggest that students preferred watching teachers they knew as compared to strangers during the online learning sessions. In addition, the preference for familiar teachers correlated strongly with how the students felt online lessons had contributed to alleviating their negative feelings during the lockdown, which further suggests that the role familiar teachers play goes beyond that of an online instructor, especially in times of stress and uncertainties.
{"title":"Does the Familiarity of Online Teachers Matter During Covid Lockdowns?","authors":"","doi":"10.55057/ijares.2022.4.2.10","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.10","url":null,"abstract":"This is a retrospective study investigating students’ receptivity of familiar and unfamiliar instructors for the online learning solutions implemented during the initial Covid lockdowns in China in early 2020. While there are studies detailing various pedagogical and mental health issues associated with the pandemic, there are scarce information investigating how the choice of familiar teachers might help mitigate the associated negative experiences. Results from this study strongly suggest that students preferred watching teachers they knew as compared to strangers during the online learning sessions. In addition, the preference for familiar teachers correlated strongly with how the students felt online lessons had contributed to alleviating their negative feelings during the lockdown, which further suggests that the role familiar teachers play goes beyond that of an online instructor, especially in times of stress and uncertainties.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"502 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129819645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.55057/ijares.2022.4.2.3
The study focused on the role of network ties in the management of public primary schools in Luweero district. Three research objectives guided the study thus; (i) To examine headteachers’ perceptions regarding their role in the formation of network ties in public primary schools in Luweero district. (ii) To examine factors influencing the formation of network ties in public primary schools in Luweero district. (iii)To assess the effect of network ties on the management of public primary schools in Luweero district. The study employed a cross-sectional survey design using a mixed methods approach. The study population included education officers at the district headquarters and headteachers in public primary schools in Luweero district. A total of 5 education officers and 210 headteachers participated in the study. The study findings revealed that network ties are an important component in strengthening the management of public primary schools in Luweero district. Headteachers perceived their roles in the formation of network ties essentially as initiating ideas to promote collaborations among schools and sensitizing key stakeholders about the importance of network ties. The major factors influencing the formation of school network ties were mainly geographical proximity and religious affiliation of schools. It was noted that network ties are quite influential in the management of schools because they create an enabling environment for headteachers to acquire additional knowledge and skills as well as other resources needed to improve the performance of schools.
{"title":"An Investigation into The Role of Network Ties and The Management of Public Primary Schools in Luweero District","authors":"","doi":"10.55057/ijares.2022.4.2.3","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.3","url":null,"abstract":"The study focused on the role of network ties in the management of public primary schools in Luweero district. Three research objectives guided the study thus; (i) To examine headteachers’ perceptions regarding their role in the formation of network ties in public primary schools in Luweero district. (ii) To examine factors influencing the formation of network ties in public primary schools in Luweero district. (iii)To assess the effect of network ties on the management of public primary schools in Luweero district. The study employed a cross-sectional survey design using a mixed methods approach. The study population included education officers at the district headquarters and headteachers in public primary schools in Luweero district. A total of 5 education officers and 210 headteachers participated in the study. The study findings revealed that network ties are an important component in strengthening the management of public primary schools in Luweero district. Headteachers perceived their roles in the formation of network ties essentially as initiating ideas to promote collaborations among schools and sensitizing key stakeholders about the importance of network ties. The major factors influencing the formation of school network ties were mainly geographical proximity and religious affiliation of schools. It was noted that network ties are quite influential in the management of schools because they create an enabling environment for headteachers to acquire additional knowledge and skills as well as other resources needed to improve the performance of schools.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124676244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.55057/ijares.2022.4.2.5
In recent years, a large number of nations across the globe have shown an increasing focus on developing lifelong readers within their education system. To cultivate lifelong readers, research has found the importance of engaged reading. To encourage engaged reading, studies have found that apart from instructional practices that focus on cognitive competency (skills to read), a child’s motivation to read (will to read) too plays a pivotal role in this area. However, little attention has been given to ESL learners’ motivation to read, especially that of young ESL learners. To explore this, this study looks into the motivation to read of 13 young ESL learners from 3 government schools in Brunei. The students in Year 4, aged between 9 to 10 years old, were interviewed on their habits and motivations to read in English to provide an insight into the factors influencing their reading motivation. The questions posed to students were adapted from the conversational interview questions of Gambrell et. al .’s (2013) Motivation to Read Profile-Revised Questionnaire. The interviews were audio-recorded and transcribed. The transcriptions were analysed and coded using the principles of the Constant Comparative Method, where eventually themes and sub-themes were derived. From the analysis, findings suggest that young ESL learners’ motivation depends on the following: self-competency beliefs, reasons for reading, environment, and access to engaging reading resources. The study gives an understanding of factors influencing young learners’ reading motivation, which in turn can inform stakeholders on the choice of reading pedagogy to help young learners become better and engaged readers.
{"title":"Reading Motivation of Young ESL Learners in Brunei Darussalam","authors":"","doi":"10.55057/ijares.2022.4.2.5","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.5","url":null,"abstract":"In recent years, a large number of nations across the globe have shown an increasing focus on developing lifelong readers within their education system. To cultivate lifelong readers, research has found the importance of engaged reading. To encourage engaged reading, studies have found that apart from instructional practices that focus on cognitive competency (skills to read), a child’s motivation to read (will to read) too plays a pivotal role in this area. However, little attention has been given to ESL learners’ motivation to read, especially that of young ESL learners. To explore this, this study looks into the motivation to read of 13 young ESL learners from 3 government schools in Brunei. The students in Year 4, aged between 9 to 10 years old, were interviewed on their habits and motivations to read in English to provide an insight into the factors influencing their reading motivation. The questions posed to students were adapted from the conversational interview questions of Gambrell et. al .’s (2013) Motivation to Read Profile-Revised Questionnaire. The interviews were audio-recorded and transcribed. The transcriptions were analysed and coded using the principles of the Constant Comparative Method, where eventually themes and sub-themes were derived. From the analysis, findings suggest that young ESL learners’ motivation depends on the following: self-competency beliefs, reasons for reading, environment, and access to engaging reading resources. The study gives an understanding of factors influencing young learners’ reading motivation, which in turn can inform stakeholders on the choice of reading pedagogy to help young learners become better and engaged readers.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126653244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.55057/ijares.2022.4.2.4
The world is now filled with new technologies in line with the advancement of technology and those new technologies are known as smart technology. Smart technology is often integrated in the education sector to facilitate learning and teaching sessions. Assistive technology is a part of smart technology that has been emerging widely and it's employed as a teaching aid tools for persons with Autism Spectrum Disorder (ASD). The technology shows enormous potential in tackling the challenges faced by ASD. Although promising, the effective use of assistive technology (AT) in helping ASD is still limited and has its own limitations. The goal of this systematic literature review was to provide a comprehensive overview of studies on the utilization of assistive technology (AT) to help persons with ASD cope with the challenges they face. Lots of research has been undertaken to see how successful AT therapies are for improving communication and social interaction, cognitive skills, and other aspects of ASD development. Despite this, the researchers discovered that there is still a dearth of studies that include all of the technology employed. The study cites a number of recent publications in the form of systematic analysis as research findings that back up the points made.
{"title":"Assistive Technology for Autism Spectrum Disorder: Systematic Literature Review","authors":"","doi":"10.55057/ijares.2022.4.2.4","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.4","url":null,"abstract":"The world is now filled with new technologies in line with the advancement of technology and those new technologies are known as smart technology. Smart technology is often integrated in the education sector to facilitate learning and teaching sessions. Assistive technology is a part of smart technology that has been emerging widely and it's employed as a teaching aid tools for persons with Autism Spectrum Disorder (ASD). The technology shows enormous potential in tackling the challenges faced by ASD. Although promising, the effective use of assistive technology (AT) in helping ASD is still limited and has its own limitations. The goal of this systematic literature review was to provide a comprehensive overview of studies on the utilization of assistive technology (AT) to help persons with ASD cope with the challenges they face. Lots of research has been undertaken to see how successful AT therapies are for improving communication and social interaction, cognitive skills, and other aspects of ASD development. Despite this, the researchers discovered that there is still a dearth of studies that include all of the technology employed. The study cites a number of recent publications in the form of systematic analysis as research findings that back up the points made.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123177271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.55057/ijares.2022.4.2.7
The focus of this research is to study cooperative group learning as one of the types of grouping procedures in the language proficiency classroom. It will investigate the possible learning outcomes of cooperative groups including students’ academic achievements in their test scores in an English language classroom context. Besides that, this research will study the cooperative group learning attitudes and interest at the individual and group level. There are three learning strategies that are commonly used in a classroom. They are competitive, individualistic, and cooperative models of structuring students’ interaction in the classroom. In a competitive model, students will work against each other. While, in an individualistic model, students work alone with limited interaction in achieving their individual goals. However, in a cooperative model, students would work together to achieve common goals. A cooperative learning model refers to the use of a classroom technique in which students work on learning activities in small groups and receive feedbacks or recognition based on their performance. The task structure is the mix of activities that make up the learning effective Cooperative learning theory is applicable when students work together in a small group to ensure everyone can participate on a collective task that has been clearly assigned. The five essential components of cooperative learning are positive interdependence, face to face interaction, individual accountability, interpersonal and small-group skills, and group processing. This small-scale study will mainly look at four research questions to analyse the outcome of the cooperative group learning to help teachers and learners of ESL to have an effective lesson in the ESL classroom.
{"title":"The Effectiveness of Cooperative Group Learning in an English Language Classroom at a Private College in Kuala Lumpur","authors":"","doi":"10.55057/ijares.2022.4.2.7","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.7","url":null,"abstract":"The focus of this research is to study cooperative group learning as one of the types of grouping procedures in the language proficiency classroom. It will investigate the possible learning outcomes of cooperative groups including students’ academic achievements in their test scores in an English language classroom context. Besides that, this research will study the cooperative group learning attitudes and interest at the individual and group level. There are three learning strategies that are commonly used in a classroom. They are competitive, individualistic, and cooperative models of structuring students’ interaction in the classroom. In a competitive model, students will work against each other. While, in an individualistic model, students work alone with limited interaction in achieving their individual goals. However, in a cooperative model, students would work together to achieve common goals. A cooperative learning model refers to the use of a classroom technique in which students work on learning activities in small groups and receive feedbacks or recognition based on their performance. The task structure is the mix of activities that make up the learning effective Cooperative learning theory is applicable when students work together in a small group to ensure everyone can participate on a collective task that has been clearly assigned. The five essential components of cooperative learning are positive interdependence, face to face interaction, individual accountability, interpersonal and small-group skills, and group processing. This small-scale study will mainly look at four research questions to analyse the outcome of the cooperative group learning to help teachers and learners of ESL to have an effective lesson in the ESL classroom.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122292254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.55057/ijares.2022.4.2.6
Geometry is one of the compulsory courses that should be taken by students majoring in Mathematics. In the Foundations of Geometry (MAT123) course, proving is one of the most important mathematical problem-solving techniques. Students must comprehend several theorems, definitions and basic concepts of Geometry, as well as how to use the two-column proof method. It's crucial to understand the concept of proof in problem-solving because it'll be used throughout the MAT123 syllabus. However, it has been discovered that students have difficulty answering questions related to proving. In addition, the Covid-19 pandemic makes it more difficult for lecturers to teach how to solve each proving question to students via online distance learning. Hence, to speed up the process of understanding the proving technique, both lecturers' and students' perceptions are needed to discover the best teaching technique for the MAT123 courses.
{"title":"Students’ and Lecturers’ Perceptions of Students’ Difficulties in Geometry Courses","authors":"","doi":"10.55057/ijares.2022.4.2.6","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.6","url":null,"abstract":"Geometry is one of the compulsory courses that should be taken by students majoring in Mathematics. In the Foundations of Geometry (MAT123) course, proving is one of the most important mathematical problem-solving techniques. Students must comprehend several theorems, definitions and basic concepts of Geometry, as well as how to use the two-column proof method. It's crucial to understand the concept of proof in problem-solving because it'll be used throughout the MAT123 syllabus. However, it has been discovered that students have difficulty answering questions related to proving. In addition, the Covid-19 pandemic makes it more difficult for lecturers to teach how to solve each proving question to students via online distance learning. Hence, to speed up the process of understanding the proving technique, both lecturers' and students' perceptions are needed to discover the best teaching technique for the MAT123 courses.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126378999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.55057/ijares.2022.4.2.1
Speaking skills are crucial to develop effective communication. It is known to be the most important skill to be equipped with among all the four language skills to enable one to communicate in this global world. ESL learners find it difficult to speak in English despite learning the English Language in primary and secondary school. This can be clearly seen especially if they do not have good command of the language. This study aims to examine ESL learner’s perception of the factors influencing their English-speaking skills. Qualitative research design was employed whereby the data was collected through semi structured interviews. Forty students and four teachers were selected from an independent Chinese school in Malaysia as participants of this research. The students were interviewed to identify the factors that influence the students’ English-speaking skills and the teachers were interviewed to gain their perspective on the ways to help improve the English-speaking skills among the ESL learners. The findings of this research indicate students have fear of making mistakes, low confidence, shyness, introversion and are anxious when speaking in English. The teachers believe having topic-based discussion, role play and pair work are essential in helping the ESL learners to show improvement in the speaking skills.
{"title":"Investigation of Factors Influencing Malaysian ESL Learners’ English Speaking Skills","authors":"","doi":"10.55057/ijares.2022.4.2.1","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.2.1","url":null,"abstract":"Speaking skills are crucial to develop effective communication. It is known to be the most important skill to be equipped with among all the four language skills to enable one to communicate in this global world. ESL learners find it difficult to speak in English despite learning the English Language in primary and secondary school. This can be clearly seen especially if they do not have good command of the language. This study aims to examine ESL learner’s perception of the factors influencing their English-speaking skills. Qualitative research design was employed whereby the data was collected through semi structured interviews. Forty students and four teachers were selected from an independent Chinese school in Malaysia as participants of this research. The students were interviewed to identify the factors that influence the students’ English-speaking skills and the teachers were interviewed to gain their perspective on the ways to help improve the English-speaking skills among the ESL learners. The findings of this research indicate students have fear of making mistakes, low confidence, shyness, introversion and are anxious when speaking in English. The teachers believe having topic-based discussion, role play and pair work are essential in helping the ESL learners to show improvement in the speaking skills.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130426898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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