A. Wong, Jocelyn Yee Vun Lee, Jenny Mosikon, Octavia Willibrord, Delia L. Olaybal
The COVID-19 pandemic has created considerable challenges for higher education across the globe. Drastic measures such as university closures have accelerated a shift to online learning and digital assessment. Malaysian universities have also transitioned to remote learning and digital testing in the wake of the pandemic. In the midst of this major paradigm shift, many questions regarding the effectiveness of online tests from the perspective of university students have not been addressed. The present study explores Malaysian university students’ insights of doing online writing tests versus pen-paper tests. One of the aims of the study was to determine whether students used online resources as mediation tools when attempting an online writing test. Data were gathered anonymously using an online survey of 193 respondents. Using content analysis, it was found that majority of the respondents expressed a preference for online writing tests as opposed to conventional pen-paper tests. Students also reported using online resources as mediation tools to aid writing during digital writing assessments. In general, respondents revealed that the online environment which allows them access to digital tools makes writing easier and less demanding. The respondents also opined that convenience, ability to manage time, conducive environment and affordance of digital resources make online testing an attractive option for writing assessment. The findings suggest that test setters and educators should consider the impact of online writing environments and digital tools when designing online writing tests. Further interpretations and useful pedagogical implications are discussed.
{"title":"Online Writing Assessment in the Wake of COVID-19: Insights from the Digital Classroom","authors":"A. Wong, Jocelyn Yee Vun Lee, Jenny Mosikon, Octavia Willibrord, Delia L. Olaybal","doi":"10.52696/uzyv6342","DOIUrl":"https://doi.org/10.52696/uzyv6342","url":null,"abstract":"The COVID-19 pandemic has created considerable challenges for higher education across the globe. Drastic measures such as university closures have accelerated a shift to online learning and digital assessment. Malaysian universities have also transitioned to remote learning and digital testing in the wake of the pandemic. In the midst of this major paradigm shift, many questions regarding the effectiveness of online tests from the perspective of university students have not been addressed. The present study explores Malaysian university students’ insights of doing online writing tests versus pen-paper tests. One of the aims of the study was to determine whether students used online resources as mediation tools when attempting an online writing test. Data were gathered anonymously using an online survey of 193 respondents. Using content analysis, it was found that majority of the respondents expressed a preference for online writing tests as opposed to conventional pen-paper tests. Students also reported using online resources as mediation tools to aid writing during digital writing assessments. In general, respondents revealed that the online environment which allows them access to digital tools makes writing easier and less demanding. The respondents also opined that convenience, ability to manage time, conducive environment and affordance of digital resources make online testing an attractive option for writing assessment. The findings suggest that test setters and educators should consider the impact of online writing environments and digital tools when designing online writing tests. Further interpretations and useful pedagogical implications are discussed.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81227011","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}
Suryani Awang, Wan Nuur Fazliza Wan Zakaria, Siti Shazlin Razak
Aside from conveying intended messages, maintaining social harmony in oral communication is one of the communicative goals in oral interactions. This could be done by employing Social Interactions Strategies. With English being recognized as a second language (ESL) in Malaysia, the current study seeks to examine how Malay ESL speakers employed such strategies in their conversations and subsequently, maintained social harmony with their interlocutors. The oral data obtained were mapped according to Kumar and Rose’s (2010) categories of Social Interaction Strategies namely, Solidarity, Showing Tension Release and Agreeing which are adapted from Bales’ (1950) concept of three positive social-emotional interactions. The data were elicited from video-recorded oral interactions in students’ role play assessments at one public university in the east of peninsular Malaysia. The results showed the emergence of various types of Social Interaction Strategies that relate to Showing Solidarity, Showing Tension Release and Agreeing. These include showing solidarity by praising and agreeing to other’s ideas by showing attention through words of encouragement. Since the respondents consisted of Malay students, the findings led to a suggestion that the use of Social Interactions Strategies did not only promote harmony in their oral interactions but were also in line with the Malays’ non-confrontational behaviour as highlighted in past literature. Additionally, the findings also indicated the influence of one’s culture and behavioural traits on his or her language use.
{"title":"Social Interaction Strategies among Malay ESL Learners: Preserving Harmony in L2 Oral Communication","authors":"Suryani Awang, Wan Nuur Fazliza Wan Zakaria, Siti Shazlin Razak","doi":"10.52696/xypy5634","DOIUrl":"https://doi.org/10.52696/xypy5634","url":null,"abstract":"Aside from conveying intended messages, maintaining social harmony in oral communication is one of the communicative goals in oral interactions. This could be done by employing Social Interactions Strategies. With English being recognized as a second language (ESL) in Malaysia, the current study seeks to examine how Malay ESL speakers employed such strategies in their conversations and subsequently, maintained social harmony with their interlocutors. The oral data obtained were mapped according to Kumar and Rose’s (2010) categories of Social Interaction Strategies namely, Solidarity, Showing Tension Release and Agreeing which are adapted from Bales’ (1950) concept of three positive social-emotional interactions. The data were elicited from video-recorded oral interactions in students’ role play assessments at one public university in the east of peninsular Malaysia. The results showed the emergence of various types of Social Interaction Strategies that relate to Showing Solidarity, Showing Tension Release and Agreeing. These include showing solidarity by praising and agreeing to other’s ideas by showing attention through words of encouragement. Since the respondents consisted of Malay students, the findings led to a suggestion that the use of Social Interactions Strategies did not only promote harmony in their oral interactions but were also in line with the Malays’ non-confrontational behaviour as highlighted in past literature. Additionally, the findings also indicated the influence of one’s culture and behavioural traits on his or her language use.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81415100","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}
In the quest to develop an exceptional Aviation English (AE) module for aircraft maintenance engineers (AMEs), it is imperative to determine the specific English language learning needs of those majoring in aircraft maintenance. This study aimed to identify the English language skills AMEs use in their workplace. Meanwhile, the findings allowed module developers and language instructors to tailor a content-specific module that met future AMEs' language needs and helped improve their language proficiency. The qualitative study was performed at the University Kuala Lumpur Malaysian Institute of Aviation Technology (UniKL MIAT). Data were collected using three types of instruments, namely i) interviews; ii) interaction analysis, and iii) text analysis. Based on data collected from six respondents, the findings showed that AMEs require special attention in improving their writing and technical writing ability. Besides, reading is another skill that needs special attention. Those involved in aircraft maintenance must read technical manuals, give instructions, and have good comprehension ability to minimise miscommunication and misinterpretation. Furthermore, although listening and speaking skills are exceptional skills, maintenance engineers' need to master reading comprehension and writing is more than other engineering-related positions. The investigation revealed that aircraft maintenance trainees must be equipped with relevant language skills. The findings would help course module developers and language instructors produce modules that meet the aviation trainees' needs.
{"title":"Identifying Aircraft Maintenance Trainees' English Language Learning Needs","authors":"Reshminder Kaur","doi":"10.52696/ijcb2913","DOIUrl":"https://doi.org/10.52696/ijcb2913","url":null,"abstract":"In the quest to develop an exceptional Aviation English (AE) module for aircraft maintenance engineers (AMEs), it is imperative to determine the specific English language learning needs of those majoring in aircraft maintenance. This study aimed to identify the English language skills AMEs use in their workplace. Meanwhile, the findings allowed module developers and language instructors to tailor a content-specific module that met future AMEs' language needs and helped improve their language proficiency. The qualitative study was performed at the University Kuala Lumpur Malaysian Institute of Aviation Technology (UniKL MIAT). Data were collected using three types of instruments, namely i) interviews; ii) interaction analysis, and iii) text analysis. Based on data collected from six respondents, the findings showed that AMEs require special attention in improving their writing and technical writing ability. Besides, reading is another skill that needs special attention. Those involved in aircraft maintenance must read technical manuals, give instructions, and have good comprehension ability to minimise miscommunication and misinterpretation. Furthermore, although listening and speaking skills are exceptional skills, maintenance engineers' need to master reading comprehension and writing is more than other engineering-related positions. The investigation revealed that aircraft maintenance trainees must be equipped with relevant language skills. The findings would help course module developers and language instructors produce modules that meet the aviation trainees' needs.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73462686","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}
Zainor Izat Zainal, Ann Rosnida Mohd Deni, Azrain Arifin
Because English literature degree programs are expected to produce graduates competent in speaking, reading, and writing, course works are usually designed to enhance these skills. However, in an increasingly globalized world characterized by IT usage, 21st century skills such as creativity, media and technology literacy are equally important. Such skills are often integrated through instructional approaches such as project-based learning. This paper reports on a study that examined the use of group-work video essay in an undergraduate English literature classroom at a public university in Malaysia. This study relied on an evaluation of the students’ video essays and an open-ended interview with the students. The findings reported a positive feedback from the students who mostly agreed that the video essay was similar to written essay; challenging where the technical aspects are concerned; yet immensely rewarding. The findings imply the desideratum of adopting the video essay as a coursework in the literature classroom provided that it is done as a project-based group-work effort, substantial marks are allocated, and technical training in video production is provided. The paper closes with recommendations for further research on incorporating the video essay as a course work in the literature classroom.
{"title":"Challenging yet Rewarding! : Group-Work Video Essays in the English Literature Classroom","authors":"Zainor Izat Zainal, Ann Rosnida Mohd Deni, Azrain Arifin","doi":"10.52696/upfs7450","DOIUrl":"https://doi.org/10.52696/upfs7450","url":null,"abstract":"Because English literature degree programs are expected to produce graduates competent in speaking, reading, and writing, course works are usually designed to enhance these skills. However, in an increasingly globalized world characterized by IT usage, 21st century skills such as creativity, media and technology literacy are equally important. Such skills are often integrated through instructional approaches such as project-based learning. This paper reports on a study that examined the use of group-work video essay in an undergraduate English literature classroom at a public university in Malaysia. This study relied on an evaluation of the students’ video essays and an open-ended interview with the students. The findings reported a positive feedback from the students who mostly agreed that the video essay was similar to written essay; challenging where the technical aspects are concerned; yet immensely rewarding. The findings imply the desideratum of adopting the video essay as a coursework in the literature classroom provided that it is done as a project-based group-work effort, substantial marks are allocated, and technical training in video production is provided. The paper closes with recommendations for further research on incorporating the video essay as a course work in the literature classroom.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86753874","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}
This study examines the oral corrective feedback (CF) used in a Chinese university EFL classroom context, focusing on the lessons that teach the use of English articles through narrative stimulus activities. It adopts a mixed-methods research design which includes pre- and post-tests, lesson activities for providing oral corrective feedback, a questionnaire, and interviews with students. Results show that elicitation was the most frequently used CF type, while metalinguistic feedback was used least frequently by the teacher. In general, the Chinese university EFL students surveyed in this study had positive attitudes towards receiving CF. Nonetheless, they perceived elicitation as the most effective CF type and metalinguistic feedback the least effective, which interestingly mirrors the two CF types used most and least frequently by their teacher. The findings shed some light on the CF practices and students’ attitudes towards such practices in a Chinese university EFL classroom context, and offer implications for teachers on using certain types of CF.
{"title":"Oral Corrective Feedback in a Chinese University EFL Classroom Context","authors":"S. Lwin, Dong Yang","doi":"10.52696/wivs9084","DOIUrl":"https://doi.org/10.52696/wivs9084","url":null,"abstract":"This study examines the oral corrective feedback (CF) used in a Chinese university EFL classroom context, focusing on the lessons that teach the use of English articles through narrative stimulus activities. It adopts a mixed-methods research design which includes pre- and post-tests, lesson activities for providing oral corrective feedback, a questionnaire, and interviews with students. Results show that elicitation was the most frequently used CF type, while metalinguistic feedback was used least frequently by the teacher. In general, the Chinese university EFL students surveyed in this study had positive attitudes towards receiving CF. Nonetheless, they perceived elicitation as the most effective CF type and metalinguistic feedback the least effective, which interestingly mirrors the two CF types used most and least frequently by their teacher. The findings shed some light on the CF practices and students’ attitudes towards such practices in a Chinese university EFL classroom context, and offer implications for teachers on using certain types of CF.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82784699","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}
This study was conducted to investigate English for Specific Purposes (ESP) learners’ experiences in using social learning network sites, namely Edmodo in a virtual community of practice environment. This study was also aimed to identify the challenges that the learners encountered in using Edmodo. Mixed-method research was employed to collect the data for this study; a questionnaire survey and a focus group discussion. The collected data was analysed through statistical and thematic analysis. The results showed that most of the ESP learners were of the opinion that Edmodo was effective as a platform for a virtual community of practice, particularly in terms of interaction and knowledge sharing. The findings also revealed that some learners have had difficulties in creating a social identity in the community because of the lack of collaboration among the team members. Therefore, it is suggested that genuine, consistent, and synergistic motivation from educators followed by the active involvement of learners will surely boost the engagement of peripheral participants in the community. This study is significant as it offers some insights into how ESP practitioners and learners use social learning networks in building an effective ESP virtual learning community to achieve the learning outcome of the ESP course.
{"title":"An Empirical Study of ESP Learners’ Experiences Using Edmodo in a Virtual Community of Practice","authors":"Jayanthi Muniandy, Munir Shuib","doi":"10.52696/ejwj8942","DOIUrl":"https://doi.org/10.52696/ejwj8942","url":null,"abstract":"This study was conducted to investigate English for Specific Purposes (ESP) learners’ experiences in using social learning network sites, namely Edmodo in a virtual community of practice environment. This study was also aimed to identify the challenges that the learners encountered in using Edmodo. Mixed-method research was employed to collect the data for this study; a questionnaire survey and a focus group discussion. The collected data was analysed through statistical and thematic analysis. The results showed that most of the ESP learners were of the opinion that Edmodo was effective as a platform for a virtual community of practice, particularly in terms of interaction and knowledge sharing. The findings also revealed that some learners have had difficulties in creating a social identity in the community because of the lack of collaboration among the team members. Therefore, it is suggested that genuine, consistent, and synergistic motivation from educators followed by the active involvement of learners will surely boost the engagement of peripheral participants in the community. This study is significant as it offers some insights into how ESP practitioners and learners use social learning networks in building an effective ESP virtual learning community to achieve the learning outcome of the ESP course.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72674371","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}
The English language is an international language used to enhance communication in all parts of the world. Countries that do not use English as their first language experience challenges while on international forums as their ability to communicate is curtailed. Females, especially those with visual impairment problems, are mostly affected. This study aimed to investigate the challenges faced by visually impaired female students when studying English at Taif University. The study adopted a narrative inquiry approach. The researcher randomly selected the study participants from visually impaired female students who had an average understanding of English. Data were collected by administering structured interviews. Online questionnaires were used to collect data from foreign language instructors. The study finding indicated that learners found learning English easy, though faced with challenges in the classroom, curriculum design that is not wholly inclusive of the visually impaired, and lack of learning materials such as PDFs, audios, and visuals. Simultaneously, foreign language instructors had not attended any course to teach English to the visually impaired. Based on the study findings, teachers and students required training to understand and handle the VI (visually impaired) students with more attention since there is no direct provision in the department.
{"title":"Challenges Faced by Female Students with Visual Impairments in Learning English as a Foreign Language: A Narrative Inquiry Study","authors":"Waad Abdullah Almalki","doi":"10.52696/mmcq1574","DOIUrl":"https://doi.org/10.52696/mmcq1574","url":null,"abstract":"The English language is an international language used to enhance communication in all parts of the world. Countries that do not use English as their first language experience challenges while on international forums as their ability to communicate is curtailed. Females, especially those with visual impairment problems, are mostly affected. This study aimed to investigate the challenges faced by visually impaired female students when studying English at Taif University. The study adopted a narrative inquiry approach. The researcher randomly selected the study participants from visually impaired female students who had an average understanding of English. Data were collected by administering structured interviews. Online questionnaires were used to collect data from foreign language instructors. The study finding indicated that learners found learning English easy, though faced with challenges in the classroom, curriculum design that is not wholly inclusive of the visually impaired, and lack of learning materials such as PDFs, audios, and visuals. Simultaneously, foreign language instructors had not attended any course to teach English to the visually impaired. Based on the study findings, teachers and students required training to understand and handle the VI (visually impaired) students with more attention since there is no direct provision in the department.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89300004","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}
Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and theoretical gap, the author designed a pedagogical model named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to respond appropriately and proactively to the gap in oral presentation pedagogy. A practical action research that was based on McNiff & Whitehead’s (2011) action-reflection cycle was implemented in a tertiary Malaysian classroom for 13 weeks contributed to five applicable and theoretically informed design principles of RMO2P which are based on the spirit of responsiveness. It is hoped that the explicit discussion on its design principles could inspire other teachers with no external funding and sophisticated technical expertise to embark on research for pedagogical improvement.
{"title":"Design Principles of a Responsive Pedagogical Model for Multimodal Skills of Oral Presentation","authors":"Sze Seau Lee","doi":"10.52696/uqbf6793","DOIUrl":"https://doi.org/10.52696/uqbf6793","url":null,"abstract":"Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and theoretical gap, the author designed a pedagogical model named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to respond appropriately and proactively to the gap in oral presentation pedagogy. A practical action research that was based on McNiff & Whitehead’s (2011) action-reflection cycle was implemented in a tertiary Malaysian classroom for 13 weeks contributed to five applicable and theoretically informed design principles of RMO2P which are based on the spirit of responsiveness. It is hoped that the explicit discussion on its design principles could inspire other teachers with no external funding and sophisticated technical expertise to embark on research for pedagogical improvement.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90708861","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}
This paper marks the beginning of a project aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. This paper is the first of a series of research papers written to show the process in which a framework used in a bigger study was designed. It gives a sound theoretical background to support the building of Project Zero (PZ) framework and provides a comprehensive argument to realise the needs identified by the government of Malaysia, by explaining why Visible Thinking (VT) might be a useful tool for developing a more constructivist pedagogy. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level, that is to a higher learning institution in a Malaysian classroom setting where undergraduate students were studied, this marks the novelty of this research. The PZ framework for observation and analysis was developed by carefully studying the Visible Thinking Project to determine the thinking routines used, this in turn formed the core of the framework. Data from interviews with 3 groups of 59 undergraduate students and their 3 teachers were then analysed qualitatively. It was found that this Western learning model has positive implications for students’ learning.
{"title":"Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?","authors":"Laura Christ Dass","doi":"10.52696/bqug1201","DOIUrl":"https://doi.org/10.52696/bqug1201","url":null,"abstract":"This paper marks the beginning of a project aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. This paper is the first of a series of research papers written to show the process in which a framework used in a bigger study was designed. It gives a sound theoretical background to support the building of Project Zero (PZ) framework and provides a comprehensive argument to realise the needs identified by the government of Malaysia, by explaining why Visible Thinking (VT) might be a useful tool for developing a more constructivist pedagogy. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level, that is to a higher learning institution in a Malaysian classroom setting where undergraduate students were studied, this marks the novelty of this research. The PZ framework for observation and analysis was developed by carefully studying the Visible Thinking Project to determine the thinking routines used, this in turn formed the core of the framework. Data from interviews with 3 groups of 59 undergraduate students and their 3 teachers were then analysed qualitatively. It was found that this Western learning model has positive implications for students’ learning.","PeriodicalId":52060,"journal":{"name":"Malaysian Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74568885","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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