ADAPTATION OF INDEPENDENCE AND SUSTAINABILITY ACADEMIC PERFORMANCE AMONG INTERNATIONAL STUDENTS IN MALAYSIAN PUBLIC UNIVERSITY

The phenomenon of globalization catalyses the mobilization of international students to pursue higher education abroad. Malaysia is one of the destinations for international students where the advantage is synonymous with the country’s increasingly proactive internationalisation policy in recruiting international students. This initiative was taken to boost the position of Malaysian Higher Learning Institutions in the global league of prestigious education hub ratings. Therefore, the objective of this study is to focus on studying the feedback of the experience of the process of adaptation of international students’ independence which is the key to the arrival of these groups to this country. A qualitative approach using semi-structured interviews which involved 40 in-depth interviews of international students currently studying at four selected public universities. The findings had proven that there is a link between the adaptation of independence and sustainability of the academic performance of first-year students. The factors that have a different impact on the adaptation of international students’ independence are seen in the context of (i) English language as a medium of teaching and learning, (ii) ongoing accreditation, (iii) offering contemporary and added value programmes, (iv) customer satisfaction and service quality assurance and (v) university reputation recognition. The findings discussed in this paper are valuable information not only for prospective international students who wish to further their studies abroad but can also be used as a guideline for the universities’ management in understanding the implications of self-adaptation that has continuity with academic achievement among international students.

Download Full-text

University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2020010103 ◽

2020 ◽

Vol 10 (1) ◽

pp. 27-46 ◽

Cited By ~ 1

Author(s):

Austin Pack ◽

Alex Barrett ◽

Hai-Ning Liang ◽

Diego Vilela Monteiro

Keyword(s):

Virtual Reality ◽

Learning Environment ◽

Teaching And Learning ◽

English Language ◽

Mainland China ◽

English For Academic Purposes ◽

Language Learner ◽

First Year ◽

Structured Interviews ◽

Mixed Methods Approach

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

Download Full-text

Developing Animated Cartoons for Economic Teaching

Journal of University Teaching and Learning Practice ◽

10.53761/1.9.2.5 ◽

2012 ◽

Vol 9 (2) ◽

pp. 67-80

Author(s):

Yu Aimee Zhang ◽

Keyword(s):

International Students ◽

Teaching And Learning ◽

Qualitative Interviews ◽

Class Discussion ◽

Long Term Memory ◽

First Year ◽

First Year Students ◽

Positive Feedbacks ◽

Learning Efficiency ◽

Economic Studies

Purpose – A picture is worth a thousand words. Multimedia teaching materials have been widely adopted by teachers in Physics, Biotechnology, Psychology, Religion, Analytical Science, and Economics nowadays. To assist with engaging students in their economic study, increase learning efficiency and understanding, solve misconception problems, encourage in class discussion, and increase final performance for students (especially for international students and RA students), some animations and cartoons are developed to explain basic economic concepts for both macroeconomic and microeconomic concepts, issues and events. Methodology – Two surveys were first conducted to collect first year and international students’ requirement and suggestions. Cartoons and animations were then designed and developed to solve the major misconception and misunderstanding problems facing first year students or international students in their economic studies. Qualitative interviews were conducted to collect feedbacks for the cartoons developed for this project from economic lecturers, tutors, students and other teachers and students without economic backgrounds. Learning efficiencies from animations and text materials are also compared by the length of learning time in this paper. Findings – Surveys in this study support the view that different students have different preferred learning methods. However, practice case studies are the preferred learning method for both first year university students and international students. The animated cartoons developed in this research received strong positive feedbacks from peer colleagues in Economics, teachers from other faculties, tutors in Economics, first year students, international students and RA students with dyslexic problems. Utilisation of these resources can improve learning efficiency, help students in their understanding and long-term memory of the subject, engage students in their studies, and increase interest in undertaking economic studies amongst all other students. Value – The results of this study could be used in any Economics subject, as well as for self-study by Economics students and others. As part of the Teaching and Learning Project, these materials are capable of being further used in mobile applications to assist in engaging students in their learning.

Download Full-text

First Year Experience: How We Can Better Assist First-Year International Students in Higher Education

Journal of International Students ◽

10.32674/jis.v6i1.395 ◽

2016 ◽

Vol 6 (1) ◽

pp. 35-51

Author(s):

Zi Yan ◽

Patricia Sendall

Keyword(s):

International Students ◽

English Language ◽

Language Skills ◽

First Year Experience ◽

First Year ◽

Domestic Students ◽

First Year Students ◽

College Setting ◽

Academic Resources ◽

Quantitative And Qualitative Methods

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students’ (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed.

Download Full-text

DIGITAL NATIVE: A STUDY ON THE FIRST-YEAR STUDENT

LiNGUA Jurnal Ilmu Bahasa dan Sastra ◽

10.18860/ling.v10i2.3261 ◽

2016 ◽

Vol 10 (2) ◽

pp. 82

Author(s):

Deny Efita Nur Rakhmawati ◽

Agung Wiranata Kusuma

Keyword(s):

Teaching And Learning ◽

English Language ◽

Teaching Practice ◽

Emerging Technologies ◽

First Year ◽

Digital Native ◽

First Year Students ◽

Wide Range ◽

Reported Data ◽

First Year Student

The digital native generation emergent triggers the educational practitioner to develop a new way of approaching the teaching practice in the classroom. As it is claimed that this generation has a unique characteristics and way of learning. Therefore, this paper explore the experience of the first year student of English language and letters department in using technology. Students were asked about their access to, use of and preferences for a wide range of established and emerging technologies and technology based tools using a questioner developed to assess their level of digital nativity. The results show that many first year students are highly tech-savvy. However, each student’s experience on the use of technologies and tools (e.g. computers, mobile phones) show considerable variation. The findings are analyzed using the Prensky’s theory on the ‘Digital Natives’ and the implications for using technology to support teaching and learning in higher education. The reported data indicate that for a range of emerging technologies were used intensively by the students. Furthermore, the majority of the respondents also claimed that they used the tools and technology to support their study. However, it is inconclusive as how the student integrate the tools and technology in their study.

Download Full-text

LEARNER AUTONOMY: PRACTICES USED AND CHALLENGES ENCOUNTERED BY EFL TEACHERS IN FOSTERING LEARNER AUTONOMY AT TERTIARY LEVEL

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4402 ◽

2019 ◽

Vol 35 (4) ◽

Author(s):

Le Van Tuyen ◽

Huynh Thi An

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Education ◽

Learner Autonomy ◽

First Year ◽

Tertiary Level ◽

First Year Students ◽

Teachers Perceptions ◽

Efl Teachers ◽

Teachers And Students

It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam. Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general.

Download Full-text

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

Education Sciences ◽

10.3390/educsci11060298 ◽

2021 ◽

Vol 11 (6) ◽

pp. 298

Author(s):

Irina Karpovich ◽

Oksana Sheredekina ◽

Tatyana Krepkaia ◽

Larisa Voronova

Keyword(s):

Academic Performance ◽

Quantitative Methods ◽

Qualitative Content Analysis ◽

Peer Assessment ◽

Educational Process ◽

Social Adaptation ◽

First Year ◽

First Year Students ◽

English Speaking ◽

Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

Download Full-text

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

E-Learning and Digital Media ◽

10.1177/20427530211048235 ◽

2021 ◽

pp. 204275302110482

Author(s):

Thi Nguyet Le ◽

Bill Allen ◽

Nicola F Johnson

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

Successful Implementation ◽

Structured Interviews ◽

Policy And Practice ◽

Web Based ◽

Learning Barriers ◽

Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

Download Full-text

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

Jurnal Guru Dikmen dan Diksus ◽

10.47239/jgdd.v3i1.113 ◽

2020 ◽

Vol 3 (1) ◽

pp. 117-131

Author(s):

Dayang Suriani

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Peer Feedback ◽

First Grade ◽

First Year ◽

First Year Students ◽

Writing Ability ◽

Preliminary Study ◽

Academic Year ◽

Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

Download Full-text

Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

Journal of Librarianship and Information Science ◽

10.1177/0961000617726129 ◽

2017 ◽

Vol 51 (2) ◽

pp. 545-560 ◽

Cited By ~ 3

Author(s):

Lorna Dawes

Keyword(s):

Information Literacy ◽

Research University ◽

Faculty Perceptions ◽

Information Use ◽

First Year ◽

Structured Interviews ◽

First Year Students ◽

Information Behaviors ◽

Perceptions Of Teaching ◽

Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

Download Full-text

Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v17i1.1139 ◽

2017 ◽

Vol 17 (1) ◽

pp. 60

Author(s):

Yustinus Calvin Gai Mali

Keyword(s):

Teaching Strategies ◽

English Language ◽

Teaching Practice ◽

Language Education ◽

Private University ◽

First Year ◽

Motivational Strategies ◽

English Language Education ◽

First Year Students ◽

Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

Download Full-text