scholarly journals Malaysian ESL Teachers’ Practice of Written Feedback on Students’ Writing

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Khairil Azwar Razali ◽  
Zainurin Abdul Rahman ◽  
Ismail Sheikh Ahmad ◽  
Joharry Othman
Keyword(s):  
Secondary School ◽  
English Language ◽  
Process Writing ◽  
Written Feedback ◽  
Esl Teachers ◽  
Student Sample ◽  
Language Curriculum ◽  
School Based ◽  
Assessment Of Learning ◽  
Scaffolding Technique

Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak.The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Sanitah Mohd. Yusof ◽  
Dalila Syazana Zainuddin ◽  
Abdul Rahim Hamdan
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Esl Teachers ◽  
Language Curriculum ◽  
Research Findings ◽  
Vocational Colleges ◽  
Positive Feelings

This qualitative research aimed to explore teachers’ experience in the implementation of the new English language curriculum in Malaysian vocational colleges. The research’s focus is on English as a Second Language (ESL) teachers’ perceptions on the new English language curriculum and its implementation, ESL teachers’ strategies in implementing the new English language curriculum, and the problems and challenges that they face in implementing the new English language curriculum. A full qualitative research paradigm was employed using a phenomenology design, where 6 ESL teachers from Negeri Sembilan participated to share their insights on the research topic. The research used purposive sampling method, and the participants were selected based on research location. The research instrument used to collect the data was a semi-structured interview administered via Facebook video call and recorded with Callnote application software. This approach was chosen for its feasibility and cost-saving nature. Research findings show that ESL teachers are receptive of the curriculum change and most of them understand the new curriculum well. They have positive feelings towards it despite acknowledging negative curriculum aspects, having curriculum concerns and dealing with problems and challenges. Teachers recommended for proper training and support in order to improve the teaching and learning process in ESL classroom. The implications of the research findings have been outlined and highlighted, followed by several suggestions for the stakeholders involved, including ESL teachers, policymakers, training division, and vocational college administrators. 

scholarly journals The effect of using Navigation style in educational blogging on academic achievement for English Language curriculum to the second- grade students in Prince Abdul Majeed secondary school in Medina: أثر استخدام نمط الإبحار للمدونات التعليمية على التحصيل الدراسي لمنهج اللغة الإنجليزية لطلاب الصف الثاني الثانوي في مدرسة (ثانوية الأمير عبد المجيد) بالمدينة المنورة

2020 ◽  
Vol 4 (24) ◽  
Author(s):  
Sami Muhammad Al- Ahmadi
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
English Language ◽  
Second Grade ◽  
Present Perfect ◽  
Educational Method ◽  
Language Curriculum ◽  
English Grammar ◽  
Second Grade Students ◽  
Experimental Group

The objective of this research to find out the effect of using Navigation style in educational blogging on academic achievement for English Language curriculum (the present perfect and the present perfect continuous) to the second- grade students in secondary Medina. The search was based on the quasi-experimental approach, where research has been applied to a sample of the 30 students from the second grade students were selected from secondary school secondary Prince Abdul Majeed Medina, in the second semester of the academic year 1433- 1434 AH. The students were divided into two groups of them (15) as an experimental group studied English grammar through Menu Navigation style. And (15) students studied the same rules by Hierarchical Navigation. The search tool was an achievement test and make sure of its sincerity and firmness before actually applied on the two sets of search. And reached results that there is no statistically significant differences at the level (0.05) between the average student achievement in the experimental group- who has studied the rules of English through Hierarchical Navigation style- and the average student achievement in the group Experimental II- who has studied the rules of the English language on Menu Navigation style- in the post- test for the experimental group. The following recommendations can be made after the previous results as use electronic blogs to teach the English language in general and to teach its grammar in particular, as its use as a modern educational method contributes to raising the level of academic achievement of students compared to traditional educational methods in teaching the English language and its rules. Also, Urging the teachers of the English language to use the electronic blog as an educational method in their teaching of the English language subject and its rules by making them aware of the active role in the classroom, as it contributes to raising the level of student performance in learning the English grammar. Finally, Encouraging researchers to conduct more scientific studies that explain the feasibility of using electronic blogs as an educational method in teaching the English language and its rules in stages and educational classes other than the ones covered in this study.

scholarly journals Advancing Intercultural Competence among National Secondary School Students through Malaysian English Literary Texts (MELT)

2018 ◽  
Vol 7 (5) ◽  
pp. 106
Author(s):  
Manjet Kaur Mehar Singh ◽  
Fatin Najwa Amelia Marsani
Keyword(s):  
Secondary School ◽  
Short Story ◽  
Intercultural Competence ◽  
Secondary School Students ◽  
English Language ◽  
English Literature ◽  
Extensive Reading ◽  
School Students ◽  
Language Curriculum ◽  
Text Selection

The aims of English literature component in the Malaysian English Language curriculum as outlined by the Ministry of Education (MoE) (2009) are to improve the students’ proficiency through reading, respond to texts, understand and appreciate other cultures and relate events and characters to one’s own life. Therefore, the purpose of this research is to assess the intercultural elements in a short story titled Tanjung Rhu used as the Form Four English literature component text and another Malaysian English literary text (MELT) titled Deep Fried Devils. The assessment of intercultural elements in the two MELTs will provide opportunity for a MELT that can better advance intercultural competence among national secondary school students. Qualitative data comparing two MELTs is collected using a checklist for selecting and evaluating multicultural MELT by Harper and Brand (2010). Content analysis comparison of the story, characters, plot and settings was conducted using Atlas.ti 7.0 version software. Findings indicate Deep Fried Devils has better intercultural elements to promote intercultural competence among Malaysian national secondary school students of diverse ethnicity. This research recommends Deep Fried Devils to be considered as part of the English literature component in next text selection cycle by the Malaysian MoE or as extensive reading material for Form Four students to develop their intercultural competence. The findings provide insights to guide policy makers, curriculum designers and literature text selection committee in recognizing cultural diversity elements in MELT and choosing suitable MELT for promoting intercultural competence among Malaysian national school students.

scholarly journals Supporting English As a Second Language (ESL) Teachers’ Professional Development Through Multi-Platforms’ Online Affinity Space

2020 ◽  
Vol 14 (09) ◽  
pp. 258
Author(s):  
Abdul Hakim Ali Bin Abdul Aziz ◽  
Wan Zhafirah Binti Wan Zainudin ◽  
Radzuwan Ab Rashid
Keyword(s):  
Professional Development ◽  
English Language ◽  
English Language Teaching ◽  
Dissemination And Implementation ◽  
Esl Teachers ◽  
Language Curriculum ◽  
The Public ◽  
Affinity Space ◽  
Teachers Professional Development ◽  
General Topic

<p class="Abstract">This paper narrates the use of multi-platforms’ online affinity space called Teacherfiera.com to support ESL teachers’ professional development. Teacherfiera.com utilizes three online platforms which are BlogSpot, Facebook Group and Telegram Group that works in parallel with each other. Each platform is readily available to be used for free by the public and provides contextualized personal as well as group interactions. These platforms which have been integrated into Teacherfiera.com also work as a bank for English Language Teaching materials which are accessible 24/7 and allows users to respond to specific materials or engage in a general topic of discussion. The creation of Teacherfiera.com started as a response towards the need for teachers’ support in the dissemination and implementation of the new CEFR-aligned English Language Curriculum.</p>

scholarly journals THE PROCESS APPROACH TO THE TEACHING OF WRITING: FOCUS ON PROCESS RATHER THAN PRODUCT

2021 ◽  
Vol 6 (23) ◽  
pp. 63-71
Author(s):  
Wardatul Akmam Din ◽  
Suyansah Swanto ◽  
Nur Anneliza Abd Latip ◽  
Iziana Hani Ismail
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Writing Process ◽  
Process Approach ◽  
Process Writing ◽  
Esl Students ◽  
Intended Meaning ◽  
Language Curriculum ◽  
Communicative Act ◽  
Teaching Of Writing

Composition writing has always been an integral part of the English Language curriculum in primary, secondary and tertiary education in Malaysia, yet being the most difficult of the four skills in English as a Second Language; the teaching of writing has often been neglected. Process writing, as distinguished from ‘Product Writing’, is playing a large role in ESL classes. Writing is seen as a communicative act with an intended purpose and audience. The teacher and other learners help the writer find a topic and revise drafts of a written piece until it conveys the intended meaning. While working to make their meanings clear, learners are assumed to acquire competence using the style, syntax, grammar and surface features of the language. During the writing process, students engage in pre-writing, planning, drafting and post-writing activities. However, learners do not necessarily engage in these activities in that order because the writing process is recursive in nature. Language rules are taught in teacher-led- mini-lessons but always in the context of expressing the learners’ own ideas. This paper reports on a study that explores how a process-oriented approach to writing influences a group of university ESL students.

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