scholarly journals Developing academic literacy through self-regulated online learning

2016 ◽  
Vol 7 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Emmaline Lear ◽  
Linda Li ◽  
Sue Prentice
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Group Discussion ◽  
Academic Literacy ◽  
Academic Skills ◽  
First Year ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Learning Logs

This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

scholarly journals MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

2020 ◽  
Vol 5 (2) ◽  
pp. 384-405
Author(s):  
Zurina Khairuddin ◽  
Zulaikha Khairuddin ◽  
Nadia Ibrahim
Keyword(s):  
Language Proficiency ◽  
International Student ◽  
English Language ◽  
Group Discussion ◽  
Educational Background ◽  
First Year ◽  
Verbal Interactions ◽  
First Year Students ◽  
Academic Cultures ◽  
Malaysian Students

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.   Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.   Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.   Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.   Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.   Cite as: Khairuddin, Z., Khairuddin, Z., & Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars.  Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

scholarly journals Challenges of Short Sentence Writing Encounter 1st Year Uundergraduate Students in English Language Departments at Al-Baha University

2021 ◽  
Vol 12 (4) ◽  
pp. 118-131
Author(s):  
Ahmed Ibrahim Alsalami
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
English Language ◽  
First Year ◽  
Written Feedback ◽  
Passive Voice ◽  
First Year Students ◽  
Verb Agreement ◽  
Short Sentence ◽  
English Major

This study aims to find out the most common challenges of writing short sentences encountered by first-year English-major undergraduate students of English language departments. A mixed method was used including quantitative and qualitative as data was obtained using student questionnaires and interview questions for the lecturers. About 122 first-year English-major undergraduate students (%50.4 female and %49.6 male) from the English Language Departments at all colleges of Al-Baha University were randomly chosen, including 30 lecturers, and were interviewed in the study (15 males and 15 females). The study revealed significant results which have shown difficulties in constructing short sentences, the distinction of active and passive voice, and the use of conjunctions, punctuations, quantifiers, and the correct auxiliary. Also among common issues, students find difficulties in using comparative and superlative degree, subject–verb agreement and the use of articles. Thus, the study recommends that first-year English-major undergraduate students should be given more written exercises as well as written feedback so that students can be able to write more effective short sentences. The study suggests that more studies could be conducted qualitative researches for first-year students of English language department to investigate and analyze the most common challenges and difficulties of the students’ written samples or documents.

scholarly journals No Campus Life for Us: Personal Reflections of First-Year Students at a Malaysian University

2021 ◽  
Vol 9 (6) ◽  
pp. 144-158
Author(s):  
Ireena Nasiha Ibnu ◽  
Wan Hartini Wan Zainodin ◽  
Faizah Din
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Time Management ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
Narrative Study ◽  
Qualitative Technique ◽  
Personal Reflections ◽  
Study Offer

The purpose of this qualitative study was to look into the online learning experiences of first-year communication and media students. The study was conducted by gathering 45 written reflection papers from first-year undergraduate students covering their opinions, challenges, and feelings about online learning. NVivo 12 was used to analyse the contents of these reflection papers. The findings of this reflective narrative study offer valuable insights into how first-year communication and media students perceive online learning classes in higher education, the challenges of working with new virtual classmates, the adjustment and role as student and daughters at home, as well as their mental health and emotional feelings towards online learning. Students learned vital lessons about time management, environmental awareness and independence as a result of these experiences. Students experienced anxiety and were demotivated as a result of the lack of face-to-face interaction and effective self-introduction with new peers. Most importantly, they were dissatisfied because they had lost out on the experiences of living on campus during their first year of study. Furthermore, this research looked into another component of the qualitative technique, which is a reflective method to study the first-year students’ experiences with online learning in a Malaysian public university, an insight that can be useful for both lecturers and students.

scholarly journals Learning English Online from Home: The Challenges Faced by USIM BELCOM Students during MCO

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Saiful Izwan Zainal ◽  
Noor Saazai Mat Saad ◽  
Norhana Abdullah ◽  
Normazla Ahmad Mahir ◽  
Suzanah Selamat ◽  
...  
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
English Language ◽  
Movement Control ◽  
Coping Mechanisms ◽  
First Year ◽  
First Year Students ◽  
Use Of Technology ◽  
Learning Platforms ◽  
Control Order

Efforts to curb the spread of the Covid-19 virus have been carried out on a large scale around the world, and among the measures that have been taken is to change the mode of learning among students in universities to online learning. Although various online learning platforms have been made available for student use, the level of mastery of students as well as the challenges they face to maximize the use of technology while studying from home is still understudied. This study will add to the previous research by focusing on the aspects of English language online learning processes experienced by Universiti Sains Islam Malaysia (USIM) students during the Movement Control Order period. This study collected qualitative data through open-ended questions which were distributed online, involving 29 first-year students from the Bachelor of English with Commerce (BELCOM). The data revealed two (2) categories of challenges – external and internal. Internet connection and environment are for external while understanding and communication are for internal. In relation to each of the challenges, the respondents also shared their coping mechanisms which are two-pronged. Some respondents just accepted those hurdles while many of them took charge and took action in solving the problems. These coping mechanisms could be used as guides for other learners facing difficulties in learning online at home.   Usaha untuk membendung penyebaran virus Covid-19 telah dilakukan secara besar-besaran di seluruh dunia, dan antara langkah-langkah yang telah diambil adalah dengan mengubah cara pembelajaran di kalangan pelajar di universiti kepada pembelajaran secara atas talian. Walaupun pelbagai platform pembelajaran atas talian telah disediakan untuk kemudahan para pelajar, namun tahap penguasaan pelajar serta cabaran yang dihadapi untuk memaksimumkan penggunaan teknologi semasa belajar dari rumah masih kurang dikaji. Kajian ini akan menambah data penyelidikan sebelumnya dengan memfokuskan aspek proses pembelajaran atas talian Bahasa Inggeris yang dialami oleh para pelajar Universiti Sains Islam Malaysia (USIM) semasa tempoh Perintah Kawalan Pergerakan. Kajian ini menggunakan data kualitatif berdasarkan soalan terbuka yang dibuat secara atas talian kepada 29 pelajar tahun satu Sarjana Muda Bahasa Inggeris dengan Perdagangan (BELCOM). Data menunjukkan bahawa terdapat dua (2) kategori cabaran iaitu luaran dan dalaman. Bagi luaran, cabaran-cabaran yang diutarakan adalah sambungan Internet dan persekitaran. Manakala bagi dalaman, cabaran-cabaran yang terbabit adalah kefahaman dan juga komunikasi. Selari dengan setiap cabaran yang dinyatakan, para responden juga menyatakan cara mereka mendepani cabaran tersebut. Didapati mereka sama ada mengharungi cabaran tersebut tanpa berbuat apa-apa ataupun mengambil tindakan untuk menyelesaikan masalah yang dihadapi. Mekanisma yang diambil oleh pelajar-pelajar dalam mendepani cabaran ini dapat dijadikan panduan bagi pelajar lain yang mengikuti pembelajaran atas talian dari rumah.

scholarly journals Persepsi mahasiswa terhadap pembelajaran daring pada masa pandemi Covid-19

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dian Cahyawati ◽  
Muji Gunarto
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Effectiveness ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
E Learning ◽  
To Receive

Artikel ini menguraikan hasil penelitian tentang persepsi mahasiswa terhadap pembelajaran daring pada awal masa pandemi Covid-19.  Metode yang digunakan adalah survey dengan angket yang dibagikan secara online kepada mahasiswa aktif semseter genap 2019/2020. Diperoleh responden sebanyak 91 orang. Responden mahasiswa laki-laki ada 38% dan perempuan sebanyak 62%. Sebanyak 46% adalah mahasiswa tingkat pertama dan sisanya ada 54% adalah mahasiswa tingkat kedua dan ketiga. Hampir 90% responden mengikuti lebih dari lima mata kuliah pembelajaran daring melalui aplikasi Google Classroom, Google Meet, Zoom, Edmodo, e-learning kampus, atau Whatsapp Group. Persepsi mahasiswa terhadap pembelajarn daring menunjukkan bahwa mahasiswa masih merasa terhambat dalam mengikuti pembelajaran daring, hanya 15% responden yang menyatakan kesetujuannya terhadap pembelajaran daring, berpendapat bahwa beban tugas lebih banyak, masih kesulitan menerima materi, masih sangat berkepentingan untuk bertemu dan mendapatkan penjelasan dari dosen. Upaya perbaikan efektivitas pembelajaran daring perlu dilakukan dan dipersiapkan oleh dosen dan mahasiswa. Khusus untuk mahasiswa, persiapan perangkat dan aplikasi pembelajaran daring, dan meningkatkan persiapan mental yaitu beradaptasi, mandiri, tangguh, dan bertanggung jawab adalah upaya untuk mencapai hasil pembelajaran yang maksimal.AbstractThis article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the student's assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Primary school pre-service teachers' competence level of computational concepts in programming using Dr. Scratch

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Theresia Yunia Setyawan
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
Competence Level ◽  
E Learning ◽  
To Receive

This article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the students' assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Developing disciplinary discourse in a first-year engineering course: The DELNA initiative

2021 ◽  
Vol 31 ◽  
pp. 126-135
Author(s):  
Faye D'Silva ◽  
Penny Kinnear
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Engineering Students ◽  
Academic Language ◽  
Academic Literacy ◽  
First Year ◽  
Discursive Practices ◽  
First Year Students ◽  
Disciplinary Discourse ◽  
Language Needs

First-year students in higher education settings tend to face ongoing challenges with variations in discursive practices and genres within their discipline. Within this context, a Diagnostic English Language Needs Assessment (DELNA) was administered to first-year engineering students to assess the strengths and needs of their ability to navigate academic language. The purpose of this paper is to report on our initiative to support student’s development of academic literacy, specifically their disciplinary language proficiency through the implementation of pedagogical support activities.   

scholarly journals Reading competency of first-year undergraduate students at University of Botswana: A case study

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Beauty B. Ntereke ◽  
Boitumelo T. Ramoroka
Keyword(s):  
Undergraduate Students ◽  
Academic Literacy ◽  
First Year ◽  
First Year Students ◽  
Reading Levels ◽  
First Semester ◽  
University Of Botswana ◽  
Students First ◽  
Literacy Course ◽  
The University

The ability to read and interpret textbooks and other assigned material is a critical component of success at university level. Therefore, the aims of this study are twofold: to evaluate the reading levels of first-year students when they first enter the university to determine how adequately prepared they are for university reading. It is also to find out if there will be any significant improvement after going through the academic literacy course offered to first-year students. The participants were 51 first-year undergraduate humanities students enrolled in the Communication and Academic Literacy course at the University of Botswana. The data were collected through a reading test adopted from Zulu which was administered at the beginning of the first semester. The same test was administered at the end of the semester after the students had gone through the academic literacy course to see if there was any difference in performance. The findings of this study indicate that there is a mixed and wide variation of students reading competency levels when students first enter the university and that a significant number of first-year entrants are inadequately prepared for university reading.

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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