Journal of Nusantara Studies (JONUS) (Journal of UniSZA - Universiti Sultan Zainal Abidin)
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Cultivating teachers’ creativity towards education for Sustainable Development (ESD) in Technical and Vocational Education and Training (TVET)
Get PDFBackground and Purpose: Education for Sustainable Development (ESD) aims to empower individuals with the competencies to reflect on their actions and contribute to sustainable development. Despite ongoing efforts, government initiatives remain insufficient, and the integration of ESD issues, perspectives, and skills into various curriculum components is still unclear. This study investigates the relationship between components of creativity and the pedagogical practices of ESD among teachers.
Methodology: A quantitative research design was employed, utilizing a survey method to collect data from 98 teachers at Technical and Vocational Education and Training (TVET) institutions in Johor. A structured questionnaire was distributed, and the data collected were analyzed using the Statistical Package for the Social Sciences (SPSS) version 21. Descriptive statistics were used to assess the levels of creativity components and ESD pedagogical practices, while the Spearman correlation was applied to determine the relationship between these variables.
Findings: The results indicate that teachers at TVET institutions exhibit high levels of creativity components and ESD pedagogical practices. Spearman correlation analysis revealed a significant positive relationship between creativity components and ESD pedagogical practices, with a correlation coefficient of r = 0.724 and p = 0.000 (p < 0.05). The findings highlight that teachers' creativity strongly influences their pedagogical practices for ESD, as creativity enhances their environmental awareness and commitment to sustainable development, aligning with national educational goals.
Contributions: This study establishes that creativity significantly impacts the pedagogical practices of ESD among teachers in TVET institutions. The findings underscore the importance of fostering creativity to improve ESD implementation, supporting educators in promoting sustainable development and achieving national education objectives.
Keywords: Teachers, creativity, pedagogical practices, Education for Sustainable Development (ESD), Technical and Vocational Education and Training (TVET)
STEM teacher digital literacy: Relationship between digital literacy and technology integration in teaching and learning post Covid-19
Get PDFBackground and Purpose: This study aims to investigate STEM teachers' digital literacy and technological integration skills. The willingness of teachers to implement new teaching methods is one of the most important determinants of educational success. Engagement, confidence, curiosity, and comprehension of integrated STEM disciplines will increase due to indirect STEM integration teaching experiences. Therefore, it is essential to research STEM teachers' digital literacy knowledge since it is believed that STEM education, which focuses primarily on Science, Technology, Engineering, and Mathematics, involves complex science and engineering practices.
Methodology: 150 teachers in STEM subjects from Kuala Terengganu, Malaysia, were randomly selected to participate in the study using a simple and stratified random selection method. The data was collected using a questionnaire with five sections: respondent information, comprehension of digital tools, communication and collaboration, digital content creation, security, problem-solving, and technology integration. Correlation and linear regression were used to analyse the data.
Findings: The level of digital literacy knowledge after COVID-19 was moderately high. In addition, there is a correlation between STEM teachers' digital literacy knowledge and their technology integration. It is estimated that STEM teachers’ knowledge of digital literacy influenced approximately 47% of technology integration.
Contributions: This study's findings may be beneficial for identifying the digital literacy challenges teachers in STEM fields confront post-COVID-19. Future research can emphasise the identification and development of effective educational materials and programmes for STEM teachers, as well as the integration of technology into teaching and learning, to further develop the digital literacy of STEM teachers.
Keywords: STEM teacher, digital literacy, knowledge, technology integration, Covid-19
A systematic review of elements in game-based Arabic language learning framework for Dyslexic children
Get PDFGame-Based Language Learning (GBLL) has been proven an effective approach tool to improve learning and has become a widely used teaching aid to maintain engagement and motivation in learners. The purpose of this systematic literature review is to identify the framework elements of Game-Based Arabic Language Learning (GBALL) for Dyslexic Children. Although previous research has addressed various guidelines and frameworks for educational tools in Arabic language learning, however, only few studies focus on dyslexic children. The methodology used in this paper is Systematic Literature Review (SLR) by Kitchenham (2004) and Kitchenham and Charters (2007). A selection of relevant research was performed to achieve the research objectives. The selected online open sources databases involved as are primary resources: Google Scholar, ResearchGate, UM Student Repository, Open Access Theses and Dissertation (OATD). Scientific publications and journals, conference proceedings, and technical papers are found in well-known online databases that include a complete citation and reference analysis. Based on a systematic review process, the researchers reported and discussed findings with possible future research directions. A total of 18 studies were selected, which revealed two themes: the multimedia elements of game-based language learning for dyslexic children and the Arabic language learning elements for dyslexic children. The results of this study can be applied as a guideline for educational tools for dyslexic children in Arabic language learning.
Keywords: framework design, elements, guidelines, game-based Arabic language learning for dyslexic children, game-based learning, dyslexia language learnin
The impact of code-switching in affective support and learners’ success in Pakistani ESL classrooms at university level
Get PDFBackground and Purpose: English is the official language of Pakistan, and it is not only taught as a subject but also used as a medium of instruction. However, students find English language learning a difficult experience. Their difficulties are compounded by monolingual English language teaching policies and their differences which are linked with their motivation, level of anxiety and confidence. This study aimed to find out the relationship between code-switching and learners’ affective response and its impacts on attaining success in ESL classrooms.
Methodology: Data for this mixed-method study were collected through purposive sampling via questionnaires, interviews, and field notes from the students majoring in English at a private university in Pakistan. Quantitative data was analysed through SPSS, whereas qualitative data was analysed using a constant comparative technique.
Findings: The findings unveil that code-switching is an effective teaching strategy in ESL classrooms to deal with the learning of vocabulary, comprehension of abstract concepts, the performance of a difficult task, participation in classroom discussions, and the clarity of concepts. Moreover, switching to L1 also gives them satisfaction, fosters attention span, creates enjoyment, and boosts confidence, resulting in their performance improving.
Contribution: The study provides implications for stakeholders, including teachers, teacher trainers and policymakers, to introduce pedagogical code-switching in ESL classrooms to foster the motivation and self-confidence of the students. The study concludes that code-switching has benefits but should be used strategically to improve learners’ performance.
Keywords: Code-switching, affective-response, success, ESL classrooms
Online dispute resolution in Pakistan: Challenges and opportunities
Get PDFThis paper aims at exploring the legal and technical challenges that would not allow the use of Online Dispute Resolution (ODR) for disputes in Pakistan. It uses the doctrinal legal analysis methodology by asking ‘what the law states about the ODR in Pakistan?’ to enrich the subject matter of the ODR and cover all perspectives, issues, features, and the most current advancements in the area of ODR and Alternative Dispute Resolution (ADR) in Pakistan. Currently, there is no applicable national or international law in Pakistan mainly regulating ODR. Therefore, at this stage, this article analyses the existing rules such as Recognition and Enforcement (Arbitration Agreements and Foreign Arbitral Awards) Act 2011 and Alternative Dispute Resolution Act 2017 to examine whether they apply to ODR. Along with exploring the nature of existing legal framework on the ADR and ODR, this paper develops a theoretical framework that application of ODR standards, in a substernal manner, depends on its socio-cultural acceptance.
Keywords: Access to Justice, Alternative Dispute Resolution, Consumer Disputes, Online Dispute Resolutio
A mobile application developed for scaffolding ESL learners in providing peer feedback
Get PDFBackground and Purpose: Peer feedback has received significant research attention in teaching and learning of oral presentation skills. However, literature reveals a number of challenges concerning students’ provision of peer feedback. A mobile application was thus developed to scaffold students in this context. This study purports to evaluate the efficacy of the developed application by introducing it to the target users in an actual classroom setting.
Methodology: Thirty-three (33) ESL learners from one of the polytechnics in Malaysia were involved in this descriptive study. Both the peer feedback records (pre- and post-) were analyzed for the differences in peer feedback before and after the implementation of mobile application. A 20-item questionnaire was later administered to the target group to examine their perceptions on the developed application.
Findings: It was revealed that with the use of the newly developed application, students generally constructed more peer feedback with specific suggestions to improve oral presentation. Positive perceptions regarding the presentation, visual design, navigation and mobile app accessibility were also found.
Contributions: This study adds to the limited research on the use of mobile-assisted peer feedback, which can be a practical way to develop ESL learners’ oral presentation skills. The findings offer insights into how a mobile application can help scaffold students in peer feedback provision and could help inform that scaffolding is deemed necessary in building an effective classroom culture of feedback. The outcome could serve as a guide for instructors who wish to contemplate using similar approach.
Keywords: ESL learners, mobile application, oral presentation, peer feedback, scaffolding
The influence of virtual literature circles of students’ literary competence
Get PDFBackground and Purpose: Despite being previously exposed to literature for many years during secondary school, Malaysian International Baccalaureate (IB) Diploma students tussle to cope with the English syllabus outlined by the International Baccalaureate Organisation (IBO). This is mainly due to the different instructional objectives of learning literature in Malaysia as compared to the IB Diploma’s. In short, students are not trained within the remit of the two key literary competence skills, which are literary reading comprehension and analysis as they progress to a more challenging post-secondary syllabus as such the IB Diploma Programme. Hence, this study investigates how virtual literature circles provide optimal learning opportunities to promote IB Diploma students’ literary competence in reading literature. The research questions focused on the ways that virtual literature circles are able to support students’ literary competence, as well as their experiences upon participating in the discussions.
Methodology: A mixed-method research design was employed in carrying out the aims of the study. Quantitative data were collected through a quasi-experimental method focusing on two groups of IB Diploma students in the experimental and control groups. One-way analysis of covariance (ANCOVA) was used to determine whether there are any significant differences between the independent groups on the dependent variable, which is literary competence, whilst controlling for the effects of their initial abilities which co-vary with the dependent variable. The qualitative data were collected using semi-structured interviews, and the data analysis was conducted using principles of thematic analysis.
Findings: This study found that virtual literature circles enhanced IB Diploma students’ literary competence by encouraging them to become critical readers of literature. It also provides students with the avenue to develop their literary reading comprehension and analysis skills in order to understand, analyse, and interpret literature critically.
Contributions: This research aids in the design and implementation of virtual literature circles as a socially mediated reading approach to assisting ESL students with their literary competence.
Keywords: Virtual literature circles, literary competence, literary reading comprehension skill, literary analysis skill, IB Diploma
Exploring metacognitive reading strategies used by low and high proficiency form three ESL students
Get PDFBackground and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students.
Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group.
Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring.
Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies.
Keywords: Low proficiency students, high proficiency students, purposive sampling, metacognitive reading strategies, explanatory sequential mixed method design
Online grammar checkers versus self-editing: An investigation of error correction rates and writing quality
Get PDFBackground and Purpose: In order to compete with native speakers, EFL and ESL students are under more pressure to produce native-like academic papers. This has led to more reliance on online grammar checkers, but these can be ineffective with regards to identifying and giving feedback on particular grammatical forms, phrasing and issues relating to style. Language learners may not be effectively correcting these errors. Hence, this study aims to examine the effectiveness of one online grammar checker, grammarly.com, with that of self-editing.
Methodology: This case study employed a descriptive approach to data analysis. 199 essays were collected from undergraduates at four universities in Kyushu, dated from April, 2019 to January, 2020. 99 essays were proofed by an online grammar checker, while 100 essays were self-edited. The English proficiency level of the participants was at the lower to intermediate range (i.e., TOEIC 300 to a TOEIC 500). The online grammar checker Grammarly was utilized by all participants to minimize issues relating to feedback. In the analysis of data, the complexity, accuracy, and fluency (CAF) of the essays was assessed in order to examine the significant changes between the first and other drafts, and the types of errors produced.
Findings: Results showed that there were no significant differences found in terms of the methods of editing, although the participants who employed online grammar checkers had better results. It was also shown that there were no significant differences in terms of syntactical complexity with either method of editing. There were fewer errors committed by the participants who self-edited, but there were no significant differences in the edited drafts with regards to errors/100 ratios, error-free clauses, and error-free clause ratios. The study showed marginal differences between the two methods of proofing but indicated that online tools can be useful for identifying certain grammatical errors.
Contributions: This paper argues that educators need to work more with EFL learners on the editorial and proofing process, but online grammar checkers may be a useful pedagogical tool to help low-proficient L2 learners.
Keywords: Writing quality, editing, online grammar checkers, proofing, syntactical complexity
A corpus-based study of be-copula in native speaker and non-native speaker learners’ argumentative essays
Get PDFBackground and Purpose: There is little research on the use of BE-copula in learner compositions in terms of how BE is used, and what functions it performs at specific stages of composition. This study aims to investigate the functions of BE-copula in argumentative essays written by non-native speaker (NS) and native speaker (NNS) learners and determine the similarities and differences in the way the learners use BE-copula in their essays.
Methodology: This descriptive study employed a corpus-based methodology with the corpus data obtained from the Malaysian Corpus of Learner English (MACLE) and Louvain Corpus of Native English Essays (LOCNESS). Only data from L1-Malay learners, which were extracted from MACLE, and which form a sub-corpus of L1-Malay learner argumentative essays, were analyzed in the study. Adopting Hyland’s three-stage structure of an argumentative essay as the framework for analysis, data were analyzed for the distribution of BE-copula and the functions it performed in the learner essays.
Findings: Results from the quantitative analysis revealed a similar pattern in the use of BE-copula between NNS and NS learners, with both groups showing an inclination towards the present forms (is, are) and BE-copula construction. A t-test analysis revealed a more significant use of BE-copula in terms of both forms and functions by the NS learners. The qualitative analysis revealed that even though the NNS learners exhibited almost similar composing elements as the NS counterparts, their texts were stylistically simple, more constrained, less fluent, and effective due to limited syntactic variety.
Contributions: The empirical findings from the in-depth quantitative and qualitative analyses have enabled more insightful conclusions to be drawn about the NNS learners’ use of BE-copula in their writing. The present study has direct pedagogical implications for the teaching of academic writing in the ESL context.
Keywords: Argumentative essay, academic writing, be-copula, corpus-based, learner corpus research