1,720,964 research outputs found
Language enrichment activities for preparatory English / Ho Chui Chui
No full textThis article deals with the use of language enrichment activities for students taking the Preparatory English course in Universiti Teknotogi MARA. The author shares her ideas to make the teaching and learning of fft/s course a
more pleasant and appealing process
Extending vocabulary the fun way / Ho Chui Chui
Get PDFReading and listening are good ways to acquire a strong vocabulary. However, language teachers can and should play an important role in helping learners to increase their vocabulary store. Unfortunately, not enough emphasis is placed on vocabulary teaching in the language classroom nowadays. Many English language practitioners seem to stress the importance of grammatical knowledge and view the acquisition of vocabulary as incidental. The author feels that the teaching and learning of both structure and lexis are equally important to achieve communicative efficiency. She shares some of her ideas on the use of language
activities to build learners' word power in fun and meaningful ways
Chatting with ChatGPT: a writer's muse / Ho Chui Chui
Get PDFThe Academy of Language Studies, Universiti Teknologi MARA (UiTM) Kedah branch is proud to present the first issue of its e-magazine, The Epitome, as our focus to highlight our commitment to contribute to the areas of creative writing. The Epitome aims to provide a platform for writers, educators, academicians, poet, and researchers to share their ideas, findings, knowledge, and experience, particularly on various creative writing genres - personal essays, poetry, short stories, songs, movie scripts, plays, and innovative projects in four different languages ( English, Bahasa Melayu, Mandarin, and Arabic)
Are undergraduates able to identify instances of plagiarism? / Ho Chui Chui
No full textThis paper reports the findings from a survey on plagiarism that the author conducted among students pursuing a law foundation programme. They were administered a questionnaire with ten statements. Students were asked to identify the statements they considered as instances of plagiarism. Although a majority of the participants were able to identify most cases of plagiarism, almost half (47%) did not identify paraphrasing materials in their own
words without citing the source of information as an example of plagiarism. In addition, summarising materials without indicating the source is not considered as an act of plagiarism by as many as 61% of the respondents. It is concluded that some students are probably plagiarising their assignments because they are unclear as to what constitutes plagiarism
The APA Style 7th Edition (2020): some notable changes / Ho Chui Chui
Get PDFThe latest version of the American Psychological Association publication manual has been recently introduced to replace the sixth edition which was published in 2010. Students, educators and writers are expected to fully adopt the new guidelines by the middle of 2020. This paper highlights the important changes to note particularly regarding in-text citations and references. The differences between APA 6 and APA 7 are illustrated with pertinent examples
From chalkboards to computers: a lifelong journey teaching ESL / Ho Chui Chui
Get PDFAnthology of 203 poems which were contributed by 156 lecturers and academicians from UiTM and other higher learning institutions. This is in fact the largest collection of poems compiled in one anthology
The QuillBot grammar checker: friend or foe of ESL student writers? / Ho Chui Chui
Get PDFThe use of automated written corrective feedback applications in the writing classroom has been widely researched. However, as the QuillBot grammar checker was newly launched, no studies had been conducted on its accuracy and usability among English as a Second Language (ESL) student writers. To address this gap, a small-scale sentence- and paragraph-level test was carried out to determine whether it would be a useful tool for ESL students to obtain feedback in real-time instead of waiting for teacher corrective feedback. The new, freely available grammar checker was tested along with the free version of two other popular grammar checking tools, Grammarly and Ginger. Actual writing samples from second-year diploma students were used. The results indicate that the QuillBot grammar checker outperformed the other two software. However, this tool is not perfect and users will still have to manually check for undetected errors and decide if suggestions should be accepted or ignored. Therefore, it is recommended that QuillBot should be used to supplement and not replace teacher feedback. With students using the QuillBot grammar checker in their writing tasks, teachers do not only save time on checking language errors but also have more time to provide feedback regarding global writing concerns, namely, content and organization
Free online citation generators: which should undergraduates use with confidence? / Ho Chui Chui
Get PDFWith the introduction of research management software, most academic libraries recommend programs such as EndNote or Mendeley but undergraduates may not want to use these products if they need to document only a limited number of sources. In such cases, they may take advantage of the numerous free online citation generators such as Citation Machine, EasyBib and CiteFast. However, these programs are not always accurate. Therefore, students who are unfamiliar with the referencing style required by their course may be unable to detect errors in the generated references. This paper reports the author’s search for a free, reliable and easy-to-use citation generator to recommend to her first-year undergraduate students. Three free citation builders, ZoteroBib, CiteMaker and Cite This For Me, were evaluated using actual sources used by students. It was found that the most frequent problem for all three programs was formatting citations such as capitalisation, punctuation and indentation. Although results showed that ZoteroBib outperformed the other two, it was still not perfect. Thus, it is imperative to remind students to check the generated citations carefully and correct any errors. The availability of citation generators certainly does not replace the necessity
of learning to prepare citations manually
Malaysian undergraduates’ (in) ability to identify the correct use of sources / Ho Chui Chui and Wong Soon Heng
Get PDFStudies conducted in the West show that one of the reasons students plagiarize
is because of their poor understanding of the correct use of sources.
This paper reports on a small-scale study which assessed whether Malaysian
law matriculation students could identify the correct use of sources.
Findings show that 66% of the respondents did not know that quoting without
using quotation marks was an example of the incorrect use of a source
although the source was acknowledged. Similarly, 66% also felt that a
source was correctly used although it was poorly paraphrased with only
slight modification as long as the source was cited. The results indicate that
these Malaysian undergraduates have a poor understanding about the
proper use of sources and may inadvertently be committing plagiarism
Characterization of the regulation of p53 and checkpoint kinases in DNA integrity checkpoints
No full textDNA damage checkpoints operate throughout the cell cycle to monitor and maintain genomic stability. The checkpoints ensure that damaged DNA is not replicated or segregated to daughter cells until repair. I have examined the relative contribution of CHK1 and CHK2 on Adriamycin-induced checkpoint. Several lines of evidence including dominant negative mutants, downregulation by shRNA, and gene knockout indicated that CHK1 plays a more important role than CHK2 for Adriamycin-induced checkpoint.Both stalled replication block and DNA damage induce the tumor suppressor p53, but the downstream effectors and upstream regulators of p53 during replication blockade remain to be deciphered. I have examined the relationship between the replication checkpoint and p53 as well as the effectors and regulators of p53 during the replication checkpoint. I found that the levels of p53 and p21CIP1/WAF1 attained after HU treatment were significantly lower than that after DNA damage. Down-regulation of p21CIP1/WAF1 with short hairpin RNA (shRNA) indicated that p21CIP1/WAF1 was not required for the p53-dependent replication checkpoint. Down-regulation of CHK1 by shRNA or knockout of the CHK2 gene in mouse embryonic fibroblasts did not abolish p53 induction. This illustrated that neither CHK1 nor CHK2 is essential for the induction of p53 during the replication checkpoint. While cells from patients with genetic disorders Nijimegen breakage syndrome (NBS) and Bloom syndrome (BS) show defect in induction of p53 upon replication block. These data reveal that the downstream effectors and upstream regulators of p53 during replication checkpoint are very different from that after DNA damage.</p
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