Fariza Puteh-Behak

The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes

Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.

EXPANDING THE MICROSYSTEM IN THE ECOLOGY OF HUMAN DEVELOPMENT THEORY BASED ON THE ENGLISH LANGUAGE LEARNING EXPERIENCES OF INTERNATIONAL STUDENTS IN MALAYSIA

Bronfenbrenner’s (1977; 1986; 1994) Ecology of Human Development Theory has placed a few groups of people in the microsystem level (the innermost circle) to have influence on the development of a person. This paper puts forth a proposition of altering the groups of people in conjunction with globalization. This is so due to the movement of people to other countries in the pursuance of knowledge. Through a qualitative paradigm, the data from a study on the international students’ English language learning experiences show that for these students, the groups of people who have been helpful in their quest to learn the English language are their friends, teachers/lecturers, other international students and even anyone who is able to converse in the English language. The interviews and online postings of 9 international students studying in Malaysia reveal that the family members, who have been rated as playing the biggest role in the development of a person in Bronfenbrenner’s theory, are considered as ‘unhelpful’ in the students’ journey to learn the English language. Thus, globalisation is a phenomenon that can bring in various elements that might cause alteration – expansion to even a long withstanding theory. This brings only richness to the education world.

TASKS DESIGN: A CHALLENGE FOR LANGUAGE TEACHERS

Creating tasks may sound simple, however, it is one of the challenging jobs for language teachers. In teaching language, teachers need to consider many things such as learners’ social background, learner’s language proficiency, learners’ ability, learners’ attitude and many more. Thus, creating tasks can be a challenge for them. Cummins (1981) suggests 2 main elements in designing materials – contextual relevance and cognitive difficulty – which are formed into a matrix to show four levels to consider in tasks design. Based on Cummins’ matrix, tasks can be easy for some, and difficult for some. One task may not suit all learners, and thus make task design a challenge for language teachers. This study looks at the use of tasks, developed based on Cummins’ matrix, for low proficiency English language learners. Five types of tasks are used, and learners’ views are gathered to understand what they think of the tasks. The aim of the study is to explore learners’ perceptions towards tasks prepared for an English language class, and aligning them with the teacher’s understanding of the tasks. Fourteen learners were involved in the study. Using qualitative approach, data is gathered through interviews, which are then transcribed verbatim, and analysed using thematic analysis. Results show that learners have different views of tasks, which may be due to many factors within learners’ experience and knowledge. This shows that although learners are of the same proficiency level, the difficulty of tasks may not be equal for all learners as it is affected by the contextual relevance of the tasks to learners, as well as the cognitive level of learners in their ability to perform the tasks. Therefore, understanding learners is important for teachers in planning suitable tasks for their learners. By doing this, learners will have more enjoyment in language learning, and able to associate tasks more to their life.

The Influence of Malay Social Hierarchy in the Implementation of a Western-Based Participatory Action Research Project in Malaysia

In sustaining excellence in a globalized Malay and Islamic world, it is important to investigate the influence of the Malaysian cultural background in many areas including in the area of researching. This paper was part of a larger study that investigated the influence of Malay values and culture in conducting a participatory action research project in Malaysia. The participatory action research project, which originated from the Western philosophy, was conducted by a research team which consisted of the first author of the current paper and two Malay lecturers from Bakti Polytechnic (pseudonyms). Through qualitative methods such as observation, informal conversations, journal reflections and semi-structured interviews, this study investigated the experiences of the two Malay lecturers in negotiating the Western-based concepts in a participatory action research project. Due to the importance of reflection and action in a participatory action research, data was analysed through critical reflective analysis steps (Puteh-Behak, Using a multiliteracies approach in a Malaysian Polytechnic classroom: A participatory action research project. Doctoral thesis, University of Southern Queensland, Queensland, Australia, 2013) which included the process of observing and noting personal reflections, confronting and thinking and taking action. Findings suggest that the Malay lecturers’ social hierarchy background affected the way they negotiated the Western-based egalitarian concept in participatory action research.