Kemboja Ismail

Technology integration in the form of digital storytelling: mapping the concerns of four Malaysian ESL instructors

Digital storytelling, which combines the art of storytelling with a variety of digital audio, video, and multimedia images, has been increasingly used as a language learning tool as research studies have shown it to be effective in enhancing the development of language skills as well as related language learning skills, such as autonomy, collaboration, and problem-solving skills. However, before successful language learning can take place, teachers’ concerns regarding technology adoption has to be explored, especially since there is very little research in this area in the Malaysian context. This study addresses this gap in knowledge by sharing the concerns of four English as Second Language (ESL) instructors in terms of their attitudes and acceptance of the use of technology in the form of digital storytelling in teaching ESL at a Malaysian public university. “Concern” in this study refers to the evoked feelings and perceptions towards an innovation and the change process. The data of the study are drawn from the Stages of Concern Questionnaire (SoCQ) and interviews of the instructors. The findings revealed that the teachers perceive the technology to be beneficial to their students to a certain extent; however, resistance to the technology was particularly strong in two of the instructors and this could lead to failure in technology integration.

Using a blended approach to teach English for academic purposes: Malaysian students' perceptions of redesigned course materials

Abstract English for Social Sciences is a compulsory course for all students of the Faculty of Social Sciences at Universiti Kebangsaan Malaysia. Recently, the course has been redesigned and a new course book which includes an online component was introduced. The purpose of the study reported in this article is to investigate students’ perceptions of the blended approach for learning English for Academic Purposes. A qualitative approach, in the form of nine focus group interviews involving 34 students from various disciplines, was used to collect data. The thrust of the interviews is to investigate students’ perceptions of the course book and its online component in meeting their English language needs, different proficiency levels and diverse interests. The challenges and problems faced by them were also probed. The findings of the study reveal that the students’ perceptions of the course book in meeting their language needs were generally positive although some higher proficiency students did not find the content challenging enough. The online component was also well received but two major problems and challenges were identified: slow and unreliable internet connection and too much online exercises to complete. Possible solutions to these problems were also proposed.

Effect of Redesigned Classroom on Secondary Students’ Learning Behaviour

The objective of this paper is to illustrate how the redesigned classroom has affected student learning behavior in terms of the learner centered environment, self-directed and independent learning, improved 21 century skills, and better peer interaction. Data were collected through questionnaires, observations and focus group discussions from four secondary schools in Selangor, Malaysia which had redesigned classrooms. The findings show that the classrooms allow students to enjoy more learner centered activities with easy access to technology and learning is more individualized. Having access to materials online allowed students to view them as many times as they wanted to help internalize their understanding. Students are also encouraged to be selfdirected and practice self-learning by discussing and sharing ideas with one another which helped build their confidence. Students reported developing better information skills, communication skills, negotiation skills and other 21 century skills. The redesigned classrooms provide a safe environment for better peer interaction and participation in learning among students. It is clear that students are comfortable to engage in better learning and understanding in the redesigned classroom with improved levels of motivation and interest.

English Oral Communication in Public Secondary Schools in Kazakhstan: Understanding its Practice and Challenges

The teaching of oral communication (OC) has been addressed in different ESL and EFL contexts, though mainly in a university setting. However, it has received little attention in the Central Asian context. This paper will provide preliminary insights into the practice of teaching English OC and the challenges associated with it in public schools in Kazakhstan (KZ), a country in Central Asia. For the pilot study reported here, data was collected from 18 KZ learners from 9 different schools via e-mail interviews. The study was guided by a theoretical model representing three levels of influence on OC practice: micro, meso, and macro. The current OC activities were found to be lacking in spontaneity, too teacher-centred and individual-oriented. At the micro level, emotional constraints were considered to have a greater impact on female students’ oral performance, while limited linguistic repertoire affected male students’ oral production. At the meso level, females found a lack of emotional support from their teachers, while males preferred to have out-of-class help from their friends to practise English. At the macro level, males were found to be more influenced by a wider sociocultural context than females. Firstly, the findings reveal the gap between the actual and preferred OC practices in KZ public schools, which can be further addressed by the stakeholders. Secondly, they illustrate how gender influences the way learners engage in OC activities. And lastly, they underline the importance of examining OC in relation to learners’ self, their social communities and the overarching context that shapes their attitude towards a language. Keywords: EFL context; Asian learners; gender; spontaneous speaking; affective factors