Ramiaida Darmi

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.

EXPLORING THE USE OF MULTILITERACIES PROJECT APPROACH TO ENHANCE EMPLOYABILITY SKILLS AMONG MALAYSIAN UNIVERSITY GRADUATES

Enhancing 21 st century learning skills becomes the utmost importance in the contemporary education world. In Malaysia, the rising number of unemployment among Malaysian university graduates is associated to the lack of 21 st century skills and it is imperative to find a pedagogical approach that could enhance these skills. This study examines how Multiliteracies Project Approach (MPA) enhances 21 st century skills among Malaysian university graduates. It is a qualitative study that was conducted at a public university in Nilai, Malaysia, involving 50 students enrolled in English as a Second Language (ESL) course. Data was collected using qualitative tools such as observation, semi-structured interviews and reflective journals. Data was then analyzed using a thematic analysis method. The findings of the study showed that MPA promotes the development of collaborative, technological and critical thinking skills among students. MPA provided students the chance to practice working effectively in in a network of people to achieve a mutual goal. Findings also showed that students acquired new skills when learning using MPA, including technological skills and critical thinking skills which were significant in 21 st century employment. The findings suggest that Multiliteracies Project Approach can provide a significant pedagogical implication.

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.