Siew Ming Thang

Investigating the perceptions of UKM undergraduates towards an English for science and technology online course

This study investigates the perceptions of Malaysian undergraduates of the Faculty of Science and Technology, Universiti Kebangsaan Malaysia (UKM) towards an online English for science and technology course in terms of their improvement in reading skills and strategies, their autonomy and their motivation. These three areas were used as the focal points in the study as they are educational qualities that are closely interrelated and mutually reinforcing. The research study was a case study incorporating quantitative and qualitative research methods. The data required were gathered in three phases, with phase one being implemented when the students were in the first semester. The methods applied in this phase for gathering data on the perception of the students were: (i) monitoring logging-in days and times; (ii) initiating online discussion via an online forum and; (iii) administrating online questionnaires. Phase two of the study was implemented at the end of the first semester, after the students finished the course. Semi-structured interviews were conducted to gather data for this phase. The third phase was implemented when the students were in their final year. This time in-depth interviews were conducted. The data were collected, categorised, analysed and discussed in line with the three focal points of the study. The findings of the three phases of the study revealed that the students perceived this course as contributing highly towards their improvements in reading skills and strategies, contributing moderately towards improving their autonomy as some of them did not desire full autonomy in that they still indicated a preference for a combination of both face-to-face and online modes of learning and contributing highly towards their motivation.

Creating and maintaining online communities of practice in Malaysian Smart Schools: challenging realities

Wenger describes an educational community of practice (CoP) as a group of professionals who share a passionate concern for practice‐based issues and who voluntarily choose to deepen their knowledge, understanding and skills through collaborative and critical dialogue. Peer collaboration of this kind, which involves social interaction, reflection and a critical engagement with practice issues, has been widely suggested to be effective for teacher learning and professional development. The online continuing professional development for teachers (e‐CPDelT) Vision 2020 model outlined here aims to bring about innovation in practice through an online or virtual CoP (VCoP). Twenty Malaysian teachers in five Smart Schools were invited to take part in a Higher Education (HE) project, funded by one of the main universities in Malaysia. By participating collaboratively in this CoP, it was anticipated that the teachers would form an active online CoP that would lead in turn to innovation in teaching and learning practices in the schools. An action research approach was used in tracing the developmental process of the three subject‐based CoPs (namely, Mathematics, Science and English) and identifying challenges faced by the higher education institution (HEI) project team in fostering the active participation and commitment of the teachers. Preliminary data generated from mentor forum discussion, focus groups and blogs suggested that low levels of participation in VCoP activities were a result of low levels of trust and social affiliation, performance anxiety, time pressure and failure to see the relevance of online interaction as directly related to their individual needs as practitioners. Approaches to remediating these challenges and promoting more authentic teacher engagement are outlined.

Investigating Malaysian Distance Learners Perceptions of their English Proficiency Courses

The paper describes a study that investigated Malaysian distance learners’ perceptions of their English proficiency courses. The approach used in this study was primarily a quantitative approach based on questionnaires, with a qualitative component based on semi‐structured interviews included to add depth and scope to the study. The questionnaires used were adapted from Entwistle and Ramsden’s Course Perception Questionnaire. ANOVA and factor analysis were used for analysing the questionnaire data. The interview data were analysed qualitatively by identifying main themes and patterns. While the analysis of the questionnaires and the interview data generated roughly comparable results, there were some interesting differences. The main difference was that the interviews demonstrated that the majority of the 13 distance learners interviewed would prefer more support and guidance rather than greater freedom as evident in the questionnaire data. The results of the interviews provide a useful supplement to the quantitative data and give us a better understanding of the factors that influence learners within a distance learning environment.

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.

The role of the electronic portfolio in enhancing Information and Communication Technology and English language skills: the voices of six Malaysian undergraduates

This study investigated the effects of the construction and development of electronic portfolios (e-portfolios) on a small user population at a public university in Malaysia. The study was based on a three-month Information and Communication Technology (ICT) and language learning course offered to the undergraduates of the university. One of the key components of the course was the construction and development of an e-portfolio. The purpose of this study is to uncover the impact of this class project on student development of computer and language learning skills. The problems faced in the developmental process will also be discussed. A qualitative case study approach involving interviews with six respondents was utilised in collecting and analysing the data. A questionnaire was used to support the qualitative data. The findings revealed that the e-portfolios had a positive impact on the student development of computer and writing skills.

Student Approaches to Studying: Identifying the Malaysian Constructs and Comparing Them with Those in Other Contexts

The study undertook to identify the constructs in Approaches to Studying in a Malaysian higher education context by using factor analysis. These constructs were compared with those in other contexts. The study was undertaken in a Malaysian public university and the subjects of the study were distance learners and on‐campus learners from three disciplines: social sciences, sciences and business administration. A questionnaire comprising items taken mainly from the Revised Approaches to Studying Inventory (RASI) was used. The results indicated the presence of the two main orientations to studying (a meaning orientation and a reproducing orientation) in the Malaysian distance and on‐campus learners. These findings were consistent with those in other studies. The study also suggested the association of positive and negative connotations with both memorization and syllabus‐boundedness in the Malaysian context.The study undertook to identify the constructs in Approaches to Studying in a Malaysian higher education context by using factor analysis. These constructs were compared with those in other contexts. The study was undertaken in a Malaysian public university and the subjects of the study were distance learners and on‐campus learners from three disciplines: social sciences, sciences and business administration. A questionnaire comprising items taken mainly from the Revised Approaches to Studying Inventory (RASI) was used. The results indicated the presence of the two main orientations to studying (a meaning orientation and a reproducing orientation) in the Malaysian distance and on‐campus learners. These findings were consistent with those in other studies. The study also suggested the association of positive and negative connotations with both memorization and syllabus‐boundedness in the Malaysian context.

The eEducator Module: A New Approach to the Training of Online Tutors

Abstract The School of Education, University of Nottingham (UoN), UK and Beiwai Online, Beijing Foreign Studies University (BFSU) Beijing, China have been engaged on a collaborative research project to develop a generic module for the training of online tutors globally as part of the eChina-UK programme with funding from the Higher Education Funding Council for England. This has led to a learner centred approach to the training that takes analysis of transitions within the learning and teaching process as a key focus. It provides trainee tutors with a range of online reflective analytic tools to support their developing understanding of effective practice in order to consider appropriate support for these transitions. This article describes the rationale behind the design of the various components and activities of the tutor training module including aspects of the development process and the research pilot into localisation at the Universiti Sains Malaysia.

Teacher Learning Via Communities of Practice: A Malaysian Case Study

Abstract This article features the extent of learning traced during the development of online communities of practice (CoPs) among a group of Smart School teachers in a partnership model designed to help them develop professionally through the use of online tools. In the e-CPDelT project which involved 20 teachers of English, Mathematics and Science from five Smart Schools, teachers collaborated with other teachers by sharing classroom issues and experiences using online tools. A central conviction underlying the design of the project is that teacher collaboration in online CoPs can help teachers grow professionally. This article attempts to probe whether the CoP approach facilitates teacher learning in the English cohort. The Community of Inquiry (CoI) model propounded by Garrison, Anderson, and Archer (2000) was used to understand the dynamics of online teacher learning. Although social, cognitive and teaching presences are the prerequisites for a successful and meaningful educational experience, for the purpose of this preliminary study, only cognitive presence is examined since it is related to knowledge-building through inquiry and refl ection. The findings based on participant blog entries revealed that teacher learning was evident in the blog interactions to a small extent due to varied participation patterns and group dynamics. The article concludes with several recommended measures to enhance teacher learning.

Digital Storytelling as an Innovative Approach to Enhance Learning Mandarin as a Second Language

The present study shares the experiences of a Malaysian teacher who tried to enhance the teaching and learning of Mandarin through the use of digital storytelling (DST) in a learning Mandarin as Second/Foreign Language (SL/FL) context. Research studies have shown that DST which combines the art of storytelling with a variety of digital audio, video and multimedia images are effective in enhancing language learning in a variety of contexts. It has been shown to encourage and motivate students and at the same time enhances their communication, interpersonal and technology skills. However, studies that look into the use of DST to enhance the learning of Mandarin are still lacking which make this study relevant and timely. The present study shares the Mandarin teacher’s experiences in using DST as a project for a Mandarin SL/FL course. The findings were derived from his personal reflections and his students’ questionnaires and interviews were used to cross-verify the findings. The findings of the study demonstrated that the introduction of DST had enriched the teacher and students’ experiences in a variety of ways. Despite some shortcomings the Mandarin teacher was keen to continue using it for his classes.