AJELP: Asian Journal of English Language and Pedagogy

The Effects of Collaborative Pre-Writing Asynchronous Discussion Using Graphic Organizers on EFL Argumentative Writing Performance

2024-05-15T08:46:33+00:00

Chinese university students often face challenges in developing their English writing skills, which can cause frustration. To address this issue, the research study explored the impact of collaborative pre-writing asynchronous discussion on argumentative essay performance among Chinese EFL undergraduates. The study identified low levels of student participation in asynchronous online discussions and proposed an alternative method of collaborative pre-writing discussion through digital applications to generate graphic organizers. The research study utilized a quasi-experimental design in which two intact classes were randomly assigned to two conditions: (1) pre-writing discussion involving graphic organizers (n=56) and (2) pre-writing discussion with WeChat, a social networking tool (n=55). The results indicated that students in the experimental group who used graphic organizers significantly improved their argumentative essay writing skills. This suggests that online discussion using graphic organizers was a more effective pre-writing strategy as it facilitated more reflective and elaborative opinions, as demonstrated by the statistical results. Moreover, students in the experimental group displayed a positive attitude towards using graphic organizers in online discussions. These findings have important implications for improving the writing skills of Chinese EFL undergraduates. It suggests collaborative pre-writing discussions using graphic organizers can effectively enhance students’ writing skills.

Negotiating Malay language Amid English influence in Ali Baba Bujang Lapok (1960)

2024-11-27T02:00:49+00:00

This study explores portrayals of Malay nationalism in P. Ramlee’s film adaptation of The Thousand and One Nights, specifically in Ali Baba Bujang Lapok (1960), through the lens of Shamsul A.B.’s nation-of-intent framework. Focusing on the element of bahasa (language), the study analyses how the film reflects the socio-political context of Malaya’s early postcolonial nationhood, where the Malay language was navigating its growth amidst the continued influence of English. Incorporating Kress and Van Leeuwen’s Visual Grammar and Bordwell and Thompson’s film theory, the analysis examines visual and narrative elements that contribute to the portrayal of Malayness in the film. The findings reveal the significant presence of English, mirroring the compromises made by the Alliance coalition during the decolonisation process. While Malay was designated the national language, English continued to dominate in administration, law, and education, reflecting the challenges of transitioning from colonial structures. Ultimately, the study situates Ali Baba Bujang Lapok (1960) as a reflection of both authority-defined ideologies and everyday realities, highlighting the complexities of forging a national identity in a multilingual society.

Analysis of research articles using passive voice in the conclusion sections

2024-06-14T09:05:37+00:00

Many researchers always get notified while composing sentences on a computer and checking grammar using the review and spelling check menu. They experience this notification frequently when typing passive sentences. They are always suggested to revise passive sentences into active sentences. In the conclusion sections of research journal articles, authors sometimes contemplate the necessity of sticking to active sentences. This research aims to investigate the prevalence of passive construction in articles authored by research articles (RAS) published in the international journals. Specifically, purposive sampling was employed by the researchers to select the conclusion sections as the sample sub-genres. It is presumed that all articles underwent blind review, ensuring homogeneity in their academic status. The 10 articles with their conclusion sections (3,962 words) were analyzed after being selected based on certain criteria such as being published and found in Google Scholar website. The findings reveal that authors in research articles still use passive sentences. This pattern is observed in each of the RAS for the purposes of presenting information, describing actions and results, maintaining objectivity, and emphasizing the content (objects being discussed) rather than the doers.

E-books as a tool to improve reading comprehension among Year 4 primary ESL students

2024-06-20T08:21:24+00:00

In Malaysian primary ESL classrooms, students have many different texts to read. Through reading, they acquire much of their knowledge and understanding of the different subject areas, and reading often forms the basis of follow-up work such as class discussions or homework questions. Through the researcher’s experiences and observations, many students have difficulties making sense of the reading texts that are too difficult for them. Students were struggling to comprehend the reading texts from the printed textbooks. Thus, this paper is written to investigate the effectiveness of using E-books to improve reading comprehension among ESL primary school students. Students’ perceptions of using E-books to improve reading comprehension are also further explored in this paper. The total of 50 students from Year 4 in one of the primary schools in Perak participated in this study. The participants were divided into the Control Group and the Experimental Group. They took the pre-test, and post-test to identify the differences of scores obtained after reading the short story and graphic novel. In addition, questionnaire was distributed to the 25 students from the Experimental Group after the test. This research found that there is a significant difference in scores between students who use printed books and E-books during reading sessions whereby students who use E-books score higher marks with a value (t (24) = -2.376, p = 0.026), p < 0.05. Despite the improvement shown after utilising E-books, more than half of the students stated that they are less interested to read using E-books than printed books. Nonetheless, teachers should understand the need to inculcate students with ICT knowledge is crucial in moving forward to the digitalization of education. This research will also help students to understand the benefits that E-books can give for them.

Designing an online task-based speaking skills module for TVET learners: Enhancing learner engagement and interaction

2024-10-17T22:49:31+00:00

This conceptual paper delves into the intricacies surrounding the design, implementation, and evaluation of an inventive online task-based speaking skills module tailored explicitly for Technical and Vocational Education and Training (TVET) learners. Recognizing the pivotal role of speaking proficiency within TVET contexts, the paper meticulously examines the hurdles encountered by TVET learners in honing their speaking skills. In response to these challenges, it proposes a pioneering approach that merges task-based language teaching principles with technology-enhanced learning environments. Employing a robust mixed-methods research design, the paper aims to offer a comprehensive understanding of the module's essential features, methodologies, and outcomes. Emphasis is placed on enhancing learner engagement, fostering meaningful interaction, and nurturing the development of speaking skills within the unique landscape of TVET education. Through meticulous analysis and evaluation, this paper endeavors to illuminate pathways toward enriching the learning experiences and outcomes of TVET learners in the realm of speaking proficiency.

Exploring the Beliefs about Language Learning among Undergraduate Engineering Students

2024-10-17T22:35:16+00:00

One of the components that contribute to learners’ effectiveness in language learning classrooms is their beliefs and notions about language learning. Beliefs about language learning are viewed as the presumptions or assumptions that students hold about their attitudes, motivations, learning strategies, and language learning styles. Engineering students may have different beliefs in contrast with other subjects due to the nature of their work, which focuses more on the scientific and technical parts. Furthermore, the employer always raised the issue that these engineers lack English language skills, which may stem from their beliefs. Thus, in this descriptive study, we intend to examine the engineering students’ beliefs about language learning based on a questionnaire of 34 items developed by Horwitz (1987). This quantitative study involved 258 engineering students in one public university in Malaysia, comprised of 181 males and 77 females. There were five major areas in assessing students’ beliefs namely: foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivations and expectations. Based on the findings, engineering students have strong beliefs that motivations and expectations in language learning are the most important factors in their learning process. To support them in improving their language learning, it is important to tailor programs to their specific needs and integrate technical content with language learning activities. Emphasising motivation and expectations is crucial, alongside addressing misconceptions about language learning and collaborating with employers to align language proficiency with industry needs are also key steps.

Exploring online Interaction through Connectivism

2024-10-17T22:53:27+00:00

Educational institutions worldwide have been shifting away from traditional approaches to online learning due to its abundance of advantages. Despite the advantages, online learning presents challenges especially in managing an active interaction between educators and students. This study seeks to explore students’ perception of interactions in online learning from the connectivism point of view. A total of 162 participants from Universiti Malaysia Kelantan responded to the survey. Findings indicate that students perceive autonomy or learner-to-instructor interaction as the most important interaction in online learning. Additionally, this study also found that there is a strong relationship between all fundamental factors in connectivism for online learning. The outcome of this study will help educators to better understand the importance of students’ interaction with educators in promoting an active engagement among students. A prudent approach should be devised in order to provide a supportive and effective online learning ecosystem.

Exploring Linguistic Predictors of Academic Reading Comprehension Among ESL Undergraduates at a Public University: A Preliminary Study

2024-11-07T06:38:50+00:00

For many years, ESL educators have placed significant emphasis on improving the reading abilities of primary and secondary education students. Nonetheless, despite these efforts, many university students still encounter difficulties in comprehending academic reading materials. This inadequacy in reading comprehension may be ascribed, at least in part, to the insufficient development of metalinguistic competence, which includes a set of linguistic skills, such as morphology, syntax, and vocabulary. Previous empirical studies have provided compelling evidence of the role of morphological awareness, syntactic awareness, and lexical knowledge in reading comprehension across various age groups such as children and adolescents. Notwithstanding these findings, the precise role and contributions of each determinant remains inconclusive and contradictory, particularly for university students. Hence, this pilot study aimed to validate the adapted instruments used and to bridge the existing scientific lacunae on the linguistic determinants that could predict reading comprehension among Malaysian ESL undergraduates. This study draws upon three prominent theoretical underpinnings: the Reading Systems Framework, the Vocabulary Knowledge-Reading Comprehension Model, and the Automaticity Reading Theory. This study adopted a quantitative approach with a correlational design and recruited ESL undergraduates (n=35) from a public university. Five tests were administered, which included Morphological Awareness Test, Syntactic Awareness Test, Vocabulary Levels Test, Word Associates Test, and Reading Comprehension Test. Data were analysed using statistical techniques, such as descriptive statistics, normality testing, reliability, and Pearson product-moment correlation analysis. The findings revealed significant correlations between all linguistic determinants and reading comprehension, establishing promising groundwork for further large-scale study. This preliminary work not only contributes to the validation of measurement instruments in the Malaysian ESL context but also offers valuable insights into the metalinguistic dimensions of academic reading at the tertiary level so as to address a crucial scientific lacunae in the literature on L2 reading comprehension.

The Impact of Data-Driven Learning on Vocational High School Students’ Motivation in English Language Learning

2024-12-11T01:35:38+00:00

This study investigates the impact of Data-Driven Learning (DDL) on the motivation of vocational high school students in Indonesia, particularly those studying automotive engineering. Traditional grammar-translation methods used in vocational schools often fail to engage students because they do not connect language learning with practical, real-world applications. This gap is significant in vocational education, where students view English as a tool for their careers rather than an academic subject. DDL, which engages learners with authentic language data from their vocational fields, offers a promising alternative by making language learning more relevant and interactive. Using a quasi-experimental, mixed-methods design, the study involved 60 students divided into an experimental group (DDL-based instruction) and a control group (traditional instruction). Motivation was measured using Dornyei’s L2 Motivation Self System, focusing on Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience. Results showed that students in the experimental group experienced significant gains in all three motivational components, particularly in Ideal L2 Self and L2 Learning Experience, highlighting how DDL made English more relevant to their career goals. In contrast, the control group saw only minor improvements in motivation. Qualitative findings from open-ended responses and classroom observations emphasized the role of learner autonomy and the relevance of materials in enhancing motivation. The study concludes that DDL can effectively address the gap in vocational education by making English learning more meaningful, though it requires additional support to help students manage complex language data.

A Systematic Literature Review on Grammarly in English Studies: Advantages that Dazzle and Disadvantages that Fazzle

2024-12-11T03:40:56+00:00

This research explores the role of Grammarly in English language education, highlighting its compelling advantages and considered limitations. It discusses how Grammarly serves as a valuable companion to students, assisting in identifying and correcting grammar, punctuation, and vocabulary errors, thus improving the quality of academic writing. Positive perceptions from students about the automatic writing evaluation feature are noted, alongside the tool's ability to enrich the vocabulary and provide real-time feedback. This systematic research study seeks to deliver a thorough examination of the benefits and drawbacks of Grammarly in English language instruction. Limitations include the necessity for stable internet connectivity, the restricted capabilities of the free edition, and the difficulty in understanding contextual nuances. A balanced utilization of Grammarly as an auxiliary tool in the writing process fosters deeper engagement with language acquisition while acknowledging its inherent limitations.

The Influence of English Language Pronunciation on Korean Pronunciation among Native Chinese Speakers: An Empirical Study

2024-12-11T08:25:39+00:00

This study explores the influence of English pronunciation on Chinese native speakers’ Korean pronunciation. Previous studies indicate that syllable - final consonants are challenging for Chinese speakers in both English and Korean. Among Korean, English, and Chinese, only Korean and English have many syllable - final consonants and consecutive consonants between syllables, while Chinese lacks this feature. Considering the acquisition sequence, English is acquired earlier than Korean in the context of this study. Data was collected through an experimental study and questionnaires. The data was analyzed using SPSS. The results show that Mandarin-speaking Korean learners who are more proficient in English pronunciation are more accurate in identifying syllable-final and consecutive consonants in both English and Korean. On the other hand, students who are less proficient in English are more impacted by their native phonological knowledge, frequently losing final consonants or adding vowels in both Korean and English. The statistics show a statistically significant difference between the perception of syllable-final consonants in Korean and English, as determined by a one-way ANOVA study in SPSS. This study implicates that applying English pronunciation knowledge in Korean pronunciation teaching for positive transfer can enhance the language acquisition.

Empowering the Subalterns: Margaret Atwood's Quest for Historical Voices in The Testament

2024-10-18T12:38:26+00:00

This article explores The Testaments by Margaret Atwood in light of Spivak’s postcolonial perspective based on her article “Can the Subalterns Speak?” such as “widow sacrifice” and “epistemic violence” to scrutinize the situation of the subaltern women in Gilead. What Atwood portrays in her novel mainly revolves around voiceless women who are silenced by the hegemony. First, it attempts to shed light on how the government of Gilead managed to keep subaltern women voiceless. Afterward, it highlights the potential benefits for a First World country like Canada in advocating the voices of marginalized Gileadeans, while also exploring the significance of amplifying those voices that may endure in history. Finally, it intends to show how Atwood managed to be the voice of the subaltern women by having formed her novel through gathering three narratives to tell their accounts of the story, in addition to an account that will be produced by future intellectuals on Gilead. It can be suggested that Atwood challenges the conventional process of shaping history through the dominant voices in power, exemplified by characters like Aunt Lydia and the Canadians, by including the perspectives of Agnes and Daisy in her novel.