Articles
<![CDATA[Exploring ESL learners’ blended learning experiences and its’ effectiveness through web-based technologies ]]>
<![CDATA[Sangeeth Ramalingam]]>;
<![CDATA[Melor Md Yunus]]>;
<![CDATA[Harwati Hashim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21465
<![CDATA[The inability to gain employment among the Malaysian graduates became a critical issue due to lack of 21st century skills. Higher learning institutions are urged to play their significant roles in producing graduates who have subject knowledge and relevant 21st century skills. There are many teaching strategies which are currently in practice at tertiary institutions, however more efficient approach is needed to produce well-balanced graduates. This present research proposed a promising approach which is blended learning with web-based technologies to improve students’ 21st century skills. Current literature indicated blended learning has not been sufficiently explored in English as Second Language (ESL) context. Thus, this study aimed to explore ESL learners’ blended learning experiences using innovative web-based technologies and to examine the effectiveness of the blended learning strategy in improving the learners’ 21st-century skills. Qualitative data were collected through phone call interviews with the participants and analyzed through thematic analysis. Working with a sample of bachelor degree students at a tertiary institution revealed the participants’ blended learning experience exceptionally improved their 21st-century skills in various ways. The result of this study contributes to the pedagogical aspects of ESL teaching and learning and the improvement of 21st century skills among the students.]]>
<![CDATA[Asian university students’ perspectives on online English courses during COVID-19: A systematic review ]]>
<![CDATA[Nurzahirah Zainal]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i2.22420
<![CDATA[Globally, English courses intended for university students are conducted online due to the COVID-19, including in Asian countries. Hence, this systematic review paper attempts to review relevant studies regarding the Asian university students’ perspectives towards online English courses during COVID-19. This paper employs PRISMA, whereby several stages to filter and gather relevant information have been carried out. Twelve articles have been identified and analysed based on the research designs, methodologies, and themes. The main themes are positive and negative perspectives on online English courses learning during COVID-19, and suggestions to improve online English courses learning during COVID-19. It is found that university students in Asia are generally ready to learn online English courses due to flexibility and easy access. Poor internet connection and infrastructure are among negative perspectives towards the online English courses during COVID-19. It is recommended that improving technological infrastructure, conducting training programmes, and restructuring task assessments should be done to improve the quality of online English courses during COVID-19.]]>
<![CDATA[STUDENTS’ ACCEPTANCE TO USING GRAPHIC NOVELS IN LEARNING LITERATURE (L2): A MALAYSIAN CASE STUDY ]]>
<![CDATA[Abu Yazid Abu Bakar]]>;
<![CDATA[Dayang Nurfaezah Abang Ahmad]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ Social Sciences, Humanities and Education Journal (SHE Journal) Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/she.v1i2.6626
<![CDATA[Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21st century teaching and learning.]]>
<![CDATA[English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition ]]>
<![CDATA[Haida Umiera Hashim]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 3, No 2 (2018): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/tadris.v3i2.2941
<![CDATA[Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.]]>
<![CDATA[Blended Learning: To Read or Not To Read ]]>
<![CDATA[Tracey Ang]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ IJIE (Indonesian Journal of Informatics Education) Vol 2, No 1 (2018): (IJIE) Indonesian Journal of Informatics Education ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ijie.v2i1.20348
<![CDATA[Malaysian school had moved on to the second shift of Malaysia Education Blueprint, which is to make sure that all students in the school are able to master the basic skills of Bahasa Malaysia and English language. The English language is not a foreign language to people in Sabah, but many Sabah's students are still struggling to learn to read English literature because most of the reading activity takes place together or happens when they are using textbook or storybook. Meanwhile, because Sabah consist of multiracial people, English language had become their third or fourth acquired language. So, it is going to be a very tough challenge for the student to learn the English language skills, especially in reading. This conceptual paper aims to discuss the advantages of blended learning in order to increase Sabah's students reading ability in English literature. The paper will debate the benefits of blended learning for reading activities and the impact of applying blended learning in reading activities, especially during the English language lesson to the students and teacher. From the discussions, hopefully, it would provide a significant insight towards applying blended learning not just to teach English literacy reading in the classroom, but also for other language skills and other subjects.]]>
<![CDATA[SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS ]]>
<![CDATA[Peter Lee Pui Weng]]>;
<![CDATA[Melor Md Yunus]]>;
<![CDATA[Mohamed Amin Bin Embi]]>
<![CDATA[ Proceedings of The ICECRS Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Uni ]]>
Publisher : <![CDATA[International Consortium of Education and Culture Research Studies ]]>
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DOI: 10.21070/picecrs.v1i1.523
<![CDATA[Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed.]]>
<![CDATA[Exploring teachers’ technology acceptance during COVID-19 pandemic: A systematic review (2020-2022) ]]>
<![CDATA[Teo Woon Chun]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.25398
<![CDATA[The emergence of novel coronavirus disease 2019 (COVID-19) caused teachers shifting from conventional mode to emergency remote teaching with technology use. Nevertheless, review of technology acceptance level of teachers towards technology is limited, despite its significance in sustaining education during the pandemic. This study aimed to explore teachers’ technology acceptance level and factors affecting their intentions of accepting technology in the COVID-19 pandemic. With the adherence of preferred reporting items for systematic review and meta-analyses (PRISMA) 2020 statement and list of inclusion and exclusion criteria, 22 articles which were published from 2020 to present and related to the research focus had been identified from Scopus and Web of Science databases. The findings depicted that most teachers hold high acceptance level towards using technology to deliver lessons during the COVID-19. There were five key factors affecting teachers’ intentions in accepting technology, namely: i) Perceived usefulness; ii) Perceived ease-of-use; iii) Attitude; iv) Social influence; and v) Facilitating conditions. This study has provided insight to stakeholders on teachers’ technology acceptance during the pandemic. Future studies are recommended to conduct systematic reviews on technology acceptance from students’ perspective by identifying published papers from more databases such as ERIC and Google Scholar.]]>
<![CDATA[Development of Android-Based Mobile Learning On Ecosystem Materials To Increase The Interest in Learning Elementary School Students ]]>
<![CDATA[Linda Setiawati]]>;
<![CDATA[Asep Sunandar]]>;
<![CDATA[Muhammad Zidni Ilman Nafi'a]]>;
<![CDATA[Ediyanto Ediyanto]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 1: JANUARI 2023 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v8i1.15663
<![CDATA[Abstract: The development of mobile learning ecosystem materials for elementary school students aims to produce a learning media that aims to support teachers in delivering learning materials in class while increasing interest in learning. Research and Development (R&D) is the research method used, and the Lee and Owens model is the development model used in this development. The results of this mobile learning development were validated by the validator with an average percentage of 94.5%. The results of this validation indicate that the resulting mobile learning is valid or feasible to use in the learning process in order to increase student interest in learning.]]>
<![CDATA[Teacher’s perception on student’s self-regulated learning in a technology-based learning setting ]]>
<![CDATA[Deafey Majitol]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i3.25123
<![CDATA[It was inevitable that during the COVID-19 pandemic, various teaching and learning experiences were taken into virtual platforms. With the direct and total integration of technology in education during the pandemic, students had to rely mostly on their own self-regulated learning in order to progress in their learning. This systematic review explored teachers’ perception on students’ self-regulated learning (SRL) in a technology-based learning (TBL) setting. By using the preferred reporting items for systematic review and meta-analyses (PRISMA) 2020 as the review methodology, 39 articles were selected from the databases of ERIC and Google Scholars to complete this study. Findings revealed that teachers perceive the following factors to play a significant part for SLR and TBL to complement each other: i) Digital educational resources and accessibility for both teachers and students; ii) Teacher and student’s readiness and competencies regarding technology-based learning; and iii) Parents’ involvement in students’ self-regulated learning for security and motivational purposes. It is believed that by implementing student-centered approach with the facilitation of various education stakeholders, students’ learning can occur more effectively, purposeful and meaningful. Future research suggests an investigation on students’ self-regulated learning from the perspective of parents and other related social issues.]]>
