This article addresses students’ perceptions of the effectiveness of using TMM as a pronunciation learning software. A mixed method design was employed to find out how the students perceived TELL ME MORE (TMM), a language learning software that claims to develop language skills that are needed to communicate. However, in this study, the emphasis is given to the oral exercises in TMM specifically word, sentence, and phonetics pronunciation. A mixed method study consisting of 28 students were conducted to explore the pronunciation issues surrounding a technical university in Malaysia. The data from TMM was collected using stimulated recall and all responses from 28 students were interviewed, to pursue in-depth information on the perceptions of effectiveness. The findings indicated that most of the students had mixed perceptions of the effectiveness of using TMM as a pronunciation learning software.
University-industry relationships are highly heated topics which rope in the high economic value, political and the constant academic interest among industry scientists and the academicians. In the shift of the present economic world, the university-industry partnership has a co-lateral relationship in which one cannot fulfil the existing job market without another. The knowledge and technological transfer is a catalyst the industry's innovation. It not only narrows the paradigm of knowledge to one per se but it has wider access that might be fruitful to the industry and also the partnering university. The purpose of this paper is to investigate the possible university-industry relation between DRB-HICOM and University Malaysia Pahang and the factors that might affect the knowledge flow between the partnerships. The data for this paper was collected through an interview with an officer from DRB-HICOM. DRB-HICOM has sound expectations of the company employees. They welcomed the partnership and also gave suggestions to improve the engineering curriculum of the university for a brighter and greater good for UMP students.
Many countries, namely, Malaysia, Lithuania, and Spain, shifted to online assessment during the COVID-19 pandemic. This qualitative case study, which involved 18 undergraduate students from the three countries, was conducted to probe insights into their online assessment experience. Data were interpreted from the perspective of the expectancy-value theory of motivation, which focuses on intrinsic attainment, utility, and cost values. The findings revealed that students were motivated to complete their assessment since they experienced flexibility besides having effective assessment guidelines. The positive experiences were related to intrinsic and attainment values; however, the students were also demotivated when stressed, indicating the high-cost value. Utility value was found to overlap with cost value in this study because students were dissatisfied with the online assessment and expressed less preference for this approach in future. This contributes to our understanding that educators must consider utility values when preparing online assessments. The pedagogical implications of this study revolve around the importance of a checklist, mock exams, alternative assessment (Plan B), and video demos for an effective assessment.
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