Developed by American psychologist, Alan Monroe, Monroe's Motivated Sequence is believed to be a well-used and time-proven method to organize oral presentations for maximum impact. However, literature indicates that its potential for use in reading development may have been overlooked. This paper reports the findings of a preliminary study which aimed to determine the feasibility of using the 5-step Monroe's Motivated Sequence for reading assignments to a group of aspirants for Catholic priesthood in a Formation House in Malaysia. A phenomenological research was conducted on ten participants between February and June 2019. The objectives of the study were to describe how the 5-step Monroe's Motivated Sequence influences reading behaviors and to explore how it provides the scaffolding for the participants to select their reading materials and the relevant information before they verbally share the information in a class presentation. Through focus group interviews and observations during class presentations, it was concluded that the 5-step Monroe's Motivated Sequence can be used as scaffold for reading activities as it enthused the participants to engage in extensive reading particularly reading materials online. However, the study also suggests that refinement on each step of the Monroe's Motivated Sequence is essential for ESL readers. Some details need to be provided in the steps to form solid scaffolding for the participants to understand better how selection of reading materials and appropriate information can be effectively done prior to oral presentations. This preliminary study managed to ascertain an important aspect that needs fine-tuning before the main study is done.
This study explores the environmental aspects or concepts underlying successful English Language Teaching (ELT) as well as the support needed and the challenges that are faced by a group of primary school teachers in the context of a low enrolment school in a rural area in Sabah, Malaysia. This study adopted an exploratory qualitative approach which involved seven English language teachers who have had more than five years of teaching experience. A set of semi-structured interview questions were formulated to elicit data on the concepts and the conditions that could either help or hinder the incorporation of those concepts in ELT. Qualitative analysis of participants’ interview data indicated that exposure to the target language, motivation and goals were the environmental aspects of language teaching practices that affect students’ success in second language acquisition. Support from parents, teachers and school authorities were essential in assimilating these aspects in the teaching practices. It was found that the participants expressed tension between what they believed to be good practices and what they were restricted to do due to contextual barriers. Among the main barriers identified in this study were changes in education policy, insufficient financial support and infrastructure as well as lack of monitoring of the execution of activities in schools. Findings in this study have important implications to policy makers and curriculum developers.
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