This study analyses the extent to which students" value of reading and self-concepts as readers affect their motivation to read. The participants included 45 students from a rural primary school in Malaysia aged 8 to 10 years old. They completed the Motivation to Read Profile-Revised (MRP-R) designed by Malloy et al. (2013) which consists of a survey and conversational interview to shed light on students" attitudes towards reading. The results from the survey demonstrated that the students held high self-concepts of themselves as readers and were able to use reading comprehension strategies. Overall they found reading enjoyable, and preferred collaborative reading tasks and books with visuals. Additionally, students were motivated by engaging classroom activities and trips to the library, and many students preferred digital text. However, the students found reading in another language to be challenging. Through these results, the role of the teacher is highlighted as essential in motivating students to read. By providing opportunities for students to read a variety of texts at students" reading levels and on different topics, in both students" native languages and target language. Students may gain reading motivation when they can choose what to read and when instructors create engaging activities that encourage not only independent reading, but incorporate a social aspect as well. Schools may also consider using technology to motivate young readers, and a reading culture should be supported in the students" homes to further encourage lifelong reading habits. Contribution/ Originality:This study contributes to the existing literature by examining the extent to which the value of reading and self-concept affect reading motivation a rural primary school in Malaysia. This is one of very few studies which have investigated reading motivation within this context and student responses may inform instruction.
The objectives of this research are to determine the element and polymorph of Polymesoda bengalensis shell and to compare its result with other bivalve shells. The polymorph of the powder was identified by X-ray powder diffraction (XRD) and its morphology was observed through scanning electron microscope (SEM). The XRD study revealed that the shell powder consisted entirely of aragonite. The analysis from SEM also revealed that the aragonite was in the form of rod-like crystal. The morphology of sectional, inner and outer surfaces of the shell was scanned using SEM. It was found that the aragonite was arranged in the form of a cross-lamellar structure of various sizes. The elemental content of the shell was examined using energy-dispersive X-ray spectroscopy (EDX). The result showed that CaCO3 in this shell contained large amounts of calcium and carbon.
Education evolves and progresses globally in a technology-driven world, highlighting the integration of VUCA elements of volatility, uncertainty, complexity, and ambiguity in lessons. Learners are molded to equip themselves with the world and real-life knowledge in their readiness to adapt to the VUCA world. Global education consists of preparing learners for the VUCA world. This study aimed to investigate the current English as a Second Language (ESL) teaching practices and the ESL teachers’ incorporation of VUCA elements in ESL lessons. This study was conducted quantitatively using a survey questionnaire. This study was administered to 30 ESL teachers from different secondary schools in a district in Malacca. The results from the questionnaire revealed that the ESL participants had positive perceptions toward the adaptation of VUCA in the current ESL lessons. Most of the ESL teachers agreed that they adapted VUCA elements into the activities during lessons, although some showed uncertainty about their knowledge and understanding of VUCA. From the high agreement levels in the findings, it can be concluded that the ESL teachers agreed that VUCA elements through problem-based, digital-based, collaborative, and challenging activities in English lessons are beneficial to assist students’ meaningful and autonomous learning. Based on these findings, implications were made for enhancing ESL teachers’ knowledge, understanding, and skills in adapting VUCA in lessons in response to global education demand.
Discussion essay plays a crucial role in academic writing. It has been proven to enhance students' analytical and critical thinking skills effectively. However, students often struggle to compose a good writing due to their inability to use the language features. In that regard, this study aims to identify students’ weaknesses in the discussion essay and the changes seen after the intervention. The study used a purposive sample of 10 first-year students from the Computational Science Programme in Universiti Malaysia Sarawak (UNIMAS) who took Academic English 2 as an elective course. The study adapted the four stages of action research proposed by Mertler and Charles (2005). It administered a pre-test, post-test and an observation on the students. The findings indicate a significant decrease in the frequency of errors in the language features, namely verb, persuasive language and technical terms, after the two-month intervention. Students also exhibited positive learning behaviour throughout the intervention by participating actively in the learning activities.
Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother's involvement in homereading sessions on students' English reading skill performance in Bau, Sarawak. Prior to carrying out the intervention of reading at home with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students' post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students' reading performance. This finding suggests that parental reading socialisation can facilitate students' literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents' participation in home-literacy activities, and encourage early literacy in children. Contribution/ Originality:This study contributes to existing literature by examining the effects of mother's involvement in home-reading sessions on students' English reading skill performance in Bau, Sarawak.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.