Vocabulary acquisition is paramount in English language education yet becomes challenging especially for primary school students in Malaysia. Prior to this, the advancement and integration of information and communication technology (ICT) in 21st-century learning is crucial in teachers" pedagogical skills and students" knowledge resulting in student-centered strategies. However, students are still lacking in vocabulary skills as they are learning through traditional methods. This action research conducted in two cycles using GoPic with QR Code investigates the importance of improving students" language experiences in their acquisition of vocabulary. The first cycle of the intervention was carried out through group approach. The second cycle was carried out using individual approach. The term "GoPic with QR Code" is generated from the blending concept of using "BINGO" word game with picture cards to complement the words (concrete nouns) being applied and assessed for the intervention. The respondents comprise of a total of 64 low proficiency primary school students, that is, 58 Year 1 students from Selangor and 6 Year 5 students from Sabah. Pre and posttest, survey questionnaire and field notes were instruments used in the data collection. The findings concluded that by using GoPic with QR Code, students revealed increment in their English language vocabulary. It also reflected positive implications on the teachers, students and school administrators. Contribution/ Originality:This study contributes in the existing literature on ESL vocabulary strategy. It examines the use of GoPic with QR Code by the students in ESL classrooms in primary schools and the effectiveness of this strategy in improving students' vocabulary acquisition.
Teaching and learning to spell forms the basis for mastering English Language. The emerging mobile learning trends in the current 21st century education is useful in teaching and learning spelling. However, there were limited reviews about them. As such, a systematic review was conducted to provide an up-to-date synthesis on the mobile learning trends in supporting the mastery of spelling from year 2012 to year 2022. This review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses which is also known as the PRISMA guideline. Three databases were involved: Web of Science, Scopus and Educational Resources Information Centre. After a rigorous screening process, a total of 19 articles fitted its objectives. Firstly, significant findings from the studies portrayed the use of four platforms in mobile learning trends in supporting the mastery of spelling namely mobile apps, spell-checker apps, word prediction apps and text messaging apps. Secondly, the primary level of education was more dominant in the related studies than the secondary and tertiary levels. Thirdly, it emphasised more on the students with a lower prevalence on teachers and both teachers and students as the respondents in the associated studies. This paper contributes to systematically reviewing 19 eligible related studies through a step-by-step protocol of identification, screening, eligibility and included as in the PRISMA guideline to establish quality review. It benefits both the English Language teachers and students in utilising various mobile learning platforms to support the mastery of spelling at all levels of education. It aspires to foreground the paucity in this topic in which more substantial studies are required to address the research gaps. The ultimate goal is to impose effective and practical strategies to advance mobile learning trends in supporting the mastery of spelling.
(1) Background: The current advancement in technology-enhanced learning and teaching sustainability has extended its progression in teaching spelling. Teaching spelling is paramount as is the impetus for English language mastery. However, a burgeoning paucity in technology-enhanced learning and the teaching of spelling has led to the purpose of this study, which is to undertake a pioneering preliminary study in the development and validation of an instrument (initially with 43 developed items under six constructs) based on the unified theory of acceptance and use of technology (UTAUT) model to evaluate its sustainability. (2) Methods: There are two stages of content-validity determination: Stage 1: the instrument development stage, and Stage 2: the instrument validation stage. (3) Results: The first research question demonstrated 40 agreed items (I-CVI = 1) and three items with contradicting agreements (FC7 = 0.40; BI7 = 0.40; UB6 = 0.60) from five experts, which validated the instrument of this study. The second research question revealed the remaining 40 items (S-CVI(Average) = 1) and (S-CVI(Universal Agreement) = 1). (4) Conclusions: The final 40-item instrument is content-valid and could contribute to the evaluation of technology-enhanced learning and teaching sustainability in teaching spelling in a separate study, ultimately forwarding English language mastery.
Spelling mastery is an important prerequisite of proficiency in the English language. The conventional language teaching strategy needs to be revolutionized for the 21st century by utilizing Information and Communication Technology (ICT) to enable English as a Second Language (ESL) students to master spelling. As such, online teaching and learning becomes a crucial strategy to impart and receive knowledge. This case study focused on teaching spelling mastery via Google Classroom to elementary school ESL students, coincidently during the unprecedented COVID-19 pandemic which has resulted in the emergence of a new norm in education. This case study involved thirty mixed-proficiency Year 4 ESL students from a suburban national primary school in Selangor. These students were divided into two groups, the experimental and control groups. The experimental group comprised a class of fifteen students who participated in the intervention, whereas the control group consisted of another fifteen students who did not participate in the intervention. The research instruments included pre-and post-test results, field notes and semi-structured interviews. To maintain the integrity of the data, the researchers took the necessary measures to ensure that the instruments were reliable and valid. This included assessing the content and face validity of the research instruments, expert validation for the interview questions and adequate engagement in data collection. The principal findings regarding the use of Google Classroom revealed students' improvement and increased motivation in mastering spelling.
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