The internet offers relatively easy and affordable avenues for individuals to enter the entrepreneurship world as SoHo practitioners. One of the more popular SoHo endeavours on the internet is by becoming an infopreneur, or a seller of digital information products through online sales letters. The success of online sales letters to garner sales depends heavily on how credible and persuasive they are. This preliminary study aims to firstly identify some successful online sales letters and then to analyse them in order to find out their persuasive features. They will be further analysed to gauge their conformance to web credibility guidelines.
Project-based learning (PBL) is a learning method that is tested in many stages of education. Notably, video-making projects are frequently used to help English as Second Language (ESL) students actively apply the target language learned in the classroom to real-world situations. However, only a few studies have discussed the use of video-making projects by undergraduate students as active learning assignments and their benefits in developing communication skills. Therefore, the objective of this study is to investigate students’ perceptions of the effects of video-making projects, a form of PBL on their English writing and speaking skills. A qualitative research design was conducted by interviewing students about their experiences with video-making projects. The participants of this study were 7 undergraduate students from the school of computer engineering at a Malaysian public university taking the required course titled English Communication Skills. The students were asked by their teacher to produce one video project as a requirement of the course. The data from the interviews were analyzed qualitatively. The findings of the study revealed that the students' attitudes towards the benefits and the use of video-making projects were overwhelmingly positive. They perceived that there were improvements in their English communication skills by gaining many new words, practicing better pronunciations, and using correct grammar. Consequently, it is strongly recommended to apply the video-making project in writing and speaking classes as an alternative way to enhance students’ writing and speaking abilities.
Experiencing studying in one’s home country might be different from experiencing it in a host country. Hence, to help Japanese students who participate in the two-week Universiti Teknologi Malaysia (UTM) ESL summer school programme achieve their goals to better communicate in English and to experience an academic life in UTM, many in-class and out-of-class activities and tasks were conducted and organized for them. One of the out-of-class task was the half-day classroom visit designed based on the foundation of reflective learning where the participants had to attend their UTM buddies classes. While in the classrooms, they were encouraged to participate in the class activities. They were also required to write their own reflections on the visit in their journals. Once the task was completed, they were required to share their experience in a group discussion activity. From the analysis of both their written and oral reflections, it was found that many of the participants claimed that there were differences between the Japanese and UTM classrooms with regard to the teaching methods and the UTM students’ classroom behaviour. These findings revealed that the specifically designed half-day classroom visit had stimulated the participants to recognize their personal values, to build their confidence and to maximize their learning experience. The aim of this paper is, therefore, to share the summer school participants’ reflections on their experiences undergoing the half-day classroom situation in UTM.
The alternative classroom has recently attracted much attention as it can engage and encourage children while teaching them life skills. This study briefly investigated the impact of drama lessons on the growth of indigenous students in one of West Malaysia's orang Asli communities. It is essential in widening the option of teaching approach because it would enable educators and indigenous students to learn more about drama as an alternative approach to learning. Through drama education, the children would also be introduced to various learning experiences and classroom settings. This paper investigates how drama is used as a method in the alternative classroom for indigenous children. It hopes to prove that children will be interested in learning and be able to develop their social skills if given more opportunities. In the qualitative study, the instruments employed to investigate what transpired throughout the activities were observation and interviews. Findings of this research reveals positive outcomes of drama, categorised into learning from real-life situations. It also highlights the use of drama to improve the children's non-verbal communication. The findings can be used as a guideline for practitioners to get a general overview of how drama can be used as a teaching approach in the alternative classroom and could be a discovery for the curriculum planner to implement drama for both formal and informal learning. This study could be complemented by future research on the challenges involved in teaching drama to indigenous children. Other than this, observation periods should be longer and more frequent because social and educational progress takes time to develop. Finally, future researchers may need to think about using alternative drama strategies that would fit the children's abilities.
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