Flipped Classroom is an approach that is rapidly gaining recognition as a novel teaching approach among Technical and Vocational Engineering and Training institutes in Malaysia. This research aimed at investigating the use of the flipped classroom approach for enhancing Food and Beverage TVET trainees’ speaking skills in view of the need to have a good command of the English Language in the workplace. A qualitative research approach specifically a case study research design was used in this study. Classroom observation, semi-structured interviews (for ESL trainees) and document analysis were used to collect data. Thematic analysis was used to analyse the classroom observation and interviews. A pre-test and post-test were administered to ascertain the TVET trainees’ performance in speaking skills. The study was carried out in a Level Two, Food and Beverage class which consists of 25 trainees and the researcher as an English Language lecturer. Findings revealed that teaching and learning tools by using video creates a positive atmosphere among the trainees both outside and inside the classroom. It was also revealed that using resources such as YouTube videos as guidance for them to dramatise their role according to the situation given by their lecturer in the class builds confidence and ability to engage with peers. The findings of this study revealed that the flipped classroom approach was effective for IKBN (Institut Kemahiran Belia Negara) Food and Beverage trainees because it enhanced their speaking skills based on industry needs.
The study aims at investigating whether Task-based learning (TBL) can improve narrative writing composition among form four students. Action research was used as the research design in this study. The data were collected and analysed in a qualitative paradigm. Observation, reflective journal, semi-structured interview and documents were used to collect the data. A reflective journal with guidance was distributed among the students and was verified through an interview session for triangulation. Students' written compositions were also collected and analysed to evaluate their performance. The findings reveal that students performed well in Taskbased learning Lesson compared to other lessons. Students perceived Task-based learning as an approach that could help them in narrative writing skill and reflected positive responses. The findings of the study reveal that Task-based learning improved students' performance in narrative writing.
This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at 96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency. The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent. Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)
Programme evaluation is an essential part of any specific teaching and learning programme. The results of the evaluation, among others, would inform the relevance of the courses offered to the students in relation to their future in the working world This research study was an evaluation conducted to determine the extent to which the structure of a Diploma in English programme prepares students for the working world as well as the extent to which the graduates produced meet the requirements of the industry. The evaluation was carried out by investigating the performance of 69 students undergoing their industrial training. The data were collected through surveys and interviews. In addition to the students, 35 site supervisors were also surveyed and interviewed. The results revealed that the Diploma in English students were prepared for the working world and they had the qualities required by the industry. The results of the study also highlighted some issues on the additional courses needed for the betterment of the programme. Based on the findings of this research study, some changes were introduced in the programme which enforces the significance of the evaluation conducted.
There is an ongoing phenomenon among non-English speaking students, particularly at the university level who struggle with reading in English in content areas. One way to alleviate reading problems in English language among non-native speaking students is by ensuring that the English language reading curriculum is coherent at all levels. The purpose of the present study was to explore the type of (EFL) reading comprehension instruction reflected in the Malaysian English language reading curriculum at the levels of Approach and Design, and its alignment with the communicative label. The data for the study were collected from two main curriculum documents, which were the Form Five English Language Curriculum Specifications document and the Form Five English language textbook. A document review was conducted in order to obtain the data, which were in the form of reading tasks elicited from the selected curriculum documents. Manifest content analysis was used to analyze the data. The findings show that non-communicative whole Language instructional approach was the most prominent type of second language acquisition (SLA) instructional approach while for the second language reading instructional approach, the non-interactive reading instructional approach was highly reflected with teacher role primarily inferred as a director. The findings suggest that the instructional approaches reflected in the Malaysian secondary English language reading curriculum is not in alignment with the communicative grounding as an approach to instruction.
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