Reading is an important learning area which ESL learners should master for interaction and academic purposes. However, ESL students are facing many difficulties in English reading skills particularly contextual clues. Hence, this product aims to ease the teaching and learning of inferring word meaning – contextual clues, to enrich the students’ vocabulary bank and to motivate the students to engage in reading. The challenge in teaching contextual clues is that the current technology-integrated teaching method has lost its way to cater students’ interest in reading. This product is believed to allow the students to enjoy meaningful language classes. The emergence and usage of PowToon in today’s classroom has helped to ease the process of teaching reading skills to the students. The features of this product include captivating graphics, lively animation, concise content and attractive background music. This product is user friendly as it is accessible to everyone; online and offline. İn addition, it is suitable to be used in language classes with limited technology support. Thus, this evolution in teaching pedagogy will encourage paperless teaching aids in language classrooms.
Herzberg's Motivator-Hygiene theory has been used for decades to measure individuals' motivations for reaching their jobs' achievements in their workplaces. Nevertheless, very limited studies are found on the relations of Herzberg's Two-factor theory with learning motivation in education setting. This study aimed to identify the correlations between motivator (satisfiers) factors and hygiene (dissatisfiers) factors by utilizing motivational scales by Pintrich & De Groot in language learning classrooms. This quantitative study delved into what motivates students to learn and it used a 5-point Likert-scale survey, which was adapted from Herbeg's (1964) two-factor theory and correlated with motivational scale by Pintrich & De Groot (1990). The instruments consisted of 3 sections. Section A has 4 items on demographic profile. Section B has 12 items on satisfiers and section C has 12 items on dissatisfiers. A purposive sample of 140 participants from a public university in Malaysia responded to the survey. The findings disclose that the application of motivator and hygiene factors from Herzberg's Two-Factor Theory is feasible in finding the students' motivations in language learning. Teachers and Curriculum writers need to design course works, authentic lesson plans, meaningful classroom activities and relatable tests to motivate students in language classrooms.
<p>“<em>To become a champion requires a good mental attitude toward preparation. You have to accept the most tedious task with pleasure</em>”, Bruce Lee (1940-1973). The emergence of Online Distance Learning (ODL) amidst the pandemic Covid-19 forces the learners to have mental readiness in embracing the new normal mode of learning. This study is done to examine the presence of cognitive and behavioural processes that the learners experience, in developing their own mental readiness towards L2 online learning. 240 university students from several universities in Malaysia responded to the questionnaire. The quantitative data have been analysed by using SPSS version 26 to disclose percentage for the demographic profile and mean score for the variables. Findings indicate that cognitive and behavioural processes occurred when the learners develop mental readiness in L2 online learning despite being ambivalent about the effectiveness of e-learning class as compared to face-to-face class. The study suggests the importance of the stability of the external factors, such as the technicality and the support system, which include a positive environment and enough aid from their instructor/teacher, will enhance learners’ e-learning experiences.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0933/a.php" alt="Hit counter" /></p>
Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.
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