For teaching and learning Malay language grammar, there are many types of online assessment tools and applications have been developed in Malaysia. One such application is Quizizz, a game-based online quiz that facilitates teaching and learning. The purpose of this research is to measure the effectiveness of Quizizz application to teach and learn Malay grammar. We have used descriptive questionnaire research design, and chosen 130 students from Tamil schools by following the simple random sampling strategy. We have explored the effectiveness of Quizizz application as a formative quizzing tool for teaching and learning Malay grammar in year-four Tamil school students from 15 Tamil schools in Manjung district. The results showed that it was imperative to use Quizizz as a formative assessment tool to learn and teach Malay grammar to Tamil students. Students also responded positively to the use of Quizizz in the classroom through survey questionnaire results. At the end, we conclude that it is important for teachers to consider using fun and entertainment technology quizzing tools to teach Malay grammar. Keywords: Malay grammar, Quizizz, Self-assessment, Teaching and learning
Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.
Remarkable leaders are those who are skilled at communicating their ideas with a good sense of persuasion. The present paper attempts to investigate the Linguistic augmentative means and devices of the Nigerian President, Muhammadu Buhari, regarding his speech Save Our Great Nation from Total Collapse (1984). In order to analyse the speech, Johnstone's ( 2008) framework for persuasive strategies was used. The findings demonstrate the use of three persuasive strategies: quasi-logical, presentational and analogical. Quasi-logical argumentation, which is based on rationality, was made through syllogism, enthymeme, and causation. Second, president Muhammadu Buhari manipulated presentational persuasion via rhetorical deixis, metaphors, images, and similes to create involvement. Finally, attempting to elevate the spiritual values of his addressees regarding the cause of their being in the economic impasse under corrupt leadership and to motivate his audience to receive his claims about the outgoing government, Buhari employed analogical persuasion by referring to the Holy Qur'an. Of these three strategies, presentational strategies were the most manipulated by President Buhari in the given speech to move his audience and win their support, solidarity, and cooperation for his plans.
This study investigates similarities and differences in Malay and German refusal speech acts realised by their respective mother tongue languages, which are the Malay and German languages. This study analysed situations in which refusal could occur and examined the refusal strategies and corresponding linguistic forms used by the two groups when refusing requests made by higher, equal, and lower relationship status interlocutors. A Discourse Completion Test (DCT) was utilised to obtain data on the types and content of refusal strategies. The data gathered from the DCT was analysed and coded according to a combined taxonomy of refusal strategies proposed by Beebe et al. (1990) and Al-Issa (2003). The findings will provide future insights on the cross-cultural complexity of refusal interaction patterns used by both Malay and German speakers in order to understand and also avoid creating stereotypes of foreign culture. In addition, speakers may also adopt socially appropriate strategies for future situations that might be encountered in order to engender successful communication when dealing with refusals. The results are then discussed from the universality and cultural-specificity perspectives.
The study aims at identifying factors responsible for poor oral expression among students of Arabic language from the teachers’ perspectives in Colleges of Education in Abuja and Niger State, Nigeria. The study adopted quantitative method for data collection and analysis, hence, a questionnaire which consists of (26) items distributed in five sections was developed to achieve the research objectives. The results revealed that the teachers’ grading of the factors responsible for the poor oral expression was very high, and the factors related to the learner’s attitude towards study got the teachers’ highest grading (M=4.60), while the factors related to syllabus earned teachers’ lowest grades (M=3.83). The results also revealed that there were no statistically significant differences at the significance level (α=0.05) for the same factors according to teaching experience.
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