Challenges arise in administering courses via online platforms in every aspect of the educational field. Open Distance Learning (ODL) has been enforced in almost all educational institutions to ensure ongoing teaching and learning. This study explored persuasive strategies of Professional Communication students in presenting their projects via an online platform. The participants' prerecorded presentations were transcribed and analysed thematically based on Rhetorical Appeals proposed by Aristotle to unveil the prominent persuasive strategies applied in achieving the course outcomes. The results of this study revealed Logos or argument-focused strategy as the prominent persuasive skill used by the students in attracting their project prospects. In addition to the data analysis, ethos, or speaker-focused strategy, was applied moderately, while pathos, or the audience-focused strategy, was the least used to persuade the audience. Indeed, the results of this study provide extensive knowledge of the subject and the research context, specifically in the field of Professional Communication course.
Motivation has been recognized as instrumental in the foreign language learning as it influences the actions, responses or attitudes taken by the learners and affects the learner's attainment of the language. In Malaysia, students are required to learn the English language formally in the classroom for a significant number of years. However, current trends and research findings reveal that students are uncomfortable in learning English which is perceived as daunting and distressing. This study explores the perception of learners on their motivation in learning English and its influence on the fear of learning a foreign language. This quantitative study collected responses from 131 diploma students from one public university in Malaysia. A 5-point Likert-scale survey instrument was utilised that comprised of three sections: Section A on demographic profile; Section B on motivation to learn; and section C on fear of learning a foreign language. The findings showed that while fear of learning foreign language is prevalent among ESL students, their motivation was not directly affected.
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