Many students have become avid texters and are seriously reinventing language to accommodate the 160-character limit of short messages. They are more interested in getting their messages across and thus becoming less concerned about correct spelling, grammar and punctuation. Since texting has become a way of life of many students, it is feared that the SMS language can affect students’ written performance. This research examines the effects of frequent usage of text messaging (SMS) on undergraduates academic writing. For the purpose of the study, 264 Diploma students of UiTM Perlis were selected as participants. They were 94 male texters and 170 female texters aged between 18 – 22 years old who were taking three different English courses namely Preparatory English, Mainstream English 1 and Mainstream English 2. The data includes participants’ SMS messages, class assignments and examinations scripts which were analyzed in order to detect the existence of SMS language by using measuring instruments of Orthographic forms (Shortis, 2001). The findings reveal that there were few occurrences of SMS language in students’ examinations scripts among weak students
Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online. Keywords: E-learners, Learning strategies, Online learning, Performance
A limited number of studies indicate that organizational citizenship behaviour (OCB) have the potential to contribute to organizational and individual performance. Educators who have positive behaviours such as helping behaviour can help facilitate the learning process. With the spread of COVID-19 pandemic which has led to the growth of online learning, OCBs among educators is needed in facilitating students’ learning process. This study was conducted to examine the practice of OCB among lecturers from an institution of higher learning who are currently using online learning as the platform of teaching. Based on the input obtained from 136 students, the results found that lecturers are indeed showing high levels of OCB. These students have reported a total of forty behaviours classified as OCB among lecturers. In terms of implications, lecturers’ OCB are seen to be able to support the online learning process which is a new method for most students. Keywords: Academic performance, COVID-19, e-learning, Organizational citizenship behaviours, pandemic.
Collaborative skills have been perceived as the most important skills by learners, instructors, and employers alike in comparison to communication and entrepreneurial skills. Despite its significant role in the workplace, many find that working together with others may complicate tasks due to limited background knowledge and problems with social dynamics. There has not been a single assessment created to assess online collaboration as an integrated performance during group-based tasks. The present study, therefore, attempts to examine learners’ online collaborative performance and the dimensions contributing to effective online collaboration at the tertiary level. A mixed-method research design was adopted using surveys and interviews. A number of 508 undergraduates from local universities were given a questionnaire inquiring about their online collaborative behaviour in group work, while 30 of them were interviewed. The findings indicated that the communication tools and technological facilities category were rated the highest in online collaborative performance, whereas sharing responsibilities was rated the highest in team dynamics. There was also a significant correlation between online collaborative performance and team dynamics. Interview responses showed that learners agreed that good communication, clear goals, and team commitment were important elements for successful online collaboration. Despite the potential to enhance students’ online collaborative performance, collaborative learning is demanding for learners and educators alike.
Online Distance Learning (ODL) has been practiced widely around the world. The educational delivery of ODL provides learners vast opportunities to deal with the learning process, that includes time, place as well as pace of learning. Assisted by technology, ODL has tremendously improved the educational system in many ways. This erupts the possibility of implementing andragogical approach through ODL. Hence, this study, which is guided by Knowles’s theory of andragogy, is qualitative research investigating the issue of learning process via andragogical approaches of seven adult learners in UiTM Perlis, Malaysia. The study also seeks whether students’ attitudes vary differently among themselves throughout ODL so that their performance during class could be evaluated. The findings of the study support andragogical approaches which they positively affect the students’ learning experiences.
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