Learning grammar may be perceived as challenging and difficult by many ESL learners. One effective way to attract them to learn grammar is by incorporating games in the lessons. This study involves the use of a language card game titled 'Jester', which is inspired and adapted from Donkey and Joker games. The current study aims to examine university students' attitude towards Jester and how Jester helps them in learning Adjectives. The methodology comprises a mixed method research design using a questionnaire and structured interview. The data from the questionnaire were analysed descriptively and the responses from the interview were used to triangulate the data. The study revealed that the respondents had a positive attitude towards the use of Jester in the grammar lesson. The findings imply interesting implications on the use of language games in the ESL classroom.
Public speaking as a form of communication skill has pervaded today's learning environment. It is in contrast to the previous method of delivery in which oral communication is obscure. The vicissitudes occur because students need to be competent in the field of academics. This skill is vital for students, but hitherto much difficult because of their anxiety. Additionally, students think that the act of giving a speech needs strong volition and confidence. Therefore, it is crucial for them to tackle the fear before they endure the real journey in professional working life. Hence, this study aims to analyse the causes of fear in public speaking among students and how Social Cognitive Theory influences this anxiety. This study employed a quantitative survey comprising four sections in order to get a more in-depth data analysis. A total of 171 undergraduate students from Universiti Teknologi MARA served as the respondents of this study. The findings reveal that the students are influenced by several internal and external factors that cause fear in public speaking. In response to the influence of Cognitive and Behavior factors, the majority of those surveyed indicated that the size of the audience and nervousness lead to students' anxiety. These findings add to a growing body of literature on the anxiety of public speaking as well as aid as a reference for students and teachers, especially in English classrooms. Future studies on the current topic are therefore recommended in order to corroborate the findings.
In the current trends of education, the learning process is not confined to only traditional methods of acquiring knowledge. Students can now gain knowledge and information at their fingertips using various types of resources available. For students to be able to be independent of their own learning, the role of motivation is an essential element to make this a success. Hence, this study is conducted to explore the motivating factors for learning among undergraduates. The instrument for this quantitative study is adapted from Pintrich and De Groot, 1990). The survey consists of four sections, which are Demographic Profiles, Forethought, Performance and Self-Reflections. A total of 43 items are used for this study with a 5-Likert scale rating ranging from 1 (Never) to 5 (Always). 122 undergraduate students at a public university in Malaysia completed the survey which was administered online through a Google Form. Generally, the findings revealed that forethought, performance and self-reflection influenced learners' motivation to self-regulate. A positive correlation was also observed among the three variables in SRL. The findings imply interesting implications for educators to facilitate learners in the teaching and learning process, as well as for learners themselves to be in control of their own learning.
The writing process is a development that progresses as a problem-solving activity by the writer to make the best decisions to convey his/her ideas to the audience. Writing uses both oral and written language to complete. One addition to online writing is collaborative writing. However, transitioning from individual writing to group writing will put the learners in the zone of proximal development. In addition to that, the emergence of online mode has made collaborative work problematic. This study is done to investigate the perception of language learners on online group writing. Specifically, this study is done to explore how online collaborative writing can reduce the zone of proximal development in learning. The sample chosen was undergraduates who attended a semester of academic writing course. They were taught to write collaboratively via online mode. At the end of the semester, they responded to the survey prepared. The survey has 38 items (not including the demographic profile in the survey. Section A has 13 items on Technology and Tools, section B has 13 items on Knowledgeable others section D has 12 items on Interaction. Findings revealed the zone of proximal development (ZPD) is facilitated through the inclusion of technology and tools, the presence of more knowledgeable others and also through interactions. Findings of this study have interesting implications in the teaching of collaborative writing via online.
Writing undoubtedly can be a complex and daunting process. When learners write collaboratively, they get to share ideas and knowledge that can ease the task. The present study intends to explore the perceptions of online collaborative writing and factors that can motivate or demotivate learners to write collaboratively. Thirty undergraduate students participated in this study and responded to a questionnaire which consists of 37 items after completing a collaborative writing task online for 14 weeks. Overall, the respondents had a positive perception towards online collaborative writing and this motivated them to complete the work. Poor internet connection, time management and lack of concentration were the challenges faced which hindered their progress in online collaborative task. The findings of the study yield interesting insights and implications on the teaching and learning of collaborative writing, especially in online settings.
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