Over the past decades, much of the discussion regarding grammar teaching has evolved around the identification of the best language teaching approach to facilitate effective learning of English language among second language (L2) learners. Despite the various approaches introduced and implemented in the realm of L2 teaching, the language performances of these learners are still ‘off-target’ as they are still found not able to use the correct language expressions to serve their communicative needs. Investigation of the use of concepts in the learning and teaching of grammar may provide an alternative solution in enhancing learners’ L2 grammar competence. Known as Concept Based Instruction (CBI) this pedagogical approach that is predicated on Vygotskian thought, centres on promoting the quality of the grammar rules in helping learners to understand and use the grammar concepts to achieve their communicative needs. This article focuses on the principles found in CBI with the aim of exploring CBI’s potential and hence facilitate in-depth understanding of not only the structural forms but also the semantic meaning of the target language among L2 learners.
English for Academic Purposes (EAP) has gained more prominence in the field of English Language Teaching (ELT) since its initiation in the 1980s. In Malaysia, a country where English is its second language, EAP is widely taught in many tertiary institutions. This is due to its main aim which is to focus on the communicative skills needed for academic purposes in formal educational settings to accomplish academic tasks such as delivering presentations, participating in academic discussions as well as writing academic and research essays. At USIM, EAP BIA3012 is a compulsory course introduced with the aim to develop students’ English proficiency and provide students with appropriate skills demanded in completing academic tasks at the tertiary level. The EAP course conducted at USIM employs the project-based learning (PBL) method, coupled with the process writing approach. This paper describes the application of both approaches in the implementation of EAP. The research project assigned to students will be explicated through its anatomy or structure according to PBL. Additionally, process writing, an approach to teaching writing that allows the students to undergo a journey of co-constructing texts under the guidance of the teachers, will also be clearly explained. In particular, this paper will outline the complicated and non-linear nature of writing shown through these elements—generating ideas, focusing, reviewing, evaluating, structuring, drafting—which are taught and completed through a project assigned to students.
Unemployability among graduates has become one of the greatest concerns of the education ministry in Malaysia. One reason is that graduates lack the potential skills listed by the Malaysian industries. This study focuses on one of the hard skills listed, curriculum vitae (CV) writing. The study proposed a shift from the conventional written CV to a digital video CV. Such proposal could support the ministry’s shifts in embedding technology-based tasks into the 4.0 classroom. Using a heutagogical approach in the English for Professionals course, learners were required to prepare a 2-minute digital video CV, which was then posted in Padlet. Through the task, the researcher aimed at exploring learners’ perceptions of the learning task of creating a digital video CV and gather their perceptions of the conduciveness of creating the digital video CV for future employment. By employing a quantitative approach, learners were required to answer an online 5-point Likert-type survey, which was analysed using Microsoft Excel. The findings showed that most of the participants agreed that the task was not only fun, interesting, and enjoyable, but also challenging, creativity-driven, and knowledge-seeking. Concerning the workforce, majority of the participants felt that the task made them work-ready, exposed them to multiple online tools, became more independent and critical as they employed different higher-order thinking skills when completing the task. Future research should apply the heutagogical approach so that learners are more independent towards their learning and focus on the hard and/or soft skills required in graduates, making them more marketable.
Module development is one of the essential components in planning a course, especially in instilling specific learning objectives into the teaching and learning process. In language learning, the aspect of module development needs to incorporate interesting, creative, interactive and communicative elements, as it should serve as a guideline to navigate courses and programmes in specific contexts. 21st century learning is a new concept that has become widespread globally and aims to produce more flexible learners. This concept is equipped with a myriad of skills that can assist learners in the future job market and beyond. However, there are many perceptions that surround this new mode of learning, as most people seem to dismiss 21st century learning as merely focusing on technology, with a limited scope of variety in relating teaching and learning to incorporate other aspects. This paper aims to present the development of a module based on 21st century learning skills for a group of upper secondary school students, participating in a short duration Language Summer Camp, which entails the usage of ICT skills, creativity, critical thinking, collaboration and leadership skills. Examples of lessons and activities that support the learning of language together with the essential 21st century skills are presented. From garnering new technological skills, to becoming competent communicators and advanced problem solvers, students are hoped to benefit from this dynamic and engaging module, hence, enhancing the connection between traditional learning methods, while expanding teaching modes to become more collaborative for teachers and learners alike.
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