Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.
The pandemic of Covid-19 has changed how education works in the current time. A child’s learning development has always been placed on the responsibility of the school. However, during the pandemic, parental involvement has become vital in the world of education. The involvement of just a few parents may influence the quality of instruction in a classroom or at home and, thereby, influence the academic development of many children in Malaysia. This research aims to determine parental involvement child’s education in Selangor, Malaysia. Besides, it was also to help teachers and administrators to provide activities that encourage parents to participate in their child’s school activities at home. The data was collected via questionnaires and phone interviews. The participants involved were 10 parents and 5 teachers from a local primary school at the selected area during Movement Control Order (MCO). Based on the finding of this research, parental involvement has had a big influence in their child’s academic achievement. Although the importance of parental involvement is widely acknowledged in the educational society, most of parents showed that many parents still do not get involve effectively in their child’s education whether in school or at home. In conclusion, parental involvement is very essential in primary education and this will help to enhance child’s social relationships and promote a sense of self-esteem and self-efficacy
Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.
Technological advances offer a new shift of change for society. In this era, it is almost impossible to come by without its help. The Malaysian government has invested highly in information and communications technology (ICT) for online teaching and learning at the current time. Digital technologies have been integrated into the teaching and learning process in almost all public or private schools in Malaysia. The use of multimedia tools has enabled learners to understand difficult concepts or ideas and different types of learning preferences. The purpose of the study is to identify pre-service teachers’ perceptions towards using online teaching platforms as a mode of teaching tool in carrying out service-learning in the period of the Covid-19 pandemic. Survey research was carried out on 94 final-year pre-service teachers from diploma in teaching english as a second language. Findings revealed that pre-service teachers had shown positive perceptions of online teaching platforms for remote teaching. Findings had also shown that pre-service teachers preferred blended learning by combining both classroom and online teaching over traditional classrooms per se.
<span lang="EN-US">Gamification carries the element of fun and creativity into classroom teaching. It is not an unusual fact that playing games varied among learners and created an effective classroom environment. In the 21st-century teaching era, learners’ fun and creative learning environment are prioritized. Lessons filled with fun games are believed to produce a positive outcome during a lesson. Therefore, gamification prepares learners to be active and take responsibility for their learning. This study aimed to explore learners’ comprehension of the term ‘gamification’ and the effects of gamified elements implemented in the lesson on the targeted learners. A set of questionnaires was administered through an online survey to 100 respondents from local primary schools around Selangor who took part in a service-learning programmed. The data was then analyzed and presented in the form of tables. Results showed that respondents had prior knowledge of the term ‘gamification’ and the game culture’s overall context. The respondents agreed that their respective teachers had implemented several game elements when conducting a gamified lesson. Results also indicated that respondents were in preference to learn using gamified learning activities that helped them learn subconsciously. </span>
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