Augmented reality (AR) is one of the emerging technologies gradually venturing into the education field. Although AR is strongly linked to subjects related to Science, Mathematics, and Technology in schools and tertiary education, there is no mention of AR in non-technical subjects, such as language. Thus, this study aims to discover the AR application trends in language learning and the language skills prevalent in AR usage. In this systematic literature review, AR-related research in language learning began in 2016 and has continued to be on the rise. Furthermore, the preferred language skills used with AR technology required lower cognitive levels, such as identifying words, understanding meanings, and spelling, and pronouncing words. Based on the gap indicating the rare usage of AR for more complex and critical language skills, such as reading and writing, this study hopes to enlighten the researchers, educators, and application developers to focus on developing AR applications for languages other than English, incorporate higher-order learning outcomes in the language learning activities, and pursue qualitative investigations.
The use of technology is so diversified and adaptable to various kinds of field including mastering English language skills. In numerous studies, technology has shown that it contributes to improve their language mastery, increase motivation, and promote better comprehension. Since we are moving from IR 3.0 to IR 4.0, it is good to keep up with the current trend in technology and use it for the students’ benefits. One of the technologies is virtual reality which includes the use of 360-degree video. This 360-degree video offers omnidirectional perspective and give almost realistic experience to learners especially when using together with head-mounted device. This type of video exposes students to a new learning experience that is different from watching video on the screen. Therefore, this study aims to uncover learners’ perspectives about the advantages and disadvantages of using 360-degree video in reading classroom.
The role of a mother alone is very challenging. With an additional role as a student or a worker add more burden to them. It is undeniable that Malaysian women in the 21st century has more roles than women in the pre-independent era. Nowadays, women have equal opportunities to work and pursue higher education like men. The need to provide quality life to the children has also encouraged women to contribute more in the family income. Despite the multiple roles play by women, the household tasks are still managed by them. For this phenomenological research, in-depth interviews were conducted with two participants who studied in public university in Malaysia. By using thematic analysis, four themes were emerged from this study. The themes were challenges, role management, assistance/support and coping strategies. In this study, the major challenge was to balance the role of mother and student. But whatever challenges they faced; family was their priority. Furthermore, spousal support also helped the mothers in managing their multiple roles. From the findings, it is hoped that it gives some insights on the type of support that student mother needs and ways of coping in challenging situation.
This study examines the portrayal of cognitive, social, and teaching presence among postgraduate students using mobile instant messaging in a fully online learning environment. Understanding the portrayal of these presences can help researchers to gain insights into the specific dynamics of these presences and develop strategies to optimize the learning experience among postgraduate students. However, a lack of evidence on how cognitive, social, and teaching presence is portrayed in this platform makes it difficult to identify possible gaps where postgraduates may need more assistance. This study conducted a qualitative content analysis of 2074 messages from four groups on WhatsApp’s mobile instant messaging application. From the research, 68% of the messages demonstrated social presence, 25% teaching presence, and 7% indicated cognitive presence. The cognitive presence on WhatsApp was the least demonstrated, as students preferred rich mediums like video conferencing to engage in discussions that require higher-order thinking skills. Future research can consider analyzing how students show presences using multiple mediums and explore how cognitive, social, and teaching presences are dynamically interplayed in different mediums using a qualitative approach.
Orang Asli is a group of indigenous people who live according to a set of lifestyle and belief system and speak the native language. Previous studies have found that the Orang Asli are mostly depicted in the news media as backwards and dependent on others (Marlina Jamal & Shakila Abdul Manan, 2016). Such stereotypical depiction is shared with other research undertaken in various countries, particularly those in Canada or Australia. While many of these studies analysed findings from the media and communication or socio-cultural perspectives, the present study examines the representation of Orang Asli in Malaysian news/media by focusing on the use of language, i.e. linguistic viewpoint. The examination undertaken in this study focuses on headlines and lead paragraphs of one of the most influential English language newspapers in Malaysia. This study demonstrates the synergy of two methodological approaches in linguistics namely critical discourse analysis and corpus linguistics. Our main findings show how Orang Asli is consistently depicted around stereotypical news narratives such as issues of land rights and other resources. We also found that the voices of Orang Asli leaders are overshadowed by other authorities such as the state government. Thus, this study contributes to shed light on the linguistics resources and language patterns used to portray the Orang Asli in Malaysian newspapers.
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