In the modern society today, women are now more progressive and hold a significant role in society due to their contributions. However, several studies have indicated that women are still being looked down upon in the workplace setting due to gender biasness. The paper analyses whether the patriarchal system prevalent in Malaysia had an impact on the language used by females. A semi-structured interview is conducted between fifteen female participants who have worked in a male-dominated industry for at least two years in Malaysia. The analysis is derived from two theoretical frameworks; Kendall and Tannen’s Genderlect Theory and Cameron’s Patriarchy and Sexism in a Language through thematic analysis. Findings revealed that most participants used rapport-talk when conversing with their female colleagues; however, they would turn to report-talk when conversing with their male colleagues to be taken seriously. Moreover, the findings also revealed that the participants share common themes, which are patriarchy, profession, position, and situations when conversing. This has shown that gendered language is still prevalent in the Malaysian workplace due to patriarchal influence which needs to be addressed.
The rapid adoption of online learning is due to its several advantages over traditional classroom training. However, the remote nature of online learning can pose challenges for both students and instructors. Instructors were thrust into a big transition to online instruction with no preparation time or resources. Whether or not the quality of education has improved as a result of the shift from the more traditional face-to-face format to the more modern e-learning approach is the subject of some discussion. This study aims to address the relationship between teaching, cognitive presence and social presence in online learning. A quantitative study is done to explore online presence among learners who attend online classes. A purposive sample of 100 participants responded to the survey. The instrument used is a survey and is replicated from (Arbaugh et al., 2008). There are 4 sections altogether (refer to table 1). Section A has items on demographic profile. Section B has 13 items on teaching presence. Section C has 9 items on social presence and section D has 12 items on cognitive presence. The findings of this study suggest that online learning environments require a balance of teaching, cognitive presence, and social presence to facilitate effective learning. The exploration of the relationship between teaching, cognitive presence, and social presence in online learning has important implications for the design and delivery of online courses.
The development of reading literacy at an early stage is a determining factor for students at the later stages. A review of studies that are related to this issue indicates that some students are still underperforming in reading English texts even at the tertiary level, hence unsuccessful to meet the expectancy of literacy skills needed to progress accordingly. This paper aims to investigate students’ literacy skills in reading at the tertiary level. Adapting an interpretivism paradigm approach, the students’ reading background before tertiary education was explored through a focus group interview. Ten undergraduates of non-English majors from the English for Social Sciences class were interviewed to elicit their attitudes and perspectives towards the course. The interview involved continuous questioning and comparing in reflecting on how these factors would cater for the needs of undergraduate students. The findings indicate students’ negative perceptions towards the course as most of them had difficulties coping with academic reading at the tertiary level. This study highlights the need in providing suitable course content and academic support for the students in catering sufficient reading literacy to suit the students’ needs. The findings suggest students’ voices should be given some consideration when planning to improve the course contents and the mode of delivery of reading materials, especially for the tertiary level.
Motivation is an essential factor for achieving success in learning English as a second language. Several studies have reported that learners' experiences during communication skills classes can significantly impact their motivation to enhance their English language proficiency. Learners' motivation ignites their enthusiasm and determination to learn, leading them to strive for a more comprehensive understanding of the English language. However, attaining their desired learning goals becomes increasingly difficult if learners lack the drive and eagerness to improve their language proficiency. Hence, this study investigates the motivation and demotivation factors related to learning English communication skills. A quantitative approach is done to explore motivation factors for learning communication skills among pre-university students. The instrument used is a survey, rooted from Pintrich and De Groot (1990) for motivation and Campos et al ( 2011) for causes of burnout. A purposive sample of 271 UiTM Centre of Foundation Studies students responded to the survey. The findings of this study suggest that the role of emotional intelligence is important in managing stress and burnout, as channelling positive emotions and feelings while learning could reduce emotional exhaustion and increase one's motivation. Thus, exploring the relationship between motivation and demotivation factors in learning has significant implications for educational institutions and instructors to implement a supportive learning environment that promotes positive emotions, engagement, and effective communication.
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