During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as second language (ESL) learners to have significant difficulties learning the English language especially for speaking skills. Speaking is one of the most important skills to learn because it is the primary mode of communication around the world. However, the majority of ESL learners are still trying to improve their English speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution all over the world. Learners and educators need more time to adjust to online teaching and learning because most of them are exploring new technical innovations and strategies to be used in the classroom. As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to determine the technology intervention used in teaching and developing speaking skills among these learners based on previous study. During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning. Educators of English as a Second Language (ESL) might then pick the ones that would work best in their particular classroom.
The unsought Covid-19 pandemic has wreaked havoc in Malaysia’s education system, particularly at primary levels. Due to this, schools have been commanded to close immediately by the Ministry of Education (MOE) and Malaysian primary English as a Second Language (ESL) teachers have to conduct their teaching virtually via Google Meet under the government’s policy, where all teachers are provided with a Gmail address. The use of Google Meet is not well studied not only in primary schools, but also in the local environment. Therefore, this quantitative research was embarked to look into the factors that influence the integration of Google Meet among primary ESL teachers. Participants (n=123) were selected through purposive sampling based on their teaching option (TESL optionists and non-TESL optionists), teaching ESL in primary schools (n=12) located in Pasir Gudang, Johor, Malaysia. A 5-point Likert scale survey questionnaire adapted from previous studies was used. The factors of perceived usefulness and perceived ease of use towards the use of behaviour in integrating Google Meet were testified. The main findings in descriptive statistics indicated that majority of the primary ESL teachers have shown a positive attitude towards the use of Google Meet. However, some respondents remarkably noted that school administrators should render necessary assistance. The findings of this study could provide better insights for English teachers and school authority on the measures to integrate Google Meet in the teaching and learning of English at primary schools. If Google Meet is well integrated, pupils will benefit from this platform.
Society of today signifies how English, as a global language, has attained a universal pedestal compared to others. Thus, it is highly demanding and challenging for one to be a proficient and effective language user. In Malaysia, teachers of English as a Second Language (ESL) tend to face umpteenth challenges in developing primary ESL learners' language abilities, especially in the scope of writing. Some of the problems include deprivation of vocabulary, lack of motivation, lack of reading and the influence of multimedia language. Consequently, ESL teachers have to opt for different strategies and approaches to tackle primary ESL learners' writing skills, particularly in simple sentence construction. Therefore, this study presents a literature review on the use of PowerPoint Picture-Word Card (PPT PiWoCa) technique in the form of bubble map to enhance primary ESL learners' simple sentence construction. In this study, social constructivist theory and the visual-spatial element in Gardner's Multiple Intelligences theory reveal that the PPT PiWoCa technique allows primary ESL learners to brainstorm ideas and construct knowledge in authentic contexts. Similarly, the use of visual representations such as PPT, pictures, word cards and bubble map is able to capture primary ESL learners' attention in the recognition of words, grammatical functions and sentence structure based on a guided sample of simple sentence construction. With the presence of visual aids, primary ESL learners are able to model the sample given in order to produce meaningful simple sentences.
Language Learning Strategies (LLS) are used to facilitate independent-learning and make it adaptable to new language tasks. However, most of LLS are focused more on adults compare to children so there is limited research on LLS for children. Therefore, this paper provides an overview how researchers used CHILLS questionnaire to investigate LLS that commonly used among Malaysian Upper Primary English as a Second Language (ESL) Learners in the second language acquisition. The data and findings are collected from 105 participants from different primary schools across Malaysia. This paper is hoped to render a better understanding on the process of effective language learning using the discussed LLS among Malaysian Upper Primary ESL Learners. The data have indicated that learners prefer to use LLS strategies in Part A of CHILLS questionnaire compared to other parts. The researchers also aim to conduct
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