Analysis of Malay word structure by pre-service special education teachers: foundation-level knowledge for remedial instruction

Lee, Lay Wah; Low, Hui Min

doi:10.1080/19404158.2014.891531

“…Due to a lack of freely available objective language proficiency test in past research has resorted to estimating Malay proficiency using self-reported measures such as order of language acquisition (e.g., Lee & Low, 2014;Yap et al, 2017) or self-ratings (e.g., Jalil et al, 2011;Rahman et al, 2018;Rusli & Montgomery, 2020). However, considering most of the Malaysian Malay L2 speakers have a rather uniform age of Malay acquisition due to compulsory language education in school and their diverse language use and experience (Jin et al, 2013), individual differences in language proficiency of the bilingual or multilingual speakers can be difficult to assess based on just self-reported information.…”

Section: Discussionmentioning

confidence: 99%

“…Studies that involved Malay-speaking bilinguals have so far either assumed "native-like" proficiency of Malay L1 speakers (e.g., Lee & Low, 2014;Yap et al, 2017), or used selfratings to estimate the speakers' language proficiency (e.g., Jalil et al, 2011;Rahman et al, 2018;Rusli & Montgomery, 2020). However, the assumption of "native-like" proficiency is not always reliable because the language proficiency of L1 speakers (e.g., vocabulary size) could vary substantially according to the speakers' language experience (e.g., whether a person reads) (Brysbaert et al, 2016;Hulstijn, 2015).…”

Section: Introductionmentioning

confidence: 99%

LexMAL: A quick and reliable lexical test for Malay speakers

Lee,

van Heuven,

Price

et al. 2023

Behav Res

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Objective language proficiency measures have been found to provide better and more consistent estimates of bilinguals’ language processing than self-rated proficiency (e.g., Tomoschuk et al., 2019; Wen & van Heuven, 2017a). However, objectively measuring language proficiency is often not possible because of a lack of quick and freely available language proficiency tests (Park et al., 2022). Therefore, quick valid vocabulary tests, such as LexTALE (Lemhöfer & Broersma, 2012) and its extensions (e.g., LexITA: Amenta et al., 2020; LEXTALE-FR: Brysbaert, 2013; LexPT: Zhou & Li, 2022) have been developed to reliably assess language proficiency of speakers of various languages. The present study introduces a Lexical Test for Malay Speakers (LexMAL), which estimates language proficiency for Malay first language (L1) and second language (L2) speakers. An initial 180-item LexMAL prototype was evaluated using 60 Malay L1 and 60 L2 speakers in Experiment 1. Sixty words and 30 nonwords with the highest discriminative power that span across the full difficulty range were selected for the final LexMAL based on point-biserial correlations and an item response theory analysis. The validity of LexMAL was demonstrated through a reliable discrimination between L1 and L2 speakers, significant correlations between LexMAL scores and performance on other Malay language tasks (i.e., translation accuracy and cloze test scores), and LexMAL outperforming self-rated proficiency. A validation study (Experiment 2) with the 90-item final LexMAL tested with a different group of Malay L1 (N = 61) and L2 speakers (N = 61) replicated the findings of Experiment 1. LexMAL is freely available for researchers at www.lexmal.org.

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“…It is imperative that elementary teachers to have necessary knowledge of the structure of language and the alphabetic writing system in order to provide remedial instruction as needed (Lee, L.W. & Low, H.M., 2014).…”

Section: Remedial Educationmentioning

confidence: 99%

DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

May¹,

Ahmad²

2019

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The purpose of this study is to develop and evaluate the effectiveness of DoCtor WoRM’s Module in improving multiplication skills among Year Four low achievers in National-Type Chinese Primary School (SJKC). DoCtor WoRM’s Module had been designed based on Constructivist Theory, mastery learning, and game-based learning. The module was developed based on Sidek’s Module Development Model. Quantitative approaches with quasi-experimental design were used for this study. A number of 60 Year Four low achievers from Manjung District were selected using random sampling. The sample was divided into the treatment and control groups. The former went through a teaching and learning process using DoCtor WoRM’s Module, while the latter learnt through traditional teaching. After the pre-test, three months of intervention was carried out to both groups of sample, followed by a post-test. Data was analysed using descriptive and inferential statistics. Dependent t-test showed that there was a significant increase in the achievement of treatment group from pre-test (M = 59.47, SD = 27.242) to post-test (M = 91.53, SD = 12.566), t(29) = 6.254, p < .001. The independent t-test had shown that the achievement of multiplication skills in post-test of treatment group (M = 91.53, SD = 12.566) is higher than the post-test of control group (M = 79.17, SD = 22.588), t(58) = 2.621, p < .012. As a conclusion, DoCtor WoRM’s Module has improved the multiplication skills among Year Four low achievers in SJKC. This study implicates that DoCtor WoRM’s Module should be applied to the low achievers in Malaysia in order to improve their Mathematics achievement particularly in multiplication skills.

show abstract

DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

May¹,

Ahmad²

2019

Preprint

0

View full text Add to dashboard Cite

The purpose of this study is to develop and evaluate the effectiveness of DoCtor WoRM’s Module in improving multiplication skills among Year Four low achievers in National-Type Chinese Primary School (SJKC). DoCtor WoRM’s Module had been designed based on Constructivist Theory, mastery learning, and game-based learning. The module was developed based on Sidek’s Module Development Model. Quantitative approaches with quasi-experimental design were used for this study. A number of 60 Year Four low achievers from Manjung District were selected using random sampling. The sample was divided into the treatment and control groups. The former went through a teaching and learning process using DoCtor WoRM’s Module, while the latter learnt through traditional teaching. After the pre-test, three months of intervention was carried out to both groups of sample, followed by a post-test. Data was analysed using descriptive and inferential statistics. Dependent t-test showed that there was a significant increase in the achievement of treatment group from pre-test (M = 59.47, SD = 27.242) to post-test (M = 91.53, SD = 12.566), t(29) = 6.254, p < .001. The independent t-test had shown that the achievement of multiplication skills in post-test of treatment group (M = 91.53, SD = 12.566) is higher than the post-test of control group (M = 79.17, SD = 22.588), t(58) = 2.621, p < .012. As a conclusion, DoCtor WoRM’s Module has improved the multiplication skills among Year Four low achievers in SJKC. This study implicates that DoCtor WoRM’s Module should be applied to the low achievers in Malaysia in order to improve their Mathematics achievement particularly in multiplication skills.

show abstract

Analysis of Malay word structure by pre-service special education teachers: foundation-level knowledge for remedial instruction

Cited by 3 publications

References 44 publications

LexMAL: A quick and reliable lexical test for Malay speakers

LexMAL: A quick and reliable lexical test for Malay speakers

DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

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