Enhancing Learner Autonomy Abilities in Writing via WAPF

Abdullah, Rohaya; Mohamed, Abdul Rashid

doi:10.6007/ijarbss/v5-i11/1900

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…The teaching and learning strategy in KSSR of VAE includes the concept of integration and the application of science and technology, especially in the field of music and artwork, aspects of exploration and creativity. However, it is disputed that the student-centred teaching and learning strategy adopted in Malaysian education that emphasizes the development of skills and the value of their knowledge still brings pressure and conflict among teachers and students [14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Defining the Collaborative-Constructivism Based Learning and Teaching Approach in Malaysian Primary Schools in Supporting the Hybrid Learning of Visual Arts Education: A Fuzzy Delphi Method Study

Lee Hoi Yeh,

Wong Yoke Seng,

Khoo Yin Yin

et al. 2024

ARASET

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Education in Malaysia has undergone transformation and reformation over decades to meet contemporary needs. In the era of Industrial Revolution 4.0 (IR4.0) has brought direct impact to the field of education, as a steppingstone for generating future workforce. To meet these demands, 21st century learners who have the potential to shape a competitive future nation by possessing 21st century skills: critical thinking, creativity, collaboration, and communication. Therefore, the transformation in learning and teaching practices is necessary following the rapid development in information, communication, and multimedia technology. Even now, Malaysian mainstream educators continually report that they need better understandings and knowledge to be proficient in supporting individualized, personalized, and differentiated learning to stimulate the improvement of learner-centred learning, not the traditional teaching and learning process with teacher-centred. This study upholds a new defining on current learning and teaching practices-based collaborative and constructivism in supporting hybrid learning of Visual Arts Education (VAE) to improve the quality of learning and develop learners holistically equipped with 21st century skills needed in this century. This study focuses on utilizing the Fuzzy Delphi method to achieve a consensus on the elements of hybrid learning practices based on the theories of collaborative and constructivism for VAE. The findings identify a comprehensive and clearer framework for the educators with a guideline covering the learning outcomes, learning contents, delivery strategies and forms of assessment that are key for educators in hybrid learning practice for VAE. It offers a versatile judgement, clearer framework, and better structured prospect to help facilitate learning process for the learners to enhance their knowledge and skills, and competencies, as well as help the educators have better readiness and clearer role alignments.

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Section: Introductionmentioning

confidence: 99%

Defining the Collaborative-Constructivism Based Learning and Teaching Approach in Malaysian Primary Schools in Supporting the Hybrid Learning of Visual Arts Education: A Fuzzy Delphi Method Study

Lee Hoi Yeh,

Wong Yoke Seng,

Khoo Yin Yin

et al. 2024

ARASET

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“…Therefore, the importance of learners' autonomy is widely acknowledged. Many researchers and educators, over the last years, focused on Autonomous Learning and its implications for teaching and learning (Abdullah & Mohamed, 2015;Genç, 2015;Ezzaidi, 2020). Today, learners tend to be more autonomous learners, that is, they are responsible for their own learning (Imane, 2015).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Learners' Autonomy in Vocabulary Learning in EFL Libyan Classroom

Ibrahim,

Alhodairy

2023

EAJMR

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One of the most challenging issues that EFL learners encounter is vocabulary learning. Teaching methodologies, nowadays, take into consideration learner autonomy compared to the past that depends totally on instructors. The aim of the study is to address the importance of learning autonomy in teaching English as a foreign language (EFL) in Libyan context as teachers can facilitate learning process by demonstrating certain strategies where necessary. This study also focuses on exploring how students experience out-of-class autonomous vocabulary learning. A questionnaire and interview were used in this study. The questionnaire is meant for the students and the interview is for teachers. The participants of the study were 15 students and 5 teachers. The findings reveal that learners are eager to be enhanced to learn vocabulary autonomously and need to be guided by their teachers using effective strategies. It is very important to apply autonomous learning to develop vocabulary knowledge as students lack lexical competence.

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Enhancing Learner Autonomy Abilities in Writing via WAPF

Cited by 2 publications

References 18 publications

Defining the Collaborative-Constructivism Based Learning and Teaching Approach in Malaysian Primary Schools in Supporting the Hybrid Learning of Visual Arts Education: A Fuzzy Delphi Method Study

Defining the Collaborative-Constructivism Based Learning and Teaching Approach in Malaysian Primary Schools in Supporting the Hybrid Learning of Visual Arts Education: A Fuzzy Delphi Method Study

Enhancing Learners' Autonomy in Vocabulary Learning in EFL Libyan Classroom

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