Error Types in Malaysian Lower Secondary School Student Writing: A Corpus-Informed Analysis of Subject-Verb Agreement and Copula be

Ang, Leng Hong; Tan, Kim Hua; Lye, Guang Yang

doi:10.17576/3l-2020-2604-10

Cited by 5 publications

(8 citation statements)

References 16 publications

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“…The language is critical in the political, economic, and social domains in the country and the government has sought to strengthen the position and understanding of the language over the years. However, English in Malaysia is often learned as a second language or a foreign language (Ang et al, 2020). This has meant that, despite the fact that it is a compulsory language in the national curriculum, English proficiency in the country remains poor.…”

Section: Introductionmentioning

confidence: 99%

Gamification Functionality and Features of Kahoot! in Learning—ESL Teachers and Students’ Perceptions

Sinnivasagam¹,

Hua²

2023

JSS

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Kahoot! has emerged as one of the most successful learning gamification platforms and its use in Malaysia has been rising in recent years. However, there is a lack of research into the effectiveness of Kahoot! and other gamification platforms in Malaysia even as calls to increase its use continue to rise. This research intended to help fill this gap. The research examined the perceptions of students and teachers on gamification in general and Kahoot! in particular. It also examined the impact of Kahoot! features, Kahoot! functionality, and demographic factors on satisfaction with the use of Kahoot! in ESL teaching and learning in Malaysia. It was a quantitative study that contained two populations: ESL teachers and ESL students. A total of 150 participants were included in the study consisting of 50 teachers and 100 students from a primary school in Nilai. Structured questionnaires were used for the data collection for both populations. Statistical analysis was used in the research to make sense of the findings. The findings of this research have revealed that the Kahoot! features, functionality, and the use of Kahoot! has a positive feedback and perceptions from both the participants. Teachers believed Kahoot! to be a very successful tool for boosting passive students' involvement and promoting competitive learning. The main benefits of Kahoot!, according to teachers, include enhanced student involvement, improved classroom dynamics, higher motivation, rapid feedback, and higher energy levels throughout sessions. Demographic differences were also notable among teachers with younger teachers, those with less experience, and those of the male gender are more likely to hold positive perceptions towards the use of Kahoot!. Students said Kahoot was particularly good at building motivation and supporting and reinforcing learning. Among students, gender was a significant factor with boys being more receptive to the use of Kahoot!.

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Section: Introductionmentioning

confidence: 99%

Gamification Functionality and Features of Kahoot! in Learning—ESL Teachers and Students’ Perceptions

Sinnivasagam¹,

Hua²

2023

JSS

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“…Subsequently, English played an important role in the development of Malaysia as it is the main medium of instruction and trade in the country. However, English in Malaysia is often learned as a second or foreign language (Ang et al 2020). Thus, schools and teachers use different approaches to improve English learning and facilitation.…”

Section: Kahoot! Applicationmentioning

confidence: 99%

The Use of Kahoot! In Increasing the Motivation of Pupils With Special Educational Needs in English Language Learning

Komathi Elangovan,

Mohd Hanafi Mohd Yasin

2024

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The Malaysian Ministry of Education has ensured equality of education for pupils with special educational needs (SEN) in learning English in schools. Despite the passing years and a significant investment in teaching the English language, there are still several pupils who have not yet reached a high level of language proficiency. The purpose of this study is to explore the extent of the use of the Kahoot! application! contribute to motivating SEN in learning English. The study used a quasi-experimental design. Plus, quantitative and qualitative methods are used in the study. Fourteen SEN pupils from Sekolah Kebangsaan Paya Rumput, Melaka were selected as sample studies through purposeful sampling techniques. Data collection procedures are implemented with the permission of the Education Policy Planning and Research Division (eRAS) and study schools. Next, pre-test and post-test as well as teaching using the Kahoot! module conducted after a pilot study was conducted at the study site. In the data analysis, the data obtained from the post-test is compared with the results of the pre-test to identify the level of SEN achievement. Followed, the qualitative feedback was analyzed thematically to determine the level of motivation of the treatment group in learning English. Therefore, the results of the pre-test and post-test are used to identify the level of SEN's motivation in learning English. The results show that the motivation level of SEN is high with the use of Kahoot! in learning.

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“…Learner Corpus Research (in the English language) in the Malaysian context commenced in the year 2002 with the first learner corpus (i.e., The English of Malaysian School Students [EMAS] corpus) developed to study the English language use among Malaysian school students (Samad et al, 2002). Since its inception, the EMAS corpus has become the main source of data for Malaysian researchers cum linguists to investigate linguistic idiosyncrasies of Malaysian school students to further proffer pedagogical implications (e.g., Akbari, 2009;Ang et al, 2011;Zarifi & Mukundan, 2014). The EMAS corpus is a collective effort from Universiti Putra Malaysia researchers.…”

Section: The Emas Corpusmentioning

confidence: 99%

“…Apart from argumentative and narrative texts which are common in learner corpus research, Malaysian learner language pattern has also been studied using descriptive texts. Focusing on a rural secondary school in one of the northern parts of Malaysia, Ang et al (2020) collect both descriptive and narrative texts (i.e., 128 essays altogether) written by Secondary Two students. The cleaned corpus which comprises 24,037 words, however, has not been designated with any specific name.…”

Section: Self-compiled Learner Corpus For Research Purposementioning

confidence: 99%

Specialised Learner Corpus Research: A Review for Future Directions of the Global and Malaysian Contexts

Subramaniam

Kaur

2023

TEFLIN

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Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this paper presents a review of specialised LCR based on journal articles from the Web of Science database and the Google scholar, reference books and relevant websites to address the gap both globally and within the Malaysian context for future needs. The review suggests the need for more specialised/genre-specific or discipline-based learner corpus studies employing the non-native novice versus native novice and expert comparative method in both global and Malaysian contexts, with more studies executed in relation to specialised learner corpora in the latter. In relation to linguistic aspect, the understanding of lexical bundles’ communicative function can be attempted through the analysis from the core word to the surrounding pattern or discourse. The use of learner corpus as a pedagogical instrument needs also to be well-accepted and executed to enhance the teaching and learning of academic writing in ESAP classrooms via Data-Driven Learning approach or corpus-related activities.

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Error Types in Malaysian Lower Secondary School Student Writing: A Corpus-Informed Analysis of Subject-Verb Agreement and Copula be

Cited by 5 publications

References 16 publications

Gamification Functionality and Features of Kahoot! in Learning—ESL Teachers and Students’ Perceptions

Gamification Functionality and Features of Kahoot! in Learning—ESL Teachers and Students’ Perceptions

The Use of Kahoot! In Increasing the Motivation of Pupils With Special Educational Needs in English Language Learning

Specialised Learner Corpus Research: A Review for Future Directions of the Global and Malaysian Contexts

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