Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules

Song, Sheng Jia; Tan, Kim Hua; Awang, Mohd Mahzan

doi:10.3390/su131911115

Cited by 16 publications

(12 citation statements)

References 51 publications

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“…For example, Sayuti, et al (2020) reported that learners' lack of confidence in speaking during a virtual class made them uncomfortable during interaction hours. In addition, unprivileged learners may confront various problems when following online lessons, such as poor Internet access and insufficient devices for distant-learning (Song et al, 2021). Moreover, learners with mixed abilities have problems in catching up with their peers as teachers provide standardised tasks in an online language classroom.…”

Section: B Online Esl Learningmentioning

confidence: 99%

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

Rif

Tan

Khairuddin

2023

jltr

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The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is believed to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems.

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Section: B Online Esl Learningmentioning

confidence: 99%

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

Rif

Tan

Khairuddin

2023

jltr

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“…According to the results of this study, socio-ecological support significantly influences participation in social activities. Social support, whether from family, peers, the local community or the virtual community, needs to be mobilised to ensure the active participation of the urban community in various activities [46]. This is particularly important because participation in social activities has the highest influence on social well-being.…”

Section: Discussionmentioning

confidence: 99%

Socio-Ecological Support and Physical Facilities Satisfaction: How They Link to Social Participation and Well-Being among Urban Residents in Malaysia

et al. 2022

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In urban communities, the threat to residents’ social well-being arises from their social lives; however, there is little evidence demonstrating how urban communities are connected with each other to improve their well-being. Therefore, the current study aims to identify the satisfaction levels with socio-ecological support and facilities received by selected urban residents in Malaysia. The study also examines the link between residents’ satisfaction and their social participation, as well as social well-being. This survey used a set of closed-ended questionnaires. A simple random sampling technique was employed, where a total number of 2502 respondents from six zones participated in this study. The collected data were analysed descriptively and inferentially. The results revealed that the majority of respondents are satisfied with socio-ecological and physical green facilities. Better green infrastructure management practice is required because the results from this study identified scientific issues in green environments in urban recreational centres, waste management, regular health maintenance, landscaping, and building maintenance. Results showed significant differences in the residents’ social well-being based on their socio-economic backgrounds. Results also demonstrated that social participation has significantly contributed to the social well-being of urban residents. These findings indicate the importance of various socio-ecological programmes to ensure a positive impact on the social well-being of the urban community. Overall, this study suggests implementing a comprehensive support mechanism for socio-ecological support initiatives to improve the social well-being of urban residents.

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“…The growing access to technology has become an important aspect of enhancing language learning in ESL and EFL learners' learning settings. Most educators use technology in their classroom teaching and learning activities because it plays a major role in motivating and enhancing students' language learning [76]. The incorporation of non-textual elements with technology are both supplementary and complementary in nature, supporting ESL and EFL learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

Lai

Tan²,

He³

et al. 2022

Sustainability

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This scoping review identifies the roles of non-textual elements and how these roles have changed in sustaining the teaching and learning of English as an additional language (EAL) in the last five years. Much of the research regarding non-textual elements has shown that they have significantly contributed to learners’ motivation, active participation, and communication. However, a systematic synthesis of how these roles have changed over the last five years, in terms of the types of non-textual elements used as a result of the growing access to technologies, is lacking. Following Arksey and O’Malley’s framework, a scoping review of 50 studies from 2018 to 2022 was carried out, filtered from the ERIC, Scopus, and Google Scholar databases. The studies were compiled considering two characteristics: the roles and types of non-textual elements in enhancing English as a second language (ESL)/English as a foreign language (EFL) in classrooms. The results show that 29 out of the 50 studies used non-textual elements in complementary roles and 21 studies used them in supplementary roles to enhance the teaching and learning of ESL and EFL in recent years. Educators prefer to utilize non-textual elements in dominantly complementary roles rather than supplementary roles to create a sustainable EAL (ESL and EFL) learning environment. Non-textual elements help learners capture and recall information far longer than texts alone. A revised dual method using non-textual elements in a combination of both supplementary and complementary roles, and also utilizing both technologically driven and traditional approaches, is the way forward in sustaining effective EAL learning

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Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules

Cited by 16 publications

References 51 publications

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

Socio-Ecological Support and Physical Facilities Satisfaction: How They Link to Social Participation and Well-Being among Urban Residents in Malaysia

The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

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