Online Case-Based Problem-Solving Module for ESL Teacher Education

Abstract

In Malaysia, efforts to increase the quality of students' learning and achievement, and teachers' quality of delivery and instruction have been ongoing as documented in the National Education Blueprints 2015-2025. The complex nature of the teaching profession requires problem-solving skills to be instilled in teachers to ensure they are able to face the demands of the teaching profession and increase the quality of their instruction. However, research has shown that higher education has not adequately prepared pre-service teachers with problem-solving skills, pedagogical content knowledge, ability to bridge theory and practice, and to be adequately prepared to teach. Hence, this study is carried out to develop and implement an Online Case-Based Problem-Solving (OCBPS) Module to enhance problem-solving skills and other vital skills that can increase the competency of Teaching English as a Second Language (TESL) pre-service teachers. Pre-service teachers observe an authentic ESL writing lesson and engage in problem-solution analysis relating to pedagogy and content of ESL writing. A Single-Group Pre-test-Post-test Design is adopted in which scores of prereflection essays written by the pre-service teachers before the implementation of the module, and the scores of post reflective essays written at the end of the module implementation are compared. The findings for usability indicate that the OCBPS module has the potential of developing vital skills in ESL pre-service teachers like problem-solving skills, pedagogical content knowledge, and the ability to bridge theory and practice.

Using E-modules to Support EFL/ESL Learning in Asian Contexts: A Systematic Literature Review

“…In this review, Fuzzy Delphi Method was employed in module design to address uncertainties and vagueness in decision-making. During the course design, this method accommodates diverse opinions and uncertainties, seeking the panel experts most preferred case criteria, curriculum aspects, and media design (Nazeera, 2017). In comparison, the Four-D Model (Define, Design, Develop and Disseminate) is remarkably like ADDIE Model (Analysis, Design, Development, Implementation, Evaluation), yet the biggest difference lies in the absence of an evaluation stage in the Four-D Model (Thiagarajan et al, 1974).…”

“…Specifically, the most addressed theme among the chosen articles is language skills (n=7), among them, speaking (Plengkham & Wasanasomsithi, 2023;Rahman et al, 2022;Suryani et al, 2021;Lu, 2021) received comparatively higher attention than other skills like writing (Rahman et al, 2022), listening (Miao & Mao, 2018), reading (Rahman et al, 2022), vocabulary (Kusumawati et al, 2018), and grammar (Anggrawan & Satria, 2020) received comparatively less attention. Then followed by learner autonomy or independent learning (Rahman et al, 2022;Arif et al, 2014;Fahrughazi et al, 2023;Brega & Kruglyakova, 2022;Miao & Mao, 2018;Hakim et al, 2020), and English for Specific Purpose (Rahman et al, 2022;Nazeera, 2017;Tatzl, 2018;Kusumawati et al, 2018;Wahyuni et al, 2023;Dewi et al, 2018) in this review. Furthermore, two themes account for 3 respectively, namely assessment of e-modules (Plengkham & Wasanasomsithi, 2023;Anggrawan & Satria, 2020;Fahrughazi et al, 2023), and perceptions of e-modules for English learning (Rahman et al, 2022;Suryani et al, 2021;Fahrughazi et al, 2023).…”