Professional Learning Community (PLC): Approach to Enhance Students' Achievement in Language Learning at Public University, Malaysia

Abstract

Professional Learning Community (PLC) is a form of self-development for educators which has been known internationally and currently through the phase of implementation in Malaysia. Purpose of this study was focused on PLC implementation that had been applied widely in Higher Education Institution (HEI) which; 1) to identify the relationship between educators' comprehension, readiness and strategies for language learning, and 2) to form a predictive model of relationship between educator's knowledge, preparation and strategy toward improving student's language learning. Three dimensions of PLC which comprehension, readiness and strategies in PLC were analyzed by using SPSS and AMOS. Three hundred sixty students and five lecturers involved as respondents. Correlation analysis and structured equation modeling were used to answer the research objectives. Qualitative data as the predictive model achieved a good fit value of RMSEA=.055, GFI=.980, CFI=.981, TLI=.983 and Chisq/df=2.164. Interview data of 5 educators showed that decency was the main key theme in improving student language learning achievement. The implementation of PLC that related to language as well decency learning had given a new approach in teaching, particularly for educators and students in a language course. The predictive model can be used as primary source guidelines in elevating the Malay language at a higher level, especially for next researches. Secondary source supported the findings. Results showed that there were significant values derived from the relationship between comprehension and language learning (r=.401, p=.000), the relationship between readiness and language learning (r=.541, p=.000), and the relationship between strategy and language learning (r=.891, p=.000).

Understanding new approaches to professional learning community practice and secondary school teacher motivation

“…Furthermore, the study done by Othman et al [50] confirmed the conclusions of this study, with the results revealing a positive and substantial link between the dimensions of collective learning and situational support. According to them, teachers' positive motivation has encouraged their job dedication, and teachers will work harder to build a school community that embraces a collaborative culture throughout the implementation of professional learning communities.…”

The Dynamics of an Effective English Teacher Quality as Perceived by English as Foreign Language Teachers

“…Bangeni and Kapp (2017) explained that the comprehension dimension includes knowledge sharing, vision and missions as well as values that help develop a clear picture of the collaborative work that educators can do in PLC model. This could be demonstrated by the interactive sessions that include modeling, collaborative routines, professional behaviors, and collegial practices that are crucial to holding productive PLC meetings (Cited in Othman, et al, 2020). The other key element that educators were suggested to attain the intended objective was the implementation of strategy dimension in the classroom where an educator who implements the practices of PLC to continuously identify the best teaching strategy to enhance student achievement.…”