Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges

Rahim, Fauziah Abdul; Lee, Seung Chun

doi:10.32890/mjli2017.14.2.5

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…A considerable amount of research (e.g., Bialystok, 1997;Hashimoto, 2002;Midraj, Midraj, O'Neill, & Sellami, 2008;Du, 2009;Ho, 2009;Fazeli, 2011;Khan, 2011;Bashosh, Nejad, Rastegar, & Marzban, 2013;Rahim, & Chun, 2017;Mehmood, 2018) has focused on learners' affective factors involved in learning EFL. For example, Farzana (2015) investigated several affective factors (i.e., personality traits, learning style, previous accumulated knowledge, lack of confidence, high expectation about the course, frequent switching from target to native language, effect of learning plateau, classroom anxiety, autonomy of dominant speaker and motivation for real life learning and reward in job) involved in EFL classroom consisting of a group of adult professionals.…”

Section: Previous Studiesmentioning

confidence: 99%

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

Zayed¹,

Alghamdi²

2019

ELT

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Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

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Section: Previous Studiesmentioning

confidence: 99%

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

Zayed¹,

Alghamdi²

2019

ELT

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“…The teacher's content knowledge and how they present the material to students, taking into account their literacy and numeracy skills, impact the students' performance. Ali et al [32], Magfirah [33], and Rahim and Chun [34] all state that teacher education is important for improving students' reading and math skills because teachers need to have reading and math skills to help their students do better.…”

Section: Teacher Education Experience and Technological Usementioning

confidence: 99%

Effectiveness of literacy and numeracy in commerce subjects among secondary schools in Fiji

Singh,

Chand,

Kumar

et al. 2023

EduLearn

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This study aimed to evaluate the students’ efficacy in literacy and numeracy skills in commerce subjects in secondary schools in Fiji. Focus group discussions and semi-structured interviews were used to gather relevant data. The findings show that literacy and numeracy skills are essential in commerce subjects, as students require basic literacy and numeracy skills to read, write, comprehend, calculate, and interpret. The findings also showed that parental engagement at an early stage of the child’s life helps improve the child’s literacy and numeracy skills. The results also showed that the “drop everything and read” or DEAR programme and modern technology positively affect students’ literacy and numeracy skills, which helps them do better in commerce classes.

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“…In the community, high scientific literacy skills will significantly influence the progress of a Nation. This is due to the scientific literacy of the community has a positive effect on the quality of economic development, democracy, culture, and the quality of one's personality (Abdul Rahim & Chun, 2017;Hanushek & Woessmann, 2016;Md-Ali et al 2016;Rudolph & Horibe, 2016). Therefore, in many developed countries, the achievement of student scientific literacy is the aim of science education (Hanson, 2016).…”

Section: Introductionmentioning

confidence: 99%

Revising of the Integrating Scientific Literacy Skills Scale (ISLS) with Rasch Model Analysis

Susongko

Kusuma

Arfiani

et al. 2020

Journal for the Education of Gifted Young Scientists

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In this study it was aimed to develop and analyze instruments of integrating scientific literacy skills scale (ISLS) for science program students of senior high school with a Rasch Model Analysis. In developing and analyzing instruments we use the Messick's validity (1996) approach which consists of five aspects including content, substantive, structural, external, and consequential. ISLS consisted of 14 cases of integrated science presented in the form of a testlet. Each case consists of three questions given to scientific literacy competencies according to PISA 2015 standards. The research design uses the ADDIE procedural model (Analysis, Design, Development, Implementation, Evaluation). Participants consisted of 310 grade XII students of the science program from two senior high schools in Tegal City, Indonesia. Constructive validation with Rasch modelling gives the following results. The level of conformity of the items is in the range of -3 to 4. All the items that are suitable for modelling. As many as 95.16 % of student responses match modelling. Has no items containing DIF. It can be said that ISLS, which consists of 14 items, is suitable for measuring Integrating Scientific Literacy Skills for science program students of senior high school.

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Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges

Cited by 4 publications

References 24 publications

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

Effectiveness of literacy and numeracy in commerce subjects among secondary schools in Fiji

Revising of the Integrating Scientific Literacy Skills Scale (ISLS) with Rasch Model Analysis

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