Teachers’ Factors in Autonomous Learning During Language Learning: A Systematic Literature Review

Nii, Annie Tiong; Yunus, Melor Md

doi:10.6007/ijarbss/v12-i5/13209

Cited by 3 publications

(4 citation statements)

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“…The findings of the study by indicate that the shortage of teaching resources aligned with CEFR, such as textbooks, teaching materials, and quality assessment instruments, is a challenge in the implementation of CEFR in Malaysia. The same issues and challenges are also mentioned in studies by Ramli et al (2018), Nawai & Said (2020), Mohd Don et al (2019, Nii andYunus (2022), andAlih et al (2021). According to Ramli et al (2018), although CEFR provides comprehensive explanations and guidelines for language learning and teaching, without suitable resources, teachers may face difficulties in developing teaching and activities aligned with this framework.…”

Section: Lack Of Resources and Teaching Materials Aligned With Cefrmentioning

confidence: 65%

“…Furthermore, the study indicates that the preparation and planning of teaching materials aligned with CEFR based on the new curriculum are also another challenge in classroom practice for teachers. Moving on, a study by Nii and Yunus (2022) that examines teachers' perceptions of the implementation of CEFR also found that, despite teachers showing a positive response to the implementation of CEFR, they generally agree that the CEFR framework is highly relevant to improving English language proficiency levels among students in the context of education in Malaysia. However, they also acknowledge facing challenges in its implementation in the classroom.…”

Section: Past Studies On Issues and Challenges In Implementing Cefrmentioning

confidence: 99%

“…Continuous opportunities for professional development should also be provided to teachers, allowing them to share their experiences with CEFR and learn new ways to use it in the classroom (Maxwell, 2015). The need for teacher training on CEFR is a significant challenge that can be addressed by offering comprehensive professional development opportunities, such as workshops and seminars (Nii and Yunus, 2022). Moreover, the Ministry of Education Malaysia should provide comprehensive training to teachers on CEFR, including a detailed understanding of the six language proficiency levels and assessing students' progress based on the six achievement levels in the CEFR framework (Lo, 2018).…”

Section: Insufficient Training and Professional Development Courses R...mentioning

confidence: 99%

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Issues and Challenges in The Implementation of The Common European Framework of Reference (CEFR) in Malaysian Primary School

Jamain,

Jamaludin

2023

IJARBSS

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The English Language curriculum in Malaysia has undergone a transformation with the adoption and implementation of the Common European Framework of Reference (CEFR). This study aims to contribute to the understanding of how the Common European Framework of Reference for Languages (CEFR) is interpreted and implemented in the English language curriculum of primary schools in Malaysia. Additionally, it seeks to identify steps that can be taken to enhance the implementation and address potential challenges. The research methodology employs a document analysis approach to assess issues and challenges in implementing the Common European Framework of Reference for Languages (CEFR) in the English language curriculum of primary schools in Malaysia. The study's findings are analyzed with a focus on identifying key issues that arise during the implementation of CEFR in the teaching of English in primary schools. The study's findings reveal three main issues and challenges faced by teachers in implementing CEFR in primary schools. These include limited awareness and knowledge among teachers, a lack of training and professional development courses aligned with CEFR, and a shortage of teaching and learning resources aligned with CEFR. Based on the research findings, the researcher proposes further studies involving additional methodologies such as surveys, interviews, or direct classroom observations to gain a deeper understanding of practical experiences in implementing CEFR. The findings will inform educational policymakers and stakeholders, enabling them to formulate targeted strategies for improving the effectiveness of CEFR implementation.

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Section: Lack Of Resources and Teaching Materials Aligned With Cefrmentioning

confidence: 65%

Section: Past Studies On Issues and Challenges In Implementing Cefrmentioning

confidence: 99%

Section: Insufficient Training and Professional Development Courses R...mentioning

confidence: 99%

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Issues and Challenges in The Implementation of The Common European Framework of Reference (CEFR) in Malaysian Primary School

Jamain,

Jamaludin

2023

IJARBSS

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“…In addition, these LCR-SRL strategies can favor greater effectiveness when the linguistic distance (degree of closeness between languages) is low (Spanish-German) (Chiswick & Miller, 2012). Furthermore, the multiple representation design presented in this study could help to foster greater intrinsic motivation and an increase in student autonomy (Almusharraf, 2020; Nii & Yunus, 2022). This type of apps also allows a combined use between the classroom and the house; which favors greater feedback and support for students with learning difficulties.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning

Rodríguez-Arce,

Vázquez-Cano,

Cobá Juárez-Pegueros

et al. 2023

SAGE Open

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Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students’ academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students’ learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students’ vocabulary acquisition.

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Teachers’ Perceptions on the Implementation of Common European Framework Reference (CEFR) in an ESL Classroom: The Malaysian Context

Nii¹,

Yunus²

2022

JSS

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Teachers’ Factors in Autonomous Learning During Language Learning: A Systematic Literature Review

Cited by 3 publications

References 0 publications

Issues and Challenges in The Implementation of The Common European Framework of Reference (CEFR) in Malaysian Primary School

Issues and Challenges in The Implementation of The Common European Framework of Reference (CEFR) in Malaysian Primary School

Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning

Teachers’ Perceptions on the Implementation of Common European Framework Reference (CEFR) in an ESL Classroom: The Malaysian Context

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