Teachers' perspective of 21st century learning skills in Malaysian ESL classrooms

Muhamad, Maizatulliza; Seng, Goh Hock

doi:10.21833/ijaas.2019.10.006

Cited by 8 publications

(9 citation statements)

References 8 publications

(8 reference statements)

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“…The implication here is that the use of technology, instanced by concordance, helps advance and develop the process of learning. Significantly, the introduction of technology in the process of learning has always been the concern of many scholars who are interested in incorporating modern technology in the process of learning in general, and in learning English in particular [27,28,29,30,31]. Integrating technology into education has become an urgent need and a necessity on the part of both teachers and learners, which in turn functions to raise the need for more software, particularly in the learning process to facilitate the task of getting knowledge on the part of learners [32].…”

Section: Discussionmentioning

confidence: 99%

Using Concordance to Decode the Ideological Weight of Lexis in Learning Narrative Literature: A Computational Approach

Khafaga¹,

El-Nabawi²

2020

IJACSA

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In learning narrative literature, students find difficulty in comprehending and approaching the ideological messages beyond the usage of recurrent lexical items in literary narrative texts. This problem comes as a result of the huge number of lexical items literary texts, particularly the narrative, abound in. The use of the computer and of computational linguistics work makes it possible to process and examine large data for a variety of purposes and to investigate questions that could not feasibly be answered if the analysis was carried manually. This paper, therefore, investigates the relevance of using concordance to decode the ideological weight of lexis in narrative literature. The main objective of the paper is to explore the extent to which certain ideologies and themes are decoded in literary narrative texts undergone a computational concordance analysis. This is conducted by means of a computational concordancing that is intended for providing two verifiable inputs: Frequency Distribution (FD) and Key Word in Context (KWIC). The paper is grounded on an experimental study, where 39 majoring English students attending one novel course at Prince Sattam bin Abdulaziz University, were voluntarily involved in an optional course addressing the study of a narrative literary text: Animal Farm. Participants were divided into two groups: an experimental group and a control group. The former was allowed to use concordance, whereas the latter was only permitted to use conventional methods of studying narrative texts (mere reading). Both groups are assigned to find out the themes and the ideological meanings inferred from a selected list of 13 words from the novel. Results show that the experimental group manages, by applying concordance, to decode the ideological weight of the selected words in a more accurate, credible and faster way than the control group. This in turn facilitates the process of determining the intended message addressed in the novel, either at the character-character level of discourse or at the author-readers one.

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Section: Discussionmentioning

confidence: 99%

Using Concordance to Decode the Ideological Weight of Lexis in Learning Narrative Literature: A Computational Approach

Khafaga¹,

El-Nabawi²

2020

IJACSA

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“…Furthermore, there is a need for ESL teachers to be equipped with 21 st -century learning skills (CLS) with the shift from teacher-centred to student-centred learning approach. A vast majority of teachers have a substantial amount of knowledge on 21 st CLS but the execution of these skills is far from satisfactory (Goh & Muhamad, 2019). This is because teachers find it difficult to implement 21 st CLS due to the amount of preparation and workload needed to use 21 st Arab World English Journal www.awej.org ISSN: 2229-9327 318 CLS.…”

Section: Writing Skills In An Esl Contextmentioning

confidence: 99%

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

Pheng¹,

Hashim²,

Sulaiman³

2021

AWEJ

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The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

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“…The data show that while 'collaborative learning' and 'student-centred learning' are the two skills most frequently integrated, 'higher order thinking skills' is the least frequently found in teachers' English classes. This finding could be corroborated with the fact that some of the teachers believed that 21 st CLS are only suitable for students who are highly proficient (Muhamad & Seng, 2019).…”

Section: Teacher Characteristicsmentioning

confidence: 72%

Integration of 21<sup>st</sup> Century Learning Skills and Teacher Characteristics in ESL Classrooms: The Case of Malaysia

Seng¹,

Muhamad²,

Kiely³

2020

ujer

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One of the main foci when discussing 21 st century learning skills (CLS) in English as a Second Language (ESL) classrooms, is ensuring effective integration of its construct during the teaching and learning process. Certainly, ESL teachers play important roles in achieving the desired results. In a way, teachers are expected to possess several characteristics which are needed in ensuring successful integration of 21 st CLS in the ESL classrooms. This research examined the extent to which the teachers in the Malaysian ESL context integrate 21 st CLS in their classrooms and to investigate their perceptions of their characteristics with regards to 21 st CLS. Data were collected from 291 ESL teachers using a questionnaire which focuses on the integration of 21 st CLS as well as on the teachers' self-rating related to 21 st CLS teacher characteristics. The results suggest a satisfactory level of integration of 21 st CLS in the Malaysian ESL classrooms and the teachers generally viewed themselves as reflecting the needed characteristics of 21 st century teachers. Even though the findings indicate positive results, efforts need to be increased to ensure more consistent integration of 21 st CLS during English lessons.

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Teachers' perspective of 21st century learning skills in Malaysian ESL classrooms

Cited by 8 publications

References 8 publications

Using Concordance to Decode the Ideological Weight of Lexis in Learning Narrative Literature: A Computational Approach

Using Concordance to Decode the Ideological Weight of Lexis in Learning Narrative Literature: A Computational Approach

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

Integration of 21<sup>st</sup> Century Learning Skills and Teacher Characteristics in ESL Classrooms: The Case of Malaysia

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