Using a blended approach to teach English for academic purposes: Malaysian students’ perceptions of redesigned course materials

Thang, Siew Ming; Wong, Fook Fei; Noor, Noorizah Mohd; Mustaffa, Rosniah; Mahmud, Najihah; Ismail, Khaidzir

doi:10.5172/ijpl.2012.7.2.142

Cited by 20 publications

(23 citation statements)

References 18 publications

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“…The main challenge for blended learning is slow internet connections. Therefore, universities, colleges and schools should have a good internet connection to implement blended learning (20). Besides that, for group work in blended learning the cooperation of group members is important for completing the task.…”

Section: Discussionmentioning

confidence: 99%

The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur

Vaksalla¹,

Saat²,

Ishak³

et al. 2019

EIMJ

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Blended learning resulted in improving learning and student satisfaction. A cross-sectional study was done to determine the perception and attitude of undergraduates among gender, years of study and departments. There are three domain that has been considered which is perception, the concepts of blended learning and the negative impression are explored in this study. A total of 126 students from Year 1 and Year 2 were recruited as respondents from two departments in the university in Kuala Lumpur. Students had high preferences to perception and concepts of blended learning. In terms of perception, there was a significant difference in the departments to blended learning among biomedical and nutrition students. There was a significant difference for domain negative expression and concept of blended learning between department according to the result of multivariate test.

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Section: Discussionmentioning

confidence: 99%

The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur

Vaksalla¹,

Saat²,

Ishak³

et al. 2019

EIMJ

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“…Griffiths et al (2012) report FG participant numbers ranging from three to seven, Thang et al (2012) average four per group. Six to ten is generally accepted (Morgan, 1998) for pragmatic reasons, including optimum interaction, maximal participation and ease of management.…”

Section: Fg Methodsmentioning

confidence: 99%

Chiasmatic interpretative communities: an innovative methodology

Billany

2013

Qualitative Research Journal

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Purpose -Qualitative social research strives to deepen our understanding of aspects of everyday human life and the narrative metaphor of people living storied lives is re-created in the focus group method. The purpose of this paper is to propose an innovative methodology for social research, that is, chiasmatic interpretative communities (CIC). Design/methodology/approach -The importance of evidence-based research to inform future social policy and practice depends on trustworthy information and the chosen research design or methodology must fit the purpose. The strengths and limitations of the focus group method are critically evaluated. Potential issues of accuracy during analysis are resolved by informing the interpretation of the discourse with experts from the community. Findings -Chiasmatic interpretative communities offer a re-imagined synthesis of a repeated focus group approach, with community experts as interpreters.Research limitations/implications -This blurs two methodological boundaries to enhance academic rigor. They are, the temporal blurring of linear sequential phases in research design (data collection and then data analysis) and the spatial blurring of power relations within the researcher:participant dyad. Practical implications -This transformative methodology is described from a pragmatist standpoint within an evaluative framework. Social implications -This innovative methodology potentially provides an emic perspective to inform social policy decisions. It aims to bring participants into the research process that might shape their future social services. Originality/value -A final section discusses the foresight of CIC and describes the bricolage of this critical qualitative research methodology.

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“…While there were studies on the benefits of online learning systems in motivating the students towards the learning of English in Malaysia (Pramela & Wong, 2009;Thang & Bidmeshki, 2010;Pramela, Supyan & Nackeeran, 2011;Thang et al 2012), there is a general dearth of motivational studies pertaining to the use of such systems in learning literature internationally and locally. Only two such studies could be found in the Malaysian secondary school context.…”

Section: Studies On Motivation To Learn In An Online Contextmentioning

confidence: 99%

Exploring Motivational Design and Motivation Types Facilitated By an Online Support System for Learning Literature

Taha¹,

Thang²

2014

GEMA Online

Self Cite

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This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students" motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online textbased materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller"s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students" motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically.

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Using a blended approach to teach English for academic purposes: Malaysian students’ perceptions of redesigned course materials

Cited by 20 publications

References 18 publications

The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur

The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur

Chiasmatic interpretative communities: an innovative methodology

Exploring Motivational Design and Motivation Types Facilitated By an Online Support System for Learning Literature

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