Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?

Dass, Laura Christ

doi:10.52696/bqug1201

Cited by 6 publications

(4 citation statements)

References 9 publications

(10 reference statements)

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“…VT routines were seen to not just facilitate text-based discussions, but were also observed to promote a culture where classroom discourse was grounded in criticality. Such an instance was also observed by Dass and Harun, (2021) who noted that VT routines resulted in positive implications for students' learning which included providing students the opportunity to construct new knowledge and giving them the confidence to ask questions and exchange ideas.…”

Section: Uses Of Vt In Developing Ctmentioning

confidence: 65%

Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School

Lü¹,

Jeyaraj²

2023

IJELE

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In recent years, critical thinking (CT) has become a key factor in promoting language learning, especially in Chinese international schools. However, there is limited research about the approaches to develop CT within this context. Therefore, this paper focuses on the ways in which English language teachers engage with Visible Thinking (VT) routines to develop students’ CT ability among students in an international school in Fujian, China. Also covered in this paper are suggestions on how to overcome certain challenges that result from the use of these routines. In this qualitative study, data were obtained through semi-structured interviews with four EFL teachers and data were analysed thematically. The results show that English teachers utilized VT routines as a lead-in and a text-based discuss tool to improve students’ CT skills. Additionally, six challenges were identified and these related to the complexity level of VT routines and teachers’ understanding of the these routines, students’ difficulty in providing critical answers, lack of motivation, internet dependence issues and students’ language proficiency level. To overcome these difficulties, teachers should devote more time to lesson-planning and problem-prediction, recognize the value of content knowledge, encourage motivation through peer-support and reward-systems, encourage discussion. Implications for teaching include gaining familiarity with VT routines which can be done through informal conversations with colleagues and also through professional development activities.

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Section: Uses Of Vt In Developing Ctmentioning

confidence: 65%

Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School

Lü¹,

Jeyaraj²

2023

IJELE

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“…Scaffolding applies to the assistance provided during learning episodes by adults and more experienced peers (Tracey & Morrow, 2017). Dass and Ferguson (2016) explain that scaffolding can occur when learners interact with each other -either during group work or in collaborative efforts to resolve a language-related problem. In reading, scaffolding happens when learners read and critique a text in a group or when learners discuss a text that they have just read (Nkandi, 2015).…”

Section: Scaffoldingmentioning

confidence: 99%

theoretical perspective of reading in English second language classrooms

Ithindi

2023

NJLC

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Several language experts have proposed language models that provide a solid foundation for effective second language acquisition. This paper aims to review language theories and explain their relevance to English Second Language (ESL) learning through reading. The ultimate goal is to develop theoretical measures whose considerations and implementations could motivate learners to read more in order to effectively learn ESL, thereby improving academic performance. This paper highlights three theoretical lenses that contribute to the understanding of second language acquisition through reading, namely social constructivism, the input hypothesis, BICS and CALP theory. The study discovered that reading instruction in ESL should be practiced through a combination of multimodality, social interaction, and comprehensive input. The integration and use of appropriate technologies in ESL classrooms, teachers' awareness of their learners' developmental level, exposure to challenging reading materials, and the development of learners' critical thinking skills are all necessary components of second language acquisition. These components should be executed properly in the reading lessons for the learners to acquire ESL to the degree of proficiency.

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“…Students in Malaysia learn English as a second language beginning from primary education until tertiary education. Dass et al (2021) clarified that this is a status the English language has held since gaining independence. To further improve the quality of English among learners, the Education Ministry introduced the Common European Framework, where the first batch of pupils involved in the implementation of CEFR sat for their Sijil Pelajaran Malaysia (SPM) in the year 2022/2023.…”

Section: Introductionmentioning

confidence: 99%

Application of Digital Mind Mapping (MINDOMO) in Improving Weak Students’ Narrative Writing Performance

Vejayan¹,

Yunus²

2022

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The English language is a widely used communicative language worldwide as more people take up English as Second Language (ESL). English is taught in Malaysia from the primary level until the tertiary level. However, written communicative competence among students is still low as students could not develop, organise and structure their written paragraphs appropriately. In line with these, this study aims to investigate if there is a significant difference in students' narrative writing performances after implementing the mind map technique. A total of 16 students were selected as research samples through purposive sampling. The instruments used in this study are pre-test scores, post-test scores and semi-structured interviews. It uses descriptive analysis and statistical analysis of pre-test and post-test scores using SPSS and semi-structured interviews, which were thematically analysed as evidence. The findings revealed that there was a significant difference in the pre-test score (M = 8.19, SD = 2.562) and post-test scores (13.81, SD = 3.124) given the conditions; t (15) = −9.893, p = 0.005 which proves that students' narrative writing performance does show improvement after comparing both the pre-test and post-test scores using SPSS. Overall, the findings reflect a positive result.

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Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?

Cited by 6 publications

References 9 publications

Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School

Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School

theoretical perspective of reading in English second language classrooms

Application of Digital Mind Mapping (MINDOMO) in Improving Weak Students’ Narrative Writing Performance

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