The Role of Negotiated Interaction in L2 Vocabulary Acquisition among Primary ESL Learners

Chin, Mellisa Lee Lee; Krishnamoorthy, Karunakaran; Rong, Yap Jia

doi:10.17576/3l-2019-2502-01

Cited by 6 publications

(5 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite a recent argument by Brown (2019) about AfL strategies not being a valid assessment method, he acknowledged the strategies as suggestable for pedagogical interaction in a classroom full of humans. Interactions with inputs and outputs have been found to increase the vocabulary knowledge of young learners (Chin et al 2019), thus promoting learning. The mixed methods approach adapted in this validation process supports the rationale of 'conducting preliminary exploration with individuals to make sure that instruments actually fit the participants and site being studied' (Creswell 2014:15).…”

Section: Resultsmentioning

confidence: 99%

The Validation of Assessment for Learning Audit Instrument: A Mixed Methods Approach

Mohamed

Aziz

Ismail

2019

View full text Add to dashboard Cite

The CEFR-aligned curriculum promotes integration in the implementation of Assessment for Learning (AfL) by English language teachers in primary schools. This paper depicts the mixed methods pilot and validation of the Assessment for Learning Audit Instrument (AfLAi) for the purpose of examining the use and understanding of AfL among the teachers in primary schools. In Phase 1, three subject matter experts were consulted, and nine English language teachers provided consensual validation. In Phase 2, 53 English language teachers responded to the adapted instrument. AfLAi was further discussed with the validators in Phase 3. This procedure was adapted from Phase 8 of the Instrument Development and Construct Validation mixed research techniques. Among the emerging themes were on language correction, item/ instrument difficulty, and useful items. The quantitative data was compared with the scales from the original authors regarding the four key strategies of AfL in AfLAi: Sharing Learning Intentions and Success Criteria, Questions and Classroom Discussions, Feedback and Peer-and Self-Assessment. Based on the mixed data arranged in a joint display, some parts in the items were adapted to accommodate the local context. Among the findings were (i) the key strategy known as Learning Intentions in AfLAi was not applicable in the target context, and (ii) some examples in the items needed to be changed to fit the Malaysian syllabus. The implications of this pilot study and validation process included 16 changes in the instrument and the translation of the instrument into Bahasa Melayu.

show abstract

Section: Resultsmentioning

confidence: 99%

The Validation of Assessment for Learning Audit Instrument: A Mixed Methods Approach

Mohamed

Aziz

Ismail

2019

View full text Add to dashboard Cite

show abstract

“…In Malaysia, inclusive education largely concerns the rights of children identified as having disabilities or special educational needs to equitable and quality education (Chin, 2014(Chin, , 2023Lee & Low, 2013). Subsumed under the special education paradigm, inclusive education was officially introduced in the Education Act 1996 and the 1997 Special Education Regulations, which were later updated to the 2013 Special Education Regulations, as part of a continuum of placement options (Special Education Division, 2013).…”

Section: Nc Lusi V E E Ducat Ion I N M a L Aysi Amentioning

confidence: 99%

“…It is a pivotal skill in the acquisition of second language (L2) proficiency, presenting both students and teachers with notable challenges. Students often grapple with limited vocabulary, insufficient exposure to appropriate reading materials, a modest grasp of syntactic diversity and grammar, and a lack of motivation to engage in writing (Chin et al., 2019). L2 writing instructors, in turn, are required to remain well‐informed about evolving theories and pedagogical practices in L2 writing strategies to conceptualise, plan and deliver their writing programmes.…”

Section: Introductionmentioning

confidence: 99%

Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study

Chin,

Yap

2024

British J Special Edu

View full text Add to dashboard Cite

Students with special educational needs face challenges in developing second language writing skills. These students lack specialised instruction and support, especially in mainstream classrooms, due to a lack of expertise and understanding of inclusive education. This article explores two teachers' conceptualisations of inclusive education and special educational needs, as well as investigating the application of a multiliteracies pedagogy in the context of fostering inclusivity within a second language writing classroom. Through duoethnography, the teachers share their experiences of tailoring lessons for students with special educational needs. The study highlights the complexities of inclusivity in second language writing classrooms with multiliteracies pedagogy and promotes professional learning through duoethnography. The analysis illustrates the challenges and opportunities for teachers catering to students with special educational needs. The article discusses whether using multiliteracies pedagogy for inclusive classrooms is a possible reality or an ideological pipedream.

show abstract

“…Despite being the second language that needs to be mastered, most learners still have difficulty learning and understanding the language. According to Lee, Krishnamoorthy, and Rong (2019), Malaysian students struggle to understand and communicate in English with their teachers and peers who have a higher level of English competence. One of the ways to acquire the language is through reading.…”

Section: Introductionmentioning

confidence: 99%

Extensive Reading to Promote ESL Learners’ Reading Motivation: A Literature Review

Rahman¹,

Mohamad²

2023

IJARPED

View full text Add to dashboard Cite

The importance of fostering reading motivation among English as a Second Language (ESL) learners cannot be overstated, as it plays a pivotal role in language acquisition, vocabulary development, and overall language proficiency. This literature review aims to explore the effectiveness of extensive reading (ER) as a powerful tool to promote reading motivation among ESL learners. The research delves into various aspects related to the topic, such as the significance of the English language as an international lingua franca, the importance of reading skills, the concept of reading motivation, the implementation of extensive reading programs in Malaysia, related studies, challenges, and implications. This literature review draws on a comprehensive search of academic databases and relevant research articles published within the past decade. The selected studies shed light on the impact of ER on ESL learners' reading motivation and their overall language development. The autonomy granted to learners in selecting their reading materials fosters a sense of ownership and enjoyment, making the reading experience more fulfilling. The implementation of ER programs may encounter certain challenges, including the availability of suitable reading materials, time constraints, and lack of motivation among learners. To strengthen the effectiveness of extensive reading in promoting reading motivation among ESL learners, future research could focus on exploring strategies to overcome challenges related to access to suitable reading materials and time constraints. Investigating the role of teachers and parents in encouraging and sustaining learners' reading motivation is also essential. In conclusion, extensive reading is a promising approach to promoting reading motivation among ESL learners. This literature review provides valuable insights for teachers, researchers, and policymakers seeking to improve language learning outcomes and foster a positive reading culture among ESL learners.

show abstract

The Role of Negotiated Interaction in L2 Vocabulary Acquisition among Primary ESL Learners

Cited by 6 publications

References 16 publications

The Validation of Assessment for Learning Audit Instrument: A Mixed Methods Approach

The Validation of Assessment for Learning Audit Instrument: A Mixed Methods Approach

Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study

Extensive Reading to Promote ESL Learners’ Reading Motivation: A Literature Review

Contact Info

Product

Resources

About