Vocabulary Learning Strategies among Malaysian TEVT Students in German-Malaysian Institute (GMI)

Mutalib, Adibah Halilah binti A.; Kadir, Rashidah; Robani, Rashidah binti; Majid, Faizah Abd

doi:10.1016/j.sbspro.2014.01.1434

Cited by 14 publications

(17 citation statements)

References 12 publications

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“…Mentors also pointed out that Thai TVE students possessed the lowest communication skills; similarly, communication skills for Malaysian students were rated quite low compared to other skills. This finding is consistent with Ting, Marzuki, Chuah, Misieng, and Jerome (2017), Abdullah and Majid (2013) and Mutalib, Kadir, Robani, and Majid ( 2014) who observed that Malaysian TVE students did not have the necessary English proficiency and communication skills for workplace communication. They cannot use English properly and lack confidence when making oral presentations (Yasin, Shaupil, Mukhtar, Ghani, & Rashid, 2010).…”

Section: Difference In Employability Skills Between Thai and Malaysiasupporting

confidence: 90%

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Sa-Nguanmanasak

Khampirat

2019

JTET

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This study focused on a comparison of technical and vocational education (TVE) students' employability skills in Thailand, a newly industrialized country and ranked 61st out of 148 countries worldwide on the quality of graduates' skillsets, and Malaysia, a top-ranked country in the group of upper-middle income countries in terms of graduates' skillsets (6th). Thirty mentors were asked to assess 90 Thai and 83 Malaysian students who completed international work-integrated learning (WIL) programs in 2015, 2016, 2017 and 2018, using a questionnaire that addressed 16 main aspects of measuring employability skills. The findings indicated that most of the Malaysian students had better employability skills than Thai students and there were no significant differences in employability skills between male and female students in both countries. The regression model of quality of work indicated that 'ability to learn and apply knowledge', 'judgment and decision making', 'discipline and adaptability to a formal organization', 'ethics and morality' and 'quantity of work' had a positive effect on 'quality of work'. This study suggested that, in order to effectively prepare students for professional work and careers in ever-changing workplaces, TVE institutions should carefully assess the quality of the WIL environment, especially international WIL. The reflection of mentors in the workplace provided useful information for TVE institutions to develop effective WIL program to boost students' qualities and may give insight into how students are likely to receive sustainable employment development to building a more sustainable society through the skills and knowledge of their students.

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Section: Difference In Employability Skills Between Thai and Malaysiasupporting

confidence: 90%

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Sa-Nguanmanasak

Khampirat

2019

JTET

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“…(1993) stated that two of the most important components in language learning are reading ability and vocabulary knowledge. For all of the language skills (speaking, writing, reading, and listening), vocabulary is an important key for an effective understanding of meaning (Mutalib et al., 2014). Comparing it with grammar, Wilkins (1972) said, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (p. 111–112) Memorizing vocabulary tends to be difficult for students, especially memorizing Mandarin Chinese vocabulary, because learning Chinese is different from learning English.…”

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confidence: 99%

“…Rote learning is categorized as a cognitive strategy in learning vocabulary. Cognitive strategies as mentioned in Mutalib et al.’s (2014) study are “repetition and using mechanical means to study vocabulary” (p. 363) such as using notes for memorizing. Rote learning is done by repeating and rehearsing materials believed to promote academic success (Morton, 2011).…”

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confidence: 99%

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

121

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ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.

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“…The results revealed that in the EAP classroom, vocabulary learning strategies greatly helped students in their English language acquisition. A study by Mutalib et al (2014) explored vocabulary learning strategies among Malaysian TEVT students in German-Malaysian Institute (GMI). Data was collected via a questionnaire as well as an interview.…”

Section: Research On Vls Within An Eap Contextmentioning

confidence: 99%

The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Al-Omairi¹

2020

SSRN Journal

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Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students' vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students' views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semistructured interview. The results of the survey indicated that EFL and EAP learners' most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners' in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners' valued the significance role of VLS.

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Vocabulary Learning Strategies among Malaysian TEVT Students in German-Malaysian Institute (GMI)

Cited by 14 publications

References 12 publications

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

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