THE 1st DELTA INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING 2023 (D’i-CELT 2023) EMPOWERING TEACHING FOR DEEP LEARNING: GLOCAL PERSPECTIVES FOR BEST PRACTICES DATE: 16 & 17 JUNE 2023 DAY: FRIDAY - SATURDAY VENUE: PARK AVENUE HOTEL, SG PETANI, KEDAH, MALAYSIA Organiser: DARUL AMAN ENGLISH LANGUAGE LEARNING AND TEACHING ASSOCIATION (DELTA) DELTA
Table of Contents • Message from the President of DELTA 1 • Introduction, Aim & Objectives of D’i-CELT 2023 2 • Theme, Sub-themes & Participants of D’i-CELT 2023 3 • Organising Committee of D’i-CELT 2023 4 – 5 • Presenters’ Schedule for D’i-CELT 2023 6 – 11 • Keynote Speakers of D’i-CELT 2023 12 – 13 • Keynote Address for D’i-CELT 2023 14 – 15 • Presenters’ Paper Abstracts and Biodata - Room 1 Day 1 16 – 22 - Room 2 Day 1 23 – 29 - Room 3 Day 1 30 – 36 - Room 4 Day 1 37 – 43 - Room 1 Day 2 44 – 47 - Room 2 Day 2 48 – 51 - Room 3 Day 2 52 – 55 • Acknowledgement 56 • Advertisements 57 • Autograph 58
Message From the President of Delta It gives a great pleasure to Darul Aman English Language Learning and Teaching Association (DELTA) to present D’ i-CELT 2023 or DELTA International Conference on English Language Teaching 2023. With the theme, Empowering Teaching for Deep Learning, D’ i-CELT 2023 is honoured to have five keynote speakers who come from diverse backgrounds in education. It is our greatest hope that their keynote speeches will provide valuable insights and inspirations to all the participants. D' i-CELT 2023 is obviously distinct from other ESL international conferences where normally a big pool of researchers will gather to present their research outcomes or findings. However, D’ i-CELT 2023 creates a platform for presenters who are mostly school teachers or practitioners of ESL or ELT. DELTA is privileged to have ESL/ELT practitioners to be paper presenters who mostly share how they address certain learning and teaching issues through practical and innovative strategies. This international conference has gathered keynote speakers, paper presenters and participants from Hungary, the United States of America, Yemen, China, Bangladesh and Indonesia as well as Malaysian presenters and participants who come from as far as Sabah and Sarawak. D’ i-CELT 2023 offers its presenters and participants opportunities for professional discourse, scholarly exchanges and social networking. DELTA must thank its committed committee members for making D’ i-CELT 2023 a reality despite having to face challenges. Thanks for still giving your best even though each and every committee member must also commit to his or her other core duties and responsibilities. Our sincere thanks also go to Kedah State Education Department and Kuala Muda Yan District Education Office for the support given. To all the participating schools of Big Ideas; ESL Learning and Teaching Showcase, all of us are greatly proud of you. Last but not least, DELTA is indebted to Yang Berhormat Dr. Mohammed Taufiq bin Tan Sri Johari, Sungai Petani Member of Parliament for his genuine interest in and dedication to education. DELTA truly appreciates his kind support and generosity. D' i-CELT 2023 will witness personal and professional development among every soul involved in this international event. To the first-time paper presenters, kudos to all of you! Congratulations to you for getting out of your comfort zone and breaking new grounds! May D’ i-CELT 2023 be an academic event that is not only memorable but also enriching to all. Happy conferencing Zanurin bin Mohamad Safar, President, Darul Aman English Language Learning and Teaching Association, DELTA 2022-2024 1
THE 1st DELTA INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING 2023 (D’i-CELT 2023) Introduction There is a host of ways to enhance teaching professionalism among educators of English as a second (ESL) or foreign language (EFL). One key option is through attending a conference either as a participant or presenter. When ESL/EFL educators take their own initiative to embrace lifelong learning, that for sure indicates their commitment to professional development. With the vision of creating a platform for more educators to meet and enrich their professionalism, DELTA plans to organise D’ i-CELT 2023; DELTA International Conference on English Language Teaching 2023. Aim To enhance professionalism among English Language educators Objectives • To present quality inputs on the teaching and learning of English which focus on impactful and deep learning. • To allow English Language educators from the whole nation and several countries to exchange ideas and experiences on the teaching and learning of English. • To expose educators to innovative and creative ideas and approaches in the teaching and learning of English 2
THE 1st DELTA INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING 2023 (D’i-CELT 2023) Theme Empowering Teaching for Deep Learning Sub-themes Creativity and innovativeness in ELT Effective strategies in developing language skills Management and leadership in ESL/EFL Language teaching and Education 5.0 Language learning and technology 21st century ESL/EFL Classrooms Digital literacies and ELT Teacher training and professional development Differentiated teaching and learning Professional learning communities Literature in ELT Highly Immersive Programme for English Implementation of CEFR in ESL/EFL classrooms Material selection, adaptation and production Assessment in language classrooms Participants English Language educators from Kedah English Language educators from other states in Malaysia International presenters 3
D’ i-CELT 2023: ORGANISING COMMITTEE MAINBOARD COMMITTEE ADVISORS : ZANURIN BIN MOHAMAD SAFAR NOOR HAYATI BINTI ABDULLAH EXECUTIVE DIRECTOR : RUZILA BINTI AMIR HAMZAH CHIEF COORDINATOR : SARB JEET KAUR D/O KASHMIR SINGH SECRETARY : SARASVATHI D/O SUBRAMANIAM TREASURER : DR SAHARAH BINTI ABDULLAH COORDINATOR 1: FAIZAH BINTI HARUN COORDINATOR 2: NURAZLINA BINTI AWANG Publicity Committee William Mark Joseph Raj Muhammad Syafiq bin Mohd Ithnin Website Committee Mohd Syafiq bin Yahaya Programme Book Committee Norsyuhada binti Mat Isa Nurul Ain binti Abu Bakar Nurul Hasnie Fadhlina bt Hassan Nurul Akma binti Wajimin Venue Preparation Committee Koay Kia Hooi Zanurin bin Mohamad Safar William Mark Joseph Raj Teacher Showcase Committee Ku Suriati binti Ku Ishak Sharmila Diamodzarau Dr Lim Ju Vian Officiating Ceremony Committee Khalipah Mastura binti Khalid Wan Hasniza binti Othman Noor Hasnie Fadhlina bt Hassan Muhammad Syafiq bin Mohd Ithnin Mohd Syafiq bin Yahaya Ahmad bin Ismail Invitation Committee Rumuthamalar Rajaratnam Zanurin Mohamad Safar Registration Committee Hilwal Ahlam binti Uzir Thatchayani Santreseker Prithibhaa Gnanasekaren Koay Kia Hooi Nurul Ain binti Abu Bakar Certificate Committee Aishah binti Othman Vikram Menon Norul Farehah binti Abdul Latif Norsyuhada binti Mat Isa 4
D’ i-CELT 2023: ORGANISING COMMITTEE COMMITTEE COORDINATOR 3: DR SATIRAH BINTI AHMAD COORDINATOR 4: NOOR SALMIAH BINTI FIRDAUS Moderator Committee Zuhaida binti Abdullah Multimedia (Laptop/LCD) Committee Imran bin Mohd Saat Mohd Nadhir Syahir bin Mohamad Zaini e-Proceeding Committee Nurul Akma binti Wajimin Ahlamulmuna binti Uzair Md Hasis bin Musa JK Pelaporan Online/Facebook Khalipah Mastura binti Khalid Aishah binti Othman Azuliana binti Darus Photography/Documentation Committee Noor Hasnie Fadhlina bt Hassan Sarasvathi d/o Subramaniam Ku Nor Suriati binti Ku Ishak All committee members Goodie Bag Committee Sarb Jeet Kaur Kashmir Singh Noor Hayati binti Abdullah Name Tag Committee Mohammad Kamal bin Ayub Ahmad bin Ismail Accommodation Zanurin bin Mohamad Safar 5
- PRESENTERS’ SCHEDULE FOR D’ i-CELT 2023 Day 1: 16 June 2023 (Friday) TIME ROOM PAPER 8.15 – 8.40 am 1 Istana Melaka The Effectiveness of Communicative Approach in Teaching Speaking Towards Lower Secondary Students Dr. Lim Ju Vian SMK St. Theresa, Kedah 2 Meranti Pre- University ESL Students’ Perception of Podcast Production on the Development of English language Proficiency Saresvathy d/o Raman Kolej Tingkatan Enam Forest Heights, Negeri Sembilan 3 Sejati The Effectiveness of Using Songs to Practise Listening in Secondary School Ong Ma Vin SMK Telok Kumbar, Pulau Pinang 4 Jati Challenges and Strategies Taken by English Language Educators in Tertiary Institutions during Emergency Remote Teaching and Learning: A multiple case study of Malaysia, Maldives and Indonesia Dr Maslawati Mohamad, Universiti Kebangsaan Malaysia, Selangor Siti Mahirah binti Ab Wahab, SK Kem Terendak 2, Melaka TIME ROOM PAPER 8.45 – 9.10 am 1 Istana Melaka Learning English via Podcasting: Students’ Perception of Active Participation as Podcasters on Learning English Mohamad Kamal bin Ayub SMK Megat Dewa, Kedah 2 Meranti Improving Students’ Speaking Skills through YUSBENA Snakes & Ladders Game Najihah binti Talaha SMK Binjai, Terengganu 3 Sejati Using Interactive Essay Template (IET) in Classroom: The Impacts of the Activity on Students’ Writing Performance Mohamad Qayyum bin Mohamad Rozlan Nur Izyani binti Ibrahim SM Imtiaz Yayasan Terengganu, Terengganu 4 Jati Communication Strategies for Communicative Competence in English as a Lingua Franca Marcella Caprario Northern Arizona University, USA 6
PRESENTERS’ SCHEDULE FOR D’ i-CELT 2023 Day 1: 16 June 2023 (Friday) TIME ROOM PAPER 9.15 – 9.40 am 1 Istana Melaka RRR Towards an Active Speaking Culture in the ESL Classroom Rumuthamalar Rajaratnam PPD Kuala Muda Yan, Kedah (Retired) 2 Meranti Blended Learning: Go-Go-Tele-Mi for Speaking and Writing Hajah Aishah binti Haji Othman Pusat Tingkatan 6, SMK Keladi, Kedah 3 Sejati S.R.F Approach: Maximizing Student’s ‘Voice’ in Building HOTs and Improving Teacher’s Methodology in the ESL Classroom Desmond anak Sandum Jabatan Pendidikan Sabah, Sabah 4 Jati Nurturing Speaking Confidence among Intermediate ESL Learners through SORA SORA Noor Aiman binti Ahmad Tajudin SMK Khir Johari, Kedah TIME ROOM PAPER 9.45 – 10.10 am 1 Istana Melaka Overcoming Technological Barriers: The Success of Paper Mode on Quizizz in Supporting English Language Learning (online presentation) Ni Putu Ade Resmayani Institut Agama Hindu Negeri Gde Pudja Mataram, Indonesia 2 Meranti The Online Teaching and Learning During COVID-19 Pandemic: Challenges Faced by English Teachers in Islamic Tertiary Institutions in Malaysia and Indonesia Ahmad Farit bin Mazlan Universiti Kebangsaan Malaysia, Selangor 3 Sejati Teaching Vocabulary Using Total Physical Response (TPR) Method and Traditional Games in Year 3 Ranmeet Kaur Sidhu Universiti Kebangsaan Malaysia, Selangor 4 Jati LET’S P@D-SPEAK – The Impact of Using Padlet to Improve Speaking Skills Kiranjit Kaur d/o Balbir Singh SMJK Sin Min, Kedah 7
PRESENTERS’ SCHEDULE FOR D’ i-CELT 2023 Day 1: 16 June 2023 (Friday) TIME ROOM PAPER/ACTIVITY 10.10 – 10.30 am Morning Tea Break Big Ideas; ESL Learning and Teaching Showcase (Room 1: Istana Melaka) 10.35 – 11.35 am 1 Istana Melaka Keynote Speech 1 Linked: Exploring the Depth of Language Learning Associate Professor Dr Tamas Kiss Centre for English Language Studies, Sunway University, Selangor 11.40 – 12.10 pm 1 Istana Melaka Officiating Ceremony Graced by YB Dr Mohammed Taufiq bin Tan Sri Johari Member of Parliament of Sungai Petani 12. 15 – 2.45 pm Lunch / Break (The Bistro Coffee House) TIME ROOM PAPER 2.45 – 3.10 pm 1 Istana Melaka The Impact of Innovative Teaching in Highly Immersive English Programmes: Enhancing Rural Students’ Success in English Language Learning Savina A. Saiman SMK Seri Budiman, Perak Muhammad Azam bin Mohd Jamil SMK Dato' Seri Wan Mohamed, Perak 2 Meranti Breaking Boundaries, Building Bridges: The Power of Bainun ELPD; English Language Professional Discourse Aishah binti Mohamed Hamdan SMK Raja Permaisuri Bainun, Perak 3 Sejati ‘Prep Up!’: An Action Video Song to Improve Preposition of Place Among Year 4 ESL Remedial Pupils Patrick Paul Raj SK Tasik Damai, Perak 4 Jati Integrating Cloud-Based Technology into ESL Classrooms: The Impact on Students’ Writing and Speaking Skills Khalipah Mastura binti Khalid Kolej Matrikulasi Kejuruteraan Kedah, Kedah 8
PRESENTERS’ SCHEDULE FOR D’ i-CELT 2023 Day 1: 16 June 2023 (Friday) TIME ROOM PAPER 3.15 – 3.40 pm 1 Istana Melaka Developing English-Rich Speaking Environment among Students through Highly Immersive Programme (HIP) Charanjit Kaur d/o Dara Singh Rozita binti Mohd Rashid SMK Aminuddin Baki Chemor, Perak 2 Meranti Yemeni EFL College Students’ and Teachers’ Beliefs towards Communicative Language Teaching Practices Samah Yaslam Saleh Baagbah, Al-Ahqaff University, Yemen / Universiti Sains Malaysia, Pulau Pinang 3 Sejati The Art of Crafting Excellence among ESL Educators Zanurin bin Mohamad Safar SMK Sultan Badlishah, Kedah 4 Jati English Language Challenges of Malay Medium Primary Schools in Malaysia: A Qualitative Study on Teachers’ Perspective Monabbir Johan Fareast International University, Bangladesh/ University Sains Malaysia,Pulau Pinang Manesha Kaur d/o Rajendra Singh, Universiti Sains Malaysia, Pulau Pinang TIME ROOM PAPER 3.45 – 4.10 pm 1 Istana Melaka The Use of Language Learning Contract to Promote Learner Autonomy in ESL Classrooms Siti Nur binti Yusof SMK Raja Permaisuri Bainun, Perak 2 Meranti Paratexts, a Window of Translation: A Case Study of Chinese Translation of Three Days to See Assoc Prof Men Dongmei, Shanxi Datong University, China / Universiti Sains Malaysia, Pulau Pinang Malini Ganapathy, Universiti Sains Malaysia, Pulau Pinang 3 Sejati Insights on 21st Century Learning Activities in ESL Classrooms William Mark Joseph Raj PPD Kuala Muda Yan, Kedah 4 Jati Fluent and Fabulous: Mastery of Reading with Ease Using Microsoft Immersive Reader Shee Yuen Ling SJKC New Kopisan, Perak TIME ROOM PAPER/ACTIVITY 4.10 – 5.10 pm 1 Istana Melaka Keynote Speech 2 Empowering Teaching for Deep Learning Prof Abd Karim Alias Principal Fellow Universiti Tenaga Nasional, Malaysia 5.10 – 5.30 pm Tea break / End of Day 1 9
- PRESENTERS’ SCHEDULE FOR D’ i-CELT 2023 Day 2: 17 June 2023 (Saturday) TIME ROOM PAPER 8.15 – 8.40 am 1 Istana Melaka Speak Up to Level Up: Empowering Project Based Learning (PBL) Yugeswari d/o Arumugam Ummi Fadhilah binti Marwanto Sumithra d/o Krishnan SMK Air Kuning, Perak 2 Meranti Perception towards English Paper 3: Speaking as Summative Assessment Thenmoli Tamil Veeran Universiti Kebangsaan Malaysia, Selangor 3 Sejati Making Sense of Writing Practice: Using Writing Templates in Essay Lessons Munira binti Abdul Aziz Royal Military College, Kuala Lumpur Syafiza binti Sabudin SMK Jelapang Jaya, Perak TIME ROOM PAPER 8.45 – 9.10 am 1 Istana Melaka Kamishibai: A Window into Story Writing Muhammad Fadhli bin Mufti SMK Layang Layang, Johor 2 Meranti Building Students’ Self Confidence Through ‘Share Your Thoughts’ Activity Among Secondary School Students in Kinta District, Perak Dr. Shushma Devi Piaralal SMK Buntong, Perak 3 Sejati Using "Wheel of Learning" to Overcome Writing Apprehension among Malaysian ESL Learners Tan Shi Min SMK Syed Ibrahim, Kedah TIME ROOM PAPER 9.15 – 10.15 am 1 Istana Melaka Keynote Speech 3 Reviving Arts to Promote Self-Expressions in the English Language Classroom Dr Mohd Sirhajwan bin Idek Keningau Vocational College, Sabah 10.15 – 10.45 am Morning Tea Break 10 0
D’ i-CELT 2023: KEYNOTE SPEAKERS PRESENTERS’ SCHEDULE FOR D’ i-CELT 2023 Day 2: 17 June 2023 (Saturday) TIME ROOM PAPER 10.50 – 11.15 am 1 Istana Melaka Enhancing Speaking Skill in English Language through English Board Game under Highly Immersive Programme Divya d/o Arumugam, SJKT Kampar, Perak Kumutha d/o Kanvidi, SK Jelapang Jaya, Perak 2 Meranti Digital Reading Environments in Primary School: A Systematic Literature Review Syifa Nazahiyah binti Ismail Universiti Kebangsaan Malaysia, Selangor 3 Sejati Chatterpix in MALL – Do pictures ‘speak’ fluently or accurately? – An exploration of a mobile application to improve speaking among secondary students Shameela Raman Smk Gurun, Kedah TIME ROOM PAPER 11.20 – 11.45 am 1 Istana Melaka Revolutionizing English Language Lesson Planning with ChatGPT Muhammad Ikram bin Alias SMK Raja Permaisuri Bainun, Perak 2 Meranti Word Game in Improving Speaking and Vocabulary Dr Saharah binti Abdullah SMK Jerai, Kedah 3 Sejati The Effectiveness of Gamification in Teaching and Learning English as a Second Language Syazrin Syimee binti Sharifuddin, SMK Raja Chulan, Perak Hj. Mohd Hussin Bin Abdullah, Universiti Sultan Azlan Shah, Perak TIME ROOM PAPER 11.50 – 12.50 pm 1 Istana Melaka Keynote Speech 4 Teachers as Leaders and Innovators Ms Cheryl Ann Fernando Chief Executive Officer Pemimpin Global School Leaders, Malaysia Mr Samuel Isaiah Programme Director Pemimpin Global School Leaders, Malaysia 12.50 pm 1 Istana Melaka Closing Ceremony 12.55 pm Lunch (The Bistro Coffee House) 11
D’ i-CELT 2023: KEYNOTE SPEAKERS Associate Professor Tamas Kiss works as an Associate Professor at Sunway University, Centre for English Language Studies, in Malaysia. He has been involved with language teacher education programmes in Europe, the Middle East, South Asia, Latin America and South East Asia. He has delivered one-off talks and directed longer, intensive teacher development courses in more than 20 countries including Hungary, the Philippines, Lithuania, Pakistan, Iraq, Hong Kong, Singapore, Ukraine, Mexico, Nepal, etc. by invitation of universities, language teacher organizations, cultural institutions, or international publishing houses. His main research interests include language pedagogy, language teacher education, creativity, intercultural communication, the link between complex dynamic systems and education, and the role of culture in language teaching materials. He co-authored Creativity and English Language Teaching: From inspiration to implementation (2018, Palgrave Macmillan) with Alan Maley. His latest projects include Developing intercultural learning materials (forthcoming, Routledge) with Freda Mishan and an edited volume on critical pedagogies in ELT in the Southeast Asian region (MELTA-USM Press) with Joanna Joseph Jeyaraj and David Perrodin. Professor Dr. Abd Karim Alias is a Principal Fellow at Universiti Tenaga Nasional. He was a Professor of Food Technology at the School of Industrial Technology, Universiti Sains Malaysia (USM) and previously served as the Director of the Centre for Development of Academic Excellence, Universiti Sains Malaysia. He is a strong advocate of leveraging the Internet as an alternative medium for learning and teaching. His mission is to step out from the physical boundary and comfort of his classroom, to reach out as many global learners as possible by sharing whatever little knowledge and skills he has for the benefit of mankind. To achieve this mission, he has developed and maintained several teaching portals, websites, online courses and blogs related to teaching/learning and research. He made his work accessible and visible for the masses. As of March 25, 2022, his teaching videos on YouTube Channel have received just over one million views from 190+ countries, with an estimated watched time of 62.5 thousand hours and a total of 7.5 thousand subscribers. In 2002, he received the inaugural USM Excellent Educator Award and in 2010 he received the Anugerah Tokoh (Distinguished Person) in Anugerah Sanggar Sanjung. He was also the recipient of the prestigious National Academic Award in 2008 for teaching from the Ministry of Higher Education (Malaysia). He has been recognised as the Top 50 Educators in Asia Pacific (2015) by Terrapin Asia and has been awarded with the Malaysia’s Rising Star 2015 Award (Highest research citation in Agricultural Sciences/Food Science & Technology), Malaysia Research Star Award for four consecutive years (2016, 2017, 2018, 2019) and the World's Most Influential Scientific Minds by Clarivet Analytics. At national level, he is a Master Trainer for AKEPT and involved as a writer for Malaysia Education Blueprint 2015-2025 (Higher Education). He has become a staunch advocate of open education and online learning. He has developed a number of open online courses, available free, on several open learning platforms. Two of his open online courses are Flipped Classroom and Copyright for Educators, available on Open Learning platform. He is now leading a project to develop open educational resources (OER), MOOC@USM and Micro-credential@USM agenda for the university. With his active involvement in online learning, he has been appointed as a co-Chairman of the Technical Committee for Malaysian MOOCs initiative, a project by the Ministry of Education of Malaysia. Since 2018, he has been advocating the idea of micro-credential as an enabler to support flexible and inclusive education. He has been working together with the Malaysian Qualification Agency (MQA) to develop the Guideline for the implementation of micro-credential in Malaysian educational institutions. Currently he is in an editorial board of the Journal of Physical Science and Tropical Life Science Research (USM Publisher), the International Journal of Food Research (UPM Publisher), Food Hydrocolloids (Elsevier) and Journal Food Packaging & Shelf Life (Elsevier). Professor Dr. Abd Karim Alias Associate Professor Tamas Kiss 12 00 0
D’ i-CELT 2023: KEYNOTE SPEAKERS Dr. Sirhajwan Idek is an English Language teacher at Keningau Vocational College, Sabah. He has been recognised for his various education projects. He, along with his colleagues, has won the 2022 GoAbroad Innovation Award in Innovative Teach Abroad Program Category, 2021 Simon Greenall Award and 2020 YSEALI Seed for the Future. His research on visual literacy earned him the ISTE Literacy Innovation Award in 2019 and he received a grant worth AUD 10,000 for winning the 2018 SEAMEO-Australia Education Link Award through his ethnic tales’ project. As the Head of Research and Innovation at his college, he has been mentoring and assisting his colleagues and students to present their works at conferences, innovation contests and hackathons both in-person and via virtual platforms. In the effort to promote Highly Immersive Programme (HIP) through integrated arts, he has been training his students in creative and critical writing, performing in cultural festivals and publishing their works in literary magazines. He has been actively involved in assisting special needs learners in talent contests. He was the 2017 National Teacher Icon and 2022 National Youth Icon. Samuel Isaiah acts as the programme director of the non-profit organisation PEMIMPIN Global School Leaders (GSL) and works to improve school leadership in Malaysia. Prior to joining Pemimpin GSL, Samuel rose to prominence owing to his outstanding dedication and sacrifice in educating the Orang Asli (native indigenous) children at the rural primary school SK Runchang, Pahang. With his dedication the average pass rate skyrocketed from 30 to 85 per cent, and eventually to 100 per cent. Isaiah also organised a crowdfunding project to create a fully equipped classroom with laptops and tablets, providing the same learning experiences for the children as their peers in urban areas. He was one of 10 finalists for the Varkey Foundation and Unesco Global Teacher Prize in 2020, selected from over 12,000 nominations worldwide, for his contribution to his profession. A Fullbright scholar, Samuel completed his Master’s degree in Educational Policy and Leadership at State University of New York. Recognitions: Awards: 2022 -Asia's Most Influential MY 2020 - Global Teacher Prize (Finalist) 2021 -Asia's Most Influential MY 2019 - National Hero Teacher Award 2021 - Gen.T (Malaysia) 2019 - Star Golden Hearts Award 2018 - Best Innovative Teacher (Prime Minister of Malaysia) 2018 - Best Teacher Award (ASEAN-ELT Conference) Cheryl Ann Fernando is currently the CEO of PEMIMPIN GSL, a non-profit focused on providing leadership development and training for local school teachers. Cheryl was also selected to be part of the National Educational Policy Review committee by YB Dr. Maszlee Malik, former Education Minister of Malaysia. Previously, she was a Teach for Malaysia fellow who taught in SMK Pinang Tunggal, Sungai Petani Kedah. Cheryl’s time in school was made into a movie – Adiwiraku of which she herself had a part in scriptwriting and the promotion of the movie. Adiwiraku went on to win international awards including the Best Movie at the Malaysian Film Festival 2017. Cheryl also published a book ‘T for Teacher’ which chronicles her time and learnings as a teacher. Cheryl was also selected as the inaugural cohort of Obama Foundation Leaders: Asia Pacific, 2019. In 2021, she was noted as Asia’s Most Influential in Education. Dr Sirhajwan Idek Samuel Isaiah Cheryl Ann Fernando 13
D’ i-CELT 2023: KEYNOTE ADDRESS DATE/ TIME ROOM ABSTRACT 16/06/2023 FRIDAY 10.35 – 11.35 am 1 Istana Melaka Keynote Speech 1 Linked: Exploring the Depth of Language Learning Associate Professor Dr Tamas Kiss Centre for English Language Studies, Sunway University Learning is unique to individuals and while we make attempts to standardize it, it’s a different experience for each learner. We may fool ourselves by setting measurable and detailed learning objectives for our lessons, but in reality, we know that each and every student learns something different during the same lesson. Learning, we must admit, is unpredictable and individual. How can then we plan a lesson which helps students benefit from our teaching? When learning is understood as a complex dynamic system (CDS), when it is appreciated as what it truly is - unpredictable and seemingly chaotic - then we can create conditions in which meanings emerge and an order (learning) appears. In this talk I will explore how language learning is both mechanical and meaningful, and how learners should be encouraged to take risks and play with language. In other words, I propose a language teaching strategy which is built on the complexities of language and learning, acknowledges the unpredictability and spontaneity of learning, and encourages learners to be creative language users. 16/06/2023 FRIDAY 4.10 – 5.10 pm 1 Istana Melaka Keynote Speech 2 Empowering Teaching for Deep Learning Prof Abd Karim Alias Principal Fellow Universiti Tenaga Nasional, Malaysia We often hear the phrase "learning that sticks," which implies a meaningful learning process. Deep learning takes the concept of "learning that stick" to a higher level by emphasising "deep and impactful learning." The concept of deep learning has gained increasing attention from educators because it can develop students' high-level cognitive abilities, providing a strong foundation for them to apply knowledge in broader contexts. This is especially important and relevant in preparing students for the VUCA world. This presentation will explain the advantages of the deep learning approach, supported by research evidence and theoretical frameworks such as Bloom's taxonomy, constructivism, and socio-cultural theory. Practical strategies such as inquirybased learning, project-based learning, and collaborative learning will be discussed to empower deep learning experiences in the classroom. Participants will gain a comprehensive understanding of deep learning and acquire practical tools to integrate it into their teaching practices, ultimately preparing students for the challenges of the future. 14
D’ i-CELT 2023: KEYNOTE ADDRESS DATE/ TIME ROOM ABSTRACT 17/06/2023 SATURDAY 9.15 – 10.15 am 1 Istana Melaka Keynote Speech 3 Reviving Arts to Promote Self-Expressions in the English Language Classroom Dr Mohd Sirhajwan bin Idek English Language Department, Keningau Vocational College, Sabah English language is often seen as a foreign language by majority of Malaysian students who perceive it to be a difficult and complex language to master. Coupled with the limited environment where the language is spoken in the country, most Malaysian school students have little grasp in the language that they barely have the confidence to speak it. Hence, this project was developed to assist students especially those in Sabah who come from diverse ethnic backgrounds to embrace their cultural identities in the English language classroom via narrative arts that allow them to express themselves individually in an artistic and personalized manner. The students were taught on the different types of performing arts they could use in producing their performance videos that included scriptwriting and rehearsal; readers’ theatre, puppetry, pantomime, radio play and animation. The outcome of the project showed that the students were capable in producing their own artistic work in English language based on the types of performance as well as the scriptwriting process. This project could potentially be incorporated into our classroom practice in order to create an environment that is more conducive, contextualized and invigorating for students to explore their creativity and express themselves individually in the classroom. 17/06/2023 SATURDAY 11.50 – 12.50 pm 1 Istana Melaka Keynote Speech 4 Teachers as Leaders and Innovators Ms Cheryl Ann Fernando Chief Executive Officer Pemimpin Global School Leaders, Malaysia Mr Samuel Isaiah Programme Director Pemimpin Global School Leaders, Malaysia We are living in unprecedented times with significantly exigent challenges which include access to education through technology, school dropouts, bullying, child abuse and mental health concerns. Therefore, the needs for teachers as influential individuals to take up the role of a leader and innovator has been more significant. Oftentimes we may think that we need extravagant and grandiose ideas to solve problems. However, this session will focus on what matters most, which is the effectiveness of the innovation, the trust and alliance built with the community, on top of promoting values of diversity and inclusion. 15
DAY 1 ROOM 1 (Istana Melaka) FRIDAY 16/06/2023
THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING SPEAKING TOWARDS LOWER SECONDARY STUDENTS LIM JU VIAN SMK ST THERESA, 08000 SUNGAI PETANI, KEDAH, MALAYSIA [email protected] ABSTRACT This study examines the effectiveness of the communicative approach in teaching and learning Speaking skill by looking into three components: overall spoken production, vocabulary and grammar, and communicative competence. This study also examines the suitability of the communicative approach in the teaching and learning of English Speaking for lower secondary school students and students' level of acceptance of the use of the approach in the classroom. A mixed-method was used in the study. It consisted of a pre-post assessment, a 20 questions 5-Point Likert Scale questionnaire, and semi-structured interviews. This study involved three SISCplus officials and three senior subject teachers in verifying the teaching and learning materials, six teachers and 149 students involved in the use of communicative approach in teaching and learning, and another six teachers and 155 students involved in the use of conventional approach of teaching and learning. A total of ten activities were carried out in the English lessons. Six teachers from the communicative approach were interviewed, 304 students were assessed using the pre-test and post-test assessment, and they answered a set of questionnaires. The findings revealed that students showed improvement in all three components of the Speaking assessment. The good proficiency students gained the most improvement, followed by the weak proficiency students and the average proficiency students. Teachers claimed that this approach was applicable in the classroom when the teaching and learning materials were provided, and this approach was suitable to be used in the classroom for Speaking lessons as it provided a platform for student-centred learning where students actively participated in the activities designed. The findings suggest a need to look into the motivation level among different language proficiency levels of students. The findings suggest a need to look into the motivation level among different language proficiency levels of students. Keywords: Communicative Approach, Curriculum, Speaking Skill, Speaking. Biodata of presenter: Dr. Lim Ju Vian is an English teacher from SMK ST Theresa, Sungai Petani with 13 years of teaching experience. She graduated with a B.Ed TESL from UPM, M.Ed TESOL from USM and Doctorate of Education in OUM. Her focus is on ways to enhance speaking skills in school. 8.15 – 8.40 am 16
Learning English via Podcasting: Students’ Perception of Active Participation as Podcasters on Learning English. Mohammad Kamal bin Ayub SMK Megat Dewa, 06100 Kodiang, Kedah, Malaysia *E-mail: [email protected] ABSTRACT This study aims to understand students’ perceptions of their language-learning journey as podcasters. The main focus of the study is to see how students perceive their improvement in both language skills and self-esteem when using the target language as podcasters. Six secondary school students of different ages and genders are selected as the respondents. They are actively involved as podcasters for their school's English Podcast channel. This is a qualitative action research where participants are interviewed using a semi-structured interview to get their feedback and reflections on their improvement in using the target language by comparing before and after joining as podcasters. In addition, observation is also conducted by the researcher to support the respondents’ reflections. The study finds out that participating actively as podcasters helps improve the target language skills among the respondents. Furthermore, it boosts their self-esteem in using the language due to the amount of autonomy given to them in planning and managing the podcast channel. Keywords: podcast; language learning; self-esteem; autonomy in learning Biodata of presenter: Mohammad Kamal bin Ayub is an English teacher at SMK Megat Dewa. He has been teaching for ten years as an English teacher for secondary school students, teaching especially Form 5 students. He holds a degree in TESL and a master's in Applied Linguistics. He is passionate about improving his teaching skills and knowledge to help and guide his students to enjoy the journey of learning the language and mastering the language. 8.45 – 9.10 am 17
RRR Towards an Active Speaking Culture in the ESL Classroom Rumuthamalar A/P Rajaratnam Retired School Improvement Specialist Coach+ (Languages) Kuala Muda / Yan District Education Office Kedah, Malaysia [email protected] ABSTRACT A common issue faced by teachers teaching English as Second Language is that students are often unwilling to engage in verbal communication to perform many of the language functions they need to survive in the world inside and outside the classroom. With the implementation of CEFR in ESL learning, teachers can no longer afford to relegate or neglect speaking lessons in order to devote more time to reading and writing lessons. Besides low proficiency, poor mastery of grammar and syntax, and fear of shame and beratement; ignorance of content and subject matter, low or lack of expectations and deep-rooted sense of isolation amongst learners all merge and contribute to the high levels of apprehension, hesitation, and hence reluctance to participate in speaking activities in the ESL classroom and beyond. This paper suggests the RRR framework (Relevance, Rigour, Relationships) as a means to invite, engage, motivate, and sustain learners in active verbal interactions within a learning community. Speaking lessons built on this framework have the potential to help students see the value of what they are learning and be challenged to develop skills and proficiency. In order for these to happen, relationships need to be forged with every stakeholder in the learning community. This framework aims to create active communities of speakers and listeners in low-risk learning environments without sacrificing high-level deep learning and usage of the language. This paper will also suggest low-preparatory yet doable activities that can be designed within this framework which will encompass elements of 21st century learning, higher-order thinking skills, differentiated instruction, and assessments primarily for and as learning. Keywords: Relevance, Rigour, Relationships Biodata of presenter: A retired SISC+ with 33 years of teaching experience, a fellow of the International Leadership in Education Programme (USA), and a frequent presenter at international Conferences, Rumuthamalar firmly believes that teachers should make themselves subject to relevance and rigour, and work on building good relationships with those they aim to teach. 9.15 – 9.40 am 18
Overcoming Technological Barriers: The Success of Paper Mode on Quizizz in Supporting English Language Learning * 1Ni Putu Ade Resmayani, 2 I Gede Eka Puja Dyatmika 1,2Institut Agama Hindu Negeri Gde Pudja Mataram, Mataram, Indonesia *E-mail: [email protected] ABSTRACT This research article aims to investigate the effectiveness of using paper media Quizizz in supporting English language learning among non-English department students in the university setting of developing areas in Indonesia. The problem statement highlights the limited access to technology and resources in these areas, which challenges students to improve their English language proficiency. The study will include 120 higher education students from IAHN Gde Pudja Mataram and employ a mixed-methods research design that combines quantitative and qualitative data collection and analysis techniques. Quantitative data will be collected through pre-and post-tests and the frequency and duration of Quizizz usage. In contrast, qualitative data will be collected through focus groups or interviews to gain insight into students' and teachers' experiences and perceptions of using Quizizz in English language learning. The study results indicate that using paper-based Quizizz is an enjoyable and successful way to assist English language learning among students in non-English departments at universities in developing areas of Indonesia. The paper-based Quizizz activity was found to facilitate teaching and learning processes, boost student enthusiasm, and improve assessment results significantly. However, technical problems and confusion may occur when using paper-based Quizizz, and it is recommended to use this method for sensory skill-building activities such as vocabulary building, listening, or reading comprehension. The study has shown that paper-based Quizizz can effectively support English language learning among nonEnglish department students in developing areas of Indonesia, improving teaching and learning processes and enhancing assessment results, especially vocabulary building. However, addressing technical issues and confusion through proper implementation guidelines and support is necessary for its success in this context. Overall, the study highlights the potential of paper media Quizizz as a cost-effective and accessible solution to support English language learning among university students in developing areas of Indonesia. Keywords: English language proficiency, Paper based Quizizz, Non-English department students, Developing areas Biodata of presenter 1: Ni Putu Ade Resmayani, an English lecturer at IAHN Gde Pudja Mataram, is a passionate educator with exceptional academic achievements, including being selected as a Fulbright Foreign Language Teaching Assistant at the University of Puget Sound in the USA. Her research interests focus on English education and discourse analysis, and she continually seeks to improve her teaching skills and knowledge. Biodata of presenter 2: I Gede Eka Puja Dyatmika is the Head of Dharma Acarya Department and a civic servant since 2005. He holds S.Pd and M.Pd degrees and has published articles on learning motivation and achievement in English and Hindu education. Eka Puja Dyatmika is highly respected in the education field for his extensive knowledge and experience. 9.45 – 10.10 am 19
THE IMPACT OF INNOVATIVE TEACHING IN HIGHLY IMMERSIVE ENGLISH PROGRAMMES: ENHANCING RURAL STUDENTS’ SUCCESS IN ENGLISH LANGUAGE LEARNING 1 SAVINA A/ P A. SAIMAN, 2MUHAMMAD AZAM BIN MOHDJAMIL 1 Pusat Tingkatan 6, SMK Seri Budiman, 33300 Gerik, Perak, Malaysia, 2 SMK Dato’ Seri Wan Mohamed, 33300 Gerik, Perak, malaysia E-mail: 1 [email protected], 2 [email protected] ABSTRACT This study examines the impact of innovative instruction in highly immersive English programs on rural students' English language learning success. The main problem is that most secondary school students in rural areas are weak in English, which is due to the environment in which the students live and which determines their performance in their studies. Therefore, the aim of the study is to investigate the effectiveness of innovative teaching strategies to improve the English language proficiency of rural students by conducting HIP. The study uses a mixed methods approach that includes both quantitative and qualitative data collection and analysis techniques. Data were collected through questionnaires, interviews, and observations. The study found that the use of innovative teaching methods, such as technology-enhanced learning, digital learning, and project-based learning, significantly improved rural students' English proficiency. The findings suggest that highly immersive English programmes that incorporate innovative teaching strategies can improve students’ success in learning English, particularly in rural areas where English language resources may be limited. In addition, the programmes are inviting by engaging the community in innovative teaching at HIP. The study concludes that innovative teaching should be integrated into English language teaching programmes, especially in rural areas, to improve students learning outcomes. Keywords: Innovative teaching, HIP, Rural area, English Language Biodata of presenter 1: Savina A/P A.Saiman is an experienced and dedicated English teacher with over 16 years of service. She has a Bachelor’s degree in TESL (UPSI). She began her career in SMK Gerik and now teaching in Form 6 Centre, SMK Seri Budiman Gerik, Perak. She is also a ‘Master Teacher’, Guru Cemerlang Bahasa Inggeris (MUET) DG48. Biodata of presenter 2: Mr Muhammad Azam is an experienced and passionate teacher with over 8 years of teaching experience. He has a Bachelor's degree in TESL. He began his teaching career at a small school in his hometown (SMK Dato’ Seri Wan Mohamed) and has since become an SPM marker and the group leader for SPM Markers group. 2.45 – 3.10 pm 20
DEVELOPING ENGLISH-RICH SPEAKING ENVIRONMENT AMONG STUDENTS THROUGH HIGHLY IMMERSIVE PROGRAMME (HIP) ROZITA MOHD RASHID CHARANJIT KAUR A/P DARA SINGH (SMK AMINUDDIN BAKI CHEMOR, PERAK) [email protected] Abstract Learning English has been ceaselessly viewed as a challenging phenomenon for English as a Second Language (ESL) students, especially when it comes to honing their speaking abilities. English teachers need to go the extra mile in creating English-rich speaking environment in schools. This speaking talent should be possessed by English language learners and must be elevated to the highest ranking. Due to the improperness of the learning technique or method of teaching and learning speaking, the students struggled to learn how to converse using this language. The Highly Immersive Programme (HIP) was initially introduced in 2016 as an initiative of the Malaysian Ministry of Education's endeavour to shore up the comprehension of English language learners and broaden the language's use beyond the scope of the four walls of classrooms. This paper highlights the ways to develop an English-rich speaking environment among students using the HIP inside and outside classrooms. Having a good method of speaking English will bridge the gap in society and students may successfully acquire the skills ardently. A qualitative study is conducted on low-proficiency students age-ranging from 15-17 years old. The data is collected through interviews and observations during their participation in the HIP activities. The results of the research indicate that students communicate confidently without having mental barriers to enhancing their speaking skills. The activities that consist of all four skills: writing, reading, listening, and speaking, overcome their fears of conversing in the language without feeling embarrassed, thus creating eagerness in the students to boost their speaking skills in their daily life especially when communicating globally in future. Keywords: English-Rich Speaking Environment, Highly Immersive Programme, Speaking Skills, LowProficiency Students, Communicate Globally. Biodata of presenter 1: Charanjit Kaur, a/ Dara Singh, is an English teacher at SMK Aminuddin Baki. She has been teaching for 23 years as an English teacher for secondary school students, especially Form 4 and Form 5 students. She holds a degree in TESL and is currently pursuing a Masters of Education in TESL. She loves travelling and genuinely enjoys teaching and engaging with students. Biodata of presenter 2: Rozita binti Mohd Rashid is an English teacher at SMK Aminuddin Baki. She has been teaching for 28 years as an English teacher for secondary school students, especially Form 4 and Form 5 students. She holds a degree in TESL and is also a writer. She does not just teach; she also prepares her students for the road ahead. 3.15 – 3.40 pm 21
The Use of Language Learning Contract to Promote Learner Autonomy in ESL Classrooms Siti Nur Yusof SMK Raja Permaisuri Bainun, Ipoh, Perak, Country Language Department, SMK Raja Permaisuri Bainun, 30200 Kg Dato’ Ahmad Said, Ipoh, Perak, Malaysia *E-mail: [email protected] ABSTRACT As an English language teacher, one of the most significant learning issues I have faced in my teaching career is the lack of learner autonomy among ESL learners. Many of my students tend to rely heavily on the teacher for guidance and direction in their learning process, which often hinders their progress and success in language acquisition. To address this issue, I have implemented the use of Language Learning Contracts (LLCs) as a strategy to promote learner autonomy among ESL learners. The LLC is a personalized learning plan designed collaboratively between the teacher and the student. It outlines the student's goals, learning objectives, preferred learning style, and specific strategies and resources needed to achieve these goals. This approach is based on the principles of self-directed learning, where learners take an active role in their learning and are responsible for their progress. The LLC approach involves a student-centered teaching approach, where the teacher acts as a facilitator and mentor rather than a traditional instructor. The teacher provides support and guidance as needed, but the student takes charge of their learning, monitors their progress, and evaluates their success. The effectiveness of the LLC approach has been demonstrated in my teaching practice. By empowering students to take responsibility for their learning, they become more engaged, motivated, and invested in their language acquisition. The LLC approach also enhances students' critical thinking, problem-solving, and selfreflection skills, which are essential in language learning. In conclusion, using Language Learning Contracts as a strategy to promote learner autonomy among ESL learners is an effective approach that can enhance students' language acquisition and overall learning experience. By empowering students to take control of their learning, we can create a more meaningful and engaging learning environment that fosters their language proficiency and lifelong learning. Keywords: language learning contracts; learner autonomy; ESL Biodata of presenter: Siti Nur Yusof is a dedicated English language teacher in Perak and currently pursuing her PhD in Teaching English to Speakers of Other Languages (TESOL). With a passion for teaching, she aims to empower her learners to develop autonomy, enabling them to take control of their own learning and achieve success. 3.45 – 4.10 pm 22
DAY 1 ROOM 2 (Meranti) FRIDAY 16/06/2023
Pre- University ESL Students’ Perception of Podcast Production on the Development of English language Proficiency Saresvathy Raman 1 Nur Ainil Binti Sulaiman 2 Kolej Tingkatan Enam Forest Heights Seremban Negeri Sembilan, Malaysia1 , Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia 2 Email:[email protected] ABSTRACT Technology has completely revolutionized the method of teaching and learning style for the current generation globally. One of the prevalent products of technology created as a tool to support speaking skills in language learning is the podcast. While many studies have focused on the effectiveness of teacher-podcast production, this research seeks to address the gap in knowledge on student-generated podcasts in language learning. The student-centered approach encourages involvement and collaborative learning for the Malaysian ESL pre-university students to experience and improve their speaking skills. Thus, the study investigates the potential of a podcast-based approach which aims to highlight some of the main pedagogical considerations and students’ perceptions of podcast production as a tool to learn speaking skills. Emphatically, this study defines the results of surveys that were conducted with 55 ESL pre-university students to investigate their levels of acceptance and satisfaction with making their own podcast as a learning tool to develop their speaking proficiency. The target respondents of this study are Form Six students from two different colleges located in Seremban, Negeri Sembilan. The Student Satisfaction with Educational Podcasts Questionnaire (SSEPQ) questionnaire was used to collect data. The results of a correlation test revealed a significant relationship between perception and usage of language skills in podcasts production to enhance English language proficiency among pre-university ESL students (r=.831, p.001). It is hoped that studentgenerated podcasts will be used as one of the learning tools that could enhance learning more effectively. Keywords: ESL students’ perception, collaborative learning, podcast production, language learning, technology Biodata of presenter: Saresvathy Raman is currently teaching in Kolej Tingkatan Enam Forest Heights Seremban Negeri Sembilan. She has 23 years of teaching experience in many institutions, teaching ESL and literature for various levels. She has presented research papers in several International and national conferences. 8.15 – 8.40 am 23
Improving Students’ Speaking Skills through YUSBENA Snakes & Ladders Game Najihah binti Talaha SMK Binjai, Kemaman, Terengganu, Malaysia [email protected] ABSTRACT Speaking is one of the most vital language skills to have in order to communicate effectively in today's global environment. To be successful in their field, one must acquire this skill. However, one of the most common issues that form four and form five students face at SMK Binjai is that they perform poorly in the speaking. They also refrain themselves from participating in speaking activities. Many of them fear of making mistakes and are afraid that their friends might criticize them. Therefore, a classic favourite is reintroduced in a new game called YUSBENA SNAKES AND LADDERS hoping that this game can improve students' speaking skills. A YUSBENA SNAKES AND LADDERS kit includes a colourful board game, a full instruction manual, one dice, four counters, and 30 question cards covering a variety of themes, as well as QR codes that connect to mind maps, websites, and movies. These aspects cater to students’ individual learning styles and multiple intelligences. This game is also designed based on experimental approach and Krashen’s comprehensible input theory. The result of the pre-test showed that the average mark of students was 40%. After two weeks of introducing YUSBENA SNAKES AND LADDERS, the average post-test results increased to 82%. The students claimed that they enjoyed the game. From the observation, this innovation helps to provide a comfortable, fun and stress-free environment which makes students engage more in the game. In order to win, they must talk and actively participate, which helps them enhance their speaking skills because practise makes perfect. This is the power and nature of board games. This game can also be played as a board game during relief class or at home. Therefore, it is hoped that the Ministry of Education will consider using this game as a teaching aid to help students in Malaysia enhance their speaking skills in a fun way. Keywords: speaking skills, gamification, motivation, second language learners Biodata of presenter: Najihah binti Talaha is an English Language teacher at SMK Binjai, Kemaman, Terengganu. She graduated from Universiti Teknologi Mara (M.Ed TESL) and Victoria University of Wellington, New Zealand (B. Ed TESOL). Her research interests are in the areas of applied linguistics, the Teaching of English as a Second Language (TESL), and ICT in education. She cares deeply about how English is taught and always shares her practices through her blog ntfolder.blogspot.com. 8.45 – 9.10 am 24
BLENDED LEARNING: ‘GOO-GOO TELE-Mi’ FOR SPEAKING AND WRITING Aishah Binti Haji Othman, Pusat Tingkatan Enam, Sekolah Menengah Kebangsaan Keladi, Kulim, Kedah, Malaysia [email protected] ABSTRACT Measurable and clear learning objectives would help teachers and students achieve deep learning. As an educator, I constantly face difficulties in teaching students how to write a curricular vitaẻ and letter of application while completing the Mock Job Interview task-based project. Students usually will be confused and need very close assistance in using formal English Language skills when they are preparing the formal letter and graphic presentation of curricular vitaè. As such, I encountered technical hitches whilst explaining the graphic presentation of a curricular vitae and the format of a formal letter just using the traditional method which is talk and chalk. As a result, I adopted a blended learning methodology which a combination of digital tools and face-to-face teacher-student’s interaction. This study aims to evaluate the usage of blended learning to improve student’s writing and speaking skills. In this paper, the usage of Google Classroom (received information), Google search engine (search a sample of letter of job application and graphical curricular vitaẻ) and Telegram Application (communication) were embraced by the students to implement the digital platform. This research was carried out among 20 Form six students of a secondary school who hope to accomplish a task-based project in the form of a Mock Job Interview (Simulation learning). It is observed that the students had some difficulties in discussing, completing and submitting the project without the help of digital tools such as Telegram or Google Classroom. The study focused mainly on document analysis together with a survey on collecting the student’s voices. The findings suggest that the teacher and students had a positive response in using Blended Learning Strategy. From this research, I found out that students were more interested and feel enthusiastic when they learned through Blended and Simulation learning. Keywords: blended learning, writing, google classroom. BIODATA: Aishah Binti Haji Othman is currently a form six teacher at SMK Keladi Form Six Centre, Kulim, Kedah Darulaman. She has been teaching English Language and MUET for the past 21 years. She completed her Master’s in Education (English Language Teaching) at Universiti Utara Malaysia. Her research interest includes an oral presentation, digital tools and error analysis in writing or speaking. 9.15 – 9.40 am 25
The Online Teaching and Learning During Covid-19 Pandemic: Challenges Faced by English Teachers in Islamic Tertiary Institutions in Malaysia and Indonesia * 1Ahmad Farit Mazlan1,2Maslawati Mohammad, 3Rosnani Kassim 1,2Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi, Malaysia 3Centre for Languages and Pre-University Academic Development, International Islamic University Malaysia (IIUM), Malaysia *E-mail: [email protected] ABSTRACT The Covid-19 pandemic has affected the education sectors globally. The sudden shift from traditional face to face learning to online teaching and learning brings various challenges to English teachers, particularly in tertiary institutions in Malaysia and Indonesia. Hence, the aim of this study is to examine the online teaching and learning challenges faced by teachers teaching English as a Second Language (ESL) in Islamic tertiary institutions in Malaysia and teachers teaching English as a Foreign Language (EFL) in Indonesia during the Covid-19 pandemic. The qualitative research design used in this study was a case study using focus group interviews (FGI), individual open-ended responses via Google Form and a discussion thread via Whatsapp. Purposive sampling was used, and 10 English teachers from Islamic tertiary institutions in Malaysia and Indonesia were chosen as the participants in this study. The data in this study was analysed through NVIVO applications and categorized according to themes. The findings revealed that among the challenges English teachers faced in ESL/EFL online teaching and learning are a lack of technological skills to teach online, constraints in terms of internet accessibility and devices used for teaching and learning, and effective interaction in online teaching and learning. The findings from this study could potentially be utilised to plan strategies and produce practical solutions to overcome the challenges in conducting online teaching and learning among English teachers in any tertiary learning institutions in Malaysia and Indonesia in the future. Keywords: challenges, online teaching and learning, English as Second Language (ESL), English as a Foreign Language (EFL), Covid-19 Pandemic, English teachers Biodata of presenter: Ahmad Farit Bin Mazlan was born in Negeri Sembilan, Malaysia. Currently, he is a full-time master student in Universiti Kebangsaan Malaysia (UKM). Previously, he worked as an English teacher at SK Alam Damai, Kuala Lumpur where he gained 8 years of teaching experience. His main research interests are innovation and technology in teaching and learning in ESL context. 9.45 – 10.10 am 26
Breaking Boundaries, Building Bridges: The Power of Bainun ELPD; English Language Professional Discourse Aishah binti Mohamed Hamdan Language Department, SMK Raja Permaisuri Bainun, 30020, Ipoh, Perak, Malaysia [email protected] ABSTRACT Professional Development (PD) is not merely a perpetual progression for educators but is in fact, a crucial element in enhancing the quality of educational institutions. Therefore, educational institutions have invested substantial resources, including time, effort, and energy, in Professional Development (PD) programs, with the aim of refining teachers' skills and knowledge to attain professional excellence. However, for optimal results, PD programs must be tailored to the specific needs and existing practices of the teachers. In this regard, the author has taken the initiative to introduce a pedagogical innovation called 'BAINUN ELPD' to support and promote competency building amongst English Language teachers in the Kinta Utara District of Perak in 2022. This paper highlights the impact of this innovation on the motivation and collective responsibility of the English Language Teachers from 54 schools in the Kinta Utara district in Perak. The sharing of this innovation is expected to encourage other educators to come together to replicate similar initiatives in different settings. The paper also addresses how BAINUN ELPD assists teachers in adopting new teaching strategies using differentiated methods and how it supports their motivation and collective responsibility. The findings indicate that the ‘Bainun ELPD’ is relevant and yields positive results while bringing a fresh perspective to English language instruction. Keywords: Professional Development; Motivation; Collective Responsibility, Professional Discourse, PLC Biodata of presenter: Aishah binti Mohamed Hamdan, an award-winning English language teacher, is committed towards promoting innovative 21st-century learning-based pedagogy. A strong proponent of PBL, she is the Top 5 finalists for the prestigious Malaysia Teacher Prize 2022. Her exceptional expertise is shared widely through many platforms earning her the Hyacinth Gaudart Award by the MELTA International Conference 2022, as a testament to her outstanding service to the profession. 2.45 – 3.10 pm 27
Yemeni EFL College Students’ and Teachers’ Beliefs towards Communicative Language Teaching Practices 1SAMAH YASLAM SALEH BAAGBAH School of Languages, Literacies and Translation, Universiti Sains Malaysia *E-mail: [email protected] Abstract Communicative Language Teaching (CLT) has been widely recommended by a large number of researchers and linguists. However, the implementation of CLT in classrooms remain insufficient in EFL contexts. The current study investigates the Yemeni EFL college students’ and teachers’ beliefs towards CLT in classroom practices. This study aims to investigate the students and the teachers’ classroom CLT practices. A total of 70 Yemeni EFL students and 20 Yemeni EFL teachers from the English Department in Yemeni university participated in an online Likert-scale survey. The results revealed that although CLT is positively perceived by the Yemeni teachers, Yemeni EFL learners hold less favorable beliefs towards CLT due to students’ lack of willingness and lack of CLT knowledge. The results also indicate that Yemeni EFL teachers and students tend to resort to structure-based practices inside classrooms. The findings also revealed that the role of teachers in classrooms is highly influenced by culture and traditional teaching-learning practices in the Yemeni EFL context. The study concludes with a recommendation on the needs of the students’ participation in everyday CLT classroom practices in the Yemeni context. Keywords: CLT, EFL learners’ beliefs, EFL teachers’ beliefs, language learning, Yemen. Biodata of presenter: Samah Yaslam Saleh Baagbah is PhD candidate in School of Languages, Literacies and Translation, University of Science, Malaysia. Samah is interested in the field of applied linguistics, phonology, phonetics and translation. She is a senior ESL teacher, freelancer translator and a reviewer. 3.15 – 3.40 pm 28
Paratexts, a Window of Translation: A Case Study of Chinese Translation of Three Days to See Men Dongmei University Sains Malaysia, Malaysia Shanxi Datong University, China [email protected] Malini Ganapathy School of Languages, Literacies and Translation University Sains Malaysia, Malaysia [email protected] Abstract: Paratexts are often considered to have minimal impact on adult literature. However, paratextual elements, such as illustrations, cover designs, and blurbs, play a crucial role in children’s literature and its translation due to the unique nature of its text and readership. This article explores the significance of paratexts of translation of children’s literature, specifically focusing on the Chinese translation of Three Days to See. By analyzing the paratextual choices and strategies in thirty translations of Three Days to See over the past fifty years in China, this study aims to identify the norms of English Chinese translation of children’s literature. The inclusion of this work in the “Primary and Middle School Reading Guidance Catalog (2020 Edition)” by the Chinese Ministry of Education’s Basic Education Curriculum and Textbook Development Center makes it representative of typical translated works of children’s literature in China. This study will contribute to the enrichment of both the practice and theory of English Chinese translation of children’s literature and broaden awareness of translation for children in the Chinese context. Authors Bio: MEN DONGMEI Men Dongmei is an Associate Professor in the English Department of the School of Foreign Languages at Shanxi Datong University, in China. She was also in charge of the Translation Department in Datong University. Currently, she is pursuing Doctoral degree (Ph.D.) in Translation at the University Sains Malaysia (USM), where she was awarded a scholarship. Dongmei published as the chief editor and translator of the book “Harmony Trilogy”. Dongmei led translation related university-level projects and participated in several other tertiary projects at the provincial level in China. MALINI GANAPATHY Assoc. Prof. Dr. Malini Ganapathy is a lecturer at the School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang. She has a Certificate of Education (TESL), B.A. (Hons.) in English Language and Literature Studies, M.A. and Ph.D in Applied Linguistics from Universiti Sains Malaysia. She has 18 years of teaching experience at secondary schools, prior to joining Universiti Sains Malaysia in 2014. Her research interests include English Language Teaching (ELT), Literacy (Multiliteracies, Multimodality, New Literacies) and Writing. She has published numerous research articles focusing on her area of research, both in international and local journal 3.45 – 4.10 pm 29
DAY 1 ROOM 3 (Sejati) FRIDAY 16/06/2023
The Effectiveness of Using Songs to Practise Listening in Secondary School Ong Ma Vin Sekolah Menengah Kebangsaan Telok Kumbar, 11920 Bayan Lepas, Pulau Pinang, Malaysia E-mail: [email protected] ABSTRACT The issue faced by many students during English lesson was the ability to practise listening skills effectively. They were worried that they would not be able to spell out the words they hear, be mistaken of what they have heard and unable to obtain key information needed to fill in blanks in listening texts. Fortunately, there are many means for students to practise listening. One of them is through songs. This study attempts to investigate whether songs are an effective way for students to practise listening. Various questions were asked through Google Forms to gauge its feasibility throughout the two-month period of its usage so far in English lessons during class. The implication of this study for English language teaching is the ability to share the feasibility of using songs as a method to practise listening skills in the scenario of completing listening texts. Results revealed positive findings regarding using songs to practise listening in English lesson during class. Firstly, respondents found that songs allowed them to practise listening effectively. Next, respondents found that songs were easy to comprehend and they were able to complete filling up blanks in listening texts during lesson properly. Furthermore, respondents found that songs allowed them to learn English in a fun and interesting manner. Besides that, respondents found that songs allowed them to enhance their learning through the incorporation of music. Based on the findings, it could be said that songs are an effective way to practise listening during English lessons in class. Keywords: songs; effectiveness; listening Biodata of presenter: Mr Ong Ma Vin is a secondary school English teacher at Sekolah Menengah Kebangsaan Telok Kumbar which is located in Penang. He graduated from a twinning programme under the Ministry of Education where he attended the Teacher Training Institute of Ipoh and the University of Warwick, England obtaining a degree in Teaching English as a Second Language (TESL). His research interests include technology in education and online instruction. 8.15 – 8.40 am 30
Using Interactive Essay Template (IET) in Classroom: The impacts of the activity on students’ writing performance. Mohamad Qayyum bin Mohamad Rozlan, Nur Izyani binti Ibrahim, Noraisah binti Hassan Sekolah Menengah Imtiaz Yayasan Terengganu Besut, Malaysia Ibest English and Mandarin Panels, SM Imtiaz YT Besut, 22200 Besut, Terengganu, Malaysia E-mail: [email protected], [email protected], [email protected] ABSTRACT This action research aims to investigate the impact of using an Interactive Essay Template (IET) on students' essay writing performance. The study employed a mixed-methods approach, utilizing pre-test, post-test, weekly essay writing tasks using IET, and an observational checklist to evaluate the effectiveness of IET on students' writing abilities. The research was conducted over a period of 12 weeks on a group of secondary school students in a classroom setting. The results of the study showed that the majority of the students exhibited a significant improvement in their writing performance after using the IET. The findings suggest that IET can be an effective tool to enhance students' writing skills. Several past studies have shown that the use of technology and interactive tools can lead to improved writing performance among students (Graham & Perin,2007). The current study supports these findings and provides further evidence of the effectiveness of IET in improving students' writing abilities. Keywords: Interactive Essay Template; writing performance; technology; secondary school students; mixed-methods. Biodata of presenter 1: Mr. Mohamad Qayyum bin Mohamad Rozlan has been actively engaged in the field of education since embarking upon his teaching career. He has played a key role in question and item development under BPI (Bahagian Pendidikan Islam) and Examination Board (LP), Ministry of Education, with a particular focus on the new CEFR curriculum which has recently been introduced into our English Language education. As the Head of English and Mandarin Panels, District Master Trainer for Besut, Assistant Leader of English Panel for I-module BPI, and SPM examiner, Mr. Qayyum is well-equipped with a range of professional skills and competencies. His research interests are primarily centered on discourse analysis, language development, and innovation in classroom teaching and learning. Biodata of presenter 2: With 15 years of experience, Ms Nur Izyani binti Ibrahim is a dedicated and creative educator. As an Examiner of SPM 1119/2 paper and Assessor for English Speaking Test 1119/3, she has won many national and international awards for innovation and co-academic competitions. As Head of the English Panel, she produces learning innovations to enhance students' writing skills and increases the GPMP achievement of SPM exams annually. Her research interests are writing and reading, where she investigates effective teaching strategies and explores the impact of new technologies on enhancing students' abilities in these areas. 8.45 – 9.10 am 31
S.R.F Approach: Maximizing Student’s ‘Voice’ in Building HOTs and Improving Teacher’s Methodology in the ESL Classroom. Desmond ak Sandum Sektor Sumber & Teknologi Pendidikan (SSTP), Unit Dasar & Latihan, ,Jabatan Pendidikan Negeri, Sabah, Malaysia. *E-mail: [email protected] ABSTRACT All English Teachers are going to have a difficult time while they are teaching English to pupils, particularly those students who are not motivated and are not interested in learning English. The influence of the S.R.F method will be brought to light during this presentation by including the idea of P.L.A.Y. and activities involving language arts. During the entirety of the S.R.F. and P.L.A.Y. process, the approach places a significant emphasis on the Emotional Quotient (E.Q) of the students and on providing a more secure and encouraging learning environment in order to bring the student's affective filter to a lower level in the ESL classroom. Students are able to connect with their aims of studying the language via the implementation of the S.R.F method rather than learning the language in a formal setting. In addition to that, the S.R.F method also serves as a tool to activate students' HOTs and is helpful for ESL instructors who want to enhance their lessons for classroom use in future ESL classrooms. Let's take a closer look into how the S.R.F strategy, along with the P.L.A.Y component, may have a significant impact on students' abilities to pick up a language inadvertently while also enhancing their overall language learning experience. Keywords: ESL Classroom; Student’s Response; S.R.F Approach; E.Q; HOTs Biodata of presenter: Desmond ak Sandum, who has taught English for over 13 years, uses Emotional Quotient (E.Q) and P.L.AY approach in his lesson preparation and believes in humanism model in teaching. He likes to discuss fresh ESL interventions to meet student needs. He now mentors dedicated ESL instructors who wish to revolutionize their ESL classrooms. 9.15 – 9.40 am 32
Teaching Vocabulary Using Total Physical Response (TPR) Method and Traditional Games in Year 3 * 1RANMEET KAUR SIDHU A/P PARITAM SINGH 1,Authors’ EDUCATION DEPARTMENT, UNIVERSITY KEBANGSAAN MALAYSIA, BANGI, MALAYSIA *E-mail: [email protected] ABSTRACT Vocabulary instruction in the English language is crucial, but it may also be difficult. Because of the difficulty of learning new words, many pupils find them boring and uninteresting. Teachers in Pengerang, Johor used the Total Physical Response (TPR) method and traditional games as part of an effort to bring playfulness and learning into a classroom where vocabulary is taught. It was decided to use language games because they would allow pupils to learn vocabulary in a more interesting and participatory way, independent of their learning style or language level. This study was conducted in a government primary school in Pengerang, Johor, Malaysia involving 6 standard 3 ESL pupils from a mixed proficiency class where data was collected quantitatively using Pre-test and Post-test questions and open-ended and close-ended questionnaires. Results from the pre and post-tests significantly showed that language games in English language lessons, specifically focusing on vocabulary acquisition, helped to increase the student’s motivation to learn vocabulary while improving their ability to memorize the new words learned. The study findings highlighted that use of language games and TPR was effective during lessons as the games attracted them to the learning process and simultaneously heightened their interest to learn the language. Keywords: language games, total physical response, vocabulary Biodata of presenter: Primary English teacher at Sekolah Kebangsaan Sungai Rengit, Pengerang Johor. Working part-time as a tutor and International English Test (IET) examiner at UKM. Completed PGCE at the University of Nottingham Malaysia Campus. On-going classes of Master in Education-TESL at UKM. 9.45 – 10.10 am 33
‘PREP UP!’: AN ACTION VIDEO SONG TO IMPROVE PREPOSITION OF PLACE AMONG YEAR 4 ESL REMEDIAL PUPILS 1Patrick Paul Raj, 2Nur Ainil Sulaiman 1 SK Tasik Damai, Ipoh, Perak 2 Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor *E-mail: [email protected] ABSTRACT The Ministry of Education (MOE) has always focused on the teaching of English as Second Language to be an effective platform for producing holistic learners. Grammar is one of the fundamental language components in English language. Over the years, the level of grammar acquisition has declined among the primary school pupils especially the remedial pupils. The remedial pupils have difficulty to understand the preposition of place and its purposes. The existing preposition video songs in many platforms are using complex language in a fast beat making it difficult for the pupils to follow. Thus, this action video song is created to promote different yet fun-filled learning for the remedial pupils to learn and understand the preposition of place effectively. This action video song is self-written and selfcomposed according to the comprehension level of remedial pupils with close reference to the DSKP. This song is also beneficial for the Year 4 Remedial Instruction programme (R.I) teachers to use the song in teaching preposition for remedial pupils. ADDIE model of instructional design has been used to create this song. 15 remedial pupils from a primary school in Ipoh, Perak were selected as samples. A pre-test and post-test had been conducted to test the effectiveness of this action video song. The findings revealed that the incorporations of V-A-K; visual-auditory and kinesthetic learning styles has proven drastic improvements among the samples in enhancing and demonstrate their understanding on preposition of place effectively. Keywords: Remedial Instruction (R.I); remedial Year 4 teachers; V-A-K learning styles; ADDIE model Biodata of presenter: Patrick Paul Raj started his journey as a rural primary school teacher in 2016 and now serving as an English teacher in SK Tasik Damai. Keen in producing effective teaching aids to facilitate learning. Currently pursuing Masters in Education (TESL), UKM to elevate knowledge and improve teaching skills. 2.45 – 3.10 pm 34
The Art of Crafting Excellence among ESL Educators Zanurin bin Mohamad Safar Sekolah Menengah Kebangsaan Sultan Badlishah, 09000 Kulim, Kedah, Malaysia [email protected] ABSTRACT Gearing towards excellence is not a choice among all educators including ESL teachers, lecturers and officers. The in-service teachers’ grades such as DG41, DG44, DG48, DG52 and DG54 are created by the Ministry of Education with a purpose. Each grade highlights its roles and in general all those roles are closely linked to excellence; rendering the best service to the stakeholders. Consequently, some educators fail to perform their roles well. It is a great concern that some of the ESL educators are blurry about their roles and how to nurture excellence in them. This paper aims to share practical and effective strategies for crafting excellence among ESL educators based on the presenter’s 30-year journey as an English Language educator. The presenter will also highlight ways to nurture and enhance excellence among ESL educators through a proper planning and vision setting. Keywords: Excellence, ESL educators, practical strategies Biodata of presenter: Zanurin bin Mohamad Safar is a Master Teacher of English Language (Special Grade C) who has been an English Language educator for thirty years. His research interests are pedagogical strategies, cognitive development among learners and teacher professional growth. He has been presenting ESL papers at various international conferences. Mr Zanurin is currently the President of Darul Aman English Language Learning and Teaching Association (DELTA). 3.15 – 3.40 pm 35
INSIGHTS FOR 21ST CENTURY ACTIVITIES IN ESL CLASSROOMS William Mark Joseph Raj Kuala Muda/Yan District Education Office, Sungai Petani, Kedah. Malaysia [email protected] ABSTRACT Teachers are currently challenged by the focus on 21st century teaching and learning, which demands a shift to digital as well as ‘unplugged’ pedagogies. This sharing session highlights some of the methods or approaches to create an active classroom participation that aims to expose, nurture and activate some essential 21st century activities among ESL teachers which are ready to be adopted and adapted. Teachers should provide more than just an insight on how essential 21st century skills can be integrated in ESL classrooms. The activities shared during this session are appropriate in developing skills such as creativity and innovation, problem solving, and collaboration. Keywords: Cooperative Learning Biodata of presenter: William Mark Joseph Raj is a School Improvement Specialist Coach (SISC+) for Languages in Kuala Muda Yan District Education Office since March 2013. Prior to that, he was teaching in primary schools for 19 years and held the post of Guru Cemerlang Bahasa Inggeris since 2010. He obtained his Bachelor of Education (2001) and Masters in Education Management and Administration (2009) from Universiti Sains Malaysia. His passion has always been teaching and learning with practical ideas and activities to bring life into the classrooms. 3.45 – 4.10 pm 36
DAY 1 ROOM 4 (Jati) FRIDAY 16/06/2023
Challenges and Strategies Taken by English Language Educators in Tertiary Institutions during Emergency Remote Teaching and Learning: A multiple case study of Malaysia, Maldives and Indonesia Dr Maslawati Mohamad, Universiti Kebangsaan Malaysia Siti Mahirah binti Ab Wahab, SK Kem Terendak 2, Melaka ABSTRACT The strike of COVID-19 pandemic has affected various sectors tremendously, including the education sector around the globe. This situation has forced the closure of most educational institutions, which include higher learning institutions. Since the Movement Control Order (MCO) announcement, most teaching and learning processes in higher learning institutions have been transferred online. The shift to online learning brings different challenges for teachers in higher learning institutions, including English teachers regarding technological skills, and assessment. The researchers adopted a multiple case study to explore the strategies of 34 English teachers from nine universities to overcome the challenges during Emergency Remote Teaching and Learning (ERTL). The data was collected through focused group interview sessions, individual open-ended responses via Google Form and Whatsapp discussion threads. The recorded sessions were then transcribed verbatim and were analyzed using NVIVO software to identify the common categories and themes. The findings show that English teachers overcome problems with regard to their technological skills by seeking help from their colleagues, attending courses, training and webinars and choosing suitable platforms for online learning and also conducting better online assessments. The faculty could also provide more webinars, online training, and courses to help teachers to perform better during online learning. This study is believed to shed some light on aspects that need to be considered while planning and executing a meaningful ESL online teaching and learning experience in higher learning institutions, particularly in developing countries. Keywords: challenges, English language teachers, interventions, remote online teaching and learning, tertiary institutions. Biodata of presenter 1: Maslawati Mohamad is a senior lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia. Currently, she is the Chair of the Centre of Innovation in Teaching and Learning. Her research interests are in Teaching Reading, Listening and Speaking in ESL/EFL contexts, materials design, development and research for English language teaching and learning and language assessments. Biodata of presenter 2: Siti Mahirah Ab Wahab was born in Melaka, Malaysia in 1990. She graduated from Institut Pendidikan Guru Malaysia Kampus Batu Lintang, Sarawak/ University of Otago, New Zealand and recently completed her Master’s Degree in TESL at Universiti Kebangsaan Malaysia (UKM). She is a primary school teacher and has been teaching for 9 years. 8.15 – 8.40 am 37
Communication Strategies for Communicative Competence in English as a Lingua Franca Marcella Caprario English Department, Northern Arizona University, Flagstaff, Arizona, United States E-mail: [email protected] ABSTRACT In today’s globalized world, English is often used as a lingua franca, a bridge connecting linguistically and culturally diverse speakers. Such use of English as a lingua franca (ELF) is facilitated by communication strategies, which have been defined as “communicative devices that speakers rely on to negotiate and construct meaning in interaction, which contribute to effective and successful communication” (Kaur, 2022, p. 36). Examples include self-paraphrasing, comprehension checking, requesting clarification, and many others. ELF users employ strategies to support mutual understanding and build rapport by preempting and repairing communication problems. However, little guidance exists for instructors to teach and assess these strategies despite a large and growing population of global ELF users (Taguchi & Ishihara, 2018). In response, the presenter created and evaluated pedagogical materials based on ELF research, shifting pedagogical focus from accuracy of L1 English norms to strategic competence for achieving communicative aims. Strategies for instruction were selected based on frequency in the literature, relevance to the target university students, and hypothesized teachability. Excerpts of authentic audio files and their accompanying written transcripts were extracted from ELF corpora to create guided discovery language analysis activities and assessments. Speaking tasks were developed based on participants’ communicative needs to provide opportunities to apply learning during realistic and meaningful communicative experiences. Participants also engaged in brief, in-class reflective activities and out-ofclass communication journals. The communication strategy materials were pilot tested with 26 L1 and L2 English speaking university students. The pilot study resulted in improved communicative competence, and student participants’ reactions to the training were overwhelmingly positive. This presentation briefly overviews relevant literature and presents examples of the newly created materials. Recommendations are offered for creating similar materials for other teaching contexts to support learners in achieving their communicative goals. Keywords: English as a lingua franca; communicative competence; communication strategies; strategic competence, global English language teaching Biodata of presenter: Marcella Caprario is a PhD candidate at Northern Arizona University in the United States, a Fulbright Student Researcher at Universiti Malaya in Kuala Lumpur, and an experienced language teacher, teacher trainer, and program administrator. Research interests include English as a lingua franca, L2 pragmatics instruction, intercultural communication, and corpus pragmatics. 8.45 – 9.10 am 38
Nurturing Speaking Confidence among Intermediate ESL Learners through SORA-SORA Noor Aiman binti Ahmad Tajuddin English Language Panel, SMK Khir Johari, 08000 Sungai Petani, Kedah, Malaysia [email protected] ABSTRACT SPM candidates’ speaking skill is now examinable under the new CEFR-aligned curriculum. ESL students with low competency typically experience anxiety when carrying out speaking activities due to their lack of speaking proficiency. Most of the time, they are unsure of what needs to be done to accomplish the speaking tasks; and as a result, their confidence in speaking the language is affected. SORA-SORA was created to guide learners’ manoeuvre through the tasks’ requirements. Using a step-by-step approach, this innovation enables candidates to utilise a wide range of expressions resulting in successfully held discussions. Injecting fun into classroom activities during the implementation of SORA-SORA helped reduce speaking anxieties among my students. There was a noticeable improvement in their trial exam scores compared to a previous score test. Interviews with students revealed their belief on how SORASORA had helped them develop their confidence. Based on observations, results clearly showed that despite some students' limited vocabulary, they were still able to use techniques learned through SORASORA in class to carry out discussions with ease and, as a result, improve their confidence and speaking skills. Keywords: speaking skills, anxieties, speaking confidence Biodata of presenter: Noor Aiman is an English Language teacher who has been teaching for 11 years. She is enthusiastic to make a difference in the lives of her students through the acquisition of the English language. To that end, she believes that she must not stop learning. She loves meeting new people and sharing ideas and strategies which she could use to help her students. She has taken part in various seminars and colloquiums where she shared her strategies which she had found to be effective with her students. She has also developed techniques to help her weak learners improve their speaking and writing skills. Most of her works are related to building learners’ motivation through the use of innovative strategies. She loves challenges and finds teaching weak learners can actually spark joy! 9.15 – 9.40 am 39
LET’S P@D-SPEAK – THE IMPACT OF USING PADLET TO IMPROVE SPEAKING SKILLS KIRANJIT KAUR A/P BALBIR SINGH SMJK Sin Min, Sungai Petani, Kedah Darul Aman [email protected] ABSTRACT The introduction of Padlet as a learning tool has changed the traditional method of teaching from teacher-centered to student-centered. This is displayed clearly in the classes where Padlet has been integrated in teaching, particularly in the online classes. The aim of this action research is to share the effectiveness of Let’s P@d-Speak activity using the Padlet application particularly to erase the fear of speaking English among ESL students. This paper aims to share ideas and insights on the implementation of a speaking activity named Let’s P@d-Speak, which was designed to address the ‘Speaking’ issue among the low proficient upper secondary students in SMJK Sin Min. The research samples are 26 upper secondary Chinese students from class A51 who are mostly anxious when it comes to speaking the language. They are required to post their brief oral sharings on topics given from the textbook, on the assigned Padlet wall. Their progress are recorded fortnightly using a qualitative analysis of oral interviews as well as solo presentations conducted in class where scores are based on the SPM Speaking band. The on-going findings so far indicate that despite initial slow progress, Let’s P@d-Speak has been generally accepted by the targeted samples whereby they have gradually showed interest to record and save their oral sharings without the fear of making mistakes while speaking. This one-year study which started in October 2022, is to guide these low proficient students to be able to speak with confidence before their trial examination which will be in October 2023. Based on a series of observations and critical reflections, this paper will also present some useful guidelines in using Let’s P@d-Speak to assist teachers to foster their students’ ability to grasp the speaking skills in the ESL classroom. Keywords: Padlet, speaking, low proficiency, ESL classroom Biodata of presenter: Kiranjit Kaur Balbir Singh (B.ED TESOL, MA TESOL), also fondly known as Teacher Kiran, has been teaching the English Language subject for 23 years. Currently teaching at SMJK Sin Min in Kedah, the presenter is also an excellent teacher in the subject. Besides being the Head of the school English Panel, Teacher Kiran was also awarded the Edufluencer 2.0 by the Education Performance and Delivery Unit (PADU), Ministry of Education in 2022. She was also proudly chosen as the Educational Technology educator by the Kedah State Government. Her research interests are mostly on teaching methodologies mainly on digital education and 21st century learning strategies. 9.45 – 10.10 am 40
INTEGRATING CLOUD-BASED TECHNOLOGY INTO ESL CLASSROOMS: THE IMPACT ON STUDENTS’ WRITING AND SPEAKING SKILLS. Khalipah Mastura Binti Khalid English Unit, Kedah Engineering Matriculation College, 08000 Pendang, Kedah, Malaysia [email protected] ABSTRACT Incorporating social media in education and in language teaching has become a growing interest among educators. Google Drive, blog and padlet appear to be among the effective tools in enhancing writing and speaking skills, as their interactive platforms enable learners to exchange comments and offer feedback to each other, thus allowing learners to reflect on their own work and the learning process. This innovative task is created to share the effectiveness of collaboration through peer feedback in order to enhance the writing and speaking skills of students in online settings. This is to highlight that students’ collaboration using Google Drive, blog and padlet can provide huge impacts on students’ written and spoken language development and improve their personal writing and speaking skills in ESL contexts .Thirty students in their first semester of a one year course at Kedah Engineering Matriculation College took part in this innovative approach which integrates multimodal functionality of the blended learning combined with face to face interaction and discussions. Qualitative case study method was employed using semistructured interview, online discussions and observation. Overall, students have very positive attitude towards using Google Drive, blog and padlet applications in editing, giving and providing feedback. It is proven that this interactive, cloud-based technology could be integrated into ESL classrooms to support students’ writing and editing, and to engage students in collaborative writing and improve interactions between writers and readers. Working via Google Drive, blog and padlet also provided students the opportunity to engage themselves with 21st century literacy practices and a space in the classroom to trial changes to a conventional pedagogy, curriculum and assessment practices. As a conclusion, the discussion of the result highlights the importance of social media in promoting language learning within a collaborative environment that is essentially learner-centred and teacher facilitated. Keywords: Google Drive, Cloud-based technology, Collaborative learning, Blog, Padlet Biodata of presenter: Khalipah Mastura Khalid is an English lecturer at Kedah Engineering Matriculation College. Graduated from Universiti Putra Malaysia and Universiti Sains Malaysia, her research work is related to upgrading writing skills and ability among students of Matriculation colleges in Malaysia. She has conducted courses and workshops, presented research papers, appointed as the speakers, panels and moderators in various seminars and conferences at national and international levels since 1996 – 2023. 2.45 – 3.10 pm 41
English Language Challenges of Malay Medium Primary Schools in Malaysia: A Qualitative Study on Teachers Perspective MONABBIR JOHAN [email protected] School of Languages Literacies and Translation Universiti Sains Malaysia MANESHA KAUR A/P RAJENDRA SINGH [email protected] School of Languages Literacies and Translation Universiti Sains Malaysia Abstract English language is a challenging issue in Malaysian primary schools’ education for both the teachers and students. Focusing on the teachers’ perspective, this qualitative research investigated the English language challenges of Malay medium primary schools in Malaysia. Data was collected through semi-structured interviews with the lecturers who taught English as a subject teaching in Malay medium primary schools in Malaysia. The findings of the research indicates that the students faced acute challenges in their academic English texts, teachers teaching style and English as Medium of instructions. This study also suggests strategies and procedures to overcome the English language challenges of primary schools in Malaysia based on teachers' perspectives. Keywords:English Language, English as Medium of Instruction (EMI), Malay Medium Education, Primary Schools in Malaysia. Author Bio: MONABBIR JOHAN Monabbir Johan is a Ph.D. Candidate in Applied Linguistics at the School of Languages, Literacies and Translation in University of Science, Malaysia (USM). As a researcher, he has involved himself in scholarly works. His research interests include Academic Literacies, English as Medium of Instructions, Teachers Belief and Cognition, English Language Education, Teacher Education, English for Specific Purpose, English for Academic Purpose and Higher Education in EFL/ ESL Context. Monabbir Johan published a wide range of scholarly articles in international scholarly journals such as English Teaching and Learning and Journal of Asia TEFL. MANESHA KAUR A/P RAJENDRA SINGH Manesha Kaur A/P Rajendra Singh is a Doctoral candidate in the School of Languages, Literacies and Translation, Universiti Sains Malaysia (USM) and a Teacher at SMK St Patrick School in Kedah Malaysia. She has published several articles regarding Secondary Schools (OPS-English) Program and Creative Vocabulary Activities in English Language Classroom in Malaysian Context. Manesha’s research interests are in Discourse analysis, Sociolinguistics, Syntax, English language Education and Language Learning and Teaching. 3.15 – 3.40 pm 42
FLUENT AND FABULOUS: MASTERY OF READING WITH EASE USING MICROSOFT IMMERSIVE READER SHEE YUEN LING UNIVERSITY OF MALAYA, KUALA LUMPUR, MALAYSIA [email protected] ABSTRACT Reading fluency is often a major challenge for non-native speakers in the ESL classroom. Many students struggle to read English text with speed, accuracy, and appropriate expression, which can lead to frustration and a lack of confidence in their language abilities. Therefore, it is crucial to address the problem of reading fluency in the ESL classroom to support students' language development and academic success. A mixed method research had been used to test the effectiveness of using Immersive Reader features on improving reading fluency of students. Microsoft Immersive Reader is a powerful tool designed to improve reading fluency and comprehension by providing a range of features such as text-tospeech, word highlighting, and translation capabilities. It can help make digital content more accessible to users with disabilities as it provides customisable text options, such as font size, colour, and spacing, to make reading easier for users who have difficulty reading standard text. On top that, Immersive Reader's text-to-speech feature can help users improve their reading fluency by allowing them to hear the text read aloud. This can help users who struggle with decoding, pronunciation, or comprehension. Moreover, Immersive Reader's word highlighting, and picture dictionary features can help users better understand and comprehend the text they are reading. The tool can also provide translations for words and phrases, making it easier for users who are learning a new language or reading content in a language they are not fluent in. Besides, Immersive Reader's features, such as the ability to adjust the reading speed and focus mode, can help users stay engaged with the text and reduce distractions. The results showed that using immersive reader to practice reading increased the accuracy and automaticity of word decoding which led to the improvement of reading fluency and learning experience. Keywords: Microsoft Immersive Reader, reading, fluency BIODATA OF PRESENTER SHEE YUEN LING is an English language teacher. She embraces lifelong learning as her life principle and believes that to teach is to touch the soul. She upskills herself to contribute and improve the quality of education in Malaysia. She is an Edufluencer with the Minister of Education and Microsoft Innovative Educator Expert (MIEE). 3.45 – 4.10 pm 43
DAY 2 ROOM 1 (Istana Melaka) SATURDAY 17/06/2023