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Published by siscbiwilliamraj.ppdkmy, 2019-11-29 07:36:39

La'i-CELT 2019

Latest 29 Nov. 2019

INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING

(La’ i–CELT 2019)

Empowering High Impact Learning and Teaching in English Language Classrooms:
Embracing New Discoveries and Global Trends

30 NOVEMBER 2019—01 DECEMBER 2019
LANGKASUKA HOTEL, LANGKAWI ISLAND,

KEDAH, MALAYSIA

ORGANIZED BY :
CO-ORGANIZED BY :

Lifelong Learning should be instilled, developed, and sustained in the hearts and souls of all educators. In the teaching and
learning of the English Language, the practice of lifelong learning is mandatory. Teachers of English Language must strive
towards improving on their teaching in tandem with their efforts in continuous professional development. In a valiant effort to
enhance this learning process among educators, the 1st Langkawi International Conference on English Language
Teaching 2019 (La‘ i-CELT 2019) has been initiated as a continuation of La‘CELT 2016, La‘CELT 2017 and La‘CELT 2018
with many successful stories told and shared.
The teaching and learning of English has been evolving in line with the global trends and needs. Recently, much emphases
are given on instructional strategies for the 21st century teaching and learning as well as preparations for the 4th Industrial
Revolution. Such developments bring challenges to educators who must ensure the outcomes of English lessons achieve the
desired impacts. Teaching ESL/EFL in this digital era is demanding. Accomplishing high impact learning and teaching is a
fundamental issue that must be examined closely and embraced by all stakeholders.

La’ i-CELT 2019 is a platform for ESL/EFL classroom practitioners to share the efficacy of their instructional practices which
promote high impact teaching and learning. All teachers, lecturers, researchers, education officers and trainers, material and
curriculum developers as well as second and foreign language experts are warmly welcomed to contribute to the scholarly
sharing sessions through paper presentations and workshops. The academic exchanges and interactions on what works well
in the ESL/EFL classrooms will greatly benefit those who are involved in the field of teaching English as a second or foreign
language.

Enhancing the quality of English Language educators through lifelong learning process.

 To share quality inputs on English Language learning and teaching which focus on the weak and reluctant learners ;
 To expose teachers to innovative ideas and strategies on teaching English among weak and reluctant learners ;
 To discuss various critical issues on the teaching and learning among weak and reluctant learners.

Empowering High Impact Learning and Teaching in English Language Classrooms :
Embracing New Discoveries and Global Trends

 Creativity and innovation in ELT
 Effective strategies in developing language skills
 Language learning and technology
 21st century ESL/EFL Classrooms
 Digital literacies and ELT
 Digitally powered classrooms
 Language and communication
 Differentiated teaching and learning
 Research in ELT
 Developing language skills towards global standards
 Professional learning communities
 Literature in ELT
 Highly Immersive Programme for English
 English for specific purposes
 Implementation of CEFR in ESL/EFL classrooms
 Material selection, adaptation and production

2

English Language educators from all over the country and several parts of the world would be participating in this event. Most
probably, most of them are the ones who have attended La‘CELT 2016, La‘CELT 2017 and La‘CELT 2018. There would be
officers from State Education Offices, District Education Offices, Teachers‘ Education Institutes all over Malaysia. Participation
for La‘ i-CELT 2019 is also opened to participants around the globe especially from Thailand, Indonesia, Brunei, Vietnam and
Singapore.

La‘ i-CELT 2019 is organized by Darul Aman English
Language Teaching and Learning Association
(DELTA)

ADVISOR 1
Tn. Hj. Idris bin Osman
President Mdm. SUZIHANA BINTI SHAHARAN
Majlis Pengetua Sekolah Malaysia (MPSM) Kedah (SMK Kulim, Kulim)
CHAIRPERSON
Mr. Zanurin bin Safar OPENING CEREMONY
(SMK Sultan Badlishah, Kulim) Mr. Imran bin Mohd Saat (H)
President of DELTA (SMA Fauzi, Yan)
DEPUTY CHAIRPERSON Mr. William Mark Joseph Raj
Mdm. Noor Hayati binti Abdullah
(PPD Kuala Muda Yan, Kedah) (PPD Kuala Muda Yan, Kedah)
Vice President of DELTA Mdm. Ruzila binti Amir Hamzah
EXECUTIVE DIRECTOR (SMK Sultanah Bahiyah, Alor Setar)
Mdm. Ruzila binti Amir Hamzah Mdm. Wan Hasniza binti Othman
(SMK Sultanah Bahiyah, Alor Setar) (SMK Kelibang, Pulau Langkawi)
CHIEF CO-ORDINATOR
Mdm. Ku Nor Suriati binti Ku Ishak Ms. Nur Hasmin binti Hamzah
(SMK Batu 17, Padang Lumat) (SMK Kulim, Kulim)
SECRETARY
Mr. Hafizuddin bin Yahaya Mdm. Noor Aiman binti Ahmad Tajudin
(SMK Dato‘ Syed Ahmad, Kuala Nerang) (SMK Teluk Bayu, Sungai Petani)
ASSISTANT SECRETARY
Mr. Mohammad Aliff bin Mohd Shahrizan WELCOMING
(SMK Sik, Sik) Mr. Zanurin bin Mohamad Safar (H)
TREASURER
Mdm. Sharon Taty binti Mokhtar (SMK Sultan Badlishah, Kulim)
(SMK Changlun, Changlun) Mdm. Noor Hayati binti Abdullah
ASSISTANT TREASURER (PPD Kuala Muda Yan, Kedah)
Mdm. Saharah binti Abdullah
(SMK Jerai, Sik) Mdm. Suzihana binti Shaharan
(SMK Kulim, Kulim)
3

ONLINE REPORTING REGISTRATION
Mr. Mohammad Aliff bin Mohd Shahrizan (H) Mr. Mohd Azham bin Amran
(SMK Sik, Sik) (SMK Padang Terap, Padang Terap)
Mdm. Wan Hasniza binti Othman Ms. Nur Hasmin binti Hamzah
(SMK Kelibang, Pulau Langkawi)
Mdm. Nor Nafisah binti Norzemi (SMK Kulim, Kulim)
(SMK Seri Ampang, Alor Setar) Mdm. Noor Aiman binti Ahmad Tajudin

PUBLICITY SMK Teluk Bayu, Sungai Petani)
Mdm. Norifah binti Nordin Mdm. Nor Nafisah binti Norzemi
(SMK Labu Besar, Kulim) SMK Seri Ampang, Alor Setar)

2 GOODIE BAGS
Mdm. Pow Mei Seen (H)
Mdm. NORAIDA BINTI KAMIS (SMK Tunku Abd Aziz, Simpang Empat)
(SMK Mahsuri, Pulau Langkawi) Mr. William Mark Joseph Raj
(PPD Kuala Muda Yan, Kedah)
BANNERS / STREAMERS
Mr. Nizam Shah bin Che Udat (H) 4
(SMK Kedawang, Pulau Langkawi)
Mr. ZANURIN BIN MOHAMAD SAFAR
GIFTS (VIP) (SMK Sultan Badlishah, Kulim)
Mdm. Noraida binti Kamis
(SMK Mahsuri, Pulau Langkawi) SPECIAL TASK
Mr. Hafizuddin bin Yahaya (H)
PREPARATION OF VENUES (SMK Dato‘ Syed Ahmad, Kuala Nerang)
Mdm. Noraida binti Kamis
(SMK Mahsuri, Pulau Langkawi) Dr. Norhayu Norany
(IPG Kampus SAH, Sungai Petani)
SHOWCASE / BOOTHS
Mdm. Wan Hasniza binti Othman (H) Mdm. Noor Hayati binti Abdullah
(SMK Kelibang, Pulau Langkawi) (PPD Kuala Muda Yan, Kedah)
Mdm. Ku Nor Suriati binti Ku Ishak
(SMK Batu 17, Padang Lumat) MODERATORS
Dr. Norhayu Norany Ms. Nur Hasmin binti Hamzah (H)
(IPG Kampus SAH Sungai Petani)
(SMK Kulim, Kulim)
Mr. Zanurin bin Mohamad Safar
(SMK Sultan Badlishah, Kulim)

3 WEBSITE
Mdm. Ku Nor Suriati binti Ku Ishak (H)
Mr. WILLIAM MARK JOSEPH RAJ
(PPD Kuala Muda Yan, Kedah) (SMK Batu 17, Padang Lumat)
Mr. Imran bin Mohd Saat
ACCOMMODATION (SMA Fauzi, Alor Setar)
Mr. Mohd Azham bin Amran
(SMK Padang Terap, Padang Terap) Mr. Mohammad Aliff bin Mohd Shahrizan
(SMK Sik, Sik)
CERTIFICATES
Mdm. Nor Nafisah binti Norzemi (H) ABSTRACT SELECTION
(SMK Seri Ampang, Alor Setar) Dr. Norhayu Norany
Mdm. Ku Nor Suriati binti Ku Ishak
(SMK Batu 17, Padang Lumat) (IPG Kampus SAH, Sungai Petani)
Mdm. Ruzila binti Amir Hamzah
(SMK Sultanah Bahiyah, Alor Setar) e-PROCEEDiNGS
Mr. Zanurin bin Mohamad Safar (H)

(SMK Sultan Badishah, Kulim
Dr. Norhayu Norany

(IPG Kampus SAH, Sungai Petani)
Mdm. Selvamalar Selvarajan

(Politeknik Tuanku Sultanah Bahiyah, Kulim)

4

5 DOCUMENTATION
Mdm. Noor Aiman binti Ahmad Tajudin (H)
Mdm. NOOR HAYATI BINTI ABDULLAH
(PPD Kuala Muda Yan, Kedah) (SMK Teluk Bayu, Sungai Petani)

NAME TAGS Mdm. Sarasvathi A/P Subramaniam
Mdm. Sarasvathi A/P Subramaniam (H) (SMK Guar Chempedak, Guar Chempedak)
(SMK Guar Chempedak, Guar Chempedak)
Mr. Imran bin Mohd Saat Mr. Hafizudin bin Yahaya
(SMA Fauzi, Yan) (SMK Dato‘ Syed Ahmad, Kuala Nerang)

PROGRAMME BOOK PHOTOGRAPHY
Mr. William Mark Joseph Raj Mr. Imran bin Mohd Saat (H)
(PPD Kuala Muda Yan, Kedah)
(SMA Fauzi, Yan)

Mr. Mohammad Aliff bin Mohd Shahrizan
(SMK Sik, Sik)

Mr. Hafizudin bin Yahaya
(SMK Dato‘ Syed Ahmad, Kuala Nerang)

TIME ACTIVITIES VENUE / ROOMS

7.30 a.m.— 8.30 a.m. Registration Hotel Lobby
Diamond
Paper 1— Wan Hasniza binti Othman Emerald
Nurturing Narrative Writing Skills among Intermediate ESL Learners Zamrud
Diamond
8.30 a.m.—9.00 a.m. Paper 2—Faraliza bt. Ahmad Shukri
Mastering Poems Via Song Lyrics from Hit Songs Diamond

Paper 3—Chin Da Bun Tiang
Aulstra in Malaysian Vernacular Primary Schools: A Preliminary Study

9.05 a.m.—10.00 a.m. Workshop 1— Mohd Saat bin Abas & Suzihana binti Shaharan
Industrial Revolution 4.0 (IR4.0) : Impact and Challenges to Educators
and Education.

10.05 a.m.—10.45 a.m. OPENING CEREMONY
Graced by Yang Berhormat Dr. Salmee binti Said
Kedah State Executive Councilor
Chairman of Education, Human Resource Development and Human Cap-
ital Development Committees

10.45 a.m.—11.15 a.m.

5

TIME ACTIVITIES VENUE / ROOMS

Keynote Address Diamond
Associate Professor Dr. Jonathan Newton
11.15 a.m.—12.15 p.m. Victoria University of Wellington, New Zealand Diamond
Floundering or Flourishing in the English Language Classroom? Emerald
Roadblocks from the Past and Roadmaps for the Future Zamrud

Paper 4— Lanchukorn Sriwimon
Project Based Learning (PBL) in an Academic Reading Class: Connecting
Classroom to the Real World

Paper 5—Nagendraj Anandha Narayanan
12.20 p.m.—12.50 p.m. Investigating The Element of Culture in Illustrations in CEFRL-Aligned

‗Superminds‘ Textbooks: A Semiotic Approach

Paper 6—Tay Sue Yen
MYReaders Remedial Reading Program

12.50 p.m.—2.00 p.m..

2.00 p.m.—3.00 p.m. Workshop 2— Associate Professor Dr. Jonathan Newton Diamond
Where‘s the Learning when you‘re not Teaching? Diamond
Emerald
Paper 7—Roslinda Bt Ahmad Zamrud
Effective Questioning Techniques in an Average Classroom Emerald
Zamrud
3.05 p.m.—3.35 p.m. Paper 8—Tram Huyen Kieu
Some Suggestions to Make ESL Reading Lessons More Engaging

Paper 9—Soonufat Supramaniam
Global Lessons from Abu Dhabi For a Malaysian Teacher

3.40 p.m.—4.40 p.m. Workshop 3— Faraliza bt. Ahmad Shukri
Magical Touch on Writing Quality, Well Developed Paragraphs with
D.A.D and M.A.M Techniques

Workshop 4— Norhayu binti Norany
Research Tools Kit for Novice Researchers

4.40 p.m.

6

TIME ACTIVITIES VENUE / ROOMS

7.00 a.m.— 8.00 a.m.

8.00 a.m.—8.30 a.m. Paper 10— Hadzrawiah binti Abu Kasim & Suraya binti Harun Diamond
8.35 a.m.—9.05 a.m. Developing Learner Autonomy through E-Portfolio among TESL Trainees Emerald
at Institute of Teacher Education Ipoh Campus Zamrud
Diamond
Paper 11—Farid Zahier Bin Zikri Emerald
Teacher Educator‘s Belief on Pre-Requisite Criteria for Preservice ESL
Teachers‘ Admission to Teacher Education Programme Zamrud

Paper 12—Wichita Thong-Anan & Langchukorn Sriwimon Diamond
The Readiness of Songkhla as a World Heritage Site Tourist Attraction:
A Linguistic Landscape View of Business Owners‘ Perceptions of Lan- Diamond
guage Choices in Shop Signs in Songkhla Old Town Emerald
Zamrud
Paper 13—Yashwanora Yahaya Diamond
Feed Up, Feed Back, Feed Forward: The Collaborative Experience of Emerald
Teacher Trainees at IPGKBA Zamrud

Paper 14—Markus Gatuman @ Marcus Raja
Getting Reluctant Learners to Write? But How?

9.10 a.m.— 10.10 a.m. Paper 15—Selvamalar Selvarajan
The Use of Discourse Markers among Non-Native Speakers of English
Language

Plenary 1
Dr. Khairul Aini binti Mohamed Jiri
English Language Training Centre, Ministry of Education
ESL in Malaysia: Bridging Theory & Practice through Reflective Practice

10.10 a.m.—10.30 a.m.

Paper 16—Sharmila Diamodzarau
Professional Learning Community (PLC) in SMK Tunku Sulong

10.30 a.m.—11.00 a.m. Paper 17—Khairul Husna A.K
English Educators of the Fourth Industry: Are We Revved Up For It?

Paper 18—Elina Tan binti Shariff Tan
Coaching Middle Leaders: Insights and Inspirations

Paper 19—Rohaya Abdullah
Employing HOTS Using Design Thinking to Develop Learner Autonomy:
A Case Study

11.05 a.m.—11.35 a.m. Paper 20—Sahila binti Shukor
HIP – Hype!

Paper 21—Khalipah Mastura binti Khalid
Enhancing Learners‘ Writing Skills via GOT Program: A Case Study

7

TIME ACTIVITIES VENUE / ROOMS

Plenary 2 Diamond

11.40 a.m.— 12.40 p.m. Dr. Hj Mohd. Fauzi bin Kamarudin
Deputy Director, Malaysia Center for e-Learning (MyCeL)
Humanizing Education: The NLP Approach

12.45 p.m.—2.00 p.m.

2.00 p.m.—3.00 p.m. Workshop 5— Dr. Hj Mohd. Fauzi bin Kamarudin Diamond
NLP Tools for Teaching and Learning Diamond
Emerald
3.05 p.m.—3.35 p.m. Paper 22—Haaiyon binti Ahmad Zamrud
Google Classroom for Student Teachers‘ Learning Journey
Diamond
Paper 23—Zanurin bin Mohamad Safar Emerald
Revealing the Truth: How to Gauge Genuine and Fallacious Poor ESL Zamrud
Writers? Diamond

Paper 24—Ku Nor Suriati binti Ku Ishak
Enhancing the Implementation of HIP through Problem-Based Learning

3.40 p.m.— 4.10 p.m. Paper 25—William Mark Joseph Raj
The Effects of Readers‘ Theatre on Pupils‘ Reading Fluency and Engage-
ment

Paper 26—Noor Aiman binti Tajuddin
Cultivating Confidence in Weak Learners through Development Of Self
Efficacy

Paper 27—Nur Hanisah Binti Mat Hassin
Adapting Freytag‘s 5-Act Structure in Writing Narrative Essay

4.10 p.m.—4.30 p.m. CLOSING CEREMONY

8

Floundering or flourishing in the English language classroom?: Roadblocks from the past and roadmaps for the future
Name / Title : DR. JONATHAN NEWTON, Associate Professor
Affliation : School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand
Contact : https://www.victoria.ac.nz/lals/about/staff/jonathan-newton
Biodata :
Jonathan Newton has worked as a language teacher and teacher educator for more than 30 years,
with wide experience of engaging with teachers from across Asia. He is currently an Associate Profes-
sor and Director of the Masters in TESOL & Applied Linguistics at the School of Linguistics and Ap-
plied Language Studies, Victoria University of Wellington. His scholarship focuses on classroom lan-
guage teaching, and addresses four main topics:

1. Task-based language teaching (TBLT);
2. Developing L2 speaking skills;
3. Teaching and learning L2 vocabulary; and
4. Fostering intercultural awareness through language education.
5. He has extensive experience in supervising PhD research on these topics.

He is in demand internationally as a conference speaker and has published more than 60 book chapters and articles in leading
applied linguistics journals. He has also co-authored three books, one with Paul Nation, Teaching ESL/EFL Listening and Speak-
ing (2009, Routledge), a second with Nicky Riddiford, Workplace Talk in Action: An ESOL Resource (2010, VUW Press), and a
third, Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking (2018,
Routledge). He has two further books under preparation for publication in 2019: Culture in the Asian EFL classroom, and Using
Tasks in Language Teaching.
Abstract :
In language teaching, methods come and go, just as policy initiatives and education trends (21st century skills, IR 4.0, Deep Learn-
ing, etc.) seem to ebb and flow like waves on the shore. In this talk I want to show how, in the midst of this seemingly relentless
pursuit of the ‗new‘, certain core truths about language and learning have remained consistent and can provide us with beacons to
guide our voyage towards transformational English language classrooms. In language instruction, these insights involve, for in-
stance, building lessons around language as a sense-making tool, channelling the power of creativity and learner agency so as to
cultivate deep learning, engaging the emotional dimensions of language, and leading learners on intercultural learning journeys as
an integral part of all language learning. I will address these and other key themes, illustrating each theme with practical classroom
activities and with actual data collected through research in classrooms across Asia. These themes have powerful implications for
teacher roles, for teaching in a digital world, and for rethinking the very nature of what English language education should look like
in the 21st Century.

9

ESL in Malaysia: Bridging Theory and Practice through Reflective Practice

Name / Title : KHAIRUL AINI BINTI MOHAMED JIRI, Dr.

Affliation : English Language Teaching Centre, Ministry of Education Malaysia
Email : [email protected]

Biodata :
Dr. Khairul Aini Mohamed Jiri is the Head of the Research and Development Department, English Lan-
guage Teaching Centre (ELTC), Ministry of Education Malaysia where she teaches professional devel-
opment courses for the in-service English Language Teachers in Malaysia. She conducted her doctor-
al work at The Pennsylvania State University, University Park, USA with an emphasis on multicultural education and ESL teacher
education. Her work focuses on how pre-service English teachers in Malaysia and United States ―make sense out of‖ or theorizes
everyday racial diversity and inequality in a time when colorblind frameworks seem to predominate in the curriculum . Her other
research interests include assessment & evaluation in ESL classroom, adult education, ESL teacher education, multicultural edu-
cation and narrative inquiry.

Abstract :
For many years, questions revolve around whether an emphasis should be given to either practice or theory in English as a Se-
cond Language (ESL) teacher education. Bridging the two involves examining teachers‘ assumptions, values and beliefs, and
classroom practices to see what impact each has on each other. This presentation will first outline the global trend of ESL today
and its relevance to the ESL in Malaysia. Then the importance of Reflective Practice and the factors that influenced an approach
to Reflective Practice will be highlighted while also examining the tools of Reflective Practice so that teachers (novice and experi-
enced) in Malaysia can not only overcome the fear of doing research but also generate their own theory from practice.

Humanizing Education: The NLP Approach

Name / Title : MOHD FAUZI BIN KAMARUDIN, Dr.

Affliation : Centre for Languages and Human Development, Universiti Teknikal Malaysia Melaka, Malaysia.
Email : [email protected]

Biodata :
Dr Mohd Fauzi bin Kamarudin is a Senior Lecturer at the Department of Human Development, Universi-
ti Teknikal Malaysia Melaka (UTeM). He is currently attached to the Malaysia Center for e-Learning
(MyCeL) as the Deputy Director. He received his doctorate from Deakin University, Australia and his
areas of interest are Change Management and Leadership. Dr. Mohd Fauzi is also a 'Certified NLP
Coach' from Akademi NLP Malaysia.

Abstract :
Education worldwide is embracing rapid change due to globalisation, competition, market orientation and technology. Education
in the modern world puts emphasis on maximizing learners potential. Along with this are greater calls to humanized education to
ensure that the teaching and learning processes are contextualized, dynamic and a personalized experience for students, taking
into account students personalities and learning styles. Many researchers have argued for the use of the Neuro-linguistic pro-
gramming (NLP) to humanize teaching and learning. NLP is a tool based on the way the brain works and an understanding of the
mental and cognitive processes behind human behavior. Despite of having sceptics, particularly in terms of its applicability and
'quasi science' nature, recent research have shown that through recognizing patterns and communication model, NLP can con-
tribute towards the betterment of the language teaching and learning process. This paper presents an overview of the findings in
current research focusing on NLP in education and discusses the implications of these findings for English Language Learning.

The paper concludes by suggesting several NLP techniques that is useful for language teachers.

10

01

Nurturing Narrative Writing Skills Among Intermediate ESL Learners
Name / Title : WAN HASNIZA BINTI OTHMAN, Ms.
Affliation : SMK Kelibang, Langkawi, Kedah
Email : [email protected]

Biodata :
Ms Wan Hasniza binti Othman (B.Ed TESOL, Macquarie University of Sydney) is an enthusiastic
English teacher from SMK Kelibang, Langkawi who loves experimenting and trying out new ideas in
teaching. She has been teaching English for 9 years and is particularly fond of teaching intermediate
& weak students as she finds them more excited and flexible when it comes to joining her in the
quest of finding the best approach to teach English. During her free time, she enjoys running and she thinks running keeps her
energetic in the classroom

Abstract :
Each student who walks into our classroom, comes with something unique and special with them regardless their proficiency level.
This unique quality is hidden within their prior knowledge about something or any given issues (e.g. through reading, movies or
documentaries watched etc.) and their personal life experiences. This means that, when a narrative writing task is assigned, there
is unlimited possibilities of how the storyline can later evolve and develop. The only challenge that teachers may have is that,
some of these students may lack the language proficiency to deliver their ideas and stories and that they do not know how to or-
ganize their ideas properly. This paper aims to share the strategies which are used by the presenter to manipulate students‘ prior
knowledge and life experience and to organize their ideas accordingly in composing any creative writing essays especially for
SPM 1119/1.

02

Mastering Poems Via Song Lyrics From Hit Songs

Name / Title : FARALIZA BT AHMAD SHUKRI, Mdm.

Affliation : SMK Bandar Mas, Kota Tinggi, Johor Darul Takzim
Email : [email protected]

Biodata :
Faraliza who was majoring in Science and Math has started teaching English since 22 years
ago from a non optionist with no English teaching background and being in 11 schools have
made her discover strength and weaknesses among her students from different levels throughout the whole states in Malaysia.
It was from the experience and recommendations from her principal that had given her the opportunity to pursue her studies
majoring in English. She completed her Master in Tesol from Universiti Sains Malaysia 2013 and is currently pursuing her Phd in
TESL in Universiti Teknologi Malaysia. She has been in rural schools which has eventually made her creatively producing sim-
ple, fun,effective and lively techniques that are easily understandable from baby steps by students from all levels . It was through
her students‘ performance which shows huge difference has enabled her to make students master her promising approach.
Apart from that, being the English Speaker for PT3 and SPM Skor A Berita Harian gives her the best platform to share the skills
with both excellent and slow learners from all the states in Malaysia. Her philosophy which is ―slowly but surely‖ has finally pro-
duced quantity and quality students from zero to a hero. This is just a beginning for her more promising and challenging journey
as she will bring these techniques to the next level.

Abstract :
It has always been a challenge teaching students on mastering the poems especially among the average and slow learners.
Besides applying the typical pedagogical approach with baby steps on understanding the poem, one needs to explore other in-
teresting and effective ways for the students to not only understand the main message conveyed from the poem but to master
the poem in depth. Achieving 5 marks for Section D Question 32 will mean the whole world to the mediocre and hard score stu-
dents. Witnessing the students‘ happy faces and enjoying the learning approach through song lyrics and most importantly using
the hit songs makes their day . Apart from that,students not only learn to understand the main message but are able to generate
more ideas when it comes to HOTS questions from the song lyrics provided. The challenge one has in order to have the effec-
tive contact hours is to make sure students always stay awake by having fun, lively and effective learning approach. In short, in
this 21st century the students can even produce their own lyrics from the guide lines provided.

11

03

Aulstra In Malaysian Vernacular Primary Schools: A Preliminary Study

Name / Title : CHINDA BUN TIANG , Mdm.

Affliation : University Sains Malaysia, Malaysia, PhD Student
Email : [email protected]

Biodata :
Chin Da BunTiang is a full-time English language teacher with more than two decades of teaching
experience, and a part-time PhD student at Universiti Sains Malaysia. She holds a B.Ed. in TESL
from Open University Malaysia and she read for her Master‘s (TESOL) at Universiti Sains Malaysia.
Her research interests lie in the area of creative writing and cloud computing.

Abstract :
This study explored the implementation of the authentic learning strategies in a mobile cloud computing environment or
AULSTRA in the teaching of writing in English language. This preliminary study was implemented in a vernacular primary school
classroom. A total of 22 young learners from a national-type Chinese primary school in Kedah, Malaysia, had participated in this
learning experience. The qualitative case study adopted purposive sampling method. The young learners used Google Classroom
as a platform to create a digital magazine. They collaborated in groups of three to produce articles based on topics of interest.
The young learners assumed multiple roles in editorial board such as editors, copyeditors and writers, and their articles were pub-
lished on FlipHTML5 for public reading. Data was collected by means of semi-structured interviews and participant observations.
Braun and Clarke (2006) thematic analysis was used to analyze the emerging themes. The themes were categorized based on
the young learners‘ attitudes towards writing. The findings indicated a reduced in writing apprehension level of the young learners.
The young learners revealed that they were more motivated to write and felt less apprehensive when given writing tasks. With
regards to the positive responses of each writing assignment, the results proved that AULSTRA has provided an effective learning
environment between and after class for the young learners and the teachers to stay connected. Thus, it is recommended that
AULSTRA to be practiced by primary school English language teachers because it reduces writing apprehension and increases
young learners‘ motivation, and subsequently changes their attitude towards writing. .

04

Project Based Learning (PBL) in an Academic Reading Class: Connecting Classroom to the

Real World

Name / Title : LANCHUKORN SRIWIMON, PhD.
Affliation : Faculty of Humanities and Social Sciences, Thaksin University, Songkhla, Thailand

Email : [email protected]

Biodata :
Lanchukorn Sriwimon received her PhD in Applied Linguistics from the School of Liberal Arts, King
Mongkut's University of Technology Thonburi. She is also a lecturer at the Western Languages De-
partment, Faculty of Humanities and Social Sciences, Thaksin University. Her research interests lie in Discourse Analysis, Media
Studies and Systemic Functional Linguistics.

Abstract :
This paper aims to present how Project Based Learning can be used in an Academic Reading class for university students. Fol-
lowing the essential project design elements promoted by PBL Works Buck Institute for Education, an academic reading class at
a university in the southern part of Thailand that used to rely on traditional in class read-and-write learning activities was trans-
formed into a brainstorming room where students can share ideas on how to help Songkhla Old Town become ready to be a
world heritage site tourist destination. The students' ideas were culled, which became the bases for their course project. Hence,
this paper presents the processes and steps on how to conduct a project-based learning course, as well as demonstrates how
working on their selected project topics can engage students in addressing real-world problems. It also offers an example of how
using Project Based Learning can develop students' deep content knowledge as well as critical thinking, creativity, and communi-
cation skills in the context of doing an authentic, meaningful project for a reading class.

12

05

Investigating The Element Of Culture In Illustrations In CEFRL-Aligned ‘Superminds’ Textbooks: A Semiotic Approach

Name / Title : NAGENDRAJ ANANDHA NARAYANAN, Mr.

Affliation : SJKT Trolak, Perak

Email : [email protected]

Biodata :
Obtained a first degree in TESL at the Kota Bharu Teacher‘s Education Institute in 2015 and re-
cently completed masters in TESL from the University of Malaya. I now teach English at a vernacu-
lar Tamil school in the state of Perak. I‘m in my third year of serving as a teacher.

Abstract :
The core issue of the study is the use of illustrations in the textbook which convey elements of for-
eign cultures to the Malaysian learners. This study is based on the use of the ‗Superminds‘ textbooks for the year 1 and 2 learners
in Malaysia. The study aims to explore the elements of culture in the illustrations in the textbook. The semiotic analysis and the
interview analysis both discovered that the elements of culture portrayed through the illustrations in the textbook are foreign learn-
ers in the Malaysian classroom. The study also discovered that learners could perceive the illustrations as misguiding thus creat-
ing a fragile relationship between the learners‘ actual cultural backgrounds and the culture conveyed through the illustrations. The
implications of the study include the need for in-depth textbook research prior to selection and more material adaptation skills
among English language teachers.

06

MYReaders Remedial Reading Program

Name / Title : TAY SUE YEN, Ms.

Affliation : Persatuan Literasi Anak Malaysia (MYReaders), Malaysia
Email : [email protected]

Biodata :
Tay Sue Yen is a co-founder and Director of Training and Programmes at the Persatuan Literasi
Anak Malaysia (MYReaders). She manages the programme team in Klang Valley and East Ma-
laysia region. She has administrative, teaching and management experience in NGOs and schools. Sue Yen has a Post Gradu-
ate Diploma in Education from UUM, as well as a BS(Hons) Biology and a BA Health: Science, Society and Policy from Brandeis
University.

Abstract :
Four secondary school teachers found illiteracy to be the biggest stumbling block in students‘ learning of English. They also
found that endless student-related challenges faced in school can be traced to such illiteracy. A student may be 15 years-old,
and yet be reading at kindergarten level. Further research confirmed our experience in school. PISA 2012 report shows that
Malaysia ranked 59 out of 65 countries in relation to literacy. Together they founded an organisation to empower children
through communities by providing a structured and sustainable reading programme. Employing their experience on working
with students from high-risk background, MYReaders developed a highly localised toolkit to help close the gap between stu-
dents who have yet to master the ability to read, and their peers.

13

07

Effective Questioning Techniques in an Average Classroom

Name / Title : ROSLINDA BT. AHMAD, Mdm.

Affliation : SMK Tengku Ampuan Rahimah, Klang

Email : [email protected]

Biodata :
Roslinda has 22 years of English Language teaching experience in a national secondary school.
She majors in TESL and Education Psychology. Has presented in several symposiums namely the
UNISEL-Pulau Indah 1st International Symposium and Kolej Universiti Islam Antarabangsa (KUIS)
STEM-Education Carnival. Roslinda has involved in Science & Math teacher training (Etems) as coach as well as the evaluation
panel for the national Dual Language Programme (DLP) school textbooks.

Abstract :
In a classroom where students‘ mental focus of a lesson is essential, questioning techniques is the key to a successful lesson.
This article is focused on two sub-topics : Why questioning techniques are important and what are the strategies of effective ques-
tioning techniques in an average classroom. A short quantitative research has also been carried out in relations to this issue, spe-
cifically on the basis of the amount of wait-time allowed by teachers during questioning activities. The aim of the article and report
presentation is to deliver the importance of questioning techniques in a classroom during a lesson so that an optimum level stu-
dents‘ mental focus is able take place. Some facts that need to be considered before, during and after a lesson are also present-
ed in this article. The 5 main keywords that are applicable in this article would be questioning, techniques, strategies, wait-time

and methods.

08

Some Suggestions to Make EFL Reading Lessons More Engaging

Name / Title : T.H. KIEW, Mdm.

Affliation : University of Economics, Ho Chi Minh City, Vietnam

Email : [email protected]

Biodata :
Being a lecturer of English in Vietnam for 15 years, Tram Huyen Kieu has extensive teaching experi-
ence in English language contexts at tertiary level. She shows a great interest in doing research in
Discource Analysis and English teaching methods and techniques through a number of works in the
field.

Abstract :
Reading is the way many people choose to be entertained and educated. It is considered one of the most popular hobbies and
greatest pleasures in life. However, when it comes to reading in a foreign language, reading, for many students, becomes a strug-
gling and boring experience. In the classroom context where reading materials are texts form course books and a read-and-
answer approach to reading texts is adopted by a number of teachers, reading practice often elicits yawn. In order to share expe-
rience of making reading lessons more engaging and communicative in this paper, the presenter puts forward four practical and
effective tips in teaching EFL reading : 1) Making use of prediction before reading; 2) Having students ask questions while read-
ing; 3) Boosting reflections after reading; and 4) Using KWL chart. The aper is classroom focused with experiential flavour ; there-
fore, t speaks teacher-to teacher rather than to an academic audience. By explaining each tip in details and examples, the pre-

senter hopefully can bring up some easy-to-apply ideas that EFL teachers may find useful for their teaching of reading.

14

09

Global Lessons From Abu Dhabi for a Malaysian Teacher

Name / Title : SOONUFAT SUPRAMANIAM, Mr.
Affliation : SMK Lubok Buntar, Kedah

Email : [email protected]

Biodata :
As the Founder of Leadspire Academy and Teach For Malaysia’s Teaching Alumni, he believes that
mapping the creative potential of all children in Malaysia through performing arts education is at the
core of transforming potential. In the past 5 years, Soon has been invited to conferences championed
by educators by educators at Abu Dhabi, Cambodia, London and India. Two of his students‘ theatrical productions titled ―Find
Your Light‖ and ―Singing To The Lions‖ were featured as Youth Production for George Town Festival 2017 and 2018 respectively.
“Find Your Light 2017” has also won the Best English Language Program 2018 in ASEAN Region. His focus on mastery based
learning, creativity in teaching and learning as well as interest in innovative practices has led him to win Teach For Malaysia‘s
YTL Transformational Teaching Award in year 2018. His performance and teaching background with performance company in
Australia from year 2009- 2012 has taught him to value performance art education and we should work collaboratively to promote
the importance of arts education in Malaysia.

Abstract :
Participating in Qudwa Conference at Abu Dhabi, United Arab Emirates in Year 2017 and Year 2019 as a Malaysian educator
teaching in a rural school in Kedah has been deeply impactful. The global trends and lessons learnt from Abu Dhabi have shifted
a teacher‘s mindset and ways of approaching teaching and learning in English language classrooms. In this paper, it discusses
the top 10 takeaways learning from top educators from all around the world. The topics include reducing bureaucracy, increasing
gamification in learning, developing competency based assessments, implementing active learning strategies and exploring les-
sons learnt from visiting schools in Abu Dhabi. We investigate these topics and strategies through top 10 lessons from Abu Dhabi.
After that, participants will get to embrace new discoveries by discussing the practical implementation of it for local teachers in

Malaysia.

10

Developing Learner Autonomy Through E-Portfolio Among Tesl Trainees At Institute of Teacher Education Ipoh Campus

Name / Title : HADZRAWIAH BINTI ABU KASIM, Mdm.

Affliation : Institut Pendidikan Guru Kampus Ipoh, Perak

Email : [email protected]

Biodata :
Hadzrawiah binti Abu Kasim is a senior TESL lecturer in ITE Ipoh Campus. Her interests are in ELT Methodol-
ogy and using digital tools in ESL classroom. She has been a facilitator for best practices in language teaching
in school. Currently, she is involved in School Transformational Programme 2025 (TS25).

Name / Title : SURAYA BINTI HARUN, Mdm.
Affliation : Institut Pendidikan Guru Kampus Ipoh, Perak

Email : [email protected]

Biodata :
Suraya binti Harun is a senior TESL lecturer and is currently involved in developing the TESL curriculum,
teaching and assessing the TESL trainees in ITE Ipoh Campus. She is very passionate about developing
HOTS and transversal competences among the trainees. Keen to explore new pedagogical techniques and
approaches in ELT.

Abstract :
This research aims to investigate whether e-portfolio can develop the TESL trainees of Institute of Teacher Education (ITE) Ipoh
Campus to be autonomous learners and whether the use of e-portfolio can improve their academic performance. This research
uses the qualitative data collection method based on the document analysis and semi-structured interview. The researchers
adopted non-probability convenience sampling technique in which 16 TESL trainees became the respondents. The findings re-
vealed that there were two types of learners; teacher-directed and partial autonomous learners. The former liked to learn under
the direction of a teacher while the latter learned with a little guidance. The findings also show that the merit of e-portfolio resides
in the trainees‘ involvement in their weekly reflective writing and the collections of relevant notes for the course. It can be conclud-

ed that the e-learning portfolio has its own pedagogical implications towards the TESL trainees of ITE Ipoh Campus.

15

11

Teacher Educator’s Belief on Pre-Requisite Criteria For Preservice ESLTeachers’ Admission to

Teacher Education Programme

Name / Title : FARID ZAHIER BIN ZIKRI , Mr.
Affliation : University of Malaya, Kuala Lumpur, Malaysia

Email : [email protected]

Biodata :
Farid Zahier receives his undergraduate and master level education from University of Malaya in the
field of TESL. Even before joining the university, he has been intrigued by the SLTE programme student selection process among
universities in Malaysia. That curiosity drove him to pursue his studies to investigate the subject matter at hand.

Abstract :
Aligned with its gatekeeping function, the admission pre-requisite criteria set for an individual to enrol into any second language
teacher education programme is vital as they ensure a high success rate in creating good ESL teachers. However, the admission
pre-requisite criteria are reported to widely vary between one institution to another, let alone among different nations around the
globe. Therefore, this qualitative study aims to investigate the belief of six selected teacher educators on the pre-requisite criteria
ESL preservice teacher candidates should have when applying to enrol into a teacher education programme. To answer the burn-
ing question of, ―What are the beliefs of selected teacher educators on the pre-requisite criteria preservice teacher candidates
should have when applying to enrol into a teacher education programme?‖, each of the teacher educators who works at universi-
ties in the vicinity of Klang Valley, Malaysia was individually interviewed between 20 – 40 minutes to obtain in-depth data regard-
ing the topic at hand. Adapting the framework established by Casey and Childs (2007) on the criteria preservice teachers need to
have to become successful teachers, the study focuses on four major criteria which are their (1) content knowledge, (2) under-
standing of teaching, (3) readiness to learn pedagogical knowledge and skills, and (4) attitudes. The findings show a degree of
differences and similarities between all of the selected teacher educators‘ beliefs, which are rooted deeply on the institutions that

they are working in, as well as their general experience in teaching.

12

The Readiness of Songkhla as a World Heritage Site Tourist Attraction: A Linguistic Landscape View of Business

Owners’ Perceptions of Language Choices in Shop Signs in Songkhla Old Town

Name / Title : WICHITA THONG-ANAN, Ms.
Affliation : Faculty of Humanities and Social Sciences, Thaksin University, Songkhla, Thaniland

Email : [email protected]

Biodata :
Wichita Thong-Anan is a final year English major student at the Department of Western Languages, Faculty of Humanities and
Social Sciences, Thaksin University, Thailand. Her research interests are Applied Linguistics and EFL.

Name / Title : LANCHUKORN SRIWIMON , PhD.

Affliation : Faculty of Humanities and Social Sciences, Thaksin University, Songkhla, Thaniland

Email : [email protected]

Biodata :
Lanchukorn Sriwimon received her PhD in Applied Linguistics. She is a lecturer at the Western Languages
Department, Faculty of Humanities and Social Sciences, Thaksin University. Her research interests lie in Dis-
course Analysis, Media Studies and Systemic Functional Linguistics.

Abstract :
Tourism is considered to be one of the most important economic sectors in the world. Today, the desire to have tourist sites desig-
nated as World Heritage Sites is driven by socio-economic needs since inscription on the UNESCO list of World Heritage Sites is
likely to boost the number of visitors, especially among international tourists (Su and Lin, 2014). However, one of the challenges to
being judged ready to attain World Heritage Site status is the ability to accommodate foreign tourists through publicly displayed
language material. Working under the linguistic landscape framework, this paper provides an overview of the languages used in
shop signs in the so-called, Songkhla Old Town tourist area and business owners‘ perceptions of the use of those languages. The
results reveal that most of the shops use monolingual Thai signs followed by bilingual English-Thai and multilingual signs, respec-

tively.

16

Most of the business owners explained that the name shown on their shop signs have been used for a long time, from the time
that the name was given to the business by their ancestors up to the present. The business owners also report that they preferred
using their own language (Thai) for their shop signs in order to respond to and communicate with Thai tourists which are their tar-
get customers. However, that perception may not be appropriate to the efforts being made to have Songkhla Old Town inscribed
as a World Heritage Site and signs should seek to accommodate not only Thai customers but also international tourists by using
the English and Thai languages together. Not only would this be effective in informing local customers but it might also be a

means of increasing the number of international customers.

13

Feed Up, Feed Back, Feed Forward: The Collaborative Experience 0f Teacher Trainees At

IPGKBA

Name / Title : YASHWANORA BINTI YAHAYA, Mdm.
Affliation : Institute of Teacher Education, International Languages Campus

Email : [email protected]

Biodata :
Yashwanora binti Yahaya is a senior lecturer and Master Trainer in the English Language De-
partment at the Institute of Teacher Education International Languages Campus, Ministry of Edu-
cation Malaysia. She obtained her B. Ed. (Hons.) TESL from the University Of Exeter, U.K. and M.SC TESL from University Putra
Malaysia, and is into her 29th year of service in education. She has been involved in various teacher education programmes at
national and international levels under the Ministry of Education and Ministry of Foreign Affairs, including the coordinating of the
Malaysia Australia Education Project for Afghanistan and MTCP programmes. Currently, she is involved in CEFR Cascade Train-
ing as one of the Master Teacher Trainers and has also been appointed as the Internal Examiner at IPGM level.

Abstract :
Studies have shown that feedback in classroom implementation remains an ongoing challenge such as structural limitations of
mass higher education (Hounsell et al. as cited in Yang & Carless, 2012); insufficient in helpfulness, timeliness, consistency,
specificity and clarity (Bailey & Garner as cited in Yang & Carless, 2012); students neglecting to collect feedback or seek help
after receiving negative feedback (Price, Handley, & Millar 2011). This study aims to present the need for learner-led feedback
opportunities among teacher trainees. Having a dual role of being teachers and learners of 21st century, it is pertinent that learner
-led feedback is given emphasis in preparing future teachers towards improving collaboration and professional experience in line
with globalisation and the rise and technology. Specifically, the paper has two objectives; 1) to identify the need for learner-led
feedback criteria for TESL teacher trainees written assignments; 2) to examine the impact of ―Peer Assessment Self Assess-
ment‖ (PASA) strategies on teacher trainees‘ written assignment. Two models, Community of Inquiry Model and Feedback Model,
were adopted to discuss how the collaborative approach was used to manage the feedbacks from and between the trainees.
Three collective case studies were conducted on TESL teacher trainees from 3 different courses. Three instruments namely the
PASA grid,a self reflection journal and Whatsapp exchanges were analysed using thematic and coding analysis. Finally, the writ-
ten assignment scores were sourced to gauge trainees‘ performance placement. Findings indicated that, there was significant
improvement in the trainees‘ written performance after the learner-led feedback management from and between the trainees. It
also revealed the need for ongoing professional learning and development in writing instructions, formative assessment and feed-
back strategies. Implications for lecturers, institutes of teacher education, teacher trainees and professional learning development

were outlined and suggestions for further research included.

17

14

Getting Reluctant Learners to Write? But How?

Name / Title : MARKUS GATUMAN @ MARCUS RAJA, Mr.

Affliation : PPD Kota Setar, Alor Setar Kedah.
Email : [email protected]

Biodata :
Markus was the State English Language officer, a Teacher trainer and the deputy Divisional Educa-
tion officer for the Bintulu and Miri Divisions and a school inspector as the Zone Head for northern
Sarawak. He was a Pengetua Cemerlang and a recipient of the Chief Minister Exemplary Principal
Award in 2008. Markus was the recipient of the Hyacinth Gaudart Outstanding English Teacher award in 2014. Several of his
short stories have been selected as winning entries for the state level Teachers‘ in Sarawak. Today he is a LeapEd Coach at PPD
Kota Star, Kedah.

Abstract :
How can we engage students who aren‘t interested in writing their essays? I will share a project I undertook in a school I was
teaching before. The purpose of the project was to encourage my weak and reluctant Form 5 students to write their essays, how-
ever little. The session will focus on the how I got them to write rather than handing in their work containing the topic only. One of
my earliest plans for the project was to pen my comments using the green ink. At that time, I assumed that students find the prev-
alent use of the red ink too overwhelming and dismissive. Come and listen to how I got them to write a paragraph and how they
progressed to writing more than one paragraph and how I got them to read as well.

15

The Use of Discourse Markers among Non-Native Speakers of English Language

Name / Title : SELVAMALAR. S, Mdm.

Affliation : Politeknik Tuanku Sultanah Bahiyah, Kulim, Kedah.
Email : [email protected]

Biodata :
Selvamalar is currently working at Politeknik Tuanku Sultanah Bahiyah, Kulim, Kedah. She holds a
masters degree in Applied Linguistics and TESOL from Newcastle University, United Kingdom. She
has been teaching Communicative English course for young adult learners at polytechnic for the
past 12 years. She‘s keen in developing pragmatic and vocabulary knowledge to improve students‘ communication and presenta-
tion skills.

Abstract :
This study describes the importance of discourse markers in interaction. It discusses the use of discourse markers in non-native
students‘ dialogues and monologues. Discourse markers were analysed to find out their functions in spoken language and what‘s
happening between the social interactions. The study concentrates on the occurrences and frequencies of DMs. It also provides
an account of the function distribution of the most frequently used DMs. The findings indicate that learners use more discourse
markers in dialogue as compared to monologue. They are more conveniently used as interactional features rather than linguistic
features. The study has revealed that acquisition of multiple languages and pragmatic knowledge of English language has strong
impact on use of discourse markers. The knowledge of discourse markers helps to make the interaction naturalistic. Some sug-

gestions to encourage effective use of discourse markers in spoken discourse are also highlighted in the study.

18

16

Professional Learning Community (PLC) in SMK Tunku Sulong

Name / Title : SHARMILA DIAMODZARAU, Ms.

Affliation : SMK Tunku Sulong, Jeniang, Kedah.
Email : [email protected]

Biodata :
Have been in teaching profession since 2001. Graduated from University of Malaya in 1999. Pur-
sued and completed M.ED. from the Northern University Malaysia in 2016. Joined SMK Raja Shahri-
man, Beruas in 2001 and later transferred to SMK Tunku Sulong in 2007. A passionate teacher,
quick learner, self-motivated and enjoys accumulating and implementing new ideas

Abstract :
The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with re-
spect to the quality of teaching and learning processes. This partnership gives teachers added value because they have the op-
portunity to improve their self-esteem and to keep in pace with the developments in the education world. It is a form of partner-
ship that supports teachers practice in creating meaningful learning and driving excellence in schools. This paper will discuss real
issues related to PLC implementation in SMK Tunku Sulong especially the challenges related to teacher acceptance, the execu-
tion of sessions and what we did to ensure success in implementing PLC in SMK Tunku Sulong.

17

English Educators of The Fourth Industry: Are We Revved Up for it?

Name / Title : KHAIRUL HUSNA A.K, PhD.

Affliation : SMK Cheras Perdana, Selangor, Malaysia
Email : [email protected]

Biodata :
Khairul Husna has been teaching English at secondary schools in Malaysia for almost 23 years.
She has a doctorate in English Language Studies from Universiti Kebangsaan Malaysia and her
interests are in the reading domain especially of literary texts and stylistics.

Abstract :
For the Fourth Revolution, Industry 4.0 or Revolution 4.0, the Future is Now! Humans and machine are inextricably intertwined
with fine lines differentiating what is artificial and real. However, as much as these are taking the world by storm merely outside
our classroom, things seem to remain unchanged within the four walls of our pedagogical territory. As educators we must be
ready to learn, re-learn and even un-learn in order to remain relevant in the fast-changing world or risk being labelled
'incapacitated'. Hence this paper aims to seek answers to one important question: In what way can English educators help devel-
op students‘ mindsets to face the challenges of the Smart Future? Hence this presentation will discuss the 3Cs with which edu-
cators need to equip themselves in facilitating their students' readiness to embrace the Fourth Industrial. The three Cs are i)
Critical Pedagogy, ii) Critical Literacy and iii) Cyber Security.

19

18

Coaching Middle Leaders: Insights and Inspirations

Name / Title : ELINA TAN BINTI SHARIFF TAN, Mdm.

Affliation : Pejabat Pendidikan Daerah Kota Setar, Kedah
Email : [email protected]

Biodata :
Elina is a School Improvement Specialist Coach Officer and is attached to the Pejabat Pendidikan
Daerah Kota Setar. Has been appointed to the post since March 2013. Before being in PPD, she
was a Guru Cemerlang Bahasa Inggeris since 2007 and has 23 years of teaching experience serv-
ing in primary schools in Alor Setar. Has been actively involved as facilitators in courses related to
the teaching of English, Action Research courses, as module writers and also experienced presenting her action research paper
at the National Level Conference. Her post now requires more on coaching and mentoring the Middle Leaders in capacity build-
ing.

Abstract :
Coaching the middle leaders is one of the challenges I face in my line of duty. Initially, for several months I was not very sure of
what to do as a coach. Then I had the opportunity to discuss the subject of coaching with my LeapEd coach at PPD Kota Setar.
During my session, I will share the coaching structure I had and how I choose the focus that I explored by using effective ques-
tions to help me coach my Middle Leaders purposefully. My sharing will include the use of effective questions to guide my Middle
Leaders in capacity building of their colleagues. As for the reflection I did, it covers the following: what went well, what challenges
I faced and the next steps. I will be sharing the feedback from the middle leaders on the coaching sessions as well.

19

Employing HOTS Using Design Thinking to Develop Learner Autonomy: A Case Study

Name / Title : ROHAYA ABDULLAH, Dr.

Affliation : School of Educational Studies, Universiti Sains Malaysia
Email : [email protected]

Biodata :
Areas: Early Childhood Education in TESOL, Primary Education in TESOL, Secondary Education
in TESL, Teacher Training, Learner Autonomy

Abstract :
The birth of Industrial Revolution: I.R 4.0 necessitates the employment of Education 4.0. A paradigm shift in the ways lessons are
delivered to our students are inevitable to brace them for the unprecedented future careers. To tackle this issue, this study was
carried out to investigate whether an alternative approach: enhancing learner autonomy among the respondents through the de-
liberation of higher order thinking skills using Design Thinking would get the students ready for their career. This case study in-
volved twenty one respondents. They were First Year students of B.Ed. TESOL Programme in a Higher Learning Institution, Ma-
laysia. The data were gathered from discussions, reflections, surveys and designs over the duration of one semester. The find-
ings revealed that the respondents‘ autonomy was developed in many aspects. They were also made aware of the importance of
becoming autonomous learners particularly when realizing their roles as future educators. Despite innumerable obstacles, given

enough time to progress, the respondents were willing to take up the challenges to be autonomous and responsible learners.

20

20

HIP-Hype

Name / Title : SAHILA SHUKOR, Mdm.

Affliation : Sekolah Menengah Kebangsaan Tok Perdana , Sitiawan ,Perak
Email : [email protected]

Biodata :
Sahila Shukor is the principal of SMK Tok Perdana , Sitiawan 32000 Perak. She has been teaching
English for 30 years.

Abstract :
In SMK Tok Perdana ,The principal , an English language teacher acts as an anchor leading the school in actively creating a
Highly Immersive English Language environment. A firm believer of teacher autonomy and school-driven innovation, she believes
that these are the key elements in empowering education. Simple practical approaches via HIP programs are shared, as both the
leader and constant motivator who take responsibility for the English language performance in the school. The communication
network with teachers, Fulbright English Teaching Assistant, parents and community, contributed towards the organizing of rele-

vant language programs within the school.HIP has helped school to make overall progress in year 2019.

21

Enhancing Learners’ Writing Skills via GOT Program : A Case Study

Name / Title : KHALIPAH MASTURA BINTI KHALID, Mdm.

Affliation : Unit Bahasa Inggeris, Kolej Matrikulasi Kejuruteraan Kedah
Email : [email protected]

Biodata :
Khalipah Mastura Khalid is an English lecturer at Kedah Engineering Matriculation College in Ked-
ah. She has obtained her Bachelor of Education in TESL from Universiti Putra Malaysia and her
Master Degree in TESOL from Universiti Sains Malaysia. Her research work is related to upgrading
writing skills and ability among students of Matriculation colleges in Malaysia. She has presented her research papers and inno-
vation projects in various seminars, conferences, conventions and competitions at national and international levels since 2009–
2019. She has been appointed as the panel for Seminar Penyelidikan Pendidikan Peringkat Kebangsaan Bahagian Matrikulasi,
KPM (Langkawi, 2012) and the moderators for the 7th International Conference On Malaysia-Indonesia Relations (University Ma-
laya, 2013), The International Postgraduate Conference On Research in Education (USM, 2017), Konvensyen Penyelidikan Pen-
didikan, Bahagian Matrikulasi, KPM (IAB, Bandar Enstak, 2017) and at the Konvensyen Professional Learning Community Baha-
gian Matrikulasi, KPM (The Jerai Hotel, 2018).She has also won awards at national and international levels in the conferences
and innovation competitions.

Abstract :
This study examined the effects of collaborative blended learning writing environment using GOT Program on students‘ writing
apprehension and writing performance as perceived by a selected group of ESL students at Kedah Engineering Matriculation
College. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Nine
students were selected to participate in this 13-week study. To learn how to write collaboratively, the students followed the proce-
dures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose
their own group members. They went through the writing process in face-to-face and online learning modes via Google Class-
room and Telegram applications. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that
the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They
perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their
writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Stu-
dents also viewed that their online discussion and collaboration on writing using the GOT Program had assisted them greatly in
their writing task.

21

22

Google Classroom for Student Teachers’ Learning Journey

Name / Title : HAAIYON AHMAD, Mdm.

Affliation : Language Department, Institute of Teacher Education, Tuanku Bainun Campus,
Penang Malaysia

Email : [email protected]

Biodata :
Haaiyon Ahmad is a Senior Lecturer in Language Department of ITE Campus Tuanku Bainun Pe-
nang Malaysia. Her research interests areTESL and Teacher Education.

Abstract :
Finding a suitable time to replace classes with student teachers has not been an easy task to be accomplished due to a host of
reasons. This paper will share an alternative way to replace the missed classes that is by conducting Google Classroom. This
paper will also present findings of a study on the implementation of Google Classroom and prove that Google Classroom could be
vital as a way of student teachers‘ course interaction and as a type of formal attendance.

23

Revealing the Truth: How to Gauge Genuine and Fallacious Poor ESL Writers?

Name / Title : ZANURIN BIN MOHAMAD SAFAR, Mr.

Affliation : Sekolah Menengah Kebangsaan Sultan Badlishah, Kulim, Kedah
Email : [email protected]

Biodata :
Zanurin bin Mohamad Safar (B.Ed TESL Hons., MA TESL) is a senior English Language teacher in
a secondary school in Kedah, Malaysia. He has been teaching English for 26 years and has pre-
sented papers at various international ESL conferences. His main research interest is ESL teaching
methodology. His has been sharing strategies and insights on ESL pedagogical strategies through
his blog, @Exclusive Zone of English; http://zanurinms.wixsite.com/englishzone.

Abstract :
Some ESL learners did not attempt to write an essay at all or write very little in examinations. This is a common occurrence in
many Malaysian classrooms. It is not a new surprise as most weak ESL /EFL learners suffer when they write. Writing in the se-
cond language involves more complex thinking skills. Silva (1993: 669) states that ―L2 writing is strategically rhetorically and lin-
guistically unique in important ways from L1 writing.‖ Pan (2008) highlights that even in the first language, writing is still consid-
ered as a difficult skill to learn and what more when it is has to be done by weak ESL/EFL learners. Despite the challenges to
write, it does not mean that weak ESL/EFL writers cannot write at all. The first step to be taken by the teacher is to identify the
potential to write among their weak learners. This paper attempts to guide ESL/EFL teachers to ascertain whether their weak writ-
ers are genuinely weak or they are merely fallacious poor writers.

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24

Enhancing the Implementation of HIP through Problem-Based Learning

Name / Title : KU NOR SURIATI BINTI KU ISHAK, Mdm.

Affliation : SMK Batu 17, Padang Lumat, Kedah
Email : [email protected]

Biodata :
Teacher Suriati is known to be an idea generator among her friends and a teacher who simply loves
exploring and implementing fun learning in the classroom among her students. She believes that learn-
ing happens naturally when people enjoy doing activities with you. Her passion towards fun learning is
now aimed at having more HIP activities through series of PBL showcase.

Abstract :
A highly immersive language-rich environment is developed for the students as they will be deliberately and recurrently exposed
to the English language through a variety of activities of high-quality linguistic input both within and beyond the classroom. In the
Active Learning Classroom, a problem based learning activity takes place when the students work on the problem in small
groups. The students are guided to identify what they know, what they don‘t know and what they must learn to solve a problem. In
PBL the problem is usually expressed in the form of a scenario to establish the activity with the students. Sharing some inputs on
how a class of 4SN in SMK Guar Chempedak, Kedah explored the PBL process and prepared a showcase just to share with oth-
er students their insights on the ‗problem‘ are the essence of this presentation. This engaging, fun yet authentic activity was unbe-
lievably being a great help in boosting their confidence in using the language in a real situation.

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The Effects of Readers’ Theatre on Pupils’ Reading Fluency and Engagement

Name / Title : WILLIAM MARK JOSEPH RAJ, Mr.

Affliation : Pejabat Pendidikan Daerah Kuala Muda Yan, Kedah
Email : [email protected]

Biodata :
William Mark Joseph Raj is a School Improvement Specialist Coach (SISC+) who strongly believes
that every qualified and empowered teacher is the icon who transforms the scenario in a classroom
by moving along with the dynamics of the present education development. Teaching must be an
art that comes from the heart – to innovate and bring about a non-threatening atmosphere for each and every child to be taught
and moulded at his or her own pace.

Abstract :
This mini research was carried out to determine to what extent Readers‘ Theatre affects the pupils‘ fluency in reading rates and
comprehension levels of Year Two pupils. It also sought to discover to what extent participating in Readers‘ Theatre affects stu-
dent engagement towards reading through collaborative learning. The research began with a look at fluency in reading and why it
is important for students to become fluent readers and their engagement towards reading.

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Cultivating Confidence in Weak Learners Through Development of Self Efficacy

Name / Title : NOOR AIMAN BINTI AHMAD TAJUDDIN, Mdm.

Affliation : SMK Teluk Bayu, Sungai Petani, Kedah
Email : [email protected]

Biodata :
Noor Aiman has been teaching for 8 years and was transferred back to her hometown in Kedah in 2018
after spending 7 years in Selangor. She is enthusiastic to make a difference in the lives of her students
and therefore believes that as a teacher she must not stop learning. She loves challenges and finds
teaching weak learners can actually spark joy!

Abstract :
Understanding what it is that make weak learners try their best to accomplish seemingly difficult and insurmountable task is key in
developing the weak learners‘ confidence. Acknowledging that motivation is crucial and can act as a catalyst in second language
learning, helps teachers to design classroom interventions which can develop and improve weak students‘ views of their self-
efficacy. This paper will present classroom interventions carried out to address a situation which the teacher called the weak
learners‘ ―impaired‖ view of their self-efficacy and their reluctance in attempting questions in the English language. A year-long
classroom instructions that incorporate interventions designed to increase students‘ engagement and interaction with each other;
and with English language materials were carried out. Pre- and post-test data in the form of students‘ written scripts were com-
pared and conclusions derived. The impact of the interventions is found to provide further evidence which supports the view that
addressing deficits in motivation can build students‘ confidence and positively influence the learners‘ perception of their self-

efficacy.

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Adapting Freytag’s 5-Act Structure in Writing Narrative Essay

Name / Title : NUR HANISAH BINTI MAT HASSIN, Mdm.

Affliation : SMA Hidayah Islamiah, Kedah
Email : [email protected]

Biodata :
A novice teacher with only 5 years of experience.

Abstract :
Narrative piece of writing flows like those in dramas and movies. The story needs to have some necessary elements to keep the
audience aroused and entertained until the end. Technical elements like vocabulary, grammar and sentence structures are equal-
ly important but this paper aims at story development. As English Language teachers, have you noticed your pupils ever sat to
write but had no idea what should happen in their stories? Therefore, the writer believes that it all boils down to how the pupils
outline and structure their stories. Story structure is not mandatory but the researcher finds it incredibly useful and comforting for
pupils as they are writing against given time. Hence, this paper aims to share one of the less talked about strategy in writing nar-

rative which is the Freytag five-act structures, how to use it and why.

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01

Industrial Revolution 4.0 (IR4.0): Impact and Challenges to Educators and
Education

Name / Title : MOHD SAAT BIN ABAS, Mr.

Affliation : Teacher Education Institute Tuanku Bainun Campus, Malaysia, Director
Email : [email protected]

Biodata :
Started his career in education as a secondary school teacher. Has a deep interest in meaningful
teaching and teacher education. He is currently a teacher educator at Tuanku Bainun Teacher Edu-
cation Institute, Penang, Malaysia. Actively involved in doing research in the fields of academic lead-
ership, culture and revolution.

Name / Title : SUZIHANA BINTI SHAHARAN, Mdm.
Affliation : SMK Kulim, Kedah

Email : [email protected]

Biodata :
A secondary school English Language teacher for many years, she is currently the principal of SMK
Kulim, a school in the Kulim Bandar Baharu District. She has special interest in writing and pedagogy.

Abstract :
The global community starts to sense the force of IR4.0 when the announcement was made at the World Economic Forum (WEF)
Conference in January 2016 The conference has ignited a profound interest and fired warning shots about the aggressive and
fierce challenges of IR4.0. Prof. Klaus Schwab of WEF shed the first light during the conference where he said IR4.0 is coming
and it is going to replace and change many aspects of our life (Saat,Yeoh and Quah, 2019).IR 4.0 is a confluence of artificial intel-
ligence, man and machine (Xing and Marwala,2016). Therefore, the adverse effects of IR 4.0 to education and educators are in-
exorable. Industries and education fraternities around world have embarked aggressively to shoulder a monumental role in ensur-
ing that we have the capacity to meet the standards, demands and challenges of IR4.0. This workshop intends to discuss and
deliberate on the impact and the dynamics of IR4.0 to our education system. The workshop will also focus on what must educa-
tors do to remain relevant.

02

Where’s the Learning when you’re not Teaching?
Name / Title : DR. JONATHAN NEWTON, Associate Professor
Affliation : School of Linguistics and Applied Language Studies,

Victoria University of Wellington, New Zealand
Contact : https://www.victoria.ac.nz/lals/about/staff/jonathan-newton

Biodata :
Jonathan Newton has worked as a language teacher and teacher educator for more than 30
years, with wide experience of engaging with teachers from across Asia. He is currently an As-
sociate Professor and Director of the Masters in TESOL & Applied Linguistics at the School of
Linguistics and Applied Language Studies, Victoria University of Wellington. He is in demand internationally as a conference
speaker and has published more than 60 book chapters and articles in leading applied linguistics journals.

Abstract :
Are there times when your lessons become a little dull and leave you sensing that learners are not thriving or reaching their po-
tential despite your best efforts? This workshop seeks to help teacher by helping them adopt an opportunities perspective on les-
son planning and implementation. In the workshop we‘ll first experience some innovative classroom activities involving all four
skills (L, S, R & W). Then we‘ll take a fresh look at these activities using a simple but powerful learning opportunities framework.
Part of the workshop will involve taking a fresh look at task-based teaching in order to clear up common misconceptions and to
encourage teachers to discover the power of this approach. We‘ll also discuss particular challenges that workshop participants
may experience in their classrooms.

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03

Magical Touch on Writing Quality, Well Developed Paragraphs with D.A.D and M.A.M

Techniques

Name / Title : FARALIZA BT AHMAD SHUKRI, Mdm.
Affliation : SMK Bandar Mas, Kota Tinggi, Johor Darul Takzim

Email : [email protected]

Biodata :
Faraliza who was majoring in Science and Math has started teaching English since 22 years
ago from a non-optionist with no English teaching background and being in 11 schools have made her discover strength and
weaknesses among her students from different levels throughout the whole states in Malaysia. It was from the experience and
recommendations from her principal that had given her the opportunity to pursue her studies majoring in English. She completed
her Master in TESOL from Universiti Sains Malaysia 2013 and is currently pursuing her PhD in TESL in Universiti Teknologi Ma-
laysia. She has been in rural schools which has eventually made her creatively producing simple, fun,effective and lively tech-
niques that are easily understandable from baby steps by students from all levels. It was through her students‘ performance
which shows huge difference has enabled her to make students master her promising approach. Apart from that, being the Eng-
lish Speaker for PT3 and SPM Skor A Berita Harian gives her the best platform to share the skills with both excellent and slow
learners from all the states in Malaysia. Her philosophy which is ―slowly but surely‖ has finally produced quantity and quality stu-
dents from zero to a hero. This is just a beginning for her more promising and challenging journey as she will bring these tech-
niques to the next level.

Abstract :
In creating the awareness on the importance of writing a lengthy essay with well developed ideas especially among the non na-
tive speakers in both urban and rural schools, one needs to be exposed to formulas and techniques which are the best means to
make one writes well. There is no barrier in producing a good length essay with well developed ideas regardless urban or rural
schools. In this 21st century, students are well exposed to the English medium being applied in both school curriculum and in the
world of entertainment with subtitles provided. These two platforms boost up students‘ level of understanding and learning
more English words . However, in major exams with the time constraint, one is unable to produce a lengthy essay with well de-
veloped ideas as they are not used to trigger the ideas in English which comes from the key words and not being exposed to
have the ideas written in a well structured sentence. They need guidance from either peers or teachers in school. Having such
great awareness on the importance of mastering English Language especially in essay writing with well developed ideas which
leads to having great communication is vital in the society development. Having good skills and being proactive with an appropri-
ate futuristic set of mind are worthy of attention. The learning environment also has major roles where the students can deter-
mine their performance in their studies. There are reasons for this achievement and the quality of the teachers with great peda-
gogical approach and effective techniques are some of them. The 21st century learning method where studying is more on stu-
dents centered and through ―active‖ group discussion enable students to collaboratively communicate and discuss by using for-
mulas and technique to complete their given task on time. This will not only assist the non native speakers on how to think but
to also develop their ideas within the time constraint. In examination, the students need to individually achieve excellent piece of
essay writing with great ideas within an hour for Continuous Writing and 45 minutes for Directed Writing. Without formulas and
techniques are some of the factors that contribute to their low performance in English essay writing and they fail to draft well.
Therefore, by using the D.A.D and M.O.M techniques which include 9 Idea Keys and the 6 colors save time and students from
both rural and urban schools will be able to produce a quality strong well developed and lively paragraph which ends up with an
impressive essay with ideas from different angles.. Students will be given a task before and after they have mastered the formu-
las and the technique. The result expected to achieve is students will gain self confidence to elaborate their ideas and they will
be able to write more on the ideas gained from the formulas D.A.D and M.A.M within the time constraint. Being on the right track
with formulas and writing technique allow one to spread their wings with great ideas and to practice peer coaching on under-
standing D.A.D and M.A.M effectively. This purpose is to determine that. Urban area relates to the area that are surrounding by
cities and it is well exposed with understandable and well versed English society compared to rural area which is sparsely popu-
lated areas. There is no barrier in producing a good length essay with well developed ideas regardless urban or rural schools. In
brief, D.A.D and M.A.M will tremendously produce students who can confidently guide others on applying both golden buzzer

which eventually makes them share and master them to the maximum!

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04

Research Tools Kit for Novice Researchers
Name / Title : NORHAYU BINTI NORANY, PhD.
Affliation : Institute of Teacher Education Sultan Abdul Halim Campus, Sungai Petani,

Kedah,
Contact : [email protected]

Biodata :
Norhayu is interested in these areas of research: Task-Based Language Teaching (TBLT) and
Translanguaging. Norhayu had presented papers at international conferences among others in
Brisbane, Australia; Leuven, Belgium; and Florida, USA. She has also published research papers in journal publications. Recent-
ly, she has conducted studies on Flipped Classroom and Teaching Practice. Her current project is developing a research tools kit
for novice qualitative researchers.

Abstract :
Embarking on a postgraduate study requires persistence and resilience. This workshop aims to introduce and share a useful and
practical research tools kit in assisting novice researchers in conducting a qualitative research study. Knowing what to research
on involves extensive reading. To keep record on the materials that one has read require systematic organization for easy retriev-
al. To ensure the study progresses within the stipulated time frame, it is crucial for the researcher to have a system to monitor
own progress and mark target achievements. Collecting data in the field requires protocols that ease the data collection process
and facilitate data analysis. Last but not least, is the need for a study map to help the researcher see the overall picture of the
study at a glance. All these and more are in the research tools kit developed. The research tools kit consists of templates for: (a)
literature review with an embedded APA citation application (app) and a link to download Mendeley; (b) interview protocol with a
link to Transcriber app., an application to assist transcription process; and guides on developing good interview questions; (c) a
research study map (d) a study organizer with related apps and useful links; and (e) an observation protocol to facilitate observa-
tion in the field. Constructive feedbacks from the participants of this workshop on its practicality and applicability hopefully will help
improve the kit so that many will benefit from it.

05

NLP for Teaching & Learning

Name / Title : MOHD FAUZI BIN KAMARUDIN, Dr.

Affliation : Centre for Languages and Human Development, Universiti Teknikal Malaysia Melaka, Malaysia.
Email : [email protected]

Biodata :
Dr Mohd Fauzi bin Kamarudin is a Senior Lecturer at the Department of Human Development, Univer-
siti Teknikal Malaysia Melaka (UTeM). He is currently attached to the Malaysia Center for e-Learning
(MyCeL) as the Deputy Director. He received his doctorate from Deakin University, Australia and his areas of interest are Change
Management and Leadership. Dr. Mohd Fauzi is also a 'Certified NLP Coach' from Akademi NLP Malaysia.

Abstract :
Maximizing students potential is not an easy task. Teachers must be able to adapt teaching styles and techniques based on stu-
dents learning and communication styles in order to assist students towards reaching their potential. This workshop aims to equip
teachers with essential knowledge and practical techniques of the NLP to improve students learning experience. Teachers will be
exposed to NLP techniques such as the NLP Communication Model, the VAK Representational System, Presupposition, Anchor-
ing, State Management and Rapport. Additionally, teachers will be able to use these skills both in their working and personal lives.
This workshop is very hands on and teachers will practice the techniques with fellow teachers to ensure understanding on how

the techniques work and cement their understanding through experiential workshop.

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The 1st La' i—CELT 2019 Organising Committee wishes to express sincere gratitude to every-
one who has directly or indirectly contributed in ensuring the initiation and overall success of the
entire conference. We hope to collaborate further for the betterment of the teaching and learning

of English Language in Malaysia as well as in other parts of the globe.

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