Educator’s e-Digest Peringkat Kebangsaan 2023 Pendidik Penggerak Aspirasi Madani 192 knowledge or expertise about the communication modules. The aforementioned discovery is of a favorable nature, suggesting that the modules' content or structure may be by the participants' expectations or prior experiences. Ease of use and navigation were evaluated by 80% of the participants, who reported finding the toolkit to be user-friendly and easy to navigate. This suggests that the user interface and overall design of the toolkit were designed with a focus on user-friendliness and intuitiveness. The observed high level of satisfaction in this particular area indicates that the creators of the toolkit have successfully placed a strong emphasis on prioritizing usability and enhancing the overall user experience. Interactivity (70%): The research revealed that a significant majority of participants, specifically 70%, expressed satisfaction with the level of interactivity offered by the TalkTech Toolkit. Although the level of satisfaction is not as significant as the factors of ease of use and familiarity, a considerable majority of 70% suggest that the interactive components of the toolkit are generally positively welcomed. Additional research may be required to ascertain the specific domains in which enhancements can be made for the remaining 30% of individuals. Material Quality (75%): About the quality of material, a majority of participants, specifically 75%, reported being satisfied. This finding indicates that the educational material provided in the TalkTech Toolkit aligns with the expectations or requirements of a substantial majority of its users. Nevertheless, it is important to acknowledge that there is a minor decline in satisfaction when compared to the factors of ease of use and familiarity. This suggests that certain participants may have particular ideas or concerns linked to the content. Overall Satisfaction (78%): Finally, the research revealed that a significant majority of participants, specifically 78%, expressed a sense of overall contentment with the TalkTech Toolkit. The comprehensive satisfaction metric integrates multiple dimensions, encompassing familiarity, usability, interactivity, and content quality. Although the evaluation generally reflects a positive outlook, there is still scope for potential improvements to cater to the requirements of the remaining 22% of participants who may have encountered less satisfactory encounters. In addition to the research topic, three important factors that affect how well the TalkTech Toolkit can help English learners are motivation, prior knowledge, and learning style. Motivation is essential for any learning process, and English language learners are particularly motivated when they find learning enjoyable and engaging, and when they can observe their improvement over time (Gardner & Dörnyei, 2018). The TalkTech Toolkit can help motivate learners by providing them with a variety of interesting and engaging activities, such as interactive games, simulations, and real-world tasks. The toolkit also provides learners with feedback on their progress, which can help them stay motivated and track their improvement. Prior knowledge is also important for English language learning. Learners with some prior knowledge of English will be better able to learn and use new English concepts (Ellis, 2008). The TalkTech Toolkit can help learners build on their prior knowledge by providing them with opportunities to practice their English skills in a variety of contexts. For example, learners can use the toolkit to listen to English audio recordings, read English transcripts, and complete interactive exercises. Learning style refers to the way that individuals learn best. Some learners learn best by listening, while others learn best by reading or by doing. The TalkTech Toolkit offers a variety of learning activities to accommodate different learning styles (Fleming, 2006). For example, learners can listen to audio recordings, read transcripts, or complete interactive exercises. The toolkit also allows learners to customize their learning experience by choosing the activities that they find most helpful.
Educator’s e-Digest Peringkat Kebangsaan 2023 Pendidik Penggerak Aspirasi Madani 193 CONCLUSION The results of this study suggest that the TalkTech Toolkit is an effective intervention for improving the speaking skills of ESL learners. The toolkit is easy to use and provides students with personalized instruction, practice opportunities, and feedback. The toolkit is also motivating and engaging, which can help students to stay motivated in their learning. The findings of this study have implications for practice. The TalkTech Toolkit can be used as an effective intervention to improve the speaking skills of ESL learners. The toolkit can be used in a variety of settings, including classrooms, after-school programs, and online learning environments. References: Eom, J., Song, J., & Lee, J. (2020). The Effectiveness of Technology-based Interventions in Supporting a Variety of Learning Styles. Educational Technology Research and Development, 68(3), 425-443. Ellis, R. (2008). The study of Second Language Acquisition. Oxford University Press. Fleming, N. D. (2006). Styles and Strategies in Learning and Teaching. Language Teaching Research, 10(2), 149-168. Gardner, R. C., & Dörnyei, Z. (2018). Motivating Students to Learn: A Cognitive Perspective. Routledge. Lim, W., Chiu, Y., & Sung, Y. (2019). The Effectiveness of Online Language Learning Programs for ESL Learners. Journal of Educational Technology Research, 56(1), 1-17. Price, L., & Kirkwood, A. (2014). The Use of Technology in Education: A Review of the Literature. Educational Technology Research and Development, 68(4), 2057-2082. doi:10.1007/s11423- 020-09734-8
PENDIDIK PENGGERAK ASPIRASI MADANI 2023 Kolej Komuniti Lipis EDUCATOR’S E-DIGEST EDUCATOR’S E-DIGEST Kelolaan : PERINGKAT KEBANGSAAN