ABSTRACT_KOPSAS 6.0

THE 6TH ‘KOLOKIUM PENYELIDIKAN SAINS SOSIAL’ (KOPSAS 6.0) AI AMPLIFIED: EMPOWERING HUMANITY THROUGH INTELLIGENT SYSTEMS 28TH FEBRUARY 2024 WEDNESDAY 9.00AM - 5.00PM AUDITORIUM ZA’BA, FACULTY OF EDUCATION AND SOCIAL SCIENCES, UNIVERSITI SELANGOR ABSTRACTS

i. DEPARTMENT OF LANGUAGE EDUCATION KOPSAS 6.0 UNISEL

KOPSAS 6.0 UNISEL 1. PRE-SERVICE TEACHERS' VIEWS ON INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN ESL CLASSROOM Shalini Manimaran Universiti Selangor [email protected] Mira Sorfina Rosmadi Universiti Selangor [email protected] Abstract This research investigates pre-service teachers' perspectives on embedding Education for Sustainable Development (ESD) within English as a Second Language (ESL) instruction, a critical approach for fostering sustainability-aware future generations. ESD's role in transforming educational paradigms by interweaving sustainability concepts across all disciplines is central to this study, highlighting the importance of equipping pre-service teachers with the necessary resources, tools, and continuous professional development for effective ESD integration in ESL settings. Through a quantitative analysis involving 100 TESL pre-service teachers, utilising a structured 5-point Likert scale questionnaire covering demographic information, perceived benefits, importance of ESD implementation, and attitudes towards ESD integration in ESL classrooms, this study aims to unveil pre-service teachers' knowledge, attitudes, and perceived barriers regarding ESD-oriented ESL education. The results were presented as percentages. The findings illuminate the participants' awareness and recognition of ESD's significance in addressing global challenges within ESL contexts, alongside practical difficulties in its application. The insights from this study underscore the need for comprehensive support systems to facilitate the successful incorporation of ESD principles in ESL education. Keywords: Pre-service Teachers, Education for Sustainable Development (ESD), ESL Classroom, Sustainability in Education, Teacher Education

KOPSAS 6.0 UNISEL 2. ANALYSING THE PAIRED-BRAINSTORMING TECHNIQUE IN ESSAY WRITING AMONG TERTIARY STUDENTS Durkahambighai Ravichandran Universiti Selangor [email protected] Laksiwini Jayakumar Universiti Selangor [email protected] ABSTRACT The paired brainstorming technique is an activity to be done in pairs during the planning stage of writing. This technique helps students outline before writing an essay. Students faced problems in expanding their ideas on essay writing. Therefore, the main objective of the current study is to analyse the use of the paired brainstorming technique in the context of writing essays among tertiary students and to identify the preference for brainstorming versus individual brainstorming approaches in writing among the students. Quantitative research with a quasi-experimental design was employed in this study. A total of 60 students participated in this study. Thirty students were assigned to the control group, while the other 30 were assigned to the experimental group. However, the group assignment was not done randomly but based on the cohort. The control group was Cohort 5B, and the experimental group was Cohort 2A. The students were in their Diploma in Psychology's second and fifth semesters. The data were collected for pre-test and post-test in both groups and then analysed using SPSS. The results documented that the paired brainstorming technique received more positive responses among students, specifically for its benefits in enhancing students' vocabulary and critical thinking skills and generating their ideas. This study suggested that English educators should incorporate the paired brainstorming technique during the planning stage of writing as it can assist students in shaping their essay writing. Keywords: Pair brainstorming, Brainstorming, Prewriting, Writing essays

KOPSAS 6.0 UNISEL 3. THE PERCEPTIONS OF TRANSITIONAL BILINGUAL EDUCATION (TBE) AMONG UNISEL TESL STUDENTS Farah Zawanah Abdul Zalil Universiti Selangor [email protected] Athirah Anas Anuar Universiti Selangor [email protected] ABSTRACT English is crucial for students' bilingual education in Malaysia. This study aims to introduce Transitional Bilingual Education (TBE) to the Malaysian education system, which assists students in transitioning from their native language to English, addressing the linguistic needs of Malaysian students. Its focus is to explore tertiary students' perceptions of TBE, aiming to bridge the knowledge gap regarding how they perceive bilingual education programmes. The participants for this quantitative research consist of 101 UNISEL students enrolled in Teaching English as a Second Language (TESL) programmes. The aim is to assess their readiness and perceptions regarding implementing Transitional Bilingual Education (TBE) into the Malaysian education system. The results indicate that TBE can boost language skills and improve the academic experience. In addition, teacher qualifications and curriculum structure are crucial for TBE success, along with adequate learning materials and support during school implementation. This study contributes to understanding bilingual education by highlighting the importance of considering student perceptions in designing and implementing TBE programmes, which can lead to more inclusive and effective approaches in higher education. Keywords: Transitional Bilingual Education, TESL Students, Perceptions, Language Proficiency

KOPSAS 6.0 UNISEL 4. THE PERSPECTIVES OF UNISEL TESL STUDENTS TOWARD THE ROLE OF EXPERT FEEDBACK IN DEVELOPING SELF-EFFICACY Fatin Hamamah Md Ramlee Universiti Selangor [email protected] Amni Syahirah Aswadi Universiti Selangor [email protected] ABSTRACT Self-efficacy is an important component of education since it gives learners a sense of confidence and competence. Expert feedback refers to opinions expressed by someone possessing advanced skills, knowledge, or competency in a particular field. Teachers, professors, and lecturers are examples of experts. While feedback is crucial, we still lack insight into how students interpret and view experts' criticism, especially regarding self-efficacy. This study aims to investigate and analyse the perspective of UNISEL TESL degree undergraduates toward the role of expert feedback in developing self-efficacy. The research employed a quantitative methodology, utilising an online survey via Google Form to gather participant data. The survey was distributed to 115 TESL degree undergraduates at UNISEL. The data suggests that students perceive expert feedback as a valuable tool for boosting their confidence and belief in their abilities. The data suggests that feedback from knowledgeable sources can play a significant role in fostering students' self-confidence and motivation. Keywords: perspectives, expert feedback, self-efficacy, TESL students

KOPSAS 6.0 UNISEL 5. THE UTILISATION OF FANFICTION APPLICATIONS IN ENHANCING MALAYSIAN ESL LEARNERS’ READING AND WRITING SKILLS Sarah Iqna Azmi Universiti Selangor [email protected] ABSTRACT Fanfiction applications have been popular among younger generations, known for their various fiction written by fans of many genres. Despite its widespread use as a source of entertainment and leisure-time activity, it remains underutilised as a learning tool to improve a language, especially English. Hence, this study investigates the utilisation of fanfiction applications among Malaysian ESL learners to enhance English reading and writing skills. To complete this research project, 50 Malaysian ESL learners were recruited to answer a survey that assessed their perceptions and identified the effects of fanfiction applications in enhancing both of the mentioned skills. The Likert scale was utilised in this survey to gather respondents’ perceptions and assess the impact of fanfiction applications on their reading and writing skills. The research findings reveal a consensus among respondents that the applications significantly enhance reading and writing skills, indicating a widespread acknowledgement of its beneficial impact in these domains. This study highlights the significance of recognising fanfiction applications as valuable learning tools as they align with the younger generation’s interests, especially emphasising their language acquisition and skill development potential. Keywords: fanfiction, reading skills, writing skills

KOPSAS 6.0 UNISEL 6. CONCEPTUALISING CULTURALLY RESPONSIVE TEACHING AMONG THE PRE-SERVICE TEACHERS Siti Syafinaz Iylia Sarum Universiti Selangor [email protected] Wan Nur Faten Nazurah Zakaria Universiti Selangor [email protected] ABSTRACT Implementing Culturally Responsive Teaching (CRT) in Malaysian classrooms is crucial due to the diversity of students’ racial and cultural backgrounds. Despite the multicultural nature of Malaysian educational settings, there are noticeable gaps in awareness and application of CRT strategies among pre-service teachers. This study aims to identify pre-service teachers’ conceptualisation of culturally responsive teaching and the effective pedagogical techniques they endorse. Through a mixed-methods approach, data was collected from 100 pre-service teachers enrolled in the TESL programme at a university using a Likert-scale survey questionnaire. The findings indicate that pre-service teachers possess a fair amount of knowledge of CRT, with many expressing confidence in their ability to implement CRT strategies in classrooms, particularly through creating inclusive environments. However, challenges such as insufficient teacher training and potential resistance from students or parents hinder effective CRT implementation. This study seeks to enhance CRT training in teacher education programmes by assessing pre-service teachers’ understanding and preparedness, thereby fostering the development of more effective approaches tailored to the diverse needs of students in Malaysian classrooms. Keywords: Culturally Responsive Teaching, Pre-service teachers, teachers’ training programme

KOPSAS 6.0 UNISEL 7. PERCEPTIONS OF ORAL PRESENTATIONS IN REDUCING SITUATIONAL ANXIETY AMONG PRESERVICE TEACHERS Muqriz Ukasyah Mohd Ikhwan Universiti Selangor [email protected] Nurul Iffah Syahindah Shadan Universiti Selangor [email protected] ABSTRACT Situational anxiety is a type of anxiety that happens in a new or unusual setting. Situational anxiety is a common experience for many university students due to their unfamiliarity with a new situation when doing presentations. Oral presentation skills are crucial, especially for pre-service teachers, to master and improve their confidence and soft skills. This research aims to gather a deeper understanding of the pre-service teachers’ perceptions of how oral presentation helps reduce their situational anxiety. A qualitative survey consists of 13 open-ended questions answered by 13 undergraduates with situational anxiety experiences from the Universiti Selangor (UNISEL). The results show that most of the pre-service teachers positively perceive oral presentation as a medium to help them cope with their situational anxiety. The results also indicate that doing oral presentations helps them to reduce their situational anxiety. This survey offers additional evidence that tertiary-level education institutions should recognise the value of oral presentations for students to support them in reducing their situational anxiety. Keywords: oral presentation, situational anxiety, reduce, speaking, pre-service teachers.

KOPSAS 6.0 UNISEL 8. TEACHERS’ PERSPECTIVES TOWARDS GAMIFICATION’S IMPACT ON STUDENTS’ LEARNING IN MALAYSIAN SECONDARY SCHOOL Muhammad Syamsul Amri Mohd Noor Azmi Universiti Selangor [email protected] Wan Muhammad Afnanhilmi Wan Mohd Ariff Universiti Selangor [email protected] ABSTRACT In this era of technological advances, especially in digital technology, gamification is known to have already made a significant presence in education. However, there’s a divided view among teachers on how gamification can impact students’ learning progress, and gamification is still a great addition as a teaching method that the teachers in the classroom can use. This study aims to investigate Malaysian secondary school teachers’ perspectives on the effectiveness of gamification and its impact on students’ learning across different teachers’ backgrounds. This study implemented a quantitative design including three sections: the research design, instrument, and data collection procedures. Through probability sampling, the study invited 100 teachers between the ages of 21 and 60 with different education levels and years of teaching in Malaysian secondary schools, especially in Selangor. The multiple-choice survey was distributed to the teachers to dictate the validity and reliability of the study’s instrument. The result of the instrument’s validity and reliability was rated as high. The data was analysed by using Likert scalebased questions. Due to the data’s high validity and reliability, a pre-test and post-test were conducted. Gamification has recently been introduced in the Malaysian education system, and the strategy will facilitate the teacher’s perspective of students’ progress in learning, using gamification as a teaching method. Keywords: Malaysian teachers, gamification, perspectives, impact

KOPSAS 6.0 UNISEL 9. STUDENTS’ PERSPECTIVE ON MULTICULTURALISM ISSUES IN READING MATERIALS AMONG UNIVERSITY SELANGOR STUDENTS Syed Muhammad Adam Syed Najib Universiti Selangor [email protected] Muhammad Arif Ad-din Jaffri Universiti Selangor [email protected] ABSTRACT Malaysia is a Southeast Asian nation home to many people from many cultural origins. Each ethnicity has a uniqueness that sets them apart but can be shared. Reading materials and written texts facilitate communication between the writer or author and the reader. This research aims to thoroughly analyse the multiculturalism issues in reading materials and investigate students’ perceptions of multiculturalism in the materials they read. Research shows that aspects of harassment or discrimination, intolerance between ethnic groups, awareness of multiculturalism, and —most obviously—the idea of microaggressions are common issues. A qualitative approach is utilised to gather insight from 20 undergraduate students across different races at Universiti Selangor (UNISEL). Questions are designed to examine the reasons for certain perspectives towards multiculturalism and the elements that influence their viewing of multiculturalism as they read literary pieces. Findings show that most participants have a very in-depth comprehension and experience of the issue discussed concerning all independent variables except for microaggression. Although the issue has its advantages and disadvantages, respondents perceive that multiculturalism elements should be featured more in the reading materials as it could help build a harmonious and inclusive community. Keywords: multiculturalism, perspective, reading materials, undergraduates

KOPSAS 6.0 UNISEL 10. THE EFFECTIVENESS OF THE GRAMMAR TRANSLATION METHOD (GTM) IN TEACHING ENGLISH LANGUAGE IN 21ST CENTURY ESL CLASSROOM Shaarmini Devendran Universiti Selangor [email protected] Kirutigga Batumalai Universiti Selangor [email protected] ABSTRACT This study investigates the effectiveness of the Grammar Translation Method (GTM) in teaching English as a Second Language (ESL) in 21st-century classrooms. The effectiveness of the traditional Grammar Translation Method (GTM) in fostering grammar skills within contemporary ESL education amidst evolving teaching methodologies and technological advancements remains unclear. The research objectives focus on assessing the impact of the Grammar Translation Method (GTM) on enhancing grammar skills among ESL learners and exploring its practical strengths and limitations in addressing modern ESL students' specific needs and challenges. The findings from this study provide insights into the effectiveness of GTM and highlight challenges in implementing GTM in 21st-century ESL pedagogy. Quantitative analysis of data collected from ESL educators via Google Forms surveys reveals a nuanced perspective. GTM is acknowledged for its potential in traditional settings but faces challenges adapting to diverse learner needs and promoting interactive language learning. Despite limitations, the efficacy of GTM varies depending on goals and classroom dynamics, necessitating ongoing exploration and discussion among educators to optimize its use. The study emphasizes the need to critically evaluate the practicality of GMT implications and develop strategies for its effective implementation in modern ESL education, fostering engagement and inclusivity. Keywords: Grammar Translation Method (GTM), English as a Second Language (ESL), Effectiveness, Grammar skills, Challenges

KOPSAS 6.0 UNISEL 11. Perception of Grammar Checker Application Usage Among Tertiary-Level Students Kapineshwarii A/P Sivathas Universiti Selangor [email protected] Yamitra Nair A/P Mataven Universiti Selangor [email protected] Abstract Grammar checker applications have become essential tools for students, with instant feedback on grammar, punctuation, style, and spelling errors being provided. Particularly useful for tertiary level students submitting online assignments, clarity and coherence in written expression are enhanced by these tools. However, features may be lacking in free versions of these applications, and incorrect corrections may be provided, potentially altering the intended meaning of the text. Despite limitations, user satisfaction is contributed to by grammar checkers offering quick and accessible assistance in improving writing skills. This research, aimed at addressing the identified knowledge gap regarding the use and impact of grammar checker applications, was conducted among students at the University of Selangor. Utilizing a quantitative methodology, surveys and questionnaires were distributed via Google Forms to gather data from 100 tertiary-level students across various programmes at UNISEL. Findings suggested that while positive feedback was perceived by students from using grammar checker applications in their assignments, drawbacks such as alterations to the intended meaning and restrictions in the free version's features were also noted. Keywords: Grammar checker application, perception, usage, tertiary level students

KOPSAS 6.0 UNISEL 12. Pre-service teachers' Experience In Utilizing Grammar Translation Methods in The Classroom Atiff Al-Hariz Mirza bin Abdul Latiff Universiti Selangor [email protected] Muhammad Hafizuddin bin Osman Universiti Selangor [email protected] Abstract Despite the constantly changing educational landscape, educators continue to prioritize the development of successful teaching approaches. The fact that students have varied learning styles, interests and demands complicates the situation. Pedagogical complexities challenge educators to consider not only how they teach, but also why, as they traverse a variety of techniques based on different assumptions about learning and teaching roles. The contrast between earlier methods, such as the Grammar-Translation Method (GTM), to newer ones, such as Communicative Language Teaching (CLT), reveals the continuous debate about language teaching efficacy. While GTM focuses on grammar rules and translation tasks, CLT emphasizes communication as its major goal. However, reliance on GTM, particularly among pre-service teachers, may stifle students' expressive skills development. This study employed qualitative research methods, such as semi-structured interviews, to evaluate pre-service teachers' opinions and experiences with GTM. The study's chosen sample and thematic analysis aimed to shed light on the efficacy of GTM and inform future language education approaches. Keywords: Pre-service teacher, Grammar Translation Method

KOPSAS 6.0 UNISEL 13. STUDENTS’ PERSPECTIVE OF USING ONLINE MESSAGING PLATFORMS FOR ENGLISH LANGUAGE LEARNING CLASSROOM AT UNIVERSITY SELANGOR Lishamahiswary A/P Ravichandar Universiti Selangor [email protected] Sanjeev Kumar A/L Sookumaran Universiti Selangor [email protected] ABSTRACT Online messaging platforms such as WhatsApp, Telegram and Facebook Messenger, have become popular tools in the digital age, allowing individuals to communicate in real time, share multimedia content and collaborate. The purpose of this study was to evaluate the students’ attitudes and perceptions towards the use of online messaging platforms in English language learning. With a general rise of online messaging platforms, concerns have grown regarding their potential impact on the well-being of students. Data were collected from 100 undergraduate students from the Faculty of Education and Social Sciences at University Selangor. Quantitative data were collected and analysed through surveys via Google form. The results indicated that online messaging platforms were incorporated as valuable tools for English language learning, providing convenience, engagement, and positive outcomes for the students. The challenges identified were acknowledged but they were not considered as major challenges to the overall benefits gained from using these platforms for language acquisition. This showed that students found online messaging platforms effective for language learning, with a focus on enhancing vocabulary and communication skills, despite facing occasional technical issues. Keywords : Online messaging platforms, English Language learning classroom, students’ perspective, quantitative data, survey

KOPSAS 6.0 UNISEL 14. The Roles of Intrinsic Motivation on ESL Students' Speaking Performance Malavika Ananthan Universiti Selangor [email protected] Pavithra Vivekanantham Universiti Selangor [email protected] Abstract This study explored the essential role of intrinsic motivation in influencing the speaking abilities of English as a Second Language (ESL) students. This area has received limited attention in ESL instruction. The study sought to delve into how students' internal drive and satisfaction with language learning contribute to their proficiency in oral communication. By employing a mixedmethods approach, including surveys, interviews, and language assessments, the research aimed to uncover patterns and correlations between intrinsic motivation and speaking performance. The goal was to provide a subtle understanding of how intrinsic motivation impacts ESL students' speaking abilities, offering valuable insights for educators, policymakers, and researchers in the field of language education. The quantitative findings highlighted the significant role of intrinsic motivation in shaping ESL students' speaking performance, underscoring the importance of nurturing internal motivation and enthusiasm for language learning to achieve meaningful educational outcomes. These results contributed to our comprehension of motivational dynamics in language education and had practical implications for instructional strategies to enhance language learning experiences. By enhancing intrinsic motivation among ESL students, not only can language learning outcomes be improved, but personal development, cultural integration, and longterm language acquisition could also be fostered. This research had implications for shaping language education strategies and policies to better address the diverse needs of ESL learners in a constantly evolving linguistic landscape.

KOPSAS 6.0 UNISEL 15. TESL STUDENTS' PERCEPTION OF LEARNING ENGLISH BY USING 21ST CENTURY SKILLS IN A PRIVATE UNIVERSITY LESHINI A/P VIGNESWARAN Universiti Selangor [email protected] MAHA LAKSHMI A/P SANTHIRASEGARAN Universiti Selangor [email protected] ABSTRACT This study looks into how TESL (Teaching English as a Second Language) students perceive and utilise 21st-century abilities as they progress through their English language learning process. In today’s interconnected world, the acquisition of English language proficiency is increasingly recognised as an indispensable skill set for global communication and professional advancement. Integrating 21st-century abilities like critical thinking, communication, teamwork, and digital literacy becomes essential as educational paradigms continue to change if students are to succeed in a world that is changing quickly. This study employed a quantitative approach by utilising Google Forms as the primary data collection tool. The study aimed to discover the perceptions of TESL students in private universities towards the effectiveness of using 21st-century skills in learning English and to assess the role of technology in facilitating the acquisition of 21st-century skills. The sample consisted of 50 TESL students from the University of Selangor. The quantitative data from questionnaires would be analysed using statistical methods (Descriptive statistics after collecting data using the Likert scale). This research significantly bridges the gap between TESL 21st century skills integration in a private university. Findings from the research will contribute valuable insights into the effectiveness of integrating 21st-century skills from the perception of TESL students and the role of technology in facilitating the acquisition of 21st-century skills for learning English. Keywords: TESL students, Perception, 21st century skill, English language, Private university

KOPSAS 6.0 UNISEL 16. UNISEL Undergraduates’ Perception Of Role-play In Reducing Speaking Anxiety In ESL Classroom Thanuja a/p Loganathan Universiti Selangor [email protected] Nurin Firzana binti Abdul Razak Universiti Selangor [email protected] Abstract This study investigated the perception of undergraduate students at Universiti Selangor (UNISEL) towards the effectiveness of role-play activities in alleviating speaking anxiety in the English as a Second Language (ESL) classroom. Speaking anxiety is a common challenge faced by ESL learners, often hindering their ability to communicate effectively in English. Preliminary findings suggest that UNISEL undergraduates generally perceive role-play as a beneficial strategy for reducing speaking anxiety in the ESL classroom.This study helped to find out the effectiveness of role-play to overcome speaking anxiety for students. The objectives of this research were to find out the effectiveness of role play in overcoming speaking anxiety in students and to find out the ways role play helped to lessen speaking anxiety in students. Section A of the study aimed to determine how anxious the students were in speaking and their language proficiency , Section B looked into how role play helped them to overcome speaking anxiety and Section C looked at the students’ perception on role play in overcoming speaking anxiety. 30 respondents from the Bachelor in Tesl (TESL) programme took part in the study. From the study, it was found that students preferred problem solving scenario type of role -plays.The study contributed to the growing body of research on language anxiety and pedagogical interventions in ESL contexts, providing insights into the potential of role-play as a practical strategy for promoting speaking proficiency and confidence among undergraduate learners. Keywords: speaking abilities, teaching english as second language (tesl), role-play activity

KOPSAS 6.0 UNISEL 17. UNISEL STUDENTS’ PERSPECTIVE ON CREATIVE WRITING AS A COPING MECHANISM FOR STRESS Muhammad Irfan Daniel Bin Abdul Malek Universiti Selangor [email protected] ABSTRACT This study investigated the viewpoints of Universiti Selangor (Unisel) students on the efficacy of creative writing as a coping mechanism for stress. With the increased demands of academic life, students frequently face major stressors that can influence their mental health. While coping techniques are important for handling these stressors, there is still a lack of awareness about how creative writing can be used as a coping mechanism, particularly in academic settings and in handling stress. A quantitative approach was used to overcome this gap, with questionnaire surveys distributed to 50 UNISEL students. The survey instrument included Likert-scale questions, which enabled the collection of exact data on students' impressions of creative writing as a coping mechanism for stress. The findings revealed that participants agreed that creative writing was an effective coping mechanism for stress. This study had significant consequences for students, instructors, and the overall growth of education in Malaysia. Understanding the function of creative writing in coping with stress provided students with practical strategies for navigating academic hurdles and improving their general well-being. Furthermore, this research encouraged students to embrace their distinct voices and opinions, building a sense of agency and self-efficacy in dealing with stress . Keywords: Creative writing, Coping mechanism, Stress, Academic

KOPSAS 6.0 UNISEL 18. UNDERGRADUATES’ PERCEPTION OF STUDENT-CENTRED LEARNING IN 21ST CENTURY CLASSROOM Nur Maisarah Binti Mohammad Universiti Selangor Email: [email protected] Afrina Farisya Binti Kamaruzaman Universiti Selangor [email protected] ABSTRACT The paradigm shift from teacher-centred to student-centred learning (SCL) has left undergraduate students with notable changes in their current understanding due to the lack of teachers’ guidance and the students’ involvement. Thus, this study aimed to explore the perceptions of undergraduates towards student-centred learning in the 21st-century classroom due to its significance to undergraduates’ understanding of the current learning environment. The study employed quantitative research methods, with a non-probability sampling known as “purposive sampling” for the 100 respondents. The quantitative data were obtained from undergraduate students' responses in universities across Malaysia. The collected data was analysed using SPSS and presented quantitatively in tables based on the mean method. The research findings highlighted that undergraduate perceptions were shaped by the major key factors, including experiences that enhanced engagement through entertaining class content as the lessons were easily understandable, promoting attitudes advocating collaborative work with classmates, and recognizing potential obstacles, particularly the lack of guidelines for the SCL approach in their university. The study's findings can contribute to future educators, policymakers, and practitioners to design effective lesson strategies to facilitate student-centred learning in 21st-century classrooms. Keywords: student-centered learning, 21st century classroom, experience, attitudes, potential obstacles.

KOPSAS 6.0 UNISEL 19. THE CHALLENGES IN UTILISING CEFR AMONG ENGLISH LANGUAGE PRE-SERVICE TEACHERS IN SELANGOR Audra Batrisyia Binti Zuhairi Universiti Selangor [email protected] Nurshuhaiza Binti Mohd Shukor Universiti Selangor [email protected] Abstract Implementing CEFR has caused teachers to struggle with how to utilise CEFR correctly, which might internally affect students’ performance in class. Thus, this study aimed to investigate the challenges pre-service teachers encounter while utilising CEFR. The study employed a quantitative methodology in data gathering. The distributed questionnaires utilised a 5-Likert scale with a nonprobability sampling known as “purposive sampling” in which the survey was distributed to 100 selected respondents from pre-service teachers at universities across Selangor. The data collected was analysed quantitatively through SPSS using the percentage and mean methods. Hence, the findings showed that most Selangor pre-service teachers believed they would gain more value if more training was conducted. The majority had an agreeable level of awareness that the CEFR must be integrated into the school's English curriculum and assessments as it supported them in teaching all four language skills to improve student's English proficiency. Therefore, this study’s findings can be attributed to their preparation for their practicum because pre-service teachers must be aware of their difficulties to avoid future circumstances while teaching in a real classroom. Keywords: Common European Framework of Reference (CEFR), challenges, pre-service teachers.

KOPSAS 6.0 UNISEL 20. THE PERCEPTION OF UNISEL UNDERGRADUATES TOWARDS THE USE OF ARTIFICIAL INTELLIGENCE VOICE ASSISTANTS IN ENHANCING SPEAKING SKILLS Muhamad Zahirrudin Bin Amirrudin Universiti Selangor [email protected] Sherran Prabakar A/L Subramaniam Universiti Selangor [email protected] ABSTRACT This study was conducted in order to investigate the perception of artificial intelligence voice assistants in enhancing speaking skills among undergraduate students in Unisel. The researchers looked into how artificial intelligent voice assistants enhance language learners with personalised feedback while identifying benefits and challenges in their speaking skills. The purpose of the study was to investigate and determine how students react to and perceive the input and output offered by artificially intelligent voice assistants that might reveal the perceptions, challenges and benefits in students’ speaking skills. The researchers used convenience sampling which involved selecting participants based on their availability and convenience to collect the data in Unisel. Questionnaires were distributed to 100 respondents. The data was analysed using SPSS. The results showed unexpected positive data collection of perceptions and benefits from using artificial intelligence voice assistants for speaking skill improvement. However, there were usability challenges when interacting with artificial intelligence voice assistants for speaking skill improvement among the students in Unisel. This showed that the students were able to determine the benefits of artificial intelligence voice assistant usage for language learning. Keywords: Artificial Intelligence Voice Assistants, Perceptions, Challenges, Benefits, Speaking Skill, Tertiary Level Education

KOPSAS 6.0 UNISEL 21. THE PERCEPTION OF CHATGPT IN ENGLISH LANGUAGE ACADEMIC WRITING AMONG UNIVERSITY OF SELANGOR STUDENTS Masyitah Binti Mohd Ampandi Universiti Selangor [email protected] Siti Nurfarisya Anis Binti A.Aziz Universiti Selangor [email protected] ABSTRACT The use of Artificial Intelligence (AI) such as ChatGPT, is a long-term problem that challenges the students’ way of thinking for years. However, the excessive use of ChatGPT in academic writing is increasing. It might affect university students’ critical thinking skills, and the educational field is trying different ways to face this issue. It relies on literature to comprehensively analyse AI tools and their perception. This study serves the purpose of determining the perception of UNISEL students towards ChatGPT. Fifty-six UNISEL students were given a questionnaire regarding their perception towards ChatGPT to discover and acknowledge the factors and causes of UNISEL students using ChatGPT in the academic writing field and the limitations of using ChatGPT in academic writing. The study presented that ChatGPT has guided them in their academic writing. However, the guides that are given by the AI tool are having a big impact. The participants have provided suggestions to cope with the issues mentioned. This study addressed that further study in this particular area should be done as AI in academic writing settings would constantly revolve. Keywords: English academic writing, UNISEL students, ChatGPT, perception.

KOPSAS 6.0 UNISEL 22. CHALLENGES IN ADAPTING ESL FOR STEM AMONG VERNACULAR SCHOOL STUDENTS MURALITARAN a/l RADAKRISHNAN@RAMESH Universiti Selangor [email protected] ABSTRACT A large portion of learning a second language occurs in the classroom, which raises concern since second language learners encounter various issues and obstacles that impede their ability to learn the language. Teachers and educators have untied the knot of language theories from experts by using various instructional tactics and strategies to assist these struggling students. Nonetheless, there are still situations where students struggle to acquire a second language because of various obstacles and problems. Among these is learning the English language's linguistic components, such as grammar and the four fundamental skills. Hence. This study determines the challenges faced by lower secondary students from vernacular schools as well as the strategies that are relevantly applicable to help them acquire English as a second language to learn STEM. The findings suggest that students faced challenges in understanding the language and learning materials and language interference. As for the results attained, most of the students could not answer the questions as English is definitely a barrier. Keywords: STEM, vernacular, lower secondary school students, language learning

KOPSAS 6.0 UNISEL 23. Challenges Faced by TESL Pre-Service Teachers in Designing Lesson Plans for Micro-teaching Mageshwary K Murugesu Universiti Selangor [email protected] Abirami Kumarasamy Universiti Selangor [email protected] ABSTRACT This study explores the obstacles TESL pre-service teachers encounter when designing lesson plans for micro-teaching sessions at Universiti Selangor. Lesson planning is a pivotal exercise in education which entails strategically structuring objectives, learning targets, instructional strategies, resources, assessment methods, and a detailed timeline for each activity. Effective lesson plans are instrumental in engaging students, conveying content, and assessing learning outcomes efficiently. The research specifically targets Diploma and Bachelor in Education TESL program students in their 7th and 8th semesters, employing a qualitative approach to gather insights from 100 participants through questionnaires. These questionnaires were designed to dissect the challenges, methodologies, and design considerations pre-service teachers employ in their lesson planning process. The findings indicate significant hurdles in aligning lesson plan components such as objectives, goals, and teaching aids with student capabilities. Moreover, the study highlights the difficulties pre-service teachers face in applying appropriate methods and designs within their lesson plans, revealing a notable correlation between the intricacies of lesson planning and the instructional strategies utilised by ESL educators. This research sheds light on the critical support needed for pre-service teachers in lesson plan development, with implications for enhancing teacher training programs. Keywords: Challenges, Pre-Service Teachers, Lesson Plans, Micro-Teaching, TESL

KOPSAS 6.0 UNISEL 24. THE IMPACT OF MOTIVATIONAL SPEECHES ON UNIVERSITY STUDENTS FOR THEIR LEARNING ACHIEVEMENT Nurul Najwa Binti Mohd Ismail Universiti Selangor [email protected] Nur Anisya Husna Binti Abdullah Universiti Selangor [email protected] ABSTRACT The influence of motivational speeches was found to act as a stimulating force towards academic achievement to greater the achievement. This study investigates how motivational speeches impact student motivation and academic achievement in Malaysia University. It delves into students' attitudes, beliefs, and behaviours regarding academics, considering factors like prior motivation levels, individual traits, and delivery methods (live, recorded, online). It also explores challenges associated with motivational speeches in education. Using simple random sampling and a quantitative approach via a questionnaire through Google Forms, the study aims to assess the correlation between students' academic achievement and motivational speeches. The survey was distributed to 105 undergraduate and postgraduate university students across Malaysia. Initial findings show positive feedback from respondents, with most indicating a strong correlation between motivational speeches and academic success. The study underscores the importance of motivational speeches in enhancing student performance. Universities can support academic goals and foster a conducive learning environment by incorporating motivational speeches into their educational practices. Keywords: impact, motivational speeches, university students, learning achievement

KOPSAS 6.0 UNISEL 25. THE PERCEPTION OF ESL LEARNERS TOWARDS THE USAGE OF FOLKLORE FOR MOTIVATION Farah Diyana Binti Wan Iskandar Shah Universiti Selangor [email protected] Sharifah Farisha Binti Syed Faizal Universiti Selangor [email protected] ABSTRACT Folklore has been a trivial part of most people’s lives. Be it during childhood or learning, each English language learner must have encountered it. This can easily mean that it plays a huge role in language learners' motivation as they have been exposed to it from an early age. The study aims to find the perception of ESL learners Toward the Use of folklore for motivation. In language learning, learners’ motivation is important in helping their learning consistency. Folklore has been treated as one of the ancient learning materials. They have been forgotten as learners nowadays depend on technology a lot. Yet, it is important to understand why and how folklore helps increase learners’ motivation, as folklore contains a lot of lessons. This study, therefore, investigated the perception of ESL learners towards the usage of folklore for motivation. A set of questionnaires was prepared to measure the impact of using folklore in language learning. There were a total of 100 participants that answered the questionnaire. From the results, it has been shown that most people agree that using folklore as a means of motivation for language learning is highly recommendable. Keywords: Folklore, Motivation, Ancient, Technologies, learning materials, language learning.

KOPSAS 6.0 UNISEL 26. QUESTIONING TECHNIQUES PRACTICES AMONG THE PRE-SERVICE TEACHER IN MICROTEACHING MAZRIZAL BIN MOHD MUZENI Universiti Selangor [email protected] NUR FATIMA ADZAHARA BINTI MOHD FUAD Universiti Selangor [email protected] ABSTRACT Effective questioning techniques are important in education for engaging students in learning and providing pre-service instructors with a comprehensive understanding of questioning approaches used in micro-teaching. However, pre-service teachers often struggle with insightful questions to stimulate critical thinking and active participation among students. This study examines the questioning strategies employed by pre-service teachers during their microteaching. Fifteen (15) pre-service teachers’ microteaching sessions were recorded and analysed using thematic analysis. Analysis of these sessions reveals pre-service teachers' prevalent use of factual questioning strategies, highlighting a gap in their ability to cultivate higher-order thinking skills during instructional practices. While employing diverse questioning techniques is essential in promoting critical thinking and enhancing instructional practices in educational settings, the findings suggest that incorporating structured training programs and reflective practices can significantly improve pre-service teachers' questioning proficiency. By integrating theoretical knowledge with practical application, educators can equip aspiring teachers with the necessary tools to facilitate inquirybased learning and foster deeper student engagement. Keywords: Pre-service teacher, Questioning Technique, Microteaching

KOPSAS 6.0 UNISEL 27. Malaysian Teachers’ Strategies in Handling Disciplinary Issues Among Special Education Students Nur Shafiqa Begum Binti Mohamad Noor Universiti Selangor [email protected] Irdina Faqihah Binti Ishak Universiti Selangor [email protected] ABSTRACT This study aimed to develop an understanding of the strategies used by Malaysian teachers in handling disciplinary issues among students with special educational needs. Purposive sampling was used, which included 14 special education teachers in Malaysia as participants. This study utilised a qualitative research design through semi-structured interviews. Firstly, the findings show that most Malaysian teachers utilise various disciplinary strategies, including positive reinforcement, differentiated teaching approaches, and the involvement of parents. Secondly, it reveals obstacles such as difficulty understanding students' needs and getting parents involved, which affect how well these methods work. Lastly, it examines how teacher training helps teachers choose and use disciplinary strategies effectively. This research highlights the need to provide continuous support and training to teachers in special education settings to maximise student results and cultivate inclusive learning environments. In essence, this study adds to the discussion on disciplinary methods in special education and provides valuable insights for enhancing educational opportunities for students with special needs in Malaysia. Keywords: special educational needs, disciplinary issues, strategies, teachers

KOPSAS 6.0 UNISEL 28. SPEAKING ANXIETY AND ITS IMPACTS ON UNISEL ESL LEARNERS’ LANGUAGE LEARNING PROCESS Adlin Salsabilla Binti Mohamad Universiti Selangor [email protected] Aisyah Nabilah Binti Zulkifli Universiti Selangor [email protected] ABSTRACT Speaking anxiety can impede a learner's progress in the language-learning process. This research study explored the significance of addressing factors contributing to speaking anxiety among University of Selangor (UNISEL) English as a Second Language (ESL) learners, investigating its impacts on their language learning process. Understanding and mitigating this issue can enhance learners' linguistic proficiency and learning outcomes. This quantitative study investigates the factors and impacts of speaking anxiety among 184 UNISEL ESL learners. The questionnaire utilises structured sections encompassing demographics, internal factors (confidence and shyness), external factors (language factors, sociocultural factors, and fear of negative peer evaluation), and the impacts of speaking anxiety on UNISEL ESL learners. These obstacles hinder effective communication, restricting learners' capacity to articulate ideas in English. The study aims to identify their manifestations and explain how they interfere with the language learning process. The statistical data analysis was performed in the SPSS 23.0 version to determine the mean and standard deviation of the study. Results indicate that both internal and external factors are at the medium level contributing to speaking anxiety in UNISEL ESL learners. The most significant factor of speaking anxiety among UNISEL ESL learners is shyness. This study contributes valuable insights to the learners in identifying the factors and impacts of speaking anxiety to enhance their potential in the language learning process. Keywords: Speaking Anxiety, Factors, Impacts, ESL Learners.

KOPSAS 6.0 UNISEL 29. GENSHIN IMPACT AS A LANGUAGE LEARNING TOOL FOR STUDENTS VOCABULARY ACQUISITION AND COMMUNICATION SKILLS IN MALAYSIAN TERTIARY EDUCATION Nurain Binti Noorjamri Universiti Selangor [email protected] Muhammad Aazeem Bin Muhammad Pasupathy Universiti Selangor [email protected] ABSTRACT Game-based learning has emerged as a prevalent strategy within contemporary educational frameworks. Using games for pedagogical purposes constitutes a technological avenue that positively impacts the learning trajectory. Genshin Impact, an online gaming platform developed by miHoYo in 2020, has garnered substantial popularity among Malaysian tertiary education students. Its multifaceted features, including the Cooperative (Co-Op) mode, facilitate player interaction, thereby prompting exploration into its efficacy as a learning tool for English language acquisition and communication enhancement among Malaysian tertiary learners. This research adopts a descriptive quantitative methodology to examine the effectiveness of Genshin Impact in improving vocabulary acquisition and communication skills within the context of language improvement. Data from a sample of 100 respondents drawn from various Malaysian universities are subjected to descriptive analysis to address the research questions. Results of the data analysis indicate that most English learners in Malaysian tertiary education scored above 20 out of 30 questions in a vocabulary test related to Genshin Impact. Additionally, findings reveal that students express strong agreement regarding the contribution of Genshin Impact's chat feature to increased motivation for English language learning and improved communication skills in English. Keywords: Genshin Impact, language proficiency, tertiary education, digital games, language learning, vocabulary acquisition, communication skills, gamification

KOPSAS 6.0 UNISEL 30. Perceptions of TESL Students at University Selangor (UNISEL) on the Usage of ChatGPT in Studies Wan Muhammad Hanis Bin Wan Hanapi Universiti Selangor [email protected] Jeevan Rajadurai Universiti Selangor [email protected] ABSTRACT This study examines the perceptions of TESL students at the University of Selangor (Unisel) regarding using ChatGPT in their studies. With Artificial Intelligence becoming increasingly integrated into education, understanding student attitudes towards such technologies is vital for effective implementation. This quantitative study involves 100 TESL students from UNISEL's Bestari Jaya campus. A closed-ended survey captured students' opinions on ChatGPT usage frequency, benefits, and challenges. Data collection was conducted online to ensure diverse participation. The findings reveal challenges in participant engagement. Despite the smaller sample size, the study provides valuable insights into ChatGPT's integration into language education. Findings may be impacted by the reduced response rate, highlighting the importance of addressing participant willingness in future research endeavours. This study underscores the need for effective engagement strategies in educational research to ensure robust data collection and analysis. Keywords: ChatGPT, TESL students, Artificial Intelligence (AI), Educational technology, Language learning

KOPSAS 6.0 UNISEL 31. PRIMARY AND SECONDARY SCHOOL PRE-SERVICE TEACHER’S STRUCTURE OF CLASSROOM DISCOURSE IN SELANGOR Qhajelvishaalee Selva Kumar Universiti Selangor [email protected] Glorria A/P Raueenthran Universiti Selangor [email protected] ABSTRACT This study compares the structure of classrooms among primary and secondary pre-service teachers using Sinclair and Coulthard's classroom discourse structure model. Through qualitative analysis of video recordings from twelve English language lessons taught by six (6) primary and six (6) secondary pre-service teachers in Selangor, the research elucidates the prevalence of the IRF (Initiations-Responses-Feedback) pattern sequence in both groups, particularly in information presentation and group discussions. The primary pre-service educators tend to rely on factual questioning to assess student comprehension, while secondary educators prefer inquiry-based questioning approaches Additionally, the study reveals that students exhibit greater responsiveness to teacher initiations in classroom activities perceived as enjoyable. The findings suggest that integrating the IRF model and discourse analysis into teacher training and professional development programs can better prepare educators to arrange effective classroom interactions. By equipping teachers with the skills to navigate and scaffold discourse patterns, educators can foster more meaningful student-teacher interactions and promote deeper learning experiences. . Keywords: Classroom discourse, pre service teacher, IRF, primary school, secondary school

KOPSAS 6.0 UNISEL 32. THE RELATIONSHIP BETWEEN INSTRUMENTAL MOTIVATION’S ACHIEVEMENT IN THE EFL CONTEXT THROUGHOUT MALAYSIA Husnul Farhanah binti Kamaruddin Universiti Selangor [email protected] Nik Amalia Fatinah binti Nik Mustapa Universiti Selangor [email protected] ABSTRACT Instrumental motivation has significant impact on a student's life and can be a contributing factor in learning process. In some EFL cases, students need reasons why they must pursue something to stay motivated. This study aims to identify whether students’ achievement in an EFL context is positively correlated with instrumental motivation, particularly in English language learning. EFL students enrolled in Malaysian universities were randomly selected to participate in the data collection process. A set of questionnaires derived from several research papers were distributed to a total of 100 respondents. The collected data is then analysed using Pearson’s Correlation Coefficient through Microsoft Excel. The findings indicate that there is a strong correlation between students' achievement and instrumental motivation. This shows that instrumental motivation does have a significant impact on the academic achievement of EFL students in terms of English language learning. This study is also critical to ascertain the benefits that could stem from instrumental motivation, encouraging students to put in more effort in the learning process to improve their academic achievements, such as obtaining good grades or developing additional skills. Therefore, it is envisioned that educators would be able to use the study's findings to make the most of these students' instrumental motivation to enhance the learning process, especially when it comes to teaching the English language. Keywords: Instrumental Motivation, Students’ Achievement, EFL students, English language learning

KOPSAS 6.0 UNISEL 33. PERCEPTIONS OF UNDERGRADUATE STUDENTS ON GENDER STEREOTYPES AMONG TEACHERS IN MALAYSIA Simranjit Kaur A/p Harjit Singh Universiti Selangor [email protected] Leong Kah Soon Universiti Selangor [email protected] ABSTRACT This research delves into undergraduate students' perceptions of gender stereotypes among teachers in Malaysia, aiming to enhance their understanding of gender issues within educational settings. To investigate students’ perceptions and explore their expectations and preferences, the study poses two questions: What are the undergraduate students’ perceptions of gender stereotypes among teachers in Malaysia, and how do these stereotypes influence their expectations and preferences for male and female teachers? The significance of this research lies in its potential to inform policy and practice, offering insights that could help mitigate gender biases in more inclusive educational environments. The researchers distributed questionnaires featuring a Likert scale to 60 randomly selected undergraduate students, thus enabling the quantification of perceptions of patterns in students’ attitudes toward gender stereotypes among teachers. By focusing on a representative sample of undergraduate students from various years of study, this research aims to provide a comprehensive overview of gender stereotypes in the Malaysian educational context, contributing valuable insights into the challenges and opportunities for promoting gender equality in education. From the findings, most respondents agree that the perception of gender stereotypes exists in school. Moreover, the study reveals differences in perceptions and preferences among students of different genders and academic backgrounds, shedding light on the complex interplay between societal norms, cultural factors, and educational experiences in shaping attitudes towards gender stereotypes in Malaysia. . Keywords: perception, undergraduate students, gender stereotypes, education

KOPSAS 6.0 UNISEL 34. EXAMINING THE EFFECTIVENESS OF VARK LEARNING STYLES ON TEACHING PEDAGOGY FOR TERTIARY STUDENTS Muhammad Aidill bin Asri Universiti Selangor [email protected] Muhammad Shafiq Bin Mohammad Nor Universiti Selangor [email protected] ABSTRACT Learning styles play a pivotal role in shaping pedagogical approaches, particularly among tertiary students. This study investigates the correlation between the VARK learning model and preferred learning styles among tertiary students. With a focus on enhancing teaching pedagogy, the research aims to identify students' learning preferences and provide insights for educators. This study utilised a quantitative approach. Stratified sampling was employed, distributing questionnaires to 100 students and 20 instructors. The data, collected through Google Forms, comprised responses to VARK questionnaires tailored for students and instructors. Descriptive quantitative analysis revealed diverse learning preferences, with significant correlations between certain VARK dimensions and preferred teaching methods. Findings indicate the predominance of Read/Write, and Kinesthetic learning styles among students, while instructors predominantly incorporate Aural and Reading/Writing methods. The study underscores the importance of aligning teaching strategies with students' preferences to optimise educational outcomes. Educators can foster inclusive learning environments by recognising and accommodating diverse learning styles, enhancing student engagement and satisfaction. . Keywords: VARK Learning Model, Learning Styles, Tertiary Education, Teaching Pedagogy, Instructional Strategies, Student Preferences.

KOPSAS 6.0 UNISEL 35. International students’ experiences in adapting to Malaysian English at University Selangor Lingeeshri a/p Saravanan Universiti Selangor [email protected] Vivya a/p Govindasamy Universiti Selangor [email protected] ABSTRACT Malaysian English, also known as ‘manglish’ can be somewhat daunting for international students studying in Malaysia. The paper highlights experiences of these students in the process of adapting to the Malaysian English language while aiming to examine various aspects of language barriers, language proficiency in academic and social settings and the overall experiences of the international students at University Selangor. Qualitative data was collected and analysed through semi-structured interviews with 5 international students who voluntarily participated in the session narrating their adaptation experiences. The findings indicate that while some students required modifying their communication techniques to speak Malaysian English more fluently, others did not since they found the language less challenging. These students found it significant to engage in communication with local peers and instructors as it allowed them to facilitate their behaviours through observation and imitation in both social and academic contexts. The firsthand experiences of these international students at University Selangor serve as the basis for comprehending the intricacies of the largely unexplored field in the literature on international education and language adjustment in the Malaysian setting. The efficacy of this study may serve as a catalyst for future research by exploring various strategies to facilitate language adaptation while also examining the enduring effects of these interventions on academic achievement. .Keywords: Malaysian English, Qualitative data, international students, language barriers, language proficiency

KOPSAS 6.0 UNISEL 36. INVESTIGATING RELATIONSHIPS BETWEEN LANGUAGE LEARNING STRATEGIES (LLS) AND SPEAKING PROFICIENCY AMONG TESL STUDENTS AT UNISEL Nur Syuhada Athirah Binti Mohd Zuki Universiti Selangor [email protected] Nur Athirah Binti Awang Universiti Selangor [email protected] ABSTRACT Language Learning Strategies (LLS) are important in language learning, especially for ESL (English as a Second Language) learner as it influences speaking proficiency. Proficiency is crucial to ensure the listener clearly understands the intended message. While proficiency in speaking is crucial, we still lack insight into how the learners employ LLS in their language learning to improve their speaking proficiency. This study aims to identify Language Learning Strategies (LLS) and investigate the LLS used by ESL students to improve their speaking proficiency. This study employed a quantitative approach, utilising questionnaires as a survey tool to collect data from participants. The data collected involved 100 participants who were undergraduate Teaching English as a Second Language (TESL) students at UNISEL. The findings revealed that the metacognitive approach is the most preferred method among ESL students at UNISEL to enhance their speaking proficiency. The findings of this study may be useful for ESL educators to implement suitable language learning methods into their teaching to provide a successful language learning environment in the future. . Keywords: Language Learning Strategies (LLS), ESL Learners, Speaking Proficiency, Teaching English as a Second Language (TESL).

KOPSAS 6.0 UNISEL 37. PARENTAL PERCEPTION OF YOUTUBE AS A TOOL FOR THEIR CHILDREN’S ENGLISH LANGUAGE LEARNING Yuvarajan A/L Arul Universiti Selangor [email protected] Tinesh S/O Sankar Ganesh Universiti Selangor [email protected] ABSTRACT In an era where digital devices are present in every part of our lives, education is going through an important transition. Also, this transition has greatly influenced generations’ daily language learning. These days, YouTube is also commonly used as an educational tool as part of language learning through language videos and educational videos. Hence, this study investigates how parents view YouTube as a tool for their children's English language learning. In today's digital age, understanding parental attitudes towards YouTube's educational potential is crucial. We aim to address this gap in the literature and explore parental perspectives on this emerging trend. The problem statement delves into how parents perceive YouTube's effectiveness compared to traditional educational methods, considering concerns about content reliability and appropriateness. Using a quantitative approach, we gathered data through surveys of 30 parents with children aged 5-10. Our analysis of quantitative data reveals diverse parental attitudes, ranging from recognition of YouTube's accessibility and engaging content to concerns about content quality and screen time. Results highlight the need for comprehensive guidelines to help parents utilize YouTube effectively for their children's English learning while mitigating risks and maximizing benefits. In conclusion, this research emphasizes the importance of understanding parental perspectives in shaping digital learning platforms' role in children's education. It provides insights into how parents navigate the evolving landscape of educational media and underscores the significance of parental involvement in children's learning experiences. . Keywords: Parental perception, YouTube, children, English language learning

KOPSAS 6.0 UNISEL 38. THE MOTIVATION OF ENGLISH FOR SPECIFIC PURPOSES(ESP)AMONG ENGINEERING STUDENTS IN SELANGOR Nur Natasya binti Ani Universiti Selangor [email protected] Dania Nur Qamarina Binti Nazaruddin Universiti Selangor [email protected] ABSTRACT Introducing English for Specific Purposes (ESP) courses is crucial to meet engineers' language and communication requirements in the ever-changing field of engineering education. This research explores what motivates engineering students in Selangor to participate in English for Specific Purposes (ESP), aligning with the language and professional requirements of the industry. A quantitative study using Google Forms and Excel's descriptive statistics to poll one hundred engineering students conducted in recognition of the significance of ESP in promoting essential language proficiency. The findings show that students are highly motivated to engage in ESP courses, recognising the programme's benefits for their future academic and professional success. This study emphasises the need for better teaching strategies to increase speaking fluency, highlighting the crucial connection between language proficiency and performance in the classroom and in the workplace within the international engineering sector. These results provide educators and policymakers with important new information to help them create techniques for language instruction that work well in engineering education. Keywords: Motivation, English for Specific Purposes (ESP), Engineering students, Language proficiency, Speaking fluency.

KOPSAS 6.0 UNISEL 39. UNDERGRADUATE STUDENTS' PERSPECTIVE ON THE IMPORTANCE OF PARENTAL PRESENCE IN DEVELOPING THE ENGLISH LANGUAGE Shasha Azlini Binti Ashroni Universiti Selangor [email protected] Norshafeikah Atirah Binti Asmah Radzi Universiti Selangor [email protected] ABSTRACT Undergraduate students' perspectives on the role of parental presence in English language development provide substantial insight into the dynamic interaction between home and educational settings. Comprehending students' perspectives can facilitate the development of efficient strategies that employ parental engagement to improve language learning results for present students and upcoming generations. This study explores undergraduate students' views on parental involvement in English language development. It aims to identify effective strategies for improving future children's language learning, examine its impact on students' English proficiency, and explore the relationship between parental engagement and student motivation in language learning. A survey consisting of 14 close-ended and 2 open-ended questionnaires was employed and distributed to 100 respondents. This research employed mixed-method approaches, and data was analysed using statistical methods and content analysis. Results reveal strategies for improving future children's language learning, such as regular communication, reading activities, exposure to English media, and language-rich environments. The research also shows a positive correlation between parental involvement and students' English proficiency. Students with greater parental involvement are more motivated to engage in language learning activities, highlighting the importance of parental involvement in shaping language learning experiences. Keywords: Parental presence, undergraduates, perspectives, English education, motivation

KOPSAS 6.0 UNISEL 40. READING MOTIVATION AMONG UNISEL TESL DEGREE STUDENTS Muhammad Syahmi bin Zaini Universiti Selangor [email protected] Raynilda Lajius University Selangor [email protected] ABSTRACT Motivation defined as the energy that propels, guides, and maintains goal-oriented behaviour. It is critical in shaping daily activities and improving performance, personal development, and a sense of achievement. This study explores the complex nature of motivation, highlighting its function in turning seemingly straightforward tasks like pursuing career advancements into noteworthy accomplishments that call for tenacity and effort. The study also looks at the complex interactions between biological, emotional, social, and cognitive elements that influenced the motivation of UNISEL TESL Degree students. Crucially, students who lack motivation suffer from low reading motivation, which lowers their reading proficiency and has long-lasting unfavourable learning effects. Due to those reasons, this study aims to identify the variables that affect the motivation of TESL degree students at UNISEL. This study uses the quantitative method to collect data. The quantitative data was collected through a Reading Motivation questionnaire among UNISEL TESL Degree Students, containing 30 items with 3 sections of each variable. The data were examined using descriptive analysis in Statistical Package for the Social Science (SPSS). This research includes 100 TESL undergraduates from Universiti Selangor. According to the findings, many undergraduates pursuing TESL degrees think the class materials significantly impact their motivation to read. Other than that, students read extensively in their own ways, resulting in diverse perspectives. Remarkably, every undergraduate TESL student holds a different and strong belief in how motivation affects their reading preferences. Keywords: Motivation, TESL Degree students, classroom materials, beliefs, extensive reading

KOPSAS 6.0 UNISEL 41. EVALUATING MICROTEACHING AS A TOOL FOR PREPARING TESL PRE-SERVICE TEACHERS FOR TEACHING PRACTICUM ERIC JOSHUA A/L JEBARAJ PONNIAH Universiti Selangor [email protected] ABSTRACT This research assesses the efficacy of microteaching as a preparatory tool for pre-service teachers at a private university, aiming to enhance their teaching skills for more effective lesson delivery. Given the complexity of imparting teaching skills, microteaching sessions offer a structured environment for pre-service teachers to acquire essential pedagogical competencies. The study employs a mixed-methods approach, integrating questionnaires and interviews to gather comprehensive data. 100 pre-service teachers enrolled in Teaching English as a Second Language (TESL) participated in the questionnaire survey, which was analysed using descriptive statistics. Additionally, in-depth interviews were conducted with seven (7) students from the same programs to obtain nuanced perspectives on their microteaching experiences, challenges, and personal insights. The results of this study are poised to contribute valuable insights into the role of microteaching in preparing pre-service teachers for their teaching practicums, offering implications for pedagogical training practices. Keywords: Microteaching, Pre-service Teachers, Teacher Preparation, Teaching Practicum, Pedagogical Skills, University Selangor

KOPSAS 6.0 UNISEL 42. PRE-SERVICE TEACHERS’ PERSPECTIVE TOWARDS ONLINE LEISURE READING MATERIALS AS TEACHING MATERIAL Aqayissa Rauda Binti Azman Universiti Selangor [email protected] ABSTRACT This qualitative study investigates the perspectives of pre-service teachers specialising in English language learning towards utilising online leisure reading materials as teaching resources. The research aims to identify pre-service teachers' initial perspectives, preferences for online leisure reading materials, and the factors influencing their choices. Thirty pre-service teachers participated in an open-ended survey designed to gather their opinions freely. The random sampling method was employed to ensure unbiased selection. Participants were given three weeks to respond to the survey, which was distributed via Google Forms through WhatsApp groups exclusive to preservice teachers. Responses were collected anonymously to safeguard confidentiality. Data analysis was conducted using narrative analysis to comprehensively understand the diverse perspectives and opinions regarding online leisure reading materials. The study seeks to contribute to existing knowledge in educational material selection by elucidating the rationale behind preservice teachers' preferences for using online leisure reading materials as teaching aids. The findings of this research hold implications for curriculum design and pedagogical practices in English language teaching, shedding light on the potential benefits and challenges associated with integrating online leisure reading materials into the instructional process. . Keywords: online leisure reading materials, pre-service teachers, perceptions

KOPSAS 6.0 UNISEL 43. UNISEL UNDERGRADUATE STUDENTS’ PERCEPTION OF THE EFFECTIVENESS ONLINE RESOURCES Nazira binti Abdul Raof Universiti Selangor [email protected] Nur Miza Irdhina binti Hamizan Universiti Selangor [email protected] ABSTRACT In recent years, online resources have revolutionised the field of education by providing students with a wide range of tools, knowledge, and interactive platforms. This research explores the value of online learning resources, delving into their advantages, effects on student learning outcomes, accessibility, and potential drawbacks. As technology develops and has an increasing impact on education, it is imperative that both instructors and students comprehend the advantages and drawbacks of using online resources. This research aims to identify the effectiveness of online resources towards UNISEL students. 50 UNISEL students participated in this study, and 30 questions were distributed to support the findings. The results indicate a significant correlation between UNISEL undergraduate students' perceptions of the usefulness of online resources and their level of proficiency in using them, as well as the challenges or issues they face. The relationship among these three is that student’s perceptions, their degree of proficiency in using them, and the difficulties or problems they encounter yield a range of distinct and varied responses. This demonstrates how those three correlations affect how well the participant uses online resources. More investigation is required to fully comprehend the implications in the context of the diverse responses. . Keywords: Online Resources, Effectiveness, Students, Perception

KOPSAS 6.0 UNISEL 44. ROLE OF EDUCATIONAL ENVIRONMENTS IN TESL STUDENTS' SPEAKING LITERACY NUR FARAHIN BINTI ABD RAHIM Universiti Selangor [email protected] ABSTRACT This research investigates the role of Educational Environments (EE) on the speaking literacy outcomes of Teaching English as a Second Language (TESL) students at the University of Selangor (UNISEL). The aim is to comprehensively examine various dimensions of the EE, including instructional quality, resource availability, technological integration, classroom culture dynamics, and the impact of teacher and peer support. The study employs a multifaceted approach, integrating insights from the Malaysia Education Blueprint 2013-2015 and empirical data collected from School Specialty (2020). Quantitative and qualitative methods, such as surveys and interviews, are utilised to capture diverse perspectives from educators, students, and administrators. The results reveal a significant correlation between educational environments and TESL students' speaking literacy. Improved instructional quality, resource availability, and effective technology integration positively increase motivation and engagement. Furthermore, a positive classroom culture, supported by meaningful teacher and peer interactions, emerges as pivotal for fostering speaking proficiency. The study underscores the need for innovative, inclusive pedagogical strategies tailored to the diverse learning needs of TESL students. In conclusion, these findings contribute valuable insights to enhancing TESL instruction in Malaysia, advocating for adaptability and refinement of educational environments to ensure students are equipped with the linguistic competencies necessary for success in the global landscape. .Keywords: Educational Environment (EE), Teaching English as a Second Language (TESL), Speaking Literacy, Physical Environment, Social Environment and Psychological Environment.

KOPSAS 6.0 UNISEL 45. ESL Lecturers' Perceptions of Education for Sustainable Development (ESD) Integration in Teacher Training Program Kamelia Ann A/P A.Victor Universiti Selangor [email protected] Jothigaa Karthikesu Universiti Selangor [email protected] ABSTRACT This research delves into the perceptions of ESL lecturers regarding the integration of Education for Sustainable Development (ESD) within teacher training programs, a critical component for fostering educators capable of contributing to a sustainable future, as highlighted by the Sustainable Development Goals (SDGs). Despite the acknowledged importance of embedding ESD principles into teacher education, a significant gap in its effective implementation persists. Through a quantitative analysis among lecturers at UNISEL, this study reveals a moderate level of SDG awareness among educators, alongside an appreciation of their significance. While lecturers endorse the notion of Malaysia's progress towards these goals, their stance on incorporating ESD themes into their curriculum and effectively evaluating students on these topics remains ambivalent. The findings underscore a strong consensus among lecturers on the necessity of ESD integration into teacher training frameworks, albeit confronted by hurdles such as limited resources, insufficient professional development opportunities, and resistance among peers. The study advocates for enhanced lecturer training to facilitate effective ESD incorporation, suggesting providing comprehensive professional development resources, establishing continuous training mandates, and formulating clear implementation guidelines. It also emphasises the importance of collaborative efforts to champion ESD integration within educational paradigms. .Keywords:Sustainable Development, ESL Education, Teacher Training, Education for Sustainable Development (ESD), Sustainable Development Goals (SDGs), Lecturer Perceptions

KOPSAS 6.0 UNISEL 46. Perception of English Writing Anxiety Among Undergraduates From Non-English Majors Amirah Nur Fatihah bt Faridam Shah Universiti Selangor [email protected] Balqis bt Zainal Abidin Universiti Selangor [email protected] ABSTRACT English writing anxiety has been an ongoing issue among undergraduates from non-English majors as it affects students physically and mentally in an academic setting, regardless of their background. This study aims to identify the factors influencing English writing anxiety among non-English undergraduates and to investigate the impact of English writing anxiety on non-English major undergraduate students. The research employed a quantitative research design, and the participants were 100 undergraduates from a few higher institutions in Malaysia. The instrument uses a set of questionnaires, which is divided into three sections: (i) demographic, (ii) factors of writing anxiety, and (iii) impacts on English writing. The findings reveal that grammar components significantly contribute to English writing anxiety, while limited vocabulary knowledge plays a less prominent role. Furthermore, participants reported perfectionism as the most common impact of English writing anxiety, with migraine being the least experienced. The study suggests targeted interventions to enhance grammar skills could help alleviate anxiety among non-English major undergraduate students. This implies that educational institutions and instructors should consider incorporating grammar-focused activities, exercises, or coursework into their curriculum to support students in overcoming writing anxiety and improving their overall English writing abilities. .Keywords:English writing anxiety, factors, impacts, perception, undergraduates, non-English majors

KOPSAS 6.0 UNISEL 47. PERCEPTION OF HIGHER EDUCATION LEARNERS IN USING NEWSPAPER ARTICLES TO DEVELOP LANGUAGE SKILLS Felicia Edward John Universiti Selangor [email protected] Deepegappriya A/P Suganthy Universiti Selangor [email protected] ABSTRACT Newspapers are a useful language-learning tool that can be implemented at all levels of education. While previous research has generally focused on the newspaper's reading habits and the usage of newspapers among school students, it is important to understand the viewpoint of higher education learners when using newspaper articles to develop their language skills. Therefore, this study investigates higher education learners' perceptions of using newspaper articles to develop their language skills. The study focuses on the usefulness of using newspapers, their motivation to use newspapers, and their challenges in using newspaper articles to develop language skills. A total of 108 higher education learners from local higher institutions are requested to answer a questionnaire in the form of a Likert scale, which consists of three sections of questions. The findings revealed that learners in higher education have a positive perception of using newspapers to develop language skills. However, in this study, several challenges are found among higher education learners while using newspaper articles. Therefore, this study highlights the need for further investigation of the strategies to overcome the challenges and approaches to implementing this valuable learning material in classes. This study gives a clear viewpoint and reveals several challenges higher education learners face in utilising newspapers, which need to be improvised and implementing newspapers as a learning tool in future higher institution classrooms. .Keywords:newspaper, language skill development, higher education learners, perception

KOPSAS 6.0 UNISEL 48. CHALLENGES FACED BY UNIVERSITY STUDENTS IN ACHIEVING ENGLISH LANGUAGE Eswary A/P Seger Universiti Selangor [email protected] Divyashini A/P Raman Krishnan Universiti Selangor [email protected] ABSTRACT This research aims to investigate the challenges faced by Malaysian university students from vernacular schools in improving their English language proficiency. With Malaysia's diverse linguistic landscape, vernacular schools are crucial in preserving cultural identities while integrating the national language and English into their curriculum. However, students encounter obstacles such as limited exposure to English outside the classroom, insufficient resources and support, and cultural barriers. Through a survey distributed via Google Forms to 20 to 30 respondents and analyzed using a Likert scale, this study seeks to identify these challenges and their impact on students' academic performance, self-confidence, and future prospects. By understanding these difficulties, the study aims to develop effective strategies and plans to support students in their language learning journey. Keywords: English language proficiency, multilingual, multiethnic, vernacular school, self confidence .