PROGRAMME BOOK
TABLE OF CONTENTS ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 1 Content Foreword About ICEL Objectives Theme Sub-theme Clusters Paper Presentation Sub-theme Poster Presentation Conference Schedule Keynote Speaker Presentation Schedule Paper Presentation Abstracts Poster Presentation Abstracts Organising Committee Acknowledgement Page
Foreword ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 2
Foreword ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 3
Foreword ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 4
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 5 ABOUT ICEL 2023 International Conference on English Language (ICEL) is an initiative by the English Language Teaching Center (ELTC), Ministry of Education Malaysia. It is a professional development conference that serves as a platform for English language practitioners to share and gather knowledge to impact ELT practices. As an in-service teacher training institution, we always strive to strengthen the quality of English Language Education in the nation and the ASEAN region through various platforms and initiatives As a continuous effort to reach out to a wider spectrum of English Language audiences, ELTC once again is organising the 3rd International Conference with the theme ‘Celebrating the ESL Voices’. The conference offers plenary talks by leading international ELT experts, researchers, and teachers. ICEL also promotes sharing of the best practices and researchers in the field of language testing and assessments, leadership and management, teacher training and continuous professional development as well as technology-based education through a series of parallel sessions. OBJECTIVES -Provide opportunities for educators, teachers, policymakers, researchers and students a platform to present and share research findings, best practices and educational innovations on current theories and practices in the English Language teaching and learning. -Create and strengthen a collaborative network between the ELT communities and interweave expertise globally in the field of English education. -Consolidate knowledge and generate lifelong learning aspirations in various themes across the field of English Education. -Showcase innovative teaching or training materials as well as the latest practices or tools relevant to the current changes in the English educational field.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 6 THEME “CELEBRATING ESL VOICES” SUB- THEME CLUSTERS PAPER PRESENTATION SUB- THEME POSTER PRESENTATION Cluster 1: Teaching, Learning and Assessment Cluster 2: Leadership and Management Cluster 3: Teacher Training and Continuous Professional Development Cluster 4: Technology in Education Innovation in English Teaching & Learning
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 7 CONFERENCE SCHEDULE https://icel.eltc.edu.my/ Guests’ arrival/ Registration/ Entering the Hall Refreshments Soft Launching 8.00 AM 9.00 AM 4.30 PM 6TH N O VEMBER 2023 (MO NDAY) 9.30 AM 10.00 AM Keynote Address 11.15 PM Parallel Session 1 & Poster Presentation 1.15 PM Lunch Break 2.15 PM Parallel Session 2 & Poster Presentation Plenary 1 7TH N O VEMBER 2023 (TUESDAY) 8.30 AM Plenary 2 9.30 AM Refreshments 10.00 AM Plenary 3 11.00 AM Workshop 12.00 PM Resolution & Closing Ceremony 1.15 PM Lunch
Biodata Mark Henebury joined the DIT in September 2018 as the English Language Training and Teacher Training Specialist in the DIT Education Sector Team, representing and promoting those UK education sectors and supporting UK providers of all types to export their expertise worldwide. In the role he promotes and celebrates the success of the sectors, working closely with key stakeholders to identify challenges and opportunities. He has over 10 years’ English teaching experience to a wide range of ages and levels in Germany, Portugal and Poland as well as in language schools and universities in the UK. As a teacher-trainer, he has delivered training to hundreds of teachers in the UK and overseas to share student-centered approaches and ideas that raise levels of engagement within the range of teachers’ own local contexts. ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 8 KEYNOTE SPEAKER
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 9 PRESENTATION SCHEDULE
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 10 PAPER PRESENTATION ABSTRACTS C4 AI-Powered English Language Learning: Revolutionizing Learners' Proficiency Shee Yuen Ling University of Malaya [email protected] ABSTRACT This research delves into the transformative potential of Artificial Intelligence (AI) in the realm of language learning, with a specific focus on enhancing English proficiency. Leveraging AI-powered platforms and tools, this study aims to analyze their effectiveness in imparting education and evaluating student performance. The research seeks to provide empirical evidence on how AIdriven pedagogy can revolutionize conventional language learning paradigms.Through case studies and empirical data, the study showcases the application of AI in personalizing learning experiences, offering instant feedback, and enabling learners to rectify mistakes efficiently. Furthermore, it explores the impact of AI-driven assessments on improving pronunciation and fluency, ultimately contributing to heightened language proficiency. This research contributes valuable insights into the integration of AI technologies in education, shedding light on their role in addressing language barriers and creating dynamic, engaging learning environments. By examining the practical implementation of AI in language learning, this study aims to pave the way for a more effective and accessible approach to English language education. C1 Enhancing English Language Skills Through Project Based Learning: Solar Speller; The Board Game Divya A/P Arumugam S.K. Toh Indera Wangsa Ahmad, Batu Gajah. Perak [email protected] ABSTRACT This study looks at the enhancement of English Language skills such as reading and speaking through a board game, The Solar Speller. The aim of the research is to inculcate reading and speaking skills among Primary School children, especially, remedial children through a board game. The study is based on the usage of a board game that consists of alphabets, pictures and reading cards created using the CEFR syllabus and vocabulary. A mixed- methods approach, combining quantitative pre – test and post-test and qualitative reading and speaking task was used. Findings reveal a significant increase in the students’ ability to speak and read in English language. In conclusion, the study revealed that children grasp the English language better through a fun learning mode.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 11 C4 ‘Creative Inclusive Classrooms: Enhance Reading Skill Through Immersive Reader Tool as English Learning Material During Online Learning in Pandemic Covid-19 Among Form 5’ Deebamalar A/P Pandi Sekolah Menengah Kebangsaan Pulau Ketam [email protected] ABSTRACT This study was carried out to enhance reading skills among Form 5 students of SMK Pulau Ketam during online learning in the context of the Covid-19 pandemic. The purpose and objective of this study is to enhance reading comprehension and fluency and to increase confidence to read at higher levels. In addition, this study was also aimed to identify the effectiveness of using an immersive reader tool to increase reading skill proficiency levels. Observation and analysis of documents were used as the research methods. Participants consisted of sixteen students from 5 Satria. Data was analyzed using descriptive analysis and reported in percentages. The results of the post test is that is that the immersive reader tool has helped students read with fluency and answer comprehension questions. C1 Not just for Pure Enjoyment: How Extensive Reading Made My Pupils Score Better in Their SPM 1119 Reading Comprehension Questions Nur Atiqa binti Ismail SM Sains Kota Tinggi [email protected] ABSTRACT This study investigated the impact of regular prose discussions in improving pupils’ reading comprehension skills. 60 pupils from a fully residential school in Malaysia were selected forthis study and after the pre-test was administered, and it has been found that 50 out of 60 pupils managed to score less than 30% correct answers for reading comprehension tasks of multiplechoice questions (MCQ) for longer texts as well as gapped text. Through preliminary analysis of the pre-test data (interviews and survey) it has been concluded that most pupils find it difficult to recognise references (mostly involving definite article and pronouns) when locating and choosing the best answer (MCQ) as well as choosing the best sentence to fill the gapped text; despite 15 weeks of intensive reading practice. This calls for a rather drastic intervention whereby the pupils are introduced to Literature Circles; in Literature in Action lessons for 21 weeks. The prose selected for this purpose are graded CEFR materials (650-1000 words); of a variety of genres – pitched between B1-C1 level, with increasing level of difficulties as the intervention programme progresses. The posttest was administered and the result has shown encouraging improvement in terms of their MCQ for longer texts and gapped-text scores. From the interviews, the pupils also agreed that the regular prose discussions have helped them to not just recognise the anaphoric and cataphoric references better but also improve their ability to recognise main ideas, specific details as well as author’s attitude.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 12 C1 The Glove Method 2.0 Zul Hylmie Bin Salim English Panel, Sekolah Kebangsaan Muzaffar Syah, Kota Tinggi, Johor, Malaysia [email protected] ABSTRACT The COVID-19 pandemic has disrupted traditional face-to-face education, leading to a virtual setting that later reverted back to in-person instruction. Educators faced challenges in managing pupils with diverse learning difficulties while adapting to new teaching techniques. The Glove Method was created as an approach to helping teachers adapt to this new teaching and learning environment. A sample group comprising year 6 students from a rural primary school in Johor was used for testing purposes aimed at aiding them in understanding how they could use correct forms of present and past continuous tenses during their lessons alongside daily lives. However, through utilizing this method, scholars could identify appropriate grammar utilization within their assignments; hence significant improvements were observed regarding comprehension levels after conducting tests on them. The Glove Method 2.0 underwent improvement by incorporating other vital aspects of grammar such as singular/plural usage plus present tense inclusion. During testing periods conducted throughout various institutions using The Glove Method, researchers discovered significant success rates since students showcased improved comprehension coupled with accurate grammar application abilities mentioned above conclusively proving that indeed employing The Glove Method significantly helped enhance learner experiences inside classrooms. C4 Investigating the Role of Artificial Intelligence in Bridging Language Barriers and Promoting Intercultural Communication between China and Malaysia XiaoLi Jiang UKM, Kuala Lumpur, MALAYSIA [email protected] ABSTRACT Intercultural communication is increasingly reliant on technology, and Artificial Intelligence (AI) has emerged as a powerful tool in bridging language barriers. This study investigates the role of AI in enhancing intercultural communication between two culturally diverse nations, China and Malaysia. The research employs a mixed-method approach, combining surveys, interviews, content analysis, and cross-cultural workshops, to comprehensively explore the impact of AI translation tools in these settings. Preliminary findings indicate high adoption rates of AIpowered translation tools in both countries, significantly improving communication efficiency. However, the study also uncovers challenges related to AI's understanding of cultural nuances, idiomatic expressions, and ethical concerns. Policymakers in both nations have supported AI initiatives, contributing to the adoption of AI in language learning and cross-cultural communication. User-centered design workshops have provided valuable insights for tailoring AI interfaces to better meet the specific needs of users in China and Malaysia. The investigation highlights the potential of AI to enhance cross-cultural understanding but emphasizes the importance of addressing challenges in cultural sensitivity and ethical considerations. The study’s outcomes offer practical insights for policymakers, AI developers, and researchers seeking to advance AI's role in promoting intercultural communication.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 13 C4 The Use of FOE4.0 Apps In Teaching Vocabulary and Speaking Skills Among Form 4 Pupils Vinothan S.Ramayah SMK Damansara Damai 1 [email protected] ABSTRACT This action research reports on the results of a small-scale survey on the use of English for daily communication and as a medium of instruction in one of the schools in the Petaling Utama district. Thirty-two pupils and an English Language teacher were involved in this study. The objective of this research is to find out the effectiveness of using Friends of English 4.0 known as the “FOE4.0” app as a tool in Form 4 Arif English Language classroom. The researcher uses the Speaking Skill assessment descriptor for CEFR (Common European Framework of Reference), to evaluate the pupils’ speaking skills before and after the FOE4.0 app was used. The research findings show that pupils’ speaking proficiency has improved from merely being able to utter basic phrases about themselves and respond to basic familiar questions in simple statements, to having confidence in talking and giving explanations about a topic discussed. Out of 32 pupils, a total of 20 pupils displayed their ability to use this app and its functions. It is hoped that FOE4.0 app research can be implemented by other researchers to have a better insight into the ways of motivating and boosting pupils’ interest in speaking in English. C1 Extensive Reading Programme as a Strategy to Improve MUET Achievement Among Form Six Students Mei Lick, Cheok Tun Fatimah Form Six College, Melaka, Malaysia [email protected] ABSTRACT This study investigates the impact of extensive reading on students’ MUET achievement. It aimed to study the impact of running the ER Programme on students’ performance in MUET. This action research study triangulates document analysis and teachers’ and students’ feedback. Participants involved 205 Form Six third-semester students. Findings reveal recent MUET Session 2/2023 results seem to suggest that ER has helped students perform better in their Writing Paper. Teachers’ and students’ feedback shows agreement that ER helps students to improve their language and background knowledge. In conclusion, the study suggests a greater need to implement the ER Programme for a longer period of time in order to reap its full benefits.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 14 C4 ‘Creative Inclusive Classrooms: Enhance Reading Skill Through Immersive Reader Tool as English Learning Material During Online Learning in Pandemic Covid-19 Among Form 5’ Deebamalar A/P Pandi Sekolah Menengah Kebangsaan Pulau Ketam [email protected] ABSTRACT This study was carried out to enhance reading skills among Form 5 students of SMK Pulau Ketam during online learning in the context of the COVID-19 pandemic. The purpose and objective of this study are to enhance reading comprehension and fluency and to increase confidence to read at higher levels. In addition, this study also aimed to identify the effectiveness of using an immersive reader tool to increase reading skill proficiency levels. Observation and analysis of documents were used as the research methods. Participants consisted of sixteen students from 5 Satria. Data was analyzed using descriptive analysis and reported in percentages. The results of the post-test showed that the immersive reader tool has helped students read with fluency and answer comprehension questions. C1 Lansbox: A Corpus Based Analysis on the Use of Content Words and Function Words Among Year 4 Second Language Learners (ESL) BASED ON GENDER Grace Gayathri A/P Ramakarsinin1 SK Temiang, Seremban [email protected] ABSTRACT The discipline of discourse analysis has long been interested in how male and female use language differently. This study aims to identify the content and function words thus understanding how it is used by Year 4 pupils based on their gender through data from a learner corpus. This study adopts descriptive quantitative research method, involving 160 students selected through purposeful sampling (80 boys and 80 girls). A total of 160 essay entitled ‘My family’ were collected and digitalized. Each essay contains roughly 150 words. The type of corpus used in the present study is specialized corpus analyzed using Lansbox and Constituent Likelihood Automatic Word-tagging System (CLAWS). Results showed that most of the salient words used (such as to, and, a, and I) between gender is the same. The highest percentage for function words by the males were 100% (double occurrence) and the lowest percentage stood at 71.3% which was slightly higher as compared to content words with the highest percentage of 100% (single occurrence) and the lowest percentage by 40%. The highest percentage for function words by the females were 100% (five times occurrence) and the lowest percentage stood at 67.5% which was slightly higher as compared to content words with the highest percentage of 98.7% and the lowest percentage by 38.3%. In a nutshell, the usage of function and content words differed according to the genders. The female students dominated function word (close class) meanwhile the male students dominated content words (open class). The findings also suggest female students have more extensive vocabulary when it comes to adjectives and adverbs. The findings provide important knowledge and information for ESL teachers to improve the writing grammatical proficiency, especially for extended writing of ESL learners.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 15 C1 Integrating Digital Tool to Improve Speaking Proficiency among Students in Secondary School Doreen Primus & Wan Azmulia Mohd Azmi SMK Kuala Kubu Bharu Kavita Kandiah SK Taman Putra Perdana [email protected] ABSTRACT Using Action Research as a methodology, this study used ORAI as a digital tool in the English language speaking of the students in secondary school. The objective of this study is to identify the implementation of the ORAI speaking application that can be used to help students upgrade their speaking skills. By using purposive sampling, ten students have been chosen to participate in this study. As a result of the preliminary study, the researcher found that students have proficiency issues in their speaking tests. Students face difficulty pronouncing simple English words and lack of enunciation. Enunciation and pronunciation are two very important components in any language, particularly in speaking skills, which the students lack. In order to master a language, students need to increase their knowledge of pronunciation and enunciation. Paying attention to enunciation and pronunciation helps individuals communicate better, especially in a second language. A qualitative approach is used to employ data collection by observation and verbatim transcription. The finding from this study showed that the assistance from the ORAI speaking application is suitable for this group of students. The students’ speaking ability and skills improved and their participation in the classroom was clearly developed.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 16 Project Based Learning: From Waste to Wonder, Building a Sustainable Community Shee Yuen Ling SJKC Kopisan, Perak [email protected] ABSTRACT The Project-based learning: From Waste to Wonder, Building a Sustainable Community" aims to raise awareness about waste management, recycling and sustainable practices within the community while incorporating entrepreneurship. This proposal will focus on utilizing fruit and vegetable waste for enzyme production. Enzymes derived from waste materials have various industrial applications. By engaging in this project, students will develop essential entrepreneurial skills, gain knowledge about environmental issues, and contribute to achieving Sustainable Development Goals (SDGs) such as Goal 12 (Responsible Consumption and Production) and Goal 13 (Climate Action). The project reflects on the impact of the project on the community, personal growth, entrepreneurial mindset, and collaboration within the team, specifically focusing on the innovative approach of utilizing waste for enzyme production. Discuss the effectiveness of different communication strategies used during the project, both from a sustainability and entrepreneurial perspective, with a particular emphasis on promoting the benefits of enzyme-based products derived from fruit and vegetable waste. Share insights on the importance of continued efforts and potential future projects. Design and implement a waste reduction campaign in the community, integrating entrepreneurial initiatives and emphasizing the production of enzymes from fruit and vegetable waste. Students create social media posts, videos, and awareness materials that highlight sustainable practices, entrepreneurial opportunities and the benefits of enzyme-based products. Organize community events such as workshops or demonstrations to showcase the process of enzyme production from fruit and vegetable waste. Collaborate with school community and aspire student entrepreneurs interested in sustainable practices and entrepreneurship to foster long-term sustainability initiatives and entrepreneurship development. Unleash the Potential of Learning English Language among Students at Chinese Independent Secondary Schools: A Case Study Amelia Charmaine Seaton, Subatra a/p Arumugam & Jane Teng Yan Fang Hua Lian High School, Perak [email protected] ABSTRACT This case study investigated the learning of the English language among students at Hua Lian High School, a Chinese Independent School. It examined the students' learning experiences, as reports revealed that learning English in Chinese Independent Schools is extremely challenging since English is only taught as a single subject in Unified Examination Certificate [UEC] syllabus. Recently, the International General Certificate of Secondary Education [IGCSE] syllabus has been introduced as an additional study option in Chinese Independent Secondary Schools. All subjects in the IGCSE syllabus except Malay and Chinese language are taught in English, providing students with more exposure to the language. As a result, a study was conducted to review how IGCSE students can play a significant role in motivating other students to learn English. The study employed a qualitative paradigm where a total of 12 participants and a group of 20 students were interviewed. Interviews were transcribed. Coding and constant comparison were adopted during data analysis. The findings revealed that learning English in Chinese Independent Schools was interdependent between these two groups of students. The approaches used included peer learning, cooperative learning, projectbased learning, interexchange, and immersive learning. Consequently, there is an urgent and strong need to promote the IGCSE and UEC students' way of learning English in Chinese Independent Schools. The aim of this paper is to highlight the new framework of the interdependent approach to teaching and learning English, which represents a holistic integration between the IGCSE and UEC syllabus. The paper elaborates on the five approaches mentioned earlier, demonstrating how they can make learning English more realistic, enrich students' experiences, and ultimately help them become more functional users of the language. POSTER PRESENTATION ABSTRACTS
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 17 Integrating CHATGPT In Teaching Writing in Year 5 ESL Classroom Wong Kian Yong Universiti Kebangsaan Malaysia [email protected] ABSTRACT Quality Education in the SDGs suggests inclusive and equitable quality education and promotes lifelong learning opportunities for all, regardless of the learning abilities of the pupils. Studies suggest that implementing ChatGPT in writing lessons helps pupils enhance their writing skills. Some major issues that the pupils may encounter in producing their writing are a lack of vocabulary, a shortage of ideas, and a slow pace . This paper seeks to investigate the integration of ChatGPT in the teaching of Year 5 ESL Classroom using the process writing approach. The research participants were 50 Year 5 pupils from a Chinese-medium primary school in Melaka and two Chinese-medium primary schools in Kuala Lumpur, Malaysia. The research uses a mixed-mode method based on the Design and Development Research Model. The results show that the pupils actively use the ChatGPT to support them in the writing process. It lowers their affective filter and anxiety during the lesson. Pupils' work indicates that they can generate ideas and use higher-level vocabulary in their writing. The writing process allows the pupils to progress at their own pace with the support of ChatGPT. The research proposes the possibility of making use of the latest AI tool to cater to the learning and growth of the writing abilities of pupils in the education system. Kiddies Chat Room P.M Nagarajan Pillai a/p S.P. Murugapan SK Sungai Tuang, Melaka [email protected] ABSTRACT A weekly project for speaking skill involving year 6 pupils from a rural school in Melaka with other pupils from 10 schools and institutions worldwide. Data from Pre-test and Post-test have shown the increase of performance level in their classroom-based assessment in speaking skill among the 36 respondents. They are allowed to speak and make mistakes. The project has positive impact in pupils and also in increasing their motivation and confidence. The pupils used the same platform when they were assessed for speaking. They can search for information related to the speaking topics and volunteer to speak by themselves after several attempts. As a result, pupils’ motivation and engagement in speaking heightened which was evidenced through their performance in the classroom-based assessment.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 18 The Use of BOL-4WeLI Strategy to Improve First Year PPISMP Students’ English Writing Skills Dr. Vivemarlyne F. Mudin IPG Kampus Keningau Sabah [email protected] ABSTRACT This study aimed to enhance first-year students' writing skills through the implementation of the BOL-4WeLI strategy. The participants consist of a purposively selected sample of 25 first year PPISMP students of Institut Pendidikan Guru Kampus Keningau (IPGKK). The study followed a classroom action research design consisting of planning, acting, observing, and reflecting stages conducted in two cycles. The data were collected by using semi-structured interviews, student writing samples, documents, and self-reflective journals. The data were analysed through descriptive analysis which consists of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes for the qualitative data and descriptive statistics for the quantitative data. The findings show that the use of the BOL-4WeLI strategy helped improve students' writing proficiency, motivation, and interest in English writing by providing a flexible and supportive learning environment. Another theme that emerged from the interview data indicates that this strategy provides instant feedback from both teacher and their peers. This research provides insights into effective instructional strategies to enhance student writing. The BOL-4WeLI strategy could benefit other educational contexts seeking to improve writing outcomes. Frame Card Game Afni Anida Adnan, Sharina Salmi Azmi, Tengku Farah Petri Tengku Mahmood, Ruhil Nadiah binti Abu Bakar and Fatin Aliyah Hassan Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban [email protected] ABSTRACT Vocabulary building involving English words, is a common problem amongst students of schools and tertiary education. This can be attributed to the fact that interest in reading is waning amongst youths, and that social communication is also losing out to a preference for isolation brought about by smartphones. In Universiti Teknologi MARA UiTM), an extensive vocabulary is required of, and taught to students in many English Language Courses (ELC) codes especially those pertaining academic reading and writing. As part of our efforts to encourage students to learn and look up new words in English, the FRAME card game was designed. FRAME’s objective is more than vocabulary enhancing -the novelty of this game, which can be played by 4-5 players, requires the players to think strategically of which colour and letter to place before forming a word, as it will also determine his turn and number of cards to draw. The game’s name, besides indicating the gameplay, is also an acronym of the elements incorporated and main skills needed to be skillful in the game - Fun, Reasoning, Alertness, Mathematics and English. FRAME, a winner of a Silver Award in The International Teaching Aid Competition (ITAC 2023), has been tested at UiTM, other universities such as Universiti Malaya with Teaching of English as a Second Language (TESL) students, amongst society members at various gameplays organized by The Tabletop Game Designers of Malaysia, as well as the general public at Any Games Con 2023 – Malaysia Tabletop Games Convention. All the playtests have given the researchers valuable feedback. There are also expressions of interest to purchase FRAME, after the commercialization process is complete- proving FRAME’s versatility in being both a vocabulary building teaching aid and a fun game for all.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 19 English Language Learning in Malaysia: A Cross-Cultural Perspective Associate Prof. Ts. Dr. Sheiladevi Sukumaran and Zhang Diedie SEGi Universtiy [email protected] ABSTRACT Malaysia is a multicultural country with a diverse population. English is the second most important language in Malaysia, after Bahasa Malaysia. It is used in universities, businesses, and other important settings. However, many higher education students struggle to learn English, and their ethnicity may be a factor. This study aims to analyze the students' perceptions of the impact of ethnicity on English language learning to determine the relationship between learning English and ethnicity. This study will use a quantitative approach to collect data from 50 local students from universities around Malaysia. Participants will be asked to complete a survey that will assess their perceptions of the impact of ethnicity on English language learning. The findings of this study are expected to shed light on the relationship between ethnicity and English language learning in higher education students in Malaysia. This study is significant because it will provide valuable insights into the challenges and opportunities faced by students from different ethnic backgrounds in learning English. The results of the study can be used to develop more effective strategies to support all students in their English language learning. This study has the potential to make a significant contribution to the field of education by providing a better understanding of the impact of ethnicity on English language learning. The results of the study can be used to develop more effective strategies to support all students in their English language learning. It is important to be aware of the cultural factors that can affect English language learning. By understanding these factors, teachers and students can develop strategies to overcome them. Grammar Gamification: Empowering ESL Learners through Board Game Adventures Manesha Kaur a/p Rajendra Singh SMK Sultan Badlishah, Kedah [email protected] ABSTRACT In the realm of English as a Second Language (ESL) education, the challenge of engaging students in grammar learning, particularly tenses, has persisted for years. The perception of grammar as a dull subject often deters students from embracing the intricacies of language. In an effort to revolutionize ESL education, 'Grammar Gamification' introduces the concept of transforming grammar education into an interactive adventure. ‘Grammar Gamification' is an innovative teaching approach designed to empower Form 1 ESL students and instil a love for grammar. In this method, students are organized into groups of four, and they embark on a creative journey to craft their unique board games, utilizing questions from their ESL textbook. This novel approach transcends conventional learning, inviting students to actively participate in the construction of their educational experience. It offers valuable insights into how this innovative approach empowers ESL learners to master grammar while celebrating their unique voices. It opens doors to a world of board game-inspired ESL education, where learning is transformed into a joyful adventure, and language proficiency flourishes. Grammar Gamification' emerges as a valuable and effective strategy for teaching ESL learners, enhancing not only their understanding of grammar but also their enthusiasm for language education. The positive outcomes of this approach suggest that it is a worthwhile addition to the ESL educator's toolbox, transforming the process of learning grammar into an engaging adventure where language proficiency flourishes.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 20 AWE & Hots: Flippable moments Faridah binti Burhanuddin, Terry Yup Chee Keong, Marziah binti Dahari, Dr. Sukor Beram and Jasman Jabar Perak Matriculation College, English Language Teaching Centre and Sultan Idris Education University [email protected] ABSTRACT The flipped classroom is a hybrid teaching methodology which has gained popularity among ELT scholars. In the flipped classroom model, students present themselves to class prepared on any given tasks that are assigned inside the classroom. This has also served as a path to ESL learning particularly in the teaching of writing as a certain amount of classroom time have to be made effective for practices and feedbacks in order for improvisation to take place. Therefore, a quasiexperimental study was employed to investigate the effectiveness of a flipped classroom approach in enhancing the students’ writing performance. Research sample includes 40 students who were purposively assigned to two groups during an English lesson at a pre-university college. The controlled group received a conventional instruction while the experimental group was required to adapt to a flipped classroom instruction. Additionally, the writing component of Malaysian matriculation syllabus was revamped into a teaching model adopting a flipped classroom pedagogy in 7 hours intervention. Pre- and Post-test to track their writing performance were used as a data collection method. The t-test analysis on the independent and paired samples revealed a statistically significant difference in performance between the groups. Experimental group showed better increase in performance (n=20, M=73.53, SD=8.92) in comparison to the performance of the controlled group at (n=20, M=66.15, SD=13.21). The results highlighted the effectiveness of employing the flipped classroom teaching model in improving the students’ scores in their writing assessment through a pedagogy that conforms to 21st century learning. YouTube as a Valuable Resource for Improving English Speaking Skills in Malaysian Higher Education Yu Jiawen, Associate Prof. Ts. Dr. Sheiladevi Sukumaran, Xinxiang Gao, Associate Prof. Hongyingli and Associate Prof Yongkang Lan SEGi University [email protected] ABSTRACT Malaysian ESL students pursuing higher education have recognized the significant potential of YouTube as a digital tool for enhancing their English language proficiency. YouTube offers a vast repository of authentic and informative content, rendering it a flexible, accessible, and costeffective resource for refining their speaking skills. A recent quantitative survey conducted among 50 college students underscores the platform's capacity to expose learners to invaluable educational opportunities while aligning seamlessly with their preferred learning methods. Importantly, it caters to the needs of students seeking an audio-visual dimension in their study environment. This research uncovered a noteworthy revelation, revealing no statistically significant differences in the perceptions of students from diverse academic programs, suggesting a widespread consensus among students regarding the efficacy of YouTube videos in enhancing their language skills. While some students raised concerns about YouTube's reliability as their sole English-speaking resource, this study underscores the importance of integrating YouTube in education, promoting a comprehensive approach to language learning. Educators curate YouTube playlists for tailored learning, while students use videos and collaborative activities to enrich their educational experience. In conclusion, YouTube stands as a valuable asset for ESL learners in Malaysian higher education. Its multifaceted utility lies in providing exposure to genuine English language usage, delivering opportunities for practice and constructive feedback, and enabling collaborative learning initiatives. To maximize the benefits of YouTube, educators are encouraged to provide guidance and resources to aid students in leveraging this platform effectively.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 21 Tense A Race: Let's Get Real! Prof Madya Khas Dr. Angeline Ranjethamoney a/p Vijayarajoo, Evelyn Sharminnie S Vasuthavan, Arutchelvi Kumaran, Mohd Ikram Nor Rizan and Chong Geeng Ling Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban [email protected] ABSTRACT Although grammar plays an important role in language teaching, the approaches used in grammar classrooms have been reported to be too serious, dull and pre-dominantly teacher-centered. This situation can be changed by using games to teach and reinforce grammar structures. According to Woodward (1997), one way to reinforce grammar rules and structures in classrooms is through language games, as they are known to inject and stimulate an added dimension to language learning. According to Saadiyah Darus and Kaladevi (2009) an analysis on 72 written essays by Form Four students in one semi-urban secondary school in Malaysia, indicates that students generally have problems in applying correct grammatical rules in their writings. One of the common errors found among the participants was wrong application of verb tenses because students are unable to differentiate between the usage and structure of the Simple Present Tense and the Simple Past Tense form. Thus, the effort to design a board game - Tense A Race to help students gain knowledge, increase confidence and practice the usage of the Simple Present Tense and the Simple Past Tense. Tense A Race, a recipient of a Silver Award at the Invention, Innovation & Design Exposition (IIDEX) 2019, has been tested with students from primary schools and Universiti Teknologi MARA. Research findings and feedback on the effectiveness and usefulness of this game is positive and proofs that Tense A Race is a useful teaching tool to be included in a grammar lesson as there are many positive outcomes. Gamifying Digital Learning Materials for Increasing Engagement in Education by Using Scratch 3.0 Tuan Saripah Aini binti Syed Ahmad Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban [email protected] ABSTRACT Scratch is a free web application provided by the Massachusetts Institute of Technology (MIT). It promotes programming in the easier way by using different blocks to create interactive multimedia projects such as digital animations, games, and stories. Scratch can be used online on its website or offline by downloading it in a personal computer (PC). Therefore, the project development can be free, fast, and flexible (3F). Programming skills are not required when using Scratch. Moreover, Scratch also offers multimedia elements such as graphics, music, sounds and texts and allows users to record and upload audio. Moreover, multimedia elements can easily be uploaded from users’ devices. Interestingly, Scratch projects can be easily embedded on Google Sites or shared on any online platform, and it can be accessed by using any modern browsers. With the latest version, Scratch 3.0, the app is based on HTML5 which means that it can be run in any modern browser without Flash or other plug-ins. To make it more fun, Scratch 3.0 also supports touch screen devices so that users can interact with their devices in a more natural and intuitive way. Finally, a gamification learning environment can be designed using Scratch 3.0 by incorporating gamification elements such as points, time limitation, immediate feedback, and other elements. Therefore, Scratch 3.0 can be used for gamifying digital learning materials for increasing engagement at any levels of education.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 22 DAMEMI- A Technique to Enhance Students' Speaking Capabilities and Skills Sanmuganathan Nagayar SMK Mutiara Rini, Johor [email protected] ABSTRACT This project was carried out in a classroom of extremely poor students in English. The students could hardly speak English and would always struggle to pronounce English words. This will not augur well for their speaking test. In order to boost their confidence and help them speak English without hesitation, the researcher devised a technique - DAMEMI - with the help of Tiktok, Instagram and Youtube short reels. Students are required to watch the reels, draw the words/pictures they have heard, memorise the sentences in the reels and imitate the same. A focus group interview conducted post the intervention reveal students' perceptions about the DAMEMI technique and speaking in general. Students spoke about their anxiety in speaking and how this practice has helped them to pronounce words correctly, and with correct intonation and speak English confidently. It has also helped them to expand their vocabulary base. DAMEMI has the potential to activate students' speaking capabilities skills. The Development of Online Task-Based Speaking Skills Module For TVET Learners Mohd Khirulnizam bin Musa University of Malaysia Pahang Al-Sultan Abdullah, Pahang [email protected] ABSTRACT Most learners of English as a Second Language (ESL) regarded speaking skill as the most fundamental but difficult productive skills to be mastered. This is due to ESL learners are having problems with speaking anxiety (SA). A non-threatening learning environment needs to be established to curb this situation from happening. An online task-based speaking skills (OTBSS) module is developed to create a learning environment that can boost TVET learners’ learning process. Furthermore, this module is intended to aid English instructors to deliver teaching materials. The objectives of this study are; (1) to identify the learners’ needs in the development of the online task-based speaking skills module for TVET learners; (2) to develop the online task-based speaking skills module for TVET learners based on experts’ opinion and decision and (3) to evaluate the online task-based speaking skills module based for TVET learners based on English instructors and learners’ opinion and decision. OTBSS is developed by employing Design and Developmental Research (DDR) introduced by Richey and Klein (2005). There are three phases in DDR, namely (1); needs analysis, (2) design and development and (3) evaluation. It is believed that after this OTBSS has undergone the rigorous process in DDR, the module developed can enhance ESL learners’ speaking skills and cater SA problem.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 23 Think English Shaun Low Huguan, Natashah Amirah binti Abdul Rahim, Puteri Nurbatrisyia binti Jamaludin, Nur Fatima Aisya binti Jamil and Aslinda binti Supangat Innovative International College, Selangor [email protected] ABSTRACT Last year, 52,674 Sijil Pelajaran Malaysia (SPM) candidates (14.3%) did not pass English according to Malaysian Examination Board (LPM) (NGO Untuk Malaysia, 2023). Students' performance in English has been a concern in Malaysia this is highlighted in policy agendas on mainstream education system due to the significance of education in economic and social developments (Krishnaswamy, 2019). However, shadow education has been given less attention, which are educational activities outside the mainstream education, which refers to private tuition (Krishnaswamy, 2019). Studies show that private tuition helps students perform better in examinations but this causes students to miss extra-curricular activities (Krishnaswamy et al, 2019). Furthermore, low-income families were interested to invest in shadow education but they could not afford it (Zhang and Bray, 2020). Fret not, 'Think English' is the solution to all these problems. Think English is a free online educational platform accessible to anyone, anytime and anywhere (https://www.apvinsti.com.my/thinkenglish). Students are able to practice the four linguistic aspects in English including listening, speaking, writing, and reading which helps them learn and improve their skills. The strategies employed includes sample essays, mnemonic, formulas, English to Malay translation, quizzes and free online tuition. This is in accordance to Sustainable Development Goal 4 Quality Education as students are able to spend their free time developing their English skills and in return able to pursue higher income jobs that require English communication. Think English is in collaboration with multitude of agencies including United Nations Development Programme (UNDP), Innovative International College and Universiti Teknologi MARA.
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 24 ORGANISING COMMITEE PATRON Rector Institute of Teacher Education Malaysia ADVISOR Director English Language Teaching Centre DEPUTY ADVISOR Deputy Director English Language Teaching Centre HEAD OF SECRETARIAT 1 Puan Affikah Fazlyna binti Omar HEAD OF SECRETARIAT 2 Dr. Rabindra Dev Prasad a/l Prasad V.P.N SECRETARY 1 Encik Inderjit A/L Goman Sing Sunar SECRETARY 2 Dr. Anne Malar a/p Selvaraj TREASURER 1 Puan Roziana binti Ahmad Rizan TREASURER 2 Cik Siti Aznah binti Azman PROGRAMME MANAGER Puan Norsabrina binti Roslee SECRETARIAT Encik Inderjit A/L Goman Sing Sunar (L) Dr. Anne Malar a/p Selvaraj Puan Norsabrina binti Roslee Cik Syaliana binti Jamaludin Cik Harathi Sarah Peters a/p A.C. Peters Cik Niwahsinee a/p Adaikalam Puan Azurawati binti Wok Zaki WELCOMING AND PROTOCOL FOR OPENING AND CLOSING CEREMONY Encik Inderjit (Floor Manager) Puan Pavithra a/p Ramasamy Puan Julyy Rahidayu binti Abdul Jalil Puan Azimah binti Zainudin Cik Puvana a/p Gnanasagaran Cik Lashna a/p Moorthy All Head of Departments
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 25 FINANCIAL Cik Siti Aznah binti Azman (L) Puan Noor Haila binti Abd Razak REGISTRATION Puan Amarjit (L) a/p Mokhtar Singh @Jaila Singh Puan Jaseni binti Karim Puan Siti Fathiyah binti Ibrahim Pn Khairuznamimi binti Mohamed Khairuzi Cik Erra Natasha binti Muhamad Jefry Cik Nurul Ain binti Hasbullah LOGISTICS Puan Hjh.Munirah binti Hariri (L) Puan Asmah Laili binti Mohd Yunus ELTC Driver PARTICIPATION (ABSTRACT VALUATION) Dr. Zubaidah Bibi binti Mobarak Ali (L) Dr. Mohd Faisal Farish bin Ishak Dr. Azleena binti Mohamad Dr. Anne Malar a/p Selvaraj Dr. Sharmini Siva Vikaraman PARITICIPATION (POSTER) Dr. Nor Fadzleen (L) Dr. Sheila Adelina Ramasamy Cik Syaliana binti Jamaludin Puan Pavithra a/p Ramasamy Puan Azimah binti Zainudin RAPPORTEUR & RESOLUSION Cik Yvonne Lee Ik Yin (L) Dr Ramesh a/l Loganathan Puan Nurhani binti Omar Cik Viloshena a/p Ravandran @ Ravindran Puan Asmah Laili binti Mohd Yunus Puan Kalaiselvi a/p Silverjah VENUE SET UP Encik Viknesvaran a/l Sukumaran (L) Encik Hasbullah bin Ahmad Encik Mohd Fadil bin Johar Encik Mohd Farrid bin Omaryah Encik Muhammad Hakim bin Awang TECHNICAL Encik Khairul Mizan bin Mohd Fauzi (L) Encik Mohamad Hafiz bin Mohamad Arif Encik Mohd Noor Hidayat bin Mohd Surijo
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 26 MULTIMEDIA AND ICT Encik Mohd Sufian bin Othman (L) Puan Yunaizah binti Mokhtar Encik Rosdi bin Harun DOCUMENTATION Dr. Sharmini (K) En Mohd Noor Hidayat En Mohd Hidayat PUBLICITY AND SOCIAL MEDIA Pn Julyy Rahidayu (K) Cik Yvonne Cik Viloshena Cik Puvana En Mohd Hidayat (Banner, webbanner) HOSPITALITY Dr Szarmila (K) Pn Rosnaini Pn Masnaliza Pn Siti Nor Zamilah Pn Izzati Osman MASTER OF CEREMONY Dr. Mimi Estonella binti Mastan (L) Encik Terry Yap Chee Keong Puan Azurawati binti Wok Zaki Dua’ Reciter SPEECHES, FOREWORD AND PROGRAMME BOOK Pn. Norhani binti Omar (L) Dr Szarmila Dewie a/p Krishnan Dr Mimi Estonella binti Mastan Puan Azurawati binti Wok Zaki CERIFICATES AND SOURVENIRS Puan Yasmine Liong Pui Kwan (L) Dr Nor Fadzleen binti Sa’don Puan Juliana binti Sahari Puan Rabiah binti Mohd Ali Puan Harbans Kaur a/p Harpal Singh Puan Farah Azwin binti Salan SPONSORSHIP En. Terry Yap Chee Keong (L) Puan Norashikin binti Alawi Puan Pavithra a/p Ramasamy
ICEL 2023, 6 & 7 NOVEMBER 2023, IAB GENTING PAGE 27 ACKNOWLEDGEMENT The Organising Committee extends our heartfelt gratitude to: Director General of Education Malaysia Rector Institute of Teacher Education Malaysia Director Teacher Professionalism Division Ministry of Education Malaysia State Education Departments Yayasan Guru Tun Hussein Onn Yayasan Didik Negara Featured speakers and all those who have contributed in various capacities to make this seminar a resounding success.
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