Research Insights in Teaching and Learning

92 Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Duruk, E. (2021). A CEFR Based Evaluation of B1+ Level Preparatory Program at A Turkish State University: The Application of the Foreign Language Skills Scale. PsychokokoEducational Research Reviews, 10(3), 426–438. https://doi.org/10.52963/PERR_Biruni_V10.N3.27 Elder, C., Iwashita, N., & McNamara, T. (2019). Reconceptualizing language assessment in a multilingual world. Routledge. Feng, L., & Bo, Y. (2018). Enhancing English listening comprehension through multimedia instruction: An empirical study in China’s EFL context. System, 74, 124-134. Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. Harney, O. M., Hogan, M. J., & Quinn, S. (2017). Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12, 307-336. Kayaoglu, M. N., & Saglam, M. (2019). Listening and critical thinking: The impact of explicit instruction of rhetorical structure on EFL learners’ listening comprehension and critical thinking. Journal of English for Academic Purposes, 39, 1-13. Kusevska, M. (2014). Connecting development of pragmatic competence with the CEFR. Linguistica, 54(1), 97–112. https://doi.org/10.4312/linguistica.54.1.97-112 Lee, I. (2012). Language assessment and learning beyond the classroom. Routledge. Lee, K. (2016). The effects of collaborative pre-listening activities on EFL listening comprehension. English Teaching, 71(1), 127-150. Li, L., & Wang, Y. (2019). Listening instruction in China’s tertiary education: Current practices and challenges. System, 86, 102124.

93 Li, M., Zhu, W., & Xu, Y. (2021). Cooperative learning in teaching listening: A systematic review. Higher Education Studies, 11(2), 135-145. Little, D. (2018). The common European framework of reference for languages: Applications, methods, developments. De Gruyter Mouton. M. S. -S. Laserna and M. C. Miguel, Social media as a teaching innovation tool for the promotion of interest and motivation in higher education, 2018 International Symposium on Computers in Education (SIIE), Jerez, Spain, 2018, pp. 1-5, doi: 10.1109/SIIE.2018.8586752 Madani, B. S., & Kheirzadeh, S. (2022). THE IMPACT OF PRE-LISTENING ACTIVITIES ON EFL LEARNERS’LISTENING COMPREHENSION. International Journal of Listening, 36(1), 53-67. Micheelsen, M. L. (2018). The effect of active listening instruction in an introductory communication course. Communication Education, 67(2), 169-186. Milton, J. (2011). Measuring second language vocabulary acquisition. Multilingual Matters. North, B. (2017). The CEFR in language teacher education. Council of Europe. Park, E. (2022). Coping with diverse accented English: Comprehension strategies deployed by East Asian international students at an Australian university. International Education Journal: Comparative Perspectives, 21(1), 1-19. Rahmawati, Y., Hermawati, D., & Handoyo, S. R. (2017). The implementation of reciprocal teaching method to improve listening skill of grade 8th students of SMP. Journal of Education and Practice, 8(6), 126-134. Richard, J.-P. J. (2020). Investigating CEFR-J Self-Assessment and TOEIC Listening and Reading Scores. グローバルマネジメント, 3, 21-32. http://doi.org/10.32288/00001307 Shepard, L. A. (2016). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed.). American Council on Education/Praeger.

94 Simons, M., & Colpaert, J. (2015). Judgmental evaluation of the CEFR by stakeholders in language testing. Revista de Lingüística y Lenguas Aplicadas. Son, J. B. (2022). Development and validation of a scale to measure active listening behaviors in the classroom. Studies in Educational Evaluation, 71, 101005. Sun, J., & Zhang, D. (2021). The relationship between active listening and interpersonal trust in college English listening classes: A structural equation modeling analysis. Education Sciences, 11(1), 18. Sun, Y., Shen, H., & Chen, A. (2018). Using pre-listening activities to enhance listening comprehension and promote learner autonomy. ELT Journal, 72(3), 282-293. Taylor, L. (2012). Cultural and contextual factors in language assessment. In E. Shohamy (Ed.), Language testing and assessment (Encyclopedia of Language and Education, Vol. 7, pp. 13-27). Springer. Wang, S., Chen, L., Zhang, X., & Sun, S. (2019). The effect of metacognitive strategy training on Chinese EFL students’ listening comprehension and metacognitive awareness. English Teaching & Learning, 43(4), 479-504. Wang, W., Huang, Z., & Yang, M. (2022). Effects of critical thinking instruction on EFL learners’ listening comprehension and academic achievement. System, 102, 102560. Yang, H., Wang, H., & Huang, S. (2020). Note-taking on listening in second language learning: An updated review. Language Teaching Research, 24(6), 694-713. Yen, T., & Thao, T. (2021). THE EFFECTS OF EXTENSIVE LISTENING ON EFL LEARNERS’ LISTENING COMPREHENSION. VNU Journal Of Foreign Studies, 37(4). doi:10.25073/2525-2445/vnufs.4753

96 The impact of CEFR implementation on language education in Malaysia Nesamalar Panjalingam English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstract CEFR implementation in Malaysia in 2013 is a relatively new initiative by the Ministry of Education to elevate and improve the English language proficiency of Malaysian students. As usual with the implementation of something new, there were and still are many uncertainties of how it is to be carried out. This analytical research uses the findings and conclusions of other researchers and discusses the latest situation in schools and higher learning institutions with regards to the implementation of CEFR especially in Malaysia although what is happening in other countries is also discussed. This includes findings about the views of various parties as well as challenges faced by various stakeholders such as teachers and Ministry of Education officials. Some teachers are resistant to its implementation, while others do not have sufficient training and have negative understanding. Many teachers are of the view that it would be difficult to incorporate CEFR in their teaching. In Asian countries, there are also attempts to present alternative ways to use the framework to modify ELT. Many find the imprecision and open-endedness of CEFR troublesome although this very characteristic permits flexibility as per a particular context. To conclude, effective implementation of CEFR in Malaysia can be done if the key players involved are given adequate time and guidance. Keywords: CEFR, Implementation, Malaysia, Stakeholders. 1.0 Introduction The Common European Framework of Reference for Languages (CEFR) implementation in Malaysia in 2013 is a relatively new initiative by the Ministry of Education to elevate and improve the English language proficiency of Malaysian students. Educational policy and implementation in Malaysia regularly undergoes amendments, alterations and updates as the country goes through changes in development and economy. The present form is as presented in the 2013-2015 Education Development Plan (Pelan Pembangunan Pendidikan, 2012). 1 1

97 1.1 The beginnings of CEFR CEFR was launched in 2001 and is now accessible in 40 languages, used not only in Europe but also many other countries. What is the purpose of CEFR? In origin, the purpose of the Common European Framework of Reference for Languages (CEFR) is to offer a crystal-clear, comprehensible and inclusive foundation for language syllabi and curricula, and to provide guiding principles for learning and teaching as well as assessments. It also aims to provide guidelines for the creation of teaching and learning materials and the evaluation of foreign language proficiency. (The Common European Framework of Reference for Languages, n.d.) As mentioned above, it may have originated in Europe, however, more than 40 countries now recognise CEFR and it is used in countries such as Mexico, Canada, Japan, China and Vietnam. It is a point of reference for vital international English language examinations such as IELTS, TOEFL and TOEIC, which are calibrated to CEFR (Mohd. Don & Abdullah, 2019). 1.2 CEFR in Malaysia Malaysia in turn implemented CEFR in 2013 with the establishment of the English Language Standards and Quality Council (ELSQC). This Council was responsible for assisting the Ministry of Education to uplift and improve the proficiency of Malaysian students, and is an initiative adopted by Malaysia to ensure that the Malaysian English language education system is globally competitive (Mohamad Uri & Abd Aziz, 2018). This now begs the question of why would Malaysia need to utilise CEFR? Surely the advantages should far outweigh any disadvantages-if any- that there might be. Proponents of CEFR say that Incorporating CEFR into the curriculum will enable planning to be done, selection of materials for learning as well as the measurement of learning results. Furthermore, CEFR, which was created by the Council of Europe, offers a context within which students learning the language use it successfully. Not only that, CEFR also provides the basis for curricula, syllabi, textbooks, examinations, etcetera all over Europe. It enables teachers as well as learners to know what is expected of them at each CEFR level in order to communicate and how to act accordingly. Yamat et al.2014) point out the advantages of the various CEFR levels such as A1, A2, B1, B2 and C1 and C2 which clearly delineate what is expected at each level in terms of the five communication skills: listening, reading, spoken interaction, spoken production, and writing.

98 Those who pursue higher education do so with the hope that the time, money and effort will in the end lead to obtaining work which will recompense them and a stable and secure future. Unfortunately, it is undeniable that many Malaysian graduates are unable to find employment due to their lack of proficiency in languages like English and Malay (Nik et al., 2012). It is also undeniable that at this point of time, English is still the dominant language used for communication, science, technology and business worldwide (Darmi et al., 2017). Students who are not fluent or competent in this language will find themselves at a disadvantage in many situations. Therefore, being able to undergo English lessons and examinations that are measured by the same set of criteria in many countries worldwide will enable the learners to gauge their own strengths and weaknesses in English. This might perhaps even enable them to work on their weaknesses in the English language in order to upgrade and improve their skills so that their marketability in the job market can be enhanced within and without Malaysia. 2.0 Literature review 2.1 Challenges When Implementing Something New As usual with the implementation of something new, there were and still are many uncertainties of how it is to be carried out. Of course, uncertainty can be unbeneficial for all parties involved, especially when putting in place something new and probably not well defined yet. Baas (2018) reminds that this could result in decreased engagement at work because people do not have a clear sense of direction or purpose, lower efficiency and perhaps even higher rates of absenteeism as people try to avoid a stressful work environment. This could even impact workers physically as well as mentally as they experience, apprehension, pressure and exhaustion. It is worth keeping in mind as Hunke et al. (n.d.) explain that as CEFR is adopted even outside Europe, its implementation occurs on more than one level, from government policy designers, learning institutions and curricula as well as classrooms. Although it is recommended that CEFR should be adapted to specific contexts, in reality it is possible that CEFR might be distorted with predisposition favouring some concepts. According to them, this tends to happen with the more familiar proficiency measurements in addition to the ‘Can Do’ statements. As they point out, this could potentially lead to language proficiency results that are askew, which defeat the original CEFR objectives. As higher education language educators in Japan, Hunke et al. often came across the CEFR-J.

101 This was a Japanese adaption of CEFR designed for the education system in Japan. Unfortunately, these adaptations did not provide enough learning/teaching materials, practical procedures or directions. This caused the teachers involved to be unsure of how to conduct CEFR teaching in their classrooms or institutions. In Vietnam, too, CEFR adoption at the macro level was not filtered down to the lower levels with sufficient support. All these cause CEFR implementation to be only surface level and not reach learners. They say that at the tertiary level where teachers mostly work alone, there is little coordination between different classes. Another problem is the dearth of links between what is learned in schools and universities. 2.1.2 Challenges Implementing CEFR in Malaysia Affendi Lee and Mohd Kassim. (2019) found that ESL secondary school teachers had trouble designing CEFR compliant evaluations with reference to given descriptors even after two years of implementation. However, they did carry out evaluation activities by making use of mind mapping, group discussions and oral quizzes. Perhaps it is not surprising that the respondents mainly preferred textbook exercises to evaluate their learners. This was due to the fact that its implementation in classrooms led to some challenges for teachers. In the study conducted by Mohammed et al. (2021), this was due to the English proficiency of some teachers, the level of student participation during classes, the textbooks used, teachers’ workload, and the level of student proficiency. All these were inter-related and were due to insufficiency of CEFR training, insufficient materials for teaching as well as learning, lack of time, and because students could not be grouped according to their proficiency level. All these caused difficulties in the successful implementation of CEFR. They moreover point out that to achieve the goal of enabling students to be fluent in English so as to compete on the global platform, it is vital to align CEFR with the way English is taught in Malaysia. To sum up, the uncertainties faced by teachers when trying to implement CEFRcompliant materials and activities in classes should be acknowledged and addressed in order for this initiative to succeed.

100 2.2 CEFR in Schools and Higher Learning Institutions and the Views of the People Involved 2.2.1 Implementing CEFR This analytical research uses the findings and conclusions of other researchers and discusses the latest situation in schools and higher learning institutions with regards to the implementation of CEFR especially in Malaysia although what is happening in other countries is also discussed. This includes findings about the views of various parties as well as challenges faced by various stakeholders such as teachers and Ministry of Education officials. 2.2.2 Factors that Influence CEFR Implementation Firstly, as teachers are the front liners in ensuring the success of this new policy, Nii and Yunus (2022) feel very strongly that their views and feedback should be given the weight it deserves. They also point out something that might be overlooked if care is not taken: the studies that were conducted included only teachers from West Malaysia. To get a better overall picture of the situation on the ground, they remind that the East Malaysian teachers’ experiences also need to be taken into account. Secondly, although the implementation of CEFR began in schools in 2020, the Covid19 pandemic led to classes being conducted online. Students underwent the new syllabus through online meetings and the examination was only conducted once. Therefore, they feel that the difficulties these teachers faced needs further study (Nii &Yunus,2022). Not only that, in Diez-Bedmar and Byram’s (2019) study on the beliefs and perceptions of a group of Spanish teachers with regards to CEFR, they found that their overall understanding was shallow. The teachers said that they were familiar with CEFR but were not really clear on the impacts or changes it will have although CEFR is supposed to impact curricula and methods greatly. This clearly shows that more needs to be done to ensure teachers have better understanding of CEFR. Furthermore, more than 50% of the 46 participant Turkish teachers in Sülü and Kır’s (2014) study replied that they had read the CEFR document they were given. However, it was found that most of them are not up to date on the studies conducted by the EU.Therefore, Sülü and Kır feel that the teachers need more training. They recommend that this is done by providing sample lessons, tasks and handouts for the teachers.

101 Also, in Despagne and Grossi’s (2011) paper on the implementation of the CEFR in a Mexican university context, the writers opine that sociolinguistic factors also need to be taken into consideration during the ongoing process. Not only that, the university also put in place various initiatives to assist the learners as it adapted its language teaching policy. They found that their learners are capable of autonomy when more than one language is present, and feel that the university is on the right track as TOEFL score averages have increased. Additionally, in a study of 331 secondary school Malaysian teachers, Mohamad Uri and Abd Aziz (2018) found that they had incomplete knowledge, insufficient exposure and little awareness about CEFR. However, they were hopeful about it and believed that it was important to better Malaysians’ English proficiency. The challenges faced in furthering CEFR was some teachers’ disinclination towards it, insufficient training and negative perceptions. They thought that it might be difficult to make CEFR a part of their teaching. In contrast, the two Malaysian Ministry of Education officials that Mohamad Uri and Abd Aziz (2018) interviewed, however, had a positive attitude about implementing CEFR even though there were the challenges mentioned above. This is because implementation of CEFR is seen as a must, but it is recommended that enough time is given by the ministry so that everyone involved, all stakeholders, will be fully ready and know the framework before introducing it in the country. This recommendation is not just for the Malaysian context, but also in any other country that implements CEFR. 2.3 Resistance, Insufficient training and Understanding 2.3.1 Reasons for Resistance Some teachers are resistant to its implementation, while others do not have sufficient training and have negative understanding. Many teachers are of the view that it would be difficult to incorporate CEFR in their teaching. Oreg and Sverdlik (2011) proposed two factors that are responsible for a person’s ambivalence when dealing with change in their environment. They found that employees with a positive orientation when faced with change have trust in management and identify with the organisation whereas those with the opposite reaction could be due to misinterpretation of their reaction and not being aware that some could be feeling ambivalent. Also, Laframboise et al. (2003) found that dealing with change in a person’s environment is to do with how feelings are managed. People usually take change as a very personal as well as emotional issue. Employee resistance to change can create hurdles and obstacles in a work environment.

102 2.3.2 Ensuring Success Ng and Ahmad (2021) point out that how successful CEFR implementation is will depend on the teachers. They also say that in order to meet targets of English proficiency, teachers themselves will need to know how to integrate CEFR in their teaching. They mention in their study that there was correlation between what teachers knew and the application of a CEFR curriculum, and they also found that the training the teachers received played a part in how the curriculum was implemented. They recommend that frequent training and workshops should be conducted to aid the teachers so that the targeted Malaysian Ministry of Education goals in enhancing English language proficiency of learners are achieved. Therefore, it cannot be denied that it would be crucial to ensure that the teachers who would need to implement CEFR in their classrooms based on the directive from those higher up in the hierarchy of their work environment are made to feel that their views, experiences, doubts as well as uncertainties are treated with respect and as legitimate observations and concerns. A workplace that is not working in tandem towards a common goal might not be able to hit all possible targets because some individuals might feel they are being dismissed and are unimportant to their organisation. Logic might dictate that it would be in the best interests of all parties involved to carry out their assigned tasks and duties, but as each person is a different and unique individual, it would certainly be advantageous to attempt to get everyone on board with the agenda. 2.3.3 Flexibility In Asian countries, there are also attempts to present alternative ways to use the framework to modify ELT. Many find the imprecision and open-endedness of CEFR troublesome although this very characteristic permits flexibility as per a particular context. In Yasuo Nakatani’s (2021) study of Japanese college students shows that learners could make an effort to govern their performance as well as control their dealings with others. To achieve this end, the writer recommends that the learners undergo training in authentic tasks by raising their awareness of strategies to use. Yasuo Nakatani is of the opinion that for students to be able to learn independently, they will need to strategise and appraise the situations where they might need to use the language. The CEFR framework’s open-endedness provides both instructors and learners room to manoeuvre when teaching as well as learning.

103 Not only that, the CEFR framework provides guidance for designing tasks such as for reading and listening. Also, comprehension tasks might be available to all learners but designed in such a way that different outcomes could be measured quantitatively depending on the performance expected of a learner. Texts could be read as often as needed or there could be limits imposed. The expected response from a learner could also differ. Certain listening tasks might require only listening once while others could require more than once (Davidson & Fulcher, 2006). Therefore, because of this flexibility it is recommended that teachers be open to criticism and willing to fine tune and amend as needed. Conclusion To conclude, effective implementation of CEFR in Malaysia can be done if the key players involved are given adequate time and guidance. Nii and Yunus (2022) summarise it thus: that educators, policymakers and educational institution authorities will all need to cooperate to ascertain that implementing CEFR does benefit learners to achieve international standards in the mastery of English and enable them to compete with learners from other countries on a level playing field. Therefore, it is possible for CEFR implementation in a country, including Malaysia,to be successful if there is sufficient flow of information both ways- top down as well as in the reverse direction. Sufficient training, time and materials needs to be made available. As Nii and Yunus reccommend, when changes have been made based on feedback from the involved parties, including teachers, further follow-up research should be conducted in order to monitor the ongoing situation so that any changes that need to be made can be done so.

104 References Affendi Lee, Noor Azili, & Mohd Kassim, Aini Akmar (2019). Implementation of CEFR-A ligned Assessment Tools in Malaysian ESL Classroom. Asia Proceedings of Social Sciences. 4. 7-10. 10.31580/apss.v4i2.688. Baas, G. (2018). Certainty in Uncertain Times: The Human Aspectof Organisational Change. The Next Organisation. https://thenextorganization.com/certainty-inuncertain-times-the-human-aspect-of-organisational-change Despagne, Colette , & Grossi, John Robi (2011, SSeptember). Implementation of the CEFR in the Mexican Context. Synergies. 6. pp. 65-74. jujujujhttps://www.researchgate.net/publication/332159037_Implementation_of_the_CEFR_i jujujujn_the_Mexican_Context Hunke, Morten, O’Dwyer, Fergus, & Imig, Alexander (n.d.).The CEFR as an immigrant in the globalised world? Considerations from an Asian perspective. https://www.aks-sprachen.de/wp-content/uploads/2019/06/Morten-HunkeFergus-O%E2%80%99Dwyer-Alexander-Imig-The-CEFR-as-an-immigrant-in-theglobalised-world.pdf Darmi, Ramiada, Mat Saad, Noor Saazai, Abdullah, Norhana, & Puteh-Behak (2017, Aug.). Teachers’ Views on Studentss performance in English Language Proficiency Courses via CEFR Descriptors. IJAEDU- International E-Journal of Advances in Education, 3 8), http://dx.doi.org/10.18768/ijaedu.336688 Davidson, F. & Fulcher, G. (2006, November 17). Flexibility is Proof of a Good ‘Framework’. Tefl-The Guardian. https://www.theguardian.com/education/2006/nov/17/tefl.glennfulcher Diez-Bedmar, M.B. & Byram, M. (2019). The current influence of the CEFR in secondary education: teachers’ perceptions. Language, Culture and Curriculum. 32(1). pp. 1-15.

105 https://www.tandfonline.com/doi/abs/10.1080/07908318.2018.1493492 Laframboise, D., Nelson, R.L., & Schmalts, J. (2003, January 1. ). Managing resistance to change in workplace accommodation projects. Journal of Facilities Management. ISSN: 1472-5967 Mohd Don, Zuraidah, & Abdullah, Mardziah Hayati, 2019, May 27). What The CEFR Is and isn’t - Free Malaysia Today. https://www.moe.gov.my/en/menumedia/printed-media/newspaperclippings/what-the-cefr-is-and-isn-t-free-malaysia-today-27-mei-2019 Mohammed, N. A., Abdul Raof, A. H., & Md Yusof, M. A. . (2021). Challenges in Implementing the CEFR in English Language Classrooms. LSP International Journal, 8(2), 115-128. https://doi.org/10.11113/lspi.v8.17977 Mohamad Uri, Nurul Farehah, Abd Aziz, Mohd Sallehhudin (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges. 3L: The Southeast Asian Journal of English Language Studies. 24(3): 168 – 183 Nik, H. O., Azmi, A. M., Rusyda, H. M., Arena, C. K., & Khairani, A. A. (2012). Graduates’ employability skills based on current job demand through electronic advertisement. Asian Social Science Journal, 8(9). Ng, H. Y., & Ahmad, M. Z. (2021). Secondary school English teachers’ knowledge and practice on CEFR-aligned English curriculum. Asia Pacific Journal of Educators and Education, 36(1), 75–91. https://doi.org/10.21315/ apjee2021.36.1.5 Oreg, S., & Sverdlik, N. (2011). Ambivalence toward imposed change: The conflict between dispositional resistance to change and the orientation toward the change agent. Journal of Applied Psychology, 96(2), 337–349. https://doi.org/10.1037/a0021100 Pelan Pembangunan Pendidikan Malaysia 2013-2025. (2012). Putrajaya: Kementerian Pendidikan Malaysia

106 Sülü, A. & Kır, E. (2014). Language teachers’ views on CEFR. International Online Journal of Education and Teaching (IOJET), 1(5). 358-364. http://iojet.org/index.php/IOJET/article/view/69/97 The Common European Framework of Reference for Languages, (n.d.). https://www.coe.int /en/web/common-european-framework-reference-languages/home Nii, A. and Yunus, M. (2022) Teachers’ Perceptions on the Implementation of Common European Framework Reference (CEFR) in an ESL Classroom: The Malaysian Context. Open Journal of Social Sciences, 10, 226-240. doi: 10.4236/jss.2022.106018. Yamat, Hamidah, Mustapa Umar, Nur Farita Mahmood, & Muhammad Ilyas. (2014). Upholding the Malay Language and Strengthening the English Language Policy: An Education Reform. International Education Studies, 7(13), 197-205. Yasuo Nakatani (2012). Exploring the Implementation of the CEFR in Asian Contexts: Focus on Communication Strategies. Procedia - Social and Behavioral Sciences. 46. 771 – 775

108 Writing Performance in the English Proficiency Test of New-intake University Students Faridah Abdul Malik , Engku Haliza Engku Ibrahim English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstract The writing skill has always been dubbed as one of the most challenging skills. This is rightly so as it is one of the two productive skills, speaking being the other productive skill. Nevertheless, students are most easily assessed through these productive skills. Thus, the importance of mastery of these two skills. The objective of this paper is to investigate the writing skill performance of new intake students in their English Proficiency Test which is a required test upon entry to the International Islamic University Malaysia. Data was taken from results of the writing performance of 9,597 students across 10 cohorts (2016 – 2020) of new intake students. In general, the findings indicate that the mean band writing performance of students over a five-year period was 5.294. The findings also show that the performance of students differed significantly over the duration as well as between semesters. Keywords: writing skill, new intake, English Proficiency Test Introduction There is a general concern among Malaysians that the level of English proficiency among our students is on the decline. As we at the tertiary level are the recipients of students from the school system, there have also been grudges that the levels of English proficiency of new intake students at the tertiary level have become worse. These grudges, however, were solely based on the informal and personal experiences of faculty members. Nevertheless, this development is a cause of concern for our institution, the International Islamic University Malaysia, as these enrolled students require not only written English proficiency but also general English proficiency, for academic enrolment purposes. Even in institutions where English is not the medium of instruction, students still need to have a mastery of the English language in order to have access to the abundance of reference materials available in English. 1 2 1 2

109 It is well-understood that the ability to write effectively is essential in both higher education and the world of employment that comes after. Undoubtedly, writing is one of the fundamental components of language learning, thus instructors, students, and researchers should all take writing seriously. It is alleged that the single best indicator of success in coursework during the freshman year is one's capacity to write an extensive text (Geiser & Studley, 2001) Additionally, practically all levels of education use writing as their primary tool for assessing students' performance. For students to develop their writing competence, they are expected to produce a well-structured piece of writing (Ceylan, 2019). While educators and employers agree that writing proficiency is a critical ingredient for success in both higher education and the workplace, there is a strong consensus that many graduates lack effective writing skills (Quible & Griffin, 2007). One of the reasons that could be a contributing factor to the lack of these skills is the fact that writing is regarded as one of the most difficult abilities for students to acquire (Cumming, 1998). EFL students frequently struggle with writing since it is seen as the most difficult and laborious language skill to master. According to Tompkin (2004), among the four language skills, writing is always considered the most difficult because it involves complicated mental processes, such as analysis, synthesis, and evaluation. Nunan (1991) further added that writers exercise much mental energy and need to employ a lot of cognitive effort in displaying their control of variables such control of contents, format, sentence structure, vocabulary, spelling and letter formation. The processes extend to constructing paragraphs that are cohesive and coherent. Similarly, Hyland (2003) supported this notion by stating that writing in a foreign language or second language will require the authors to possess knowledge in using appropriate language structures such as selecting the right vocabulary, employing syntactic patterns and devices that are cohesive to form correct sentences. In addition, according to Kellogg (2001), writing is a cognitive process that puts a person's memory, capacity to think critically, and verbal fluency to the test. Students all around the world have been struggling with writing difficulties in various contexts. These difficulties can be divided into four main areas; structural, grammatical, mechanical, and vocabulary (Bulqiyah, 2021). Overall, writing involves a complex set of competencies that can be developed with practice and dedication (Brown, 2000). It requires learners to follow the steps of understanding, planning, thinking, and revising in order to create a well-crafted document that conveys the intended message. It is only through the combined efforts of understanding, planning, thinking, and revising that a quality piece of writing can be created. Additionally, as technology advances, written communication such as email, text messaging, and instant messaging devices have become more widespread, and as organisations have increased their focus on information and sharing, more emphasis has been placed on written communication abilities recently (Brandt, 2005). In this digital age, writing has become more important than ever. The ability to write well, therefore, has a significant impact on the ability to communicate effectively through the global digital network (Hyland 2003). English, as a lingua franca, further necessitates its mastery as a lot of meta data such as international journals, are published in English (Raitskaya & Tikhonova, 2022).

110 It is therefore useful for a university that uses English as its medium of instruction such as the International Islamic University Malaysia to determine the performance of students at the onset of their study period. This will allow for trends to be observed which help in deciding the kind of language supports that can be offered to help students improve their writing skill before starting their undergraduate study. This study tried to answer the following Research Questions: 1. What is the overall performance of new intake students in the EPT writing skill? 1.1 in terms of year 1.2 in terms of semester 2. Are there differences in performance of new intake students between semester 1 and semester 2? Methodology Data for this study was taken from the results of new intake students who went to the Gombak Campus of the International Islamic University Malaysia. These data were taken from a five-year period that ran from 2017 to 2021. A total of results from n = 9579 students were analysed using SPSS. Findings and discussion 1. What is the overall performance of new intake students in the writing skill of the EPT? 1.1 in terms of academic year Table 1: Summary of writing results Table 1 presents the overall performance of new intake students in the writing skill of the EPT over the course of five years. Notably, the highest mean band of writing skill was achieved in 2021, with a score of 6.6 (17%, n = 1602). The second highest mean band of writing skill was recorded in 2020, with a score of 5.5 (18.6%, n = 1779). In 2017, the mean band score was 5 (15%, n = 1426), which was comparable to the mean score observed in 2019. Conversely, the lowest mean band score was recorded in 2018, with a score of 4.7 (19.4%, n = 1859). The total mean band score of writing over the period was 5.29. The minimum passing band score requirement for writing set by the university for undergraduate students in the English medium programme is Band 5.5. Figure 2 shows the percentages of students attaining the minimum writing band of 5.5 over the five-year period.

111 As shown in Figure 2, the most number of students attaining the minimum band requirement was in 2019 with 30.4%. The second-highest number of students who achieved Band 5.5 was in 2018 with 19.4%, followed by approximately 18.6% (N=1779) of students in 2020 and 16.7% in 2021 respectively. On the other hand, the lowest number of examinees scoring band 5.5 during the five years was found in 2017, with around 15% of them achieving the minimum requirement. The fact that the total mean band for writing was only about 5.3 and that only 2 out of 5 years that students achieved the mean band score higher than 5.5 show that generally, the new intake students did not perform well in their writing exam. This discouraging performance is further confirmed by the low frequencies of students obtaining a minimum mean band of 5.5 over the 5 years with only less than 20% of them getting the minimum score except for 2019 when the figure went up to 30%. This seems to confirm the findings of Quible & Griffin, 2007 and Tompkin, 2004 in which students found writing to be a difficult skill to master. This performance may not be surprising as based on the annual report by the Majlis Peperiksaan Malaysia, students’ performance in the MUET test also shows a similar trend, in that writing has always been the skill that students performed least well in (https://www.mpm.edu.my/en/sumber/penerbitan/laporan-peperiksaan-stpm-dan-muet/2022). 1.2 In terms of semester Table 2: Overall Perfromance of Students in Writing Skill by Semester

112 Table 2 presents the mean band of writing achieved by students across the 10 semesters. The results indicate that the highest mean band of writing was 7.31 achieved in semester 2, 2021. The second highest mean was Band 6.22 scored by students in semester 1, 2021. This was followed by mean Band 5.6 which was scored in both semester 1, 2017 and semester 1, 2020. Semester 1 2019 and semester 2, 2020 showed a similar performance of students in that the mean band they got was 5.2 for both semesters. A slightly poorer performance was observed in semester 1, 2018 in which the mean band score obtained that semester was 4.99. An even more discouraging performance when the mean band obtained was less than 4.5 was seen in three semesters which are semester 2, 2019, sem 2, 2018 and sem 2, 2017 which displayed the lowest mean score of band 4.2 in writing. The disparity in students’ performance over the semesters is better represented in Figure 3 below. We can see clearly that there was a fluctuating performance of students in their writing skills over the 10 semesters. Looking at the performances of students semesterly, it can be clearly seen that the patterns of performance were almost similar over the first 4 years in that the mean band attained was always in the range between 4.2 to 5.6. However, the performance seemed to improve dramatically in 2021 when the mean band achieved rose to 6.2 in semester 1 and 7.3 in semester 2. This highly unusual trend observed happened during the Covid pandemic time in which the test was carried out online, unlike the previous years in which the test was carried out face-to-face. Therefore, it is highly suspected but ultimately could not be proven that some sort of systematic cheating was happening in uncontrolled online testing environment during that time.

113 2. Are there differences in performance of new intake students between semester 1 and semester 2? An independent-samples t-tests was conducted to determine if there are significant differences in performance of new intake students between semester 1 and semester 2. The results show that in all years, there were significant differences in the scores of writing exam between semester one and two, with the mean score of band for semester one being higher than semester two except in 2021 when the mean band of semester 1was lower than that of semester 2. Specifically, in 2017, the mean score of band for semester one (M=5.651, SD=2.309) was significantly higher than that of semester two (M=4.239, SD=2.513), with a mean difference of 1.411, 95% (1.159 to 1.663), and a t-value of 10.992 (p=.000). In addition, the study found a significant difference in the mean score of the band between students who achieved a pass in the writing exam in semester one and two of 2020. Specifically, students who achieved a higher band had significantly greater mean scores of the band (M=5.679, SD=1.902) compared to those who achieved a 5.5 band (M=5.205, SD=2.397), with a mean difference of .474, 95% (0.254 to 0.693) and a t-value of 1777 (p=.000). However, there was a reverse trend found in 2021 in that the mean score of the band for semester one (M=6.225, SD=15.24) was significantly lower than that of semester two (M=7.319, SD=16.56), with a mean difference of 1.094, 95% (1.864 to 0.324) and a t-value of 1600 (p=.000). Overall, based on the significant differences found in the independent-samples t-tests, it appears that there were differences in the mean score of the band between semester one and two across all years

114 The ANOVA results suggest that the band scores of the semesters differ significantly (F13.956 =14,807, p <.000) The results suggest that there is a significant main effect of the factor "Band and Semesters" on the writing skill scores, (F13, 9565 = 14.807, p < .001. The Sum of Squares shows the variability between groups (Band and semesters) and within groups. The Sum of Squares for the "Between Groups" factor was 1234.041, indicating that there was a significant difference in the mean scores of writing skill across the band and semesters. The Sum of Squares for the "Within Groups" factor was 61320.816, indicating that there was also variability in writing skill scores within each group Overall, these results suggest that there are significant differences in writing skill scores across different bands and semesters. Based on the information provided, it is clear that there are significant differences in the performance of students in writing across semesters. The independent-samples t-tests conducted for each year consistently show significant differences in the mean scores of the band between semester 1 and semester 2. Additionally, the one-way ANOVA results further support the presence of significant differences in writing skill scores across different bands and semesters. The ANOVA indicates a significant main effect of the factor "Band and Semesters" on the writing skill scores, suggesting that the variations in writing scores are not due to random chance but are associated with the specific semester and band. In summary, both the t-tests and ANOVA provide statistical evidence supporting the conclusion that there are significant differences in the performance of students in writing across the semesters considered in this study. The results above seem to point to the inconsistency of new intake students’ performance across the years. Though their general performance was not very encouraging in that, only about a quarter of them fulfilling the minimum requirement for undergraduate study every new intake, their band score seemed to be fluctuating by both year and semester. The easiest explanation for this is that the proficiency of new intake students varies every year, but it does not make much sense as most of them have gone through a similar secondary school system. Another explanation could be due to issues with the exam questions as some may be more difficult or easier than others. This should not have happened with the very thorough and strict vetting process that was implemented by the centre. Obviously, the most possible explanation has to be found to ensure that the exam is valid and fair for the students. ONEWAY ANOVA A one-way analysis of variance (ANOVA) was conducted to assess the differences in band scores across different semesters.

115 Conclusion The concerns expressed regarding the declining English proficiency among Malaysian students, particularly those entering tertiary education, are both valid and significant. These concerns, based on informal experiences of faculty members, have far-reaching implications for institutions like the International Islamic University Malaysia, where students are expected to demonstrate not only written English proficiency but also general English proficiency for academic purposes. The findings of this study seem to show that the new-intake students who took the EPT writing did not do very well in the test as the mean band for the writing skill over the fiveyear period was rather low, not reaching the minimum requirement of 5.5. The fact that the mean band was fluctuating over the ten semesters and that the differences were found to be significant point to the possibility that there are validity issues in the question papers used in the exam. These are concerns that need to be looked into seriously by the centre to ensure a valid measurement for students’ performance can be used. The centre may also benefit from reviewing their writing syllabus to ensure instructions and materials used in class can really fulfil the students’ needs. In conclusion, the concerns surrounding the English proficiency of students entering tertiary education in Malaysia are multifaceted, encompassing academic, professional, and global communication aspects. Addressing these concerns requires a holistic approach that integrates effective teaching methodologies, language support programs, and a commitment to continuous improvement. As English proficiency is pivotal for academic and professional success, concerted efforts are essential to enhance the writing skills of students and ensure their preparedness for the challenges of higher education and the globalized workforce.

116 References Brandt, D. (2005). Writing for a living: Literacy and the knowledge economy. Written Communication, 22(2), 166–197. https://doi.org/10.1177/0741088305275218 Bulqiyah, S., Mahbub, M., & Nugraheni, D. A. (2021). Investigating Writing Difficulties in Essay Writing: Tertiary Students' Perspectives. English Language Teaching Educational Journal, 4(1), 61-73. Ceylan, N. O. (2019). Student perceptions of difficulties in second language writing. Journal of Language and Linguistic Studies, 15(1), 151–157. https://doi.org/10.17263/jlls.547683 Cumming, A. (1998). Theoretical perspectives on writing. Annual review of applied linguistics, 18, 61-78. Geiser, S., & Studley, R. (2001). Relative contribution of high school grades, SAT I and SAT II scores in predicting success at UC: Preliminary findings. Unpublished manuscript, University of California. Hyland, K. (2003). Second language writing. Cambridge University Press Kellogg, R. T. (2001). Long-term working memory in text production. Memory & Cognition, 29(1), 43–52. Laporan Peperiksaan STPM dan MUET 2022 https://www.mpm.edu.my/en/sumber/penerbitan/laporan-peperiksaan-stpm-danmuet/2022 Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Edinburgh, Harlow, England: Longman. Raitskaya, L., & Tikhonova, E. (2022). An In-Depth Glimpse into Research on Academic Writing. Journal of Language and Education, 8(2), 5-16. https://doi.org/10.17323/jle.2022.14586 Tompkins, G.E. (2004). Teaching writing: Balancing product and process (4th ed.). Upper Saddle River, NJ Merrill/Prentice Hall. Quible, Z. K., & Griffin, F. (2007). Are writing deficiencies creating a lost generation of business writers?. Journal of Education for Business, 83(1), 32-36.

118 Developing indicators for intangible performance in values-based assessment for courses in CELPAD By Siti Zubaidah Anuar, Liza Abdullah and Rosnani Kassim English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstract Humanising education in higher education requires the inculcation of values into its academic programmes. At the International Islamic University Malaysia, the introduction of the Sejahtera Academic Framework (SAF) is a move towards realising its mission of producing a holistic graduate or Insan Sejahtera through spirituality and values-driven education. Values are the intangibles, however, the current assessments at the university are centred around the tangibles where students are mostly evaluated in terms of their knowledge in specific subjects. Measurement tools for measuring the intangibles are still underdeveloped at the IIUM (International Islamic University Malaysia). Therefore, with the aim to develop a way to measure values that are intangible, this study is the first phase of the research conducted to explore the course instructors’ interpretations of values (the intangibles) that are essential in working collaboratively and how they see the values are manifested in students’ behaviour. This paper referred to the 7 Missions of IIUM, highlighting in the Islamic values and principles. 10 language nstructors of a writing course 1 2 3 1 2 3

119 (which is a university required course) at CELPAD took part in this study. A qualitative method research design is employed for this study. Data were collected through Focus Group Discussions (FGD) among the instructors. The qualitative data from the FGDs (Focus Group Discussions) went through analyses via ATLAS.ti. Version 22. At the end of the study, the values were identified and grouped according to the Malaysian Qualification Framework (2017) under Cluster 3: Functional work skills (interpersonal and communication skills; leadership, autonomy and responsibility, Cluster 4: Personal and Entrepreneurial Skills and Cluster 5: Ethics and Professionalism. The study also found that there are some values that are not in the framework such as self-worthiness and determination. A checklist of values (the intangibles) expected from the students while doing their collaborative work is suggested to complement the existing scores which are represented by grades (tangible measurement) that students obtained for the course. By having these, it provides a holistic way to measure students’ achievement in doing their collaborative work. Keywords: intangible performance, values-based education, values indicators, Islamisation of Knowledge, assessment. Introduction Currently, the measurements that are being adopted in the curriculum focus on what the students know and have learned. In most courses, the assessment methods test students’ cognitive abilities (understanding, cognitive, interpersonal skills, knowledge etc) rather than looking at the affective abilities. In other words, the number of As and B+s that the students can score matters more than the learning experience of their 4 to 5 undergraduate years. In fact, that it is the journey that both students and lecturers take- assessment oriented that excludes values. CELPAD is working on values-related achievement and indicators as part of their course assessment methods. This is believed to be more relevant to the new Sejahtera academic framework (SAF) that puts humanising education as IIUM’s strategic direction that is to be executed through Maqasid al-Shariah (MAS) and Sustainable Development Goals (SDGs). This is seen as a challenge that everyone in the university must grasp and act on. The new strategic direction focus areas are International, Cultural and Experiential Learning (ICEL), Responsible Research and Innovation (RRI), High Touch Community Engagement (HTCE) and Global Relevance and Citizenship (GRC). In the quest of providing humanised education, the focus is given to inculcation of values.

120 With the focus areas in place, the strategic outcomes aimed to be achieved are to nurture balanced graduates and staff, to ensure societal well-being, to encourage value creation and to secure institutional stability. These outcomes scream measurement that is beyond the tangibles. Problem Statement Humanising education requires the 4Hs (Humanity, Heart, High touch, and Humanising) rather than the 4Ms (Manpower for employability, training the Mind and working with Machine and Money for livelihood). In a way, this new road we are taking demands us to transform our ways of measuring success. This changes the way we see the existing tangible indicators that are used to measure performance. Ethics beyond the tangibles are to be given more importance as the spirit of humanising education is to nurture a “person” first then the “professional” and not to manufacture products as what the factories would do. It is the mission of IIUM to produce a holistic graduate which is in line with the National Education Philosophy where education is to produce a human being that is physically, emotionally, intellectually, and spiritually balanced as well as harmonious, based on a firm belief in and devotion to God. Balanced human beings should not only be knowledgeable, but they should also be responsible, possess a high moral standard and are able to ensure and contribute to the harmony of oneself, their family, society, and nation. In the context of the IIUM, the university expects the students to become Insan Sejahtera (balanced human beings) and be knowledgeable in their field at the same time. The students are expected to have the KHAIR attributes which are khalifah, amanah, iqra and rahmatan lil ‘alamin. To materialise this, the university has introduced the Sejahtera Academic Framework (SAF) (Borhan et al, 2021) into our academic programmes and courses. By doing so, the elements of sejahtera such as the spiritual, psychological, intellectual, cognitive, cultural, ethical, emotional, ecological, economic, societal become part of students’ education. The groundwork has been laid to incorporate values into their education and now, it is of utmost importance that we are able to measure to what extent these intangible values become inherent among our students. Once we can measure the intangibles, then we can ascertain that they have indeed learned to know, learned to do, learned to live to live together, learn to be and learn to become. Research Purpose The purpose of this research is to develop indicators for values in assessing students in an academic course that are aligned with IIUM's Sejahtera Academic Framework (SAF)

121 which is developed from the National Philosophy of Education. The researchers of this study intend to explore what are the lecturers’ interpretations of values manifested in students’ behaviours that are essential in students’ collaborative work. Literature Review In the context of literature review, the current study underscores the need for the intangible type of assessments that incorporate values. The university is also working on high impact initiatives; again, one can see how values-based education plays a pivotal role. Another high impact initiative is beautifying the garden of knowledge and virtue: valuing the environment, the ecology where we live. In addition, Insan Sejahtera through spirituality and values-driven education emphasises on values as a high impact initiative. Nurturing budiman for institutional stability, again, stresses on the traits of the community as agents of change who own courage and wisdom. Meanwhile, the Sejahtera Academic Framework (SAF) is another high impact initiative for humanising education that places values over everything else. The SAF is an initiative to review and redesign the curriculum. In response to this, the new university required courses (UNICORE) have been injected with doses of sustainable development elements and la guided by IIUM 7 Missions. This is part of the high impact initiative to rejuvenate the current curriculum. One of the guiding principles is curriculum empowerment initiative. This could mean that the course designers are empowered to come up with a set of intangible indicators that correspond with values-based education. As mentioned earlier, student learning outcomes and academic achievements traditionally defined the effectiveness and the quality of their learning experience. Hence, there is a demand to evaluate the students’ well-being and quality of “learning experience” which have risen in value and expanded beyond “outcomes”. Currently at IIUM, assessments and exams are in the forms of continuous assessments (CAM), final assessments and final examinations. Students’ performance and achievements are represented by the scores or grades that they achieve in those assessments and exams. In line with the university’s mission, it is prompt that we incorporate the intangibles into their assessment so that we can ensure that our students are indeed holistic individuals. In other words, they are assessed both in terms of cognitive aspects (the tangibles) and value aspects (the intangibles). Students should be made to realise that achievement and real success to survive and thrive in the 21st century do not rely on grades only, but they must also embody the skills and values that are manifested in their actions and behaviour.

122 Studies on measuring the intangibles are abundant in the field of agriculture and environment, built environment and management (Gunawardena et al., 2020; Eguakun, et al., 2020; Yevu, et al., 2020; Zawadzki, 2020). A big international project was also conducted to measure the intangibles prepared for the Partnership for Education and Research about Responsible Living (PERL) (2014) and one of the outcomes of the project is that they have identified five dimensions with their specific indicators. The dimensions are knowledge and understanding, self-knowledge, a culture of change, emotional connection, and skills. However, there are still a substantial number of values in the SAF that are not addressed by the project. The study also refers to the Malaysian Qualification Framework 2nd Edition (2014) which provides the 5 learning outcome clusters which are Knowledge and Understanding, Cognitive Skills, Practical Skills, Functional Work Skills, Personal and Entrepreneurial Skills, and Ethics and Professionalism. We studied the clusters and identified descriptions addressing the intangible values for Level 6 of the MQF (Malaysian Qualifications Frameworks) level. The summary of the learner’s profile for Level 6 is as follows: Furthermore, the research on the intangibles and the indicators to measure them can still be considered as underdeveloped especially around language education in view of the SAF and KHAIR attributes.

123 MQF 2.0 outlines the learner’s profile for level 6 (Bachelor Graduate, Certificate and Diploma). A summary of the learner’s profile expectations should be able to be translated through their comprehension of broad based and coherent body of knowledge and skills for both semi-professional and full professional work. The work must also be embedded with research, innovation, and creativity in their areas of specialisation. The students are also expected to be professional, committed to ethical work culture, become agents of change for sustainability issues and own awareness of their roles as the citizens of the nation and the world. Islamisation of human knowledge pays important attention to values and integration of worldly and revealed knowledge. Most importantly, to be able to integrate the knowledge, one must embrace and practise Islamisation of the self. Laluddin (2014) said that “a society with individual of good character would automatically be good” (p. 14). He argued that individuals with good moral character will develop a good society. Meanwhile, in his book "Voice of Islamic Moderation from the Malay World," Hassan (2011) extensively explained the Islamic concept of collaborative efforts rooted in righteousness and piety. He highlighted the essential principles, norms, and ethical values that hold significance for all Muslims. These principles encompass tolerance, justice, cooperation, commitment to agreements and contracts, while the ethical values encompass a positive outlook and mutual respect. Hassan's work supplies a thorough discourse on the concept of moderation in Islam, which is pertinent to the ongoing study. The principles and values are referred to throughout the analysis and discussion of the findings. Therefore, there is a need for a study to be conducted so that indicators to measure the intangibles that carry the IIUM brand name can be developed. This would necessitate the curriculum designers in IIUM to identify values that matter, what measurement is right for the values and what are the proper measuring methods needed with some adaptation. Materials and Methods This study explores teachers’ interpretations on values believed crucial among students to develop indicators to measure those values. This study employs a qualitative research design in collecting and analysing data. This study was conducted at the Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak. Focusing on the main assessment (Group Extended Essay) of the UniCORE, English for Academic Writing (EAW) with the course code LEED 1301, 10 instructors of the course in Semester 1, 2020/2021 took part in the focus group discussion.

124 Focus group discussion was chosen as a tool to collect the date due to its benefits. Cyr (2015) stated that focus groups allow the generation of conversations that enables individuals to express their opinions about issues. In a way, it aids researchers to find out group consensus. The aim of FGD is to collect information through group interactions. The qualitative data from FGD was analysed qualitatively via ATLAS.ti. All data analysed was then triangulated which followed the stage of mapping the indicators with the Malaysian Qualification Framework 2nd Edition (MQF 2.0). The key words for values from MQF 2nd edition (2017) for Level 6 (Bachelor Graduate, Certificate and Diploma, from cluster 3 (functional work skills), cluster 4 (personal and entrepreneurial skills) and cluster 5 (Ethics and Professionalism) were extracted. The FGDs were transcribed, and data were imported into the ATLAS.ti. Project. Open coding took place by extracting the quotations that have values mentioned and elaborated by the participants. Upon completion of the process, the data in a form of shortlisted indicators went through the validation process done by inter-raters who are experts that include individuals actively involved in the English Academic Course and MQF 2.0. Results and Discussion This section incorporates the themes manifested from the analysis. Figure 1 illustrates the manifested themes from Atlas ti. Figure 1: Manifested themes from the analysis.

125 Perceived values seen by the participants are discussed as follows: Accountability The students were expected to be accountable for their actions when working together in a group. One of the participants mentioned: In cases where they can’t turn up for the presentation, their work must be able to turn up— I mean— you know, somebody else in the group should be able to explain their part. So, they must know not only their part but also their friends’ part. (1:18:129). This shows how important it is for lecturers to have their students taking charge of their own learning and to understand other members’ parts of the tasks so that they can work together more effectively by being aware that they are accountable for every action related the assignment. This evidence displays accountability to Allah and human authority (Hassan, 2011). This is also supported by another participant who said "It's not about me. It’s everybody’s responsibility to make sure that the task is completed successfully. Not only is it completed but successfully." (1:21:129). Lecturers expected students to produce the best outcome from the group work. Accountability is one of the values highlighted in the MQF 2.0 Cluster 3 which is important part of interpersonal and communication skills. Determination Determination is another value observed and expected by the participants. One participant mentioned: They have to always be consistent in the way they view things or in the way they do things. They cannot, there shouldn’t be any notion of giving up in their vocabulary. So, they always have to try if they don’t understand certain things then they have to always seek for aid from the instructor or whatever not. (2:2:18) In this excerpt it is understood that being consistent is closely related to having determination to work in a group. Another participant said “So, they always have to try if they don’t understand certain things then they must always look for help from the instructor or whatever not. Or from continuous independent research, and determination” (2:3:18). One pertinent point that can be made is lecturers are willing to help students whenever they meet problems.

126 Another participant added “I think would somehow be of the same value where they have to persevere and they have to, yeah. Not give up” (2:4:18). Not giving up, always find ways to solve own problems, perseverance is the key words seen. This is one of the values not highlighted in the MQF 2.0 but consider important to the participants in terms of values that the student should have when working collaboratively for their essays. Responsibility For the participants, being responsible members of the group is crucial in getting any task done. Team members should be able to manage their time, distributing time to fulfil the task as a group. Participating in every work and putting extra effort would ensure a good outcome. One participant said: They will allocate time; they will allocate whatever to help the group members. But if they feel detached with the group members, if they don’t have that sense of responsibility then they will not participate. The not caring attitude because it’s the attitude of them willing to sacrifice their time to put in effort. I think it falls down to responsibility. (1:8:101) Making sure each individual task for the group is done is part of handling the outcome of the collaborative work. This means, every group member must put the same amount of effort to make sure when all parts of the essay are completed and combined, the ideas are coherent and cohesive enough to make sense. Being responsible is crucial to maintain certain level of commitment in their effort to be participative and care about each other. Responsibility is one of the values listed under cluster 3, which are leadership, autonomy, and responsibility. Parts of being responsible is to be good leaders. The group work provides the students with the platform that resembles a larger organisation or institution that needs everyone to take charge and make informed decision in completing predetermined goals. Respect Closely related to responsibility is respect which is another value that is observed from the groupwork. The participants reported that students should be respecting not only their teachers, but also their teammates and most importantly, the knowledge they have gained and the time they have. A participant said, “to have this religious understanding coming to class on time, respecting their partners, their teachers, time and respecting the ilm.'” (2:12:39). Another participant said:

127 So, when I personally measure respect is when one person is trying to say something, and the other person is- they have this kind of- let’s have an equal chance to say things out. You say something I will listen to you; you say something I will listen to you. That kind of communication is important when we want to measure respect. (1:63:269) Another participant mentioned “Simple respect and the students also must come to class” (2:50:135). Tardiness is a sign of being disrespectful to the lecturers and the other members of the class. Respect can also be observed from how the students put effort into understanding lessons. Sharing of information with the other students in the class is seen as being respectful of others. This is mentioned in one of the excerpts. I think they are respectful of others and trying to understand the lesson or what to do that kind of thing. And I think that shows respect also and if they ask in the big group [WhatsApp] for instance, that also shows respect because they want to share this information, they want to share that they have this question. (2:13:41) It is interesting how the participants expressed how they prefer students to ask questions in groups instead of asking questions individually. This is an example of collective learning that emphasises on the importance of knowledge sharing as a sign of respecting one another. Trustworthiness Trusting one another is one of the values perceived by the participants to be upheld by the students. Students are expected to have trust in the process and the people they are working with. In working in groups, issues with trust have always been observed by the lecturers. Students tend to work with those they have worked with or who belong to the same Kulliyyah as they do not have to put the effort into building trust. This is evident from the following excerpt: But if there’s no trust within a group then, there will be a lot of disagreements and all that that can come along the way from all that. When they come from the same kuliyyah, they know each other. So, they usually pair up with their own friends, with someone they know they can work with. (1:40:147) Covering each other’s back can only be done when trust is developed among the group members. This is illustrated by the following participant:

128 usually the work is divided, but they know what this person’s got to do and what that person’s got to do, and they can cover for each other. I think that one is very strong sense because they know, they’re keeping each other, they’re saving each other’s back. They know if their friend is maybe missing out in a point, and they can cover up for that friend. This is what I mean by trust (1:41:151) Hence, it can be said that trust is one of the values that must be observed and incorporated in a group work. Teamwork Teamwork is highlighted as one of the values that must be possessed by the students. The participants found that without teamwork the students will not be able to complete task given. They mentioned that “there are a sense of togetherness and together we can make this happen” (2:38:78). Another participant said “teamwork, the integrity of the student, being considerate with each other's opinions during discussions” (1:1:79). Following this, it can be implied that without teamwork, integrity is questionable and lack of sense of togetherness will only cause problems. Another participant reiterated that “good communication in terms of-course interaction, in terms of teamwork” (2:7:25). Having seamless communication is seen as one of the essences of teamwork. It is about being cooperative with each other. Hassan (2011) highlighted the path to Islamic moderation includes the principles of cooperation, tolerance, justice and respect as commandments of Allah that must be complied with by all Muslims. Patience Another theme that emerges from this analysis is being patient. Patience is a quality that must be practised when working with others. An example is said by the participant: “The main quality that I think all of the students should have in doing the extended essay especially when they are working together with group members and all, they have to have the quality of sabar” (1:27:133). Another participant said “sabar is very important especially because I had a few encounters where students were very angry” (1:29:133). This is in consonance with the idea that working in groups requires an unwavering spirit of oneness that surpasses differences and bitterness. It is about the relationship, coexistences, and interconnections in collaborative work. Without this collaborative relationship, unknown crises or occurrences can be prevented. This is because the world is complex, interactive, and interdependent. Self-worthiness One of the themes that emerged from the FGD is the participants expected students to recognise their self-worth and appreciate themselves.

129 One participant said, “So having pride in their work is very important because that will cover the quality of their wok that they produce, that’s number one” (1:23:133). From here it can be seen that being proud of their own work is considered as a priority. Another mentioned “they’re proud like what Abdullah said, the pride they put in their work and it’s quite obvious when they want to share it with us” (1:56:209). Students who take pride in their work put efforts in producing the best output. This is added by another participant who was cited saying “when it’s their own they’ve worked hard on it and they’re proud of it, the way they share it, they’re proud. You can see that” (1:57:213). Self-worth is demonstrated from being proud of work that has been done with effort and integrity. It is “their own” hence they should take the credit of writing the essay following the guidance given by the lecturers in class. Integrity The participants also believed that integrity is one of the important values that should be manifested by the students when they work on the tasks given collaboratively. One participant mentioned “I think because the course itself, we teach our students not to plagiarize” (1:32:133). Being ethical is the number one priority of the course. Plagiarism is the first topic taught. Another participant said: that’s something I tell my students as well, about the plagiarizing part and then I must go a bit into the ‘ustazah’ mode and where I say the barakah from Allah. No because if you take other people’s work and you don’t credit them, you’re stealing. You’re stealing these people’s idea. So, you know, whatever- even if you get an A in LEED, the barakah is not there (1:34:135). Lecturers remind students that plagiarism is stealing one’s intellectual property therefore it must be avoided. The “ustazah mode” refers to the teacher reminding the students of their role of the khalifah to keep the amanah intact in everything they do. The participant also reminded the students that the citing skill in English for Academic Writing (EAW) course is applicable when they write for assignments other than the EAW class. Conclusion From this study, we can draw several conclusions. First, the focus group discussion managed to extract the teachers’ perceived values that students must demonstrate when working on the essays in a group. The teachers have provided empirical validation to the required values that students should have according to MQF second edition (2014). The extracted values from MQF 2.0 are also the values expressed by the teachers as being important for the students in working collaboratively. These intangible values are also in line with the values and principles elaborated by the late Prof. Kamal M. Hassan in his writings on Islamisation of Human Knowledge.

130 The integration of traits of Islamisation of self as stipulated as the foundation of I slamisation of Human knowledge does support the efforts of IIUM’s seven missions of integration of knowledge, creation of balanced human being who can work together in unity to develop a sustainable environment for the present and the future. Being responsible members of the group trains the students to be responsible members of the society. Accountability and trustworthiness are also observed as important values that the students must have. Respecting one another is important to ensure productivity and positive outcome from the group work besides being able to work in a team. Three values that were not extracted from the MQF document are patience, self-worthiness, and determination. These intangible values are seen as also vital in group work activity and in this context, writing. Limitations, Recommendations and Future Studies It is anticipated that in any study conducted, there will be limitations in conducting the research. The primary limitation that can be foreseen is from the aspect of integrity. Integrity encompasses honesty, sincerity, dedication, and commitment among the participants in responding to the survey, participating in the FGD, and answering interview questions. Lacking this aspect could affect the reliability of the data obtained. Reliability is defined as the ability of a measure to remain the same over time despite uncontrolled testing conditions or respondent themselves (Mohajan, 2017). Among the possible reasons the researchers could think of at this stage is lack of understanding of the concept of the intangibles and values among the participants. To address this, the researchers ensured that the participants had a clear understanding of the concept of the intangibles and values by having a briefing session with all the participants prior to the data collection procedures. Apart from integrity, the researchers also faced the challenges in collecting data during the COVID-19 pandemic. The arrangements for FGD and interviews at the research participants’ convenience happened as expected due to their different class schedules and other personal matters. Other than that, FGD face-to-face session could have been conducted more effectively if the researchers could also observe body language and facial expressions of the participants. Having an online interview limits the view to the participants’ face and at times due to connectivity issue, conversations were cut short, and video was turned off.

131 In addition, with the emergence and dynamic progression of artificial intelligence applications such as ChatGPT, it constantly changes the way we teach and learn. The intangible values might be at risks if not given emphasis in our classrooms. Students’ interactions with each other when working in groups must keep the values and principles intact. Islamisation of human knowledge does not only focus on the integration of knowledge of west and from the Islamic teaching but also emphasises on how the knowledge is created, co-created, disseminated, transferred, and applied. Future studies on the intangible measurement can be conducted to investigate the students’ perception too. The findings from the investigation on students’ view of what are the important values that they should have can be compared with the values as expected by the teachers in current study. Hence, it should be a never-ending effort to explore other ways of evaluating and assessing our students using the intangible measurements.

132 References Borhan, L., Azman, A. W., Ghani, G. M., Abdullah, M. F., Abdul Rahman, Z., M. Yusof, Z. (2021). Sejahtera Academic Framework. Humanising Education for Rahmatan lilÂlamin post- COVID-19 disruption. Kuala Lumpur: Office of Knowledge for Change and Advancement (KCA). Creswell, R. (2012). Educational research: Planning and evaluating quantitative and qualitative research (4th edition). USA: Pearson. Creswell, R. (2014). Research design: Qualitative, quantitative, and mixed methods approach. USA: SAGE Publications. Cyr, J. (2015) The pitfalls and promise of focus groups as a data collection method. Sociological Methods & Research 2016, 45(2), 231-259. Eguakun, F.S., Oyebade, B. A., & Osilem, C. O. (2020). Statistical valuation of the intangible benefits of trees on farmlands in Ikwerre Local Government Area, Rivers State. IOSR Journal of Agriculture and Veterinary Science 13(2) 16-24. www.iosrjournals.org. Gunawardena, A., Iftekhar, S & Fogarty, J. (2020). Quantifying intangible benefits of water sensitive urban systems and practices: an overview of non-market valuation studies, Australasian Journal of Water Resources, 24 (1), 46-59, DOI: 10.1080/13241583.2020.1746174 Hassan, M. K. (2011). Voice of Islamic moderation from the Malay world. IIUM Printing. Lalaluddin, H. (2014). Conception of society and its characteristics from an Islamic perspective. International Journal of Islamic Thought (6), 12-25. https://doi.org/10.24035/ijit.6.2014.002 12 Malaysian Qualification Agency. (2014). Malaysian Qualification Framework (MQF) 2nd Edition https://www.mqa.gov.my/ Mojahan, H. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University, 17 (4), 59-82.

133 PERL (2014) Measuring what matters: Values-based indicators. A method sourcebook. www.livingresponsibly.org Yevu, S. K., Yu, A. T. W., Tetteh, M. O., & Antwi-Afari, M. F. (2020). Analytical methods for information technology benefits in the built environment: towards an integration model. International Journal of Construction Management, 1-14. DOI: 10.1080/15623599.2020.1712514 Zawadzki, K. (2020). Social benefits valuation of hosting non-mega sporting events, International Journal of Event and Festival Management, 11 (3), 289-310. htps://doi.org/10.1108/IJEFM-11- 2019-0057

135 Exploring Learners’ Perceptions of Project-Based Learning (PBL) in Improving Productive Language Skills Muhammad Danial Bin Baharudin , Khadijah Binti Mohd. Radzi , Wan Putri Zahra Binti Wan Yusof English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstract Research has indicated that the majority of learners experienced difficulty in improving writing and speaking skills when doing project-based learning activities in classes. This qualitative research aims to explore learners’ perceptions of the role of project-based learning in improving their writing and speaking skills. Three participants were chosen for this study using purposive sampling. The findings indicated that with the PBL activity “Recycle Rally”, learners have shown improvement in their productive language skills such as Writing and Speaking. Based on the qualitative analysis, the learners perceived that PBL has helped them improve their grammar and vocabulary as well as organise the ideas in writing by using an outline. Besides that, they also felt that they could enhance their speaking abilities by actively engaging in English interactions and communications through PBL which resulted in them becoming more confident in using English. Overall, PBL does improve the learners’ productive language skills. Keywords: English language learning, learners’ perception, project-based learning, writing and speaking skills Introduction With the presence of 21st century skills, language learning experience at the university level has witnessed a tremendous change over the years. Not replacing traditional learning, the role of 21st century skills in education, especially in the English as a Second Language (ESL) context, has expanded the horizon of learning. Learners have been involved in more engaging learning activities as they applied the Four C’s. In 2007, a non-organizational company, the Partnership for 21st Century Skills, initiated the 21st century learning framework. The 21st Century Learning Framework (2007) represents four dimensions of learning, there are; 1) Communication, 2) Collaboration, 3) Creativity, and 4) Critical Thinking. The first dimension, 1 2 3 1 2 3

136 Communication allows learners to understand and communicate ideas. The second dimension of Collaboration refers to learners who work together to reach a goal, putting talents, expertise, and smart to work. Creativity is the third dimension. Learners are viewed as creators and produce high-quality work and the final dimension is Critical Thinking. Learners are critical thinkers who look at problems in a new way and connect learning across subjects and disciplines. Retrospectively, the efficacy of the dimensions is viewed, lecturers have been playing the role of ‘a guide on the side’, and are no longer seen as a saga on the stage’. The goal is to motivate learners to participate comprehensively in various project-based learning (PBL) activities in an ESL setting (Pavon & Nicolaou, 2017). Under the theory of constructivism, founded by Dewey (1859 as cited in Dewey, 1938), learning was then too rigid and limited, and learners’ capability to learn was constrained. In contrast, constructivists argue learners are involved in learning actively. Thus, project-based learning is one of the activities which encourage learners to learn engagingly (Weegar & Pacis, 2012). The PBL highlights learners’ experience in the activity. Dewey also mentioned the importance of collaboration and selfguided learning in PBL activities. He believed that learners should learn engagingly. Studies indicated that Dewey’s constructivism allows learners to communicate and divide tasks accordingly among team members while completing the tasks on their own (Dewey as cited in Jia, 2010). The learning process involves being able to expose learners to think critically and find new solutions and ways to overcome them. This has made learning more engaging and selfdiscovery. Additionally, among the tasks given were learners were required to do some research to obtain information about the project, engaged in discussion among team members and lecturers, involved in writing an outline for the project, and practicing before the actual presentation day. During preparation, learners applied the Four C’s (communication, collaboration, creativity and critical thinking) in their activities. By integrating the Four C’s dimensions into project-based learning, learners have received positive impacts on their writing (Praba et al., 2018; Zahran, 2018; Kovalyova et al., 2016; Sadeghi et al., 2016; Astawa et al., 2017; Artini et al., 2018) and speaking skills (Bekiryacizi, 2015; Katz and Lucas, 1994; Poonpon 2017; Al-Issa, 2006). However, issues were identified in the problem-based learning activities. Learners did not show any improvement in their writing and speaking skills. Researchers have found that learners faced challenges and struggled to acquire grammatical structures and lexical items in writing (Stoddard & Waters, 1998). Affandi and Sukyadi (2016) and Collier (2017), in their studies, mentioned that the association between project-based learning activities and learners’ performance in writing and speaking skills is not significant. It is evident to note that the project-based learning methodology used in language learning did not have any positive impacts on learners’ language skills. This is further supported by research conducted by Sasum and Weeks (2018) and Sirisrimangkorn (2021) who found out learners were too shy to speak up or engage in speaking activity. During the presentation, learners had to present and speak about the topic given but showed no sign of confidence. In the integration of the Four C’s dimensions in problem-based learning activities, learners demonstrated positive outcomes in language learning. The stages of the writing process were applied constantly, and regarded as rigorous tasks, nonetheless, learners who experienced the processes were able to produce a good output.

137 Studies mentioned that with project-based learning (Pavon & Nicolaou, 2017), learners communicated actively in preparing presentation tasks (Bekiryacizi, 2015; Katz and Lucas, 1994; Poonpon, 2017; Al-Issa, 2006), collaborated well with team members (Bekiryacizi, 2015), managed to think critically (Katz & Lucas, 1994) and produced creative product at the end of the project. They also scaffolded tasks and practiced in the team, which made them engaged in real settings. This opportunity allows learners to utilize their knowledge and skills in projectbased learning activities, hence, improving their writing and speaking skills significantly. Furthermore, learners who can perform appropriate communication skills are viewed as successful language speakers (Astawa et al., 2017). Nonetheless, this paper aims to explore learners’ perceptions of the role of project-based learning in improving their writing and speaking skills. It is hoped that the findings may contribute to the field in assisting the education sector, and the administrators to review its policy on the integration of the Four Cs in language learning, particularly in project-based learning in improving language skills (writing and speaking) and produce necessary guidelines for lecturers and learners. Literature Review Dewey’s philosophy of education advocates engaging learners in learning rather than just receiving and acquiring information passively. He felt that learners would be well prepared for life in the real world when they are actively involved in the process of learning. According to constructivists, the teacher's role is to inspire a learner to engage with the lessons, while fostering an environment that nurtures learner independence and enables them to embark on self-selected projects, encompassing activities related to physical knowledge (DeVries, 2000). Through PBL, the process of acquiring and understanding a topic is generated by actively engaging in the process of solving a challenging, open-minded problem with no predetermined solution. Hence, PBL aligns with constructivist theory as it promotes lifelong learning through inquiry. Project-based learning (PBL) is a pedagogical approach focused on the student’s learning experience which is based on Dewey’s constructivist learning theory through cooperative learning as well as self-guided learning. Initially, PBL was designed for medical studies, but its application has broadened to encompass various fields of study such as English language studies. The role of an instructor has also changed with PBL. Instead of providing knowledge, the instructor will guide and challenge the learning process and the learners involved in acquiring knowledge through teamwork. Many studies that have been conducted to identify the impact of PBL in developing English language skills have shown a significant impact (Martinez, 2010; Simpson, 2011; Tamimi & Izzeldeen, 2017; Grant, 2017). Research indicated that learners have experienced the process of writing in preparing for PBL activity and PBL has also shown a significant effect on learners’ writing skills (Ramírez & Isabele, 2014; Affandi & Sukyadi, 2016, Kovalyova et al., 2016; Sadeghi et al. 2016; Astawa et al. (2017); Artini et al., (2018); Praba̕ et al., (2018). This is also consistent with the study by Zahran (2018) and Aghayani and Hajmohammadi (2019). They also indicated the positive effect of PBL on learners’ writing skills performance in their experimental research. In the process of writing as a project, learners get access to opportunities to activate their prior knowledge and experiences, the ability to work in

138 groups, choose their projects based on their interests and present their projects to the public audience. They conducted experimental design and indicated the positive effect of project-based learning on learners' writing skills performance. This finding is supported by Talat and Chaudry (2014), Holmes (2012), and Badr and Abdelfattah (2021) who agreed with the statement, learners learned different vocabulary while prepping for the writing activity. In brief, the PBL process/activity has improved learners’ writing skills through the preparation of information stages until the outline writing stages. Similarly, in light of speaking skills, learners have shown development in their communication ability. This is mentioned in studies by Williams (2016) and Martinez (2010) whereby learners are able to create open-ended questions and solve problems to accomplish their goals. Studies further found that learners are able to collaborate and take ownership of their learning. Learners are able to interact socially and engage themselves in hands-on experiences such as exploring authentic questions and producing their writing and product effectively. Research also shows positive findings in speaking skill improvement. Learners were able to conduct PBL to improve speaking skills (Katz & Lucas,1994; Al-Issa, 2006; Sirisrimangkon, 2021). PBL helps learners to master creativity and innovation skills, communication skills, critical thinking skills, and collaboration skills and should be a method for assisting learners in acquiring the 4Cs (Haniah & Setyaningsih,2021). These processes allowed learners to do self-learning as propagated by Dewey in the PBL activity. Thus, it can be summarised that PBL enhances learners’ learning experience and improves language skills, particularly in writing and speaking skills. To conclude, realizing the importance of preparing learners with the right skills, PBL activity has proved that learners are able to participate in the project and the processes involved effectively. They have used and improved their writing and speaking skills. Activities involved include engaging in groundwork search for more information about the task given and preparing their writing outline in a team. These uncover the Four C’s dimension of creativity and critical thinking side of the learners. Further, learners were able to communicate with each other in the process (The Four C’s of communication and collaboration). Learners are able to deliver ideas and exchange thoughts and information in the discussion and this is seen in the final product of the PBL project. Learners are also able to deliver and present ideas with clarity. Thus, the aim of the study is to explore the learners’ perceptions of the role of PBL in improving writing and speaking skills. Materials and Methods Research Design and Method A qualitative research design is used for this study as the main objective is to explore more information from the participants in regard to the topic. Specifically, a semi-structured interview was conducted because it is useful in gaining in-depth insights from the learners on their experience with project-based learning to improve their productive skills (i.e., both writing and speaking skills). According to Fraenkel, Norman, and Hyun (2019), an interview is very helpful in understanding the perceptions and attitudes of the participants on a specific

139 phenomenon. In relation to this study, the semi-structured interview helped in exploring the participants' view on the role of the project they experienced in their classroom (I.e., Projectbased learning) in improving their productive skills (i.e., writing and speaking skills). The interview questions were developed based on the research questions. The focus of the interview questions includes how the project can improve specific productive skills (Writing and Speaking), how it makes the learning process easy and enjoyable as well and how the skills can be practical in real life. The interview questions are as follows: 1. In what way did the project help you to improve your English (in general)? 2. How does it improve your speaking and writing skills specifically? 3. Do you think the project makes it easy to improve writing and speaking skills and why/why not? 4. Do you think the project makes the learning of writing and speaking enjoyable and why/why not? 5. Do you think the project can help you to use speaking and writing skills in the real world and why/why not? Research Participants and Context Three participants (Syu, Nas, and Abdul) were chosen for this study. A purposive sampling was used since this study is to explore the learners’ perceptions of how project-based learning can improve their productive language skills. Because of that, one ESL and two EFL learners were chosen for this study where the main criteria needed is that they have already experienced the project in their classroom. Additionally, they have taken English proficiency classes. These learners are among pre-sessional learners who took an English proficiency course for at least one semester at the university. In terms of the context of the study, the learners were required to carry out a project of the English proficiency course called Recycle Rally where they creatively create a new product using recyclable material. Then, the learners design an infographic poster of the product that includes the name of the product, the recyclable materials used, the functions of the product, and the benefits of the product to the community. The learners then performed a demonstrative presentation to demonstrate how the product is used and described the product based on the details from the infographic poster. They also showed the product physically during the presentation. Data Collection and Analysis The data was collected at a public university in Malaysia. The participants were first chosen using a purposeful sampling method based on the criteria mentioned previously. Then, the researcher asked the learners for consent to participate in this study. Once they agreed, the semi-structured interview was held virtually where the session was recorded and transcribed for data analysis purposes. The transcribed data then were analysed using a thematic analysis approach. The researchers first identified the keywords from their answers, and similar keywords were categorised under specific themes. These themes were used to answer the

140 research questions. Thematic analysis helps in “identifying, analysing, and reporting patterns (themes) within the data” (Braun & Clarke, 2006). This is very crucial in answering the research questions of this study as the similar patterns of their answers showed that they have similar perceptions, insights and experiences in regard to the research topic. Thus, it strengthens the answers to the research questions due to the similarities experienced by the participants. Results The semi-structured interview recorded detailed results of learners’ perception of project-based learning activities in improving writing and speaking skills. According to the data, the results of the study identified four themes discussed in the literature review. Therefore, the results are discussed according to themes extracted from the data. What are the Learners’ Perceptions of Project-Based Learning (PBL) in Improving their Writing Skills? 1. Improve Grammar and Vocabulary When the participants were asked whether the project helped them to improve their writing skills, they mentioned it was not easy to write information about the posters, but they managed to improve their grammar and vocabulary by reading the materials needed for the project. Nasrin mentioned as they need to write the information on the poster, she needs to choose the correct words. She mentioned: In terms of writing, I need to write the information on the posters. We find the information online. Then I will discuss with friends to choose the correct words, so we improve vocabulary and sentence structure. (Nas, personal communication, October 27, 2023) Abdul’s opinion is also aligned with Nas. He also felt that this project has helped him learn new vocabulary. He is able to use sophisticated words. He mentioned: When we wrote wrongly, the lecturer gave his feedback. Then, we improve by using fantastic vocabulary. (Abdul, personal communication, October 27, 2023) Syu also agreed with this notion. She stated that even though she learned grammar and vocabulary in school, she never had the opportunity to use them in an authentic setting like doing this project. Through this project, they need to use their prior grammar knowledge learned in class and change the forms and structure from the reading material to suit the poster content. She said:

141 During class we learn grammar and vocabulary.., we do the same things while in school..in Celpad, we do some research…we have to find info from websites and use it in the writing, we need to know how to change the words to fit in the poster.. (Syu, personal communication, October 27, 2023) To summarize, the participants agreed that the project helped them to improve their writing skills in terms of grammar and vocabulary. First, they managed to use sophisticated vocabulary in their posters through feedback from the lecturers as well as through finding information for the project. Next, they were able to apply their grammar knowledge in an authentic setting by creating the poster for the project. They were able to change the forms and structure of the reading materials to suit the poster content. 2. Improve Organisation of Ideas in Writing Skills The project requires the learners to come up with outlines for their posters and presentations. The learners agreed that the outlines helped them to organize their ideas better. Abdul mentioned: We were writing the script, we did it without mistakes. The script for writing and speaking. Writing the outlines helped us a lot. (Abdul, personal communication, October 27, 2023) Syu also agreed that using the outlines helped her organize the ideas better. When she was assigned to do the project, she did not know what to do, but the outlines assisted her in organizing the content for the project more effectively. Syu stated: When we do the posters, we don’t have any idea, we have to search online and we use the ideas from the internet, so we just use the outlines to organize our ideas. (Syu, personal communication, October 27, 2023) Therefore, it can be concluded that using the outlines in the project for both poster and presentation helped the participants improve their ability in writing. What are the Learners’ Perceptions of Project-Based Learning (PBL) in Improving their Speaking Skills? 1. Opportunity to actively interact and communicate in English The participants felt that the project gave them the opportunity to be more active in communicating in English. One of the ways they achieved this was when they discussed the