ESL PRACTITIONER JOURNAL ISSUE 10 2022

96 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 95 Verbal system and visual system are interconnected, which means that the information input for one system can activate the other. For example, a picture of a human face enables one to name the person but on the other hand when the name of a person is mentioned the image is invoked in memory. There are three levels of processing for visual and verbal input. Those levels are representational, associative processing and referential. Representational processing happens when a stimulus is given to activate a particular type of memory code. For instance, when a learner sees the word “food”, the verbal code is activated and if the picture of food is given to the learner, then the visual code will be activated. Associative processing refers to the activation of other relevant information with verbal or visual input. This is because the visual system is related to other words, images, events or objects. Referential process refers to the activation of both visual and verbal memory. Therefore, the Dual Coding Theory states that when both codes are activated together, the information is retained longer and can easily be retrieved. LITERATURE REVIEW Role of Vocabulary in Language Learning Researchers agreed that vocabulary acquisition is not limited to knowing and memorizing words but it involves six aspects of vocabulary to be considered to ensure language competency among learners (Ur, 1996; Alqahtani, 2015). The aspects are pronunciation, grammar, collocation, aspects of meaning, meaning relationship and word formation (Ur, 1996). Vocabulary refers to a number of words needed to communicate in a language for listening, speaking, reading, and writing (Alqahtani, 2015). According to Alqahtani (2015), receptive vocabulary consists of words which are only recognized and understood by the learners when they encounter them either in a text or while speaking. On the other hand, productive vocabulary refers to words that the learners are able to apply in writing and speaking to express their thoughts or ideas. Hence a learner is competent in a language if the number of productive vocabulary is larger. As such, a learner needs to acquire the word processing skill of a language before mastering the four language skills. Video and Vocabulary Acquisition In a multimedia environment, the video can be presented in many ways; video with caption; animation series; YouTube video; DVD movies. Video is a multimedia tool consisting of verbal and nonverbal presentations with images, story or on-screen text (Mayer, 2002). According to Lin (2004), the video material with animation enables low level proficiency learners to acquire vocabulary. Video motivates the learners, besides creating authenticity and a real-like environment (Gezegina, 2014). According to Gezegina (2014), learners performed differently when learning materials advocate different senses. A video project is also used as an instruction- base for language learning, whereby it was used widely in The American Hebrew Academic Flip video

97 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 95 Verbal system and visual system are interconnected, which means that the information input for one system can activate the other. For example, a picture of a human face enables one to name the person but on the other hand when the name of a person is mentioned the image is invoked in memory. There are three levels of processing for visual and verbal input. Those levels are representational, associative processing and referential. Representational processing happens when a stimulus is given to activate a particular type of memory code. For instance, when a learner sees the word “food”, the verbal code is activated and if the picture of food is given to the learner, then the visual code will be activated. Associative processing refers to the activation of other relevant information with verbal or visual input. This is because the visual system is related to other words, images, events or objects. Referential process refers to the activation of both visual and verbal memory. Therefore, the Dual Coding Theory states that when both codes are activated together, the information is retained longer and can easily be retrieved. LITERATURE REVIEW Role of Vocabulary in Language Learning Researchers agreed that vocabulary acquisition is not limited to knowing and memorizing words but it involves six aspects of vocabulary to be considered to ensure language competency among learners (Ur, 1996; Alqahtani, 2015). The aspects are pronunciation, grammar, collocation, aspects of meaning, meaning relationship and word formation (Ur, 1996). Vocabulary refers to a number of words needed to communicate in a language for listening, speaking, reading, and writing (Alqahtani, 2015). According to Alqahtani (2015), receptive vocabulary consists of words which are only recognized and understood by the learners when they encounter them either in a text or while speaking. On the other hand, productive vocabulary refers to words that the learners are able to apply in writing and speaking to express their thoughts or ideas. Hence a learner is competent in a language if the number of productive vocabulary is larger. As such, a learner needs to acquire the word processing skill of a language before mastering the four language skills. Video and Vocabulary Acquisition In a multimedia environment, the video can be presented in many ways; video with caption; animation series; YouTube video; DVD movies. Video is a multimedia tool consisting of verbal and nonverbal presentations with images, story or on-screen text (Mayer, 2002). According to Lin (2004), the video material with animation enables low level proficiency learners to acquire vocabulary. Video motivates the learners, besides creating authenticity and a real-like environment (Gezegina, 2014). According to Gezegina (2014), learners performed differently when learning materials advocate different senses. A video project is also used as an instruction- base for language learning, whereby it was used widely in The American Hebrew Academic Flip video ESL Practitioner Journal, Issue 10, 2022 96 cameras to improve Hebrew language and also in Russia to learn the Russian language (Jones, 2012). The researcher claimed that the project involved the preparation for lesson such as introducing or reviewing vocabulary, phrases, or structures that the students may need for their projects. The Interaction among the students during the video shooting will be an advantage for language learning. Initially, video was introduced in classrooms for the development of listening skills. The introduction of a video project enables the learner to improve writing and speaking skills (Jones, 2012). The role of video in task-based language learning comprises of digital story telling of personal stories with still images that includes the experience with some emotional values (Jones, 2012). According to him, this task involved software such as Movie Maker, which is available on the net or online sharing with real-life communities. On top of that, storyboarding which involves video or still images can be created using YouTube or other softwares and can also be published online for sharing. Jones (2012) suggested that videos created by the learner, such as VoiceThread; is a way of collaborative audio authoring tool involving language learning within the community because it allows commenting on the story. Captioning the video enhances language learning by offering the learner ways to comprehend the video (Yawiloeng, 2020). Video is a flexible learning input as it allows useful pedagogical adaptations such as muting the audio, displaying or hiding the video, or calling up transcripts, or partial transcripts (Jones, 2012). According to Jones (2012), this feature is used in language teaching in which the caption can be hidden, generated and edited or even translated into other languages. Captioned video can enhance incidental vocabulary learning (Teng, 2022). Video captioning promotes incidental vocabulary learning as it could be the initial step in vocabulary acquisition before the retention or the productive stage of a word. Captioned videos aid vocabulary acquisition by promoting form-meaning mapping and helps in connecting auditory by visual input (Sydrorenko, 2010). In a study conducted by the researcher on the effects of caption on listening ability it was further concluded that cognitive systems interconnect with auditory and visual processing. Thus, listening with captions aids in increasing comprehension and processing depth. However, the researcher revealed that for the low proficiency learners the caption should be presented in key words rather than in the long sentences because it may impose a large cognitive load. These results proved that captioning video as a vocabulary learning input would not be favorable for low proficiency learners. It can be concluded that video as a multimedia mediator can be introduced in language learning, particularly vocabulary acquisition, according to the creativity and language proficiency of the learner. The present study on the video investigates how the bimodal input promotes vocabulary acquisition.

98 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 97 Studies Conducted in Malaysia Recently government schools in Malaysia made the effort to connect more than 10000 government schools through the internet with the help of YES 4G connectivity. This is to provide a single learning platform for the learner and the educator to engage in a fun yet simple Virtual Learning Environment (VLE). According to a research conducted by Kandasamy (2013), SMART SCHOOL was introduced to equip the schools with the internet and technology facilities. Although many teachers agree that the use of ICT can change the attitude of the students` when it comes to learning English Language in schools, however 80% of the teachers claimed that they did not have enough time to prepare modules for the lesson (Kandasamy, 2013). As such, the teachers become less computer-savvy and neglect the use of ICT during lessons in classrooms. Consequently, learners do not benefit enough from the technology usage in language teaching and learning. This study is aims to use a conventional technology such as the video to promote English Language Learning. The study on the Second Language acquisition focuses on uses of multimedia technologies. This research focuses on the modality input in language learning. According to a study conducted by Teh (2004), students in Malaysia do not engage in vocabulary learning activity. According to him, this activity has the lowest ranking among language activities in the classroom. Vocabulary learning strategies that most Malaysian students prefer include referring to dictionaries, guessing words and asking friends and teacher. Malaysian learners still lack word-level knowledge to cope with their academic courses. This issue is still a major problem although Malaysian students went through a decade of compulsory English Language classes at primary and secondary. In Malaysia current studies on multimedia are based on the internet and social media such as Facebook. METHODOLOGY The subjects were 20 Form 4 students from a secondary school in Port Dickson. 20 students were chosen, unlike 50 students in a previous study (Gazegina, 2014). This is because it was difficult to find homogenous students with similar levels of proficiency. The students were from an excellent class, Form 4 Berlian which consists of 30 students who obtained a score of 48% to 68% in the school Mid-Term English Language Examination scoring. This school is located in Lukut, Port Dickson. The subjects’ first language is their mother-tongue which includes Tamil, Mandarin and the Malay language. The subjects were from a homogenous population because they were chosen based on their English Language marks in the school Mid-Term Examination ranging from 55% to 64%, which is equivalent to a Grade C according to the school examination grades. The teacher did not teach vocabulary explicitly but emphasized on the meanings of words during the English Language lessons. The homogenous subjects were chosen because they were available and were willing to be studied. As such, convenient sampling was administered to form a group of participants (Creswell, 2012). The 20 subjects were divided into two intact groups namely, Group AV and Group A. each group consists of 10 students. Group A will be administered with only audio whereas group AV will be administered with video (Audio-visual).

99 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 98 Research Design This study involves both quantitative and qualitative research designs. The quantitative design involves the pre-test, post-test and delayed post-test for the two intact groups. In the qualitative design, interviews were conducted. 3 students from each group were selected to be interviewed on their learning experiences in the two different environments. The quantitative data that was obtained from the vocabulary test scores were measured twice, firstly immediately after the treatment and the other, one week after the treatment. Qualitative data was obtained from interviews after the treatment. The qualitative data was taken to enhance the statistical finding. Research question 1 was answered by comparing the scores in the vocabulary test. The scores were converted to percentage for comparison. The percentage of scores was compared between the pre-test and post-test and delayed post-test of the video and audio respectively. Each category in the Vocabulary Knowledge Scale (VKS) test was also compared to study how the use of video and audio facilitate students` performance in vocabulary acquisition. Research question 2 was answered from analyzing the students` answers in the interview. The interview gave students` perception on learning vocabulary using video and audio. The materials used in the study were a British Animated series video (Audiovisual), VKS Tests and personal interviews with open – ended questions. The video was downloaded from free Youtube download version 4.1.1. The video is of original quality and the sound played is via Window Media Player of Window 10. The vocabulary tests used in this study are the VKS test (Vocabulary Knowledge Scale test) developed by Wesche and Paribakht (1996) and fill-in-blank test. Wesche and Paribakht (1996) suggested that vocabulary knowledge scale provides the measurement for meaning, use and accuracy of lexical knowledge (Mukoroli, 2011). A pilot study was conducted with 2 students (Student 1 and Student 2). Both students were given the VKS test and the fill-in-the-blank test consisting of 15 target words in 30 minutes.

100 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 99 Data collection procedure Prior to Session 1 and Session 2 All the students were given the VKS test and the fill-in-theblank test consisting of 15 target words. A brief explanation on how to answer the test and the meaning of each category was given to the students. The test was typed out using New Times Roman with a font size of 12. The test consists of two sections: Section A and Section B. Section A is the VKS test and Section B is the fill-in-the-blank test. Each paper consists of 3 words and the test is printed on one side of the page. The students were required to answer both sections of the test in 30 minutes. The test papers were collected at the end of 30 minutes. The students were divided into two groups, namely Group A and Group AV. Session 1 (Audio-video environment) This session involved Group AV, comprising of 10 students and it was conducted on the same day after the pre-test. The video was played on the screen using an LCD and a projector. The students were not allowed to write anything while the video was played. The video was played twice. Immediately after the video ended, the VKS test and the fill-in-the-blank test was given to the students. The students were required to answer the questions in 30 minutes. Session 2 (Audio environment) This session involved Group A, comprising of 10 students and it was conducted on the same day after the completion of Session 1. After the pre-test, the students listened to the audio and were not allowed to write anything while listening. The audio was played twice. Immediately after that, the VKS test and fill-in-the-blank test were given to the students. The students were required to answer the questions in 30 minutes. Delayed post-test A delayed post-test was given to all the 20 students after one week of the treatment. According to the study conducted by Gezegin (2014), the delayed post-test was carried after one week of treatment. The current study similarly administered the delayed-posttest one week after the treatment. Students were not allowed to discuss the questions (Gezegin, 2014). Interview Six students were involved in a one-to-one interview to support the findings from the quantitative analyses and to elicit information to answer the research question. Three students from the video group (group AV) and audio group (Group A) each with the highest difference in marks between the pre-test and the post-test were chosen to be interviewed.

101 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 100 DATA ANALYSIS Quantitative Analysis Quantitative analysis was carried out after the pre-test, immediate post-test and delayed post-test. Data was collected and analyzed by calculating the mean and standard deviation to find the differences between the mean scores. The pre-test shows the category of the students before conducting the VKS test. The mean and standard deviation were calculated using Microsoft Excell 2010. The mean provides the average scores of the students while the standard deviation is a summary measure of differences of each data from the mean. According to Creswell (2012) standard deviation provides the dispersion of data from its mean. If the data points are further from the mean, there is higher deviation (Creswell, 2012). Qualitative Analysis Six students were involved in a one-to-one interview to support the findings from the quantitative analyses and to elicit information to answer the research question. Three students from the video group (group AV) and audio group (Group A) each with the highest difference in marks between the pre-test and the post-test were chosen to be interviewed. RESULTS AND DISCUSSION Research Question 1: How do the use of video and audio facilitate students’ performance in vocabulary acquisition? Table 1 The mean scores of VKS Test in pre-test, post-test and delayed post-test for each group

102 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 101 Figure 1 The mean scores of pre-test, post-test and delayed post-test for each group in VKS test The bar chart in Figure 1 indicates the scores of the audio-visual group (AV) and audio group (A) of the VKS test. In the audio-visual group of the VKS test, the mean score of the post-test result was 87.1, which was an increment of 20.7 (30%) from the mean score of the pre-test (66.4). In the audio environment, learners too showed an increment of 19.2 of the mean score. As such, it can be concluded that besides audiovisual, audio too facilitates learners to acquire vocabulary knowledge. Table 2 The mean scores of fill-in-the blank test in pre-test, post-test and delayed post-test for each group Treatment Group N Pretest Post-test Delayed post-test Mean SD Mean SD Mean SD Audio-visual/video 10 74.6 11.3 81.3 7.5 80.2 7.3 Audio 10 75.9 12.3 92.7 8.1 90.4 7.9 66.4 87.1 88.9 66.1 85.3 84.2 Treatment groups

103 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 102 Figure 2 The mean scores of pre-test, post-test and delayed post-test for each group in fill-in-the blank test. The bar chart in Figure 2 indicates the scores of the audio-visual group AV and audio group A of the fill-in-the blank test. The fill-in-the blank test supported the VKS test as it showed an increment in scores. In the VKS word score, most words showed a shift from category 1 to category III (word not known) or Category IV-V (word known). Table 3 Words showed a shift from category I to V in visual group and audio group Words from the category IV and V (known) in the pre-test of group (AV) and group (A) Words showed a shift from category I to V in visual group (AV) Words showed a shift from category I to V in audio group (A) a) Trust b) Reward c) Trapped a) Burglary b) Detective c) Equipment d) Disguise e) Suspicious f) Dizzy g) Leprechaun a) Burglary b) Detective c) Equipment 74.6 75.9 81.3 92.7 80.2 90.4 0 10 20 30 40 50 60 70 80 90 100 Audiovisual Audio pretest posttest Delayed posttest Treatment groups

104 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 103 The students used visual information from the video to construct sentences. For example: Sample answer student AV 1: Sentence for the word Dizzy Pre-test: category 1: I don’t remember having seen this word. Post-test: category V: I felt dizzy after taking the medicine. Sample answer given by the student for the word Dizzy is based on the visual information from the video. The student was able to guess the meaning with the help of visual information which facilitated int the sentence construction. This is in accordance with the Dual Coding Theory developed by Paivio (1991). The words acquired by the learners from visual are stored in their memory in a picture-like storage called Imagens. The learners were to guess the meaning and confirm them by referring to the image that was shown while the word was mentioned in the video. For example, in the study the word leprechaun was acquired by 8 out of 10 students after the audio-video treatment. This word was highly acquired compared to the other words because this word showed a high relationship between the word and the image. However, in the audio treatment, only 6 students acquired the word leprechaun which is lesser than the audiovisual group. This is because according to the Dual Coding Theory, verbal description has to be lengthier and sequential to achieve higher level of details. As such both visual and verbal information has to be in different forms and levels of details to achieve equal input for information processing. This study also proves that audio-visual input activates different types of learning which leads to positive vocabulary acquisition. According to the Dual Coding Theory, when a word such as leprechaun is mentioned in the audio-visual input the visual system activates the verbal system as both are interconnected. So when the learner hears the word leprechaun, the visual image of a small, mischievous spirit of visual code appears. As such, the study proves the statement of the Dual Coding Theory which states that when both codes are activated together the information is retained longer and can be easily retrieved. The number of students scoring in the fill-in-blanks test has increased by 9 % in the video group. On the other hand, it was found that the audio group performed better than the video group in the post-test. This could be because the students guessed the answers to fill in the blanks by eliminating the words with the known meaning. As such, there is a high probability for them to get the correct answer although they are not sure of their choice of answer.

105 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 103 The students used visual information from the video to construct sentences. For example: Sample answer student AV 1: Sentence for the word Dizzy Pre-test: category 1: I don’t remember having seen this word. Post-test: category V: I felt dizzy after taking the medicine. Sample answer given by the student for the word Dizzy is based on the visual information from the video. The student was able to guess the meaning with the help of visual information which facilitated int the sentence construction. This is in accordance with the Dual Coding Theory developed by Paivio (1991). The words acquired by the learners from visual are stored in their memory in a picture-like storage called Imagens. The learners were to guess the meaning and confirm them by referring to the image that was shown while the word was mentioned in the video. For example, in the study the word leprechaun was acquired by 8 out of 10 students after the audio-video treatment. This word was highly acquired compared to the other words because this word showed a high relationship between the word and the image. However, in the audio treatment, only 6 students acquired the word leprechaun which is lesser than the audiovisual group. This is because according to the Dual Coding Theory, verbal description has to be lengthier and sequential to achieve higher level of details. As such both visual and verbal information has to be in different forms and levels of details to achieve equal input for information processing. This study also proves that audio-visual input activates different types of learning which leads to positive vocabulary acquisition. According to the Dual Coding Theory, when a word such as leprechaun is mentioned in the audio-visual input the visual system activates the verbal system as both are interconnected. So when the learner hears the word leprechaun, the visual image of a small, mischievous spirit of visual code appears. As such, the study proves the statement of the Dual Coding Theory which states that when both codes are activated together the information is retained longer and can be easily retrieved. The number of students scoring in the fill-in-blanks test has increased by 9 % in the video group. On the other hand, it was found that the audio group performed better than the video group in the post-test. This could be because the students guessed the answers to fill in the blanks by eliminating the words with the known meaning. As such, there is a high probability for them to get the correct answer although they are not sure of their choice of answer. ESL Practitioner Journal, Issue 10, 2022 104 Figure 3 The six words with the highest percentage number of student acquisition in video group From the graph in Figure 3 leprechaun has the highest percentage (100%) of students who acquired the word followed by disguise (90%). This could be because these words are repeated more than twice in the video. The word leprechaun was repeated 17 times and the word disguise was repeated 3 times. These words give similar visual and audio information for the learner. Figure 4 The six words with the highest percentage of student acquisition in audio group

106 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 105 The words convincing and dizzy have less percentage of student acquisition. This may be due to fewer repetitions of the word. Both words appear only once in the video. However, the word dizzy was acquired by a higher percentage of students compared to the word convincing in the video group and the audio group. This is because the visual information for the word dizzy is clearer compared to the audio information. The visual information of a person in a dizzy state is shown clearly in the video. As such, the students were able to link the word with the visual image. The word invisible and burglary have the same percentage of students` acquisition. This could be because these words were repeated more than once and were provided with visual information that enabled the students to associate the words with the visual information. The retention of words was higher in the video compared to the audio, which means that the students were able to remember the words better when the words were accompanied with clearer images. This further proves the Dual Coding Theory by Paivio (1991) which states that verbal system and visual system are interconnected and can be activated by one another in the information processing of learners. Thus, this will strengthen the memory and word retention. Figure 5 Percentage of students acquiring different categories of words The 10 words which were acquired by more than 50% of students were grouped. It was found that more than 50% of students were able to acquire the nouns followed by the verbs and the adjectives. It can be seen from Table 4 that students acquired more nouns compared to verbs and adjectives. This may be because the nouns are easily associated with the visuals in the video. The verbs needed explanation for the meaning to be understood by the learners. Therefore, nouns are easier to be represented in the form of images as compared to verbs.

107 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 106 Table 4 Words with more than 50% of student acquisition Words Categories Burglary, Disguise, Leprechaun, Equipment, Detective Nouns Invisible, Suspicious, Trapped Verbs Dizzy, Convincing Adjectives Question 2: What are the students` perceptions on their learning of vocabulary using video vs audio? To answer this research question, a qualitative analysis was conducted to provide a clear understanding of the students` perception on learning vocabulary using video and audio. The thematic analysis based on Creswell (2012) was used to analyze the interview data. The students` perception on vocabulary acquisition, video as a tool for vocabulary acquisition and audio as a tool for vocabulary acquisition were analyzed. The qualitative data further supports the quantitative data on students’ perceptions. Based on the interview transcripts, the students` perception of vocabulary acquisition on audio and video were tabulated (see Table 5). Table 5 Students’ perception on video and audio Students` perception Video Audio 1. Video is exciting and relaxing. 2. Video enables visual and word association. 3. Video enables guessing the meaning effectively. 4. Video facilitates attention and awareness of new word. 5. Video created confidence in communication. 1. Audio alone is boring 2. Audio required more exposure 3. Audio did not facilitate in guessing the word-meaning accurately. Pedagogical Implication Pedagogically, the present study provides several implications and recommendations. In the present situation, the use of technology in language teaching and learning is very much encouraged. Many positive results from multimedia research in the aspect of language acquisition made the teacher as the language practitioner apply them in the conventional classroom teaching and learning. On a broader scale, the findings suggest that introducing video has the potential to further enhance language learning, especially vocabulary. Therefore, this provides empirical grounds for incorporating video in CALL environment.

108 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 107 In addition, this study also provides factors that influence the students` perception on language learning and how the video fulfills all the needs to enhance word retention. The technological development in education globally would encourage introducing video as an easy learning tool. Video can be used to improve memory retention when combined with target words. Therefore, teachers can use videos of animated series or other aspects to draw positive emotion of the learners to maximize learning. When teaching vocabulary, the teacher can choose to teach the words in settings or situations which will help them find the video. When the students are presented the words with and the situation where the word is being used in the form of a video, then they will use them in the same situation as they learned from the video. This will facilitate vocabulary acquisition and retention at a faster rate. This study provides a practical way to vocabulary acquisition to meet the students’ language learning needs in class or out of the class, and to achieve the goal of multimedia language education – learning in a concrete and meaningful context, with confidence and for the ultimate aim of comprehension. LIMITATION AND RECOMMENDATION There are several suggestions on improving the present study. The first is with regards to the number of subjects. In the present study, two homogenous groups with 10 subjects each were used. Using a larger sample size would be more representative of the population. The second suggestion involves the selection of target words. In the present study, target words were the words that can be represented both by visual and also audio explanations. For example, the word invisible was represented by the image of a blank paper and sentence in the audio stating the pages are blank. From the study, it can be stated that video can help in learning of abstract words. Future research can be conducted focusing on abstract words acquisition using video. The third suggestion is regarding data collection design. In the present study. Data collection was conducted only once and it took about 60 minutes. The repeated data collection reflected the real situation but this will affect the results as the students will be familiar with the study. As such, future studies should attempt to conduct multiple experiment to lend further validity to the results. The last suggestion is about the other factors that may influence the results. The present study did not examine other factors such as age, gender and learning style. It was proven that these factors may affect second language acquisition. Further studies should make an attempt to include these elements.

109 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 107 In addition, this study also provides factors that influence the students` perception on language learning and how the video fulfills all the needs to enhance word retention. The technological development in education globally would encourage introducing video as an easy learning tool. Video can be used to improve memory retention when combined with target words. Therefore, teachers can use videos of animated series or other aspects to draw positive emotion of the learners to maximize learning. When teaching vocabulary, the teacher can choose to teach the words in settings or situations which will help them find the video. When the students are presented the words with and the situation where the word is being used in the form of a video, then they will use them in the same situation as they learned from the video. This will facilitate vocabulary acquisition and retention at a faster rate. This study provides a practical way to vocabulary acquisition to meet the students’ language learning needs in class or out of the class, and to achieve the goal of multimedia language education – learning in a concrete and meaningful context, with confidence and for the ultimate aim of comprehension. LIMITATION AND RECOMMENDATION There are several suggestions on improving the present study. The first is with regards to the number of subjects. In the present study, two homogenous groups with 10 subjects each were used. Using a larger sample size would be more representative of the population. The second suggestion involves the selection of target words. In the present study, target words were the words that can be represented both by visual and also audio explanations. For example, the word invisible was represented by the image of a blank paper and sentence in the audio stating the pages are blank. From the study, it can be stated that video can help in learning of abstract words. Future research can be conducted focusing on abstract words acquisition using video. The third suggestion is regarding data collection design. In the present study. Data collection was conducted only once and it took about 60 minutes. The repeated data collection reflected the real situation but this will affect the results as the students will be familiar with the study. As such, future studies should attempt to conduct multiple experiment to lend further validity to the results. The last suggestion is about the other factors that may influence the results. The present study did not examine other factors such as age, gender and learning style. It was proven that these factors may affect second language acquisition. Further studies should make an attempt to include these elements. ESL Practitioner Journal, Issue 10, 2022 108 CONCLUSION From this study, it can be concluded that, multimedia environment contributes and enhances vocabulary acquisition (Feinstein, 2011; Sydorenko, 2010). Researchers have agreed that some form of intervention such as using video can promote incidental vocabulary acquisition. Video is one of the best ways for incidental vocabulary acquisition as it promotes higher vocabulary retention. Video enables incidental vocabulary learning through visual and sound, coding a word into a dual mode (Paivio, 1990). From this study, it can be concluded that the words presented in dual modes, visual and audio were remembered better than words presented in single mode, either textual or visual or audio alone. This finding from this study, further supports the Dual Coding Theory (Paivio, 1990).

110 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 109 REFERENCES Bakar, Z. A., & Samuel, J. R. (2006). The utilization and integration of ICT tools in promoting English language teaching and learning: Reflections from English option teachers in Kuala Langat District, Malaysia. International Journal of Education and Development using Information and Communication Technology, 2(2), 148-162. Chun, D. M. (2016). The role of technology in SLA research. Language Learning & Technology, 20(2), 98-115. http://llt.msu.edu/issues/june2016/chun.pdf. Creswell, J. W. (2012). Educational research; Planning, conducting, and evaluating quantitative and qualitative research. Pearson. Gezegin, B. B. (2014). An investigation of using video vs. audio for teaching. Procedia-Social and Behavioral Sciences, 143(2), 450 – 457. Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341-363. Feinstein, S. (2011). The teenage brain and technology. Learning Landscape, 5(1), 71-85. Hill, M., & Laufer, B. (2003). Type of task, Tie-on-task and electronic dictionaries in incidental vocabulary acquisition. IRAL, 41, 87-106. Hulstinjn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. Vocabulary and Applied linguistics, 50, 113- 125. Jones, D. K. (2012). Wringing the neck of the swan, second language learning as a tool for conviviality. Journal of Curriculum Theorizing, 5(28), 213-314. Lin, L. F (2004). English learners incidental vocabulary acquisition in the videobased CALL program. Asian EFL Journal, 12(4), 162-172. Mayer, R. E. (2002). Multimedia learning: The psychology of learning and motivation. Academic Press. Mukoroli, J. (2011). Effective vocabulary teaching strategies for the English for academic purposes ESL classroom. [Master’s thesis, SIT Graduate Institute]. https://digitalcollections.sit.edu/ipp_collection/501/ Paivio, A. (1991). Dual coding theory: retrospect and current status. Canadian Journal of Psychology, 45(3), 121-156. Sydrorenko, T., Gass. S., & Winke, R. (2010). The effects of captioned video for foreign language listening activities. Language Learning Technology, 14(1), 65-86.

111 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 109 REFERENCES Bakar, Z. A., & Samuel, J. R. (2006). The utilization and integration of ICT tools in promoting English language teaching and learning: Reflections from English option teachers in Kuala Langat District, Malaysia. International Journal of Education and Development using Information and Communication Technology, 2(2), 148-162. Chun, D. M. (2016). The role of technology in SLA research. Language Learning & Technology, 20(2), 98-115. http://llt.msu.edu/issues/june2016/chun.pdf. Creswell, J. W. (2012). Educational research; Planning, conducting, and evaluating quantitative and qualitative research. Pearson. Gezegin, B. B. (2014). An investigation of using video vs. audio for teaching. Procedia-Social and Behavioral Sciences, 143(2), 450 – 457. Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341-363. Feinstein, S. (2011). The teenage brain and technology. Learning Landscape, 5(1), 71-85. Hill, M., & Laufer, B. (2003). Type of task, Tie-on-task and electronic dictionaries in incidental vocabulary acquisition. IRAL, 41, 87-106. Hulstinjn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. Vocabulary and Applied linguistics, 50, 113- 125. Jones, D. K. (2012). Wringing the neck of the swan, second language learning as a tool for conviviality. Journal of Curriculum Theorizing, 5(28), 213-314. Lin, L. F (2004). English learners incidental vocabulary acquisition in the videobased CALL program. Asian EFL Journal, 12(4), 162-172. Mayer, R. E. (2002). Multimedia learning: The psychology of learning and motivation. Academic Press. Mukoroli, J. (2011). Effective vocabulary teaching strategies for the English for academic purposes ESL classroom. [Master’s thesis, SIT Graduate Institute]. https://digitalcollections.sit.edu/ipp_collection/501/ Paivio, A. (1991). Dual coding theory: retrospect and current status. Canadian Journal of Psychology, 45(3), 121-156. Sydrorenko, T., Gass. S., & Winke, R. (2010). The effects of captioned video for foreign language listening activities. Language Learning Technology, 14(1), 65-86. ESL Practitioner Journal, Issue 10, 2022 110 Teng, M. F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105, 102736. Ur. P (1996). A course in language teaching. University Cambridge. Yawiloeng, R. (2020). Second Language Vocabulary learning from viewing video in an EFL classroom. English Language Teaching, 13(7), 1-4. Yunus, N., Kalajahi, R., & Hussin, N. (2014). Evaluating the presentation of new vocabulary items in Malaysian form three English language textbook. Malaysian Journal of Languages and Linguistics, 5(1), 123-164.

ESL Practitioner Journal, Issue 10, 2022 114 INTEGRATING MOBILE APPLICATIONS AND TTEEEL-C FRAMEWORK TO IMPROVE STUDENTS’ PARAGRAPH WRITING SKILLS ---------------------------------------------------------------------------------------------------------------- WONG VUI FUN SMK LABUAN, WILAYAH PERSEKUTUAN LABUAN email: [email protected] 7 INTEGRATING MOBILE APPLICATIONS AND T-TEEEL-C FRAMEWORK TO IMPROVE STUDENTS’ PARAGRAPH WRITING SKILLS 7

116 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 115 INTEGRATING MOBILE APPLICATIONS AND T-TEEEL-C FRAMEWORK TO IMPROVE STUDENTS’ PARAGRAPH WRITING SKILLS ABSTRACT Writing proves to be a challenging skill when students struggle to come up with their ideas, organise their thoughts and develop their ideas on paper. It also encompasses a command over vocabulary, grammar and sentence structure. While there are a number of approaches and teaching techniques for teaching writing, frameworks that integrate mobile applications with pre-existing writing approaches rarely exist. Therefore, this research hopes to fill the gap by examining the effects of integrating mobile applications on Form 6 students’ paragraph writing skills by adopting the TTEEEL-C framework. 25 Form 6 students from different proficiency levels in SMK Labuan were chosen. 15 participants were placed in the experimental group while another 10 in the control group. The study was carried out over a 10-week course. Students in the experimental group were exposed to IELTS mobile learning application and the T-TEEEL-C framework while learners in the control group participated in a normal lecture-based classroom. Prior to the intervention, both groups took a pre-test in forms of a written essay and on the 9th week, a post-test was carried out. Marks for both tests were recorded for comparison. A short interview was later conducted to ascertain students’ level of satisfaction towards their learning. The findings suggest that learners from both groups recorded a significant improvement in their writing skills but scores from the experimental group were higher than those in the control group. Keywords: Mobile Applications, T-TEEEL-C framework, Students’ Perception, Paragraph Writing Skills. INTRODUCTION Writing is always seen as an art as it often involves an intricate and complex process (Nunan, 1999, Warnock, 1983). Mastan & Maarof (2014) found that writing is a skill that requires a person to understand and utilise the word level, sentence level and thereafter to structure these words into sentences. Jacob as cited in Thiagarajan & Suhaimi (2018) also emphasized that the organisation of thoughts in a piece of writing is equally important so that the meaning transpires. A written text with poor organization is equivalent to a work without effective meaning (Blanchard, 2003). In the Malaysian context, English is taught as a second language. This causes the multi-ethnics to struggle when the language is only actively used in the classroom. Studies in the past have shown that the performance of Malaysian students has declined significantly, especially in the aspect of speaking and writing (Saadiyah, 2009 cited in Thiagarajan & Suhaimi, 2018). In SMK Labuan in particular, students were primarily found to be poor in writing due to their disorganized thoughts. Their ideas were disconnected and haphazardly written with no adherence to any writing framework. This results in a piece of writing that is not only confusing but also less appealing to the reader. It due to this reason that this issue should be addressed and rectified so that not only do learners learn to write purposely, they can also feel more

117 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 116 confident to sit for examinations and be satisfied with their own learning experience. In long run, it will probably motivate them to become an independent learner. The Malaysia Education Blueprint 2013-2025 states that in order to scale up the quality of learning across the country, the leverage of ICT in teaching and learning should be tapped for distance and self-paced learning. It is due to this reason a mobile application such as the IELTS is chosen (Ministry of Education, 2013). A study by Demir and Akpinar (2018) confirmed that mobile applications create a positive impact on academic achievement and significantly improves student motivation. Another reason is because of the format of the essay question, Task 2, in Paper 4 of the Malaysian University English Test (MUET) paper is now aligned to the CEFR format which is similar to that of the IELTS syllabus. Thus, by adapting the structure and content in the IELTS mobile application may help learners to model the sample essays from the application for their writing purpose. This study explores the use of integrating the IELTS mobile application as a tool to improve students’ paragraph writing skills among pre-university learners. In specific, two components of writing were looked into, which are choice of vocabulary and the organisation of ideas using the T-TEEEL-C framework. Data will be gathered qualitatively and quantitatively to answer the following research questions: i. How does the integration of IELTS mobile application and T-TEEEL-C framework affect students’ paragraph writing skills? ii. How do the pre-test and post-test scores differ upon integrating IELTS mobile application and T-TEEEL-C framework in writing? iii. What is the students’ perception towards the use of IELTS mobile application in essay writing? LITERATURE REVIEW Writing Writing has always been difficult because it requires the reproduction of thoughts and messages into written forms. For struggling writers, Ho (2016) proposed the 4-Square Writing Organizer to help learners to organise ideas and to achieve longer elaborations while Thiagarajan and Suhaimi (2018) suggested the use of Instagram instead to scaffold students’ learning process during free writing. These methods seem to focus more on traditional approaches in that the instruction is more teacher-directed occurring in a school setting. It is therefore necessary to rediscover a model that enables learners to self-direct learning; an approach which can offer learning flexibility beyond the physical classroom and simultaneously encourage independent learning.

118 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 117 Mobile Applications With the emergence of mobile technologies, our lives have transformed by leaps and bounds. Mobile devices for instance, have enabled learning to be conducted beyond the four walls of the classrooms. This in turn, has impacted the pedagogical approaches to language learning (Kuzu, 2014; Middleton, 2015 cited in Demir and Akpinar, 2018). In research done by Liu and He (2014) on using mobile apps to facilitate English learning for college students in China, they discovered that using mobile apps helped learners to improve their listening and speaking skills but no significant improvement was recorded in reading comprehension. They also learned that these college students have positive attitude towards mobile-assisted language learning (MALL) methods. Studies by Demir and Akpinar (2018) involving undergraduates also yielded positive results as they found that mobile learning applications improved students’ academic achievement and attitudes as the learning experience was found to more exciting, materials were more accessible and that learners can enjoy greater flexibility in learning. Gharehblagh (2020) concluded that the inclusion of mobile assisted learning (MALL) in developing writing skills among elementary learners improved the mean score of the experimental group than that of the control group. In Shakib et al. (2019) study on the effect of integrating writing mobile application into IELTS writing course, they found that mobile application was effective in improving learners’ task achievement, lexical resource, cohesion, coherence and grammatical accuracy. Mobile applications were also effective to increase students’ autonomy and confidence in writing (Kotamjani et al., 2019). However, very few studies were carried out on the effectiveness of IELTS mobile app even though the app was developed by the British Council ‘that offers a wide range of innovative and interactive exercises’ (IELTS Ninja, 2021). The T-TEEEL-C Framework Several studies were done on improving students’ writing skills using various approaches but none has so far, provided an insight on how ideas alone are systematically organized in an essay. The closest was so far done by Nuraini (2017) on pre-university students using the I-Cost & C–Teem Method where essay writing was drilled based on structured content and vocabulary on several past year papers. In terms of content, learners’ ideas were organised based on the I-Cost & C–Teem framework. This intervention method however, did not blend into any mobile applications. In sum, there were no previous research that integrate mobile applications and T-TEEEL-C framework into improving paragraph writing skills among pre-university students.

119 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 117 Mobile Applications With the emergence of mobile technologies, our lives have transformed by leaps and bounds. Mobile devices for instance, have enabled learning to be conducted beyond the four walls of the classrooms. This in turn, has impacted the pedagogical approaches to language learning (Kuzu, 2014; Middleton, 2015 cited in Demir and Akpinar, 2018). In research done by Liu and He (2014) on using mobile apps to facilitate English learning for college students in China, they discovered that using mobile apps helped learners to improve their listening and speaking skills but no significant improvement was recorded in reading comprehension. They also learned that these college students have positive attitude towards mobile-assisted language learning (MALL) methods. Studies by Demir and Akpinar (2018) involving undergraduates also yielded positive results as they found that mobile learning applications improved students’ academic achievement and attitudes as the learning experience was found to more exciting, materials were more accessible and that learners can enjoy greater flexibility in learning. Gharehblagh (2020) concluded that the inclusion of mobile assisted learning (MALL) in developing writing skills among elementary learners improved the mean score of the experimental group than that of the control group. In Shakib et al. (2019) study on the effect of integrating writing mobile application into IELTS writing course, they found that mobile application was effective in improving learners’ task achievement, lexical resource, cohesion, coherence and grammatical accuracy. Mobile applications were also effective to increase students’ autonomy and confidence in writing (Kotamjani et al., 2019). However, very few studies were carried out on the effectiveness of IELTS mobile app even though the app was developed by the British Council ‘that offers a wide range of innovative and interactive exercises’ (IELTS Ninja, 2021). The T-TEEEL-C Framework Several studies were done on improving students’ writing skills using various approaches but none has so far, provided an insight on how ideas alone are systematically organized in an essay. The closest was so far done by Nuraini (2017) on pre-university students using the I-Cost & C–Teem Method where essay writing was drilled based on structured content and vocabulary on several past year papers. In terms of content, learners’ ideas were organised based on the I-Cost & C–Teem framework. This intervention method however, did not blend into any mobile applications. In sum, there were no previous research that integrate mobile applications and T-TEEEL-C framework into improving paragraph writing skills among pre-university students. ESL Practitioner Journal, Issue 10, 2022 118 METHODOLOGY Conceptual Framework In order to investigate the effects of integrating mobile applications and TTEEEL-C to assist writing among pre-university students, the following conceptual framework was constructed. Figure 1 The Conceptual Framework Figure 2 The IELTS Mobile Application PRE TEST POST TEST INTERVIEW CONTROL GROUP NO INTERVENTION EXPERIMENTAL GROUP EXPOSED TO MOBILE APPS INTERVENTION – T-TEEEL-C ANALYSE AND IDENTIFY T-TEEEL-C STRUCTURE & USEFUL VOCABULARY OPEN THE APP AND CHOOSE ACADEMIC WRITING INSTALL THE APP FROM PLAY STORE READ WRITING SAMPLES FROM TASK 2

120 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 119 Prior to introduction of mobile applications, all students took a pre-test which required them to write an essay in about 250 words or more. Thereafter, 15 students were group into an experimental group while another 10 in the control group. Students from the experimental group were first required to install the IELTS app which then10 model essays were selected for reading at home. Students had to identify the essay structures based on the T-TEEEL-C framework proposed by Choo et al. (2020) which consists of an introductory paragraph, two to three main points and a concluding paragraph. The first paragraph highlights the need to include a thesis statement which displays the central purpose of the writing states by Choo et al. (2020) or the main focus of the essay while paragraph 2, 3 and/or 4 consist of main 2 or 3 main ideas which are organised based on the TEEEL format: T-the topic sentence, E-Elaboration, E-Example, E-Explanation and L-Linking sentence. In the concluding paragraph, they need to analyse how the main points of the sample essay were summarised. Students were asked to observe the T-TEEEL-C structure while analysing sample essays given. Table 1 The T-TEEEL-C Framework Paragraph 1 T Thesis Statement Content Points in Paragraph 2, 3 and / or 4 T Topic Sentence E Elaboration E Example E Explanation L Linking sentence Paragraph 5 C Concluding sentence Aside from the essay analysis, students were also required to highlight useful vocabulary that can be adopted for writing. After completing the first five sample essays, students’ analyses were to be discussed in the class to ascertain their understanding. Thereafter, another 5 sample essays were selected from the same mobile applications and students repeated the same steps; read, highlight useful vocabulary, analyse and observe the T-TEEEL-C framework. Again, these five essays were brought to the classroom to be discussed. In the 9th week, students took a posttest in which the same essay topic was given during the pre-tests. Students in the control group similarly sat for the same test but they were not exposed to the IELTS mobile application and the T-TEEEL-C intervention programme. Essays from both groups were collected and analysed in terms of the adoption of T-TEEEL-C framework and use of vocabulary. Scores from both experimental and control groups were compared in terms of mean and standard deviation. A paired-sample T-test using IBM SPSS V26 for Windows was also used as a tool to compare the mean scores of the pre-test and post-test. In the 10th week, 5 students from the experimental group were randomly chosen for an interview via Google Meet to determine their perception towards the use of IELTS mobile application in their essay writing. A semi-structured interview which consists of 5 open-ended questions related to the application process was used as a tool to collect data.

121 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 119 Prior to introduction of mobile applications, all students took a pre-test which required them to write an essay in about 250 words or more. Thereafter, 15 students were group into an experimental group while another 10 in the control group. Students from the experimental group were first required to install the IELTS app which then10 model essays were selected for reading at home. Students had to identify the essay structures based on the T-TEEEL-C framework proposed by Choo et al. (2020) which consists of an introductory paragraph, two to three main points and a concluding paragraph. The first paragraph highlights the need to include a thesis statement which displays the central purpose of the writing states by Choo et al. (2020) or the main focus of the essay while paragraph 2, 3 and/or 4 consist of main 2 or 3 main ideas which are organised based on the TEEEL format: T-the topic sentence, E-Elaboration, E-Example, E-Explanation and L-Linking sentence. In the concluding paragraph, they need to analyse how the main points of the sample essay were summarised. Students were asked to observe the T-TEEEL-C structure while analysing sample essays given. Table 1 The T-TEEEL-C Framework Paragraph 1 T Thesis Statement Content Points in Paragraph 2, 3 and / or 4 T Topic Sentence E Elaboration E Example E Explanation L Linking sentence Paragraph 5 C Concluding sentence Aside from the essay analysis, students were also required to highlight useful vocabulary that can be adopted for writing. After completing the first five sample essays, students’ analyses were to be discussed in the class to ascertain their understanding. Thereafter, another 5 sample essays were selected from the same mobile applications and students repeated the same steps; read, highlight useful vocabulary, analyse and observe the T-TEEEL-C framework. Again, these five essays were brought to the classroom to be discussed. In the 9th week, students took a posttest in which the same essay topic was given during the pre-tests. Students in the control group similarly sat for the same test but they were not exposed to the IELTS mobile application and the T-TEEEL-C intervention programme. Essays from both groups were collected and analysed in terms of the adoption of T-TEEEL-C framework and use of vocabulary. Scores from both experimental and control groups were compared in terms of mean and standard deviation. A paired-sample T-test using IBM SPSS V26 for Windows was also used as a tool to compare the mean scores of the pre-test and post-test. In the 10th week, 5 students from the experimental group were randomly chosen for an interview via Google Meet to determine their perception towards the use of IELTS mobile application in their essay writing. A semi-structured interview which consists of 5 open-ended questions related to the application process was used as a tool to collect data. ESL Practitioner Journal, Issue 10, 2022 120 RESULTS Analysis of data based on descriptive statistics The frequencies of pre-test and post-test scores of the experimental group were recorded as shown in Table 2. Table 2 Pre and Post-Test Scores of Experimental Group Range of Marks Pre-test Post-test Frequency Percentage (%) Frequency Percentage (%) 1 – 5 2 13.3 1 6.7 6 - 10 5 33.3 5 33.3 11 – 15 3 20.0 3 20.0 16 – 20 5 33.3 3 20.0 21 – 25 0 0.0 3 20.0 26 – 30 0 0.0 0 0.0 By analysing the lowest range of marks (1-5), there was a drop in the number of students from 2 (13.3%) in the pre-test as compared to 1 (6.7%) in the post-test. There were only 5 students (33.3%) placed in the highest 16-20 range in the pre-test but in the post-test, there were 3 students (20%) in the same mark range and another 3 (20.0%) in a higher 21-25 range. This is explained in Diagram 3 as follows. Figure 3 Distribution of marks obtained by the Experimental Group 1 4 3 2 0 0 1 3 4 2 0 0 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 1--5 6--10 11--15 16--20 21--25 26--30 Frequency Mark Pre-test Post-test

122 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 121 The clustered column chart of Figure 3 explains two scenarios: 1) there were fewer students placed in the lowest range 1-5 in the post-test than those in the pre-test and 2) between the range 16-20 and 21-25, students in the post-test (6 altogether) were more than those in the pre-test (5 only). This probably explains why students in the experimental group performed better in the post-test than in the pre-test. Table 3 Pre-test and Post-test Scores of Control Group Range of Marks Pre- Test Post- Test Frequency Percentage (%) Frequency Percentage (%) 1 – 5 1 10.0 1 0.0 6 - 10 4 40.0 3 30.0 11 – 15 3 30.0 4 40.0 16 – 20 2 20.0 2 30.0 21 – 25 0 0.0 0 0.0 26 – 30 0 0.0 0 0.0 Results from the control group illustrated a slight change in the frequencies of the 6- 10 range where 4 students (40%) were identified in the pre-test as compared to a lower 3 (30%) in the post-test. However, in the 11-15 range, there were fewer students, 3 (30%) in the pre-test compared to a higher 4 (40%) in the post-test. Figure 4 Distribution of Marks obtained by the Control Group 2 5 3 5 0 0 1 5 3 3 3 0 0 1 2 3 4 5 6 1--5 6--10 11--15 16--20 21--25 26--30 Frequency Mark Pre-test Post-test

123 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 121 The clustered column chart of Figure 3 explains two scenarios: 1) there were fewer students placed in the lowest range 1-5 in the post-test than those in the pre-test and 2) between the range 16-20 and 21-25, students in the post-test (6 altogether) were more than those in the pre-test (5 only). This probably explains why students in the experimental group performed better in the post-test than in the pre-test. Table 3 Pre-test and Post-test Scores of Control Group Range of Marks Pre- Test Post- Test Frequency Percentage (%) Frequency Percentage (%) 1 – 5 1 10.0 1 0.0 6 - 10 4 40.0 3 30.0 11 – 15 3 30.0 4 40.0 16 – 20 2 20.0 2 30.0 21 – 25 0 0.0 0 0.0 26 – 30 0 0.0 0 0.0 Results from the control group illustrated a slight change in the frequencies of the 6- 10 range where 4 students (40%) were identified in the pre-test as compared to a lower 3 (30%) in the post-test. However, in the 11-15 range, there were fewer students, 3 (30%) in the pre-test compared to a higher 4 (40%) in the post-test. Figure 4 Distribution of Marks obtained by the Control Group 2 5 3 5 0 0 1 5 3 3 3 0 0 1 2 3 4 5 6 1--5 6--10 11--15 16--20 21--25 26--30 Frequency Mark Pre-test Post-test ESL Practitioner Journal, Issue 10, 2022 122 Similar to the trend in the experimental group, students in the control group also performed better in the post-test as 4 students were placed in the 11-15 range against 3 in the pre-test. Table 4 Analysis of Mean and Standard Deviation of Pre-test and Post-test Based on Group Group Mean Standard deviation Pre-Test Post-Test Pre-Test Post-Test Experimental 11.60 13.63 5.25 6.23 Control 11.00 11.30 4.58 4.98 For the experimental group, the mean score of the post-test was higher (13.63) as compared to the pre-test (11.60) while those of the control group similarly exhibited an increase from 11.00 to 11.30 but the increase in the mean score of the experimental group (17.50%) was more than that of the control group (2.73%). In the same manner, the increase in the standard deviation of the experimental group was larger by 0.98 from 5.25 to 6.23 in the pre-test and post-test respectively compared to those in the control group which likewise increased but with a smaller difference of 0.4. Paired-sample T-test Table 5 Paired-sample T-test Paired Differences t df Sig. (2- Mean Std. tailed) Deviatio n Std. Error Mean 95% Confidence interval of the Difference Lower Upper Pai r 1 Pre-test - post-test score -2.03333 2.52287 .6514 0 -3.43045 -.63621 -3.121 14 0.008 Table 5 displayed the results of a paired-sample T-test using IBM SPSS statistics V26 for Windows to compare the means of pre-test and post-test scores of students in the experimental group to evaluate the effects of the intervention programme on students’ scores. Since the probability value obtained (0.008) is less than the predetermined alpha value (α/2=.025), it is thus evident that there is a significant effect of the intervention programme on students’ performance in writing. As adequate evidence shows that there is a significant difference in the mean score of the pre-test and the mean score of the post-test which shows that students performed better in the post-test than that in the pre-test. Hence, integrating mobile

124 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 123 applications and T-TEEEL-C framework can effectively improve students’ paragraph writing skills. This conclusion is made at the significance level, α = .05 (5%) or confidence level (95%). Analysis of the interview The results from the interview on 5 students indicated that interviewees were excited that they could learn the techniques of writing at their own pace and space at home. They felt empowered to their own learning too as they could refer to the mobile applications to acquire new and interesting vocabulary which can be adopted into their own writing. Although two students did mention their apprehension at the beginning of the programme, they felt more confident in using the mobile applications after getting sufficient guidance and discussions in the class. Four students wished that the internet connection should be more stable so that there would be less distractions to their selfaccessed learning. One student also stated that she had limited mobile data to continue using mobile applications. In general, they enjoyed using the mobile applications as they felt that they could learn more independently. CONCLUSION This research examines the effects of integrating mobile applications on preuniversity students’ writing skills by adopting the T-TEEEL-C framework. It also looks into the learners’ perception towards the use of IELTS mobile application in essay writing. The integration of mobile applications and the T-TEEEL-C framework brings a positive effect on leaners’ paragraph writing skills in which it helps to improve their scores in writing. Results are similar to that of Nuraini (2017) in which respondents in both groups showed an improvement in writing but the experimental group outperformed those in the control group. The results of the interview also reveal that respondents have positive perception towards the use of IELTS mobile application in essay writing as they enjoy the autonomy to learn beyond the school context. Respondents also feel that materials can be easily accessed using a hand-held gadget although some face technical issues such as poor connectivity. Demir et al. (2018) similarly confirmed that quick access to information, learning autonomy and learning flexibility are key points of mobile learning approaches.

125 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 124 REFERENCES Blanchard, K., & Root, C. (2003). Ready to write (3rd ed). Longman. Choo, W. Y., Yee, S. F., Yeoh, W. T., & Stanley Nyanaprakasan. (2020). Ace ahead text MUET. Oxford Fajar. Demir, K., & Akpinar, E. (2018). The effect of mobile learning applications on students’ academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Education Technology (MOJET), 6(2), 48-59. Gharehblagh, N. M. (2020). Developing EFL elementary learners’ writing skills through mobile-assisted language learning (MALL). Teaching English with Technology, 200(1), 104-121. http://www.tewtjournal.org Ho, J. (2016). PPPBISM: Fostering writing improvement through the 4-square strategy. ESL Practitioner, 4, 79-98. IELTS Ninja. (2021, October 6). 9 best apps for IELTS preparation: a step forward to reach your desired band score. https://ieltsninja.com/content/best-apps-forielts-preparation/ Kotamjani, S., Arshad, S., & Maryam, M. (2019). The effect of integrating writing mobile application into IELTS writing course [Conference session]. International Conference of Creative Teaching and Research (ICCTAR), Penang. Liu, Q., & He, X. (2014). Using mobile apps to facilitate English learning for college students in China. [Bachelor’s thesis, University of Boras]. hb.diva-portal.org Mastan, Mimi Estonella & Maarof, Nooreiny. (2014). ESL learners’ self-efficacy beliefs and strategy used in expository writing. Procedia-Social and Behavioural Sciences, 116, 2360-3263. https://doi.org/10.1016/j.sbspro.2014.01.573 Ministry of Education Malaysia. (2013). The Malaysian education blueprint 2013- 2025. Kementerian Pendidikan Malaysia. https://www.moe.gov.my/menumedia/media-cetak/penerbitan/dasar/1207- malaysia-education-blueprint-2013-2025/file Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle Publishers. Nuraini Haji Murad Samsudin. (2017). Improving Students’ Ability in Writing an Essay (Question 2 of Paper 4 MUET) Using I-Cost & C – Teem in 6 Atas Sejarah (6as). Jurnal Kajian Tindakan 6, 131-141.

126 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 125 Thiagarajan, Tavamani & Suhaimi, Noor Diana. (2018). The use of instagram in encouraging free writing among secondary school students. ESL Practitioner. 8, 123-136. Warnock, J. (1983). The writing process. Rhetoric Review, 2(1), 4-27.

ESL Practitioner Journal, Issue 10, 2022 125 Thiagarajan, Tavamani & Suhaimi, Noor Diana. (2018). The use of instagram in encouraging free writing among secondary school students. ESL Practitioner. 8, 123-136. Warnock, J. (1983). The writing process. Rhetoric Review, 2(1), 4-27.

ESL Practitioner Journal, Issue 10, 2022 128 BOOK REVIEW: DE-DISCOMBOBULATING LIVED EXPERIENCES BY CONDUCTING PHENOMENOLOGICAL STUDIES USING INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: THEORY, METHOD AND RESEARCH ---------------------------------------------------------------------------------------------------------------- AHMAD ZUFRIE ABD RAHMAN UNIVERSITI TENAGA NASIONAL email: [email protected] CHONG SENG TONG UNIVERSITI TENAGA NASIONAL email: [email protected] ZEITTEY KARMILLA KAMAN UNIVERSITI TENAGA NASIONAL email: [email protected] CAROL ELIZABETH LEON UNIVERSITI MALAYA email: [email protected] 8

ESL Practitioner Journal, Issue 10, 2022 128 BOOK REVIEW: DE-DISCOMBOBULATING LIVED EXPERIENCES BY CONDUCTING PHENOMENOLOGICAL STUDIES USING INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: THEORY, METHOD AND RESEARCH ---------------------------------------------------------------------------------------------------------------- AHMAD ZUFRIE ABD RAHMAN UNIVERSITI TENAGA NASIONAL email: [email protected] CHONG SENG TONG UNIVERSITI TENAGA NASIONAL email: [email protected] ZEITTEY KARMILLA KAMAN UNIVERSITI TENAGA NASIONAL email: [email protected] CAROL ELIZABETH LEON UNIVERSITI MALAYA email: [email protected] 8 BOOK REVIEW: DE-DISCOMBOBULATING LIVED EXPERIENCES BY CONDUCTING PHENOMENOLOGICAL STUDIES USING INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: THEORY, METHOD AND RESEARCH 8

130 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 129 BOOK REVIEW: DE-DISCOMBOBULATING LIVED EXPERIENCES BY CONDUCTING PHENOMENOLOGICAL STUDIES USING INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: THEORY, METHOD AND RESEARCH Smith, J. A., Flowers, P., & Larkin, M. (2022). Interpretative phenomenological analysis: Theory, method and research (2nd ed.). SAGE Publications Ltd. Reviewed by: Ahmad Zufrie Abd Rahman, Chong Seng Tong, Zeittey Karmilla Kaman & Carol Elizabeth Leon ABSTRACT This is a book review on the second edition of Interpretative Phenomenological Analysis: Theory, Method and Research by (Smith, Flowers, & Larkin, 2022). The review begins with a critical review of the new edition of the book. It is followed by some suggestions on how educators could use interpretative phenome logical analysis in their classroom research. It ends with a coda about the use of interpretative phenomenological analysis in general. REVIEW This book is about interpretative phenomenological analysis as a qualitative approach to studying lived experiences. It is, in fact, the only book available in the current market that focuses entirely on interpretative phenomenology. There are, however, many books that focus on other types of phenomenology. It is, then, of paramount importance to contextualise this particular type of phenomenology and to differentiate its roles in debunking methodological normalcy as well as to celebrate its theoretical unorthodoxy.

131 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 130 This book is by and large intended for qualitative researchers whose research areas are in the human sciences such as psychology, education, management, applied linguistics, and many other related domains. As long as the research involves people, it is one of the contributing methodologies. In IPA, this particular methodology is to capture the essence of lived experiences of the research subjects. It differs from other types of qualitative approaches as it focuses on idiography, essence, lived experiences, and themes. It is with these that the book is now considered a classical text. The book is now in its second edition. The second edition differs from the first edition by restructuring several chapters. For instance, chapters on current issues such as chapter 11: Assessing validity is now renamed as chapter 9: Assessing validity and quality. Another example is the inclusion of a new chapter, chapter 7: Advanced designs and innovative approaches. There is also a new chapter 8: Connecting IPA with perspectives in the human sciences, which was built and developed from chapter 12: The relationship between IPA and other approaches in the first edition. Generally, the new edition maintains the important key features of the original text, but at the same time, it has some new elements such as chapter 7 which reflects the current research practices, especially in the domain of qualitative phenomenological studies. The first edition starts with the section which is on doing IPA. The second section of the book is on IPA research and the third section is on current issues for IPA. The flow of the organisation seems to be developmental. In this new edition, the authors did not compartmentalise the chapters into sections. Instead, the authors arranged all the chapters without a section, but we could see that the book is actually organised into three unnamed sections: Doing IPA, Current issues for IPA, and IPA research. The new organisation is smoother and more developmental for the cognition and understanding of the readers. It starts by talking about doing the IPA, then it describes some methodological issues such as validity and reliability, which are vital aspects of all qualitative research. It ends with some research projects which used IPA as the methodological framework. This new organisation of the second edition provides a smooth, lucid, and succinct way of reading for the readers. The readers now can connect and understand the IPA in a smooth and developmental way. Chapters 1 to 7 retain almost the same materials as in the first edition. These chapters provide a comprehensive discussion of the IPA. It also includes some important historical and philosophical materials about the IPA. It is vital for the readers to know the epistemology of the IPA and its origins. These chapters are the building blocks of the entire book. Chapters 7-9 focus on three main themes – validity and reliability, synchronising with other approaches, and making connections between IPA and research related to social sciences and the humanities. Chapters 10-12 illustrated three research projects which use IPA as the methodology. These three projects are related to health sciences, psychology, and identities. Chapter 13 ends by concluding the book with some current development and debate about IPA. Generally, it is worth saying that this is the best book leading us into the field of IPA.

132 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 131 In fact, to the best of our knowledge, no other book on the market is as comprehensive as this book. In fact, no single book is written particularly on this branch of phenomenology – interpretative phenomenological analysis. It is also very important to note that there are many types of phenomenological studies such as hermeneutic phenomenology. Readers could explore Moustakas (1994), Van Manen (2018), and (2014) for further discussion on phenomenology. These phenomenological approaches entail different historical origins, philosophical underpinnings, and developmental trajectories. It is also vital to note that this book does include an introductory history of phenomenology. However, two books, in particular, deserve critical attention. These books are Smith and Nizza (2021) and Peoples (2020). Smith and Nizza’s book is, in fact, developed from this book currently being reviewed. The book is fundamentally on IPA and but the book is introductory in nature. Similarly, Peoples’ book is also meant for novice researchers. Both books are more suitable for readers who are new to this particular type of methodological framework. Both books provide clear, lucid, and succinct explanations of the elements of IPA. Readers could also explore another book by Vagle (2018), which is very comprehensible and the coverage is wide, too. What is special about this book is that it gives credit to lived experiences of contemporary research. In other words, researchers who are interested in exploring the notion of experiences could follow the paradigm paved by the IPA as the research methodology. For instance, in (Ahmad Zufrie, Chong , Zeittey Karmilla, & Leon, 2020), the researchers used IPA as the methodological framework in analysing the use of the concept of resilience in nineteenth-century English literature in a literature class in Malaysia. Localising and contextualising the Malaysian experience are an important element in the IPA as every experience is unique, creative, and dynamic. Juxtaposing the study upon a culturally-focused locus provides a glimpse into the insight of lived experiences. IPA is a method that focuses on the essence of experiences. Hence, it is an appropriate method for educators to study the experiences of the stakeholders – educators, students, parents, caretakers, etc. By using IPA, educators could penetrate the cobweb of nebulous experiences which are usually not properly organised in the mental space of a person. These experiences are very often difficult to grasp, collect and articulate. For instance, educators could use IPA to study their satisfaction in the job, their experiences of teaching special kids, their opinions on the implementation of the CEFR, the students’ experiences in private tuition classes, inter alia. One exemplary doctoral research which utilised IPA as the methodology was conducted by Shamsul Nizam (2013), where he studied the experiences of male English teachers in Malaysian secondary schools. By adopting IPA as the methodological framework, the researcher collected a wide array of male English teachers’ experiences and then constructed the essence of their teaching experiences. He explored the issue of gender and feminisation in the world of the English language teaching landscape. Another example is by Lim (2020). In this article, she reported her findings on the students’ lived experiences in their STPM literature classes. IPA, in both cases, provided a prismatic and eclectic modus operandi in constructing and deconstructing the essence of the said experiences.

133 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 131 In fact, to the best of our knowledge, no other book on the market is as comprehensive as this book. In fact, no single book is written particularly on this branch of phenomenology – interpretative phenomenological analysis. It is also very important to note that there are many types of phenomenological studies such as hermeneutic phenomenology. Readers could explore Moustakas (1994), Van Manen (2018), and (2014) for further discussion on phenomenology. These phenomenological approaches entail different historical origins, philosophical underpinnings, and developmental trajectories. It is also vital to note that this book does include an introductory history of phenomenology. However, two books, in particular, deserve critical attention. These books are Smith and Nizza (2021) and Peoples (2020). Smith and Nizza’s book is, in fact, developed from this book currently being reviewed. The book is fundamentally on IPA and but the book is introductory in nature. Similarly, Peoples’ book is also meant for novice researchers. Both books are more suitable for readers who are new to this particular type of methodological framework. Both books provide clear, lucid, and succinct explanations of the elements of IPA. Readers could also explore another book by Vagle (2018), which is very comprehensible and the coverage is wide, too. What is special about this book is that it gives credit to lived experiences of contemporary research. In other words, researchers who are interested in exploring the notion of experiences could follow the paradigm paved by the IPA as the research methodology. For instance, in (Ahmad Zufrie, Chong , Zeittey Karmilla, & Leon, 2020), the researchers used IPA as the methodological framework in analysing the use of the concept of resilience in nineteenth-century English literature in a literature class in Malaysia. Localising and contextualising the Malaysian experience are an important element in the IPA as every experience is unique, creative, and dynamic. Juxtaposing the study upon a culturally-focused locus provides a glimpse into the insight of lived experiences. IPA is a method that focuses on the essence of experiences. Hence, it is an appropriate method for educators to study the experiences of the stakeholders – educators, students, parents, caretakers, etc. By using IPA, educators could penetrate the cobweb of nebulous experiences which are usually not properly organised in the mental space of a person. These experiences are very often difficult to grasp, collect and articulate. For instance, educators could use IPA to study their satisfaction in the job, their experiences of teaching special kids, their opinions on the implementation of the CEFR, the students’ experiences in private tuition classes, inter alia. One exemplary doctoral research which utilised IPA as the methodology was conducted by Shamsul Nizam (2013), where he studied the experiences of male English teachers in Malaysian secondary schools. By adopting IPA as the methodological framework, the researcher collected a wide array of male English teachers’ experiences and then constructed the essence of their teaching experiences. He explored the issue of gender and feminisation in the world of the English language teaching landscape. Another example is by Lim (2020). In this article, she reported her findings on the students’ lived experiences in their STPM literature classes. IPA, in both cases, provided a prismatic and eclectic modus operandi in constructing and deconstructing the essence of the said experiences. ESL Practitioner Journal, Issue 10, 2022 132 The eclectic nature of IPA is that it is a qualitative approach to studying experiences. It can also be combined with other qualitative tools such as grounded theory, case studies, narrative, ethnography and critical theory, critical discourse analysis, inter alia. It can also be combined with any quantitative approach in a mixedmethod design. The advantage of IPA is that it is reflective, dynamic, and flexible in its analytical framework. Hence, not only does it provide an avenue into lived experiences, but also a tool to develop a theoretical model. IPA as an erudite approach responds to the call of more recent research trends - interdisciplinary, multidisciplinary, and transdisciplinary – vehemently breaking the boundary of research domains, thus projecting the divergent and convergent trajectory of methodology. The book is nonetheless not without its own limitations. One clear limitation is that the authors did not focus on the success of constructing theoretical frameworks and models using interpretative phenomenological analysis. For instance, Smith (1999), in his classical paper, revealed that interpretative phenomenological analysis could be used for theory construction. Perhaps symptomatically, this is to debunk the myth that many qualitative researchers believe that a more popular approach to generating theory is by using grounded theory propounded by Charmaz (2014). It is extremely important to emphasise that other qualitative methodologies such as critical theory, narrative analysis, and ethnography could also be used to construct theories. Notwithstanding, research publications using IPA in recent years have promised many uncharted promises. They have indeed travelled on the road not taken. In conclusion, this newly edited book is a masterpiece and a classic in the field of phenomenological studies. Researchers interested in the field should read the book voraciously and critically. It does provide a safe trajectory for further exploration. We end this review by quoting Dante’s Inferno: Midway upon the journey of our life I found myself within a forest dark, For the straightforward pathway had been lost. Ah me! how hard a thing it is to say What was this forest savage, rough, and stern, Which in the very thought renews the fear. The way in which the traveller orientates his journey across spatial and temporal domains captured in the physical reality is itself an essence of experience. Similarly, in doing IPA, one has to travel beyond the void, but not circumscribe by mere imagination. In this context, we believe in the primacy of capturing the essence of lived experience, and the way in which it evokes the dynamics of the philosophy of relativism and presentism. Hence, the journey of researching lived experiences begins with interpretative phenomenological analysis.

134 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 133 ACKNOWLEDGEMENT We are sincerely grateful to the FRGS grant FRGS/1/2018/SSI12/UNITEN/02/1 funded by the Ministry of Education, Malaysia as well as UNITEN BOLD 2022 (J510050002/2022011) to carry out this study.

135 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 134 REFERENCES Ahmad Zufrie, A., Chong , S., Zeittey Karmilla, K., & Leon, C. (2020). Use of the resilience concept in the CEFR-aligned English for science and technology (EST) classes in Malaysian secondary schools through victorian literature. Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020 (pp. 910-913). IEEE. Charmaz, K. (2014). Constructing grounded theory. SAGE Publications. Lim, J. W. (2020). What might readers want? Unexpected responses from Malaysian Literature in English students and suggestions of potentiality in text selection. Literacy, 54(3), 91-98. Moustakas, C. (1994). Phenomenological Research Methods . SAGE Publications. Peoples, K. (2020). How to Write a Phenomenological Dissertation: A Step-by-Step Guide. SAGE Publications. Shamsul Nizam, K. (2013). A dwindling minority: Exploring the gendered beliefs of male English language teachers in Malaysian secondary schools. [Doctoral dissertation, Monash University]. Smith, J. (1999). Identity development during the transition to motherhood: An interpretative phenomenological analysis. Journal of Reproductive and Infant Psychology, 17(3), 281-299. Smith, J., & Nizza, I. (2021). Essentials of Interpretative Phenomenological Analysis. American Psychological Association . Smith, J., Flowers, P., & Larkin, M. (2022). Interpretative Phenomenological Analysis: Theory, Method and Research (Second ed.). SAGE Publications. Vagle, M. (2018). Crafting Phenomenological Research. Routledge. van Manen, M. (2014). Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing . Routledge. van Manen, M. (2018). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. Routledge.

136 ESL Practitioner Journal, Issue 10, 2022 ESL Practitioner Journal, Issue 10, 2022 135 ESL PRACTITIONER JOURNAL 2023 ESL Practitioner Journal is a journal published since 2013 by the English Language Teaching Centre (ELTC), Ministry of Education Malaysia in order to cultivate the research culture among the English Language educators. It is a compilation of research by the ESL practitioners in Malaysia. ELTC would like to invite writers to submit an article to our journal. ► Guidelines: • The following guidelines are to be used when submitting papers. ► Opinion articles: • Discussion of issues and ideas related to current ELT concerns (1500 words). ► Academic articles: • Original researched articles (5000 words) ► Practical Application articles: • Strategies, techniques, procedures or lesson plans that have been tried (material should be available from the author’s website or via email address) (3000 words) ► Ideas that work: • Original ELT strategies and techniques that have been tried out (1-2 pages). PowerPoint and lesson material should be available from the author’s website or via email address) (3000 words). ► Trends and issues related to ELT matters (2000 words). Format Requirements • Microsoft Word format • Images and photographs in .jpeg format • APA format for references and in-text citations • Author name/s email and article word count to be indicated. • Font type: Arial • Font size: 12 • Spacing: 1.5 Submission: E-mail your article to: [email protected] or contact us at: Head of Research and Innovation Department English Language Teaching Centre, Ministry of Education Malaysia Kompleks Pendidikan Nilai, 71760 Bandar Enstek NEGERI SEMBILAN DARUL KHUSUS

English Language Teaching Centre Ministry of Education Malaysia Kompleks Pendidikan Nilai, Bandar Enstek, 71760 Labu, Negeri Sembilan, MALAYSIA ESL PRACTITIONER MINISTRY OF EDUCATION ENGLISH LANGUAGE TEACHING CENTRE ISSN 1985-0158 C M Y CM MY CY CMY K Cover-ESL-Pract-2022-FRONTBACK.pdf 2 09/08/2022 11:53:06 AM