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p-Index From 2020 - 2025
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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Studies in English Language and Education
Lim, Jia Wei
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Education Languange, Linguistic, Communication & Media

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Code-switching practices in a Malaysian multilingual primary classroom from teacher’s and students’ perspectives Paramesvaran, Malini Devi; Lim, Jia Wei
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13273

Abstract

This study investigates a teacher’s and three students’ perspectives on shared instances of code-switching practices in a Malaysian multilingual primary classroom. It seeks to explore and compare whether students perceive the same benefit of code-switching as the teacher does. This bridges the gap of previous studies, which mostly either focused on teachers’ or students’ perspectives on code-switching. Three 11-year-old multilingual students with different levels of English proficiencies and a multilingual teacher were selected as participants for this study. Four hours of English lessons were audio-recorded, and field notes were taken occasionally throughout classroom observations. An individual interview session was conducted with the teacher, and a group interview was conducted with the student participants. The findings showed that the teacher’s code-switching practices helped clear the students’ doubts, reinforced their learning, and encouraged student participation in English lessons. One participant shared the same perspective of code-switching as the teacher did. The other two participants, however, only found it beneficial when the teacher practised code-switching for explanations, especially when constructing simple sentences. Both of these students reported that too much repetition of some words bore them as these were previously learned words. The study concludes that not all the students rely on code-switching to assist them during English lessons.
The use of metadiscourse in academic writing by Malaysian first-year ESL doctoral students Lo, Yueh Yea; Othman, Juliana; Lim, Jia Wei
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25069

Abstract

Metadiscourse refers to linguistic items, which functions to establish a connection with imagined readers of a text (Hyland, 2004). The use of metadiscourse has received much attention in various contexts, yet, little works are focusing on disciplinary metadiscourse, that has been carried out. To address this gap, this study explored, described, and compared the use of disciplinary metadiscourse by eight Malaysian first-year ESL doctoral students across four areas of study in education. The study reported in this article focuses on development or changes in writing over time. This study is quantitative in nature with a corpus-based approach utilizing AntConc (3.4.4) to examine the frequency of three dimensions of academic discourse in their writing, namely textual, engagement, and evaluative The results of this analysis show that (i) the engagement dimension (3.1%) was the lowest of all three dimensions in written work, reinforcing the argument that first-year ESL doctoral students are less experienced at using textual metadiscourse resources, and (ii) frequency of all three dimensions of academic discourse in their writing differs across time between first written drafts to the final written drafts. These are first-year ESL doctoral students, who are writing in different fields of educational research. The implication is that teaching and learning of disciplinary metadiscourse should involve explicit explanation, demonstration, and practice of its use, and development in the academic writing process.Academic writing; corpus analysis; ESL doctoral students; metadiscourse
Using drawing to learn about figurative language among tertiary EFL English literature students Ling, Clara Boon Ing; Ladin, Che Aleha; Lim, Jia Wei
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.36285

Abstract

Visual art has gained popularity in education and highlighted remarkable results in terms of improving the learning experience. This has triggered a response to investigate how visual art, particularly drawing, can be applied in an educational setting. Nevertheless, there is still a missing link on how drawing functions as a tool for tertiary English as a Foreign Language (EFL) English Literature students to learn about, specifically, figurative language. This paper employs an action research method to investigate how drawing using soft pastels is used to scaffold learning about figurative language at the same time, study its benefits. Using selected literary texts involving mainly eleven tertiary EFL English Literature students, this action research qualitative study incorporates Richard Mayers Cognitive Theory of Multimedia Learning in three repeated cycles. This investigation may be construed as a means to transition from conventional pedagogical methodologies into contemporary paradigms, functioning as a facilitative instrument for the amalgamation of knowledge about learning literature while enhancing confidence, higher-order cognitive skills, and expressive capabilities. It allows educators to adapt their approaches, stimulating increased reflection and participation. The findings delineate two primary strategies employed in elucidating the efficacy of incorporating drawing as a pedagogical tool for English Literature students, i.e., mining to trigger thoughts and engaging with senses to assist EFL students in learning about figurative language. It can be asserted that integrating drawing empowers individuals to formulate idiosyncratic responses by exploring concepts, articulating emotions, validating responses, and discerning the profound dimensions of literary texts.
A modified learning by design approach to support preservice teachers’ technology integration into teaching Junhong, Tang; Lim, Jia Wei; Tee, Meng Yew
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32507

Abstract

Integrating technology into instructional practices continues to pose a substantial challenge for preservice teachers, a challenge that has not been sufficiently addressed by existing teacher education programs. This study seeks to bridge this gap by implementing, evaluating, and refining a modified learning by design (mLBD) approach through a two-cycle design-based research (DBR) methodology. The research was conducted with 27 preservice teachers in the first cycle and 29 in the second cycle. Data were collected through semi-structured interviews, group lesson plans, micro-teaching sessions, peer feedback, and group discussions. The content analysis and constant comparative analysis identified two key impediments to effective technology integration: i) a superficial understanding of teaching methods and approaches and ii) a lack of targeted instructional guidance. Conversely, three facilitating factors were found to support preservice teachers’ technology integration: i) a deep understanding of teaching methods and approaches; ii) targeted guidance from the instructor; and iii) authentic experiences in collaborative curriculum design and redesign. These findings suggest that the mLBD approach offers valuable insights for enhancing teacher education programs’ capacity to support preservice teachers in effectively integrating technology into their instructional practices.
Co-Authors Juliana Othman, Juliana Junhong, Tang Ladin, Che Aleha Ling, Clara Boon Ing Lo, Yueh Yea Paramesvaran, Malini Devi Tee, Meng Yew