Garuda - Garba Rujukan Digital

Exploring ESL learners’ blended learning experiences and its’ effectiveness through web-based technologies Sangeeth Ramalingam; Melor Md Yunus; Harwati Hashim
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21465

The inability to gain employment among the Malaysian graduates became a critical issue due to lack of 21st century skills. Higher learning institutions are urged to play their significant roles in producing graduates who have subject knowledge and relevant 21st century skills. There are many teaching strategies which are currently in practice at tertiary institutions, however more efficient approach is needed to produce well-balanced graduates. This present research proposed a promising approach which is blended learning with web-based technologies to improve students’ 21st century skills. Current literature indicated blended learning has not been sufficiently explored in English as Second Language (ESL) context. Thus, this study aimed to explore ESL learners’ blended learning experiences using innovative web-based technologies and to examine the effectiveness of the blended learning strategy in improving the learners’ 21st-century skills. Qualitative data were collected through phone call interviews with the participants and analyzed through thematic analysis. Working with a sample of bachelor degree students at a tertiary institution revealed the participants’ blended learning experience exceptionally improved their 21st-century skills in various ways. The result of this study contributes to the pedagogical aspects of ESL teaching and learning and the improvement of 21st century skills among the students.

LEARNING THROUGH MOBILE: EXPLORING THE VIEWS OF POLYTECHNIC ESL LEARNERS Harwati Hashim; Melor Md. Yunus; Mohamed Amin Embi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i1.490

The purpose of this paper is to explore how polytechnic English as Second Language Learning (ESL) learners perceived the use of mobile technology in supporting and enhancing their learning. Students from four selected polytechnics were requested to respond to two open-ended questions regarding the advantages and challenges of using mobile technology in learning ESL. A total of 194 students responded to the questions. The responses provided by the students showed that they agreed mobile technology could be a potential tool to support and enhance their learning. Nevertheless, majority of them stated concerns about not having internet access or connection, inaccurate information and high level of English used on the internet. This implies that in order for mobile technology to be employed or fully utilised for English as Second Language (ESL) learning, it is important for polytechnic institutions to overcome the challenges to ensure the affordances of mobile technology could be fully optimised, including the consideration of the pedagogical implications in ESL context.

Using digital reading in ESL Malaysian primary classrooms: the strengths and the shortcomings from the learners’ perspectives Nurul Qistina Baharuddin; Harwati Hashim
Journal of Educational and Learning Studies Vol 3, No 1 (2020): Journal of Educational and Learning Studies
Publisher : RedWhite Press

This paper discusses the relevance of digital reading in Malaysian education setting, especially in second language acquisition. This paper provides some definitions on digital reading before further elaborates the underlying theoretical framework, TAM model (1989). Later on, the strengths and the shortcomings of digital reading are presented to provide adequate information on the research topic. 30 Level 2 pupils from a primary school in a state in Malaysia had participated in the survey and ten of them were randomly selected for the interview session. This research found that ESL primary learners enjoy digital reading as it is useful and interesting to be explored in their language learning. Despite the existing limitation due to lack of related facilities at school, digital reading seems to be a convincing approach for ESL learners in language mastery. It is hoped that this paper initiates more research in the area of topic for future global benefits.

Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers Mohd Shakir Azfar Abdul Halim; Harwati Hashim
Journal of Counseling and Educational Technology Vol 2, No 1 (2019): Journal of Counseling and Educational Technology
Publisher : RedWhite Press

In this immensely growing information and communication technology (ICT) era, technology has been a subject matter that is not “alien” any more in all fields, including the education field. Nowadays, integrating technology in teaching and learning process is seen vital and essential in its way to offer a more meaningful learning to the learners, and to produce high-quality human capital equipped with the 21st century skills. In English as a Second Language (ESL) teaching and learning particularly, there are many ways educators have used to ensure that ESL learners could benefit from incorporating technology in ESL classroom including through the use of Web 2.0 technology. This paper aims to review the benefits and barriers of integrating Web 2.0 technology in ESL classroom. This paper uses a number of journal articles and conference proceedings in aiding to find the related data. Thus, it is concluded that although integrating Web 2.0 technology in ESL classroom does come with its apparent barriers, the benefits of it towards ESL teaching and learning process and ESL learners are also evident and will be further discussed in the findings.

Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers Mohd Shakir Azfar Abdul Halim; Harwati Hashim
Journal of Counseling and Educational Technology Vol 2, No 2 (2019): Journal of Counseling and Educational Technology
Publisher : RedWhite Press

In this immensely growing information and communication technology (ICT) era, technology has been a subject matter that is not “alien” any more in all fields, including the education field. Nowadays, integrating technology in teaching and learning process is seen vital and essential in its way to offer a more meaningful learning to the learners, and to produce high-quality human capital equipped with the 21st century skills. In English as a Second Language (ESL) teaching and learning particularly, there are many ways educators have used to ensure that ESL learners could benefit from incorporating technology in ESL classroom including through the use of Web 2.0 technology. This paper aims to review the benefits and barriers of integrating Web 2.0 technology in ESL classroom. This paper uses a number of journal articles and conference proceedings in aiding to find the related data. Thus, it is concluded that although integrating Web 2.0 technology in ESL classroom does come with its apparent barriers, the benefits of it towards ESL teaching and learning process and ESL learners are also evident and will be further discussed in the findings.

Application of Technology in the Digital Era Education Harwati Hashim
International Journal of Research in Counseling and Education Vol 2, No 1 (2018): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

The fact that technology plays a much larger role in the digital era than it did for previous generations has made today’s generation having a high level of technological literacy. The increase in this literacy coupled with recent technological advances has led to the expansion of technology in education. From the millennial to Gen-Z, these are the generations that are coming into the classroom today and they share unique characteristics that define their generations. These generations expect to be engaged in their learning and they do not do well being passive learners. Hence, technology has to be embraced in today’s education and teachers have to apply technology as part of the students learning. This paper reviews the generations of learners that teachers are having today and how these generations impacted the transformation of education in the digital era. This paper also presents some of the emerging technologies and discusses the needs of pedagogical transformation to invent new forms of teaching and learning as well as the importance of redesigning and rethinking education in the digital era.

Conceptualization of e-professionalism among physics student teachers Nurfarahin Nasri; Nik Mohd Rahimi; Harwati Hashim; Nurfaradilla Mohamad Nasri
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25641

The ever-growing digital world has driven the rise of various social media platforms, creating unique challenges for school teachers. Incidents involving teachers’ unprofessional online behavior may potentially damage careers and the reputation of the teaching profession. Accordingly, this constructivist grounded theory research interviewed 38 physics student teachers (PSTs) to explore how they perceive e-professionalism and its impact on their future teaching careers. Data involving PSTs’ current social media practices, professional identity reflection and awareness of social media content were analyzed manually using hybrid thematic analysis. Findings reveal the use of social media mainly focuses on Facebook, Instagram, WhatsApp, Telegram and TikTok where distinction between social online identity and professional identity were commonly blurred. The PSTs’ notions of classroom selfies and political expressions on social media were likely attributed to a lack of related regulations, policies or guidelines. Moreover, a finding of major concern is the PSTs’ hesitancy to act upon inappropriate online behaviors. Their lack of professional awareness and knowledge of e-professionalism can be traced back to their training period where less emphasis was given to developing their competencies in this area. This research has crucial practical implications for designing a relevant teacher education curriculum to effectively address e-professionalism.

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