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Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners Mohd Haniff Mohd Tahir; Dianna Suzieanna Mohamad Shah; Mohamad Syafiq Ya Shak; Intan Safinas Mohd Ariff Albakri; Airil Haimi Mohd Adnan
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

Malaysian English language novice teachers’ challenges and support during initial years of teaching Vishin Nair Chandran; Intan Safinas Mohd Ariff Albakri; Siti Shuhaida Shukor; Noriah Ismail; Mohd Haniff Mohd Tahir; Mazlin Mohamed Mokhtar; Noraini Zulkepli
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study investigates the challenges encountered by Malaysian English language novice teachers throughout the initial years of their teaching. This study also explores the support received by these novice teachers at the beginning of their careers. The mixed-method research design was adopted for this study. A number of 80 novice teachers participated in the study. Data were collected through a questionnaire survey and an interview with five novice teachers. The findings indicated that the most frequent challenges faced by the novice English language teachers were (1) workload challenges, (2) instructional challenges, and (3) social status and identity challenges. The results also showed that the most frequent support received by the novice teachers was collegial support. Based on the findings, one of the most crucial issues to be addressed during the teacher training was equipping the novice teachers with the knowledge and skill in managing their multiple work and responsibilities in schools. Training novice teachers in using various instructional methods, particularly on the use of computer technology is also important. The novice teachers also need to be provided with more professional development courses that can develop their confidence in teaching, help them build a relationship with students and colleagues, and educate them on how to manage their problematic learners. A structured support system with good mentoring practices during the initial years of teaching is also crucial in assisting the novice teachers to adapt to the teaching environment and carry out assigned responsibilities.

Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers Intan Safinas Mohd Ariff Albakri; Noriah Ismail; Rudi Hartono; Mohd Haniff Mohd Tahir; Maria Shu Hong Bee Abdullah; Anida Sarudin; Noraini Zulkepli
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring.

Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners Mohd Haniff Mohd Tahir; Dianna Suzieanna Mohamad Shah; Mohamad Syafiq Ya Shak; Intan Safinas Mohd Ariff Albakri; Airil Haimi Mohd Adnan
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19539

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

Malaysian English language novice teachers’ challenges and support during initial years of teaching Vishin Nair Chandran; Intan Safinas Mohd Ariff Albakri; Siti Shuhaida Shukor; Noriah Ismail; Mohd Haniff Mohd Tahir; Mazlin Mohamed Mokhtar; Noraini Zulkepli
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.22974

This study investigates the challenges encountered by Malaysian English language novice teachers throughout the initial years of their teaching. This study also explores the support received by these novice teachers at the beginning of their careers. The mixed-method research design was adopted for this study. A number of 80 novice teachers participated in the study. Data were collected through a questionnaire survey and an interview with five novice teachers. The findings indicated that the most frequent challenges faced by the novice English language teachers were (1) workload challenges, (2) instructional challenges, and (3) social status and identity challenges. The results also showed that the most frequent support received by the novice teachers was collegial support. Based on the findings, one of the most crucial issues to be addressed during the teacher training was equipping the novice teachers with the knowledge and skill in managing their multiple work and responsibilities in schools. Training novice teachers in using various instructional methods, particularly on the use of computer technology is also important. The novice teachers also need to be provided with more professional development courses that can develop their confidence in teaching, help them build a relationship with students and colleagues, and educate them on how to manage their problematic learners. A structured support system with good mentoring practices during the initial years of teaching is also crucial in assisting the novice teachers to adapt to the teaching environment and carry out assigned responsibilities.

Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers Intan Safinas Mohd Ariff Albakri; Noriah Ismail; Rudi Hartono; Mohd Haniff Mohd Tahir; Maria Shu Hong Bee Abdullah; Anida Sarudin; Noraini Zulkepli
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.19282

This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring.

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