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Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Sakhiyyah A. Rahim
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.

Channeling assessments in English language learning via interactive online platforms Astri Yulia; Nor Azilah Husin; Faiz I Anuar
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Sakhiyyah A. Rahim
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25740

For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.

Channeling assessments in English language learning via interactive online platforms Astri Yulia; Nor Azilah Husin; Faiz I Anuar
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.14103

Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

From Policy to Practice: Shaping the Future of Vocational Education in China through Enhanced Management Strategies Zhu Yao; Astri Yulia; Latifah Abd Latib
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3415

China's vocational education system faces significant challenges in translating policy directives into effective educational practice amid rapid socio-economic transformation. This study examines management strategies employed by Chinese vocational colleges, investigates the effectiveness of policy implementation, and identifies contextual factors that influence outcomes. Using systematic document analysis of academic publications and policy documents, the research maps institutional management approaches across curriculum governance, faculty development, and digital integration, and evaluates their impact on graduate employability and stakeholder satisfaction. Three primary themes emerged from the analysis: career planning systems, entrepreneurship education initiatives, and structured internship programs. Policy document analysis reveals national emphasis on integrating career guidance into curricula, promoting innovation-focused entrepreneurship education, and establishing quality-assured industry partnerships. However, significant implementation gaps persist between policy aspirations and institutional realities, particularly regarding regional disparities, resource limitations, and faculty preparedness. The findings indicate that while policy frameworks provide clear directional guidance, institutional capacity varies substantially across regions and sectors. Coastal institutions demonstrate more effective policy implementation due to stronger industry partnerships and resource availability, while inland institutions face structural disadvantages. The study recommends enhanced policy support for capacity building, strengthened industry collaboration mechanisms, and development of context-sensitive implementation strategies to bridge the persistent gap between vocational education policy and practice.

Academic and recreational reading attitudes among primary students in a rural Malaysian village Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Na~Thinamalar Magiswary Nadarajan; Norhayati Mohd Zin; Cheli Nadarajan
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.v11i2.35011

Reading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between childrens reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the programs environment and involvement of reading partners may significantly shape childrens reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between childrens positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing childrens academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development.

Redesigning Innovation and Entrepreneurship Education in Chinese Tier-2 Universities: A 6E Model for Global-Local Integration Zeng Lin; Astri Yulia; Xie Linjian
Inclusive Society and Sustainability Studies Vol. 5 No. 1 (2025): August Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/issues.v5i1.3369

This study uses a mixed-method approach to examine the alignment of innovation and entrepreneurship (I&E) education in Chengdu's tier-2 universities with global frameworks and local industry needs. Textual analysis of 9 curricula is benchmarked against Disciplined Entrepreneurship, HEInnovate, and EntreComp, revealing gaps in customer validation (22% include MVP design), practical application (33% have prototypes), digital literacy, and cross-cultural competence. Focus group discussions with eight industry and faculty stakeholders, as well as surveys of 303 students, 40 teachers, and 41 HR professionals, triangulate these findings, showing that 82% of enterprises rate graduates' digital skills as below average. The proposed 6E model (Engage-Extend) redesigns curricula to integrate global competencies with local demands (e.g., Chengdu's digital economy), emphasising experiential learning via industry projects and micro-credentialing. The framework addresses transferable skill gaps (stress resilience, creativity) and boosts employability, with mediational analysis showing an R² of 0.365 in explanatory power. The study concludes by outlining the curriculum and advocating longitudinal research on its impact and technological integration under China's "Digital Silk Road" initiative.

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