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All Journal Bulletin of Electrical Engineering and Informatics TLEMC (Teaching and Learning English in Multicultural Contexts) Proceedings of The ICECRS

Melor Md. Yunus

Universiti Kebangsaan Malaysia

Author-ID : 2636431

Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics

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Articles

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.

GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT Kumaresen Mahalingam; Melor Md. Yunus
Proceedings of The ICECRS Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Uni
Publisher : International Consortium of Education and Culture Research Studies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning. The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

AUDIO CLIPS IN DEVELOPING LISTENING COMPREHENSION SKILLS IN MALAYSIAN PRIMARY ESL CLASSROOMS Choo Siang Shian; Melor Md. Yunus
Proceedings of The ICECRS Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Uni
Publisher : International Consortium of Education and Culture Research Studies

Listening skill has been an under-emphasised skill in many English as a Second Language (ESL) classrooms until recent decades. To keep up with the global advancement of technology, many studies on listening skills have integrated use of technology. In Malaysia, listening skills are also often neglected due to the highly examination-oriented education system. Since communication and technology competence are important 21st century skills, learners should be exposed to listening skills using no less than multimedia, especially when technology is inaccessible in rural parts of the country. This paper aims to examine the perceptions of teachers and pupils in using audio clips to develop listening comprehension skills in a rural primary school in Sarawak, East Malaysia, where digital facilities and internet connection are lacking in many parts of the state. Focus group interviews were conducted with two teachers and three ESL pupils after six weekly listening activities using audio clips based on the textbooks. Findings indicated that the teachers found audio clips to be useful and convenient, while pupils exhibited more interest and concentration during lessons. All respondents believed that audio clips could encourage the development of listening comprehension skills. Finally, it is recommended that audio clips could be expanded into a listening module that slowly moves towards authentic listening to equip learners with real-world skills and experiences.

ISSUES CONTRIBUTING TO LOW PERFORMANCE OF ENGLISH IN A NATIONAL SCHOOL IN SONG, SARAWAK Louis Cheng; Melor Md. Yunus; Maslawati Mohamad
Proceedings of The ICECRS Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Uni
Publisher : International Consortium of Education and Culture Research Studies

English is becoming more important in this globalized world. In Malaysia, calls have been made from rulers and commoners alike to use English as the primary medium of instruction in primary schools. Although Malaysia has centralized education system for every state, rural schools might be in danger of losing out to their counterparts in the urban areas. Numerous programmes have been done to bring the standard of English in the school up to par with their counterparts from urban schools and yet English remains a tricky subject to master. In a rural school in the district of Song, Sarawak, English has always been the lowest performing subjects in UPSR year after year. Parallel to UPSR, the pupils for English intervention programme (LINUS BI) has the most compared to Bahasa Malaysia (BM) and Mathematics. This paper will attempt to research and understand the primary issues contributing to low performance of English in the school. At the same time, this paper will attempt to compare the background of pupils with high performance of English and pupils with low and mediocre performance in English and the causes leading to what they are today.

The role of technology acceptance model in evaluating educational games for higher education Mohamad Firdaus Che Abdul Rani; Nor Hafizah Adnan; Ahmad Zamri Mansor; Melor Md. Yunus
Bulletin of Electrical Engineering and Informatics Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/eei.v15i2.10322

This systematic review investigates the application of the technology acceptance model (TAM) in evaluating the acceptance of educational games within higher education. Educational games have become prominent tools for enhancing learning outcomes through interactive and engaging experiences. Guided by TAM, this review analyzes how key constructs (perceived ease of use (PEOU), perceived usefulness (PU), attitude toward use (ATU), behavioral intention (BI), and perceived enjoyment (PE) influence students’ acceptance of educational games. Using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, relevant studies published between 2020 and 2024 were systematically identified from Scopus and Web of Science (WoS) databases, with 20 empirical studies meeting the inclusion criteria. The synthesis reveals that PU and PEOU are the most significant predictors of acceptance, while hedonic factors such as enjoyment and flow enhance engagement and sustained use. Key challenges include technical limitations, cultural misalignment, inconsistent TAM extensions, and a lack of longitudinal evidence. The review highlights the need for context-aware and inclusive design approaches that integrate both cognitive and affective factors. Overall, the findings position TAM not only as an evaluative framework but also as a design-oriented model for developing effective, engaging, and pedagogically grounded educational games in higher education.

Co-Authors Ahmad Zamri Mansor Choo Siang Shian Harwati Hashim Istiqomatul Faizah Kumaresen Mahalingam Louis Cheng Maslawati Mohamad Mohamad Firdaus Che Abdul Rani Mohamed Amin Embi Nor Hafizah Adnan Nur Arifah Drajati

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