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Teacher educators' vision of an 'ideal' teacher Charanjit Kaur Swaran Singh; Nor Azmi Mostafa; Dodi Mulyadi; Noor Alhusna Madzlan; Eng Tek Ong; Siti Shuhaida Shukor; Tarsame Singh Masa Singh
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices.

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers Siti Rohaya Sharif; Charanjit Kaur Swaran Singh; Eng Tek Ong; Dodi Mulyadi; llmi Zajuli Ichsan; Henita Rahmayanti; Tee Tze Kiong
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers Siti Rohaya Sharif; Charanjit Kaur Swaran Singh; Eng Tek Ong; Dodi Mulyadi; llmi Zajuli Ichsan; Henita Rahmayanti; Tee Tze Kiong
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.v10i1.24271

This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.

Teacher educators' vision of an 'ideal' teacher Charanjit Kaur Swaran Singh; Nor Azmi Mostafa; Dodi Mulyadi; Noor Alhusna Madzlan; Eng Tek Ong; Siti Shuhaida Shukor; Tarsame Singh Masa Singh
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.v8i3.19355

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices.

Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners views Mulyadi, Dodi; Singh, Charanjit Kaur Swaran; Setiawan, Anjar; Prasetyanti, Dian Candra
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.27910

Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT.

Bridging language and nursing proficiency: Technology-enhanced TBLT integrated into CLIL in ESP instruction Mulyadi, Dodi; Wijayatiningsih, Testiana Deni; Hartiti, Tri; Singh, Charanjit Kaur Swaran
Studies in English Language and Education Vol 12, No 3 (2025): In Progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43482

The research examined the perspectives of ESP learners and lecturers regarding the implementation of technology-enhanced task-based language teaching (TBLT) integrated into content language integrated learning (CLIL) in ESP instruction, and it identified key factors affecting its effective integration. A qualitative research design was employed, involving 95 nursing students and 10 ESP lecturers, who completed an open-ended questionnaire. Moreover, participants took part in focus group discussions (FGDs), including ESP students, heads of the nursing program, ESP lecturers, nursing lecturers, stakeholders, and professional nurses. Thematic data analysis of the open-ended questionnaire and FGDs results revealed that students and lecturers viewed the implementation of technology-enhanced TBLT integrated into CLIL as beneficial for integrating nursing theory with English language proficiency, thereby significantly improving content knowledge and language competence. Nonetheless, substantial obstacles arose, encompassing technology limitations, insufficient instructor preparation, and limited interdisciplinary collaboration. The results indicate that successful implementation necessitates a robust technology infrastructure, continuous professional development for educators, and enhanced collaboration between language teachers and nursing departments. The results of this study also show that technology-enhanced TBLT integrated into CLIL can relate theoretical lessons to real-world applications. These results create a complete learning environment that gives nursing students the skills they need to meet the high standards of the medical field.

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