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This Author published in this journals
All Journal JESS (Journal of Education on Social Science) Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Ying-Leh Ling
Politeknik Kuching Sarawak
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Importance of Immediate Constructive Feedback on Students’ Instrumental Motivation in Speaking in English Howes Sallang; Ying-Leh Ling
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 2 (2019): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i2.58

Abstract

The research discusses the importance of immediate constructive feedback in increasing instrumental motivation towards English speaking. This is research is on the students’ perspectives as teachers advice on the students’ state of performance contributes to the students’ increased motivation in speaking the English language in a teaching and learning process. Therefore, this research provides the understanding that teachers’ behavior could compliment students’ increased instrumental motivation in learning English language during the teaching and learning process in their respective classroom would complement their proficiency in speaking in English language. 227 final year bachelor degree students of a private higher learning institutions from five schools; School of Business and Management, School of Engineering Technology, School of Built Environment and School of Computing and Creative Media are the samples of this research. The research instrument used in this research is a set of five Likert scale questionnaire and it brings a result of a relationship between immediate constructive feedback with students’ instrumental motivation and also that there is an influence of immediacy constructive feedback towards students’ instrumental motivation in speaking English language. Therefore, the research concluded that providing immediate constructive feedback is crucial in a teaching and learning process especially as it boosts students’ motivation in speaking in English language.
Penglibatan Pelajar dan Motivasi Pelajar sebagai Peramal Kepuasan Pembelajaran di Ruang Pembelajaran Hibrid Segerak Ying-Leh Ling; Wen Wen Chua
Journal of Education on Social Science (JESS) Vol 7 No 1 (2023): SOCIAL AND POLITICAL ISSUES IN DIGITAL ERA
Publisher : Faculty of Social Science, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jess.v7i1.435

Abstract

A synchronous hybrid learning space combines traditional on-site and online learning into a single learning experience to promote effective learning for both on-site and online students concurrently. It is a flexible, accessible, and engaging learning environment. There is a dearth of research on the factors that influence synchronous hybrid learner learning satisfaction as compared to traditional on-site or online learning environments. The relationship between student engagement, student motivation with student learning satisfaction in synchronous hybrid learning space was underexplored although these student learning competencies were noticeably strong predictors of student learning satisfaction in the full on-site or online settings. Hence, this study aimed to explore predictive learning competencies for student learning satisfaction in synchronous hybrid learning. A cross-sectional method was employed to collect quantitative data from 169 students of a Technical and Vocational Education and Training (TVET) institute located in Kuching, Sarawak at a given point in time. These respondents’ learning competencies and learning satisfaction in synchronous hybrid learning spaces were investigated. The research findings showed that student engagement (i.e., emotional, cognitive, and behavioural) and student motivation (i.e., intrinsic goal orientation, extrinsic goal orientation, and self-efficacy) which are found predictive in traditional on-site and online learning settings can be applied in synchronous hybrid learning space as well. The results of this study were intended to guide practices and policies related to the design and implementation of synchronous hybrid learning to add value and further substantiate the potential of this learning space.
Co-Authors Howes Sallang Wen Wen Chua