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All Journal UICELL Conference Proceeding Media Didaktika
Nur Hafezah Hussein
Universiti Malaysia Kelantan
Humanities Education Mathematics Other

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Pilot Study: Malaysian University Students’ Attitudes towards Wiki Writing as an Alternative Assessment Nur Hafezah Hussein
UICELL No 2 (2018): UICELL Conference Proceedings 2018
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (461.721 KB)

Abstract

Recently, alternative assessment has gained increasing attention especially in the context of Malaysian tertiary education. In line with this, the present study aimed at investigating Malaysian university students’ attitudes towards the use of wiki writing as an alternative assessment in English learning. 29 university students participated in this study and data was collected via a questionnaire. Descriptive statistics were employed in analysing the data. Results showed that the students’ attitudes were negative towards the use of wiki writing as an alternative assessment for their English writing. They believed that alternative assessment is time-consuming and ignores students’ writing skills. The students further expressed their preference for traditional written tests over alternative assessment. Limitations of the study as well as recommendations were further discussed.
BLENDED LEARNING STRATEGIES TO ENHANCE ACADEMIC WRITING SKILLS IN UNDERGRADUATE STUDENTS SHAHIDATUL MASLINA BINTI MAT SOOD; NUR HAFEZAH HUSSEIN; NOOR SYAMIMIE MOHD NAWI; SYAKIRAH SHAFIEN; LENA RAMAMURTHY
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.11340

Abstract

Blended learning in Malaysia has become a popular educational approach as it integrates online and face-to-face learning to provide students with a more flexible and engaging experience. Many higher education institutions have adopted this approach to meet the needs of digitally savvy students while maintaining quality education. Using the UBI20402 Academic Reading and Writing course as a case study, the paper evaluates the integration of digital tools, multimodal resources, and structured teaching methodologies to achieve CEFR B2-level learning outcomes. A mixed-methods methodology was employed, comprising the analysis of student performance metrics, surveys to capture student feedback, and instructor observations. The results highlighted that blended learning significantly enhanced students' understanding of academic writing structures and processes. These include students who found the integration of digital tools and multimodal resources highly engaging and helpful for understanding complex academic texts, whilst instructor observations revealed that structured teaching methodologies increased classroom participation, collaboration, and students' critical thinking and analytical skills when combined with digital tools. In conclusion, blended learning strategies offer a solid foundation for teaching academic writing while effectively meeting the needs of a wide range of students. Future research could explore mobile-friendly platforms and examine the long-term impact of blended learning on students’ academic achievement.
Co-Authors LENA RAMAMURTHY NOOR SYAMIMIE MOHD NAWI SHAHIDATUL MASLINA BINTI MAT SOOD SYAKIRAH SHAFIEN