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Asmaa AlSaqqaf
Universiti Malaysia Sabah
Education

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The Effect of Analytic Text-Based Writing Strategies on ESL Argumentative Writing Among Malaysian Form-Six Students in Sabah, Malaysia: A Proposal Rosalind Joannes; Asmaa AlSaqqaf
Proceedings International Conference on Teaching and Education (ICoTE) Vol 3, No 1 (2022): 1st International Conference on English Language Teaching Research and Practices
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/icote.v3i1.55855

Abstract

Producing effective and quality academic writing such as argumentative writing requires more than the regular writing ability, but rather analytical writing which would increase argumentation skills, and analytical thinking and promote higher cognitive skills. This study is conducted in response to a problem that exists within the Malaysian education setting where students have difficulties in presenting and expanding ideas of viewpoints convincingly, lack of knowledge of the subject matter, and insufficient linguistic competence. Therefore, this paper aims to investigate the effect of analytic text-based writing strategies on the students’ argumentative performance by proposing a conceptual framework that integrates the approach of text-based instruction and the writing model by Hyland (2003) that emphasizes the genre approach of teaching writing. This study will employ a mixed-method research approach and a quasi-experimental research design with a purposive sampling where two groups of Form-Six students will be involved in the study. The experimental group will be assigned to carry out a 12-week intervention program and the control group with regular classroom practices. Pre-test and post-test will be conducted on both groups before and after the intervention. These features of analytic text-based writing which largely focuses on reading and writing skills would be expected to bring a great improvement in the writing performance among Malaysian ESL learners in Sabah.
The Use of Authentic Materials to Enhance Speaking Skills among ESL Learners at a Public Community College in Sabah, Malaysia: a Proposal Karen Chong Mei Teng; Asmaa AlSaqqaf
Proceedings International Conference on Teaching and Education (ICoTE) Vol 3, No 1 (2022): 1st International Conference on English Language Teaching Research and Practices
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/icote.v3i1.55856

Abstract

In the world of globalisation advancement, the role of the English language is greatly accentuated in the Malaysian education system. The capability to speak English is a prevailing tool in getting all offered fields a success. Despite the formal learning of English over years at school, Malaysian learners are still unable to achieve a desirable competency level of English proficiency. The current situation of the Malaysian ESL school learners imposed a great obstacle which affects them tremendously by being incompetent in communicating English. Very limited research has been done to address the speaking problems among Sabah’s community college ESL learners. Ideally, the usage of authentic materials should help learners to speak. This study attempts to reduce this gap by embarking on the intervention to use authentic materials for teachers to teach speaking skills. This study is going to apply a mixed-method approach and quasi-experimental design. Experimental group students will be receiving an authentic materials module for 14-weeks, while control group students will be receiving traditional method teaching. A pre-test and post-test will be conducted to identify that there’s no significant difference in the mean score between the two groups of participants before and after the intervention. It is hoped that the results of this study would contribute to improving the speaking skill among Community College students.
Investigating Vietnamese ESP Learners' Difficulties in EFL Speaking: DMGA Scaffolding Model as a Proposed Solution Nguyen Tran Uyen Nhi; Asmaa AlSaqqaf
Proceedings International Conference on Teaching and Education (ICoTE) Vol 3, No 1 (2022): 1st International Conference on English Language Teaching Research and Practices
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/icote.v3i1.55857

Abstract

Teaching speaking for English-as-a-Foreign-Language (EFL) students in an English-for-Specific-Purposes (ESP) classroom is a demanding process. Despite the efforts of the Vietnamese government and educators, many Vietnamese EFL students perceive speaking as one of the most challenging language skills, and their speaking abilities in real-life situations are insufficient to fulfill society's increasing demands. As a result, it is the role of language teachers to identify students’ difficulties in speaking English and help them enhance their language speaking skills. This paper aims to explore the English speaking problems faced by ESP Vietnamese learners at the University of Foreign Language Studies, University of Danang (UFLS-UD), Vietnam . A questionnaire was employed to collect data from first-year undergraduate students in the ESP Department at UFLS-UD. Besides, the study also proposed a scaffolding model named "Diagnosing, Modeling and Sharing, Guiding, Applying" (DMGA) as a practical suggestion for EFL teachers for speaking training. It is hoped that the findings of the study will benefit both Vietnamese education policy makers, teachers as well as students in terms of teaching and learning speaking skills in ESP settings within an EFL context.
Developing CB3AS Teaching Module to Improve Speaking Proficiency among EFL Business English Undergraduates at a Chinese Higher Education Institution: a Proposal Ke Hu; Asmaa AlSaqqaf; Esther Jawing
Proceedings International Conference on Teaching and Education (ICoTE) Vol 3, No 1 (2022): 1st International Conference on English Language Teaching Research and Practices
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/icote.v3i1.55792

Abstract

The technological revolution, globalization, and the increasing exposure to different cultural communication, English language teaching (ELT) have led to several reforms in the Chinese higher education system. Meanwhile, English for specific purposes (ESP) has also gained an extraordinary attention resulting in comprehensive developments of ELT in China. However, business English (BE), which is one of the disciplines of ESP, is considered challenging for Chinese EFL learners in higher education. Additionally, mastering a fluent English-speaking skill is extremely difficult for those learners compared with the other language skills (i.e., listening, reading, and writing). Accordingly, a growing need emerges for a curriculum development to improve the Chinese ESP learners’ speaking proficiency particularly in business-related areas. Therefore, this paper aims at bridging the gap between theory and practice by proposing a conceptual framework that integrates the approach of content-based instruction (CBI) and Thornbury’s 3As model (awareness, appropriation, and autonomy) into developing a localized teaching module to enhance the speaking proficiency among Chinese EFL learners of BE major in higher education. Adopting an explanatory mixed-method research design, this study will employ a quasi-experimental design with a purposive sampling where students from two classes of BE major from a private university in China will be involved in the study. A CB3As Speaking Teaching Module for a 14-week intervention will be implemented for the experimental group, while a traditional method will be used with the control group. Pre-test and post-test will be conducted to identify whether there is any significant difference in the mean score of the pre-test and post-test given to the two groups before and after the intervention. It is hoped that the results of this study would contribute to improving the speaking skill among Chinese EFL learners. 
Co-Authors Esther Jawing Karen Chong Mei Teng Ke Hu Nguyen Tran Uyen Nhi Rosalind Joannes