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All Journal Studies in English Language and Education
Noor Azli Affendy Lee
Universiti Teknologi MARA
Education Languange, Linguistic, Communication & Media

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Online collaborative performance in group-based tasks among learners of higher education Aini Akmar Mohd Kasim; Norizul Azida Darus; Noor Azli Affendy Lee; Asha Latha Bala Subramaniam; Junaidah Januin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (743.897 KB) | DOI: 10.24815/siele.v9i3.24861

Abstract

Collaborative skills have been perceived as the most important skills by learners, instructors, and employers alike in comparison to communication and entrepreneurial skills. Despite its significant role in the workplace, many find that working together with others may complicate tasks due to limited background knowledge and problems with social dynamics. There has not been a single assessment created to assess online collaboration as an integrated performance during group-based tasks. The present study, therefore, attempts to examine learners’ online collaborative performance and the dimensions contributing to effective online collaboration at the tertiary level. A mixed-method research design was adopted using surveys and interviews. A number of 508 undergraduates from local universities were given a questionnaire inquiring about their online collaborative behaviour in group work, while 30 of them were interviewed. The findings indicated that the communication tools and technological facilities category were rated the highest in online collaborative performance, whereas sharing responsibilities was rated the highest in team dynamics. There was also a significant correlation between online collaborative performance and team dynamics. Interview responses showed that learners agreed that good communication, clear goals, and team commitment were important elements for successful online collaboration. Despite the potential to enhance students’ online collaborative performance, collaborative learning is demanding for learners and educators alike.
Online collaborative performance in group-based tasks among learners of higher education Aini Akmar Mohd Kasim; Norizul Azida Darus; Noor Azli Affendy Lee; Asha Latha Bala Subramaniam; Junaidah Januin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24861

Abstract

Collaborative skills have been perceived as the most important skills by learners, instructors, and employers alike in comparison to communication and entrepreneurial skills. Despite its significant role in the workplace, many find that working together with others may complicate tasks due to limited background knowledge and problems with social dynamics. There has not been a single assessment created to assess online collaboration as an integrated performance during group-based tasks. The present study, therefore, attempts to examine learners’ online collaborative performance and the dimensions contributing to effective online collaboration at the tertiary level. A mixed-method research design was adopted using surveys and interviews. A number of 508 undergraduates from local universities were given a questionnaire inquiring about their online collaborative behaviour in group work, while 30 of them were interviewed. The findings indicated that the communication tools and technological facilities category were rated the highest in online collaborative performance, whereas sharing responsibilities was rated the highest in team dynamics. There was also a significant correlation between online collaborative performance and team dynamics. Interview responses showed that learners agreed that good communication, clear goals, and team commitment were important elements for successful online collaboration. Despite the potential to enhance students’ online collaborative performance, collaborative learning is demanding for learners and educators alike.
Comparative analysis of writing strategies between Malaysian and Indonesian students Noor Azli Affendy Lee; Ryani Yulian; Nur Husna Serip Mohamad; Ufi Ruhama'; Rofiza Aboo Bakar
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.37269

Abstract

This study investigates the differences in writing strategies between upper secondary school students from rural schools in Penang, Malaysia, and Pontianak, Indonesia, to understand the influence of cultural and educational backgrounds on their approach to writing tasks in English. Utilizing a structured questionnaire with a Likert Scale, data from 109 Malaysian and 100 Indonesian students were analysed through descriptive statistics and t-tests for Equality of Means. The findings reveal significant differences in general, pre-writing, during-writing, and post-writing strategies between the two groups. Malaysian students exhibit a stronger inclination towards writing in their native language and utilizing bilingual dictionaries, while Indonesian students demonstrate a higher preference for writing in English during leisure, using English-to-English dictionaries, and relying on English grammar books. The study highlights the diverse approaches to language use and learning, suggesting potential cultural or educational influences shaping these practices. The data accentuates the importance of considering these contextual factors in enhancing writing instruction and suggests tailored educational interventions to address specific needs and practices. The findings also suggest educational interventions can improve planning and outlining skills, promote creative language use, and increase language resource usage. Educators should consider students cultural and educational contexts, tailoring strategies to diverse learning styles by integrating bilingual resources, promoting language experimentation, and emphasizing feedback and revision.
Co-Authors Aini Akmar Mohd Kasim Asha Latha Bala Subramaniam Junaidah Januin Norizul Azida Darus Nur Husna Serip Mohamad Rofiza Aboo Bakar Ryani Yulian Ufi Ruhama'