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All Journal English Education Journal Studies in English Language and Education
Revathi Gopal
Universiti Pendidikan Sultan Idris
Education Languange, Linguistic, Communication & Media

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Measuring Malaysian lower secondary learners' reading ability on a CEFR-aligned text Revathi Gopal; Mahendran Maniam; Kesavan Nallaluthan
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28013

Abstract

To capture learners’ interest in reading and help them understand the content of their reading, it is important to write at a level that aligns with their reading abilities. This will motivate learners to read and comprehend the material. A CEFR-aligned textbook is a valuable tool for improving the English language skills of lower secondary learners in English Language classrooms. Therefore, it is significant to assess learners’ reading competence in text comprehension using a reading text from a CEFR-aligned textbook. These assessments were conducted based on a narrative text from the CEFR-aligned textbook using two different techniques: miscue analysis and retelling. The sample comprised 20 ‘C’ grade learners randomly selected from Malaysian lower secondary schools. The data on miscues were analysed quantitatively, following Goodman, Watson, and Burke’s In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchell’s (1983) 5-point scoring method. The findings revealed that all 20 learners achieved the target descriptor scale B1, indicating that they can read simple texts on topics relevant to their field and interests with sufficient comprehension. This study implies that CEFR-aligned reading texts are appropriate for lower secondary learners to read and understand. Furthermore, miscue analysis and retelling can effectively monitor learners’ reading comprehension levels and help enhance reading skills among low intermediate-level learners. Based on learners’ reading habits that require assistance, teachers can plan upcoming reading lessons.
Reading With EDSAW Acronym at Tertiary Level Revathi Gopal; Magdelena Long Mering
English Education Journal Vol 13, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i3.28351

Abstract

This study aims to explore the use of the EDSAW acronym, a reading strategy in locating contextual clues systematically among tertiary-level students. It takes a quantitative research design to answer the research question, ‘How effective is the use of the EDSAW acronym in comprehending a reading text?’ The sample was selected based on a purposive sampling technique that comprised 10 students from a public university who scored band 4 in the Malaysian University English Test (MUET). The data collection technique involves a pre-test and a post-test. A reading text was given during the pre-test where students were tasked to locate contextual clues without using the EDSAW acronym. Then, the same participants were taught to use the acronym in finding contextual clues in a reading text. The mean scores of the pre-test and post-test were compared. The findings revealed that there was a significant increase of 2.3 points in the mean score of the post-test. This study highlights the need for teachers and students to use the reading strategy EDSAW acronym during the teaching and learning of reading in ESL classrooms and fills a void in the area of reading comprehension by enabling students to read more independently.
STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools Siti Shuhaida Shukor; Qiu Chuane; Intan Safinas Mohd Ariff Albakri; Noor Alhusna Madzlan; Revathi Gopal
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.37666

Abstract

The post-pandemic emphasis on educational experimentation underscores STARTeCHs call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education.
Exploring symbolism in Hu Ru Gui by Malaysian Chinese writer Dai Xiaohua among Chinese tertiary students Shi Shao Hua; Revathi Gopal
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35709

Abstract

This article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherlands dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia.
Co-Authors Intan Safinas Mohd Ariff Albakri Kesavan Nallaluthan Magdelena Long Mering Mahendran Maniam Noor Alhusna Madzlan Qiu Chuane Shi Shao Hua Siti Shuhaida Shukor