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All Journal International Journal of Evaluation and Research in Education (IJERE)
Lee, Sze Seau
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Education

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Multiliteracies-translanguaging conceptual model framework for student agency in English as foreign language contexts Zhou, Jie; Lee, Sze Seau; Kew, Si Na; Liew, Chee Yoong
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29468

Abstract

Developing student agency in formal education leads to favorable impacts on cognitive development as well as learning experiences that culminate in a strong foundation for lifelong learning, which is crucial for employability. However, theoretical grounded pedagogical approaches for student agency are still at the nascent level of conception. Assuming that student agency can be developed in the English classroom, this article aims to propose a conceptual model framework based on multiliteracies and translanguaging to address the pedagogical gaps in student agency with examples from the English as foreign language educational contexts. The first objective is to identify pedagogical guidelines for student agency from multiliteracies and the second objective is to identify pedagogical guidelines for student agency from translanguaging. Jaakola’s model approach guided the analytical review of literature to address the knowledge gap in pedagogy. Findings underline the affordances of multiliteracies for scaffolding multimodal meaning-making and the affordances of translanguaging for motivating active participation and expanding linguistic repertoire of students. These affordances can guide the developments of context-bound resources and relational resources of student agency. The proposed framework can be a reference point for curriculum designers or teachers to develop approaches for student agency.
A systematic review of gamified learning motivation for English language among undergraduates Chen, Minjuan; Tan, Wee Hoe; Lee, Sze Seau; Sun, Jiaming
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34101

Abstract

Undergraduate students’ motivation for learning English as a foreign language (EFL) is influenced by multiple factors, yet traditional teaching methods often fail to sustain engagement, leading to learning disengagement and sub-optional outcomes. The increasing integration of gamified learning has shown potential in addressing this challenge, but its effectiveness remains unclear, necessitating a systematic synthetic of existing research. This systematic review employs the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework to examine 313 studies retrieved from Education Resources Information Center (ERIC),Web of Science (WoS), and Scopus, narrowing them down to 36 relevant articles. The review categorizes findings into five key themes: i) teaching techniques and strategies; ii) learning environments and styles; iii) psychological and cultural factors; iv) technological support; and v) individual learner variables. The results highlight the positive impact of game-based learning, personalized instruction, and technology-enhanced approaches to motivation. However, psychological challenges, such as burnout and anxiety, remain significant barriers. The studyreveals research gaps, particularly regarding the long-term impact of gamified learning on EFL motivation, underscoring the need for further empirical investigation to optimize gamification strategies in EFL education.
Co-Authors Chen, Minjuan Kew, Si Na Liew, Chee Yoong Sun, Jiaming Tan, Wee Hoe Zhou, Jie