Malaysian English As A Second Language Research Articles

A CORPUS-BASED STUDY OF SIMPLE PAST TENSE ERRORS IN MALAYSIAN LEARNERS’ ENGLISH WRITING

In mastering the English language, learners need to be able to comply with its grammatical rules. Most previous corpus-based studies about learners’ grammar errors have examined the non-Malaysian context. Therefore, the overarching aim of this study is to investigate simple past tense errors in Malaysian English as a Second Language (ESL) secondary school learners’ writing. Employing a corpus-based error analysis approach, it specifically intends to identify the types of simple past tense errors in Malaysian ESL secondary school learners’ writing and the frequency of simple past tense errors in Malaysian ESL secondary school learners’ writing. To this end, the English of Malaysian School Students (EMAS) corpus, in particular the sub-corpus of Malaysian learners’ narrative essays was analysed based on two main frameworks. The Error Analysis Framework was adapted for the error analysis procedure, while the Surface Strategy Taxonomy Framework was used for the classification of types of errors. Online corpus tools such as Part-Of-Speech (POS) the Constituent Likelihood Automatic Word-Tagging System (CLAWS) and Antconc version 3.5.8 were employed as the instruments of the study. The findings of the study showed that there are three types of simple past tense errors in the learners’ writing, namely Error of Omission, Error of Addition and Error of Misformation. Misformation is the most popular type of simple past tense error committed by the learners. The findings of the study would be useful for the Malaysian context of ESL learners’ curriculum design and pedagogy.

Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review

Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.

Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency

The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.

Technology-Enhanced Collaborative Writing (TECW): Malaysian ESL Teachers’ Challenges and Strategies

Researchers have increasingly turned their attention toward Technology-Enhanced Collaborative Writing (TECW) as a valuable tool for second language acquisition. Despite the rapid adoption of technology in education, there exists a notable research gap concerning the challenges and strategies encountered by Malaysian ESL (English as a Second Language) teachers when incorporating technology into their collaborative writing classrooms. This paper seeks to bridge this gap by shedding light on the specific challenges faced by ESL teachers in Malaysia and the strategies they employ to integrate technology effectively into collaborative writing instruction. The research employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) Model to measure these challenges, employing qualitative data collection methods through interviews with four ESL teachers situated in Kuala Lumpur’s Keramat District, all of whom are participants in the Bring-Your-Own-Device (BYOD) pilot program. These findings emphasize the strategies needed for ESL teachers to elevate the quality of their instruction aspects. Ultimately, this research hopes to provide valuable insights to guide teachers in crafting context-specific guidelines for TECW procedures and offers a foundational framework for enhancing ESL instruction in the Malaysian context.

The Use of Graphic Organiser on Second Language Students’ Writing Performance

English as a Second Language (ESL) learners, especially in rural educational settings, continue to encounter challenges in acquiring fundamental writing skills. One possible factor is the lack of creative and innovative pedagogical approaches tailored to support the learners. In light of this, the present study examined the use of graphic organiser (GO) as a pedagogical tool on writing performance of Malaysian ESL learners. Twenty-seven intermediate students from a secondary school in Malaysia participated in a series of 11 writing sessions using GO in writing descriptive essays. The application of this GO in composing the descriptive writing was carried out throughout the writing lessons consisted of modelling, scaffolding, individual prewriting, drafting with peers and group writing. Using a qualitative study, the data analysis involved content analysis sourced from participants’ essay scripts. Guided by the CEFR framework, 54 descriptive essays were evaluated and analysed to observe changes in writing in terms of content, communicative achievement, language, and organisation. Participants' essays in Writing Task 1 (WT1) and Writing Task 2 (WT2) were compared to observe changes in their writing performances after the implementation of GO in the writing instructions. Results showed that the use of GO in developing descriptive essays has improved learners’ writing in all components. The study has revealed that successful writing requires differentiated and creative graphic organisers, accompanied by systematic writing activities for ESL learners to thrive in a challenging writing classroom.

Evaluating teachers' pedagogical content knowledge in implementing classroom-based assessment: A case study among esl secondary school teachers in Selangor, Malaysia.

The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.

Utilizing Critical and Creativity Thinking to Enhance ESL Grammar and Vocabulary in Narrative Essay Writing among Malaysian Form-Four Learners

English as a Second Language (ESL)learners need to master all the four language skills which are listening, speaking, reading, and writing unconditionally. Nevertheless, most Malaysian ESL learners face a major problem in writing skill when compared with the other three skills. The 21stcentury learning skills are divided into the main four skills which are communication, collaboration, critical thinking, and creativity thinking. Henceforth, this study attempts to assess the usefulness of utilizing critical and creativity thinking-based activities among Malaysian upper secondary ESL learners in developing their grammar and vocabulary features to enable them to construct an appropriate and good piece of narrative essay. The participants of this research encompassed 17 Form-Four ESL learners from a secondary school in Penang, Malaysia. It was a mixed-method study, in which data were collected quantitatively by conducting pre-test and post-test, while the data were gathered qualitatively by using participant observation and document analysis. The findings indicated that relevant grammar and vocabulary activities by incorporating critical and creativity thinking of the 21stcentury main skills showed positive responses among the participants. It is hoped that the critical and creativity thinking-based activities would assist in learning and teaching narrative writing skills.

Online Learning Experiences for Speaking Activities among Malaysian Undergraduate ESL Students

Speaking practice is crucial for ESL (English as a Second Language) students. Nevertheless, accomplishing speaking activities via online learning might be difficult for the college students at universities in Malaysia as they are non-native English speakers. There have been several studies about students' perceptions and preferences on online learning. Nonetheless, there was only a little research conducted to ascertain deep online learning perceptions and preferences of the undergraduate ESL students in Malaysia. The current article's goal was to look at ESL learners' opinions on the experiences through online connected to speaking activities at a public institution in Tanjong Malim. The mixed-research method of study was used. In this article, observation checklist, semi-structured student interview, and questionnaire were employed to get the information from the sample. The sample was then subjected to statistical analysis and standard deviation, mean score, as well as percentage to identify the Malaysian undergraduate ESL students toward online learning platforms, the difficulty that the learners encountered during the online learning, and the strategies implemented by undergraduate ESL students. Whereas the interview result was analysed by thematic analysis. The findings indicate that the use of technology for distant learning for undergraduate ESL students to improve speaking abilities was progressing well. This signifies that the students perceived that they have knowledge to use the online platforms with mean (x)= 4.07. However, several students noted that their main concern when undertaking online speaking exercises was the connection speed with mean (x)= 3.93. As a result, soliciting thoughts or ideas to boost their engagement in online speaking projects was beneficial to the pupils with mean (x)= 3.97.

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era.

This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited via convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed via descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.

Combing Learners’ Challenges in The Learning of Literature in Malaysian ESL Classrooms: A Review

Incorporating literature in English language classrooms has been long implemented worldwide. Its benefits are undeniable since many past studies have proven that it could help the learners of English as a Second Language (ESL) improve their language proficiency. Despite many of the benefits shown, there are some difficulties encountered in the learning of literature in ESL classrooms. This review addressed two research questions, namely (a) examining the challenges learners encounter when learning English literature in an ESL classroom and (b) identifying alternative ways in learning literature. Around 40 research studies from the year of 2015 – 2022 and four (4) of past pertinent studies ranging from 2000 – 2010 were shortlisted from two databases, Google Scholar and UKM e-journal based on these two review questions. This review explored the challenges of learners when learning literature in ESL classrooms under three key concepts which are literary text, cultural differences, and learner’s attitude toward learning literature. This review further explored the alternative ways to learn literature which revealed two approaches through mapping and using multimodality as a medium of learning. This study then proposes further research on overcoming the challenges and maximising future research on the diversity of teaching and learning approaches in all feasible ways.

THE IMPORTANCE AND FACTORS OF ENJOYMENT IN MALAYSIAN ESL CLASSROOM: A MULTISITE CASE STUDY

Affective factors such as emotion and attitudes have long been identified as contributing factors to success and enjoyment in language learning. With the new movement of education in the new norm, a weightage needs to be focused on the affective dimensions among learners. This study aimed to discover the importance and factors of enjoyment in learning English as a Second Language (ESL) among Malaysian secondary school students. This multisite case study took place in five secondary schools in Malaysia. Focus Group Discussion (FGD) was held among five ESL teachers and an open-ended questionnaire was distributed to 65 students in the respective schools. The findings reveal both teachers and students think enjoyment is important in learning ESL as it bridges up engagement in learning, enhances motivation and for the usefulness of learning the language. Furthermore, the study also discovers the factors of enjoyment in learning ESL namely teacher-factor, sense of achievement and relationship with peers. This study provides valuable information on the of the understudy topic of enjoyment in Malaysian ESL classroom.

Issues in the Implementation of 21st Century Learning Skills in Malaysian ESL Classrooms

: Implementing 21st century learning skills in the English language classrooms requires both teachers and students to learn and adapt new knowledge and approaches during the teaching and learning process. This research seeks to identify the issues related to the implementation of 21st century learning skills in the Malaysian English as a Second Language (ESL) classrooms. Through semi-structured interviews and written surveys, this qualitative study involved five School Specialist Improvement Coaches (SISCs) and 116 English language teachers. The findings of the study highlighted important issues such as teachers' resistance and misconstrued perspectives towards 21st century learning skills. The results implicate that more comprehensive measures are needed to ensure effective implementation of 21st century learning skills in Malaysian ESL classrooms. The measures would assist in addressing issues which can hinder the implementation of 21st century learning skills.

Globally competent teachers: English as a second language teachers' perceptions on global competence in English lessons.

Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers’ global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global competence integration in English teaching and (2) the professional development programs organized by the Ministry of Education (MOE) for their global competence development. A web-survey questionnaire was distributed to 172 Malaysian ESL teachers based on selected criteria. The data collected were analyzed descriptively. The main findings indicated that most ESL teachers showed positive perceptions regarding the importance of global competence and integration in English lessons. Although 83.1% of the 172 participants agreed to have attended 10 or more programs related to developing global competence, the descriptive analysis found the ESL teachers’ moderate knowledge and understanding of what constitutes global competence. In contrast, a high agreement was found regarding their perceptions of the importance of global competence in ESL lessons. Also, most respondents revealed the lack of support from the MOE through professional development programs specifically structured to develop ESL teachers’ global competence. The findings served as a template for a larger-scale study that focuses on implementing global competence in the local non-western context.

The Effects of Input Enhancement on Incidental Academic Word Learning

Reading contributes to vocabulary development and is regarded as an efficient pedagogical approach to vocabulary learning. Through reading, learners are exposed to new words in their rightful context of use. This study investigates the effects of input enhancements on incidental academic word learning through reading English academic texts among English as a Second Language (ESL) undergraduates. The study compares different input conditions, gloss, contextual clue and no clue. Twelve academic words from Coxhead’s Academic Word List (AWL) were selected as the target words for this study. Three vocabulary tests were employed to assess academic words learnt incidentally from the texts in terms of their form, meaning recognition and ability to recall. Seventy-nine proficient and less proficient Malaysian ESL undergraduates participated in this study. Findings revealed that proficient participants recognised more target words compared to less proficient participants. In addition, gloss increases the noticeability of the target words, at least at the form recognition level. The study’s findings suggest that input enhancement would better impact vocabulary learning if integrated into a reading task or facilitated by vocabulary learning instruction.

Learning English Vocabulary via Computer Gaming

Due to the COVID-19 pandemic, educators have opted for online discussions and classes in which the teaching and learning sessions occur beyond the classroom environment. As various forms of technology such as gaming can be potentially used as platforms for online teaching and learning, the study aims to investigate the use of vocabulary learning strategies (VLS) in a massively multiplayer online role-playing game (MMORPG) among Malaysian English as a second language (ESL) players. Data were obtained via a 12-hour online game-play recorded sessions of Guild Wars 2 involving four Malaysian ESL players. The participants consisted of experienced online gamers aged between 24 and 25 years. The game-play sessions were also observed to provide supporting details on how the players utilised strategies when learning English vocabulary. The outcome of the study revealed that the ESL players employed different VLS during their game-play sessions. Gu and Johnson’s (1996) categorisation of VLS, which are metacognitive, cognitive, memory, and activation strategies, was subsequently modified to accommodate the MMORPG context. The results showed that the top five strategies used by the players were meaning-making, consultation, using online dictionary, word comparison, and incorporating words with real-world contexts.

Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.

What do Malaysian ESL Teachers Think About Flipped Classroom?

Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.

A Survey on the Acceptance of E-Learning for Professional Development amongst English as a Second Language (ESL) Teachers in Malaysia

Recent trends and advances in Education 4.0 have expedited Malaysian ESL teachers harnessing e-learning to facilitate their professional development. This paper investigates the level of Malaysian English as a Second language (ESL) teachers’ acceptance of e-learning for PD using the Technology Acceptance Model (TAM). Additionally, the paper examines the plausible relationships amongst perceived ease of use, perceived usefulness, behavioural intention to use and actual use of e-learning for professional development. A total of 60 Malaysian ESL teachers who participated in an online professional development course were requested to complete a questionnaire after the course ended. Data collected were analysed via descriptive and inferential statistics. The teachers’ responses indicated their levels of technological acceptance. Additionally, significant relationships between the perceived usefulness, behavioural intention toward using e-learning, and actual use of e-learning were noted. However, no significant relationship was observed between the perceived ease of use with behavioural intention to use. This paper hopes to provide input on how training providers could improve e-learning within the context of professional development. The limitations, implications, and recommendations are also provided for future studies.

Assessing the Use of Learning Strategies among Young Malaysian English as Second Language Learners

Past studies have discerned gender disparity in language learning strategy (LLS) used among English as a Second Language (ESL) secondary schools and university students. However, very few studies have been done on learners in primary schools, particularly young Malaysian learners. This study, therefore, identifies frequently used learning strategies between genders in ESL classroom. A total of 30 young Malaysian learners at the age of 10 were selected through purposive sampling in a suburban area in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) was employed as the data collection tool. Data were then analysed descriptively using SPSS Version 25. The findings showed that common LLS employed by young Malaysian ESL learners are compensation strategies where a teacher or peer interference fills the gap in communication and lack of vocabulary, leading to the use of compensation strategy. Besides that, it was found that female learners are likely to use more language strategies compared to male learners. Another interesting observation is that the commonly used strategies employed among female students are cognitive strategies while male learners preferred cognitive strategies. The teaching implications and recommendations for potential study are further considered.

Integration of 21<sup>st</sup> Century Learning Skills and Teacher Characteristics in ESL Classrooms: The Case of Malaysia

One of the main foci when discussing 21st century learning skills (CLS) in English as a Second Language (ESL) classrooms, is ensuring effective integration of its construct during the teaching and learning process. Certainly, ESL teachers play important roles in achieving the desired results. In a way, teachers are expected to possess several characteristics which are needed in ensuring successful integration of 21st CLS in the ESL classrooms. This research examined the extent to which the teachers in the Malaysian ESL context integrate 21st CLS in their classrooms and to investigate their perceptions of their characteristics with regards to 21st CLS. Data were collected from 291 ESL teachers using a questionnaire which focuses on the integration of 21st CLS as well as on the teachers' self-rating related to 21st CLS teacher characteristics. The results suggest a satisfactory level of integration of 21st CLS in the Malaysian ESL classrooms and the teachers generally viewed themselves as reflecting the needed characteristics of 21st century teachers. Even though the findings indicate positive results, efforts need to be increased to ensure more consistent integration of 21st CLS during English lessons.