key note speaker

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1ST GLOBAL CONFERENCE ON TECHNOLOGY IN LANGUAGE LEARNING 2015 (GLIT2015)

The 1st Global Conference on Technology in Language Learning 2015 (GLIT2015) focuses on the

application of technology in language learning, particularly computer-assisted language learning

(CALL)/technology-enhanced language learning (TELL) and language use in online media. This

conference provides a platform for researchers, academicians and students to present, debate and

exchange ideas on issues relevant to the conference’s focus. GLIT2015 – undeniably – is also an

opportunity for researchers and enthusiasts to build and expand network with their fellow

counterparts!

GLIT2015 was planned with the following objectives in mind:

1. To provide a platform for researchers, academicians and students to share and exchange ideas on

the use of technology in language learning.

2. To advance the scholarship in the application of technology in language learning.

Theme: IT in Language Learning and Use in 21st Century

Sub-Theme:

INTRODUCTION

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Editors

Effendi bin Abdullah

Guest Editors/Reviewers

Abdul Halim Tamuri – National University of Malaysia

Siti Hamin Stapa – Universiti Kebangsaan Malaysia

Zabidi Abdul Razak – University of Malaya

Chan Swee Heng – Universiti Putra Malaysia

Rosmini binti Ismail – Universiti Pendidikan Sultan Idris

Organised by

WorldConferences.net

Koperasi KOKISDAR

Kolej Universiti Islam Antarabangsa Selangor

Bandar Seri Putra, 43600 Kajang, Selangor, MALAYSIA

E-mail: [email protected]

In Collaboration with:

Department of English Linguistics and Literature,

Faculty of Management and Muamalah,

International Islamic University College Selangor

Copyright © 2015 WorldConferences.net

All rights reserved. No part of this publication may be reproduced in any form or any means without

prior permission from the copyright holder.

All articles in this proceeding are openly accessible at WorldConferences.net

e-Proceeding of GLIT 2015, e-ISBN: 978-967-0792-03-3

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FOREWORD HEAD, DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE, INTERNATIONAL ISLAMIC UNIVERSITY COLLEGE SELANGOR (KUIS) On behalf of the Department of English Linguistics and Literature, I would like to welcome all participants to the GLIT 2015, 1st Global Conference on Technology in Language Learning 2015: IT in Language Learning and Use in 21st Century. Thank you for your interest and participation in this conference. GLIT 2015 is our first attempt at co-organising an international conference which provides a platform for participants to get together and discuss issues related to the application of IT in language teaching and learning. The theme is relevant as technology is fast-changing in the 21st century and has revolutionised learning and teaching languages. GLIT 2015 also welcomes presentations on other aspects of language learning and teaching, such as the application of critical and creative thinking and English studies at the tertiary level. We hope that the participants of GLIT 2015 will benefit from the discussions and sharing of ideas at the conference. I would like to express my gratitude and appreciation to all parties involved in making this seminar a success – the university college authorities, members of the Department of English Linguistics and Literature and our sponsors. Above all, I would like to thank WCR@KOKISDAR for the opportunity given in co-organising this conference which provides a valuable experience for our future ventures. I wish all participants Good Luck on this journey of sharing and caring. ZAIRIL AZMIR ZAIYADI Head, Department of English Linguistics and Literature, Faculty of Management and Muamalah International Islamic University College Selangor (KUIS)

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FOREWORD CHAIR, 1st GLOBAL CONFERENCE ON TECHNOLOGY IN LANGUAGE LEARNING 2015 (GLIT 2015) Assalamualaikum wbh and Greetings. Welcome to 1st Global Conference on Technology in Language Learning 2015 (GLIT 2015). On behalf of the organising committee, I would like to extend our gratitude and appreciation to all individuals and institutions for their support and contribution in making this conference a success. We are delighted by the response received for GLIT 2015. My profound gratitude goes to WCR@KOKISDAR for the support given to the organising committee. Also, my appreciation goes to the keynote speaker, Universiti Kebangsaan Malaysia’s Associate Professor Dr Zaini Amir for her willingness to grace this conference with her insights on technology in language learning and teaching. Not forgotten, my gratitude goes to the organising committee and volunteers for the effort given in making this conference a success. I am also grateful to International Islamic University College Selangor (KUIS), sponsors, presenters, paper writers and participants for their positive response to the seminar. GLIT 2015 provides a platform for insightful discussion and knowledge sharing among scholars, language teachers and trainers, and students from around the world. Through the theme IT in Language Learning and Use in 21st Century, the organising committee hopes to highlight the roles of IT in transforming language education. The organising committee believes that GLIT 2015 will lead to opportunities for future collaborations in research and information sharing across all domains of language education and language studies, including literary studies and language planning. I wish all presenters and participants an interesting journey of learning at GLIT 2015. Thank you. EFFENDI BIN ABDULLAH Chair 1st Global Conference on Technology in Language Learning 2015

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PARALLEL PRESENTATION SESSION 1 DAY 1 – ( 9.00AM-10.30AM )

GLIT 2015 ROOM - ALICANTE

SESSION MODERATOR: YEYEN HAMIDAH

GL 052 USING SECOND LIFE TO DEVELOP EFL STUDENTS’ LANGUAGE LEARNING: OPPORTUNITIES AND CHALLENGES RIAD F. HASSAN

GL 029 THE IMPACT OF EDUCATIONAL TECHNOLOGY ON LANGUAGE LEARNING IN LIBYA KHALD A.H. ALDBEA

GL 056 CREATIVE THINKING IN ACADEMIC ESSAY WRITING ZAIRIL AZMIR BIN ZAIYADI

GL 043 APPLICATION OF ICT IN ENGLISH LITERATURE CLASSROOMS SITI HAWA MUHAMAD

GL 024 IMPROVING WRITING SKILLS OF LANGUAGE LEARNERS THROUGH EXTRACURRICULAR TECH ACTIVITIES MUSTAFA BUYUKCELEBI

GL 039 PROMOTING UNIVERSITY WEBSITE BASED ON WEBOMETRICS RANKING OF WORLD UNIVERSITIES DR. SHARAREH SADAT SARSARABI

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PARALLEL PRESENTATION SESSION 2

DAY 1 – ( 11.00AM – 1.00PM )

GLIT 2015

ROOM - ALICANTE

SESSION MODERATOR:

RABIATHUL ADHABIYYAH SAYED ABUDHAHIR

KEYNOTE SPEAKER

ASSOC PROF DR ZAINI AMIR

GL059 KEMAHIRAN BERFIKIR SECARA KRITIS MELALUI KAEDAH RODA PENAAKULAN PAUL

(PAUL’S WHEEL OF REASONING)

NADIRA BINTE MOHAMED SEDIK

GL058 KESAN PENDIDIKAN POSITIF TERHADAP PENGUASAAN BAHASA MELAYU PELAJAR

SEKOLAH RENDAH DARI LATARBELAKANG SOSIO EKONOMI SEDERHANA-RENDAH

ZURINA YAHYA

GL041 PENGGUNAAN APLIKASI ‘WHATSAPP’ DALAM PEMBELAJARAN & PENGAJARAN (P&P)

DI KUIS

NORFAEZAH MOHD HAMIDIN

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PARALLEL PRESENTATION SESSION 3 DAY 1 – ( 2.30PM-5.30PM )

GLIT 2015 ROOM - ALICANTE

SESSION MODERATOR: SITI HAWA MUHAMAD

GL 035 THE EFFECTS OF PERSONALITY TRAIT ON LANGUAGE LEARNING STRATEGIES ASSOC. PROF. AKBAR MOLAEI

GL028 PODCAST AND SELF-REFLECTION ACTIVITIES FOR THE DEVELOPMENT OF LEARNER AUTONOMY, SELF-CONFIDENCE AND PRACTICE RICHARD LUM

GL014 INFORMATION AND COMMUNICATION TECHNOLOGY AND THE TEACHING OF ARABIC IN NIGERIA: ISSUES AND CHALLENGES Dr. LAWAL ISIAKA ADEWALE

GL021 WHY WE DO WHAT WE DO" MOTIVATIONAL FACTORS INFLUENCING BLOGGERS TO BLOG: A MALAYSIAN PERSPECTIVE NOORAZURA BINTI DURANI

GL033 ADAPTATION OF CONSTRUCTIVISM IN A COMPUTER-ASSISTED CLASSROOM AT FPT ENGLISH GEM CENTER, HANOI THANH THANH THI PHAM

GL055 FACEBOOK AND COMMUNITY OF PRACTICE IN HIGHER EDUCATION AYU RITA MOHAMAD

GL036 ATTITUDE AND MOTIVATION OF MALAYSIAN SECONDARY SCHOOL STUDENTS’ LEARNING OF ENGLISH WRITING COURSE IN A BLENDED LEARNING ENVIRONMENT. NURAIN BINTI REDZALI

GL048 VOCBLAST: A MOBILE APP AS AN ALTERNATIVE WAY TO LEARN VOCABULARY DR. ZURAINA ALI

GL017 SPEAKING ACTIVITIES OUTSIDE THE CLASSROOM; A STUDY ON MULTIMEDIA SOFTWARE AS AN EDUCATIONAL TECHNOLOGICAL TOOL YEYEN HAMIDAH

GL 057 GOOGLE CLASSROOM COMBINED WITH GOOGLE DRIVE: COULD IT BE CONSIDERED THAT THE VLE WOULD CONSTITUTE A VIABLE SUBSTITUTE FOR BLACKBOARD (LMS) AT CAS OMAN? RAEDA ZAHRAN ABDULLAH AL HINAI

GL 050 UTILIZATION OF STRATEGIC THINKING SKILLS IN SUSTAINING AND MAINTAINING STRATEGIES IN LANGUAGE LEARNING PROCESS DR. NAJAH BINTI OSMAN

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KEY NOTE SPEAKER

BIODATA

Assoc. Prof. Dr. Zaini Amir

Zaini Amir is Associate Professor at the School of Language Studies and Linguistics, Faculty of Social

Sciences and Humanities at the National University of Malaysia (UKM). She has 20 years of experience in

teaching and currently supervises 10 PhD candidates in English Language Studies. Her research interests

include Computer Assisted Language Learning (CALL), computer-enhanced teaching and learning; online

language learning strategies; technology-based language learning and mobile assisted language learning.

Currently, she is a member of AsiaCALL, APACALL, Asia TEFL and Mobile Learning Association of

Malaysia and has supported these organizations by presenting at the conferences. Through her

involvement in CALL, she has established a network of contacts and has been appointed as a reviewer of

Computer Assisted Language Learning which is an ISI indexed journal and 3L:The Southeast Asian Journal

of English Language Studies, a UKM online journal which is Scopus indexed. Since 2009, she is the co-

editor of GEMA Online Journal of Language Studies, UKM (Scopus indexed). With regard to teaching, she

received Outstanding Instructor Award for the Social Science cluster in 2012 and 2013. In 2008, she

received the Research and Consultancy Award and won Gold medal for Research Poster Competition

from the faculty. She has also incorporated the application of Web 2.0 technology in her teaching which

has enhanced and encouraged her students to be more motivated and self-directed in the learning

process.

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GL 13

THE EFFECT OF COMPUTER GAMES ON VOCABULARY LEARNING OF SECOND GRADE HIGH SCHOOL STUDENTS

Dr. Azita. Khazaee(PhD in Linguistics)

Farhangian University of Mashhad [email protected]

Dr. Sharareh Sadat Sarsarabi

Farhangian University of Mashad [email protected]

ABSTRACT

The use of multimedia has a significant role in learning processes. Results from a number of studies show that appropriately designed multimedia instruction improves students’ learning performance in science and literacy(Gee, 2003).It is argued that use of computer games has a significant role on students vocabulary learning. The main purpose of this study to investigate the impact of computer games on students vocabulary learning. Two groups of male high school students have been taught under different conditions. Before applying different methods of teaching, a vocabulary test was given to the participants as pretest. Twenty students were taught by using traditional language teaching method and twenty students in another class were taught by using computer games. The second group(experimental group) performed better than the first group (control group).In other words computer games enhance and facilitate students’ vocabulary learning processes. Keywords :learning processes, vocabulary learning,computer games, multimedia

mailto:[email protected]


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GL 14

INFORMATION AND COMMUNICATION TECHNOLOGY AND TEACHING OF ARABIC IN NIGERIA:

ISSUES AND CHALLENGES

LAWAL, Isiaka Adewale (Ph.D) School of Languages

Osun State College of Education Ilesa. Nigeria

[email protected]

ABSTRACT

Information and Communication Technology (ICT) has become indispensable tool for both teachers and learners in various fields and discipline. The aspiration of many in this age is therefore aided by Internet facilities to the extent that ICT is gradually pushing aside the traditional library from educational scene. This paper is therefore an attempt to examine the effects of ICT and E-learning on the teaching and learning of Arabic in Nigeria. The paper provides answers to the level of preparedness of teachers and learners of Arabic to face the challenges of ICT and its resultant effects on the learning process. The paper is concluded by stressing the fact that the use of Information and Communication Technology will make teaching easier for teachers, and students will become more interested in learning Arabic. Keywords: Information and Communication Technology, Arabic, Library, Teaching, Nigeria


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GL 17

SPEAKING ACTIVITY OUTSIDE THE CLASSROOM; A STUDY ON MULTIMEDIA SOFTWARE AS AN EDUCATIONAL TECHNOLOGICAL TOOL

Yeyen Hamidah

English Education Department

Indonesia University of Education

[email protected]

ABSTRACT

English speaking skill is needed for global world but has been undervalued. Teaching speaking can be implemented by making speaking as a habit. The use of technology then taking role in motivating students to speak more frequently. This study aims at investigating the response and influence of Speaking activities outside the classroom using multimedia software as an educational technological tool. The investigation covers the technique of using the software, the role of lecturer in giving language instruction in pre, whilst, and post activity, the evaluation of the whole activity based on students’ point of view, and the influence towards students’ speaking score. The qualitative descriptive method is used in this study. Observation, Documentation and Interview are the instruments. The data gained from observation is used to describe the technique of the activity and the way lecturer gives language instruction. Meanwhile, the data taken from documentation is used to reveal whether there is any improvement based on students’ speaking score in pre-test compared to post-test. And the data from interview is used to find students’ response toward the activity. The data was analyzed using statistical analysis and Triangulation method. Results indicated that 1086 students (56,47%), from 2098 students, are getting higher score in post test. It is expected that the findings will be insights for educators to implement speaking activity not only in the classroom but also outside the classroom. The recommendation for further research is suggested in order to have more beneficial sources for teachers in implementing speaking activity outside the classroom using multimedia software as a tool.

Keywords: Speaking Activities, Multimedia Software, Educational Technological Tool.

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GL 20 RESULTS OF GROUP WORKING USING BLENDED LEARNING VIA SOCIAL NETWORK FOR

DEVELOPING THE PROCESS OF DOING ENGLISH TEACHING INNOVATION PROJECT OF GRADUATE STUDENTS

Dr.Natthapakal Kittisunthonphisarn Faculty of Architecture and Design

Rajamangala University of Technology Rattanakosin [email protected]

Dr. Saisawat Kapechart

Graduate School Surattahani Rajabhat University

Dr. Supanrigar Wathanaboon

Graduate School Surattahani Rajabhat University

[email protected]

ABSTRACT

The purpose of this research were 1) to develop the process of teaching projects using blended learning via social network 2) to assess validity and quality of teaching project process using blended learning via social network 3) to assess English teaching innovation using blended learning via social network. There were three steps for developing the process of teaching project using blended learning: process development, process validation and process usage. The main findings of this research were as follows : There were 7 steps in teaching project process through blended learning : preparing project, reviewing thinking skill process, following the plan, presenting and exchanging their learning, improving, and presenting and assessing. The validity result of teaching projects process using blended learning via social network was in good level at 1.00 (IOC=1.00). The quality of teaching projects using blended learning via social network was in good level at s.d.=0.04) and the result of using this process was in good level at s.d.=0.08) Keywords : Blended learning, English teaching innovation, social network



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GL 21

“WHY WE DO WHAT WE DO” MOTIVATIONAL FACTORS INFLUENCING BLOGGERS TO BLOG:

A MALAYSIAN PERSPECTIVE

Noorazura Durani Faculty of Communication and Media Studies

Universiti Teknologi MARA (UiTM) Melaka, Malaysia [email protected]

Wan Azfarozza Wan Athmar

Faculty of Communication and Media Studies Universiti Teknologi MARA (UiTM) Melaka, Malaysia

[email protected]

ABSTRACT

This paper provides an insight to motivational factors that influence Malaysian bloggers to blog. By using purposive sampling this qualitative research paper focuses on four Malaysian bloggers who won the World Bloggers and Social Media Award 2014. In-depth interviews were conducted and four main themes were derived from the analysis. These award winning bloggers were driven by intrinsic motivations which are information sharing, passion and interaction with viewers whereas extrinsic motivation is incentives from advertisers. Keywords: Bloggers, blogging, motivational factors

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GL 28

PODCAST AND SELF-REFLECTION ACTIVITIES FOR THE DEVELOPMENT OF LEARNER AUTONOMY,

SELF-CONFIDENCE AND PRACTICE

Richard Lum School of Liberal Arts

Mae Fah Luang University [email protected]

ABSTRACT

This study investigated the use of podcasts to promote positive attitudes toward the use of self-reflection for speaking development. Seventy-five Thai EFL university students completed ten podcast recordings and self-reflections throughout the semester, and a written self-reflection report at the end of the semester. Quantitative data was gathered via an adapted version of Elliot’s (1995) Pronunciation Attitude Inventory, and qualitative data was gathered via focus groups and the final written self-reflection report. The quantitative data was analyzed using mean, median, and the Wilcoxon Signed Ranks Test; the effect size was calculated using the Effect Sizes for Non-Parametric Data calculation. The qualitative data was analyzed using the “Scissor-and-Sort Technique” to identify themes and attitudes the students expressed toward the podcast and self-reflection activities, and any effects on self-awareness, ability to self-monitor, self-esteem and self-confidence when speaking. The results revealed that the podcast and self-reflection activities had a positive impact on the students’ learner autonomy, language skills and self-confidence, and the participants felt that the podcast and self-reflection activities were useful. Students increased their self-confidence in relation to identifying their own errors and improving their pronunciation, as well as having a more positive attitude toward recording themselves and doing self-reflections. Keywords: podcast, self-reflection, EFL, speaking development

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GL 29

EFFECT OF EDUCATIONAL TECHNOLOGY ON LANGUAGE LEARNING IN LIBYA

Khald A.H. Aldbea Polytechnic of Aljufra-Sokna (Libya)

[email protected]

ABSTRACT

This correlation-type study investigates the relationship between educational technology and the difficulties that Libyan students encounter in their language learning process. The theoretical framework includes independent and dependent variables. Educational technology and language learning difficulties are considered the independent variables, whereas language learning is regarded as the dependent variable. This study aims to determine whether a relationship exists between these two variables. In other words, this study attempts to determine the specific independent variables that are positively or negatively correlated with the dependent variable. Forty-five Libyan secondary school students, five of whom are disabled,have participated in this study. A questionnaire and a reading comprehension test are employed as research instruments to accomplish the research objectives. The results are expected to reveal that Libyan students tend to face numerous difficulties in second/foreign language learning. These difficulties include (a) lack of computer competence, (b) weak ability to use computer-assisted language learning (CALL) tools, (c) spending considerable time in translating new words using a hard copy dictionary,(d) inability to take effective notes (computer-aided self-assessment),and (e) lack of language laboratories with CALL tools. Based on these results, Libyan students lack proficiency in second/foreign language and must exert more effort in improving their language competency. Keywords: educational technology, difficulties, language learning


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GL 33

ADAPTATION OF CONSTRUCTIVISM IN A COMPUTER-ASSISTED CLASSROOM AT FPT ENGLISH GEM CENTER, HANOI

Pham Thi Thanh Thanh

FPT English Gem Center, Training Department [email protected]

ABSTRACT

This article investigates the adaptation of constructivism in language learning classroom. In that context, teachers are trained about constructivism as a philosophy of learning and the use of digital teaching platform to engage students. This study provides a critical description of technology employment in language class. Constructivism as the core value of the course would also be analyzed. Could the modern technology and teacher’s own pedagogy prove to be beneficial to the needs and interests of the next learner generation? Further suggestions to better the quality flexibly in Vietnamese context would be proposed afterwards. Keywords: constructivism, computer-assisted, language learning


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GL 35

THE EFFECTS OF PERSONALITY TRAIT ON LANGUAGE LEARNING STRATEGIES

Akbar Molaei, PhD. Professor and Dean

Farhangian University Boushehr, Iran

[email protected]

ABSTRACT

This study took ELTIS ( English language teaching institute of symbiosis in India) as a case study , and aimed at exploring the effects of conscientiousness personality trait and its comprising facets including competence, order, dutifulness, achievement striving, self-discipline and deliberation on the usage of learning strategies. The study involved 300 subjects studying English in different courses of ELTIS in 2011-2012. Two questionnaires of NEO.PI.R, a personality factor test (McCrae and Costa 2005), and SILL, a Strategy Inventory for Language learning (Oxford 1990) were administered. Pearson product moment correlation and t. test were used to analyze the data. The reliability of SILL was.92 and NEO PI.R was .86. The results showed that there were significant relationships between conscientiousness and memory strategies (p=.000), cognitive strategies (p=.039), Meta cognitive strategies (p=.000), and affective strategies (p=.018). Order as a facet of conscientiousness was in a correlation with memory, meta cognitive and affective strategies. Achievement striving was an effective factor on memory, cognitive, meta cognitive and affective strategies. Self-discipline had a relationship with memory, cognitive, meta cognitive and social strategies. Deliberation was found only to be effective in meta cognitive strategies. Therefore, conscientiousness personality trait and its facets are effective factors in the selection, usage and frequency of using language learning strategies. Keywords: language learning strategies, conscientiousness, personality facets


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GL 36

ATTITUDE AND MOTIVATION OF MALAYSIAN SECONDARY SCHOOL STUDENTS’ LEARNING OF ESL IN A BLENDED LEARNING ENVIRONMENT.

1Nurain Redzali, 2Balakrishnan Muniandy,PhD, &

3Wan Ahmad Jaafar Wan Yahaya, PhD Centre for Instructional Technology and Multimedia

Universiti Sains Malaysia Penang, Malaysia.

[email protected]

[email protected] [email protected]

ABSTRACT

The purpose of this study was to investigate the effects on attitude and motivation in learning ESL in a Blended Learning Environment. The data was collected through a quasi-experimental study involving seventy-two form two students. There were 34 and 38 students in the experimental and control groups respectively. Students in the experimental group learned writing in English Language through 14 hours of online instruction and six hours of traditional face-to-face instruction. Students in the control group learned only through traditional face-to-face instruction. The entire research was conducted in three weeks. A questionnaire instrument used by Ming, Ling & Jaafar (2011) adapted from Gardner’s Attitude and Motivation Test Battery (AMTB) (Gardner, 1985) was used to collect the data. The findings show that students in the blended learning group have significantly positive attitude and higher motivation towards learning English Language writing compared to students in the traditional face-to-face instruction. Keywords: Student attitude and motivation, positive attitude, negative attitude, intrinsic motivation, extrinsic motivation, learning ESL, blended learning.




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GL 39

PROMOTING UNIVERSITY WEBSITE BASED ON WEBOMETRICS RANKING OF WORLD UNIVERSITIES

Sharareh Sadat Sarsarabi

English Department, Hashemi Nezhad campus, Farhangian University [email protected]

Amir Hossein Sarsarabi

Medical University of Mashad,MD student [email protected]

ABSTRACT

Webometrics is the largest academic ranking of Higher Education Institutions. Since 2004 and every six months an independent, objective, free, open scientific exercise is performed for the providing reliable, multidimensional, updated and useful information about the performance of universities from all over the world based on their web presence and impact . Web presence is a trustworthy mirror of the university, as it has a positive and direct relevance to universities ranking criteria. Comparing the QS ranking and that of webometric we conclude that if a university wants to promote its position it is necessary to enrich its site. Because of the importance of Farhangian University as a major teacher training center this study aims to first make known the criteria to enhance the website quality and usability and then to motivate both administers and authorities to have a web presence that reflect accurately their activities in order to promote the position of the university both in university ranking and webometrics ranking as well. Keywords: webometrics, Web Quality, University Web Ranking, usability, academic websites



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GL 43

THE APPLICATION OF ICT IN ENGLISH LITERATURE CLASSROOMS

Siti Hawa Muhamad & Effendi Abdullah Faculty of Management and Muamalah

International Islamic University College Selangor (KUIS) [email protected]

Maryam Hamzah

Pusat Pengajian Bahasa, Literasi dan Terjemahan Universiti Sains Malaysia

ABSTRACT

The penetration of ICT in the Malaysian society today might influence teaching and learning across various disciplines at higher learning institutions, including English literature courses. This paper reports on a study which investigated the use of ICT in English literature classrooms at an Islamic tertiary institution. Selected English literature instructors were interviewed on the use of ICT in their English literature classes. This paper will discuss the findings of the study and recommend suggestions to improve the teaching and learning of English literature through the use of ICT application.

Keywords: English literature, English Studies, tertiary education; ICT

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GL 48 VocBlast: A QUALITATIVE EVALUATION ON THE USE VOCABULARY MOBILE APP FROM

TEACHERS’ VIEWS

Zuraina Ali, PhD Centre for Modern Languages & Human Sciences, Universiti Malaysia Pahang, Lebuhraya Tun Razak,

26300 Gambang, Kuantan, Pahang Darul Makmur, Malaysia [email protected]

Mohd Amir Izuddin Mohamad Ghazali

Centre for Modern Languages & Human Sciences, Universiti Malaysia Pahang, Lebuhraya Tun Razak, 26300 Gambang, Kuantan, Pahang Darul Makmur, Malaysia

[email protected]

ABSTRACT

Technology brings everything under one roof especially through the development of mobile phones. Previously, everyone was excited about downloading new ringtone for their phones. It got even better through time when mobile phone users can use their preferred mp3 as a ringtone. Today, the iPhone and Android users are overwhelmed by the number of applications that can be downloaded to help them in daily lives. There are applications for health, productivity and photo editing. Recently, there has been renewed interest when educators integrate mobile learning (m-learning) in their teaching. VocBlast, for instance, is a newly-developed engineering vocabulary mobile application (app) that is developed to assist engineering students at tertiary level to improve their mastery of English language. The current study, therefore, reviews the content in VocBlast from the language teachers’ perspectives. E-mail interviews were conducted employing four (4) language teachers in Universiti Malaysia Pahang. Based on the result, the participants agreed that the use of VocBlast in teaching and learning process is very helpful and able to benefit both, teachers and students. The app provides an indirect learning experience to the latter. At the same time, the features that are available in the app are appropriate and useful. Although VocBlast is still in the progress of development, the result presented may facilitate improvements of the app itself. Other than that, VocBlast can be considered as a new alternative for students to diversify their vocabulary learning experience. Keywords: app, iPhone, m-learning, vocabulary, VocBlast



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GL 50

UTILIZATION OF STRATEGIC THINKING SKILLS IN SUSTAINING AND MAINTAINING STRATEGIES IN LANGUAGE LEARNING PROCESS

Dr Najah Osman

Centre For Modern Languages And Social Sciences Universiti Malaysia Pahang [email protected]

ABSTRACT

English as a second language has been learnt by all students in Malaysia throughout their years in schools and higher institutions. The amount of years students learnt English is seen as adequate to enable them to perform the language outside classroom context and to score better grades for their English SPM (Sijil Pelajaran Malaysia), a pre requisite exam for all students before entering matriculation, pre-university or diploma. However, to dismay many are still alienated to learning this language. Hence, this paper draws on research to exploit strategies in strategic thinking skills in order to sustain and maintain learning strategies especially in the process of engaging language learning. A researcher-developed taxonomy was exercised on 61 school students preparing for their SPM exam of a local school in Rompin District, Pahang. The students were facilitated by 6 undergraduates volunteer to assist on students’ progress. A learning module was developed to engage in learning process via internet and face to face consultation when needed. Motivated Strategies Learning Questionnaire (MSLQ) adapted to current context was used to measure the learning strategies, motivation and learning awareness in the pre and post treatment to seek students’ interest and motivation in language learning. Result showed that the taxonomy had positive effect on learning performance and self regulation. Both facilitator and students also display better effort in sustaining and maintaining strategies in learning process. The MSLQ result also displayed that apart from motivation, strategies is crucial in enhancing language learning and achievement. Finally, it is hope that this paper can be a guide in improving and increasing learners’ achievement.

Keywords: Strategic Thinking Skills, Metacognition, Language learning


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GL 52

USING SECOND LIFE TO DEVELOP EFL STUDENTS’ LANGUAGE LEARNING: OPPORTUNITIES AND CHALLENGES

Riad F. Hassan*, Hisham Dzakiria, & Rozhan M. Idrus

College of Arts and Sciences

Universiti Utara MalaysiaUUM [email protected]

College of Arts and Sciences

Universiti Utara Malaysia UUM [email protected]

Faculty of Science and Technology

Universiti Sains Islam Malaysia USIM [email protected]

ABSTRACT

Within the related language teaching and learning, various terms have been assigned to Virtual Worlds and similar environments. One of these terms is Second Life. Learning English for EFL learners have been always challenging task. Second Life is a phenomenon raising interest many educators around the world, with many educational and institutions experimenting and offering classes in Second Life for en-hancing their students language skills due to its immersive and interactive environment. Its interactive interfaces provide students with realistic experiences and simulated everyday situation in 3D virtual worlds for more authentic and physical practice, students’ awareness of the target culture, knowledge construction and learning. On the other hand, its drawbacks can be categorized as financial, technical and user-related once. This paper offers a broad vision of potential benefits and challenges associated with using Second Life as educational tool develop students’ language learning. It provides a definition of Second Life as well as demonstrates the affordances that Second Life offers for language learning. Keywords: Second Life; English as a Foreign Language; Virtual Worlds; Computer Assisted Language Learning CALL.


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GL 53

CONDUCTING AND EXAMINING EFFECTIVENESS OF ONLINE ASSESSMENTS USING THE MODULAR OBJECT-ORIENTED DYNAMIC

LEARNING ENVIRONMENT (MOODLE)

Rosyati Abdul Rashid & Wan Nurhafeza Wan Salam

Department of Languages and Communication

Center for Foundation and Liberal Education

Universiti Malaysia Terengganu (UMT)

[email protected]

[email protected]

ABSTRACT

This paper aims to demonstrate the robustness of Moodle, a type of Learning Management System (LMS) in assisting language instructors to administer and analyze the quality of test items, and the test as a whole. Using Moodle Quiz Module, a public speaking test comprising 40 multiple-choice questions (MCQ) was created, and administered online to 131 students. Descriptive statistics obtained through the statistical analysis procedures performed by Moodle indicated that the test was reliable, and was a difficult one for many students since many of the test items were of high levels of Bloom’s taxonomy of educational objectives. The test scores obtained by 58 students who also took the Cornell Critical Think-ing Test (CCTT), Level X, were found to be significantly correlated, at a moderate level, with the scores that the students had in the public speaking test. Data generated by Moodle such as the data from the analysis of students’ responses to each test item, and the data provided by items statistics like item fa-cility (IF), item discrimination (ID), and distractor efficiency (DE) indices, were found to be very useful in helping the test developers to examine the effectiveness of test items and to later improve them so that only good items can be kept in the test bank for future use in assessing a different group of stu-dents.

Keywords: Moodle, critical thinking, multiple-choice questions, item analysis, IF, DI, and DE indices



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GL 55

FACEBOOK AND COMMUNITY OF PRACTICE IN HIGHER EDUCATION

Ayu Rita Mohamad Faculty of Education and Social Sciences

Universiti Selangor, Malaysia. [email protected]

ABSTRACT

This study examines the contribution of Facebook in the teaching and learning of grammar among a group of students in a Higher Institution. It also aims to investigate how this group of students functions as a virtual community of practice. The qualitative method is used in which interviews with the students are used as a mean to gather information from the participants. The results show that a virtual community of practice such as this could bring participants together in sharing common interests and knowledge. They were found to be able to discuss and understand grammar concepts better. The use of Facebook serves as an effective platform in getting feedback for their discussions where individuals can intensely share information via synchronous and asynchronous learning. Keywords: Facebook, Virtual Community, Community of Practice, Community of Practice.


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GL 56

CREATIVE THINKING IN ACADEMIC ESSAY WRITING

Zairil Azmir Zaiyadi, Effendi Abdullah & Siti Hawa Muhamad Faculty of Management and Muamalah

International Islamic University College Selangor (KUIS) [email protected]

Ghazali Mustapha

Faculty of Educational Studies Universiti Putra Malaysia (UPM)

ABSTRACT

This paper reports on a study which investigated the use of creative thinking skills in academic essay writing at an Islamic higher learning institution. Two (2) groups of undergraduate students were involved in the study whereby one (1) group was given the treatment of Cognitive Research Trust (CoRT) programme while another was taught academic writing conventionally. This paper will discuss the findings of the study and recommend the aspect of academic writing process which could benefit from the use of creative writing skills. Keywords: Creative thinking, academic English composition.

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GL 57

GOOGLE CLASSROOM COMBINED WITH GOOGLE DRIVE: COULD IT BE CONSIDERED THAT THE VLE WOULD CONSTITUTE A VIABLE SUBSTITUTE FOR BLACKBOARD

(LMS) AT CAS OMAN?

Raeda Zahran Abdullah Al Hinai Nizwa College of Applied Sciences

Al Jamea St., Muscat, Oman [email protected]

ABSTRACT

Google Classroom (GC) has been recently launched to work as a hub for all Google Apps and Google Drive management. It is a virtual classroom space where teachers can track students’ assignments, collect them paperlessly so that they may be easily assessed, and enhance communication with their classes. Its affordances, like simplicity, user-friendly interface, and its having a mobile version, attract academic users, particularly teachers, to be passionate users and regard it as their own LMS. Considering the current learning management system implemented in Oman’s Colleges of Applied Sciences, Blackboard (BB) is the main virtual platform where students can download their course materials, submit their projects, collect their grades, and interact with their teachers. Although it comprises many features for enriching learning, it lacks communication, collaboration and organizational tools that are required to prepare students with real world skills. Also, it is of a quite complex design, confusing, and contains more functions than are needed, all of which tend to mislead and frustrate the students. Another issue, the BB system is installed and managed at a central server at the Ministry of Higher Education and is utilised by all Colleges of Applied Sciences where the server downtime instances are faced frequently by various users. Moreover, the proposed case study aims at investigating the possibility of considering GC as an alternative LMS as well as attempting to understand its impact on students’ performance and attitudes. Content analysis and interview methods are being administered to gather copious amounts of data from Nizwa College of Applied Sciences’ students. Keywords: Blackboard (BB), Google Classroom (GC), Google Drive (GD), Learning management system (LMS), virtual learning environment (VLE).

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MALAY ABSTRACTS

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GL 41

PENGGUNAAN APLIKASI ‘WhatsApp’ DALAM PEMBELAJARAN & PENGAJARAN (P&P) DI KUIS

Norfaezah Mohd Hamidin

Jabatan Bahasa, Pusat Pengajian Teras Kolej Universiti Islam Antarabangsa Selangor (KUIS)

+60193388470 [email protected]

ABSTRAK Dunia semakin pantas dengan pelbagai teknologi terkini, “hardware” dan “software” terkini, media sosial seperti ‘facebook’, ‘we chat’, ‘skype’, ‘twitter’, ‘instagram’, blog-blog, emel menjadi kegilaan ramai termasuklah fenomena terkini aplikasi ‘whatsapp’. Kertas kerja ini bertujuan mengkaji peluang aplikasi ‘whatsapp’ dalam proses pengajaran dan pembelajaran di KUIS, khususnya Bahasa Arab. Memandangkan penggunaan ‘whatsApp’ begitu popular di kalangan pengguna telefon pintar termasuk majoriti pelajar KUIS kerana aplikasi ini boleh dimuat turun secara percuma dan penggunaannya untuk berhubung secara percuma berbanding khidmat SMS dan telefon yang berbayar menyebabkan saluran ‘whatsapp’ menjadi saluran utama untuk menyalurkan maklumat. Kertas kerja ini akan mendedahkan peluang cara mengajar dan belajar Bahasa Arab melalui ‘whatsapp’ kepada pelajar KUIS secara mudah, berkesan dan menjimatkan masa. Kaedah mengajar dan belajar secara atas talian ini tanpa mengira masa, tempat dan keberadaan pensyarah semasa menyampaikan ilmu Bahasa Arab. Diharap melalui kajian ini, pengajaran Bahasa Arab akan lebih efisyen, sistematik dan menghasilkan kesan yang maksimum kepada pelajar KUIS khususnya dalam memahami Bahasa Arab secara lebih mendalam. Kata Kunci: ‘whatsapp’, P&P, Bahasa Arab.


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GL 58

KESAN PENDIDIKAN POSITIF TERHADAP PENGUASAAN BAHASA MELAYU PELAJAR SEKOLAH RENDAH DARI LATARBELAKANG SOSIO EKONOMI SEDERHANA-RENDAH

THE IMPACT OF POSITIVE EDUCATION ON THE ACQUISITION OF MALAY LANGUAGE OF

STUDENTS FROM MIDDLE-LOW SOCIAL ECONOMIC STATUS

Zurina Yahya Sekolah Rendah Da Qiao, Singapura

[email protected]

ABSTRAK

Sejauh ini Pendidikan Positif atau Positive Education sudah dibuktikan berkesan di konteks luar pembelajaran bahasa Melayu. Pendidikan Positif yang merupakan cabang Psikologi Positif bertujuan memberi pengetahuan dan kemahiran kepada pelajar agar mereka dapat meningkatkan daya kebingkasan dan keteguhan diri serta merangkul rasa kesyukuran. Ini agar mereka dapat menjana kehidupan yang terus berkembang. Kertas ini memberi pengenalan tentang Pendidikan Positif dan menghidangkan laporan mengenai kajian yang dijalankan ke atas pelajar bahasa Melayu sekolah rendah berlatarbelakang sosio ekonomi sederhana-rendah. Para pelajar tersebut diajar beberapa kemahiran Pendidikan Positif yang diharapkan dapat meningkatkan daya kebingkasan pelajar. Kertas ini juga ingin melihat apakah kesan Pendidikan Positif terhadap pembelajaran bahasa Melayu dan sejauh manakah kemahiran yang diajarkan ini dapat meningkatkan penguasaan bahasa Melayu pelajar tersebut. Kata Kunci: nilai, sosio ekonomi, psikologi, positif, melayu


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GL 59 KEMAHIRAN BERFIKIR SECARA KRITIS

MELALUI KAEDAH RODA PENAAKULAN PAUL

CRITICAL THINKING SKILLS THROUGH PAUL’S WHEEL OF REASONING

Nadira Binte Mohamed Sedik Sekolah Gan Eng Seng, Singapura

[email protected]

ABSTRAK Kajian ini dijalankan bagi menilai keberkesanan kaedah Roda Penaakulan Paul (Paul’s Wheel of Reasoning) dalam memupuk kemahiran berfikir secara kritis. Pelajar seringkali gagal menjawab soalan pemahaman berbentuk inferens kerana ketidakupayaan berfikir dengan kritis. Menggunakan empat elemen Roda Penaakulan Paul iaitu inferens (inferential), pandangan (point of view), andaian (assumptions) dan data/bukti (data/evidences) sebagai sandaran, pelajar dilatih untuk berfikir dengan kritis menerusi bahan-bahan bacaan pemahaman yang diketengahkan bagi menjawab soalan-soalan pemahaman berbentuk inferens. Data kajian diperoleh menerusi praujian dan pascaujian yang dijalankan melalui pendekatan Quasi-Experiment. Katakunci: globalisasi, 21CC, pemikiran kritis, pemahaman, kemahiran bahasa


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INTERNATIONAL CONFERENCE ON ARTIFICIAL INTELLIGENCE & COMPUTER SCIENCE 2015

12th & 13th October 2015, Bayview Beach Resort Hotel, Penang, Malaysia

http://aics2015.com/

GLOBAL CONFERENCE ON ECONOMICS AND MANAGEMENT SCIENCE 2015

12th & 13th October 2015, Bayview Beach Resort Hotel, Penang, Malaysia

http://worldconferences.net/gems/

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