![]() ![]() ![]() This study investigates gifted students' difficulties in English language learning. These characteristics affect how they learn a language. Gifted students have unique characteristics and have different ways of thinking and learning. Promoting awareness of available online tools and modelling effective use of the tools are suggested to help enhance learners' online interactions. More activities using FB groups should be assigned for learners to practice and use communicative language. Thematic analysis revealed that the use of FB as a platform for the information-sharing task received very positive feedback from the participants, thus suggesting it would be a promising virtual tool and environment to promote interaction in English learning. Descriptive statistical analysis showed the learners' substantial contribution to the group discussion despite their limited language ability and technical problems. Data analysed in this paper were derived from a threaded online discussion and an open-ended questionnaire. An intact group of 31 learners taking a communication course at a public university participated in the study. This study aims to investigate ESL learners' participation in an information-sharing task conducted via Facebook (FB) groups and their feedback on the use of FB groups as the platform for the activity. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Questionnaires and semi-structured interviews were used as data collection tools. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. Keywords: dialogue, teaching and learning, higher learningĮven after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. This paper aims at narrating such findings which hence suggest a number of pedagogical implications including resetting educators’ belief about teaching and learning. Among them are the process of dialogue execution, purposes of dialogue employment, elements of dialogue, educator’s roles, educator’s attributes, the educator-learners relationship, reflections of current dialogue, benefits or impacts and challenges. A content analysis was executed and several themes have emerged. Employing a qualitative approach, an in-depth interview was conducted with an educator who had been identified Therefore,the main objective of this research was to explore the practice of dialogue in the Malaysian tertiary education context. An educator was found to practise such the method. Of such, dialogic teaching and learning is discovered to be an appropriate pedagogical method which offers numerous benefits, specially within the millieu of higher learning. In the context of 21st century education, there exist various teaching and learning methodologies in delivering the lessons. Hence, wikis proved to be an interesting alternative for ESL collaborative writing that is capable of motivating and fostering collaborative language learning efforts among gifted students. These findings were discussed in detail with regards to the literature and arising issues. The study found that group participation and collaboration was not ideal, but students gained from interactions with others on the wiki. The mixed-method case study employed questionnaires, online interviews and observations to collect data from 74 Form 4 gifted students from PERMATApintar National Gifted Centre, UKM. The study aimed to align with the Ministry’s initiatives by exploring the use of wikis in ESL collaborative writing among gifted students, particularly group participation and interaction. In the Malaysian Education Ministry’s Education Transformation 2013-2025, there is an emphasis on English language proficiency, collaborative practices and ICT, and concern for the educational needs of gifted students. ![]()
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