JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik

DETERMINING THE CHALLENGES IN ENGLISH LEARNING SPEAKING SKILL FOR PRE-UNIVERSITY STUDENTS

2024-11-28T09:01:30+08:00

Due to the conditions in which students adjust themselves after high school and into college, specifically pre-university, this paper aims to determine the challenges pre-university students face in learning speaking skills for English subjects. Since pre-university students have numerous subjects to focus on during their academic period before entering their preferred universities, the attention to non-main subjects is limited. Hence the need to understand students’ perceptions in continuing their English study, especially for their speaking skills. This study uses a quantitative method, in which the researchers provide the pre-university student candidates questionnaire forms enquiring about their perceptions, needs and motivation levels that they possess during English learning speaking classes. From the results taken from the data, it is revealed that the pre-university students perceived that they do not have a negative view towards English classes. However, they do opinionate that in order to have good speaking skills, one must possess good syntax and semantics skills. They also perceived they would perform well by studying with the materials given by the instructors. If they performed lower than expected, they took the initiative to study and perform better than the previous achievement. The importance of this study is to help instructors understand their students’ perceptions towards English learning speaking skills better, their motivation and the need for instructors to provide a better and more convenient environment for pre-university students to learn in the classroom.

TAHAP PENERIMAAN APLIKASI CANVA DALAM PEMBELAJARAN: SATU KAJIAN KES

2024-11-28T09:11:26+08:00

The development of digital technology has introduced many digital tools in the form of applications that are offered for free, especially for educators and students. Furthermore, in 21st-century education, an important component is utilizing digital technology in teaching and learning. Therefore, the Canva application has increased its popularity among users. This study aims to identify the level of acceptance of Canva application usage among IPG students. This study is a case study involving 79 PISMP students majoring in Malay Language studies. The instruments used in this study involve a questionnaire through Google Forms and structured interviews. The study results showed that the acceptance level of the Canva application among IPG students has very high mean values for all three aspects, namely enjoyment in using the Canva application with a mean value of 4.59, the usefulness aspect of the Canva application in learning with a mean value of 4.49, and students' attitude towards the use of Canva with a mean value of 4.64. In addition, interview findings also showed positive acceptance towards the Canva application. In conclusion, using the Canva application is the main choice among IPG students due to its advantages, in addition to being equipped with a comprehensive design tool package that makes it easier for users to complete assignments in one place.

PRIMARY SCHOOL ENGLISH TEACHERS: CONCEPTION AND PRACTICES OF CLASSROOM ASSESSMENT

2024-11-28T09:14:38+08:00

Per the newly introduced classroom assessment (CA) along with the new English curriculum; Common European Framework of Reference (CEFR) in Malaysia, studying English teachers’ conception of CA is considered very crucial as much strong evidence indicates that teachers’ practices of CA are highly influenced by teachers’ conception of CA. Thus, this study aims to investigate the relationship between the teachers’ conception and practices of CA among primary school English teachers. Two instruments, namely (1) English Teachers’ Conception of CA (ETCo-CA) and (2) English Teachers’ Practices of CA (ETPr-CA) were adapted for this study. The respondents of this study consist of 254 primary school English teachers from Kerian district in Perak, Malaysia. The results from the Pearson correlation showed that a moderate positive relationship exists between teachers’ conception and practices of CA with a correlation coefficient squared value of 27.8%. Apart from this, the significant mean difference in conception and practices of CA between primary school English option teachers and non-English option teachers was also studied. The results showed that the conception CA is higher among English option teachers than non-English option teachers. Whereas, the practices of CA showed no significant difference between English option teachers and non-English option teachers. This study is hoped to benefit the Ministry of Education in taking proper action to improve teachers’ practices and conception of CA.

THE CROSS-CULTURAL VALIDATION OF L2 MOTIVATIONAL SELF-SYSTEM INSTRUMENT IN CHINESE HIGHER VOCATIONAL COLLEGES

2024-11-28T09:18:25+08:00

Although the L2 Motivational Self System (L2MSS) has been previously studied in the Chinese context, the inclusion of its extended structure incorporating the anti-ought-to self has yet to be fully explored. Additionally, the L2MSS has not been applied to assess higher vocational college students’ motivation in business English learning. Therefore, this study aims to conduct a cross-cultural validation of the adjusted L2MSS questionnaire specifically for business English learners in Chinese higher vocational colleges. To examine the nature and structure of the motivation instrument, 288 respondents were conveniently selected to perform EFA, testing the underlying structure of the adjusted business English motivation questionnaire. Subsequently, CFA was conducted with another 288 participants to determine whether the data supported the hypothesized model in this context. Additionally, the study explores the predictive validity of the validated motivation factors concerning students’ learning engagement using the same group of learners from the CFA phase. The results indicated a three-factor motivation model with 15 items, including ideal self (IS), ought-to self (OS) and anti-ought-to self (AS). Moreover, the Ideal Self (IS) and Anti-Ought-to Self (AS) significantly predict learning engagement, with IS being the strongest influence, while the Ought-to Self (OS) plays a minor role when all factors are considered together. This study fills the research gap of business English motivation in higher vocational colleges. Besides, it inspires educators to reform the curriculum, providing qualified talents to upgrade the Chinese industry.

THE EFFECTIVENESS OF GENERATIVE AI IN EDUCATION: A SYSTEMATIC REVIEW OF EMPIRICAL STUDY

2024-11-28T09:23:56+08:00

Generative AI has gained attention for its potential to transform education through personalized learning and improved outcomes. However, some institutions and educators have banned generative AI, viewing it as a Pandora’s box. This review evaluates the effectiveness of generative AI in education and identifies factors influencing its implementation. A systematic review of 13 studies published between 2022 and 2024 was conducted using PRISMA guidelines. Seventy per cent of studies reported positive impacts on learning outcomes, particularly through personalized feedback. However, challenges hindered critical thinking and creativity when over-relied upon. Generative AI has potential, but its effectiveness depends on various factors. Future research should address concerns about creativity and the appropriate use of AI while exploring diverse educational contexts and methods.