Innovative Teaching and Learning Journal (ITLJ)

Factors and Challenges in Implementing Blended Learning in English Language Teaching at Tertiary Level

2020-12-17T02:04:46+08:00

Many universities are implementing blended learning as an effective instructional paradigm integrating the positive features of online learning and face-to-face instruction. In this descriptive case study, the researcher explores the factors and challenges influencing blended learning implementation in English Language Teaching (ELT) in a Malaysian public university. The researcher adopted a mixed-method research design where both quantitative and qualitative data were collected by the following research instruments: survey questionnaire, semi-structured interview guide and document analysis. Respondents to the questionnaire were 19 English language instructors; data saturation was reached after three audio-taped semi-structured interviews; and the researcher gained access to the e-Learning portals of four instructors for document analysis. Descriptive statistics via the statistical package for social science (SPSS) were used to analyse the quantitative data, and thematic analysis was used for analysing the qualitative data. Both qualitative and quantitative data were combined; however, this article will focus mainly on the qualitative findings of the research. The findings show that all instructors used blended learning in their classes especially as a resource pool. In addition, while the instructors’ technological training and their positive attitudes toward using technology tools in their teaching were recognized as factors enhancing blended learning, the poor technological infrastructure and heavy workload were identified as major challenges hindering the optimal utilization of blended learning. The study signals the need to address workload and technology related issues in order to optimize blended learning utilization in ELT at tertiary level.

A Review of Technology Acceptance Models and Theories

2020-12-17T21:20:04+08:00

In the contemporary world, technology and information systems are perceived as mandatory aspects for many organisations and companies to attain their goals. Thus, several technology theories and models have been formulated and adopted in various fields to increase the usage of technology. Many studies have adopted different models and theories to examine the factors that can affect and lead to the successful utilisation of technology. Therefore, through a critical review of the literature, the current study aims to critically discuss the strengths and limitations of some of these technology acceptance models, namely technology acceptance model, theory of reasoned action, unified theory of acceptance and use of technology and extended technology acceptance model. Based on the review, this study illustrates that no theory is free from limitations and that each theory has both strengths and weaknesses. This study offers future researchers an opportunity to adopt a suitable model for performing their empirical studies with different technologies.

Index Terms—TAM, TRA, UTAUT, technology, technology acceptance model, theory of reasoned action.

The Impact of Using “@ViS – MOLE” Software on Students Achievement in Sports Skills

2020-12-17T02:04:46+08:00

Technology applied to sport is playing an important role both in the daily training and competition environment, and its use and application can be seen to accelerate with each successive season. The rapid development of an increasingly high-tech world nowadays requires teachers to use technology in teaching because multimedia acts as a facilitator and can be a substitute for teaching and learning, but controlled by instructors. Many sports generally have embraced technology and are now at the cutting edge of research and development. This study investigated the mastery of skills movement through the use of a multimedia learning software integrated video analysis and simulation technology for sports science. However, this paper will highlight the impact of using @ViS – MOLE software on students achievement in sports skills. The software was used to observe the changes in students’ achievement in the practical tests and the results of students’ achievement in the practical tests recorded a mean value of 9.51 from a full score of 10 marks, based on the observation of a video recording, the 9 students had higher mean values of mean = 4.11 and this finding was supported by interviews that the students diligently had mastered and performed the skills. In conclusion, the findings of the study showed that the integrated technology has a positive impact on the level of mastery in movement skills.

Enhancing Self-Initiated Professional Development (SI-PD) Through Technology During COVID-19 Pandemic

2020-12-17T02:04:46+08:00

Due to the COVID-19 pandemic which has affected people around the globe, Self-Initiated Professional Development (SI-PD) has gained much attention by professional workers. This can be seen where teachers had suddenly compelled to start active learning that predominantly online to replace face-to-face learning. Temporary solutions to ensure that learning is not disrupted, they are being devised for distance professional development using tools like Google Meet, Zoom, podcast, social media and Webinars. They also collaborate with their colleagues and share online learning resources. It is important for teachers to stay motivated by participate actively with metacognitive skills for monitoring, evaluating and reflecting their professional development process according to their preference. Besides that, they need to develop new required skills to keep up with the rapid changes and global challenges. Thus, this is the perfect time for teachers to revolutionize their paradigm of professional learning to be more meaningful and effective. As the traditional professional development paradigm has flaws such as treat teachers as passive learners, no ongoing support and one-size-fit all format, they can begin taking steps to change them. This period has proven the importance of teachers to be lifelong learners as they need to be self-motivated, choose to engage in intentional learning, upskilling and retraining for both their professional development and personal enrichment. This concept paper outlines some suggestions how technology could aid the development of teachers’ professionalism, so they can implement SI-PD more effectively and achieve desired goals.

Exploring Students Satisfaction towards Online Learning in the Midst of COVID-19

2020-12-17T02:04:46+08:00

The spread of the COVID-19 pandemic that has supper since the end of 2019 has begun a lot of sectors to be disrupted, including educational institutions in Malaysia. The spread of this pandemic has completely transformed the institutional learning style into an online learning system. However, there are still challenges and weaknesses in realizing online learning, especially in terms of learning satisfaction among students of higher learning institutions. This study has identified some obstacles and challenges that students throughout online learning. Therefore, three main objectives of the study have been identified namely to study (i) the of student’s satisfaction during interact with lecturers, (ii) the level of student’s satisfaction during interact with classmates and (iii) the level of student’s smoothness via online learning. Questionnaires were distributed via the google form application. The results of the study found that 185 students gave response. The respondents of the study consisted of first semester students in a Malaysia public higher learning institution. The results show that the number of male respondents is more than female. In terms of ethnic classification, Malays are dominant. Respondents consisted of five areas of specialization in education, such engineering, science, technology, management and education. Students living in urban areas also be more than rural students. The overall results of the study prove that the level of satisfaction of student interaction with lecturers was satisfied. However, the level of interaction with classmates was not satisfied. From the aspect of fluency of learning, majority of students were satisfied with Online Learning Even so, the number of dissatisfied students is still in the crowd. Accordingly, this study can be used from time to time to see the overall level of online learning satisfaction. This is to ensure that no student will drop out during Online learning conducted midst of COVID-19 pandemic.

Happy, or Unhappy? That’s the Question: A Study on Social Media Use and Happiness of University Students

2020-12-17T02:04:46+08:00

Social media becomes a common communication tool for people to connect with the world. There are nearly 80% of Malaysian from different age have the experience of using social media. People use social media with various purposes. However, less attention has been paid on Malaysian university students’ social media use and happiness although they are categorized as the generation who adopt with technology gadgets. This study aims to investigate the relation between social media use and happiness by detecting reasons of using social media, furthermore, to explain effects of social media to an individual’s happiness. Sequential explanatory of mixed method research design is implemented in this study. There are 340 university students participate in quantitative research, whereas 10 persons involve in qualitative research. A questionnaire with five Likert scale and in-depth interview is employed for data collection. Pearson’s Correlation Coefficient and in-depth interview are applied for data analysis. Result of this study reveals the relation between social media use to university students’ happiness. Different level of happiness is identified based on the purpose for example, looking for friendship or connection, and communication in social media use. Besides, emotional reaction of students would be greatly affected by types of online content. However, majority of respondents agree happiness should be practiced in human’s daily life activities but not retain solely in online platform.

Blended Learning in English Teaching and Learning: An Overview of Current Practice in Oman

2020-12-17T02:04:46+08:00

Education has undergone a revolution in the 21st century, witnessing the implementation of information communication technology (ICT) as a vital element of teaching and learning. As such, ICT is commonly used in all aspects of education, especially to teach English. In terms of English language teaching, traditional strategies have been replaced by modern techniques where technology is integrated. Recently, the blended learning model has been widely adopted as a viable strategy. Therefore, this conceptual paper addresses the use of ICT for teaching in Oman. It critiques this use, specifically within Oman’s English language curriculum, with an in-depth review of the literature. It demonstrates that the blended learning model offers a flexible platform for English language education. It also recommends that Omani English language teachers apply blended learning principles and techniques in their classroom practice. Moreover, it reviews the blended learning framework implemented to teach English in Oman. The goal of this paper is to provide a comprehensive picture of how ICT may be introduced into Omani education. This is proposed based on previous studies conducted in the Omani context, and on the blended learning literature. However, there is a lack of information on the adoption of blended learning in Oman. The reviewed papers include five main elements: the use of ICT in teaching in Oman, problems that arise when applying ICT in teaching, the Omani English language curriculum, the blended learning approach, and suggested methods of using blended learning to teach English in Oman.

Accessing Effect of Gamification for Primary Pupils’ English Learning Performance

2020-12-17T02:13:11+08:00

In this era of technology, gamification is one of the ways to motivate students on second language learning. There is an existence of English learning issue in the four English basic skills which are speaking, listening, reading and writing skills for Malaysia’s students. Hence, there is a necessity of finding suitable strategies to help English language learning in Malaysia’s education. This study was mainly focused on the effect of gamification for primary pupils’ English learning performance based on four English basic skills. This study also intended to find out the perceptions of Year 4 pupils on acceptance of gamification via Duolingo. The study investigated the relationship between the overall English performance of pre-test and post-test and the influence of gamification towards English performance. The sample group consisted of 30 Year 4 pupils from a primary school in Johor Bahru district had been selected through purposive sampling for this quantitative study. Survey, pre-test and post-test were being used to collect the data of the study. The results showed that the pupils’ acceptance of gamification is highly positive based on the four basic English skills. According to the findings, although there was no relationship between both of the overall performance tests and no influence found in the study but positive effect of gamification via Duolingo was found on the Year 4 pupils English performance based on listening, speaking, reading and writing skills. The findings of this study will provide a vital contribution to the education field by giving a new option of choosing gamification educational tool to enhance second language education. Overall, gamification in technology can be a good educational tool for English language learning but educators must organise the lesson plan well by not deviating from the key focus of the learning.