Volume 03 - Issue 01

January 2015

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Cross Context Role of Language Proficiency in Learners’use of Language Learning Strategies

Jalal Kamalizad Moses Samuel
Pages: 1-13

Responding to the controversies in the results of past studies regarding the impact of language proficiency on learners’ use of language learning strategies, this article reports the effect of language proficiency on the strategy use of Iranian English learners across two different settings, namely ESL Malaysia, and EFL Iran. Some 157 Iranian college level male English learners were randomly selected from both settings as establishing the ESL and EFL groups of the study. They were further grouped into their appropriate levels of language proficiency based on their language institutes’ placement tests, and their self- assessed proficiency report. Version seven of Oxford’s SILL was adopted to collect information on the learners’ perceived use of language learning strategies regarding the overall SILL and the six strategy categories included in SILL. Statistical techniques, namely ANOVA and MANOVA, were separately utilized for analyzing the data collected for ESL and EFL groups. To gain rich data, the researchers conducted a semi-structured one-on-one interview with 12 students (six from each setting) to elicit information on the participants’ incentives for learning and using the target language in their related settings (Iran and Malaysia). The results of the study show that language proficiency significantly affected the ESL learners in using both the overall SILL and the six strategy categories included in SILL. In contrast, EFL learners across low, intermediate and advanced groups of proficiency did not significantly differ from each other with respect to overall use of the SILL and its six strategy categories

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Designing an Instrument for Providing Better Student Feedback on Teaching Effectiveness

Tee Meng Yew Fauziah K.P. Dawood Kannaki a/p S. Narayansany M Kamala a/p Palaniappa Manickam Leong Siok Jen Kuan Chin Hoay
Pages: 14-22

This article describes the process of designing a SET (student evaluation of teaching) instrument that is mapped against good practices in undergraduate education. Research has shown that teachers can significantly impact student learning. But how do teachers (and academic administrators) know when their teaching is effective? How do they go about acquiring feedback on their teaching? SET instruments have been widely utilized by universities and colleges as a form of summative and formative evaluation. Researchers—after reviewing fifty years of literature— say that there is little reason to doubt that SET can provide valid and useful information for both faculty members and administrators. The evidence suggests that students can make valid and reliable judgments about classroom teaching performance if asked the right questions. But there is no known instrument universally accepted by colleges and universities. In other words, each institution of learning has to develop its own contextually appropriate instrument, so that it is compatible with institutional needs and is aligned with good practices in teaching and learning. The description in this article is based on the experience and data collected by an action research project team tasked with developing a universally accepted instrument for measuring instructional effectiveness

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Development of Health Education Learning Module in Bac.TSE-LDPE Programme in TTI : Needs Analysis Study

Alijah Ujang Norlidah Alias Saedah Siraj
Pages: 23-33

This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by percentage while open ended questions are analysed by theme. The questionnaire, piloted on 20 trainee teachers of the January 2009 TTI intake, had a Cronbach alpha coefficient of .85. A total of 64 trainee teachers from the same cohort then answered the questionnaires. The study found a total of 60 (93.8%) people agreed that health education should be learned by trainee teachers and that the health education module be developed. Among other aspects, trainees hoped that cleanliness including managing of menstruation, healthy lifestyle, food and nutrition, health management as well as outdoor activities of students with learning disabilities will be included in the module. A total of 60 trainees also agreed that health education needs to be studied by students who face problems with personal hygiene: the physical body, food and nutrition, communication and relationship. Teachers and parents who are not equipped with health education were also identified as part of the problem. The development of the learning module is expected to address all the aspects so that the gap between teaching and practices in training special education teachers can be overcome in the future

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Teacher Education Curriculum for Teaching Chinese as a Foreign Language

Mohammad Attaran Hu Yishuai
Pages: 34-43

The worldwide growing demand of CFL (Chinese as a Foreign Language) teachers has many implications for both curriculum development and teacher education. Much evidence has shown more in-depth research is needed in the field of teaching Chinese as a foreign language (Tsung & Cruickshank, 2011). Studying in-service teachers’ experience in curriculum of teacher education programs is a good point to initiate the exploration. This article investigated in-service teachers’ perceptions on curriculums of preparation programs in Chinese higher education though the phenomenological method. Seven experienced teachers who graduated from CFL teacher preparation programs were involved in this study. The findings show that the participants think the curriculums of their preparation programs successfully construct the teachers’ professionalism and teachers’ identity, but the curriculums need to be more practical. The educators should also improve their teaching quality when they implement the curriculums. The findings also indicate that lacking of adequate teaching practicum might lead to the unsatisfactory performance of Chinese language teachers in the global context. To contribute to further study, suggestions are given for helping educators and curriculum makers improve the curriculum effectiveness of Chinese language teacher education programs.

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The Needs Analysis in Self-Concept Module Development

Yusni Mohamad Yusop Melati Sumari Fatanah Mohamed Shahriza Said Mohd Ibrahim K. Azeez Mohd Ridhuan Mohd Jamil
Pages: 44-55

This research studies needs analyses conducted to examine the need for a self-concept module. Two types of analyses had been conducted; content analysis and experts’ consensus. Content analysis was conducted to explore the issues of self-concept from the theory and literature perspective. Later, needs analysis had also been carried out to observe the expert opinion among primary school guidance teachers regarding the findings of the content analysis. The content analysis shows that positive self-concept needs to be fostered during childhood. However, studies on enhancing self-concept among primary school students seem to be neglected. In order to develop the module, a study by FDM indicates that the consensus of the experts are: (a) guidance teachers need references to assist them in enhancing students’ self-concept, (b) the knowledge of self-concept should be exposed to the guidance teachers in primary schools, and (c) guidance teachers require additional materials and special references to enhance positive self-concept among primary school students.

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Message from the editor-in-chief

The Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences. In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.

Professor Dr. Saedah Siraj

January 2015 Editor in chief 


Message from the editors 

The Malaysian Online Journal of Educational Sciences (MOJES) seeks to serve as an academic platform to researchers from the vast domains of Educational Sciences. The journal is published electronically four times a year. This journal welcomes original and qualified researches on all aspects of Educational Sciences. Topics may include, but not limited to: pedagogy and educational sciences, adult education, education and curriculum, educational psychology, special education, sociology of education, Social Science Education, Art Education, Language Education, educational management, teacher education, distance education, interdisciplinary approaches, and scientific events. Being the editor of this journal, it is a great pleasure to see the success of the journal. On behalf of the editorial team of the Malaysian Online Journal of Educational Science (MOJES), we would like to thank to all the authors and editors for their contribution to the development of this journal.

Dr. Zaharah Hussin & Dr. Onur ─░┼×BULAN

January 2015 Editor