Noriah Ismail | Universiti Teknologi Mara (original) (raw)

Papers by Noriah Ismail

Teaching is a form of inquiry, which can be made accountable through a series of reflective teach... more Teaching is a form of inquiry, which can be made accountable through a series of reflective teaching. It involves inquiring into one's own teaching practice through a series of critical issues of one’s interest and subsequent intervention to improve the situation. Such inquiry can be carried out via self-evaluation, peer review as well as research and publication. Teaching inquiry should begin with a research question or problem using research methodologies best suited to yield valid, relevant results that a teacher improve upon by emulating the best practice in the teaching and learning process. Hence, reflective teaching is fundamental towards a teacher’s constructive continuous professional development.

The International Journal of Pedagogy and Curriculum (2014) Vol.20 Issue 4: Page 35-51 ISSN: 2327-7963

""This case study presents the reflection and perceptions of twelve pre-service ESL teachers from... more ""This case study presents the reflection and perceptions of twelve pre-service ESL teachers from Universiti
Pendidikan Sultan Idris (UPSI) on the use of self-developed ELT resources and materials for language classrooms
courses in real classroom environments. This study explores the pre-service teachers’ cognition, which is defined as an
integrated system of beliefs, assumptions, and knowledge (BAK) to discover whether their teaching experiences altered
their conceptions about the two different sets of ELT materials they developed (the theme-based and the ordinary/nontheme
based) and used for Form One secondary school students based on their retrospective reflections and comments
after the implementation of the materials in the classroom context. The findings indicate that the pre-service ESL
teachers perceived the importance of the use of theme-based, authentic, familiar/suitable (Malaysian) contexts in
developing effective teaching material. They also reflected on the significance of the use of the integrated approach and
cooperative learning activities in planning their lessons as well as the need to consider the learners’ interest towards the
materials used.""

8th International Technology, Education and Development Conference , Mar 10, 2014

Blended learning is seen as a catalyst to the recent advances in education (Thorne, 2003). Hence,... more Blended learning is seen as a catalyst to the recent advances in education (Thorne, 2003). Hence, it is important to conduct studies which examine the effectiveness of blended learning among ESL tertiary level students. This case study examined the blended learning experience of 20 ESL students who were taking an ESL writing course at MARA University of Technology. The class combined four hours face-to-face classroom learning (face-to-face mode) and two hours online learning using a Learning Management System known as EDU 2.0 in the university’s Computer Language Lab in a week for the duration of two months. The results were derived from the triangulation of the data collected from the students’ online writing tasks and assessments as well as the focus group interview with the respondents. The main findings indicate improvements in the students’ writing ability as well as an increase interest in learning.

8th International Technology, Education & Development Conference 2014, PP. 3013-3017 :Valencia SPAIN (an ISI-Indexed Proceeding Paper), Mar 10, 2014

The study analyzes the use of online i-Learn web-based resources for learning academic essays amo... more The study analyzes the use of online i-Learn web-based resources for learning academic essays among a group of intermediate ESL tertiary level students. The participants were 20 students enrolled in an English proficiency course at MARA University of Technology. The web-based resources were selected based on the course syllabus and uploaded in the university’s LMS known as i-Learn. The students were given the freedom to choose the web-based resources they prefer to use to aid them in learning to write descriptive essays. In addition, they were also required to use the prescribed textbook. The data were collected from the students’ on-going writing tasks as well as the students’ reflective journal. The main findings revealed the web-based materials were useful in aiding the students to produce better descriptive essays. Moreover, the students prefer to use them compared to the prescribed textbook as they were more interesting and effective.
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Conference on Strengthening Nationhood: Sharing Experiences (COSNA 3) : DEWAN PERSIDANGAN HOTEL MARRIOT PUTRAJAYA ., Oct 22, 2013

The rapid development in ubiquitous learning has driven many public and private higher learning i... more The rapid development in ubiquitous learning has driven many public and private higher learning institutions to jump the bandwagon in implementing blended learning. Proponents of online learning claimed that it saves time and cost hence more reasons for the top management to propose online learning. In addition, online learning also fosters self directed learning among the students. However, how self directed are the lecturers in embracing blended learning since most of them are not from Gen Y who are competent in adopting technology for teaching and learning? In depth interviews among Malay lecturers from various disciplines in a public university who undergo an online English Language training reveal barriers and constraints to be addressed before blended learning can be successfully implemented by the top management in a public university whose students are predominantly Malay.

This paper presents the findings on the types of anxiety experienced by forty undergraduates in l... more This paper presents the findings on the types of anxiety experienced by forty undergraduates in learning English. They were also asked the strategies they used to cope with the anxiety experienced throughout the English Language courses took at tertiary level. Questionnaires were used to collect their responses. The findings revealed that a majority of the students experienced a considerable amount anxiety of when learning English hence affect their comprehension of the lessons. Their anxiety also is a major factor that hinders them from using the language while communicating in class and makes them reluctant to participate in class. They also refuse to use the English language in class. Instead, they use their mother tongue language, Bahasa Malaysia to speak with one another.

Colloquium APB: Innovative & Effective Classroom Practices , Dec 18, 2014

5th International Conference on Education And New Learning Technologies EDULEARN13 :Barcelona Spain : Pages 4617-4621 (ISI Indexed Conference Proceeding) http://library.iated.org/view/ISMAIL2013USE , Jul 1, 2013

This case study analyzes the use of students’ personal self-reflective blog for academic writing ... more This case study analyzes the use of students’ personal self-reflective blog for academic writing activities among ESL tertiary level students at MARA University of Technology. The study was conducted for a period of eight weeks among 18 ESL students who were taking an ESL English proficiency course which include an academic writing skill. The blog was part of the special online activities for the students enrolled in a supplementary online writing program which was developed using a Learning Management System known as EDU 2.0. The research tools used were in the form of students’ reflective online journal entries and a set of questionnaires. The results indicated that the students viewed their personal self-reflective blog to be effective in helping them to be inquisitive and critical during their writing process which enabled them to produce better written essays.

5th International Conference on Education and New Learning Technologies 1-3 July 2013: Edulearn13 Proceedings: (ISI Indexed Conference Proceeding) - Pages 4622-4626 http://library.iated.org/view/ISMAIL2013FOS

The study seeks to examine the use of structured e-forum activities designed to help ESL students... more The study seeks to examine the use of structured e-forum activities designed to help ESL students to be autonomous in learning academic writing. This case study was conducted for a period of eight weeks among 18 ESL Tertiary level students at MARA University of Technology who were taking an ESL English proficiency course which includes an academic writing module. The structured e-forum activities were part of the special online writing module for the students enrolled in a supplementary online writing program which was developed using a Learning Management System known as EDU 2.0.The research tools include a set of survey questionnaire and interview questions. The findings indicate the special e-forum activities not only helped the students to be autonomous in learning to write academic essays but to enjoy their learning process as well.

The study investigates the use of an online composing guide known as IQ-Write Program Composing G... more The study investigates the use of an online composing guide known as IQ-Write Program Composing Guide (IQ-WCG) developed for ESL tertiary students at MARA University
of Technology Malaysia (UiTM). The participants in this study were 60 Part Three Diploma students from UiTM taking an English proficiency course known as BEL311 (English for Academic Purposes). The students were divided into two groups which were the experimental and the control group. The experimental group, consisted of 30 students used IQ-WCG; whereas, the other 30 students in the control group learned writing without it. The students in the experimental group were given a set of questionnaires regarding their perceptions on the use of IQ-WCG. The test results were analyzed using the quantitative and qualitative measures. The T-Test was used to support the data analysis. The results obtained from the essays indicated a better writing performance from the experimental group with the use of IQ-WCG. The data obtained from the questionnaire revealed the use of IQ-WCG also boosts the students’ interest in writing.

This article discusses the elements essential for developing a supplementary online writing progr... more This article discusses the elements essential for developing a supplementary online writing program for tertiary students of English as a Second Language (ESL) at University Teknologi MARA, Johor Branch, on the basis of a framework derived from the results of a needs-analysis study. The participants in this study were sixty Part Three Diploma students taking the BEL 311 compulsory general English proficiency course, and four writing lecturers, each of whom had taught the course for more than five years. The students filled out a needs-analysis questionnaire; the lecturers were interviewed. The findings revealed not only learning and writing problems among students but also, most importantly, the elements that are perceived by students and lectures as essential for developing a supplementary online writing program. These elements include aspects pertaining to critical thinking, autonomous learning, social interaction, and learner interest.

The International Journal of Learning Vol 18 Issue 9: Page 69-80, 2012

It is important to note that many ESL tertiary students face a lot of problems in writing. Their ... more It is important to note that many ESL tertiary students face a lot of problems in writing. Their inability to write well not only affects their grade in their English proficiency class, but their overall
course grade as well. In light of this issue, it is important to analyze the students’ writing problems and needs in order to provide a suitable writing module which can enhance their writing ability. This study investigates ESL Tertiary students’ writing problems and needs in the BEL 311 English proficiency course at MARA University of Technology, Johor. In addition, the study also looks at the students’ and lecturers’ suggestions of the important elements for the proposed supplementary online writing program IQ-Write for the course. In this study, 60 Part Three Diploma students taking the BEL 311 course were given a set of questionnaires and four lecturers who have taught the course for more than 5 years were interviewed. Results indicate that the students face a lot of difficulties and problems which include their inability to be inquisitive and critical when writing, the lack of practice time being allocated in class, as well as the dull and ineffective writing module and activities conducted in class. Thus, they feel that an additional online writing program (IQ-Write) should be developed and be made to cater to the students’ writing needs in order to help increase their interest and performance in academic
writing.

UKM, 2012

"In many instances, negative attitudes towards writing as well as other language learning problem... more "In many instances, negative attitudes towards writing as well as other language learning problems have been linked to ESL students’ poor performance in writing. The study investigates ESL tertiary students’ writing attitude and the learning problems they face in BEL 311 writing course at MARA University of Technology. The participants in the study were 60 Part Three Diploma students taking BEL 311 course, and 4 writing instructors who have been teaching this course for more than 5 years. The students were given a set of needs analysis questionnaires, and the lecturers were interviewed. In addition, both groups of participants were asked to describe the important elements which they perceive as useful for a supplementary online writing program. The results indicate that the lecturers felt the majority of the students have negative attitude towards writing as they would procrastinate. They are also careless and dislike writing. The findings from the participants also revealed that they perceive writing in English as difficult and they dislike it. In addition, both groups of participants also perceive that the students’ learning problems, which affect their writing quality, include the lack of practice time being allocated in class, dull writing activities and the lack of emphasis towards critical thinking in their writing course. Furthermore, they suggested that a special online writing program which can act as a supplement for the course and help to enhance the learners’ writing ability and interest.
"

The International Journal of Knowledge, Culture and Change Management Vol 11 Issue 6: Page 187-198, 2012

This study investigates the use of SOWLR (Selected Online Writing Resources) among ESL Tertiary l... more This study investigates the use of SOWLR (Selected Online Writing Resources) among ESL Tertiary level students who were taking a General English proficiency course known as BEL 200 at
MARA University of Technology Malaysia. SOWLR is part of the online writing elements provided for the students using a LMS (Learning Management System). Specifically, the study looks at the ways SOWLR was able to increase the students’ writing interest as well as change their negative attitude towards learning to write essays to positive ones.

Universiti Pendidikan Sultan Idris (UPSI) Malaysia. ISSN 1823-6820, 2012

Malaysian University English Test (MUET) is an examination or a test taken by ESL tertiary stude... more Malaysian University English Test (MUET) is
an examination or a test taken by ESL tertiary students in
Malaysia as a prerequisite to further studies in Bachelors
Programs in Malaysian Universities. The aim of this
study is to find out whether informal exposure to English
Language has a significant positive correlation towards their
achievement in the MUET results. This study investigated
students who have already passed their MUET examination
and are currently pursuing their degree programs. The
participants were 50 students who were randomly chosen
from Bachelor of Business Administration and Accounting
Faculty at MARA University of Technology Johor Branch
(UiTMJ). A set of questionnaires were distributed to the
students. The questionnaire was first piloted to a group of
MUET students before it was deployed. The data collected
were analyzed using SPSS. The result revealed that
informal exposure to English significantly improves the
students’ achievement in MUET

This paper presents the reflection by twelve Malay pre-service ESL teachers in Malaysia on their ... more This paper presents the reflection by twelve Malay pre-service ESL teachers in Malaysia on their teaching experience when they used the ELT (English Language Teaching) materials they developed in their Materials development for language classrooms course in real classroom environment. This study explores the pre-service teachers’ cognition which is defined as an integrated system of beliefs, assumptions and knowledge (BAK) about ELT materials development and the implementation of the materials in a classroom context. This study investigates whether the teaching experience altered the pre-service teachers’ conceptions about the ELT materials they developed based on their retrospective comments after the implementation of the materials in a sub-urban secondary ESL classroom context. Examining the pre-service teachers’ reflection provides an invaluable insight into the teachers’ underlying conceptions about ELT materials as well as the teaching and learning of the English language.

6th International Technology, Education and Development Conference Valencia Spain (ISI Indexed Conference Proceeding).Page 6001- 6005. ISBN: 978-84-615-5563-5, 2012

This paper presents a case study that investigated and compared the pedagogical strategies used b... more This paper presents a case study that investigated and compared the pedagogical strategies used by two experienced teachers with regards to language teaching in content-based instruction subjects in a secondary school in Malaysia. The respective content-based subjects are the teaching of Science in English Language and the teaching of English for Science and Technology. This study looks at both teachers’ practices and how they converge and diverge from one another. This study also explores the rationale behind the teachers’ pedagogical decision making. Examining the teachers’ actions and their retrospective reflections on them can provide invaluable insights into teachers’ underlying conceptions about teaching and learning and the tensions they experienced in teaching.

The International Journal of Pedagogy and Curriculum (2014) Vol.20 Issue 4: Page 35-51 ISSN: 2327-7963

8th International Technology, Education and Development Conference , Mar 10, 2014

8th International Technology, Education & Development Conference 2014, PP. 3013-3017 :Valencia SPAIN (an ISI-Indexed Proceeding Paper), Mar 10, 2014

Conference on Strengthening Nationhood: Sharing Experiences (COSNA 3) : DEWAN PERSIDANGAN HOTEL MARRIOT PUTRAJAYA ., Oct 22, 2013

Colloquium APB: Innovative & Effective Classroom Practices , Dec 18, 2014

The International Journal of Learning Vol 18 Issue 9: Page 69-80, 2012

UKM, 2012

The International Journal of Knowledge, Culture and Change Management Vol 11 Issue 6: Page 187-198, 2012

Universiti Pendidikan Sultan Idris (UPSI) Malaysia. ISSN 1823-6820, 2012

6th International Technology, Education and Development Conference Valencia Spain (ISI Indexed Conference Proceeding).Page 6001- 6005. ISBN: 978-84-615-5563-5, 2012

Preface: Developing language skills through theme-based instruction - ESL teachers often ... more Preface:
Developing language skills through theme-based instruction -

ESL teachers often face students who are not motivated to learn the language. The students are reluctant to participate in class and sadly, they continue to struggle even with simple language tasks. They are not stimulated to learn because for them, there is
no connection with what they learn in their English class and their lives outside the classroom.

One way to respond to this challenge is to motivate ESL learners by teaching language skills through topics. Listening, speaking, reading and writing are taught through content activities and are developed as the need for them merges from the content. The language skills become meaningful when students perceive these skills are needed in order to complete a communicative or academic task. Chamot (1997) gives four reasons for incorporating such an approach in the ESL class:
• Students develop important knowledge in all subject areas. This provides a foundation for their content-area class.
• Students learn the language functions and skills needed for success in content areas.
• Students exhibit greater motivation when learning content than when they are learning language only.
• Students learn learning strategies necessary for success in content subjects

By organizing language lessons around interesting themes, teachers can help their students in a number of ways. Teachers can help students to learn concepts and processes involved in subjects like science, mathematics or life skills, thus providing a foundation for their content subjects. Teachers can also strengthen the students’ abilities to practise language functions and skills needed for success in the content area through a variety of language awareness activities. Apart from this, students would be more motivated in the language class when they realize that they are learning concepts and skills associated with business or the environment and that they are doing “actual” school-work instead of learning English. Lastly, teachers would be able to help students develop learning strategies for the purpose of acquiring new knowledge and skills in the content subjects.
Theme-based approach would begin with a subject that is of relevance or interesting to students. This underlying principle gives another reason in favour of using themes in the language class. Cummins (1981) says we learn by integrating new input into our existing cognitive structures. When teachers integrate content in their language lesson, they are activating the students’ experience and prior knowledge. This will not only offer the students language practice, but also the opportunity to apply their understanding of the concepts and processes they learnt in their content area classes. This opportunity also encourages students whose language proficiency is weak to participate in their language class because they can demonstrate their understanding of the content material.

The Dynamic ESL Resource Book is borne out of these many ideas. The lesson plans here are created to assist teachers in developing their students’ language skills with a focus on themes and content familiar to Malaysian students. The activities in this book provide opportunities for practising the different language skills through a variety of ways:

Using authentic materials
Authentic texts, both fiction and non-fiction, are perhaps the most reliable and consistent source of English language input ESL students can have. By using such texts, teachers can help students develop the vocabulary, structures and background knowledge they need in order to comprehend the language especially in their content area classroom.

Using an integrated approach
As students begin to understand new material, it is important that they learn how to apply this knowledge to other subjects they are learning and also other situations in their lives. By reusing topic-based materials and texts in a variety of activities, teachers would provide the basis for students to master both language and concepts, and thus making it increasingly easier for students to express their ideas on the topics.

Using Cooperative Learning
Cooperative learning activities give students the opportunities to work in groups to share what they know and learn new information and skills. This helps students build peer relationships through peer teaching and tutoring as well as takes the focus off of the specific language being practiced and onto the completion of a learning task together. (Crandall, 1994). Teachers can take advantage of the low-anxiety environment created in Cooperative Learning to encourage shy or weak students to participate in language and skills development activities. This cooperation includes face-to-face interaction with peers, positive interdependence among group members, and the use of specific language to accomplish a task. (Kagan, 1986). Activities that incorporate these characteristics give learners increased opportunities to both practice language and clarify understanding of content-area topics.

Using the Malaysian culture
The Malaysian society is multicultural. Therefore, there are many opportunities for teachers in the language class to teach respect of different cultures and religions, thus promoting unity in the nation as well as acknowledging interdependence among people. By using interesting cultural topics, teachers can help students use the language to understand and appreciate each other’s different backgrounds.

Using moral values
The moral values integrated in the various themes in here are not only universal but are also based on our Malaysian cultures. The situations and contexts used in the language activities offer meaningful moral lessons, which our students can understand and relate to.

We believe the book will be especially useful for ESL teachers to plan interesting and practical classroom instructions for their students. The lesson plans here closely follow the latest format that is outlined by the Ministry of Education of Malaysia. Therefore, it is suitable to be used by trainee teachers as a guide in developing relevant ESL classroom activities.

Noriah Ismail
Normah Ismail
Intan Safinas Mohd Ariff Albakri
Dynamic ESL Resource Book @ 2009

http://penerbit.uitm.edu.my/images/stories/ekatalog/p2009-9mac11-new.pdf
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