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Papers by Noraini Zulkepli
Dil ve Dilbilimi Çalışmaları Dergisi
Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate ha... more Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate has drawn considerable attention among researchers in the field. Nonetheless, literature on WTC has been primarily theoretical; little has been done to find practical solutions to the problem that could actually help ESL practitioners in their daily classroom practice. In light of this, the current article is a review of past studies on how to foster WTC. It begins with providing some insights on how to facilitate L2 WTC gained from the identified studies. Next, based on the review, it is highlighted that the current research trend tends to focus on facilitating in-class WTC, with less attention given on out-of-class WTC. This might lead to a separation between in-class and out-ofclass learning. To address this issue, the article ends with a series of suggested activities which employs a multisystematic approach to learning (Akkerman & Eijck, 2011) and a critical conception of in-class learning resources (Wright, 2006). The series of activities allow learners to engage in rich interactional resources, both in and out-ofclass, as well as an opportunity to reflect on their experiences in relation to their WTC.
Journal of Language and Linguistic Studies, Jan 20, 2021
Dil ve Dilbilimi Çalışmaları Dergisi, 2020
Empirical studies have long proven the link between speaking and second language learning. Despit... more Empirical studies have long proven the link between speaking and second language learning. Despite its importance in determining one's success to master the target language, willingness to communicate (WTC) is not always high even among motivated and advanced English language learners. This often leads to them not taking the opportunities to engage in verbal activities that are beneficial for them as language learners. The present study seeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) and out-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESL teachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-class WTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-ofclass WTC. This supports previous findings on the role of ideal self in learners' willingness to communicate. Based on the findings, the present article ends with a pedagogical suggestion.
Learner participation in language learning opportunities has been configured differently by diffe... more Learner participation in language learning opportunities has been configured differently by different learning theories. In the domain of Second Language Acquisition (SLA), the cognitive view of learning has been dominant in explaining learner participation. It has been widely accepted that it should be in the form of participation in oral activities which leads to gains in linguistic competence. The aim of this thesis is to understand the issue of learner participation from the social perspective, where a broader understanding of learning will be employed informed by the work of Lave and Wenger (1991) and others. To do so, this study investigates the forms of participation of six ESL learners in suburban Malaysia in two contexts: inclass and out-of-class. In order to understand the issue of learner participation from a social view point, data were collected using classroom observations, learners’ interviews, learner diaries, and photographs taken by them. All the data were transcri...
Studies in English Language and Education, 2021
This study investigates the issues in mentoring practise based on pre-service English language te... more This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be ...
International Journal of Academic Research in Progressive Education and Development, 2018
The study aims at investigating whether Task-based learning (TBL) can improve narrative writing c... more The study aims at investigating whether Task-based learning (TBL) can improve narrative writing composition among form four students. Action research was used as the research design in this study. The data were collected and analysed in a qualitative paradigm. Observation, reflective journal, semi-structured interview and documents were used to collect the data. A reflective journal with guidance was distributed among the students and was verified through an interview session for triangulation. Students' written compositions were also collected and analysed to evaluate their performance. The findings reveal that students performed well in Taskbased learning Lesson compared to other lessons. Students perceived Task-based learning as an approach that could help them in narrative writing skill and reflected positive responses. The findings of the study reveal that Task-based learning improved students' performance in narrative writing.
International Journal of Education, Psychology and Counseling, 2019
This qualitative research was carried out to investigate a group of pre-service ESL teachers’ per... more This qualitative research was carried out to investigate a group of pre-service ESL teachers’ perceptions of their participation in a virtual community to facilitate their willingness to communicate. Positive Psychology was employed as the theoretical framework. Using the hybrid approach to analyse the findings, preliminary analysis revealed that the participants repeatedly mentioned the emergence of positive emotions. To understand better, a codebook based on Fredrickson’s framework of positive emotion was developed to further analyse the data. Findings indicated that participation in a virtual community led to the emergence of four types of positive emotions: interest, hope, pride, and aspiration. This article provided some suggestions for teacher educators on the use of a virtual community to facilitate willingness to communicate.
International Journal of Academic Research in Business and Social Sciences, 2018
Acknowledging the importance of autonomous language learning with technology as an essential skil... more Acknowledging the importance of autonomous language learning with technology as an essential skill for lifelong learning, the current study was carried out to investigate whether a group of tertiary level ESL learners were able to self-direct their use of technology for effective language learning experience. The mixed-methods approach was employed to understand the phenomenon. Findings indicate that the most preferred Web 2.0 technology for language learning is the online exercises/quizzes. This is followed by online discussion/forum, public
International Journal of Language & Linguistics, 2018
The aim of the study was to investigate whether there were differences in the nature of use of te... more The aim of the study was to investigate whether there were differences in the nature of use of technology for selfregulated language learning between learners from high and low proficiency levels. It employed the mixedmethods approach to understand the phenomenon. The quantitative findings indicate that there were no significant differences in the nature of use of technology between these learners. However, the qualitative findings reveal variance in the use of the Internet environments between the two groups of learners. The more proficient learners seemed to be able to regulate their learning experiences better than the low proficient group especially in terms of regulating emotions and social resources. Despite the variance in use, findings indicate that both groups' engagement with technology mainly involves incidental learning. Thus, it is recommended that teachers should foster dialogue and reflection on the out-of-class engagement with technologies so that learners can further benefit from it.
Social Sciences, 2019
The mass media in the form of advertising is extensively employed in the process of nation-buildi... more The mass media in the form of advertising is extensively employed in the process of nation-building in Malaysia. Advertising has been used as an important tool for educating the public about State issues, ensuring diverse cultures are equally represented and the multicultural values are emphasized to the fullest. The objective of the present study is to investigate how outdoor advertising, particularly billboards, promotes the language, social identity, and multicultural values of Malaysian society for nation-building. In Malaysia, the extensive use of advertisements has been argued as one of the most powerful mechanisms to enhance Malaysian identity, foster interactions and thus contribute to the process of nation-building even though it is portrayed in a banal and routine way. To achieve its objective, this paper utilizes semiotic methodology to examine 11 billboards to understand the relationships between texts and visuals that communicate messages to the public. The findings rev...
HRMARS, 2018
Acknowledging the importance of autonomous language learning with technology as an essential skil... more Acknowledging the importance of autonomous language learning with technology as an essential skill for lifelong learning, the current study was carried out to investigate whether a group of tertiary level ESL learners were able to self-direct their use of technology for effective language learning experience. The mixed-methods approach was employed to understand the phenomenon. Findings indicate that the most preferred Web 2.0 technology for language learning is the online exercises/quizzes. This is followed by online discussion/forum, public websites, blogs, and online video/audio. It could be concluded that even though these ESL learners were able to locate and select the various technologies for autonomous language learning, their main choices seemed to be restricted to the conventional ones. Thus, it is suggested that teachers should play their roles in guiding learners at tertiary level on how to utilize these technologies so that they can optimize their autonomous use of technologies for more meaningful language learning.
Keywords: ESL autonomous learning, self-directed, technology, lifelong learning, higher education
Dil ve Dilbilimi Çalışmaları Dergisi
Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate ha... more Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate has drawn considerable attention among researchers in the field. Nonetheless, literature on WTC has been primarily theoretical; little has been done to find practical solutions to the problem that could actually help ESL practitioners in their daily classroom practice. In light of this, the current article is a review of past studies on how to foster WTC. It begins with providing some insights on how to facilitate L2 WTC gained from the identified studies. Next, based on the review, it is highlighted that the current research trend tends to focus on facilitating in-class WTC, with less attention given on out-of-class WTC. This might lead to a separation between in-class and out-ofclass learning. To address this issue, the article ends with a series of suggested activities which employs a multisystematic approach to learning (Akkerman & Eijck, 2011) and a critical conception of in-class learning resources (Wright, 2006). The series of activities allow learners to engage in rich interactional resources, both in and out-ofclass, as well as an opportunity to reflect on their experiences in relation to their WTC.
Journal of Language and Linguistic Studies, Jan 20, 2021
Dil ve Dilbilimi Çalışmaları Dergisi, 2020
Empirical studies have long proven the link between speaking and second language learning. Despit... more Empirical studies have long proven the link between speaking and second language learning. Despite its importance in determining one's success to master the target language, willingness to communicate (WTC) is not always high even among motivated and advanced English language learners. This often leads to them not taking the opportunities to engage in verbal activities that are beneficial for them as language learners. The present study seeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) and out-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESL teachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-class WTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-ofclass WTC. This supports previous findings on the role of ideal self in learners' willingness to communicate. Based on the findings, the present article ends with a pedagogical suggestion.
Learner participation in language learning opportunities has been configured differently by diffe... more Learner participation in language learning opportunities has been configured differently by different learning theories. In the domain of Second Language Acquisition (SLA), the cognitive view of learning has been dominant in explaining learner participation. It has been widely accepted that it should be in the form of participation in oral activities which leads to gains in linguistic competence. The aim of this thesis is to understand the issue of learner participation from the social perspective, where a broader understanding of learning will be employed informed by the work of Lave and Wenger (1991) and others. To do so, this study investigates the forms of participation of six ESL learners in suburban Malaysia in two contexts: inclass and out-of-class. In order to understand the issue of learner participation from a social view point, data were collected using classroom observations, learners’ interviews, learner diaries, and photographs taken by them. All the data were transcri...
Studies in English Language and Education, 2021
This study investigates the issues in mentoring practise based on pre-service English language te... more This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be ...
International Journal of Academic Research in Progressive Education and Development, 2018
The study aims at investigating whether Task-based learning (TBL) can improve narrative writing c... more The study aims at investigating whether Task-based learning (TBL) can improve narrative writing composition among form four students. Action research was used as the research design in this study. The data were collected and analysed in a qualitative paradigm. Observation, reflective journal, semi-structured interview and documents were used to collect the data. A reflective journal with guidance was distributed among the students and was verified through an interview session for triangulation. Students' written compositions were also collected and analysed to evaluate their performance. The findings reveal that students performed well in Taskbased learning Lesson compared to other lessons. Students perceived Task-based learning as an approach that could help them in narrative writing skill and reflected positive responses. The findings of the study reveal that Task-based learning improved students' performance in narrative writing.
International Journal of Education, Psychology and Counseling, 2019
This qualitative research was carried out to investigate a group of pre-service ESL teachers’ per... more This qualitative research was carried out to investigate a group of pre-service ESL teachers’ perceptions of their participation in a virtual community to facilitate their willingness to communicate. Positive Psychology was employed as the theoretical framework. Using the hybrid approach to analyse the findings, preliminary analysis revealed that the participants repeatedly mentioned the emergence of positive emotions. To understand better, a codebook based on Fredrickson’s framework of positive emotion was developed to further analyse the data. Findings indicated that participation in a virtual community led to the emergence of four types of positive emotions: interest, hope, pride, and aspiration. This article provided some suggestions for teacher educators on the use of a virtual community to facilitate willingness to communicate.
International Journal of Academic Research in Business and Social Sciences, 2018
Acknowledging the importance of autonomous language learning with technology as an essential skil... more Acknowledging the importance of autonomous language learning with technology as an essential skill for lifelong learning, the current study was carried out to investigate whether a group of tertiary level ESL learners were able to self-direct their use of technology for effective language learning experience. The mixed-methods approach was employed to understand the phenomenon. Findings indicate that the most preferred Web 2.0 technology for language learning is the online exercises/quizzes. This is followed by online discussion/forum, public
International Journal of Language & Linguistics, 2018
The aim of the study was to investigate whether there were differences in the nature of use of te... more The aim of the study was to investigate whether there were differences in the nature of use of technology for selfregulated language learning between learners from high and low proficiency levels. It employed the mixedmethods approach to understand the phenomenon. The quantitative findings indicate that there were no significant differences in the nature of use of technology between these learners. However, the qualitative findings reveal variance in the use of the Internet environments between the two groups of learners. The more proficient learners seemed to be able to regulate their learning experiences better than the low proficient group especially in terms of regulating emotions and social resources. Despite the variance in use, findings indicate that both groups' engagement with technology mainly involves incidental learning. Thus, it is recommended that teachers should foster dialogue and reflection on the out-of-class engagement with technologies so that learners can further benefit from it.
Social Sciences, 2019
The mass media in the form of advertising is extensively employed in the process of nation-buildi... more The mass media in the form of advertising is extensively employed in the process of nation-building in Malaysia. Advertising has been used as an important tool for educating the public about State issues, ensuring diverse cultures are equally represented and the multicultural values are emphasized to the fullest. The objective of the present study is to investigate how outdoor advertising, particularly billboards, promotes the language, social identity, and multicultural values of Malaysian society for nation-building. In Malaysia, the extensive use of advertisements has been argued as one of the most powerful mechanisms to enhance Malaysian identity, foster interactions and thus contribute to the process of nation-building even though it is portrayed in a banal and routine way. To achieve its objective, this paper utilizes semiotic methodology to examine 11 billboards to understand the relationships between texts and visuals that communicate messages to the public. The findings rev...
HRMARS, 2018
Acknowledging the importance of autonomous language learning with technology as an essential skil... more Acknowledging the importance of autonomous language learning with technology as an essential skill for lifelong learning, the current study was carried out to investigate whether a group of tertiary level ESL learners were able to self-direct their use of technology for effective language learning experience. The mixed-methods approach was employed to understand the phenomenon. Findings indicate that the most preferred Web 2.0 technology for language learning is the online exercises/quizzes. This is followed by online discussion/forum, public websites, blogs, and online video/audio. It could be concluded that even though these ESL learners were able to locate and select the various technologies for autonomous language learning, their main choices seemed to be restricted to the conventional ones. Thus, it is suggested that teachers should play their roles in guiding learners at tertiary level on how to utilize these technologies so that they can optimize their autonomous use of technologies for more meaningful language learning.
Keywords: ESL autonomous learning, self-directed, technology, lifelong learning, higher education