SUMMARY OF ARTICLES
ARTICLE 1
Andrew Y. H. Tse (2012) Self-access Language Learning for Malaysian University Students, English Language Teaching, 5:12, 163-166, DOI: 10.5539/elt.v5n12p163
Commonly, in Malaysia, university students depend on lecture notes and their lecturers for learning English. It is also stated that teacher-centred is still widely used rather than student-centred. Therefore, the use of self-access language learning is believed to be one of the effective learning modes for the Malaysian university students. The objective of this study is to investigate if self-access learning can promote self-directed or autonomous learning in public Malaysian technical university. There are two research questions 1) Will university students accept the notion of self-access learning? 2) Is it difficult to promote self-access learning in Malaysian universities? This study involved all University Malaysia Pahang (UMP) students in Gambang, especially first year students. The result of this will benefit students, lecturers, educators, government officials and researchers. However, the result shows that university students do not accept self-access learning. It is found that it is difficult to promote self-access learning in Malaysian universities as the students cannot see its benefits to them. The educators also refuse to see its impacts to the students and still rely on formal traditional classroom teaching. Nevertheless, the students and lecturers do not deny that self-access learning centre is beneficial for the learning process. The researcher recommended that Malaysia Ministry of Education should set up self-access language learning centre in every university to help the learners learn English in a more encouraging environment....
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...judged in terms of the authors’ purpose in writing it. Ideally, in the future, there should be more studies related to the research fields of all the three articles so that it can benefit all the parties that are involved in their respective field.
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The unstructured interview approach, is an excellent way of creating multiple realities by giving the control of the interview over to the participants being interviewed and inviting them to tell their stories peaked by only an open-ended question. This method requires an environment in which the participants readily open up (Hill, 2001). To the credit of the current study, the interviewees did provide detailed accounts when interviewed. Additionally, as the stories are elicited by the participants own volition, they can cover a broad range of topics allows for unplanned comments and topics to come up that may have otherwise been left untouched in a more structured methodology (Kvale, 1983). However, because the responses are so gloriously open ended they are difficult to compare across different cases, and large amounts of irrelevant data must be sifted through in a time consuming manner. The benefit of qualitative phenomenological research is that while most scientific methods focus on what can be physically observed and quantitatively measured, this leaves a gapping hole in our ability to evaluate the human condition as most of what we do is determined by unseen forces in our psyches (Kvale, 1983). Therefore, open-ended phenomenology allows researchers to break the restrictive mold and attempt to discover insights into lived experience that would normally remain invisible to more traditional scientific study (Dale,
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
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Skowronski, Marina. 'Parenting Perspectives." Teachers and Families. National Association of School Psychologists, 2005. Web. 16 Nov. 2014.
Traditional research has broad topic, in contrast to action research that has a specific topic in a specific classroom, school or school district. This paper addressed both traditional and action research, their features and their influence on education. Within the paper there were comparisons between quantitative, qualitative, and action research and how they may be used within the school setting. As a result, educators and researcher can conduct research that may be used to make efficient and effective decisions to make positive changes.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Stejskal, S.M. (2010) Quatiative and Qualitative Research Methods are not and should not be Mutually Exclusive, Grinn Verlag.