Cadangan Penyelidikan Action Research on English in Residential Colleges

Langkawi, Oktober 2008Action Research on English in UKM Residential Colleges

Azhar JaludinPusat Pengajian Bahasa & LinguistikPusat Pengajian Bahasa & Linguistik

FSSK, UKMFSSK, UKM

ZON Bahasa Inggeris: Satu Tinjauan Penggunaan ICT dalam Komunikasi bahasa Inggeris di Kolej Kediaman UKM .


Peranan persekitaran dalam pemerolehan bahasa

Zon Pertuturan bahasa InggerisZon Fizikal - LokalZon Siber – Glokal

Kajian awal Dua motivasi utama kajian

Sinario pembelajaran di UKMKajian lepas mengenai faedah penggunaan

ICT dalam pembelajaran bahasa.


Sinario pembelajaran UKM masa kiniKemahiran Generik

KG5: Komunikasi KG9: Kemahiran Teknologi

MaklumatDasar e-Pembelajaran Universiti

Kebangsaan Malaysia SPIN

Pembelajaran sepanjang hayat


Improved motivation, self-concept and mastery of basic skills, increased student centred learning and engagement in the learning process (Stepp-Greany, 2002).

Learners often display improved thinking skills, recall and active language processing (Dwyer, 1996; Weiss, 1994).

Use of multimedia technologies for low-achieving students have been shown to have facilitated learning when used to illustrate concepts and factual information (Nowaczyk, 1998).

For networked classrooms, Beauvois (1998) found that more student-student interaction promoted communicative awareness, as self-disclosure through conversation was common. In addition, research has established that online learning fosters increased confidence, by enabling learners to routinise expressions, thereby promoting the development of automatic structures when speaking.


The theory of constructivism that underpins instructional design of technology that drives new approaches to language learning (McLoughlin & Oliver, 1998), posits that students assume responsibility for their learning and that the teacher is a facilitator rather than model.

Another major influence on language learning has been 'whole language' philosophy, which proposes that learning moves from part to whole (Schrum & Glisan, 2000) language is best acquired by experiencing language in whole, meaningful units, students learn to reorganise and restructure meaningful usage.

Hutchinson et. al (2002) provides evidence that technology-enhanced learning promotes successful outcomes when compared with more traditional methods of language learning. Langkawi, Oktober 2008Action Research on English in UKM Residential Colleges

Adakah pihak kolej mendukung semangat yang sama dalam memanipulasi ICT untuk menjayakan kempen zon bahasa Inggeris UKM?


ICT : covers the huge range of technological resources of potential value to learning today. It may be interactive whiteboards and tablets or the latest CAD/CAM or language lab technology also include the new generation of mobile phones in the learning process.


Online forum email Blog Wiki Podcast VOD, e.g. Youtube

Chat Newsgroups Bulletin boards

Matlamat Menilai penggunaan ICT dalam

kempen penggunaan bahasa Inggeris di Kolej Kediaman UKM

ObjektifMenyenaraikan infrastruktur dan

peralatan ICT yang sedia ada di kolej kediaman

Dokumentasi cara penggunaan ICT berkenaan


Objektif 1DokumenTinjauan

Objektif 2DokumenPenjelajahan internetWawancara

Pengetua Ahli jawatankuasa kempen


Objektif 1 Perancangan Latihan Kutipan data – multimodal Analisis Dokumentasi

Objektif 2 Perancangan Pembinaan soalan wawancara Latihan Kutipan data – multimodal Analisis Dokumentasi


Sumber di pohon Temporary and contract personnel (J 400) Travel and transportation (J 500) Rentals (J 600) Research materials and supplies (J 700) Minor modifications and repairs (J 800) Special services (J 900) Special equipment and accessories (J 1000)

Sumber sedia ada Salaried personnel (11100)

Belanjawan


Beauvois, M. (1998). Conversations in slow motion: Computer-mediated communication in the foreign language classroom. The Canadian Foreign Language Review, 54(2), 198-217.

Dywer, D. (1996). A response to Douglas Noble: We're in this together. Educational Leadership, 54(3), 24-27.

McLoughlin, C. & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29 (2), 125-136

Nowaczyck, R. (1998). Student perceptions of multimedia in the undergraduate classroom. International Journal of Instructional Media, 25, 367-368.

Stepp-Greany, J. (2002). Student perceptions of language learning in a technological environment: implications for the new millennium. Language Learning and Technology, 6(1), 165-180.

Schrum, J. & Glisan, E. (2000). Teacher's handbook: Contextualised language instruction.Boston, MA. Heinle & Heinle.

Weaver, C. (1990). Understanding whole language. Portsmouth, NH: Heinemann Educational Books.

Weiss, J. (1994). Keeping up with the research. Technology and Learning, 14(5), 30-34.



Documents

Cadangan Penyelidikan Action Research on English in Residential Colleges