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Dr. Harwati Hashim
Universiti Kebangsaan Malaysia

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0 ESL
0 Technology Enhanced Learning
0 language learning strategy
0 Mobile-assisted language learning
0 Technology-enhanced language learning

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Short Biography

Harwati Hashim is a senior lecturer at the Centre for Innovation in Teaching and Learning, Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her areas of concentration are ESL, language learning strategies, mobile learning, mobile-assisted language learning (MALL), and technology acceptance, as well as language pedagogy and the use of technology in teaching English as a second language (ESL).

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Journal article
Published: 31 July 2021 in Sustainability
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Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

ACS Style

Siti Abd Rahman; Melor Md Yunus; Harwati Hashim. Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning. Sustainability 2021, 13, 8571 .

AMA Style

Siti Abd Rahman, Melor Md Yunus, Harwati Hashim. Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning. Sustainability. 2021; 13 (15):8571.

Chicago/Turabian Style

Siti Abd Rahman; Melor Md Yunus; Harwati Hashim. 2021. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning." Sustainability 13, no. 15: 8571.

Journal article
Published: 15 July 2021 in Arab World English Journal
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The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

ACS Style

Kee Tze Pheng; Harwati Hashim; Nur Ainil Sulaiman. The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers. Arab World English Journal 2021, 7, 314 -330.

AMA Style

Kee Tze Pheng, Harwati Hashim, Nur Ainil Sulaiman. The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers. Arab World English Journal. 2021; 7 (1):314-330.

Chicago/Turabian Style

Kee Tze Pheng; Harwati Hashim; Nur Ainil Sulaiman. 2021. "The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers." Arab World English Journal 7, no. 1: 314-330.

Journal article
Published: 15 July 2021 in Arab World English Journal
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Reading is important in helping English as a Second Language learners’ mastery of language. With the emergence of cloud-based tools and the availability of advanced technology, education and language learning process have become much more interesting. However, even with the availability of the Internet and other cloud tools, still the reading frequency rate among students especially in higher learning institution is considered low. Therefore, this study aims to investigate the polytechnic students’ perceptions on the ease of use of using cloud-based tools for ESL reading activities, and the polytechnic students’ perceptions on the usefulness of using cloud-based tools for ESL reading activities. The sample for this study was from semester one students (n=100) of a polytechnic in Malaysia. The questionnaire survey was developed based on Technology Acceptance Model. The findings revealed that the students have positive perceptions towards the use of cloud-based tools for ESL reading activity. The results of the current study are hoped to provide insight and idea for educators in implementing the use of cloud-based tools for ESL reading activity, and the administrators to help providing the best support for the benefits of students as a whole. Significantly, the findings of this study were hoped to redound to the benefit of reading considering that the majority of ESL learners in higher learning institutions especially in Malaysian polytechnics are not a habitual reader.

ACS Style

Noorhafizah Rubaai; Harwati Hashim. Using Cloud-Based Tools for English as a Second Language Reading Activities among Malaysian Polytechnic Students. Arab World English Journal 2021, 7, 406 -418.

AMA Style

Noorhafizah Rubaai, Harwati Hashim. Using Cloud-Based Tools for English as a Second Language Reading Activities among Malaysian Polytechnic Students. Arab World English Journal. 2021; 7 (1):406-418.

Chicago/Turabian Style

Noorhafizah Rubaai; Harwati Hashim. 2021. "Using Cloud-Based Tools for English as a Second Language Reading Activities among Malaysian Polytechnic Students." Arab World English Journal 7, no. 1: 406-418.

Journal article
Published: 06 July 2021 in Sustainability
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The advancement of technology has led to a paradigm shift in the educational system, especially in classrooms. Technological tools have been used for language teaching in recent years, and it is proven that the use of technology enhances teaching and learning experiences. However, the researchers lamented the lack of use of technology by pre-service to teach English as a second language (ESL). This study aims to investigate factors that influence pre-service teachers’ intention of using technology for teaching ESL. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) with some modifications to the constructs. Using simple random sampling, this study distributed questionnaires to 257 ESL pre-service teachers in Malaysia. Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to analyse the data. The findings showed that technological, pedagogical, and content knowledge (TPACK) had a significant positive effect on the intention to incorporate technology in teaching. This study provides knowledge on the factors that influence ESL pre-service teachers’ intention to use technology in the classroom. It is hoped that this study can provide information for teacher training institutions to develop strategies and a new framework to address pre-service teachers’ concerns in technology utilisation for teaching ESL. As a conclusion, further study could be conducted qualitatively to better understand the subject matter.

ACS Style

Lim Lai Wah; Harwati Hashim. Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL). Sustainability 2021, 13, 7568 .

AMA Style

Lim Lai Wah, Harwati Hashim. Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL). Sustainability. 2021; 13 (14):7568.

Chicago/Turabian Style

Lim Lai Wah; Harwati Hashim. 2021. "Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)." Sustainability 13, no. 14: 7568.

Journal article
Published: 22 March 2021 in Sustainability
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Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities.

ACS Style

Melor Md Yunus; Wee Ang; Harwati Hashim. Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability 2021, 13, 3524 .

AMA Style

Melor Md Yunus, Wee Ang, Harwati Hashim. Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability. 2021; 13 (6):3524.

Chicago/Turabian Style

Melor Md Yunus; Wee Ang; Harwati Hashim. 2021. "Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic." Sustainability 13, no. 6: 3524.

Conference paper
Published: 01 January 2020 in Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia
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ACS Style

Haida Hashim; Melor Yunus; Harwati Hashim. Lack of Proficiency in English Language: Understanding the Circumstances among the Military Cadets. Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia 2020, 1 .

AMA Style

Haida Hashim, Melor Yunus, Harwati Hashim. Lack of Proficiency in English Language: Understanding the Circumstances among the Military Cadets. Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia. 2020; ():1.

Chicago/Turabian Style

Haida Hashim; Melor Yunus; Harwati Hashim. 2020. "Lack of Proficiency in English Language: Understanding the Circumstances among the Military Cadets." Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia , no. : 1.

Conference paper
Published: 01 January 2020 in Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia
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ACS Style

Melor Md Yunus; Harwati Hashim; Siti Maat; Fetylyana Pazilah. Strategic Approaches to High Impact Research Publication among Young Academic Staff. Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia 2020, 1 .

AMA Style

Melor Md Yunus, Harwati Hashim, Siti Maat, Fetylyana Pazilah. Strategic Approaches to High Impact Research Publication among Young Academic Staff. Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia. 2020; ():1.

Chicago/Turabian Style

Melor Md Yunus; Harwati Hashim; Siti Maat; Fetylyana Pazilah. 2020. "Strategic Approaches to High Impact Research Publication among Young Academic Staff." Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia , no. : 1.

Conference paper
Published: 19 December 2019 in Journal of Physics: Conference Series
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Rapid development of information technology today has widened the use of computers as well as mobile phones. With more sophisticated devices is equipped with high resolution color, wireless access and high-speed processing. The current development has evolved with the creation of the portal since the mid-90's and given that the potential of the portal, it has been used by various firms regardless of body governmental or statutory bodies. Various advantages that can be utilized by the use of portals as it is has a dynamic source of information from a variety of sources and various formats. The current study aims to discover effects of QR codes implementation on medicinal herbs learning. The findings of students' responses revealed that the QR Code facilitate the learning of medicinal herbs, whereby the mean from this analysis revealed that average majority of the students find the learning approach is easy to be employed.

ACS Style

Nur Yasmin Khairani Zakaria; Hafiz Zaini; Saedah Siraj; Melor Md Yunus; Harwati Hashim. Learning of Medicinal Herbs Using QR Codes. Journal of Physics: Conference Series 2019, 1424, 012049 .

AMA Style

Nur Yasmin Khairani Zakaria, Hafiz Zaini, Saedah Siraj, Melor Md Yunus, Harwati Hashim. Learning of Medicinal Herbs Using QR Codes. Journal of Physics: Conference Series. 2019; 1424 (1):012049.

Chicago/Turabian Style

Nur Yasmin Khairani Zakaria; Hafiz Zaini; Saedah Siraj; Melor Md Yunus; Harwati Hashim. 2019. "Learning of Medicinal Herbs Using QR Codes." Journal of Physics: Conference Series 1424, no. 1: 012049.

Journal article
Published: 01 December 2019 in Universal Journal of Educational Research
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The use of mobile phones combined with internet has become so handy in the present world of science, information and communication technologies. The mobile learning strategies have created several new ways to assist learners in the progression of learning a second language. One of the most vital challenges that learners will face during the learning of a second language is knowing the meaning of a vocabulary in order to understand the idea of the sentence. Given the importance of knowing the meaning of vocabularies / words through mobile assisted learning, this study attempts to investigate the effectiveness of using Mobile Phone to search for the meaning of vocabulary compared to the conventional way of using a printed dictionary. Therefore, 50 form 5 arts stream pupils from a public school in a state of Malaysia were selected for an experimental study. A Pre-test and Post-Test of vocabulary have been performed to find out the effectiveness of using the mobile phone technology compared to the printed dictionary. The results of the experimental study clearly show that using mobile phones enhances the pupil’s knowledge in learning and knowing the meaning of the vocabulary deeper compared to the printed dictionary. This is because the vocabulary can be found in the form of images and the pronunciation of the word can be listened and seen in the form of an audio or video. The use of mobile phones which combined with the internet, have led to an increase in the scores of the pupils and the search for the vocabulary can be done faster than the printed dictionary. In conclusion, mobile phone can be considered as a good pedagogical tool in learning English as the second language (ESL).

ACS Style

Peremalatha Govindasamy; Melor Md Yunus; Harwati Hashim. Mobile Assisted Vocabulary Learning: Examining the Effects on Students' Vocabulary Enhancement. Universal Journal of Educational Research 2019, 7, 85 -92.

AMA Style

Peremalatha Govindasamy, Melor Md Yunus, Harwati Hashim. Mobile Assisted Vocabulary Learning: Examining the Effects on Students' Vocabulary Enhancement. Universal Journal of Educational Research. 2019; 7 (12A):85-92.

Chicago/Turabian Style

Peremalatha Govindasamy; Melor Md Yunus; Harwati Hashim. 2019. "Mobile Assisted Vocabulary Learning: Examining the Effects on Students' Vocabulary Enhancement." Universal Journal of Educational Research 7, no. 12A: 85-92.

Journal article
Published: 15 November 2019 in International Journal of Interactive Mobile Technologies (iJIM)
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Advances of technology and innovation suggest new form and paths in language teaching. Social media use can be a great influence for English as a Second Language (ESL) students especially in writing competency. Despite of many positive reports that presented affordances in social media use, however, there are insufficient studies that investigate ESL trainee teachers’ perception on this matter. Therefore, this study aimed to investigate ESL pre-service teachers’ views upon leveraging the use of social media in teaching of writing focusing on the opportunities and challenges. This study employed qualitative methods where thirty-four ESL pre-service teachers from a public university were involved. Based on the findings, it can be concluded that ESL pre-service teachers perceived the use of social media in teaching writing can be of beneficial and similarly challenging. Opportunities stated by the participants include enhancement in collaborative learning, supporting students’ self-directed learning and simplify the teaching and learning processes. On the other hand, the challenges mentioned by the participants are that social media can be a source of distraction, deterioration in language and plagiarism. Thus, it is advisable that teachers play their roles responsibly in managing students’ activities online and also be equipped with technology skills to enhance the establishments of social media in ESL teaching of writing.

ACS Style

Rusreena Rusli; Harwati Hashim; Melor Md Yunus; Nur Yasmin Khairani Zakaria; Helmi Norman. Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers. International Journal of Interactive Mobile Technologies (iJIM) 2019, 13, 85 -94.

AMA Style

Rusreena Rusli, Harwati Hashim, Melor Md Yunus, Nur Yasmin Khairani Zakaria, Helmi Norman. Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers. International Journal of Interactive Mobile Technologies (iJIM). 2019; 13 (11):85-94.

Chicago/Turabian Style

Rusreena Rusli; Harwati Hashim; Melor Md Yunus; Nur Yasmin Khairani Zakaria; Helmi Norman. 2019. "Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 11: 85-94.

Journal article
Published: 06 December 2018 in Journal of Educational and Learning Studies
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The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.

ACS Style

Karmila Rafiqah M. Rafiq; Harwati Hashim. Augmented Reality Game (ARG), 21st century skills and ESL classroom. Journal of Educational and Learning Studies 2018, 1, 29 -34.

AMA Style

Karmila Rafiqah M. Rafiq, Harwati Hashim. Augmented Reality Game (ARG), 21st century skills and ESL classroom. Journal of Educational and Learning Studies. 2018; 1 (1):29-34.

Chicago/Turabian Style

Karmila Rafiqah M. Rafiq; Harwati Hashim. 2018. "Augmented Reality Game (ARG), 21st century skills and ESL classroom." Journal of Educational and Learning Studies 1, no. 1: 29-34.

Journal article
Published: 29 September 2018 in International Journal of Emerging Technologies in Learning (iJET)
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The use of social media in teaching has also revolutionized the way learning takes place. At higher education levels, measures have already been taken in incorporating the use of social media for learning purposes especially in the teaching of language. However, at secondary school levels, educators are still having doubts about using social media due to multiple issues. Thus, this study was conducted to investigate the perceptions of secondary school students and a teacher in Malaysia on the use of Google+ towards the teaching of ESL writing skills. A case study method was adopted to carry out this research. 12 students from a class of form four secondary school students volunteered to participate in this study. Data were collected through focus group interview on the students and an individual interview with the class teacher and field notes. The overall findings of the study are that participants had positive perceptions on the usage of Google+ towards ESL writing. They gained a number of benefits, which include: having enjoyable and attentive lessons through the interactive features of Google+, as well as engaging themselves in an active and interesting lesson. The participants felt that they were having a sense of purpose, thus becoming more engaged in the writing tasks. As for interaction, the participants were interacting more confidently in Google+ writing classes compared to conventional writing lessons. The implication derived from this study is that teachers need to be made aware of how to integrate social media as learning tools in the teaching of English as a Second Language (ESL), particularly, in the teaching of ESL writing to upper secondary school students.

ACS Style

Maslawati Mohamad; Naiman Ghazali; Harwati Hashim. Secondary School Students’ Perceptions on the Use of Google+ towards Improving ESL Writing Skills. International Journal of Emerging Technologies in Learning (iJET) 2018, 13, 224 -238.

AMA Style

Maslawati Mohamad, Naiman Ghazali, Harwati Hashim. Secondary School Students’ Perceptions on the Use of Google+ towards Improving ESL Writing Skills. International Journal of Emerging Technologies in Learning (iJET). 2018; 13 (9):224-238.

Chicago/Turabian Style

Maslawati Mohamad; Naiman Ghazali; Harwati Hashim. 2018. "Secondary School Students’ Perceptions on the Use of Google+ towards Improving ESL Writing Skills." International Journal of Emerging Technologies in Learning (iJET) 13, no. 9: 224-238.

Journal article
Published: 16 January 2018 in Journal of Educational and Learning Studies
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Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools. Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

ACS Style

Fetylyana Nor Pazilah; Harwati Hashim. Using infographics as a technology-based tool to develop 21st century skills in an ESL context. Journal of Educational and Learning Studies 2018, 1, 35 .

AMA Style

Fetylyana Nor Pazilah, Harwati Hashim. Using infographics as a technology-based tool to develop 21st century skills in an ESL context. Journal of Educational and Learning Studies. 2018; 1 (1):35.

Chicago/Turabian Style

Fetylyana Nor Pazilah; Harwati Hashim. 2018. "Using infographics as a technology-based tool to develop 21st century skills in an ESL context." Journal of Educational and Learning Studies 1, no. 1: 35.

Journal article
Published: 01 January 2016 in Creative Education
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Despite computer technologies, mobile technologies are also seen to have proven as potential tools in increasing the learning of language. The fast growth of new generation of mobile technologies has increased the great potential of effective English language learning especially among the pre-university English as Second Language (ESL) learners. This demands the needs for higher education institutions to change over their approach to meet new technological advances and educational challenges. However, since the success of mobile learning depends upon ESL learners’ acceptance of the technology, their acceptance should be a key concern for administrators and educators when are considering the implementation of mobile learning. Thus, this study investigates pre-university ESL learners’ attitude towards mobile learning for the purpose of learning ESL. Data are collected from 378 semester one students from four polytechnics in Malaysia and are analysed using descriptive statistics. The findings of the study are hoped to provide polytechnic administrators a means to make effective fiscal and educational decisions regarding mobile learning and to ensure the fiscal and pedagogical success of a mobile learning initiative in a globally competitive environment.

ACS Style

Harwati Hashim; Melor Md. Yunus; Mohamed Amin Embi. Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning. Creative Education 2016, 07, 1147 -1153.

AMA Style

Harwati Hashim, Melor Md. Yunus, Mohamed Amin Embi. Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning. Creative Education. 2016; 07 (08):1147-1153.

Chicago/Turabian Style

Harwati Hashim; Melor Md. Yunus; Mohamed Amin Embi. 2016. "Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning." Creative Education 07, no. 08: 1147-1153.

Conference paper
Published: 01 September 2012 in 2012 IEEE Symposium on Business, Engineering and Industrial Applications
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English is the international language of communication and is widely used in Malaysia. The internationalization of the language has significantly affected the trend of globalization which increases stiff competitions from other foreign countries. Thus, in order to uphold with the competitiveness, students should be well equipped with a solid ability to communicate in English. In Malaysia, students of polytechnics are made compulsory to register for Communicative English courses in order to make them become confident in using the language as a mean of communication. However, students are found to show less participation in the lessons. Due to that reason, a study on the feeling of anxiety experienced by students in Communicative English classrooms was conducted in a polytechnic in Malaysia. The objectives of this study were to investigate students' anxiety level towards communicating in English and to identify the types of speaking activities that caused high anxiety level among the students. The instrument used for the study was adapted from Horwitz's (1983) Foreign Language Classroom Anxiety Scale (FLCAS) and named as ELCAS. The data obtained were analyzed using SPSS version 17.0 and were presented in the form of descriptive statistics. The study revealed that anxiety was experienced by a significant number of students when speaking English in the Communicative English classrooms and the students reported to be the most anxious when they had to speak English in class individually. Finally, some suggestions were discussed in order to help students reduce anxiety and become more confident to speak English in Communicative English classrooms.

ACS Style

Harwati Hashim; Ida Sariani Mohd Isa. Students' anxiety level towards speaking in English: Malaysia polytechnic experience. 2012 IEEE Symposium on Business, Engineering and Industrial Applications 2012, 595 -599.

AMA Style

Harwati Hashim, Ida Sariani Mohd Isa. Students' anxiety level towards speaking in English: Malaysia polytechnic experience. 2012 IEEE Symposium on Business, Engineering and Industrial Applications. 2012; ():595-599.

Chicago/Turabian Style

Harwati Hashim; Ida Sariani Mohd Isa. 2012. "Students' anxiety level towards speaking in English: Malaysia polytechnic experience." 2012 IEEE Symposium on Business, Engineering and Industrial Applications , no. : 595-599.

Journal article
Published: 01 July 2012 in Advances in Language and Literary Studies
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ACS Style

Harwati Hashim; Melor Md. Yunus. Tell Me More: Issues and Challenges. Advances in Language and Literary Studies 2012, 3, 136 -146.

AMA Style

Harwati Hashim, Melor Md. Yunus. Tell Me More: Issues and Challenges. Advances in Language and Literary Studies. 2012; 3 (2):136-146.

Chicago/Turabian Style

Harwati Hashim; Melor Md. Yunus. 2012. "Tell Me More: Issues and Challenges." Advances in Language and Literary Studies 3, no. 2: 136-146.

Journal article
Published: 01 January 2012 in The International Journal of Learning: Annual Review
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ACS Style

Harwati Hashim; Melor Md. Yunus. Using Courseware for Teaching and Learning English: Effective or Useless? The International Journal of Learning: Annual Review 2012, 18, 193 -202.

AMA Style

Harwati Hashim, Melor Md. Yunus. Using Courseware for Teaching and Learning English: Effective or Useless? The International Journal of Learning: Annual Review. 2012; 18 (4):193-202.

Chicago/Turabian Style

Harwati Hashim; Melor Md. Yunus. 2012. "Using Courseware for Teaching and Learning English: Effective or Useless?" The International Journal of Learning: Annual Review 18, no. 4: 193-202.

Journal article
Published: 31 December 2010 in Procedia - Social and Behavioral Sciences
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This paper described a study designed to examine pre-service teachers’ teaching experiences and challenges with the school administrators, mentor, supervisor, as well as teaching and learning process. A total of 38 students (which onwards cited as trainee teachers) of TESL (Executive) programme at the Faculty of Education, National University of Malaysia who had completed their two months teaching practicum in various schools in Malaysia responded to a set of open-ended questions. The results showed that as a whole, the trainee teachers indicated positive comments on their relationship with school administrator regarding the administrators’ attitude towards the trainee teachers and the cooperation given by the administrators in managing the trainee teachers. They also felt that their mentor had guided and helped them a lot in terms of teaching and learning process as well as in managing the class. Apart from that, the findings also indicated that the trainee teachers found that their supervisors were very helpful and supportive and they did not have problems with the school environment. However, challenges can be seen in terms of the students’ attitude towards the trainee teachers and the learning of the language, students’ motivation, students’ discipline, and support system. The findings also indicated that the trainee teachers were having problems in coping with the bias issue as most of them are from China.

ACS Style

Melor Md. Yunus; Harwati Hashim; Noriah Mohd. Ishak; Zamri Mahamod. Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms. Procedia - Social and Behavioral Sciences 2010, 9, 722 -728.

AMA Style

Melor Md. Yunus, Harwati Hashim, Noriah Mohd. Ishak, Zamri Mahamod. Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms. Procedia - Social and Behavioral Sciences. 2010; 9 ():722-728.

Chicago/Turabian Style

Melor Md. Yunus; Harwati Hashim; Noriah Mohd. Ishak; Zamri Mahamod. 2010. "Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms." Procedia - Social and Behavioral Sciences 9, no. : 722-728.