International Journal on E-Learning Practices (IJELP)

THE FIGGERITS APPLICATION FOR MALAYSIAN SECONDARY SCHOOL STUDENTS' VOCABULARY DEVELOPMENT AND MOTIVATION

2024-10-07T15:36:04+08:00

This study examines the influence of Figgerits on vocabulary enhancement and student motivation in a secondary school in Sabah, Malaysia. The study centres around 36 Form 3 Alnair students with different English proficiency levels. Its objective is to explore students’ perceptions and experiences on the impact of Figgerits in an ESL classroom. The study used qualitative methods through semi-structured interviews. The findings indicate that students perceive Figgerits to substantially improve their vocabulary acquisition and classroom engagement. The study highlights the significance of integrating digital game-based language learning (DGBLL) with educational theories like Vygotsky's socio-constructivist theory and the Zone of Proximal Development to guarantee accuracy and dependability. Although there are limitations due to technology, the application promotes a cooperative and inspiring atmosphere for learning. The challenges that have been recognised include the need to address technology accessibility and to maintain a balanced level of difficulty to preserve student motivation. Future research should prioritise more significant sample numbers, longitudinal investigations, and the investigation of adaptive learning systems. This study offers valuable insights into the incorporation of gamified learning technologies in ESL instruction, highlighting their capacity to enhance language learning results and student motivation.

Keywords: vocabulary, motivation, ESL classroom, digital game-based language learning (DGBLL).

THE DEVELOPMENT OF A SPOC PLATFORM FOR EFL LISTENING INSTRUCTION IN HIGHER EDUCATION

2024-11-21T07:22:12+08:00

This study focuses on the design and development of a Small Private Online Course (SPOC) specifically created for the English Listening 1 course, addressing the needs of non-English major students at a private language university in China. Hosted on the Umooc platform, the course is designed with interactive modules, multimedia resources, and task-based activities to facilitate listening comprehension and encourage student engagement. The study has two main objectives: (1) to explore the key features and functionalities of the SPOC platform, and (2) to assess how the platform’s modules align with the pedagogical goals of EFL listening instruction. Through a detailed analysis of the platform’s design, including resource sharing, task allocation, and collaborative learning opportunities, the study examines how these features are intended to enhance student engagement and support listening skill development. Additionally, the alignment of the platform’s modules with the specific pedagogical objectives of EFL listening instruction is explored to evaluate their potential for improving listening comprehension. By providing insights into the integration of digital learning into EFL instruction, this research aims to contribute to the discourse on improving student listening proficiency and engagement in higher education contexts.

EFFECTS OF GAMIFICATION ON ESL STUDENTS’ COMMUNICATIVE COMPETENCE AT SMK PEKAN TELIPOK

2024-10-08T07:49:01+08:00

The present study aims at finding out how the integration of gamification influences the ESL learners’ communicative competence in SMK Pekan Telipok, Sabah. This study sought to establish the effects of gamification; specifically, Role-Play and Charades on students’ engagement, motivation, and language acquisition than conventional ESL teaching approaches. Using a pretest and posttest with 40 Form Four students, the researcher randomly assigned students to an experimental and a control group. The data was collected by means of observation, pre and post tests, and semi-structured interviews. Based on the study, students in the experimental group who were exposed to gamified learning had a significantly enhanced level of learners’ engagement and communicative competence compared to students in the control group. The experimental group had a significant gain in fluency, accuracy, and interaction, thus supporting the use of gamification in language learning. Students of both high and low proficiency levels showed positive feedback during the interviews; the students enjoyed the gamified activities and felt less anxious and more motivated. The finding of this study indicates that the incorporation of gamification in ESL teaching and learning can enhance the learning process and bring better results. The findings of the study also have implications for curriculum, teacher education, and policy change that point to the need for new classroom practices that address the learners’ variability.

DIGITAL STORYTELLING IN MALAYSIA: A SYSTEMATIC LITERATURE REVIEW

2024-10-07T15:49:17+08:00

Digital storytelling (DST), which utilizes digital media to craft narratives, has garnered significant attention as a promising educational tool. Despite the growing interest in its use, there is lack of systematic examination of how DST can be utilized as a pedagogical strategy in Malaysia education context. To address this gap, this systematic review undertakes a comprehensive analysis of current studies on the topic. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines, 14 relevant articles were reviewed, drawn from three major electronic databases: Scopus, ProQuest (Education Collection), and Google Scholar. The study aims to provide a deeper understanding of the potential of DST in Malaysia education by examining current trends, implementation strategies and challenges associated with its integration. The analysis indicates growing interest in DST as a pedagogical tool across different level of education throughout the years. DST has been applied in various ways, from student-created digital stories to ready-made digital narratives. However, challenges such as limited time, inadequate digital skills, insufficient infrastructure, and a lack of content knowledge in digital video production have restricted its full potential. This review underscores the importance of addressing these barriers to facilitate broader and more effective implementation of DST in Malaysia education.

THE IMPACT OF INSTAGRAM-BASED E-PORTFOLIO ON STUDENTS’ MOTIVATION IN WRITING

2024-10-07T15:17:14+08:00

This study aims to investigate the impact of utilizing Instagram as a platform for creating and sharing e-portfolio on students’ motivation in the context of writing. As the digital landscape continues to advance, teachers seek innovative approaches to engage students in English classroom and enhance their language skills. Instagram, a popular social media platform known for its visual-centric nature, serves as a unique medium for showcasing and sharing individual work. The research employs a qualitative research design, combining multi-method approach, incorporating open-ended questionnaire, classroom observation, content analysis of students' e-portfolios and students’ reflection essays, to assess the motivational effects of Instagram-based e-portfolios on students. The participants of this study include a sample of students in SM St. Peter Telipok, Kota Kinabalu, Sabah. The study explores the impact of visual and interactive elements on students' motivation, self-efficacy, and overall writing performance. This study seeks to enrich and add to the existing literature on progressive teaching methods by shedding light on the motivational factors linked to the integration of Instagram-based e-portfolios. Ultimately, understanding the impact of such platforms on students' motivation in writing can inform educators and curriculum developers in designing effective and engaging strategies for enhancing writing skills in the digital age.

BLENDED LEARNING IN TEACHING ENGLISH LITERATURE DURING THE COVID-19 PANDEMIC: TEACHERS’ PERCEPTIONS

2024-10-07T15:40:56+08:00

This study investigates teachers' perceptions of blended learning in the context of English Literature during the Covid-19 pandemic. The research aims to understand how English teachers adapted to the sudden shift from traditional to blended learning environments. The research includes exploring the strategies employed by teachers when integrating literature lessons into a blended learning approach, impacts of blended learning during the pandemic to teachers’ teaching professionalism and problems faced by teachers when designing Literature lessons during the pandemic. Four English Literature teachers from SMK Datuk Peter Mojuntin, Penampang participated in semi-structured interviews, providing different perceptions into their experiences with blended learning. The findings reveal that technology played an essential role in facilitating teaching and learning during the pandemic. The combination of traditional and digital methods allowed for a balanced approach to teaching English Literature, fostering interactive and collaborative learning experiences. Despite these benefits, the transition to blended learning presented significant challenges in terms of adaptation, professional growth and connectivity issues. The study helps to understand the implications of this research especially for researchers, teachers and students. The data gained from this study offer guidance for improving blended learning practices and addressing the needs of students and teachers in a rapidly evolving educational setting.

EXPLORING THE IMPACT OF USING WEBLOG AS A TOOL TO ENHANCE SECONDARY SCHOOL STUDENTS’ WRITING PROFICIENCY IN MALAYSIA

2024-10-08T07:43:02+08:00

The purpose of this research is to evaluate the effectiveness of weblogs in teaching English writing skills to the secondary school students in Malaysia and to determine the students’ attitude towards the use of weblog in improving their writing abilities. In this study, the researcher interviewed nine Form 2 students who were selected at random and through face-to-face interviews the researcher asked them about their perceptions on the topic. The findings suggest that the use of weblogs enhances students’ writing skills and achieve higher results in grammar, writing structure and the use of the appropriate vocabulary. Students admitted they benefited from the feedback given through weblogs as it assisted them in enhancing their writing and also creativity with a view of writing more. Application of weblog in learning was effective and the feedback and interaction significantly helped in learning. Based on the study, it is possible to use weblogs in teaching English language with a focus on writing with proper support and supervision from the teachers. More studies should be conducted to establish weblog use in education in the long-run.

COGNITIVE STYLES ON STUDENTS’ ACCEPTANCE OF ARTIFICIAL INTELLIGENCE-BASED TECHNOLOGY (CHATGPT AND KAHOOT!) FOR LANGUAGE LEARNING

2024-10-08T07:57:34+08:00

The rapid technology evolution has grown other new branches in artificial intelligence particularly chatbots and self-generated output. In order to enhance teaching and learning experiences, the education sector has decided to espouse these advancements for teacher’s and student’s support. Despite the benefits these AI tools attempt to provide, the perceptions towards these technologies vary individually. Therefore, this study’s focal point is to determine the levels of AI-based technologies’ acceptance, specifically ChatGPT 3.5 and Kahoot among secondary school students at SMK Takis Papar. Additionally, this study seeks to identify the influence of Kirton’s Adaptive-Innovative cognitive styles on the process of decision-making regarding technology reception. Fifty students in Forms 1 and 3 at SMK Takis were given questionnaires as part of the data gathering process. In order to have a deeper understanding of secondary school students' opinions and preferences about ChatGPT and Kahoot integration in English language study, the responses were then analysed using SPSS version 28. By investigating the interconnection between cognitive styles and technology acceptance, this study attempts to propose valuable insights to policymakers, researchers, and educators involved in AI integration into secondary education settings.

THE EFFECTS OF USING DIGITAL VOCABULARY JOURNAL IN MUET WRITING PERFORMANCE AMONG PRE-UNIVERSITY STUDENTS: AN ACTION RESEARCH

2024-11-08T15:31:47+08:00

In learning English as a second language, the importance of vocabulary competency has long been recognized for its significance. An area where vocabulary knowledge has demonstrated significant promise is in the realm of writing as the breadth and depth of students’ vocabulary are reflected in the general quality of their writing. Hence, the introduction of vocabulary journal is essential as it has been used to create interactive and immersive learning experiences that help learners acquire and retain new words more effectively. This classroom-based action research investigated the impacts of keeping digital vocabulary journal towards writing performance of ten pre-university students in a pre-university center in Sabah. It sought to to find out whether there is any difference in the students’ writing scores prior to and after keeping vocabulary journal as well as to assess the students' attitudes toward maintaining a digital vocabulary journal. This action research used a mixed-method approach. Pre-test and post-test writing scores comprised the study's quantitative component, while the qualitative approach used semi-structured interviews and product analysis. The results indicated significant difference with large effect size and positive students’ attitudes towards digital vocabulary journal. As a result, the assertions regarding the advantages of digital vocabulary journals were empirically supported by this action research study. By engaging in this type of research, teachers can gain valuable insights into how to optimize their use of digital vocabulary journal in the classroom, and ultimately improve the effectiveness of their teaching practice.

FOSTERING ESL STUDENTS’ MOTIVATION IN WRITING THROUGH THE INTEGRATION OF ICT: A FOCUS ON TEACHERS AND STUDENTS

2024-10-07T15:47:45+08:00

This study investigated the motivation in English writing by using the ICT in secondary school. The objectives of this study are to examine the impact of using ICT on ESL students’ motivation to engage in writing skills, and to explore how teachers incorporate ICT into ESL writing instruction to enhance motivation among students. This study used qualitative approach as the main approach by implemented semi-structured interview and open-ended questionnaire as the instruments. The total eight respondents including two secondary school English teachers age 31 and 46 years old meanwhile 6 secondary school students age 13 to 16 years old were participated in this research. The result reveal that ICT significantly enhances student motivation and engagement, making the learning more enjoyable and less monotonous, helping students clarify doubts and develop ideas more quickly especially in writing lesson. Implications of the study are where it enhanced student engagement and motivation, and improve learning and understanding in English writing lesson. Future research for this study is recommended due to the fact that majority of secondary schools in Malaysia such as rural area might need a better ICT implementation especially in English writing lesson. Addressing these issues could involve exploring how to improve ICT infrastructure, provide targeted professional development for teachers, and develop strategies to incorporate technology into curricula more effectively.

PRESERVICE TEACHERS’ ACHIEVEMENT AND RETENTION OF PROBLEM SOLVING SKILLS IN PROGRAMMING : A CHATGPT-BASED FLIPPED CLASSROOM ANALYSIS

2024-11-11T09:23:33+08:00

This pre-experimental study, utilizing a one-group pretest and posttest design, aims to investigate the effects of a ChatGPT-based flipped classroom approach on preservice teachers’ achievement and retention of problem-solving skills in programming. The study sample comprised 33 preservice teachers (one intact class) from an Institute of Teacher Education Malaysia in Sabah, Malaysia, selected through cluster sampling. A Computer Programming Achievement Test (CPAT) were used as the research instrument, which were administered during pretest, posttest and delayed posttest. Data analysis was conducted using one-way repeated measures ANOVA. The results showed an increased in problem-solving skills from the pretest (M=16.84, SD=8.35) to the posttest (M=31.25, SD=13.25), indicating significant improvement in preservice’ teachers achievement. Additionally, retention of problem-solving skills was evident, with the delayed posttest scores (M=24.43, SD=6.68) significantly higher than the pretest scores, though slightly lower than the posttest scores, suggesting some decay over time but overall retention of the skills learned. This research suggests that integrating artificial intelligence (AI) tools, such as ChatGPT, in educational setting can lead to substantial improvements in learning outcomes, which provides valuable resource for educators aiming to foster advanced problem-solving abilities in their students.

EFFECTS OF QUIZLET AND PODCAST IN VOCABULARY ACQUISITION OF LOWER SECONDARY SCHOOL STUDENTS

2024-10-07T15:38:56+08:00

This study investigates the influence of Quizlet and podcasts on the acquisition of vocabulary in students attending lower secondary school. The study aims to examine the influence of various digital tools on pupils' ability to acquire and retain new language. The study employed mixed-method study by combining quasi-experimental design and qualitative focus group discussion. This study involved a sample of 54 form 3 students separated into three groups. Two groups were responsible for learning vocabulary using Quizlet and podcast respectively, while the third group used the traditional method to learn vocabulary. The data collection involved evaluating vocabulary proficiency before and after the intervention through the utilization of Quizlet and podcasts. The findings indicate that while Quizlet and Podcasts contributed to vocabulary learning, traditional methods significantly impacted vocabulary acquisition (p= 0.005), as students demonstrated remarkable enhancements in their ability to remember and understand unfamiliar concepts. The study highlights the importance of technology in language learning, suggesting that digital tools might improve student independence, motivation, and involvement. However, it is crucial to acknowledge the constraints of this study, including the limited number of participants and the challenges in extrapolating the results to different educational environments. Hence, further investigation is needed to examine these matters across a broader spectrum of educational settings. The results of this study have significant ramifications for instructors seeking efficient strategies to enhance language instruction.

STUDENTS’ AND TEACHERS’ PERCEPTION ON USING VIDEO STREAMING PLATFORM TO ENHANCE LISTENING SKILLS

2024-10-07T15:46:43+08:00

This study investigates the influence of video streaming platforms on effective listening proficiency among English teachers and secondary school students in SMKA Tun Ahmadshah, Kota Kinabalu, Sabah. The research utilized a qualitative approach, interviewing 5 experienced English teachers and five students from Form 3 to Form 5. Among the reasons, the integration of modern technological tools was provided in the school. The theories of cognitivism and content-based learning (CBL) within the book are employed. The research focuses on these theories to explore cognitive and instructional merits of using video streaming platforms. Based on the findings, the content of video streaming platforms significantly sustains students’ engagement and motivation. At the same time, teachers comment on the content being interesting, relevant, and in multimedia format. It combines visual and auditory sense for their engagement. Among the challenges for the students was that they rely on subtitles on the video. The issue of buffering was not mentioned by the students, but it is likely to reduce their engagement. Teachers suggested that the platform content is authentic similar to that on social media, and students can receive other messages beside the expected ones. For effective teaching, the use of some features could be of help considering that buffering poses a major challenge, and some students rely on subtitles. Nevertheless, they could make the process simpler and with motivation by their utilization on the students’ part. The medium is significantly used in distance learning where it is effective since students rely on the authentic content and are engaged. Thus, the platform should be used for effective proficiency in listening with assistance from its video features. They require the employing of the platform features and adequate motivation from the participants.

Keyword(s): Listening Skills, Content Based Learning (CBL), Video Streaming Platform, Cognitivism.

FROM PAGE TO SCREEN: EXPLORING MALAYSIAN TEACHERS' PERSPECTIVES ON THE FEASIBILITY OF A MOBILE READING MODULE

2024-10-23T11:26:43+08:00

Among the significant challenges several Malaysian teachers face, especially those teaching in primary school, is the need for more resources to teach reading comprehension. The implementation of mobile technologies provides favourable opportunities to facilitate teachers’ teaching competencies in teaching reading comprehension instructions. Nevertheless, the successful implementation of the mobile reading module depends on the perceptions and contributions of teachers. This study investigates the viewpoints of Malaysian primary school teachers regarding the needs and development of a mobile reading module. A survey with open-ended questions was sent to nine Year 5 teachers in Sabah, Malaysia, to collect their perspectives. All the teachers who participated in the activity provided constructive opinions regarding a mobile reading module, highlighting the potential advantages of using the mobile reading module to facilitate teaching instructions. The findings offer significant viewpoints from Malaysian primary school teachers regarding developing and implementing mobile reading initiatives. These findings may influence the development of mobile reading materials that are both relevant to the context and coordinated with teachers to improve teaching comprehension skills among teachers in Malaysia.

INVESTIGATING THE IMPACT OF WEB-BASED LANGUAGE LEARNING (WBLL) THROUGH WRITE & IMPROVE ON WRITING SKILLS IN SECONDARY SCHOOL

2024-10-07T14:49:14+08:00

This study examines the impact of Web-Based Language Learning (WBLL) using the program Write & Improve on secondary school students' writing skills at SM St. Michael, Penampang, using the Social Cognitive Theory (SCT). The study sought to investigate students' perspectives and impact in writing through guided practice and feedback. The technique used a two-cycle action research design that included both writing activities and open-ended surveys to collect information about students' writing performance and perceptions. Initial studies revealed that students struggled with the tool's UI and feedback mechanisms, restricting their development throughout the first cycle. However, significant increases were seen in the second cycle, with students obtaining higher CEFR bands and showing a greater grasp of feedback. Surveys revealed high satisfaction and perceived effectiveness of Write & Improve, despite some technical issues and occasional inaccuracies in feedback. The study emphasizes the significance of teacher participation, as SCT and Vygotsky's Zone of Proximal Development (ZPD) indicate that directed learning and feedback can improve student outcomes. Researchers should conduct longitudinal investigations and perform different demographic testing. For educators, the findings emphasize optimal practices for incorporating WBLL technologies into instruction. This study adds to the growing body of knowledge about digital learning aids as well as providing ideas for better writing teaching through technology.

THE PERCEPTIONS OF SMK PEREMPUAN LIKAS STUDENTS ON THE IMPACT OF SOCIAL MEDIA ON LANGUAGE LEARNING

2024-10-23T08:02:58+08:00

The study investigates the perceptions of SMK Perempuan Likas students on the impact of social media on their language learning and the challenges they encounter when using social media as a tool for language learning. This study employed a mixed-methods approach, where 100 Form 4 students were involved in completing the questionnaires and a total of 5 students participating in focus group discussion. The quantitative data were analysed using SPSS to provide descriptive statistics, while the qualitative data were subjected to thematic analysis. Quantitative results indicated majority of students (56%) have a positive perception of the impact of social media on their English language skills, with another 42% acknowledging some beneficial effects, and only 1% reporting a negative impact. Students reported the most enhanced skills through social media as speaking (25%) and reading (20%), followed by pronunciation and communication (15% each), listening and spelling (9% each), and writing (7%). Qualitative findings reveal several challenges, including difficulties understanding abbreviations, pronunciation, and complex phrases. Participants also highlighted negative aspects of social media such as distractions, exposure to inappropriate content, and the potential for bullying.The findings suggest that educators should develop strategies to leverage social media’s benefits and mitigate its challenges. Policymakers are encouraged to implement digital literacy programs to help students navigate social media effectively. This balanced approach aims to maximise the positive impacts of social media on language learning while minimising its challenges. The study contributes to the growing body of literature on digital learning tools and provides practical recommendations for educators and policymakers.

ICT USAGE IN TESL EDUCATION: INSIGHTS AND OBSTACLES FACED BY TEACHER-TRAINEES IN KOTA KINABALU

2024-10-07T14:31:45+08:00

This study explores the integration of Information and Communication Technology (ICT) in English language learning among TESL teacher-trainees in Kota Kinabalu, Malaysia. Since English is a compulsory subject in Malaysian education, the government has been placing increasing focus on ICT use to improve language learning. In the past two decades, much has changed in policy and practice to create more positive perceptions of ICT as a possible solution; but while these shifts may now make sense on paper, several obstacles remain for making changes effectively simply by introducing yet another new technology. The main objectives are to find out TESL teacher-trainees’ perception towards usage of ICT in classroom and obstacles in using ICT faced by TESL teacher-trainees in classroom.

Shortage of technological infrastructure, technology access, and trained teachers on the usage of ICT are some challenges. In addition, different perceptions among teacher-trainees indicate issues such as low self-confidence in ICT usage. This paper uses a mixed-methods approach, using both quantitative questionnaires and qualitative interviews to capture the trainee experience. Using a purposive sample of 88 TESL trainees, primarily practicum participants in Sabah, this study employed a mixed-methods approach with quantitative questionnaires and qualitative semi-structured interviews. Fifteen trainees were selected for interviews to provide in-depth insights. The significant finding concludes a strong and positive correlation between teacher perception towards ICT usage in the classroom. Nevertheless, lack of resources, and training may hinder the effectiveness of the ICT. The knowledge gained will help to direct policy and curriculum development-informed teacher training aimed at increasing the use of ICT in English instruction.

ENHANCING ESL LEARNERS READING COMPREHENSION AND MOTIVATION VIA AI-GENERATED PERSONALISED READING TEXTS

2024-10-07T15:01:43+08:00

This study identifies the effect of AI-generated personalised reading texts on ESL learners’ reading comprehension and motivation at the secondary school level in Sabah, Malaysia. Drawing on the research of Jendia and Ismail (2023), the current study extends the exploration of AI’s potential in tailoring reading materials to cater to individual learner needs. Conducted with 20 students from SMK Desa Kencana, Lahad Datu, the study employed a mixed-methods approach that incorporates both quantitative (pre-assessment and post-assessment scores) and qualitative (open-ended questions) data. The findings reveal significant improvements in reading comprehension, specifically among low and intermediate-proficiency groups. Advanced learners, however, failed to show maximal gains from the intervention which suggests the need for materials challenging materials yet suitable for higher proficiency levels. The intervention’s effectiveness is due to the personalised and engaging nature of the AI-generated texts, which enhanced learners’ motivation and engagement. Qualitative feedback obtained from the students also indicates the relevance of the personalised materials in the classroom. Despite the positive outcomes, limitations such as small sample size, external factors, and convenience sampling that may affect the generalizability of data are recognized. The study concludes with practical and theoretical implications, recommending integrating AI-based personalised materials in ESL education to support differentiated instruction and meet diverse learning needs. Future research should consider more extensive yet diverse samples and control for external variables to validate and broaden these findings.

TEACHERS’ AND STUDENTS’ PERCEPTIONS TOWARDS THE USE OF CHATGPT TO IMPROVE WRITING IN THE MALAYSIAN SECONDARY SCHOOL CONTEXT

2024-10-08T07:46:49+08:00

The use of artificial intelligence in education has gained traction among teachers as well as students in recent years. Artificial intelligence (AI)-powered language models such as ChatGPT have been widely used for various purposes, including to produce improved writing. This study sought to investigate the perceptions of secondary school students and English teachers in Malaysian public schools on the use of ChatGPT to enhance students’ English writing. Alongside that, this study also investigated how ChatGPT was used by both students and teachers and factors that influenced their use of ChatGPT. This study employed a qualitative research design. The participants in this study hail from six schools around Sabah: SMK Tansau, Penampang; SM St. Michael, Penampang; SMK Shan Tao, Kota Kinabalu; SMK Bongawan II; SMK Umas-Umas, Tawau; and SMK Desa Kencana, Lahad Datu. A total of 20 participants participated in this study. 12 of them were students, and the rest were English teachers. Data for this study was collected using an open-ended questionnaire designed based on the Technology Acceptance Model (TAM). The data were analyzed thematically. The findings of the study showed that both students and teachers generally believe ChatGPT to be an effective tool to enhance students’ English writing proficiency. Among the features of ChatGPT that were lauded by the participants were its ability to provide personalized feedback and perform tasks that are useful for writing, such as proofreading and idea generation. Several challenges were also pointed out, such as difficulties using ChatGPT due to lack of resources and digital literacy. The participants also expressed their concern about the possibility of overdependency on ChatGPT, which can hamper the development of the students ability to write independently. The findings of this study contributed to the current knowledge of the perceptions of the use of ChatGPT among secondary school students and English teachers in Malaysian public secondary schools. This knowledge can guide educators and policymakers on matters related to the integration of AI into English writing instruction.

EXPLORING YOUTUBE'S ROLE IN SHAPING PUBLIC PERCEPTION AND UNDERSTANDING OF THE ISRAEL-PALESTINE CONFLICT

2024-10-23T09:17:49+08:00

This study aims to explore YouTube's role in shaping public perception and understanding of the Israel-Palestine conflict. Drawing on literature that examines media influence, digital communication, and conflict narratives, the research synthesizes insights from various sources to assess how YouTube impacts viewers' opinions and knowledge. The analysis reveals that YouTube democratizes information dissemination, providing a platform for diverse voices, including official media, grassroots organizations, and independent creators. This multiplicity of perspectives contributes to a nuanced understanding of the conflict, highlighting personal stories, political contexts, and power dynamics. However, findings also indicate that YouTube can amplify polarization by creating echo chambers and spreading misinformation. Ultimately, YouTube serves as a double-edged sword, capable of both educating the public and perpetuating biases, making its role in the Israel-Palestine conflict both influential and complex.