International Journal on E-Learning Practices (IJELP)

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

Valencia De Kumang Sudin — Wed, 23 Oct 2024 00:00:00 +0800

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.

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

Siti Hafizah Fazrin Nekson — Wed, 23 Oct 2024 00:00:00 +0800

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.

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

Nurul Izzah Syazwani Salman — Wed, 23 Oct 2024 00:00:00 +0800

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.

DIGITAL STORYTELLING IN MALAYSIA: A SYSTEMATIC LITERATURE REVIEW

FRECYLLA MAY GIDOR — Wed, 23 Oct 2024 00:00:00 +0800

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.