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English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni

Over the years, there are numerous effective learning strategies suggested in the area of language learning which are having a clear motivation (Gardner and Lambert,1972; Krashen, 1982), low affective filter (Dulay and Burt, 1977; Krashen, 1988) and continuous language practice or drills (Gass and...

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Main Authors: Mohammad Pate, Iza Faradiba, Harun, Nora, Hasni, Nurul Ain
Format: Article
Language:English
Published: Universiti Teknologi MARA 2018
Subjects:
English language
Curriculum
Online Access:https://ir.uitm.edu.my/id/eprint/43130/1/43130.pdf
https://ir.uitm.edu.my/id/eprint/43130/
http://myjms.mohe.gov.my/index.php/ijmal/article/view/7613
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id my.uitm.ir.43130
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spelling my.uitm.ir.431302022-07-04T01:10:19Z https://ir.uitm.edu.my/id/eprint/43130/ English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni Mohammad Pate, Iza Faradiba Harun, Nora Hasni, Nurul Ain English language Curriculum Over the years, there are numerous effective learning strategies suggested in the area of language learning which are having a clear motivation (Gardner and Lambert,1972; Krashen, 1982), low affective filter (Dulay and Burt, 1977; Krashen, 1988) and continuous language practice or drills (Gass and Selinker, 2008). On the contrary, conventional language lessons fail to address the gap in increasing learners’ motivation, overcoming anxiety during peer-to-peer interactions and discussion, which result in frustrations among the learners. In addition, an exorbitant number of students in a class makes it impossible for the instructor to focus on individual learners. English for Pre-Diploma MOOC helps to create fun and engaging learning experience for learners to increase their motivation in learning the language. It also facilitates the learners especially the introverts to discover and explore the language in a more interactive and less threatening setting. Furthermore, it attempts to promote critical thinking skills and knowledge of the world through the activities and online discussions. The extended activities in the MOOC elicit high order responses from the learners while the teaching module consists of appealing themes and interactive teaching videos that cater to the interest and unique individual learning styles. Some of the noticeable impacts on learners are they become more active and responsive as learning happens at any time, at their own pace and convenience. Moreover, they benefit from interactions with learners of various backgrounds and maturity levels. As a result, they become highly motivated, independent, critical and reliable learners of the language Universiti Teknologi MARA 2018-04 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/43130/1/43130.pdf English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni. (2018) International Journal of Modern Languages and Applied Linguistics (IJMAL), 2 (1). pp. 11-16. ISSN 2600-7266 http://myjms.mohe.gov.my/index.php/ijmal/article/view/7613
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic English language
Curriculum
spellingShingle English language
Curriculum
Mohammad Pate, Iza Faradiba
Harun, Nora
Hasni, Nurul Ain
English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni
description Over the years, there are numerous effective learning strategies suggested in the area of language learning which are having a clear motivation (Gardner and Lambert,1972; Krashen, 1982), low affective filter (Dulay and Burt, 1977; Krashen, 1988) and continuous language practice or drills (Gass and Selinker, 2008). On the contrary, conventional language lessons fail to address the gap in increasing learners’ motivation, overcoming anxiety during peer-to-peer interactions and discussion, which result in frustrations among the learners. In addition, an exorbitant number of students in a class makes it impossible for the instructor to focus on individual learners. English for Pre-Diploma MOOC helps to create fun and engaging learning experience for learners to increase their motivation in learning the language. It also facilitates the learners especially the introverts to discover and explore the language in a more interactive and less threatening setting. Furthermore, it attempts to promote critical thinking skills and knowledge of the world through the activities and online discussions. The extended activities in the MOOC elicit high order responses from the learners while the teaching module consists of appealing themes and interactive teaching videos that cater to the interest and unique individual learning styles. Some of the noticeable impacts on learners are they become more active and responsive as learning happens at any time, at their own pace and convenience. Moreover, they benefit from interactions with learners of various backgrounds and maturity levels. As a result, they become highly motivated, independent, critical and reliable learners of the language
format Article
author Mohammad Pate, Iza Faradiba
Harun, Nora
Hasni, Nurul Ain
author_facet Mohammad Pate, Iza Faradiba
Harun, Nora
Hasni, Nurul Ain
author_sort Mohammad Pate, Iza Faradiba
title English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni
title_short English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni
title_full English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni
title_fullStr English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni
title_full_unstemmed English for pre-diploma MOOC / Iza Faradiba Mohammad Pate, Nora Harun and Nurul Ain Hasni
title_sort english for pre-diploma mooc / iza faradiba mohammad pate, nora harun and nurul ain hasni
publisher Universiti Teknologi MARA
publishDate 2018
url https://ir.uitm.edu.my/id/eprint/43130/1/43130.pdf
https://ir.uitm.edu.my/id/eprint/43130/
http://myjms.mohe.gov.my/index.php/ijmal/article/view/7613
_version_ 1738513895109165056
score 13.211869

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