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From passive to engaged learnng: an ICAP intervention in an ESL classroom

Past studies claimed that sociocultural factors are among the causes of disengagement from intellectual tasks among students in an ESL classroom. The disengagement resulted in low English language proficiency level. This paper describes the process of designing and developing an English language ins...

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Main Author: Kapong, Joyce Morris
Format: Conference or Workshop Item
Language:English
Published: Faculty of Agriculture and Food Sciences, Universiti Putra Malaysia Bintulu Sarawak Campus 2019
Online Access:http://psasir.upm.edu.my/id/eprint/76454/1/ICOSSH2019-3.pdf
http://psasir.upm.edu.my/id/eprint/76454/
http://spel3.upm.edu.my/max/dokumen/ICSSH2019_e_proceeding_ICOSSH_2019_UPMKB_(with_eISBN).pdf
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spelling my.upm.eprints.764542020-02-04T04:54:28Z http://psasir.upm.edu.my/id/eprint/76454/ From passive to engaged learnng: an ICAP intervention in an ESL classroom Kapong, Joyce Morris Past studies claimed that sociocultural factors are among the causes of disengagement from intellectual tasks among students in an ESL classroom. The disengagement resulted in low English language proficiency level. This paper describes the process of designing and developing an English language instruction based on the ICAP learning framework by Chi and Wylie (2014). The instruction functioned as an intervention to engage 45 pre-university ESL learners at a Malaysian public university to improve their English proficiency level. Data were collected and analysed through design-based research methods. The intervention, which was designed based on ICAP and culturally responsive teaching (CRT) developed by Geneva Gay (2010), uncovered three main characteristics – achieving high English proficiency level is regarded as a primary goal, the collaboration among learners during intellectual tasks develops both the collective and the individual student, and a respectful, inclusive and fun teaching approach is a major component in the cognitive and affective processes of learning. The intervention also resulted in evident transformative effects within the learners such as being able to attain autonomy throughout the learning experience, to distinguish concurrent cognitive processes during intellectual tasks, and to nurture respect and inclusivity in an ESL classroom. Finally, this paper discusses the impact of relevance when constructing teaching and learning activities, the importance of designing for individual and collective development, and the construction of pragmatic interventions as solutions to problems in English learning. Faculty of Agriculture and Food Sciences, Universiti Putra Malaysia Bintulu Sarawak Campus 2019 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/76454/1/ICOSSH2019-3.pdf Kapong, Joyce Morris (2019) From passive to engaged learnng: an ICAP intervention in an ESL classroom. In: International Conference on Social Sciences and Humanities 2019 (ICOSSH2019), 8-9 Oct. 2019, Parkcity Everly Hotel, Bintulu, Sarawak, Malaysia. (p. 86). http://spel3.upm.edu.my/max/dokumen/ICSSH2019_e_proceeding_ICOSSH_2019_UPMKB_(with_eISBN).pdf
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Past studies claimed that sociocultural factors are among the causes of disengagement from intellectual tasks among students in an ESL classroom. The disengagement resulted in low English language proficiency level. This paper describes the process of designing and developing an English language instruction based on the ICAP learning framework by Chi and Wylie (2014). The instruction functioned as an intervention to engage 45 pre-university ESL learners at a Malaysian public university to improve their English proficiency level. Data were collected and analysed through design-based research methods. The intervention, which was designed based on ICAP and culturally responsive teaching (CRT) developed by Geneva Gay (2010), uncovered three main characteristics – achieving high English proficiency level is regarded as a primary goal, the collaboration among learners during intellectual tasks develops both the collective and the individual student, and a respectful, inclusive and fun teaching approach is a major component in the cognitive and affective processes of learning. The intervention also resulted in evident transformative effects within the learners such as being able to attain autonomy throughout the learning experience, to distinguish concurrent cognitive processes during intellectual tasks, and to nurture respect and inclusivity in an ESL classroom. Finally, this paper discusses the impact of relevance when constructing teaching and learning activities, the importance of designing for individual and collective development, and the construction of pragmatic interventions as solutions to problems in English learning.
format Conference or Workshop Item
author Kapong, Joyce Morris
spellingShingle Kapong, Joyce Morris
From passive to engaged learnng: an ICAP intervention in an ESL classroom
author_facet Kapong, Joyce Morris
author_sort Kapong, Joyce Morris
title From passive to engaged learnng: an ICAP intervention in an ESL classroom
title_short From passive to engaged learnng: an ICAP intervention in an ESL classroom
title_full From passive to engaged learnng: an ICAP intervention in an ESL classroom
title_fullStr From passive to engaged learnng: an ICAP intervention in an ESL classroom
title_full_unstemmed From passive to engaged learnng: an ICAP intervention in an ESL classroom
title_sort from passive to engaged learnng: an icap intervention in an esl classroom
publisher Faculty of Agriculture and Food Sciences, Universiti Putra Malaysia Bintulu Sarawak Campus
publishDate 2019
url http://psasir.upm.edu.my/id/eprint/76454/1/ICOSSH2019-3.pdf
http://psasir.upm.edu.my/id/eprint/76454/
http://spel3.upm.edu.my/max/dokumen/ICSSH2019_e_proceeding_ICOSSH_2019_UPMKB_(with_eISBN).pdf
_version_ 1662756525521764352
score 13.211869

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