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Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context

Some studies (Fung, 2010; Hwang & Mohamed Amin, 2007; Nadzrah, 2005; Puteh-Behak, 2013; Tang & Abdul Ghani Kanesan Abdullah, 2007) show that a significant characteristic in Malaysian learning is that the ability of a particular student is usually measured through his/her performance in the e...

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Main Authors: Puteh-Behak, Fariza, Massari, Norhaili, Harun, Haliza
Format: Article
Language:en_US
Published: 2016
Subjects:
Multiliteracies approach
ESL
Examination-based setting
Participatory action research
Online Access:http://ddms.usim.edu.my/handle/123456789/10002
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spelling my.usim-100022016-01-21T07:02:16Z Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context Puteh-Behak, Fariza Massari, Norhaili Harun, Haliza Multiliteracies approach ESL Examination-based setting Participatory action research Some studies (Fung, 2010; Hwang & Mohamed Amin, 2007; Nadzrah, 2005; Puteh-Behak, 2013; Tang & Abdul Ghani Kanesan Abdullah, 2007) show that a significant characteristic in Malaysian learning is that the ability of a particular student is usually measured through his/her performance in the examination. In this examination-based culture, learning usually concentrates on techniques in answering examination questions through the process of drilling. Often students are well-prepared for the examination however unable to use the knowledge gained in praxis. Being part of a larger study, this paper explores the implementation of a multiliteracies approach in an English as a Second Language (ESL) classroom in Malaysia. It was a participatory action research project and involved two lecturers as co-researchers and 30 Diploma of Civil Engineering students as participants. Data was collected through qualitative means such as classroom observations, informal conversations and classroom artefacts. Data was analysed through Critical Reflective Analysis Steps (Puteh-Behak, 2013) which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that through the multiliteracies approach the students experienced a shift from monotonous drilling activities to exciting yet challenging learning activities. It seems that the use of the multiliteracies approach enhanced the students’ learning experience by providing a sense of adventure in the usually-monotonous learning process. 2016-01-21T07:02:16Z 2016-01-21T07:02:16Z 2015 Article http://ddms.usim.edu.my/handle/123456789/10002 en_US
institution Universiti Sains Islam Malaysia
building USIM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universit Sains Islam i Malaysia
content_source USIM Institutional Repository
url_provider http://ddms.usim.edu.my/
language en_US
topic Multiliteracies approach
ESL
Examination-based setting
Participatory action research
spellingShingle Multiliteracies approach
ESL
Examination-based setting
Participatory action research
Puteh-Behak, Fariza
Massari, Norhaili
Harun, Haliza
Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context
description Some studies (Fung, 2010; Hwang & Mohamed Amin, 2007; Nadzrah, 2005; Puteh-Behak, 2013; Tang & Abdul Ghani Kanesan Abdullah, 2007) show that a significant characteristic in Malaysian learning is that the ability of a particular student is usually measured through his/her performance in the examination. In this examination-based culture, learning usually concentrates on techniques in answering examination questions through the process of drilling. Often students are well-prepared for the examination however unable to use the knowledge gained in praxis. Being part of a larger study, this paper explores the implementation of a multiliteracies approach in an English as a Second Language (ESL) classroom in Malaysia. It was a participatory action research project and involved two lecturers as co-researchers and 30 Diploma of Civil Engineering students as participants. Data was collected through qualitative means such as classroom observations, informal conversations and classroom artefacts. Data was analysed through Critical Reflective Analysis Steps (Puteh-Behak, 2013) which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that through the multiliteracies approach the students experienced a shift from monotonous drilling activities to exciting yet challenging learning activities. It seems that the use of the multiliteracies approach enhanced the students’ learning experience by providing a sense of adventure in the usually-monotonous learning process.
format Article
author Puteh-Behak, Fariza
Massari, Norhaili
Harun, Haliza
author_facet Puteh-Behak, Fariza
Massari, Norhaili
Harun, Haliza
author_sort Puteh-Behak, Fariza
title Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context
title_short Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context
title_full Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context
title_fullStr Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context
title_full_unstemmed Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context
title_sort learning with a sense of adventure through a multiliteracies approach in an examination-oriented learning context
publishDate 2016
url http://ddms.usim.edu.my/handle/123456789/10002
_version_ 1645152741366956032
score 13.211869

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