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posted by norita bte abd rahman -ieta- @ 10:01 AM
0 Comments
Wednesday, April 11, 2007
My Experiences In Online Test.
At first I do not know that this test was provided in UKM. When I looked at the question I felt its difficult and the terms that been used in Malay language is quite confusing. There are terms like “hamparan, cakera liut” and others which make me confused to choose the correct answer. There are some question that I don’t know the answer and I just throw my dice and luckily the answers that I choose is right.
This online test is able to give the results immediately and it was a good service for the tester to know how many points that they get. The question is given randomly and each of the tester will got a different question, the advantages of randomization is tester cannot ask and copy their friends answer.
This online test also have a security features which is the tester must subscribe first in the Learning Care, then when they want to start answering the quiz they must used their own password and username.
Based on my experiences, learning this course is very useful and give me new knowledge in IT. I know about blogging activity, many source of encyclopedia in internet and the online journal at PTSL because I learn this courses. With the lecturers that always help the students, especially Datin Norizan who always helped and guide me in tutorial classes. The one thing that could not forget in tutorial class is when Datin asked my group to talked in English while we are discussing the task that have been provided. It was a funny moment for me actually. Out of 10 I will give 9 for this courses because it gives many new beneficial information for students.
Although this semester will end soon and the final exam will arrive next week I will always used this blog as my online diary and I will keep it as my personal things. Frankly, I felt proud that I have my own websites and my writing was published there. Lastly, thanks a lot to Datin Norizan for guiding me and I hope that you won’t forget me.
posted by norita bte abd rahman -ieta- @ 9:50 AM
1 Comments
Wednesday, April 4, 2007
Online Language Proficiency Assessment
The mastery of English is seen to be instrumental for developing nations such as Malaysia to gain competitive edge in the global market. Seeking to be a competitive knowledge-based economy with a world-class workforce, Malaysia reintroduced the English language as a medium of instruction for science, mathematics, and technology related subjects back into the education system in 2001.
It is necessary to be reminded at this juncture that the role of English language here, at best, is to complement and supplement but never to substitute for or compete with the socio cultural role that have been well imbedded and well entrenched in the national language, Bahasa Malaysia. Tun Dr. Mahathir Mohammad said that the globalization wave has brought on the need for us to redefine the concept of nationalism from a pragmatic perspective.
This re-emphasized on mastering the English language is a significant policy change that has affected educators, especially those whose professional experiences have largely involved the use of Bahasa Malaysia in the medium of instruction.
The Need For In-Service English Language Training For UKM Lecturers
UKM has grown from strength to strength in achieving its vision and mission in using, developing and promoting the national language as an academic language for knowledge building. This was managed through translation of knowledge from English into Bahasa Malaysia by academicians.
UKM has grown from strength to strength in achieving its vision and mission in using, developing and promoting the national language as an academic language for knowledge building. This was managed through translation of knowledge from English into Bahasa Malaysia by academicians.
However in this new millennium and with the onset of globalization, UKM in its efforts to remain competitive in a borderless world has now given emphasized to the use of English for academic and professional purposes. The cognitive processes and academics literacy skills that these educators need to engaged in and employ to translate their knowledge gained and understood in Bahasa Malaysia into the English language is still unclear. What is clear from the outset though, is the need to approximate their current English language proficiency and academic English literacy competency levels.
For this purpose, the English language competency test should profile the lecturers’ general English language proficiency and instructional language control in the target language.
Online Test Construction.
As university lecturers are busy, an online test that can be accessed anywhere in the campus, with less anxiety and with apprehension level minimized should be the most suitable approach. The School of Language Studies and Linguistic views language learning as a continuous development for all motivated learners. In the spirit of this principle, the school is committed to develop new approaches to help support and harness that learning.
Online Test Construction.
As university lecturers are busy, an online test that can be accessed anywhere in the campus, with less anxiety and with apprehension level minimized should be the most suitable approach. The School of Language Studies and Linguistic views language learning as a continuous development for all motivated learners. In the spirit of this principle, the school is committed to develop new approaches to help support and harness that learning.
UKM IT Agenda In Brief
UKM approach towards ICT implementation can be considered quite conservative. Only in 1994, UKM produced its ICT blueprint to equip its staff for K-economy and globalization (Aziz Deraman & Syahrul Fahmi, 2003). The concept of K-campus as proposed by Aziz Deraman and Syahrul Fahmi (2003), which is to establish a knowledge-centric e-campus whereby a web based system is used to facilitate education knowledge and resource services for the campus community. The knowledge services are further classified into 2 main categories, namely, education ICT services that deal with the instruction and content offered in non-linear formats for various users and management ICT services that deal with staff and students’ database – resumes, work record, students’ registration, final exam grades and others.
UKM approach towards ICT implementation can be considered quite conservative. Only in 1994, UKM produced its ICT blueprint to equip its staff for K-economy and globalization (Aziz Deraman & Syahrul Fahmi, 2003). The concept of K-campus as proposed by Aziz Deraman and Syahrul Fahmi (2003), which is to establish a knowledge-centric e-campus whereby a web based system is used to facilitate education knowledge and resource services for the campus community. The knowledge services are further classified into 2 main categories, namely, education ICT services that deal with the instruction and content offered in non-linear formats for various users and management ICT services that deal with staff and students’ database – resumes, work record, students’ registration, final exam grades and others.
Learning Care Platform
LearningCare is a web based fully integrated e-learning solution, which provides UKM community aa tool to develop, implement and share effectively the used of web-based technology for intra- and inter- organization learning process. This system includes portfolio (courses) management system, LeraningCare Resources and LearningCare Portal System.
LearningCare is a web based fully integrated e-learning solution, which provides UKM community aa tool to develop, implement and share effectively the used of web-based technology for intra- and inter- organization learning process. This system includes portfolio (courses) management system, LeraningCare Resources and LearningCare Portal System.
Online Test Development
Online test construction
The team constructed the placement test using the LearningCare web-based system. LearningCare does provide a relatively simple interface for test development, scoring and statistic keeping.
The team constructed the placement test using the LearningCare web-based system. LearningCare does provide a relatively simple interface for test development, scoring and statistic keeping.
Format And Timing
Cloze-type test – a series of three 10-item cloze type passages presented in increasing order of difficulty, with blanks selected to represent grammar and vocabulary items, as well as to some extent testing overall comprehension. Conversational cloze is designed to rate the oral ability or test takers because a direct measure of oral ability is not feasible.
Cloze-type test – a series of three 10-item cloze type passages presented in increasing order of difficulty, with blanks selected to represent grammar and vocabulary items, as well as to some extent testing overall comprehension. Conversational cloze is designed to rate the oral ability or test takers because a direct measure of oral ability is not feasible.
posted by norita bte abd rahman -ieta- @ 8:08 PM
1 Comments
Wednesday, March 28, 2007
Online Journal.
On last week tutorial I go to the PTSL to search about the online journal. The topic that I selected is The Application Of ICT In Language Learning.
Proquest Journal
Can ICT reduce social exclusion? The case of an adults' English language learning programme.
Strong claims are made for ICT-based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of such a study in relation to learners from one socially excluded group, adults from ethnic minority backgrounds, who are disproportionately deprived and often excluded by language. The article discusses the study of the experiences and perceptions of adults learning English for speakers of other languages (ESOL) through ICT in seven different learning centers in England. The findings show that technology is insufficient to overcome existing inequalities in access to learning, and to engage learners who would not otherwise undertake formal learning, but ICT-based learning can reduce some aspects of social exclusion in terms of encouraging minority ethnic group learners to speak more within the host community. ICT-based learning offers a space for language learning and practice, which is often absent in traditional ESOL classrooms and in the. Learning is a social practice in which the level of commitment of tutors to encouraging the use of these media and creating a safe and private space for learning affects the range of learning activities with which learners engage and the impact of these on their everyday use of English.
Emerald Journal
Innovative practice in the use of ICT in education and training: learning from the winners
Addresses three separate initiatives: South Yorkshire Further Education Consortium (SYFEC); e-skills4industry – a partnership between Lewisham College and Deloitte; and Cascade and information and communication technology (ICT) training for schools. The initiatives, however, share two important characteristics. First, they are all initiatives which have been recognized within the National Training Awards (NTA) programmed organized by UK Skills and supported by the UK Government's Department for Education and Skills (DfES). Second, each of the initiatives, albeit in different ways, looks at the utilization of information and communication technology (ICT) in different aspects of education and training. The three winning accounts featured here offer useful insight into how the further and higher education sectors, in partnership with industry, are responding to some of the challenges and opportunities that have arisen as the use of information technology (IT) becomes common place in people's working (and learning) lives.
Emerald Journal
Concept IV: role of computer applications in facilitating language learning.
Do electronic communications and computerized interventions respect the ecology of the behavior, the speaker, and the listener?
According to Vygotsky (Portes, 1985; Vygotsky, 1962, 1978; Wertsch, 1985, 1990), behavior, or activity, was said to be verbally mediated. Initial reflexive behaviors were regarded as biologically controlled but influenced by the child-environment interaction through which cognitive structures were modified. Thus, behavior cannot be separated from thought; both are embodied within the unique cognitions of the individual and are at the same time the manifestations of that individual's social-- historical development.
Concept IV: Role of computer applications in facilitating language learning.
Are computer applications that target particular age groups or grade levels respectful of the child's cognitive, linguistic, and social-historical development?
To understand Vygotsky's approach and the multiplicity of intellectual roots characterized in his writings, Wertsch (1985) identified three general themes which could be applied to specific issues: (1) reliance upon developmental methods, (2) attributing higher mental processes to the social processes from which they originated, and (3) the postulate that understanding mental processes requires understanding of the signs/ tools that mediate them. The three themes are interdefined; there cannot be isolation of social and individual phenomena in the social sciences.
Concept IV: Role of computer applications in facilitating language learning.
Because electronic communication uses the signs of language and is a tool for communicating, is it also an appropriate context for developing the signs and tools the child needs?
Any function in the child's cultural development appears twice, or on two planes. First it appears on the social plane, and then on the psychological plane. First it appears between people as an interpsychological category, and then within the child as an intrapsychological category. This is equally true with regard to voluntary attention, logical memory, the formation of concepts, and the development of volition.
Concept IV: Role of computer applications in facilitating language learning.
Is it appropriate to use electronic communication as the "social context" referred to as the interpsychological plane?
Although the holistic emphasis and functional-mediationist perspectives of the social-interactionist theories appear to be quite different from Skinner's behaviorist theories, there are shared theoretical tenets. First, both underscore the important role of environment in contributing to the acquisition of language. Further, though reinforcement is qualitatively different from the Skinnarian-defined operant conditioning, it is an important component of social-- interactionist theory.
Concept V: Computer applications as intervention tools for LLI
Selection of developmentally appropriate software and application in intervention are essential considerations. Are criteria outlined by Nelson and Masterson (1999) sufficiently stringent to guide the SLP?
Berlin, Blank, and Rose (1980) underscored the importance of language in the schools as the medium through which all learning takes place. Silliman (1984) pointed out that not all talk is effective teaching, though most teaching involves talk. Nelson (1984) noted that the research in the area of school discourse was sparse. She reported that literature in this area described teaching as a process of deciding which discourse styles and content to use; what pace to set; and how to best manage a classroom, not in a sense of discipline but as part of the larger process of selection of a discourse style.
Concept V: Computer applications as intervention tools for LLI
Do electronic communication contexts, such as email, chatrooms, and list servs, provide an appropriate intervention setting to stimulate (1) conversation initiation, maintenance and elaboration; (2) more mature discourse regulation; (3) development of more flexible and mature syntax; and (4) maintenance of connected discourse?
Four aspects of children's communicative abilities were examined by Fey and Leonard (1983), including conversational participation, discourse regulation, speech acts, and referential skills. Their findings indicated that the SLI child was a deficient initiator of conversation at home, with peers, and in school. Such children did not initiate conversation or elaborate on topics, but rather used other nonverbal or less efficient verbal behaviors in their role as a communication partner. The third aspect examined, speech acts, revealed conflicting information. Some children evidenced deficiencies in their ability to produce requests for action and information and employed a limited range of linguistic forms (Fey and Leonard, 1983).The last aspect discussed by Fey and Leonard (1983) was use of referential skills. They reported there was evidence that SLI children could encode the element of context, which carried the greatest information load, as well as and sometimes better than could younger, language-matched children.
Experience using TSL databases.
This was my first time using online databases and I don’t know that journal is provided in modern way. Usually if I need to seek for a journal I used the traditional way and go to level three at PTSL and then I will photocopy the page that I want. Using online databases is more easy and convenient, because all the information that we search is in your hand. It is more easy using PROQUEST and EMERALD because it give the clear instruction and it is easy to find the topic that I choose. I’ve also try the EBSCOHOST, ERIC and LISA but it is difficult to understand the steps to find the topic. With knowing that journal was provided in online databases it will make my searching process become more easier and I love to go there again.
Proquest Journal
Can ICT reduce social exclusion? The case of an adults' English language learning programme.
Strong claims are made for ICT-based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of such a study in relation to learners from one socially excluded group, adults from ethnic minority backgrounds, who are disproportionately deprived and often excluded by language. The article discusses the study of the experiences and perceptions of adults learning English for speakers of other languages (ESOL) through ICT in seven different learning centers in England. The findings show that technology is insufficient to overcome existing inequalities in access to learning, and to engage learners who would not otherwise undertake formal learning, but ICT-based learning can reduce some aspects of social exclusion in terms of encouraging minority ethnic group learners to speak more within the host community. ICT-based learning offers a space for language learning and practice, which is often absent in traditional ESOL classrooms and in the. Learning is a social practice in which the level of commitment of tutors to encouraging the use of these media and creating a safe and private space for learning affects the range of learning activities with which learners engage and the impact of these on their everyday use of English.
Emerald Journal
Innovative practice in the use of ICT in education and training: learning from the winners
Addresses three separate initiatives: South Yorkshire Further Education Consortium (SYFEC); e-skills4industry – a partnership between Lewisham College and Deloitte; and Cascade and information and communication technology (ICT) training for schools. The initiatives, however, share two important characteristics. First, they are all initiatives which have been recognized within the National Training Awards (NTA) programmed organized by UK Skills and supported by the UK Government's Department for Education and Skills (DfES). Second, each of the initiatives, albeit in different ways, looks at the utilization of information and communication technology (ICT) in different aspects of education and training. The three winning accounts featured here offer useful insight into how the further and higher education sectors, in partnership with industry, are responding to some of the challenges and opportunities that have arisen as the use of information technology (IT) becomes common place in people's working (and learning) lives.
Emerald Journal
Concept IV: role of computer applications in facilitating language learning.
Do electronic communications and computerized interventions respect the ecology of the behavior, the speaker, and the listener?
According to Vygotsky (Portes, 1985; Vygotsky, 1962, 1978; Wertsch, 1985, 1990), behavior, or activity, was said to be verbally mediated. Initial reflexive behaviors were regarded as biologically controlled but influenced by the child-environment interaction through which cognitive structures were modified. Thus, behavior cannot be separated from thought; both are embodied within the unique cognitions of the individual and are at the same time the manifestations of that individual's social-- historical development.
Concept IV: Role of computer applications in facilitating language learning.
Are computer applications that target particular age groups or grade levels respectful of the child's cognitive, linguistic, and social-historical development?
To understand Vygotsky's approach and the multiplicity of intellectual roots characterized in his writings, Wertsch (1985) identified three general themes which could be applied to specific issues: (1) reliance upon developmental methods, (2) attributing higher mental processes to the social processes from which they originated, and (3) the postulate that understanding mental processes requires understanding of the signs/ tools that mediate them. The three themes are interdefined; there cannot be isolation of social and individual phenomena in the social sciences.
Concept IV: Role of computer applications in facilitating language learning.
Because electronic communication uses the signs of language and is a tool for communicating, is it also an appropriate context for developing the signs and tools the child needs?
Any function in the child's cultural development appears twice, or on two planes. First it appears on the social plane, and then on the psychological plane. First it appears between people as an interpsychological category, and then within the child as an intrapsychological category. This is equally true with regard to voluntary attention, logical memory, the formation of concepts, and the development of volition.
Concept IV: Role of computer applications in facilitating language learning.
Is it appropriate to use electronic communication as the "social context" referred to as the interpsychological plane?
Although the holistic emphasis and functional-mediationist perspectives of the social-interactionist theories appear to be quite different from Skinner's behaviorist theories, there are shared theoretical tenets. First, both underscore the important role of environment in contributing to the acquisition of language. Further, though reinforcement is qualitatively different from the Skinnarian-defined operant conditioning, it is an important component of social-- interactionist theory.
Concept V: Computer applications as intervention tools for LLI
Selection of developmentally appropriate software and application in intervention are essential considerations. Are criteria outlined by Nelson and Masterson (1999) sufficiently stringent to guide the SLP?
Berlin, Blank, and Rose (1980) underscored the importance of language in the schools as the medium through which all learning takes place. Silliman (1984) pointed out that not all talk is effective teaching, though most teaching involves talk. Nelson (1984) noted that the research in the area of school discourse was sparse. She reported that literature in this area described teaching as a process of deciding which discourse styles and content to use; what pace to set; and how to best manage a classroom, not in a sense of discipline but as part of the larger process of selection of a discourse style.
Concept V: Computer applications as intervention tools for LLI
Do electronic communication contexts, such as email, chatrooms, and list servs, provide an appropriate intervention setting to stimulate (1) conversation initiation, maintenance and elaboration; (2) more mature discourse regulation; (3) development of more flexible and mature syntax; and (4) maintenance of connected discourse?
Four aspects of children's communicative abilities were examined by Fey and Leonard (1983), including conversational participation, discourse regulation, speech acts, and referential skills. Their findings indicated that the SLI child was a deficient initiator of conversation at home, with peers, and in school. Such children did not initiate conversation or elaborate on topics, but rather used other nonverbal or less efficient verbal behaviors in their role as a communication partner. The third aspect examined, speech acts, revealed conflicting information. Some children evidenced deficiencies in their ability to produce requests for action and information and employed a limited range of linguistic forms (Fey and Leonard, 1983).The last aspect discussed by Fey and Leonard (1983) was use of referential skills. They reported there was evidence that SLI children could encode the element of context, which carried the greatest information load, as well as and sometimes better than could younger, language-matched children.
Experience using TSL databases.
This was my first time using online databases and I don’t know that journal is provided in modern way. Usually if I need to seek for a journal I used the traditional way and go to level three at PTSL and then I will photocopy the page that I want. Using online databases is more easy and convenient, because all the information that we search is in your hand. It is more easy using PROQUEST and EMERALD because it give the clear instruction and it is easy to find the topic that I choose. I’ve also try the EBSCOHOST, ERIC and LISA but it is difficult to understand the steps to find the topic. With knowing that journal was provided in online databases it will make my searching process become more easier and I love to go there again.
posted by norita bte abd rahman -ieta- @ 7:41 PM
1 Comments
Sunday, March 25, 2007
me n my frens after annual dinner...green yellow theme.
posted by norita bte abd rahman -ieta- @ 8:31 AM
0 Comments
