Ilyana Binti Jalaluddin / FBMK
About
Ilyana Jalaluddin received her B.Ed in English language studies and Education from University of Otago, New Zealand in 2002 and M.Ed in teaching of English language as a second language (TESL) from Universiti Malaya, Malaysia in 2006. She later obtained her Ph.D specialising in TESL in 2011 and her Ph.D research focused on the development of writing skills among rural area learners. She has researched and published book and articles related to TESL, teaching of writing skills, ESL writing skills and self-efficacy development. She also has received the MELTA Excellence in English Language Education Research Award in 2011 and few gold medals in language and technology competition in year 2019 to 2022. Currently, she is a senior lecturer at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia. Her current research focuses on the use of technology in teaching and learning of writing skills under the University Impact Grant ResearchSessions
Asynchronous (Online) Utilising MAVR in Learning English: An ESL Low Achievers Context more
Fri, Apr 28, 12:00-Thu, Jun 1, 00:05 Asia/Seoul
Learning English language for learners with learning difficulties is not an easy process. These students will need learning assistance more than usual in order to give them an attractive and attentive learning environment. This study aims to provide the students with a learning assistance using technological advancement in education. Here, mobile AR technology through an android application is implemented to develop a simulation-based concept learning system on the vocabularies used in the textbook. It will help the students to visualize and use the words throughout the game-based activities. While there are many existing AR mobile apps created for math and sciences, none has focused on the curriculum of learners with learning difficulty or primary school students. In addition, it offers the best and user-friendly augmented reality (AR) experience for classrooms. 45 primary school students in Selangor were recruited in this study, and they were provided access to an AR-game based apps for learning English vocabularies with mobile computing devices. Vocabularies were measured using British Picture Vocabulary Scale II and analysed with one-way repeated measures ANOVA. Analysis showed that there was an increase in the scores and the differences between the levels of the within-subjects factor was significant. This implies that Augmented Reality materials can be used as an interactive tool for special need learners in learning a language. This study will highlight the role of teachers in the implementation process and point out possible directions for more effective application of AR in this field.