Papers by FATIMAH AZZAHRA MD RAUS
NTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES, 2023
ESL and EFL writers encounter all sorts of writing difficulties, also known as rhetorical problem... more ESL and EFL writers encounter all sorts of writing difficulties, also known as rhetorical problems and these are encountered each time a writer embarks on a writing task. It is vital to further understand how ESL writers perceive these rhetorical problems because each writer may respond differently to these problems. The study sought to explore the perception of learners on rhetorical problems in writing and the writing process. In addition, the study also sought to identify the relationship between rhetorical problems and the writing process. The data was collected through the administration of a 5 Likert-scale quantitative survey and is rooted from Flower & Hayes (1980) and Petric & Czalf's (2003). The survey includes four sections namely 'writing difficulty', 'before writing', 'while writing' and 'when revising'. 125 of ESL learners from three public universities responded to this survey. The study found out that majority of the respondents agreed that writing is difficult due to the needs of long-term memory usage. Most respondents also prefer to revise the requirements of the task before writing and write the introduction first before continuing to complete the task during 'when writing stage'. Checking their essay for task fulfilment is the most preferred strategy when revising their writing task. On one hand, correlation analysis indicates that there is a low significant correlation between rhetorical problems and translating. The correlation analysis also shows a strong positive relationship between translating and reviewing. Overall, findings
ESTEEM Journal of Social Sciences and Humanities, 2023
Flipped Classroom Model was introduced in 2016 and since then it
has been adopted in many classro... more Flipped Classroom Model was introduced in 2016 and since then it
has been adopted in many classrooms in most Malaysian
institutions. It is described as an innovative strategy used in higher
education, tremendously beneficial in a pandemic, demanding
students to develop their critical thinking and problem-solving
skills. This study was conducted in order to investigate students’
attitude towards the implementation of Flipped Classroom and to
examine students’ engagement in a Flipped Online Classroom. 15
Foundation students from a local university in Sepang district were
selected for a focus group interview and two classes were recorded
and observed. A checklist on Components of Attitude was used.
There were three components that were observed which are
Cognitive, Affective and Behavioral. Through these instruments, the
current study showed that the students’ attitude towards Flipped
Classroom Model in online learning classroom was positive. Not
only that, students also showed positive engagement in terms of
Cognitive, Affective and Behavioral. The students viewed Flipped
Classroom as a useful, productive, interactive and entertaining
learning approach. This study recommends the necessity of using
Flipped Classroom Model in face-to-face, online or even hybrid
teaching for other suitable subjects due to its flexibility and
convenience, encouraging independent learning and enhancing
learning interest.
International journal of academic research in business & social sciences, Apr 11, 2023
Self-regulation, motivational beliefs, and cognitive strategy use are closely related. These thre... more Self-regulation, motivational beliefs, and cognitive strategy use are closely related. These three factors can impact learners' ability to learn and succeed in an academic setting. Promoting self-regulation helps learners to develop positive motivational beliefs and effective cognitive strategies. It also encourages learners to be independent in decision-making. In addition, this study investigates how students' use of cognitive strategies affects their learning. The purpose of this quantitative study is to investigate undergraduate selfregulation strategies and motivational beliefs. The survey was completed by a random sample of 108 people. The instrument utilized is a study and is imitated from Pintrich and De Groot (1990). It has four parts. Items on the demographic profile are in Section A. There are 22 items on motivational beliefs in Section B. Section C has 13 questions about strategies for selfregulation, and Section D has 9 questions about how self-regulation is perceived. The findings show that there is also a strong positive relationship between self-regulation and cognitive strategy use and there is also a moderate positive relationship between self-regulation and motivational beliefs.
International Journal of Academic Research in Business and Social Sciences
Communication helps people understand one another and helps to remove misunderstandings. Communic... more Communication helps people understand one another and helps to remove misunderstandings. Communication bridges the gap between people to transfer information. Communication can be formal or informal. An oral presentation is one form of communication that people do to get their message across. Some are natural-born speakers, while others need help to become better at communication. There are many reasons why people fear public speaking. Some presenters have low self-esteem and feel that their lack of grammar skills will get in the way. Some are apprehensive about presenting in front of an audience because they feel adequate in terms of knowledge. They are afraid that their message will not get conveyed or they will get misunderstood. While these types of fear can be true, some manage to overcome the fear, while some remain apprehensive. This quantitative research is done to investigate the prevalence of oral presentation among learners of English as a second language. The instrument used is a survey. 56 respondents were purposively chosen to answer the survey. The survey has three main sections. Section A has items on the demographic profile. Section B has eight items on External factors and Section C includes seven items on internal factors. Findings in this study show that presenters feared oral presentations from internal and external factors. Generally, speakers' feeling of inadequacy has added to their fear of oral presentation. Findings have interesting pedagogical implications for the teaching and learning of oral presentations.
Uploads
Papers by FATIMAH AZZAHRA MD RAUS
has been adopted in many classrooms in most Malaysian
institutions. It is described as an innovative strategy used in higher
education, tremendously beneficial in a pandemic, demanding
students to develop their critical thinking and problem-solving
skills. This study was conducted in order to investigate students’
attitude towards the implementation of Flipped Classroom and to
examine students’ engagement in a Flipped Online Classroom. 15
Foundation students from a local university in Sepang district were
selected for a focus group interview and two classes were recorded
and observed. A checklist on Components of Attitude was used.
There were three components that were observed which are
Cognitive, Affective and Behavioral. Through these instruments, the
current study showed that the students’ attitude towards Flipped
Classroom Model in online learning classroom was positive. Not
only that, students also showed positive engagement in terms of
Cognitive, Affective and Behavioral. The students viewed Flipped
Classroom as a useful, productive, interactive and entertaining
learning approach. This study recommends the necessity of using
Flipped Classroom Model in face-to-face, online or even hybrid
teaching for other suitable subjects due to its flexibility and
convenience, encouraging independent learning and enhancing
learning interest.
has been adopted in many classrooms in most Malaysian
institutions. It is described as an innovative strategy used in higher
education, tremendously beneficial in a pandemic, demanding
students to develop their critical thinking and problem-solving
skills. This study was conducted in order to investigate students’
attitude towards the implementation of Flipped Classroom and to
examine students’ engagement in a Flipped Online Classroom. 15
Foundation students from a local university in Sepang district were
selected for a focus group interview and two classes were recorded
and observed. A checklist on Components of Attitude was used.
There were three components that were observed which are
Cognitive, Affective and Behavioral. Through these instruments, the
current study showed that the students’ attitude towards Flipped
Classroom Model in online learning classroom was positive. Not
only that, students also showed positive engagement in terms of
Cognitive, Affective and Behavioral. The students viewed Flipped
Classroom as a useful, productive, interactive and entertaining
learning approach. This study recommends the necessity of using
Flipped Classroom Model in face-to-face, online or even hybrid
teaching for other suitable subjects due to its flexibility and
convenience, encouraging independent learning and enhancing
learning interest.