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1860799923776126976
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INTELEK Repository
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| collection |
Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2012-08-19 20:43:47
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Restricted Document
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| id |
7937
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UniSZA
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| internalnotes |
Cotteral, S. (1999). Key variables in language learning: what do learners believe about them? System, 27, 493-513. Retrieved from http://elsevier.com/locate/system Deegan, P. (2006). The Legacy of Peer Support. Retrieved July 30, 2011, from http://www.patdegan.com/blog/posts/legacy-peer-support Finocchiaro, M. (1982). Motivation: it’s crucial role in language learning. ERIC Document Reproduction Service. Fitz-Gibbon, C.I., & Rear, D.G. (1982). Peer Tutoring: Brightening up FL Teaching in an Urban Comprehensive School. British Journal of Language Teaching, 20(1), 39-44. Gardner, R. C., & MacIntyre, P.D. (1993).A student’s contributions to second language learning. Part II: Affective Variables. Language Teaching, 26, 1-11. Gardner, R. C. (1983). Learning another language: A true Social Psychological Experiment. Journal of Language and Social Psychology, 2, 219-239. http://dx.doi.org/10.1177/0261927X8300200209 Glynn, L., Macfarlane, A. Kelly, M., Cantillon, P., & Murphy, A. (2006). Helping each Other to Learn – A Process Evaluation of Peer Assisted Learning. BMC Medical education, 6(1), 18-26. Hussein, S., Maarof, N., & D'Cruz, J. (2001). Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment Program. The Internet TESL Journal, VII(5), May. Retrieved from http://iteslj.org/ Ismail, N.S., & Tahir, I. M. (2011). English Camp Activities: A Strategy to Enhance Students’ English Proficiency. Studies in Literature and Language, 2(3), 61-72. http://dx.doi.org/10.3968/j.sll.1923156320110203.009 Krashen, S. D. (1987). Principles and practice in second language acquisition. New York: Prentice Hall. Littlejohn, A.P. (1982). Teacherless language Learning Groups: An Experiment. Manuscript, University of Lancaster. Littlewood, W. (1995). Foreign and second language learning. Cambridge: CUP. Long, M., & Porter, P.A. (1985). Group Work, Interlanguage Talk, and Second language Acquisition. TESOL Quarterly, 19(2), 207-228, June. Morshidi Sirat, Rosni Bakar, Lim Hock Eam dan Mohamed Nasser Katib. (2004). Kajian Pencapaian Akademik dan Kebolehgunaan Tenaga Siswazah di Institusi PengajianTinggi. UniversitiSains Malaysia: Institusi Penyelidikan Pendidikan Tinggi Negara. Nunan, D. (1988). The learner Centred curriculum: A study in Second language Teaching. Cambridge: Cambridge University Press. O’Neill, R. (1991). The plausible myth of learner centredness: Or the importance of doing ordinary things well. ELT Journal, 45, 293-304. Oxford & Shearin, 1996. Language Learning Motivation in a new key. In Rebecca Oxford Ed., Language Learning Motivation: Pathways to the New Century, University of Hawai’i Press. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language Learners’ interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30(1), 59-84. Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University Press. Reeve, J. (1996). Motivating others: Nurturing inner motivational resources. Massachusetts: Allyn & Bacon. Swain, M. (1985). Communicative Competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House Topping, K. J. (1996). The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature. Higher Education, 32(3), 321 -345.
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3735-01-FH02-FBK-15-02483.pdf
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7937
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7937 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7937 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 11 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in NewStaff1 2012-08-19 20:43:47 New Nobel Institute www.newnobel.org 3735-01-FH02-FBK-15-02483.pdf UniSZA Private Access Students’ Attitudes towards the English Proficiency Enhancement Programme International Journal of Education This article examines students’ attitudes towards the English Proficiency Enhancement Programme (EPEP) carried out in one of the public universities in Malaysia. It draws on a study of 167 participants of the inaugural programme in 2010. A questionnaire was administered to evaluate their attitudes towards four categories of the programme: facilitators, schedule, activities and benefits. Analysis of data was done quantitatively. A main finding is that the EPEP impacted positively on the participants. Other findings show no significant differences in attitudes between gender but attitudes between diploma and undergraduate participants were significantly different. Resultant suggestions include continuing with this programme but with some modifications. 4 3 1-11 Cotteral, S. (1999). Key variables in language learning: what do learners believe about them? System, 27, 493-513. Retrieved from http://elsevier.com/locate/system Deegan, P. (2006). The Legacy of Peer Support. Retrieved July 30, 2011, from http://www.patdegan.com/blog/posts/legacy-peer-support Finocchiaro, M. (1982). Motivation: it’s crucial role in language learning. ERIC Document Reproduction Service. Fitz-Gibbon, C.I., & Rear, D.G. (1982). Peer Tutoring: Brightening up FL Teaching in an Urban Comprehensive School. British Journal of Language Teaching, 20(1), 39-44. Gardner, R. C., & MacIntyre, P.D. (1993).A student’s contributions to second language learning. Part II: Affective Variables. Language Teaching, 26, 1-11. Gardner, R. C. (1983). Learning another language: A true Social Psychological Experiment. Journal of Language and Social Psychology, 2, 219-239. http://dx.doi.org/10.1177/0261927X8300200209 Glynn, L., Macfarlane, A. Kelly, M., Cantillon, P., & Murphy, A. (2006). Helping each Other to Learn – A Process Evaluation of Peer Assisted Learning. BMC Medical education, 6(1), 18-26. Hussein, S., Maarof, N., & D'Cruz, J. (2001). Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment Program. The Internet TESL Journal, VII(5), May. Retrieved from http://iteslj.org/ Ismail, N.S., & Tahir, I. M. (2011). English Camp Activities: A Strategy to Enhance Students’ English Proficiency. Studies in Literature and Language, 2(3), 61-72. http://dx.doi.org/10.3968/j.sll.1923156320110203.009 Krashen, S. D. (1987). Principles and practice in second language acquisition. New York: Prentice Hall. Littlejohn, A.P. (1982). Teacherless language Learning Groups: An Experiment. Manuscript, University of Lancaster. Littlewood, W. (1995). Foreign and second language learning. Cambridge: CUP. Long, M., & Porter, P.A. (1985). Group Work, Interlanguage Talk, and Second language Acquisition. TESOL Quarterly, 19(2), 207-228, June. Morshidi Sirat, Rosni Bakar, Lim Hock Eam dan Mohamed Nasser Katib. (2004). Kajian Pencapaian Akademik dan Kebolehgunaan Tenaga Siswazah di Institusi PengajianTinggi. UniversitiSains Malaysia: Institusi Penyelidikan Pendidikan Tinggi Negara. Nunan, D. (1988). The learner Centred curriculum: A study in Second language Teaching. Cambridge: Cambridge University Press. O’Neill, R. (1991). The plausible myth of learner centredness: Or the importance of doing ordinary things well. ELT Journal, 45, 293-304. Oxford & Shearin, 1996. Language Learning Motivation in a new key. In Rebecca Oxford Ed., Language Learning Motivation: Pathways to the New Century, University of Hawai’i Press. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language Learners’ interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30(1), 59-84. Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University Press. Reeve, J. (1996). Motivating others: Nurturing inner motivational resources. Massachusetts: Allyn & Bacon. Swain, M. (1985). Communicative Competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House Topping, K. J. (1996). The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature. Higher Education, 32(3), 321 -345.
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| spellingShingle |
Students’ Attitudes towards the English Proficiency Enhancement Programme
|
| summary |
This article examines students’ attitudes towards the English Proficiency Enhancement Programme (EPEP) carried out in one of the public universities in Malaysia. It draws on a study of 167 participants of the inaugural programme in 2010. A questionnaire was administered to evaluate their attitudes towards four categories of the programme: facilitators, schedule, activities and benefits. Analysis of data was done quantitatively. A main finding is that the EPEP impacted positively on the participants. Other findings show no significant differences in attitudes between gender but attitudes between diploma and undergraduate participants were significantly different. Resultant suggestions include continuing with this programme but with some modifications.
|
| title |
Students’ Attitudes towards the English Proficiency Enhancement Programme
|
| title_full |
Students’ Attitudes towards the English Proficiency Enhancement Programme
|
| title_fullStr |
Students’ Attitudes towards the English Proficiency Enhancement Programme
|
| title_full_unstemmed |
Students’ Attitudes towards the English Proficiency Enhancement Programme
|
| title_short |
Students’ Attitudes towards the English Proficiency Enhancement Programme
|
| title_sort |
students’ attitudes towards the english proficiency enhancement programme
|