Browsing by Author "Harison@Hanisa Mohd Sidek"
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Publication A Conceptual Framework To Explore The English Language Learning Experiences Of International Students In Malaysia(OCERINT International Organization Center of Academic Research, 2016) ;Noor Saazai Mat Saad ;Harison@Hanisa Mohd Sidek ;Hazleena Baharun ;Mohd Mudzafar IdrusMelor Md YunusThis conceptual paper addresses the information lacuna in the amalgamation between the areas of language learning strategies and international students in Malaysia. Malaysia is considered a hybrid or mixed setting where English as a Second Language (ESL) meets English as a Foreign Language (EFL). Thus in dissecting the big areas of language learning strategies and international students in relation to Malaysia, it gives rise to four notions hybrid environment, agency, out-of-class language learning strategies and acculturation strategies. Underpinned by tenets derived from four flagship theories/model Experiential Learning Theory by Kolb, Sociocultural Theory by Vygotsky, Social Cognitive Theory by Bandura, and Second Language Acquisition Model by Ellis a framework is conceptualized. The conceptual framework elucidates the interplay of the four notions and their connections which will inform the main purpose of the study that is to explore the English language learning experiences of the international students in Malaysia. - Some of the metrics are blocked by yourconsent settings
Publication Decision - making, legitimation, and power in Hot Bench(Universiti Sains Islam Malaysia, 2015-10) ;Mohd Muzhafar Idrus ;Tun Nur Afizah Zainal Ariff ;Hazleena BaharunHarison@Hanisa Mohd SidekResearch by Fairclough (1992) and Van Dijk (2008), among others, have demonstrated that power can be illuminated through analyzing discourses. These discourses, according to Van Leeuwen (2007) and Wang (2006), have the precedence to control some of everyday, social, and public spheres. Following this premise, this paper examines how legitimation circulates power in selected decision-making scenes of a three-judge panel of a popular syndicated TV court show, Hot Bench. Premiered in 2014, Hot Bench draws over 2 million viewers in October 2014, jumping to staggering 2.5 million viewers in November 2014, making it one of the most watched syndicated legal reality TV programs in United States of America, with its second season renewed through 2017. Two objectives of this paper are set out; this paper firstly examines how organization and resolution of cases are generally settled and secondly, it analyzes two cases, defamation and personal property disputes. By analyzing conversations constructed by judges who deliberate verdicts in their chambers, this study which employs Van Leeuwen’s (2007) framework of legitimation concludes that the judges typically employ three types of legitimation- authorization, moral evaluation, and rationalization over the course of adjudicating TV court proceedings. This study ultimately contributes to the broader field of discourse analysis by presenting insights into the use of legitimation in legal reality TV programs and taps onto the belief that language, through discourse analysis, serves as a vehicle within which specific discourse community maintains power. - Some of the metrics are blocked by yourconsent settings
Publication The effects of communication tasks on Learners' Production of Language - related – episodes (LREs) in EFL classroom(Universiti Sains Islam Malaysia, 2015) ;Hazleena Baharun ;Tun Nur Afizah Zainal Ariff ;Harison@Hanisa Mohd SidekMohd Muzhafar IdrusConsidering the importance of tasks in promoting interaction and language learning, classroom-based research that investigates how communication language tasks could be used in a classroom to promote meaningful interaction and language learning is needed. This study explored language learning opportunities captured in learners’ oral interaction engaged in communication task completion. The investigation focused on the types of Language Related Episodes (LREs) generated by the participants and how the LREs might potentially contribute to language learning opportunities. Eighteen undergraduates in groups of three took part in the study. They were given two communication task types to complete (i.e. the jigsaw and the decision-making tasks). Learner interactions were audio-recorded and transcribed verbatim. The data sets comprised transcribed recordings of learner interactions and they were qualitatively analysed. Data was examined for the production of LREs identified in the learner interactions and instances of language learning opportunities that might occur during task completion. Findings revealed that the participants produced LREs during task completion for both communication task types. Further examination found that the major focus of the LREs was the lexical LREs. The findings suggest that language learning opportunities operationalised as LREs identified in the learner interactions could occur in tasks that were actually designed to improve fluency. The lexical LREs produced may offer occasions for language learning to emerge and opportunities for vocabulary development are a particularly favourable outcome.