Browsing by Author "Selamat, S"
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Publication Enhancing Listening Comprehension: The role of Metacognitive Strategy Instruction (MetSI)(Elsevier Science Bv, 2013) ;Selamat, SSidhu, GKThis paper reports the findings of a study taken from an ongoing doctoral research study which investigates the effects of metacognitive strategy training on lecture listening comprehension abilities of undergraduate students in Malaysia. Listening to lectures is difficult especially for students who have just entered the university and even more daunting for Malaysian students as English is a second or foreign language to them. The study involved 34 first-year students from the Faculty of Education in a public university in Malaysia. Instrumentation for the study involved the use of a questionnaire, a listening test and semi-structured interviews. Results indicated that students who frequently use metacognitive strategies when listening to lectures in English scored higher in the listening test. In addition, students could benefit from instructions in listening strategies as these assisted them in their academic success. (C) 2013 The Authors. Published by Elsevier Ltd. - Some of the metrics are blocked by yourconsent settings
Publication Exploring The Use Of Multiliteracies Project Approach To Enhance Employability Skills Among Malaysian University Graduates(Int Organization Center Acad Research, 2017) ;Behak, FP ;Mahir, NA ;Abd Hamid, YE ;Selamat, S ;Ali, SM ;Darmi, R ;Harun, H ;Massari, N ;Saad, NSMSidek, HEnhancing 21st century learning skills becomes the utmost importance in the contemporary education world. In Malaysia, the rising number of unemployment among Malaysian university graduates is associated to the lack of 21st century skills and it is imperative to find a pedagogical approach that could enhance these skills. This study examines how Multiliteracies Project Approach (MPA) enhances 21st century skills among Malaysian university graduates. It is a qualitative study that was conducted at a public university in Nilai, Malaysia, involving 50 students enrolled in English as a Second Language (ESL) course. Data was collected using qualitative tools such as observation, semi-structured interviews and reflective journals. Data was then analyzed using a thematic analysis method. The findings of the study showed that MPA promotes the development of collaborative, technological and critical thinking skills among students. MPA provided students the chance to practice working effectively in in a network of people to achieve a mutual goal. Findings also showed that students acquired new skills when learning using MPA, including technological skills and critical thinking skills which were significant in 21st century employment. The findings suggest that Multiliteracies Project Approach can provide a significant pedagogical implication.