WeCWI

WeCWI: The Sixth Keynote

2018-12-17T14:15:00.000+08:00

Dr Mah's sixth keynote address entitled WeCWI: Integrating CMC, E-learning Interaction-based Model, and Interactionism towards Language Development was delivered in the 12th International Conference on Language, Education & Innovation 2018 (ICLEI 2018) on 17-18 December 2018 at Impiana KLCC Hotel, 13, Jalan Pinang, 50450 Kuala Lumpur, Malaysia.

The abstract of the keynote is shown as follows:

Web-based Cognitive Writing Instruction (WeCWI) was formulated by Dr Mah Boon Yih in 2014 based on his doctoral study in response to the global impact of using the internet in English language teaching (ELT), limitations of the learning management system (LMS) in fostering second language (L2) learning, as well as needs of supplementary web-based instruction (WBI) due to the positive outcomes. WeCWI is an e-framework grounded on the theoretical-and-pedagogical principles of language acquisition, composition studies, cognitive theories, and e-learning to promote literacy, language, cognitive, and psychological developments. Since creating a web-based instructional platform has been recognised as one of the 21st century digital skills for educators, Dr Mah keeps inspiring the educators to develop and design their preferred WBI as an alternative of LMS. According to Dr Mah, WBI is referred as a delivery mode of transferring the knowledge via an adaptive technology enabler tool towards personalised learning. By conducting qualitative systematic review of literature on the integration of Computer-mediated Communication (CMC), e-learning interaction-based model, and interactionism to become a hybrid framework, this study intents to tackle the poor writing skill among the L2 learners including interlanguage errors and low language proficiency. The modes and patterns of interactions emphasised in WeCWI can be described seamlessly based on CMC and Anderson’s e-learning interaction-based model, which aims to create a powerful human interactions platform in web-based environment that allows asynchronous and synchronous communications happened between a learner and the instructional content, between the two learners, between a learner or a group of learners and an instructor, between an instructor and the instructional content, as well as between an instructor and a learner or a group of learners. The questions and answers generated during the process of discussion will create a rich interactive environment consisting of input, negotiation, output, and interactional feedback that associate closely with the interactionist model. To sum up, the integration of CMC, e-learning interaction-based model, and interactionism in WeCWI empowers WBI towards language development.

A Judge's Tip #3: Highlight the Solid Evidences to the Judge

2018-08-09T10:00:00.000+08:00

Dr Mah Boon Yih was appointed as a judge in Language Invention, Innovation & Design (LIID 2018) organised by Akademi Pengajian Bahasa, UiTM Shah Alam in conjuction with ILANNS 2018. As highlighted by the organiser, LIID 2018 is a platform for participants to highlight innovation, invention and design of high quality products in relation to language development. LIID 2018 aims to promote a language innovation and creativity culture among professionals, university students and students. Besides, this is also a good platform to highlight the new inventions in modern languages and applied linguistics, which the new designs and inventions are hoped to be commercialised at both national and international levels. Below is the third tip he would like to share to the fellow contestants based on his observation:

Besides "wow" factor, needs and values, the preparedness of solid evidences as the highlights to the judge including intellectual property ownership, high indexed publications, and previous awards related to the current product are essential for different categories of scoring purpose.

WeCWI Integrated Solutions' Web Design: The Documentation Portal

2018-07-26T09:00:00.000+08:00

As a member of the Creative and Innovative Group (KIK) of Academy of Language Studies, UiTM Penang Branch (APB UiTMCPP) or better known as Q-Brainsters, Dr Mah Boon Yih has developed a web portal namely the Documentation Portal or Portal Dokumentasi (POD) by using Blogger as the platform to disseminate information and interact with the portal visitors. This portal was designed using Soho as the base theme, which the background, layout, colours, fonts, and menus were selected based on the suitability of the project's title with professional look. The POD's URL address is at https://portaldokumentasi.blogspot.com and it will be updated periodically for portraying the latest information and progress of this project. If there is an interest to develop a web using Blogger with personalised design, kindly contact Dr Mah at HERE for further information.

网络认知写作教学综合方案作坊: 《研究报告: X因素》

2018-07-11T12:00:00.000+08:00

A WeCWI Integrated Solutions' workshop (网络认知写作教学综合方案作坊) entitled Research Report: X Factor (研究报告: X因素) was presented to the academicians and postgraduate students at North Minzu University (北方民族大学), Yinchuan, Ningxia, China. Besides being invited as the facilitator of this workshop, Dr Mah Boon Yih was involved as one of the committee members to represent Universiti Teknologi MARA (UiTM) Penang Branch in signing the Memorandum of Understanding (MOU) with North Minzu University for further collaboration in various academic affairs and research activities. This workshop was delivered in Chinese language with the objective to assist the participants in writing a research report from A to Z by highlighting the X factor through focussing on the essential steps from finding a topic until submission or publication.

The abstract written in English is shown as follows:

Research Report: X Factor” workshop covers both writing and research perspectives into one agenda. Why write? Write what? Why do research? How to write from research? These are the four basic queries that will be addressed before venturing into a structured scientific writing process. This workshop aims to highlight the X factor through the exploration of the essential steps to write a research report from A to Z. The workshop will begin with the exposure on academic writing conventions, plagiarism avoidance, research assignment analysis, and research schedule establishment, which are the prerequisite knowledge and skills acquired before finding and narrowing a topic within a defined scope. During the drafting process, the researcher needs to read, annotate, and create a list of references in a specified format and style. The main points need to be organised and justified with the relevant supporting details in an associated manner. Before submitting the manuscript for examination or publication, the draft needs to be refined through revising, editing, and proofreading processes. Based on the summary of the key points from these steps, a formulated X factor namely ADOJAR is emphasised. ADOJAR is an acronym referring to Acquired, Defined, Organised, Justified, Associated, and Refined. By understanding and bearing this X factor in mind, academics, researchers, and postgraduate students can plan, execute, and report their research effectively in a systematic, structured, and guided manner.

A Judge's Tip #2: Attract the Judge' Attention the Soonest on the Needs and Values

2018-04-27T09:00:00.000+08:00

Being appointed as a judge of 2018 Asia Innovation Show on 28 April 2018 at Paragon Mall, Penang, Dr Mah Boon Yih would like to appreciate and congratulate Dr Mohd Subri Tahir and his team from UiTM Penang Branch for making this event a great success. Below is another tip he would like to share to the fellow contestants based on his judging experience:

Another key success to stand out from the crowd besides the wow factor of your invention/innovation is your presenting and pitching skills. I have found this as the most common problem faced by the presenters who need to improve their English to communicate effectively; it's very important to attract the judge' attention on the projects' needs and values within the shortest time available. It's not always a good sign if the judge asking questions more frequent than presenting your ideas.

A Judge's Tip #1: Impress the Judge with a "Wow" Factor

2018-04-25T09:00:00.000+08:00

Besides conducting a featured workshop, Dr Mah Boon Yih was invited also as a judge for poster presentations in the Northern Zone Research Conference in English Language Education (NORCELE) 2018 by the Malaysian English Language Teaching Association (MELTA) in collaboration with the Institute of Teacher Education, Tuanku Bainun Campus, Penang, on 25 April 2018. After evaluating the assigned contestants' posters and ideas that employed case studies as their research design, below is a tip he would like to share:

Instead of knowing what you've done, you must know also how to impress your judge with a "wow" factor of your work that deserves to be awarded.

WeCWI Integrated Solutions' Workshop: Research Report: X Factor

2018-04-25T08:00:00.000+08:00

A WeCWI Integrated Solutions' workshop entitled Research Report: X Factor was featured in the Northern Zone Research Conference in English Language Education (NORCELE) 2018 on 25 April 2018 organised by Malaysian English Language Teaching Association (MELTA) in collaboration with Institute of Teacher Education, Tuanku Bainun Campus, Penang. As the only facilitator of this workshop, Dr Mah Boon Yih aimed to help the writers to identify the X factor of writing a research report, so the participants were be able to plan, execute, and report a research in a systematic, structured, and guided manner.

The abstract of the workshop is as follows:

Research Report: X Factor” workshop covers both writing and research perspectives into one agenda. Why write? Write what? Why do research? How to write from research? These are the four basic queries that will be addressed before venturing into a structured scientific writing process. This workshop aims to highlight the X factor through the exploration of the essential steps to write a research report from A to Z. The workshop will begin with the exposure on academic writing conventions, plagiarism avoidance, research assignment analysis, and research schedule establishment, which are the prerequisite knowledge and skills acquired before finding and narrowing a topic within a defined scope. During the drafting process, the researcher needs to read, annotate, and create a list of references in a specified format and style. The main points need to be organised and justified with the relevant supporting details in an associated manner. Before submitting the manuscript for examination or publication, the draft needs to be refined through revising, editing, and proofreading processes. Based on the summary of the key points from these steps, a formulated X factor namely ADOJAR is emphasised. ADOJAR is an acronym referring to Acquired, Defined, Organised, Justified, Associated, and Refined. By understanding and bearing this X factor in mind, academics, researchers, and postgraduate students can plan, execute, and report their research effectively in a systematic, structured, and guided manner.

WeCWI Enterprise: Be an Oral Presenter

2018-03-20T00:00:00.000+08:00

Image credit to Youth Are Awesome

Course Details:

14 sessions
2 hours per session
Blended learning mode
Task-based assessments

Course Structure:

Session 1

Course orientation

e-Portfolio
Personalised Learning Profile
Regulations (attendance, class representatives & Whatsapp group)
Course briefing
Course entrance form (i-Learn portal)

Basic principles of speech communication

The Art of Public Speaking: Chapter 1 (READ)
Speech communication process (WATCH)

Task: Discuss the basic principles of speech communication.

Session 2

Theoretical aspects & patterns of organisation in speeches

The Art of Public Speaking: Chapters 2 & 3 (READ)

Learners' Diagnostic Tests Results
Task:

Research for topics on charts/graphs (focusing on chosen charts/graphs) for informative speech portfolio.
Read following materials:

Session 3

Specific purpose & central idea

The Art of Public Speaking: Chapter 5 (READ)

Principles of effective introduction, body (main point & sub-points) & conclusion

The Art of Public Speaking: Chapters 9 & 10 (READ)

Task: Submit speech topic for approval.

Session 4

Basic principles of delivering speeches (accurate & appropriate language, voice pronunciation, articulation, fluency, accuracy, articulation, intonation & stress)

The Art of Public Speaking: Chapters 12 & 13 (READ)

Principles of non-verbal communication (eye-contact, gesture, personal appearance)

The Art of Public Speaking: Chapter 13 (READ)

Appropriate & effective delivery via PowerPoint slides

The Art of Public Speaking: Chapter 14 (READ)

Handling questions & comments from the audience

The Art of Public Speaking: Chapter 6 (READ)

Speech adaptation to target audience

The Art of Public Speaking: Chapter 6 (READ)

Tasks:

Identify relevant information from the materials collected based on the approved topic.
Organise the information to form a speech outline (focusing on chosen charts/graphs).

Session 5 (blended learning mode)

Aims and structure of the informative speech (focusing on chosen charts/graphs)

The Art of Public Speaking: Chapter 15 (READ)

Topic introduction, speech background, description & analysis of charts/graphs, conclusions & recommendations

The Art of Public Speaking: Chapter 4 (READ)

Tasks:

Read the slides & view the sample of informative speech video clip.
Write an outline of informative speech (focusing on chosen charts/graphs) on topic approved by your class lecturer.

Session 6

Practise informative speech (focusing on chosen charts/graphs)
Tasks:

Prepare informative speech slides.
Rehearse informative speech.

Sessions 7-8

Deliver the introduction, conclusion & recommendation of an informative speech

The Art of Public Speaking: Chapters 9 & 10 (READ)
Presenting in English (WATCH)

Describe and analyse charts/graphs
Use visual aids appropriately and effectively

The Art of Public Speaking: Chapter 14 (READ)

Assessments:

Present informative speech individually (4-6 minutes).
Submit informative speech portfolio.

Sessions 9-11 (blended learning mode)

Aims and structure of persuasive speech based on Monroe’s Motivated Sequence

The Art of Public Speaking: Chapters 16 & 17 (READ)
Persuasive speech
Monroe's Motivated Sequence: 1 & 2

Preparation of speech outline covering introduction, body & conclusion

Video samples: 1 & 2
Speech outline samples: 1 & 2

Accurate and appropriate persuasive language

Tasks:

Research for topics for persuasive speech.
Get your topics for persuasive speech approved by class lecturer.
Identify relevant information from the materials collected based on approved topic.
Organise the information to form an organised persuasive speech.

Show the 1st draft of your speech outline to your lecturer in classroom.
Referring to the feedback given by your lecturer, rewrite the outline and hand-in the final copy to your lecturer in Session 12.

Sessions 12-14

Elements in presenting an effective oral presentation
Principles of effective speeches and & presentations preparation
Delivery of an effective persuasive speech

The Art of Public Speaking: Chapter 13 (READ)

Task: Personalised learning performance
Assessments:

Present persuasive speech in 8 -10 minutes (40% of course assessment)
Submit portfolio (20% of course assessment) including:

research articles and speech outline drafts (5% of course assessment)
speech outline (15% of course assessment)

font type: Times New Roman
font size: 12
line spacing: single
reference format: APA/MLA

WeCWI Enterprise: Be an Academic Writer

2018-03-19T00:00:00.000+08:00

Image credit to the balance

Course Details:

14 sessions
2 hours per session
Blended learning mode
Task-based assessments

Course Structure:

Session 1

Course orientation

e-Portfolio
Personalised Learning Profile
Regulations (attendance, class representative(s) & Whatsapp group)
Course briefing
Course entrance form (i-Learn portal)

Paraphrasing strategies

Synonyms (dictionary & thesaurus)
Active & passive forms
Varied sentence patterns
Paraphrasing strategies (nouns to verbs, adjectives to adverbs, adverbs to adjectives, order of ideas, retelling & chunking methods, making abstract ideas more concrete)

Paraphrasing (WATCH)

Task: Answer exercises 1 and 2.

Session 2

Document sources using APA format (in-text citation & references)

Referencing (WATCH)
Document sources using APA format

APA formatting & style guide (READ)
APA 6th edition resources: simplified & comprehensive (READ)

Learners' Diagnostic Tests Results
Task: Answer exercises 1, 2 and 3.

Session 3

Write annotated bibliographies

Analysing and evaluating arguments in academic texts

Analysing the argument: 1 & 2 (WATCH)

Identifying main ideas, supporting details & organisational patterns in academic texts

Main idea & supporting details (WATCH)
Organisational patterns: 1 (WATCH) & 2 (READ)

Identifying author’s purpose, tone, intended audience & reasoning

Determining author’s purpose, intended audience, tone & bias (READ)

Task: Answer exercises 1, 2, 3 and 4.

Session 4 (blended learning mode)

Writing annotated bibliographies:

paraphrasing
summarising
types of support
validity, objectivity, completeness & credibility of texts
strengths & weaknesses of arguments
wide range of sentence structures & vocabulary

Evaluating arguments: 1 & 2
Annotating: 1, 2, 3 & 4 (WATCH)
Annotating in APA style (WATCH)

Task:

Write an annotated bibliography using all strategies taught in class by answering the sample test.

Answer key
Sample answers A, B & C

Session 5

Employing annotation strategies:

analysing and evaluating arguments
main ideas, supporting details & organisational patterns
author’s purpose, tone, intended audience & reasoning
paraphrasing
summarising
types of support
validity, objectivity, completeness & credibility of texts
strengths & weaknesses of arguments
wide range of sentence structures & vocabulary

Preparation for annotated bibliography: 1, 2 & 3 (READ)

Task:

Answer the past year papers: 1, 2 & 3.

Answer keys: 1, 2 & 3

Session 6

Assessment:

Write an annotated bibliography about 250–300 words.

Print English-English dictionary is permitted.

Session 7

Prepare and present analysis of academic texts

Researching topics
Collecting relevant materials from a variety of sources
Writing thesis statements, main ideas, and supporting details
Identifying author’s tone, purpose, and intended audience in academic texts

Tasks:

Form into groups of 4 students.
Choose 4 articles under the 1 similar topic from different sources such as journals, books, online research papers, newspapers, and magazines.

Sample articles

Prepare a draft of an outline for analysis consisting as follows:

2 main ideas from each article
a minimum of 4 supporting details for each main idea
1 conclusion based on ideas presented

Acknowledge sources of information using in-text citations and references (APA style)

Session 8 (blended learning mode)

Preparation & presentation of academic text analysis

Writing outlines based on texts
Delivering oral presentations focusing on fluency, grammatical accuracy & non-verbal aspects

Presentation in English (WATCH)
Sample group presentation (WATCH)

Preparing suitable visual aids for presentation (poster/infographic)

Sample poster/infograhic (READ)

Task:

Write an outline for oral presentation including thesis statement, eight main points, supporting details with in-text citations and conclusion.

Sessions 9-10

Assessments:

Submit article analysis outline (15% of course assessment).

Article analysis outline marking scheme

Submit poster/infographic (5% of course assessment).

Poster presentation evaluation form

Present the articles analysis based on poster/infographic (15% of course assessment):

4 students per group
20 minutes per group
Oral presentation scoring guide

Session 11

Synthesising & integrating information from academic articles

Synthesis: 1 (WATCH) & 2 (READ)
Identifying and paraphrasing relevant supporting details with correct in-text citations
Synthesising information from a variety of academic articles and formulating main ideas based on the topic assigned
Drafting term papers based on synthesised information from articles

Task:

Prepare an outline for a written synthesis in group.

Session 12 (blended learning mode)

Writing a well organised and coherent term paper using correct in-text citations and references based on APA format

Tasks:

Complete exercises 1 and 2.

Session 13

Task: Personalised learning performance
Assessments:

Submit the draft of term paper (essay format) by synthesising information from the 4 articles (10% of course assessment).

Submit the portfolio (5% of course assessment) including:

Outline of article analysis
Poster/infographic
4 articles
Draft of term paper

Session 14

Assessment:

Submit a term paper of about 700-800 words by synthesising information from the 4 articles (25% of course assessment)

WeCWI Enterprise: Be an Effective Communicator in Written English

2018-02-04T01:32:00.002+08:00

Image credit to learndirect

Course Details:

3 sessions
2 hours per session
1 topic per session
Blended learning mode
Task-based assessments

Course Structure:

Topic 1: Communication, Written Communication, and Communication Models

Communication elements and factors
Written communication and its challenges
Communication models (Claude Shannon, Roman Jakobson, Ulric Neisser and Michael Polanyi), signs, symbols, and abbreviations

Topic 2: Essays, Types of Essays, Tackling Essay Writing, and Collaborative Writing

Essay writing stages, essay types, discourse markers, and paragraph writing
Explanation, discussion, argumentative, persuasive and creative writing essays
Supporting evidences, logical fallacies, and tackling essay questions
Collaborative writing stages and practices
Team and conflict managements

Topic 3: Writing a Research Paper, Proposal, and Report

Steps, elements, guidelines, and examples of writing a research paper
Research, formal, informal, business, and feasibility study proposals
Report writing stages, styles, and guidelines
Bibliographies, plagiarism, screening for useful resources, and describing visual data

Resource links:

Academic writing guideline
APA 6th edition resources: simplified & comprehensive

If interested to know further about this course, please click HERE.

WeCWI Enterprise: Be an Effective Communicator in Workplace

2018-02-03T08:37:00.001+08:00

Image credit to PR Central

Course Details:

3 sessions
2 hours per session
1 topic per session
Blended learning mode
Task-based assessments

Course Structure:

Topic 1: Networking, Phone Calls, Meetings, and Presentations

Having conversation and small talk before getting down to business
Receiving calls, taking and leaving messages, and handling difficult calls
Expressing opinion, agreement, disagreement, and suggestion in a meeting
Planning, structuring, and delivering a proper presentation

Topic 2: Cover Letters, Resumes, and Business Writing

Guidelines and key phrases for writing a cover letter
Writing resume
Language, grammar (S-V agreement, adjectives, and prepositions), punctuation styles, format, and layout for business writing
Writing business letters and types of letters

Topic 3: Memos, Emails, Faxes, Graphic Aids, and Business Reports

Memorandum and types of memo
Emails and faxes
Tables, charts (pie and Gantt chart), and graphs (bar, line, and pictograph)
Planning and writing short and long reports

Resource links:

Diplomatic language use in business meeting: Part 1 & Part 2
Using diplomatic English at work
Diplomatic tone
Diplomatic English

If interested to know further about this course, please click HERE.

WeCWI Enterprise: Be a Successful Presenter

2018-01-30T11:09:00.001+08:00

Image credit to Brian Tracy International

Course Details:

8 sessions
2 hours per session
1 topic per session
Blended learning mode
Task-based assessments

Course Structure:

Topic 1: Prepare

Presentation skills:

Plan
Practise
Deal with nerves

Language skills:

Get ready your equipment
Arrange your seats
Give feedback

Task:

Analyse your needs

Topic 2: Structure

Presentation skills:

Use the core structure
Guide your audience

Language skills:

Structure a presentation
Announce the beginnings and end of a message
Signpost

Task:

Give a 5-minute presentation

Topic 3: Introduce

Presentation skills:

Understand your audience
The ABCD model

Language skills:

Introduce your presentation
Introduce yourself and establish credibility
State your aims and intentions
Direct your audience about questions
Getting attention with pauses

Task:

Prepare and give an introduction to a presentation

Topic 4: Deliver

Presentation skills:

Communicate your main messages
Structure your message with PEEP

Language skills:

Structure your message
Introduce your point
Emphasise your point
Recap and return to your point

Task:

Prepare and give one message from a presentation using PEEP

Topic 5: Use Visual Aids

Presentation skills:

Design visual aids
Use visual aids successfully

Language skills:

Describe and refer to visual aids
Describe cause and consequence
Talk about trends and figures

Task:

Create visual aids and practise presenting them

Topic 6: Conclude

Presentation skills:

Make a final impression
End effectively

Language skills:

Announce the end of your presentation
Recap and remind
Ask your audience to take action
Invite questions and thank

Task:

Prepare and give a conclusion to a presentation

Topic 7: Handle Questions

Presentation skills:

Handle questions effectively
Use the LEVER model

Language skills:

Conclude your presentation
Deal with questions
Manage questions and clarify meaning
Soften disagreements and opinions

Task:

Present an idea for a new product and answer questions about it

Topic 8: Bring It Alive!

Presentation skills:

Bring a presentation to life
Turn a good presentation into a great presentation

Language skills:

Tell stories and report past events
Make comparisons and analogies

Rhetorical questions
Making words 'bigger'

Task:

Make changes to an existing presentation to 'bring it alive'
Give a full presentation

Resource links:

If interested to know further about this course, please click HERE.

WeCWI Enterprise: Be an Instructional Technologist

2018-01-25T15:44:00.001+08:00

Image credit to Wellington College

Course Details:

4 sessions
2 hours per session
1 topic per session
Blended learning mode
Task-based assessments

Course Structure:

Topic 1: EdTech, InTech and E-learning

Educational technology (EdTech) vs instructional technology (InTech)
Instructional technologist
EdTech development in Malaysia
Internet impact on education
E-learning and its applications

Topic 2: EdTech Integration in Education System

EdTech applications in schools and classrooms
EdTech applications in higher education
EdTech applications in training

Topic 3: Instructional Design (ID) and Integration

ID Theories
ID Models
Learner differences

Cognitive
Psychology
Physiology

Learning principles and conditions
Learning design

Environment
Experience
Materials

Topic 4: EdTech Trends, Challenges and Development

EdTech trends and applications
EdTech issues and challenges
EdTech for professional development

Resource links:

Learning theories
Instructional design: theories, concepts & domains
Academic writing guideline
APA 6th edition resources: simplified & comprehensive
Gagne: model & lesson plan
Reigeluth: theory & application
Technology integrated lesson plans

If interested to know further about this course, please click HERE.

WeCWI Enterprise: Learn to Write Visually

2018-01-25T14:56:00.001+08:00

Image credit to Writer's Digest

Course Details:

4 sessions
2 hours per session
1 step per session
Blended learning mode
Task-based assessments

Course Structure:

Step 4: Publishing

If interested to know further about this course, please click HERE.

WeCWI Enterprise Diagnostic Tests for Individual Consultation

2018-01-01T00:00:00.000+08:00

Image credit to Dr Molly ND

Please complete the diagnostic tests below and submit your results by filling up the Personalised Learning Profile. Based on this profile, a personalised English language course with affordable fee will be proposed prior the commencement of an individual consultation. You are recommended to attempt the questions ONCE only in a full concentration manner in order to determine your natural performance level. You may finish the entire diagnostic tests within 2 hours. For further inquiries, kindly drop an email to Dr Mah Boon Yih at wecwi.i.s@gmail.com (credits to Transparent Language, Inc., OXFORD online english & Wiley).

Proficiency test
Competency tests

Learning preferences

WeCWI Training Series 2017: Calling for Organisers and Participants

2017-09-12T09:46:00.000+08:00

Beginning of 2017, institutes, companies, or individuals who intend to organise or enrol the courses of WeCWI Training Series can register the courses as highlighted in the brochure. These courses can be served as the internal or/and external staff development programmes or for self-development purpose. Besides, organisers or participants may propose any topics of courses related to the WeCWI Integrated Solutions' fact sheets, which can be further tailored for the organisational or personal needs. For further details, kindly refer to the brochure or direct contact the consultant, Dr Mah Boon Yih, via email as shown below.

WeCWI Integrated Solutions Consultancy Brochure

WeCWI Integrated Solutions' Fact Sheets

Links:

EdTech Seminar 2016 (WeCWI: The Instructional & Technological Discoveries)

WeCWI Enterprise: Be a Proficient Writer

2017-09-11T00:00:00.001+08:00

Image credit to Cultus

Course Details:

14 sessions
2 hours per session
Blended learning mode
Task-based assessments

Course Structure:

Session 1

Course orientation

e-Portfolio
Personalised Learning Profile
Regulations (attendance, class representative(s) & Whatsapp group)
Course briefing
Course entrance form (i-Learn portal)

Session 3 (blended learning mode)

Writing skill

thesis statement and how to write a thesis statement
topic sentence for each supporting paragraph

Reading

paraphrase

applying different word forms/using synonyms

Tasks

After reading the above links, complete the thesis statement exercises and paraphrasing and summarising exercises. Check your answers based on the provided answer links after completion. Submit all your answers with the labels of exercises together with your name, student number, English group and date as evidence for blended learning attendance in the following lesson.

Session 4 (blended learning mode)

Writing skill

mapping out ideas for expository essays
sufficient and relevant supporting details
transitional words: 1, 2 & 3
linking words & phrases
writing effective introduction
revising and proofreading the essay

Speaking

appropriate expressions to begin presentation
appropriate delivery strategies to present
appropriate language to conclude presentation

Tasks

After reading the above links, write an essay of about 180-200 words on the importance of extracurricular activities for students based on the given outline. Submit the answer sheet with the labels of your name, student number, English group and date as evidence for blended learning attendance in the following lesson.

The Platform Development of WeCWI Instructional Tool: A Comparative Systematic Review

2017-09-08T11:10:00.000+08:00

Dr Mah Boon Yih presented a paper entitled The Platform Development of WeCWI Instructional Tool: A Comparative Systematic Review in UPALS Language Colloquium 2017 organised by Academy of Language Studies, Universiti Teknologi MARA (UiTM), Penang Branch on 8 September 2017 at Laman Perdana 1, UiTM Penang Branch, Permatang Pauh, Penang, Malaysia. This paper is co-authored with his colleague, Suzana Ab Rahim, which focusses on the development stage of WeCWI instructional tool by comparing between the two salient alternatives of web versions, web 2.0 applications, web hosts, and on-screen web properties. Below is the abstract extracted from the original paper:

The use of the internet for teaching and learning has received overwhelming responses from academics over the recent years. This infusion of digital and multimedia technologies into Malaysian ESL classrooms has considerably altered the ELT methodologies. Mastering English in the digital world is not only limited to knowing the syntactic, pragmatic, and lexical items of the language, but also knowing how to read, write, and communicate in electronic environments. In response to the impact of technology in English language teaching (ELT), limitations of the learning management system (LMS) in fostering second language (L2) writing skill, as well as needs of supplementary web-based instruction (WBI) in UiTM Penang Branch as reported in the past studies, a WBI namely Web-based Cognitive Writing Instruction (WeCWI) is thus proposed in this research. WeCWI is a theoretical and pedagogical framework applied into the design and development of a web-based instructional tool. This study applied a comparative systematic review focussing between the two salient alternatives of web versions, web 2.0 applications, web hosts, and on-screen web properties. A web 2.0 application, blog, hosted by Blogger was proposed to be used as the developing platform after comparing with their alternatives: Wordpress, wikis, and web 1.0. Besides, web widgets and hypertext were also analysed to be made available on the blogs as part of the user interface design. With the injection of Web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill among L2 learners.

WeCWI Seminar on Innovate Teaching towards Personalised Learning via WBI: An Alternative of LMS Using Web 2.0

2017-08-23T14:00:00.000+08:00

On 23 August 2017, Dr Mah Boon Yih conducted a WeCWI seminar entitled Innovate Teaching towards Personalised Learning via WBI: An Alternative of LMS Using Web 2.0 in a seminar organised by Academy of Language Studies, Universiti Teknologi MARA (UiTM). Penang Branch and Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tanjungpura, Indonesia with the theme namely Creativity in Teaching and Learning: Blueprint for Success at Serial 1, Hotel UiTM, UiTM Penang Branch, Permatang Pauh, Penang, Malaysia. In conjunction with the International English Language Expertise Partnership: A Malaysian-Indonesian Joint Venture, the objective of this seminar is to introduce Web-based Cognitive Writing Instruction (WeCWI) to the international participants who are the postgraduates from Universitas Tanjungpura, Indonesia as well as UiTM academics. Within one hour, four topics have been covered as follows:

EdNovator
EdTech Trends
Digital Natives
Problems Targeted Research to Solution Driven Consultancy

WeCWI: The Fifth Keynote

2016-12-10T09:00:00.000+08:00

Dr Mah Boon Yih has delivered his fifth keynote address entitled WeCWI: Integrating Language Acquisition and Composition Studies towards Literacy Development in the 6th International Conference on Language, Literature, Culture & Education (ICLLCE) on 10-11 December 2016 at Liberty Central Saigon Citypoint Hotel, 59-61 Pasteur Street, District 1, Ho Chi Minh City, Vietnam.

The abstract of the keynote is shown as follows:

WeCWI is an e-framework grounded on the theoretical-and-pedagogical principles of language acquisition, composition studies, cognitive theories, and e-learning to promote literacy, language, cognitive, and psychological developments. This study aimed to tackle the writing complexity and deficiency of literacy skills among the second language (L2) learners by reviewing the literature on the integration of language acquisition and composition studies to become a hybrid framework. Three fundamental language acquisition theories such as acquisition-learning hypothesis, input hypothesis, and reading hypothesis were adopted in WeCWI. To develop a tool of web-based instruction (WBI) using WeCWI, instructors are encouraged to publish greater functions and more up-to-date reading materials by utilising the web widgets and hypertext, which offer the direct access to specific online reading materials to the learners. This will also promote reading on voluntary basis in informal setting or free reading, which is the major source of literacy competence in various aspects including vocabulary, spelling, grammar, and writing (Krashen, 1992). Besides, formal reading can also be made available on WBI through posting the targeted reading materials related to the course’s learning outcomes. Furthermore, WeCWI adopted Yan (2005)’s six typical writing steps based on Badger and White (2000)’s process genre approach. This approach helps instructors to create the writing tasks driven by specific purposes and forms that enable the learners to be engaged in the recursive writing process through six writing steps: preparation, modelling and reinforcing, planning, joint constructing, independent constructing, and revising. Since guided writing is the most imperative factor on how to develop and formulate abstract ideas (Lan, Hung, & Hsu, 2011), interactive media in the form of web widget or hypertext can be embedded to assist these writing steps. In conclusion, the integration of language acquisition theories and process genre approach into WeCWI empowers WBI towards literacy development.

Researching into ICT and Education

2016-12-03T14:30:00.000+08:00

Dr Mah Boon Yih was invited as a facilitator of a postgraduate colloquium organised by School of Educational Studies, Universiti Sains Malaysia, Penang to conduct a 90-minute consultative workshop entitled Researching into ICT and Education. The workshop took place at Auditorium, School of Educational Studies, USM Penang on 3 December 2016. The participants mostly consisted of doctoral students, which a number of them were having their prospectus presentations to the panel examiners. Dr Mah was also a part of the invited panel examiners to share his comments on one of the doctoral students to strengthen the research design. With the theme Generating Innovative Educational Research in the 21st Century, this workshop covers 3 key takeaways:

ICT & education
today’s EdTech trends, learners & classroom
research to consultancy

WeCWI: The Fourth Keynote

2016-12-01T11:40:00.000+08:00

The fourth keynote address entitled WeCWI Integrated Formula: Empowering Teachers through Adaptive Learning Technology was presented by Dr Mah Boon Yih in ICELD 2016: International Conference on Education, Learning and Development on 1-2 December 2016 at Bayview Hotel Georgetown, Farquhar Street, 10200 Penang, Malaysia.

The abstract of the keynote is shown as follows:

Web-based Cognitive Writing Instruction (WeCWI) is a theoretical-and-pedagogical multidisciplinary hybrid e-framework formulated to empower teachers through the adaptive learning technology particularly the internet. WeCWI Integrated Formula is the first framework synthesising the principles of language acquisition, cognitive theories, composition studies, and e-learning to construct a hybrid digital framework for developing and designing a web-based instruction (WBI) based on learners’ information processing preferences. The four main theoretical rationales—language acquisition, composition studies, cognitive theories, and e-learning—are seamlessly integrated as the core of WeCWI, which can be summarised into a formula as: (Language Acquisition + Composition Studies + Cognitive Theories) e-Learning = WeCWI. This integrated formula of WeCWI is represented by a Venn diagram. To promote adaptive learning, teachers are encouraged to develop their web-based instructional tools using the web 2.0 platform such as blog based on their students’ preferred interface designs that correspond to different perceptual learning styles. The process of WBI construction through the four stages (acquaint, develop, integrate, and design) in four different types of discoveries (instructional, technological, pedagogical, and theoretical) can empower the teachers to plan and manage the entire instructional process. Besides, WeCWI Integrated Formula also provides a remedy of second language (L2) writing barriers in English faced by the students by fostering their writing performance and critical thinking. This is achievable through the integration among the four WeCWI’s theoretical rationales that promotes literacy, language, cognitive, and psychological developments. These four areas are equally essential to tackle the issues of complexity of writing skill and low literacy skills, interlanguage errors and low language proficiency, lack of critical thinking and low information literacy, and L2 writing anxiety. Therefore, language teachers are encouraged to develop and design their WBIs to improve the students’ writing process and product.

A Review of UiTM Students’ Writing Needs, Writing Problems, and Language Courses Prior to WeCWI’s Course Integration

2016-11-03T11:00:00.000+08:00

Based on the performance analysis and the writing challenges prescribed in the SIL domains (Mah, Irfan Naufal Umar, & Thomas Chow, 2013) as well as the poor writing skills based on SIL’s learner domain (Mah & Khor, 2015), seven L2 writing challenges faced by UiTM students were identified. Hence, a supplementary WBI grounded on WeCWI was proposed and it was found appropriate to be integrated with WBI for an English writing course. A paper entitled A Review of UiTM Students’ Writing Needs, Writing Problems, and Language Courses Prior to WeCWI’s Course Integration were authored by Boon Yih Mah, Lim Teck Heng, Rosmaliza Mohamed, Rasaya Marimuthu, Liaw Shun Chone and Rushita Ismail, which has been presented by Dr Mah Boon Yih in International Conference on Education and Social Sciences 2016 (ICEdSS 2016) on 2-3 November 2016 at Parkroyal Penang Resort, Penang, Malaysia. Below is the abstract extracted from the original paper:

As reported in the past studies, an online instructional platform was needed to facilitate language teaching. Therefore, web-based instruction (WBI) was proposed as a supplementary instructional tool to tackle the Universiti Teknologi MARA (UiTM) students‟ writing problems besides fulfilling the learners and instructors‟ writing needs. To develop a WBI for enhancing writing performance and critical thinking, a hybrid e-framework namely Web-based Cognitive Writing Instruction (WeCWI) was recommended. A qualitative systematic review of literature was conducted on the related studies of UiTM students‟ writing needs and challenges as well as UiTM English courses before embracing WBI as a supplementary instructional tool of an English course. Based on the course syllabus, course structure, and assessment components focussing on report writing, BEL422 Report Writing was identified as the most appropriate course among all the UiTM English courses as offered up to 2013. Besides, this course was also vital to equip the students with the necessary writing skills to communicate effectively in their future workplaces. Thus, BEL422 Report Writing was selected to be integrated with WeCWI.

WeCWI: The Third Keynote

2016-10-29T09:00:00.000+08:00

The 6th ICLEI organising committee invited Dr Mah Boon Yih to participate as a keynote speaker at the 6th International Conference on Language, Education and Innovation (ICLEI) held at Royal Plaza on Scotts Hotel, 25 Scotts Road, Singapore 228220 on 29-30 October 2016. This is the third time Dr Mah being invited to deliver his keynote address in the international conference entitled From SIL to WeCWI: Overcoming L2 Learners’ Barriers to Writing through Web-Based Instruction. The abstract of the keynote is shown as follows:

Rooted from the performance analysis based on the results of an English course offered by Universiti Teknologi MARA (UiTM) in two consecutive semesters, nine L2 writing challenges were identified. These barriers to L2 writing were further analysed and elucidated in a form of chain diagram namely “SIL”, which means system (S), instructor (I), and learner (L). SIL proposes a sequence of deductive remedial actions for writing predicaments. Its learner domain was further scrutinised to examine the writing difficulties faced by UiTM undergraduates as the L2 learners. Based on the qualitative systematic review of the past studies on UiTM students’ writing problems supported by the instructors and learners’ writing needs, seven perspectives of poor writing skills were determined: writing complexity, literacy, proficiency, critical thinking, information literacy, interlanguage, and writing anxiety. Owing to the global impact of the internet, the positive outcomes of web-based writing instructions, as well as the high demand for developing a supplementary web-based instructional tool, an e-framework namely WeCWI was formulated grounded on the theoretical-and-pedagogical principles, which comes with four significances that promote in literacy, language, cognitive, and psychological developments. WeCWI synthesises the selected principles of theories, approach, and models from language acquisition, composition studies, cognitive theories, and e-learning. The injection of web 2.0, blog, into the framework as the instructional platform to enhance the writing performance and critical thinking.

Becoming 21st Century Teacher: Transitions of a Teacher’s Role in a Classroom & Sustaining Educators Competencies: Delivery of 21st Century Skills

2016-10-20T09:30:00.000+08:00

OIC Higher Education Conference 2016 was held on 20 & 21 October 2016 at Putra World Trade Centre (PWTC), Kuala Lumpur, Malaysia with the theme “Innovative Pedagogy”. In line with the rapid growth of digital natives, this conference focussed on the possibilities of implementing and enhancing the existing educational innovations and their applications towards becoming the 21st-century educators. Dr Mah Boon Yih was invited as a speaker to share his insights on two different topics: Becoming 21st Century Teacher: Transitions of a Teacher’s Role in a Classroom and Sustaining Educators Competencies: Delivery of 21st Century Skills. Please click HERE to view/download the conference brochure. The key takeaways of his speeches are shown as below:

educational key trends
today’s learners: the digital natives
tech-enabled collaborative learning space
EdNovator: innovate teaching to design learning
differences among educator, lecturer, teacher & trainer
educators’ competencies
21st century skills
EdNovator: competencies & delivery of 21st century skills
10 WeCWI essences & instructional shifts