Arab World English Journal (AWEJ) Volume 12. Number3 September 2021 Pp.507-523
Full Paper PDF
Boosted with Online Learning to Improve English Language Teachers’ Proficiency
Faculty of Education, Universiti Kebangsaan Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia,
Corresponding Author: firstname.lastname@example.org
Melor Md. Yunus
Faculty of Education, Universiti Kebangsaan Malaysia
Received: 7/8/2021 Accepted: 8/24/2021 Published: 9/29/2021
Language teaching and learning have been significantly transformed by the advent of online technology. Learning and information-gathering have been dramatically boosted by technology. Owing to online learning, physical geography is no longer a major obstacle. However, there has not been much study to portray online technologies and online learning improving teachers’ proficiency in the English language. With this in mind, the purpose of this study was to investigate the extent to which online learning has improved teachers’ language proficiency. About 201 teachers from eight districts in Malaysia were enrolled in an online course. The study was conducted online for three months. Data was collected from an evaluation survey obtained at the end of the period. Responses gathered based on descriptive analysis of the course content, overall experience, and comments derived from the survey was then analyzed from the data. The findings revealed that the teachers are very positive towards the course and found it constructive in enhancing their professional development. The results also indicated that teachers have also improved their language component upon being enrolled in the course. These documents that all the language skills have been enhanced, and they are very motivated. Therefore, future research should focus on a specific language component in order to gain a deeper insight of continuum from this study.
Keywords: English Language, online learning, learning management system, teachers’ proficiency
Cite as: Dewie, A., Norman, H. , &Yunus, M.M. (2021). Boosted with Online Learning to Improve English Language
Teachers’ Proficiency . Arab World English Journal, 12 (3) 507-523.
Andersen, B. L., Na-songkhla, J., Hasse, C., Nordin, N., & Norman, H. (2018). Perceptions of authority in a massive open online course:
An intercultural study. International Review of Education, 64(2), 221-239.
Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated
learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175.
Boetthcher, J. & Conrad, R. (2016). The Online Teaching. San Francisco: Jossey-Bass
Budhai, S.S., & Skipwith, K.B. (2017). Best Practice in Engaging Online Learners through
Active and Experiential Learning Strategies. New York: Routledge
Cárdenas Ramos, R., & Chaves Varón, O. (2013). English Teaching in Cali: Teachers’ Proficiency Level Described.
Lenguaje, 41(2), 325-352. DOI: 10.25100/lenguaje.v41i2.4971
Cavus, N., Uzunboylu, H., & Ibrahim, D. (2007). Assessing the Success Rate of Students Using a Learning
Management System Together with a Collaborative Tool in Web-Based Programming Languages.
Journal Of Educational Computing Research, 36(3), 301-321. DOI: 10.2190/t728-g676-4n18-6871
Chua, C.N., Yunus, M. M., & Suliman, A. (2019). ICT: An Effective Platform to Promote
Writing Skills among Chinese Primary School Pupils. Arab World English Journal, 10(4)
223-237. DOI: https://dx.doi.org/10.24093/awej
United States Distance Learning Association. (2011). Distance Learning for Educators, Trainers, and Leaders, 8(1).
Retrieved from https://fr.scribd.com/document/361932449/Distance-learning-for-educators-trainers-and-leaders-Vol-8-No-1-2011-2
Dogan, H.et all. (2019). A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education:
Quantitative Survey Study. Journal of Medical Internet Research, 21(10), e14834.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching:
Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. DOI: 10.3390/soc10040086
Forsberg, J. (2018). Gamification in Education – Utilization in Teaching of Languages. Bachelor’s Degree. Aalto University.
Freeman,D., Katz,A., Gomez, P.B, & Burns, A. (2015). English-for-Teaching: Rethinking Teacher Proficiency in the Classroom. ELT Journal, 69(2), 129–139.DOI: https://doi.org/10.1093/elt/ccu074
Garrison, R. (2009). Implications of Online Learning for the Conceptual development and
Practice of Distance Education. Journal of Distance Education, 23(2), 93-104.
Gatta, M. (2009). Online Learning for Low Skill Adults. America: Rutgers.
Harley, B., Allen, P., Cummins, J., & Swain, M. (Eds). (1990). The Development of Second Language Proficiency.
Cambridge: Cambridge University Press
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis.
Review of Educational Research, 66(2), 99-136. DOI: https://doi.org/10.2307/1170605
Hashim, H., Rafiq, K. R. M., & Yunus, M. M. (2019). Improving ESL Learners’ Grammar with
Gamified-Learning. Arab World English Journal (AWEJ) Special Issue on CALL, (5). 41-
50 DOI: https://dx.doi.org/10.24093/awej/call5.4
Howard, J. M., & Scott, A. (2017). Any Time, Any Place, Flexible Pace: Technology-Enhanced
Language Learning in a Teacher Education Programme. Australian Journal of
Teacher Education, 42(6). 51-68. Retrieved from http://ro.ecu.edu.au/ajte/vol42/iss6/4
Kaarakainen, M.-T., Kivinen, A., & Kaarakainen, S.-S. (2017). Differences between the genders in ICT
skills for Finnish upper comprehensive school students: Does gender matter? Seminar.net, 13(2). Retrieved from https://journals.oslomet.no/index.php/seminar/article/view/2304
Kepol, N. (2017). Quality Malaysian English Language Teachers: Examining A Policy
Strategy. Malaysian Journal Of Learning And Instruction, (Vol. 14, No. 1 June 2017), 187 209. DOI: 10.32890/mjli2017.14.1.8
Krishnan, P. D., & Yunus, M. M. (2019). Blended CEFR in Enhancing Vocabulary among Low
Proficiency Students. Arab World English Journal (AWEJ) Special Issue on CALL (5). 141-
Le, V, C., & Renandya, W, A. (2017). Teachers’ English Proficiency and Classroom
Language Use: A Conversation Analysis Study. RELC Journal, 48(1), 67-81.DOI:
Lee, J., & Lee, W. (2008). The relationship of e-Learner’s self-regulatory efficacy and perception of e-Learning environmental quality. Computers In Human Behavior, 24(1), 32-47. DOI: 10.1016/j.chb.2006.12.001
Major, C.H. (2015). Teaching Online. United States: Johns Hopkins University Press
Maican, M., & Cocoradă, E. (2021). Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic. Sustainability, 13(2), 781. DOI: 10.3390/su13020781
Malmberg, E. (2018). A Study on Gamification and Feedback Use by English Teachers in Swedish Upper Secondary School.
Master’s Degree. Dalarna University
McGreal, R. (2018). Hearables for online learning. The International Review of Research in Open and Distributed
Learning, 19(4), 260-267.
Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons.
Journal Of Online Learning And Teaching, 11(2), 309-319.
Yunus, M.M, Umiera Hashim, H., & Hashim, H. (2019). Massive Open Online Courses: En
Route to Communication Skills Acquisition. Arab World English Journal, 5(5), 98-109. DOI:
Ministry of Education Malaysia, 2013. Malaysian Education Blueprint 2013-2025. Putrajaya:
Kementerian Pelajaran Malaysia
Ministry of Education Malaysia, 2015. The Roadmap 2015-2025. Putrajaya: Kementerian
Morrison, G.R., Ross, S.M., & Kemp, J.E. (2004). Designing Effective Instruction. United States of America: John Wiley & Sons
Nordin, N., Norman, H., Embi, M. A., Mansor, A. Z., & Idris, F. (2016). Factors for
Development of Learning Content and Task for MOOCs in an Asian Context. International
Education Studies, 9(5), 48-61.
Norman, H., Din, R., & Nordin, N. (2011). A Preliminary Study of an Authentic
Ubiquitous Learning Environment for Higher Education. Proceedings of the 10th WSEAS e-Activities, 89-94.
Norman, H., Nordin, N., Din, R., Ally, M., & Dogan, H. (2015). Exploring the Roles of Social
Participation in Mobile Social Media Learning: A Social Network Analysis. The
International Review of Research in Open and Distributed Learning, 16(4). 205-224.
Pintrich, P. R., & Johnson, G. R. (1990). Assessing and improving students’ learning strategies.
New Directions for Teaching and Learning, (42), 83-92.DOI: 10.1002/tl.37219904209
Pramela, K., & Supyan, H. (2015). Online Forum and Language Learning Pedagogical
Consideration. Serdang: Universiti Putra Malaysia Press
Rahmat, R. M. et al. (2012). Measuring learners’ perceived satisfaction towards e-learning materials and environment.
Retrieved from https://www.researchgate.net/publication/277721232_Measuring_Learners’_
Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teachers’ language proficiency and their
language teaching practice. The Language Learning Journal, 41(2), 231-246. DOI: 10.1080/09571736.2012.707676
Saka, F. Ö. (2015). What Exam Papers Make Us Think? Procedia – Social and Behavioral
Sciences, 199, 298–304. doi: 10.1016/j.sbspro.2015.07.549
Shea-Schultz, H. and Fogarty, J. (2002). Online Learning Today. San Francisco: Berrett-Koehler
Shih, C. C., & Gamon, J. A. (2002). Relationships among learning strategies, patterns, styles, and achievement in web-based courses.
Journal of Agricultural Education, 43(4), 1- 11. DOI:10.5032/JAE.2002.04001
Singh, K. K. A. H., & Yunus, M. M. (2021). Using E-Learning in English Language Teaching: A Systematic Review.
International Journal of Academic Research in Progressive Education and Development, 10(1), 51–62.DOI: 10.6007/IJARPED/v10-i1/8338
Solak, E., & Cakir, R. (2015). Language learning strategies of language e-learners in Turkey. E-
Learning and Digital Media, 12(1), 107- 120.
Stavredes, T. (2011). Effective Online Teaching. San Francisco: Jossey-Bass
Yasmin K. Z. N., Norman, H., Yunus, M.M., Hashim, H., & Nordin, N. (2018).
Learning Analytics View on Dispersion of Learning in MOOCs. International Journal of Engineering & Technology, 7(4.21), 7-10.
Yunus, M. M. (2018). Innovation in Education and Language Learning In 21st Century. Journal
of Sustainable Development Education and Research, 2(1), 33. DOI:10.17509/Jsder.V2i1.12355
Yunus, M.M, Hashim, H., Embi, M., & Lubis, M. (2010). The utilization of ICT in the teaching
and learning of English: ‘Tell Me More’. Procedia – Social and Behavioral Sciences, 9, 685- DOI: 10.1016/j.sbspro.2010.12.218
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M.
Bockacrts, P. R. Pintrich, & M. Zeidner, (Eds), Handbook of self-regulation, (pp. 13-39).Academic Press.