STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools
The post-pandemic emphasis on educational experimentation underscores STARTeCH’s call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Uti...
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| Format: | Article |
| Language: | English |
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Universitas Syiah Kuala
2025-02-01
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| Series: | Studies in English Language and Education |
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| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/37666 |
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| author | Siti Shuhaida Shukor Qiu Chuane Intan Safinas Mohd Ariff Albakri Noor Alhusna Madzlan Revathi Gopal |
| author_facet | Siti Shuhaida Shukor Qiu Chuane Intan Safinas Mohd Ariff Albakri Noor Alhusna Madzlan Revathi Gopal |
| author_sort | Siti Shuhaida Shukor |
| collection | DOAJ |
| description | The post-pandemic emphasis on educational experimentation underscores STARTeCH’s call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education. |
| format | Article |
| id | doaj-art-21c7253cdc3e46ee865d49053e8e0154 |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-21c7253cdc3e46ee865d49053e8e01542025-08-20T03:30:53ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752025-02-0112138039710.24815/siele.v12i1.3766619935STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schoolsSiti Shuhaida Shukor0Qiu Chuane1Intan Safinas Mohd Ariff Albakri2Noor Alhusna Madzlan3Revathi Gopal4Universiti Pendidikan Sultan IdrisUniversiti Pendidikan Sultan IdrisUniversiti Pendidikan Sultan IdrisUniversiti Pendidikan Sultan IdrisUniversiti Pendidikan Sultan IdrisThe post-pandemic emphasis on educational experimentation underscores STARTeCH’s call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education.https://jurnal.usk.ac.id/SiELE/article/view/37666asynchronouseslgrammaronline learningsynchronous |
| spellingShingle | Siti Shuhaida Shukor Qiu Chuane Intan Safinas Mohd Ariff Albakri Noor Alhusna Madzlan Revathi Gopal STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools Studies in English Language and Education asynchronous esl grammar online learning synchronous |
| title | STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools |
| title_full | STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools |
| title_fullStr | STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools |
| title_full_unstemmed | STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools |
| title_short | STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools |
| title_sort | startech for asynchronous interactive grammar learning transforming esl mastery in malaysian schools |
| topic | asynchronous esl grammar online learning synchronous |
| url | https://jurnal.usk.ac.id/SiELE/article/view/37666 |
| work_keys_str_mv | AT sitishuhaidashukor startechforasynchronousinteractivegrammarlearningtransformingeslmasteryinmalaysianschools AT qiuchuane startechforasynchronousinteractivegrammarlearningtransformingeslmasteryinmalaysianschools AT intansafinasmohdariffalbakri startechforasynchronousinteractivegrammarlearningtransformingeslmasteryinmalaysianschools AT nooralhusnamadzlan startechforasynchronousinteractivegrammarlearningtransformingeslmasteryinmalaysianschools AT revathigopal startechforasynchronousinteractivegrammarlearningtransformingeslmasteryinmalaysianschools |