INTERNATIONAL JOURNAL OF HUMANITIES, PHILOSOPHY AND LANGUAGES (IJHPL)

CHALLENGES FACED BY ESL TEACHERS IN INCORPORATING TECHNOLOGY IN ESL CLASSROOMS

Tsen Mui Ling — 2025-06-10

The integration of technology in English as a Second Language (ESL) classrooms has become increasingly essential in modern education, offering opportunities to enhance pupils’ engagement and learning outcomes. As for ESL teachers, it is important to integrate different kinds of technologies to cater different needs of pupils and to attract them towards learning a second language. However, ESL teachers face several challenges in effectively incorporating technology into their teaching practices. This paper explores the challenges encountered by ESL teachers in incorporating technology in ESL classrooms. By understanding these challenges, this paper aims to provide insights for overcoming barriers and fostering more effective and inclusive technology use in ESL education. In this research, the author employed qualitative research methodology to collect data. Semi-structured interview was conducted with five English language teachers from primary government schools to enquire about challenges in incorporating technology in ESL classrooms. Participants ought to have taught for at least five years. The teachers were being chosen using purposive sampling. The interview was transcribed and analysed thematically. The findings had shown that the challenges faced by ESL teachers in incorporating technology in ESL classrooms were such as lack of technology tools, technological barriers in terms of accessibility to the Internet and the inadequacy of the teacher's digital competency. Pedagogical implications to overcome challenges faced by ESL teachers in incorporating technology in ESL classrooms are provided for ESL teachers and policy makers.

AUGMENTED REALITY IN VOCABULARY LEARNING: AN INVESTIGATION ON ITS USEFULNESS AND PUPILS’ PERCEPTION

Lau Ann Joe — 2025-06-10

The formation of the Fourth Industrial Revolution (IR 4.0) is ushering in a new era of technology advancement, artificial intelligence, automation and Internet of Things (IoT), which is making impact not only to the field of manufacturing and industries, but also to education. This new revolution has impacted the advancement in English learning. Learning English is not only about the four skills: listening, speaking, reading and writing; but also, vocabulary learning. However, young learners who are at the initial stage of language and vocabulary acquisition often faced significant challenges such as unattractive teaching and learning, which cause disengagement in the classroom activities. Hence, in this study, Augmented Reality, AR had been actively integrated in the vocabulary acquisition process to improve pupils’ vocabulary learning. This study aims to explore the usefulness of AR flashcards in Year 1 ESL pupils’ vocabulary learning as well as their perceptions towards the use of AR flashcards in their vocabulary learning. The data was collected through action research method. Qualitative data from reflective journal and semi-structured interview were collected and analysed to answer the research questions. The findings of the study revealed that the AR flashcards are useful in sparking pupils’ learning interest and encouraging pupils’ engagement in the lesson. The pupils also showed positive response and expressed their satisfaction towards the use of AR flashcards in their lessons. Finally, the research implications and recommendations were discussed.

KESEDARAN METAKOGNITIF DALAM KEMAHIRAN MENDENGAR BAHASA ARAB

Harun Baharudin — 2025-06-15

Kesedaran metakognitif dalam kemahiran mendengar (mahārah istimāʿ) menekankan dua elemen utama iaitu pengetahuan dan strategi metakognitif. Kesedaran ini memberikan sumbangan positif terhadap tahap pencapaian dalam pembelajaran kemahiran mendengar bahasa Arab. Tahap kesedaran metakognitif turut mempengaruhi keterlibatan pelajar secara aktif dalam proses pembelajaran yang berkesan. Komponen-komponen metakognitif membantu pelajar memberi tumpuan kepada cara memproses input pendengaran dan mempertimbangkan pelbagai kaedah untuk mengurus proses kognitif mereka. Pendekatan metakognitif menyediakan pelajar dengan persekitaran pembelajaran kendiri yang dapat meningkatkan kesedaran serta pengetahuan untuk merancang, memantau, menilai, dan menyelesaikan masalah semasa pembelajaran. Kepercayaan kendiri dalam melaksanakan tugasan pendengaran menjadi elemen penting dalam membantu pelajar menguruskan proses kognitif dengan lebih berkesan. Kesimpulannya, hipotesis kajian menunjukkan terdapat hubungan yang signifikan antara dua pemboleh ubah, iaitu kesedaran metakognitif dan kemahiran mendengar. Dapatan ini mengukuhkan andaian bahawa tahap kesedaran metakognitif yang tinggi dalam pembelajaran bahasa Arab mempunyai perkaitan rapat dengan pencapaian kemahiran mendengar yang lebih cemerlang.

Metacognitive awareness in listening skills (mahārah istimāʿ) emphasized two main elements, namely metacognitive knowledge and metacognitive strategies. Metacognitive awareness contributed positively to the level of achievement in learning Arabic listening skills. The level of metacognitive awareness influenced students’ active engagement in effective Arabic listening skill learning. Metacognitive components assisted students in focusing on the processing of auditory input and in considering various strategies to manage their cognitive processes. Metacognition provided students with a self-regulated learning environment that enhanced their awareness and knowledge in planning, monitoring, evaluating, and solving problems. Metacognitive awareness, such as the belief in one's ability to complete a task, became essential in helping students manage their cognitive processes effectively. In conclusion, the study hypothesized that there was a relationship between the two variables: metacognitive awareness and listening skills achievement, based on the assumption that a high level of metacognitive awareness in Arabic listening skills was associated with higher levels of listening achievement.

LEXICLIMB: USING DIGITAL BOARD GAME TO ENHANCE VOCABULARY ACQUISITION AMONG YEAR 4 PUPILS IN ESL CLASSROOM

Nur Amirah Mohd Yazid — 2025-06-10

This research aims to investigate the effectiveness of LexiClimb, a digital board game adapted from Snake and Ladder and Scrabble, in enhancing vocabulary acquisition among 60 Year 4 pupils in a primary school in Kuala Lumpur, Malaysia. LexiClimb integrates interactive gameplay with instructional material, necessitating learners to accomplish vocabulary quests and challenges as they progress in the game. This research applied a mixed-method research design and data were collected through pre- and post-tests, pupil questionnaires, teacher feedback forms, reflective journals, and semi-structured interviews. The quantitative analysis showed that LexiClimb improved vocabulary acquisition from 13.3 to 22.1, demonstrating its potential as an engaging and effective learning aid. Qualitative data showed that pupils found the game motivating, engaging, fun, and interactive, with competitive features boosting intrinsic and extrinsic motivation. Teachers’ observations showed improved language recall, engagement, and classroom interaction. The findings support theories of behaviourism, social constructivism, and game-based learning, indicating that LexiClimb’s gamified design, characterized by repetition, immediate feedback, and collaboration, facilitates effective vocabulary acquisition. The tool's accessibility and adaptability render it a valuable resource for overcoming challenges in traditional ESL vocabulary instruction. The implications indicate wider applications of LexiClimb in grammar instruction or with the lower primary pupils, underscoring its potential as a transformative digital resource for ESL classroom learning.