FACULTY OF PSYCHOLOGY AND EDUCATION

PT00203

Educational Psychology Applications in Teaching and Learning

SECTION 1

SEMESTER 2, SESSION 2021/2022

INDIVIDUAL ASSIGNMENT

Name Matric Number

Muhammad Danial Haziq bin Sjaifudin BP21110094

Lecturer’s Name:

Dr Soon Singh A/L Bikar Singh

PT00203 Educational Psychology Applications in Teaching and Learning

ASSINGMENT 1

1. You are required to find 10 articles in the journal of Educational Psychology and published in
2017 to 2022. Among the proposed journal topics are as follows:

APPLY PSYCHOLOGY EDUCATION IN THE CLASSROOM

FUNDAMENTALS OF DEVELOPMENT, PRANATAL DEVELOPMENT, INFANTS, CHILDREN AND
ADOLESCENTS
COGNITIVE DEVELOPMENT
EMOTIONAL DEVELOPMENT
MORAL DEVELOPMENT
LANGUAGE DEVELOPMENT
INDIVIDUAL DIFFERENCES - INTELLIGENCE
INDIVIDUAL DIFFERENCES - PERSONALITY
INDIVIDUAL DIFFERENCES - LEARNING STYLES
BEHAVIORIST LEARNING THEORY
COGNITIVE LEARNING THEORY
SOCIAL LEARNING THEORY
MOTIVATION
EFFECTIVE TEACHER
CREATIVITY

2. You are required to read this article and discuss each of these articles on:

b) Findings of the study

c) The importance of the study or application of this study in the classroom
ARTICLE : CREATIITY
1st ARTICLE : Malaysian TESL Students’ Challenges: Instructional Use of Video
Production

1.0 Findings of the study :

The study aims at identifying the challenges with which Malaysian students of Teaching
English as a Second Language (TESL) is faced before, during, and after several stages of the
video production process for the learning process in the classroom. The findings revealed that
students have encountered certain problems in each stage of production.

1.1 Before production stage

Not giving students the liberty to pick their own topic made a big challenge for
students. They further noted that have they had more freedom in choosing their own play, they
would have more opportunities for freedom of expression. The challenges students encountered
with Shakespearean English were also quite problematic. Although they were allowed to
shorten long dialogues, the students reported that they would like not to do so due to it can
make the scene incomplete, hence not fulfilling the demanded results. Another difficulty
mentioned during the "before production" stage was choosing the suitable costume. As an
example, most students used their own materials but matched and mixed what they had to
reflect the characters that they portrayed for economical reasons

1.2 During production stage

The constant change of mind and the difficulty in deciding in a group decision was a
great obstacle for many students . It is found that the more member in a group the more
difficult it is to make a decision. Then, it also appears that the location of shooting posed a
threat for many students. Most student agrees that most significant obstacle for them was the
suitable shooting place that could provide privacy for acting. Capturing the desired sounds or
minimizing the unneeded noises were another difficulty reported. Some other students could
also not control the unnecessary noises , thus they kept shooting in various place to capture
satifactory sound quality.
1.3 After production stage
Undoubtedly, editing raw video footage was the most serious problem reported by
students. Most students used Windows Movie Maker to edit their video due to it's readily
available for everyone in their laptops. However, students still encounter problems such as their
video footage shouldn't exceed the five minute time limit.

2.0 Importance of the study :

The study discovered that there are many factors that need to be in place to support
teaching literature such as the use of technology in classrooms. Teachers should also not equip
themselves with the technical skills required for video making, but also they should be able to
organize collaborative learning activities in order to educate planning and problem-solving skills
that are indeed fundamental skills required for students in video making production to make
learning English fun.
ARTICLE : EFFECTIVE TEACHER
2nd ARTICLE : Teacher judgment (in)accuracy : Differential relations with student
progress in writing

1.0 Findings of the study :

The study analyzed data from 46 schools, 198 classrooms and 2935 students in New
Zealand to research the relation between teachers judgment inacurracies and students’
subsequent progress in writing. It shows that the teachers inaccuracies in teacher judgements
corelate with students ethnicity. As an example, Teachers inacurracies in judgements from the
previous academic year were systematically lower for Maori students compared to New Zealand
European students , even after standarddized achievement composition had been controlled
for, however there were no major differences between any of other ethnic groups. As shown in
study, teacher judgement inaccuracy had the strongest relation with achievement progress of
New Zealand European students, followed by Pasifik students, Maori students, and tehn student
from other ethic groups. We can conclude that, New Zealand are most likely ethnic to receive
OTJs higher than expected, this support the posibility that certain achievement gap is due to
boost provided by the increased teacher judgments being overstimated relative to other ethnic
group.

2.0 Importance of the study :

The study provides evidence for an association between inacurrate teacher judgments
and students’s progress in writing, with high positive bias being associated with higher progress
for all ethnic groups. The study also find that in New Zealand has a strong sense of belonging
and ethnic identity can protect them from the effects of stereotype threat and bias. It is
important to create a belonging sense of belonging in school and a decent student-teacher
relationships with high teacher expectations and beliefs in student strength.
ARTICLE : MOTIVATION

3RD ARTICLE : TESL Primary School Teachers’ Motivation in the Implementation of

Remote Teaching during COVID-19 Pandemic

1.0 Findings of the study :

The study finds that the process of teaching and learning still should be conducted and
all of the teachers had to switch their teaching styles and methods from traditional teaching to
remote teaching. The goal of this research is to find out what motivates TESL primary school
teachers to teach remotely during the COVID-19 pandemic. This study employed a quantitative
design and utilized questionnaire as a method of collecting the data. There were 101
respondents of TESL primary school teachers from different types of schools in one of the
districts located in Johor, Malaysia who have been conducting remote teaching persistently
since the COVID-19 pandemic hit the country. The findings disclosed that majority of the
teachers have high level of intrinsic and extrinsic motivation toward the implementation of
remote teaching due to several factors albeit few numbers of teachers who are still having low
level of motivation in conducting remote teaching. It was also established that the majority of
respondents saw remote teaching as a novel teaching style and method in this era, particularly
in Malaysia.

2.0 Importance of the study :

This study aimed to investigate the motivation of TESL primary school teachers towards
the implementation of remote teaching during the COVID-19 pandemic. Based on the result,
the government can discuss which part of Malaysia education system during the pandemic. The
educators could also improved their style of teachings to increased students participation in
online learning and to be ready in all the consequences in order to ensure the teaching
continues no matter what. This might help the students to improve their study in the future.
ARTICLE : LANGUAGE DEVELOPMENT

4TH ARTICLE : TESL STUDENTS' AWARENESS ON NOTICING STRATEGY IN ENGLISH

LANGUAGE ACQUISITION

1.0 Findings of the study :

The purpose of this study was to see if TESL students were aware of the noticing
strategy in English language acquisition. Using noticing strategies, this study aims to assess
students' awareness of key grammar elements. The goal of this research was to find strategies
for eliciting noticing in English language learners. Through an online survey, 63 Bachelor of
Education (HONS) Teaching English As A Second Language (TESL) With Multimedia students
participated in this quantitative study. A valid and reliable questionnaire with 46 questions and
three sections was used to collect data: demographic profile, students' awareness of essential
grammar elements using noticing strategies, and strategies for eliciting noticing in English
language acquisition. Social Science software version (SPSS) 26 was used to analyse the data
sets collected. The findings of the study revealed that TESL students are generally aware of
basic grammar. Additionally, eliciting noticing strategies will assist students in better
understanding the language input and developing an awareness of how to avoid making
mistakes when learning English.

2.0 Importance of the study :

The study is important to help students that struggle with learning language acquisition
more effectively. The findings also suggest that teachers need to be trained in specific skills in
order to teach prepositions. Formally teaching grammatical objects that students do not or have
trouble learning naturally is one suggestion. For example, the study suggests that instruction
focusing on certain grammatical properties can facilitate more efficient learning by assisting
students in developing features that they would not otherwise acquire. To overcome the
obstacles, students can use noticing strategies in English language acquisition. This is beneficial
to their language learning because they will be more aware of subject-verb agreement.
ARTICLE : EFFECTIVE TEACHER

5th ARTICLE : TESL In-Service Teachers' Experiences When Evaluating an Oral

History Workbook

1.0 Findings of the study :

The research aims to determine what material evaluation criteria in-service TESL
teachers frequently use when evaluating an oral history workbook, as well as how much benefit
in-service teachers have gained from evaluating oral history workbooks created by their peers.
This study used a mixed methodology research approach that included basic frequency counts,
percentage values, and qualitative data. Data was collected from 109 in-service TESL teachers
through their Personal Reflective Journals (PRJs), which they created after evaluating an oral
history workbook using Tomlinson and Mukundan's evaluation checklists. The findings revealed
which criteria were most frequently used by in-service teachers and which criteria could be
added to the evaluation checklists. This study is expected to encourage educators to create
their own classroom materials, as well as material evaluators to consider using a locally based
English textbook and updating material evaluation checklists to reflect current 21st century
pedagogy.

2.0 Importance of the study :

This research will help curriculum designers and English instructional material
developers incorporate local culture into their materials. This study is also expected to help
English policymakers reconsider and contextualise the instructional materials used in local
English classrooms. This is done to ensure that ESL students get the most out of instructional
materials that are based on local content and promote local cultures and histories. ESL teachers
should also be involved in the creation of instructional materials that promote local stories that
are relevant to their students' lives. This will provide students with an engaging and meaningful
English language learning experience, as well as improved language retention.
ARTICLE : LANGUAGE DEVELOPMENT

6TH ARTICLE : Challenges in Overcoming the use of Topic Fronting among TESL
Trainees in Malaysia

1.0 Findings of the study :

This study looks into this strategy among TESL students at two universities in two
Malaysian states. The results of their focus group discussions (FGD) revealed the use of topic
fronting in online interactions, as well as methods for overcoming it and the initial installation of
appropriate communication strategies. The results of this study show that topic fronting is used
infrequently (1.142 per thousand words), with the highest theme, "concession of topic fronting
in teaching," accounting for 2.20 percent of the total. In order to raise TESL students'
awareness of their use of the topic fronting communication strategy, they should participate in
active FGDs and receive communication strategy training on alternative strategies, particularly
linguistic strategies which including exemplification, circumlocution, and paraphrasing. To sum it
up the findings of this study, TESL trainees were unaware of the use of topic fronting
communications plan prior to their participation in the study, and their transcripts discovered
that they use topic fronting infrequently.

2.0 Importance of the study :

This study will help educators to improved efficiency and change their style of educating
that suitable and desirable for students based on they understanding and surely to overcome
the use of topic fronting especially among TESL trainees who were future educators.
Meanwhile, this study discovered that to inculcate the TESL trainees’ awareness of their use of
topic fronting communication strategy, they need to be involved in active FGDs and be provided
with communication strategy trainings on alternative strategies, specifically strategies like
simplification, clarification and paraphrasing. This study give new potential that teaching
specific communication strategyphrases which simultaneously impose the English Native speech
patterns on ESL learners should become a new pedagogical approach.
ARTICLE : LANGUAGE DEVELOPMENT

7th ARTICLE : The Teaching English as a Second Language Electronic Journal (TESL-
EJ): A Bibliometric Analysis of the First 99 Issues

1.0 Findings of the study :

The nature of the journal's output has evolved over time, from anecdotal practitioner
reviews and thought pieces to rigorous empirical research, according to the study. North
American scholarship is well-represented in TESL-output EJ's as a US-based journal, particularly
in studies contextualised in tertiary-level settings. Representing the journal's large, regional and
global readership, there has been a consistent trend toward non-specialist research topics
within teaching English to speakers of other languages (TESOL), including EFL, writing,
language learning, English teacher, and English language learner. The implications for the
journal’s stakeholders, the editorial team and scholars considering submission are discussed.
The fact that certain patterns of keyword change have been reported in other studies, such as
the rises in study abroad, EFL learners, academic writing, and the flatlining of vocabulary
learning (or acquisition), suggests that these trends are not unique to TESL-EJ.

2.0 Importance of the study :

The study showed that bibliometric analysis can be useful for examining research trends
within a single academic publication. However, there are some setbacks to this strategy.
Despite the large amount of quantitative data used, subjectivity was introduced through
decisions about which data to use in the analysis and what constituted a research topic. This
bibliometric analysis also reveals areas of significant change in TESL-99-issue, EJ’s 27-year
lifespan. TESL-EJ has evolved from its humble beginnings in 1994 as a free-to-access online
journal published before the concept of open access was even conceived into a Scopus-indexed,
Scimago Q2 journal (in language and linguistics since 2019).
ARTICLE : INDIVIDUAL DIFFERENCES - LEARNING STYLES

8th ARTICLE : A Genre Analysis of Malaysian TESL Undergraduates’ Projects and

TESL-Related Research Articles: A Comparative Study

1.0 Findings of the study :

The findings revealed that Move 2 (i.e. evaluating the study) and attitude markers were
the most frequently occurring rhetorical move pattern and stance features in both corpora. In
Malaysian TESL undergraduates' FYPs, it was also discovered that both rhetorical move patterns
and stance features were used inappropriately. This finding suggests that Malaysian TESL
students need to improve their academic writing skills and genre knowledge. This study looked
into students' self-awareness of the writing process, self-reflection on writing growth, and self-
evaluation of writing ability during the writing portfolio process. Multi-drafting allowed students
to revise and improve draughts, as explained in the study's findings section. The results of this
study were hampered by the presence of 25 English majors in an EFL college writing class.
Despite this limitation, the researcher provided detailed descriptions of data in contexts for
readers who wanted to apply the results to similar situations. As a result, the results of this
study have informed the pedagogical implications, and more research is required.

2.0 Importance of the study :

This research study had a lot of beneficial effects on teachers and future educators.
Teachers are prone to critically examining strategies for imparting knowledge to students. By
focusing in class and participating fully, more fun activities will be incorporated into the lesson,
and students will gain a lot of knowledge about the language. Teachers can also archive 21st-
century learning in order to help Malaysian students grasp the language at the Cambridge level.
Teachers will be more cautious with language and provide appropriate English language
instruction to students. This research study, which was conducted with Form Two students,
yielded a positive result. Using the Direct Method to teach literature, particularly poems, was
enjoyable, and students embraced the new approach.
ARTICLE : MOTIVATION

9th ARTICLE : Student Motivation in Online English Learning

1.0 Findings of the study

The purpose of this study is to discover and describe the condition of the motivational
object encountered by students participating in online English learning during the COVID-19
pandemic. This study took place in Yogyakarta during the even academic year 2020/2021.
Purposive sampling was used to obtain four classes of 32 students each, for a total of 128
samples. In this study, data was collected through the distribution of questionnaires, interviews,
and documentation. Google Forms was used to create the questionnaire. The percentage of
each category indicator and learning motivation aspect was calculated and interpreted from the
data percentage score, and each indicator was thoroughly examined. The findings of the study
showed that students in Yogyakarta's learning motivation in the even semester is in the odd
category. This can be seen in the moderate category, which has 72 students out of 128 total,
and the motivational presentation score, which has the highest ARSC aspect, has a satisfaction
aspect of 28%. This study will assess the various parties involved in organising online learning
in universities in order to improve implementation.

2.0 Importance of the study

Based on the results of data analysis on student learning motivation at private

universitiesin Yogyakarta during the COVID-19 pandemic, students' learning is influenced by
lecturers' attention and guidance during the implementation of learning. Lecturers who pay
attention to and guide students both inside and outside the classroom will make students feel
happier and more at ease, eventually motivating them to participate in learning. Environmental
factors could be the result of an unsupportive and unfavourable situation.
ARTICLE : MOTIVATION

10th ARTICLE : An English Learning: Rural Students Beliefs

1.0 Findings of the study :

The purpose of this study is to examine how people think about learning English.
Horwitz's Beliefs About Language Learning Inventory questionnaire is used as a research
instrument in this quantitative study with a survey design. There were 136 students in this
study's population. A questionnaire was used to gather information. The qualitative and
quantitative analysis techniques were used to analyse the research data. Students support
various beliefs about learning English, according to the findings. Motivation and expectations
are two of the most common student beliefs. As an example , in addition to the beliefs, more
than seventy-five percent of students in this study believe that some people are gifted for
learning English. Yet, when they are asked whether or not they are good at learning English
only thirty percent of them agree that they have language learning ability because they have a
better education and can achieve a future career through good English skills, students have
reasonable confidence in motivation and hope (72.35 percent). Furthermore, the results of this
study reveal that most students are hesitant to continue practicing their English with others. It
does, however, go against their motivation to improve their English skills. The environment,
where vernacular is still the most accepted language to communicate even in the school
environment, is one rationale for this contradiction. Students are motivated to learn English
because they believe it will assist them in obtaining their dream job in the future.

2.0 Application of this study in classroom :

The study is very important since self-belief is major part in learning and enhancing
English language skills. As educators, English teacher should interact more with students
especially one that need special care and attention. Educators should also encourage students
to practice more their English speaking such as trial and errors to let their speak more even
though when errors has been made.
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