The vocabulary used by advanced Malaysian upper primary school learners is unknown after the Covid-19 pandemic, according to a corpus-driven study. This study primarily uses data from a learner corpus. This main purpose of this paper is to fill in this knowledge gap by examining the vocabulary usage in extended writing by advanced Malaysian upper primary school learners in the Northern Region. The study uses a corpus-driven research strategy and a quantitative methodology. Some 160 advanced upper primary school learners from the Northern Region, Malaysia were included in the study. They attended eight national primary schools with strong English programmes in the Northern Region. Purposive sampling technique was used to select the samples. This study's main corpus-driven toolkit (LancsBox) was used to analyse the data. A total of 46,185 tokens from 160 extended writing tasks were analysed. The word frequencies were counted both raw and normalised. Results showed that 160 advanced Malay.....

296 hits

In the wake of the COVID-19 pandemic, Malaysian English teachers identified a pressing need to support upper primary school pupils, particularly those in the upper levels, in the effective composition of extended writing. Additionally, these educators required more innovative methodologies for teaching vocabulary in this context. Consequently, the current study aimed to develop a vocabulary index as a suggested resource for Malaysian English teachers instructing upper primary school pupils on extended writing. To achieve this, a quantitative computational research strategy and corpus-driven research design were employed. A purposive sampling technique was used to select 560 advanced upper primary school pupils from 28 schools, each with high English performance in the capital of each state and the federal territory of Malaysia, who produced a total of 152,187 words in extended writing for analysis. LancsBox, a primary computational linguistics application, was used for data processing......

325 hits

This study investigates the effects of employing the Smart Interactive Whiteboard in a Malaysian primary-level guided writing class. The study also examines students_ perspectives on different teaching techniques and the factors affecting personal preferences. The study employs a sequential explanatory research design. The participants comprise 42 11-year-old students at the Malaysian Year 5 level. Quantitative data are collected in the form of pre-and post-test scores. Simultaneously, qualitative data are gathered using semi-structured interviews to support the quantitative findings and to provide data triangulation. The findings reveal that the Smart Interactive Whiteboard is preferred by most participants over traditional flashcards. The study also provides valuable comparative insights into vocabulary teaching methods and identifies areas of improvement for guided writing teaching approaches. Therefore, the Smart Interactive Whiteboard can potentially cater to students_ multiple ne.....

114 hits

[No abstract available]..

140 hits