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Mas Ayu Mumin

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I am an Assistant Professor at Universiti Teknologi Brunei. My research interests are on academic literacy, academic writing, narrative studies, higher education studies and studies involving transformational learning theory.

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Aliona Kozachuk

Lesya Ukrainka Eastern European National University

Hanna Marynchenko

Миколаївський національний університет

OLUWATOYIN AJANI

Lagos State University, Lagos, Nigeria

Sanitah Mohd Yusof

UNIVERSITI TEKNOLOGI MALAYSIA

Anastasiia Kuzmenko

sobsun mahaniyom

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Papers by Mas Ayu Mumin

A Study on Factors Affecting University Students' Perception Towards Online Learning Post COVID-19

Sciedu Press, 2024

COVID-19 has turned the world upside down and transformed the learning experience of the students... more COVID-19 has turned the world upside down and transformed the learning experience of the students through online learning. This study presents a comprehensive exploration of the various factors which influence the students' perceptions of their learning experience in the context of online learning. This research integrates the students' perspective such as their personal satisfaction, classroom interaction, learning preferences and factors such emotional, psychological, physical that affects the efficacy of online learning experience. A mixed methods approach was used to gather both quantitative and qualitative data. The study explored factors influencing students' perspectives towards their learning experiences with a focus on their personal satisfaction, classroom interaction, learning preferences and the impact on academic performance. A total of 209 participants from various universities took part in this research study. The findings contribute to both theoretical understanding and practical implementation of online learning strategies, essential for both learners and instructors alike. This study also offers insights on potential factors faced by university students during online classes such as adaptability to new formats of learning, motivation, classroom interaction, and access to learning resources that seemed to serve as some of the leading factors identified that affects students' overall learning satisfaction. As online learning revolutionized the way students learn and became an integral part of the education process at all levels, his study provides an evaluation on the benefits and the drawbacks of utilizing online learning as well as the effects on students' learning preferences as well as academic performances.

International Postgraduates’ Perception on Academic Writing: A Lesson on Criticality

World Journal of English Language, Apr 21, 2022

Academic writing has always been synonymous in higher education. However, academic writing could ... more Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participants" views on being a Non-Native English Speaker (NNES) in an anglophone country where "criticality" seemed to be a crucial notion needed to be grasped in order to write according to the university"s assessment writing conventions. Additionally, views on international students" writing support were also documented.

The Impact of Virtual Learning on Academic Identity status and Community of Practice: A sense of Heutagogy

Global Conference on Business and Social Sciences Proceeding, Dec 28, 2022

The Application of Code-switching, Code-mixing, and the need for Bilingual Pedagogy in Brunei Religious (Ugama) Schools: A Qualitative Study Involving Generation X and Millennial Teachers

World Journal of English Language

Religious (Ugama) education is a compulsory form of education apart from the mainstream education... more Religious (Ugama) education is a compulsory form of education apart from the mainstream education Brunei Darussalam. The Ugama schools are of autonomous management under Jabatan Pengajian Islam (JPI), a department under Brunei Ministry of Education. The classes are often conducted in a separate specified school during the weekdays and the enforced medium of instruction is the Malay language as opposed to English for the mainstream education. This research is interested in the trending application of code-switching and code-mixing in lower and upper primary level as teaching and communicating strategies employed by the teachers. The study also aims to acquire the Millennial teachers’ and Generation X teachers’ perspectives on the increasing use of the English language in Malay-medium oriented schools and its possible effects to the religious curriculum. Using in-depth interview and classroom observations as research methods, this study not only found a ‘normalized’ view on code-switc...

A narrative study of international postgraduate students’ conceptualization of academic writing through assessment feedback in a UK university

List of Abbreviations List of Tables List of Figures Chapter 1 Introduction 1.1 Background 1.2 Na... more List of Abbreviations List of Tables List of Figures Chapter 1 Introduction 1.1 Background 1.2 Nature of the Problem 1.3 Rationale and Significance 1.4 Research Aims and Research Questions 1.5 Organization of Study Chapter 2 The study context Chapter 3 Literature Review 3.1 Theories that inform writing 3.2 Pedagogical Approaches to teaching writing in L2 classrooms 3.3 The conceptualization of Academic Writing 3.3.1 The linguistic point of view 3.3.2 The cognitive point of view 3.3.3 The sociocultural point of view 3.4 Academic Literacy 3.4.1 Major approaches that underpin academic literacy 3.4.2 Development of academic literacy researches 3.5 L2 writers and their writing challenges 3.6 Writing Strategies 3.7 Postgraduate learners as adult learners 3.8 Postgraduate student experiences in Anglophone countries 3.9 Feedback and how it can help learning 3.10 Perception of Feedback in Higher Education 3.11 Conceptual Theories that guide this research Sociocultural theory (SCT) Transformative Learning Theory and Perspective Transformation Perspective transformation as a process Community of Practice 3.12 Conclusive Remarks Chapter 4 Methodology. 4.1 Research Paradigm of the study 4.2 Research Design 4.3 Data Collection methods 4.3.1 Semi-structured Interviews 4.3.2 Semi-structured Conversational Interviews 4.3.3 Blogs as personal academic journals 4.4 Participants Approaching Participants 4.5 Data collection procedures Seeking approval

The Application of Code-switching, Code-mixing, and the need for Bilingual Pedagogy in Brunei Religious (Ugama) Schools: A Qualitative Study involving Generation X and Millennial Teachers

World Journal of English Language, 2023

Religious (Ugama) education is a compulsory form of education apart from the mainstream education... more Religious (Ugama) education is a compulsory form of education apart from the mainstream education Brunei Darussalam. The Ugama schools are of autonomous management under Jabatan Pengajian Islam (JPI), a department under Brunei Ministry of Education. The classes are often conducted in a separate specified school during the weekdays and the enforced medium of instruction is the Malay language as opposed to English for the mainstream education. This research is interested in the trending application of code-switching and code-mixing in lower and upper primary level as teaching and communicating strategies employed by the teachers. The study also aims to acquire the Millennial teachers’ and Generation X teachers’ perspectives on the increasing use of the English language in Malay-medium oriented schools and its possible effects to the religious curriculum. Using in-depth interview and classroom observations as research methods, this study not only found a ‘normalized’ view on code-switching and code-mixing in lower primary level and less in upper primary level, but also majority of Generation X participants’ call for the need of formal training for English language. The Millennial participants, on the other hand, called for a move towards bilingual pedagogy for religious education to keep abreast with the mainstream education and so it could stop being viewed as secondary. The study also discovered the individual teachers’ concern for the diminishing use of the Malay language to affect the significance of religion due to the impact of cultural globalization, specifically disseminated by the internet and pop culture media. Moreover, the study also found some probable evidence of students identify English as their mother tongue, instead of Malay.

Managing Heutagogy during COVID-19 Pandemic via Virtual Learning and its impact on Academic Identity Status and Communities of Practice (COP

Journal of Management and Marketing Review, 2023

Objective-The main objective is to examine the experience using a hauntological approach during a... more Objective-The main objective is to examine the experience using a hauntological approach during an online learning phase on fresh undergraduates during the pandemic and to determine undergraduates' Academic Identity Status (AIS) and awareness of Communities of practice (COP). Methodology-The respondents are 34 first-year undergraduate students at the university via mixed methods that comprised of classroom observations, online questionnaires, and online interviews. Findings-The results show that respondents were not ready to embrace heutagogy and virtual learning affected the respondents' academic identity status and their awareness of their Community of Practice (COP) Novelty-The paper addresses new findings in experiences of using a hauntological approach during the COVID-19 pandemic and its impact on academic identity status and COP awareness. The implication of this study suggests the need to develop a conceptual framework for a hauntological approach that could be accustomed to a large classroom and a virtual platform.

International Postgraduates’ Perception on Academic Writing: A Lesson on Criticality

World Journal of English Language, Apr 21, 2022

Academic writing has always been synonymous in higher education. However, academic writing could ... more Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participants" views on being a Non-Native English Speaker (NNES) in an anglophone country where "criticality" seemed to be a crucial notion needed to be grasped in order to write according to the university"s assessment writing conventions. Additionally, views on international students" writing support were also documented.

Reflective Roles and Resilience Building Opportunities of Parent-Teachers in Emergency Remote Teaching: Trajectories toward Inclusive

TESOL International Journal, 2021

This paper explored the reflective roles and emergent responses of teachers while teaching their ... more This paper explored the reflective roles and emergent responses of teachers while teaching their own students and attending to the learning needs of their own children. Also, it sought to describe how their behavior toward ERT configured and build their perspectives toward resilience and recovery. Espousing the tenets of qualitative research, this paper gathered data through reflective notes and follow-up inquiries. Data comprised the collective experiences in a protracted timespan of 15 peak weeks of the pandemic observance protocols in Brunei. Responses were transcribed and thematically analyzed. Respondents included (7) primary, (6) secondary and (5) tertiary level teacher-parents who had been teaching from the onset of ERT until its gradual lifting into the home-based learning (HBL). Identified through the snow balling technique, the respondents surfaced from two (2) prominent national universities and five (5) state-owned schools. Responses revealed that teacher-parents acceded to performing multi-dimensional sharing of coordinated roles and reframing integrated actions in emergent, proactive and evolving ways in ERT delivery, expressed in five (5) recurring themes: (1) doing multi-level learning assistance strategies extended to children and students; (2) searching for concurrent or intermittent teaching support; (3) adaptive use of varied communication platforms; (4) compelling display of emotional, mental, and physical load; and (5) displaying extreme proactiveness to flex activities and roles. Overall, teacher-parents’ reflective responses that occurred naturally under strained circumstances underpinned and projected the imperative display of a wide range of inclusive attributes such as tolerance to uncertainties, diverse network of learning support, and multi-dimensional sharing of practices.

The Academic Dilemma on the Use of Proof Readers in Academic Assignments

World Journal of English Language

It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist ... more It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed both positive and negative assumptions from the participants. A participant who scored well with the help of proofreaders learnt the university’s writing conventions from her ‘mistakes’. Another participant who was academically weaker however, expected her writing to be ‘translated’ into the university’s writing conventions along with grade improvements. Other participants deemed such gesture as ...

The Academic Dilemma on the Use of Proof Readers in Academic Assignments

World Journal of English Language, 2022

It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist ... more It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed both positive and negative assumptions from the participants. A participant who scored well with the help of proofreaders learnt the university"s writing conventions from her "mistakes". Another participant who was academically weaker however, expected her writing to be "translated" into the university"s writing conventions along with grade improvements. Other participants deemed such gesture as immoral and blamed the university for not banning such services, putting less financially able students at a "disadvantage".

International Postgraduates" Perception on Academic Writing: A Lesson on Criticality

World Journal of English Language, 2022

Academic writing has always been synonymous in higher education. However, academic writing could ... more Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participants" views on being a Non-Native English Speaker (NNES) in an anglophone country where "criticality" seemed to be a crucial notion needed to be grasped in order to write according to the university"s assessment writing conventions. Additionally, views on international students" writing support were also documented.

Academic Perception and Learning Preferences in Bruneian Students

The Asian EFL Journal, 2021

Academic environment can contribute to academic perception and learning preferences. This can be ... more Academic environment can contribute to academic perception and learning preferences. This can be particularly evident in institutions undergoing a significant change. University Teknologi Brunei (UTB) is one of the youngest and fastest growing universities in Brunei. Previously known as Institute Teknologi Brunei, it was upgraded to a University status in 2016. This is a study set in 2011 prior to the change in status and again in 2020 where it looks the changes and development that has happened over the years from the students’ perspective. A questionnaire was used as the instrument targeting first year students from UTB’s School of Business and School of Computing and Informatics. The same set of questionnaires and analysis was used for both 2011 and 2020 sampling. The findings show that UTB still have some improvement to make with regards to providing conducive learning environment. At the same time, the students also show significant change in academic perception and preferred learning style, preferring blended learning to face-to-face learning, partly in light of the exposure to online learning towards the middle of the first semester due to COVID-19.

Reflective Roles and Resilience Building Opportunities of Parent-Teachers in Emergency Remote Teaching: Trajectories toward Inclusive Recovery

TESOL International Journal, 2021

This paper explored the reflective roles and emergent responses of teachers while teaching their ... more This paper explored the reflective roles and emergent responses of teachers while teaching their own students and attending to the learning needs of their own children. Also, it sought to describe how their behavior toward ERT configured and build their perspectives toward resilience and recovery. Espousing the tenets of qualitative research, this paper gathered data through reflective notes and follow-up inquiries. Data comprised the collective experiences in a protracted timespan of 15 peak weeks of the pandemic observance protocols in Brunei. Responses were transcribed and thematically analyzed. Respondents included (7) primary, (6) secondary and (5) tertiary level teacher-parents who had been teaching from the onset of ERT until its gradual lifting into the home-based learning (HBL). Identified through the snow balling technique, the respondents surfaced from two (2) prominent national universities and five (5) state-owned schools. Responses revealed that teacher-parents acceded to performing multi-dimensional sharing of coordinated roles and reframing integrated actions in emergent, proactive and evolving ways in ERT delivery, expressed in five (5) recurring themes: (1) doing multi-level learning assistance strategies extended to children and students; (2) searching for concurrent or intermittent teaching support; (3) adaptive use of varied communication platforms; (4) compelling display of emotional, mental, and physical load; and (5) displaying extreme proactiveness to flex activities and roles. Overall, teacher-parents’ reflective responses that occurred naturally under strained circumstances underpinned and projected the imperative display of a wide range of inclusive attributes such as tolerance to uncertainties, diverse network of learning support, and multi-dimensional sharing of practices.

A Study on Factors Affecting University Students' Perception Towards Online Learning Post COVID-19

Sciedu Press, 2024

COVID-19 has turned the world upside down and transformed the learning experience of the students... more COVID-19 has turned the world upside down and transformed the learning experience of the students through online learning. This study presents a comprehensive exploration of the various factors which influence the students' perceptions of their learning experience in the context of online learning. This research integrates the students' perspective such as their personal satisfaction, classroom interaction, learning preferences and factors such emotional, psychological, physical that affects the efficacy of online learning experience. A mixed methods approach was used to gather both quantitative and qualitative data. The study explored factors influencing students' perspectives towards their learning experiences with a focus on their personal satisfaction, classroom interaction, learning preferences and the impact on academic performance. A total of 209 participants from various universities took part in this research study. The findings contribute to both theoretical understanding and practical implementation of online learning strategies, essential for both learners and instructors alike. This study also offers insights on potential factors faced by university students during online classes such as adaptability to new formats of learning, motivation, classroom interaction, and access to learning resources that seemed to serve as some of the leading factors identified that affects students' overall learning satisfaction. As online learning revolutionized the way students learn and became an integral part of the education process at all levels, his study provides an evaluation on the benefits and the drawbacks of utilizing online learning as well as the effects on students' learning preferences as well as academic performances.

International Postgraduates’ Perception on Academic Writing: A Lesson on Criticality

World Journal of English Language, Apr 21, 2022

Academic writing has always been synonymous in higher education. However, academic writing could ... more Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participants" views on being a Non-Native English Speaker (NNES) in an anglophone country where "criticality" seemed to be a crucial notion needed to be grasped in order to write according to the university"s assessment writing conventions. Additionally, views on international students" writing support were also documented.

The Impact of Virtual Learning on Academic Identity status and Community of Practice: A sense of Heutagogy

Global Conference on Business and Social Sciences Proceeding, Dec 28, 2022

The Application of Code-switching, Code-mixing, and the need for Bilingual Pedagogy in Brunei Religious (Ugama) Schools: A Qualitative Study Involving Generation X and Millennial Teachers

World Journal of English Language

Religious (Ugama) education is a compulsory form of education apart from the mainstream education... more Religious (Ugama) education is a compulsory form of education apart from the mainstream education Brunei Darussalam. The Ugama schools are of autonomous management under Jabatan Pengajian Islam (JPI), a department under Brunei Ministry of Education. The classes are often conducted in a separate specified school during the weekdays and the enforced medium of instruction is the Malay language as opposed to English for the mainstream education. This research is interested in the trending application of code-switching and code-mixing in lower and upper primary level as teaching and communicating strategies employed by the teachers. The study also aims to acquire the Millennial teachers’ and Generation X teachers’ perspectives on the increasing use of the English language in Malay-medium oriented schools and its possible effects to the religious curriculum. Using in-depth interview and classroom observations as research methods, this study not only found a ‘normalized’ view on code-switc...

A narrative study of international postgraduate students’ conceptualization of academic writing through assessment feedback in a UK university

List of Abbreviations List of Tables List of Figures Chapter 1 Introduction 1.1 Background 1.2 Na... more List of Abbreviations List of Tables List of Figures Chapter 1 Introduction 1.1 Background 1.2 Nature of the Problem 1.3 Rationale and Significance 1.4 Research Aims and Research Questions 1.5 Organization of Study Chapter 2 The study context Chapter 3 Literature Review 3.1 Theories that inform writing 3.2 Pedagogical Approaches to teaching writing in L2 classrooms 3.3 The conceptualization of Academic Writing 3.3.1 The linguistic point of view 3.3.2 The cognitive point of view 3.3.3 The sociocultural point of view 3.4 Academic Literacy 3.4.1 Major approaches that underpin academic literacy 3.4.2 Development of academic literacy researches 3.5 L2 writers and their writing challenges 3.6 Writing Strategies 3.7 Postgraduate learners as adult learners 3.8 Postgraduate student experiences in Anglophone countries 3.9 Feedback and how it can help learning 3.10 Perception of Feedback in Higher Education 3.11 Conceptual Theories that guide this research Sociocultural theory (SCT) Transformative Learning Theory and Perspective Transformation Perspective transformation as a process Community of Practice 3.12 Conclusive Remarks Chapter 4 Methodology. 4.1 Research Paradigm of the study 4.2 Research Design 4.3 Data Collection methods 4.3.1 Semi-structured Interviews 4.3.2 Semi-structured Conversational Interviews 4.3.3 Blogs as personal academic journals 4.4 Participants Approaching Participants 4.5 Data collection procedures Seeking approval

The Application of Code-switching, Code-mixing, and the need for Bilingual Pedagogy in Brunei Religious (Ugama) Schools: A Qualitative Study involving Generation X and Millennial Teachers

World Journal of English Language, 2023

Religious (Ugama) education is a compulsory form of education apart from the mainstream education... more Religious (Ugama) education is a compulsory form of education apart from the mainstream education Brunei Darussalam. The Ugama schools are of autonomous management under Jabatan Pengajian Islam (JPI), a department under Brunei Ministry of Education. The classes are often conducted in a separate specified school during the weekdays and the enforced medium of instruction is the Malay language as opposed to English for the mainstream education. This research is interested in the trending application of code-switching and code-mixing in lower and upper primary level as teaching and communicating strategies employed by the teachers. The study also aims to acquire the Millennial teachers’ and Generation X teachers’ perspectives on the increasing use of the English language in Malay-medium oriented schools and its possible effects to the religious curriculum. Using in-depth interview and classroom observations as research methods, this study not only found a ‘normalized’ view on code-switching and code-mixing in lower primary level and less in upper primary level, but also majority of Generation X participants’ call for the need of formal training for English language. The Millennial participants, on the other hand, called for a move towards bilingual pedagogy for religious education to keep abreast with the mainstream education and so it could stop being viewed as secondary. The study also discovered the individual teachers’ concern for the diminishing use of the Malay language to affect the significance of religion due to the impact of cultural globalization, specifically disseminated by the internet and pop culture media. Moreover, the study also found some probable evidence of students identify English as their mother tongue, instead of Malay.

Managing Heutagogy during COVID-19 Pandemic via Virtual Learning and its impact on Academic Identity Status and Communities of Practice (COP

Journal of Management and Marketing Review, 2023

Objective-The main objective is to examine the experience using a hauntological approach during a... more Objective-The main objective is to examine the experience using a hauntological approach during an online learning phase on fresh undergraduates during the pandemic and to determine undergraduates' Academic Identity Status (AIS) and awareness of Communities of practice (COP). Methodology-The respondents are 34 first-year undergraduate students at the university via mixed methods that comprised of classroom observations, online questionnaires, and online interviews. Findings-The results show that respondents were not ready to embrace heutagogy and virtual learning affected the respondents' academic identity status and their awareness of their Community of Practice (COP) Novelty-The paper addresses new findings in experiences of using a hauntological approach during the COVID-19 pandemic and its impact on academic identity status and COP awareness. The implication of this study suggests the need to develop a conceptual framework for a hauntological approach that could be accustomed to a large classroom and a virtual platform.

International Postgraduates’ Perception on Academic Writing: A Lesson on Criticality

World Journal of English Language, Apr 21, 2022

Academic writing has always been synonymous in higher education. However, academic writing could ... more Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participants" views on being a Non-Native English Speaker (NNES) in an anglophone country where "criticality" seemed to be a crucial notion needed to be grasped in order to write according to the university"s assessment writing conventions. Additionally, views on international students" writing support were also documented.

Reflective Roles and Resilience Building Opportunities of Parent-Teachers in Emergency Remote Teaching: Trajectories toward Inclusive

TESOL International Journal, 2021

This paper explored the reflective roles and emergent responses of teachers while teaching their ... more This paper explored the reflective roles and emergent responses of teachers while teaching their own students and attending to the learning needs of their own children. Also, it sought to describe how their behavior toward ERT configured and build their perspectives toward resilience and recovery. Espousing the tenets of qualitative research, this paper gathered data through reflective notes and follow-up inquiries. Data comprised the collective experiences in a protracted timespan of 15 peak weeks of the pandemic observance protocols in Brunei. Responses were transcribed and thematically analyzed. Respondents included (7) primary, (6) secondary and (5) tertiary level teacher-parents who had been teaching from the onset of ERT until its gradual lifting into the home-based learning (HBL). Identified through the snow balling technique, the respondents surfaced from two (2) prominent national universities and five (5) state-owned schools. Responses revealed that teacher-parents acceded to performing multi-dimensional sharing of coordinated roles and reframing integrated actions in emergent, proactive and evolving ways in ERT delivery, expressed in five (5) recurring themes: (1) doing multi-level learning assistance strategies extended to children and students; (2) searching for concurrent or intermittent teaching support; (3) adaptive use of varied communication platforms; (4) compelling display of emotional, mental, and physical load; and (5) displaying extreme proactiveness to flex activities and roles. Overall, teacher-parents’ reflective responses that occurred naturally under strained circumstances underpinned and projected the imperative display of a wide range of inclusive attributes such as tolerance to uncertainties, diverse network of learning support, and multi-dimensional sharing of practices.

The Academic Dilemma on the Use of Proof Readers in Academic Assignments

World Journal of English Language

It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist ... more It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed both positive and negative assumptions from the participants. A participant who scored well with the help of proofreaders learnt the university’s writing conventions from her ‘mistakes’. Another participant who was academically weaker however, expected her writing to be ‘translated’ into the university’s writing conventions along with grade improvements. Other participants deemed such gesture as ...

The Academic Dilemma on the Use of Proof Readers in Academic Assignments

World Journal of English Language, 2022

It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist ... more It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed both positive and negative assumptions from the participants. A participant who scored well with the help of proofreaders learnt the university"s writing conventions from her "mistakes". Another participant who was academically weaker however, expected her writing to be "translated" into the university"s writing conventions along with grade improvements. Other participants deemed such gesture as immoral and blamed the university for not banning such services, putting less financially able students at a "disadvantage".

International Postgraduates" Perception on Academic Writing: A Lesson on Criticality

World Journal of English Language, 2022

Academic writing has always been synonymous in higher education. However, academic writing could ... more Academic writing has always been synonymous in higher education. However, academic writing could be more problematic for international students than native speakers of English (Mumin, 2020). They endure different struggles that ranged from language proficiency to effect on contextual academic transition. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university. The findings demonstrated unique views of each participant with a concurrence that proficiency does not promise writing competency. This study also unveiled the participants" views on being a Non-Native English Speaker (NNES) in an anglophone country where "criticality" seemed to be a crucial notion needed to be grasped in order to write according to the university"s assessment writing conventions. Additionally, views on international students" writing support were also documented.

Academic Perception and Learning Preferences in Bruneian Students

The Asian EFL Journal, 2021

Academic environment can contribute to academic perception and learning preferences. This can be ... more Academic environment can contribute to academic perception and learning preferences. This can be particularly evident in institutions undergoing a significant change. University Teknologi Brunei (UTB) is one of the youngest and fastest growing universities in Brunei. Previously known as Institute Teknologi Brunei, it was upgraded to a University status in 2016. This is a study set in 2011 prior to the change in status and again in 2020 where it looks the changes and development that has happened over the years from the students’ perspective. A questionnaire was used as the instrument targeting first year students from UTB’s School of Business and School of Computing and Informatics. The same set of questionnaires and analysis was used for both 2011 and 2020 sampling. The findings show that UTB still have some improvement to make with regards to providing conducive learning environment. At the same time, the students also show significant change in academic perception and preferred learning style, preferring blended learning to face-to-face learning, partly in light of the exposure to online learning towards the middle of the first semester due to COVID-19.

Reflective Roles and Resilience Building Opportunities of Parent-Teachers in Emergency Remote Teaching: Trajectories toward Inclusive Recovery

TESOL International Journal, 2021

This paper explored the reflective roles and emergent responses of teachers while teaching their ... more This paper explored the reflective roles and emergent responses of teachers while teaching their own students and attending to the learning needs of their own children. Also, it sought to describe how their behavior toward ERT configured and build their perspectives toward resilience and recovery. Espousing the tenets of qualitative research, this paper gathered data through reflective notes and follow-up inquiries. Data comprised the collective experiences in a protracted timespan of 15 peak weeks of the pandemic observance protocols in Brunei. Responses were transcribed and thematically analyzed. Respondents included (7) primary, (6) secondary and (5) tertiary level teacher-parents who had been teaching from the onset of ERT until its gradual lifting into the home-based learning (HBL). Identified through the snow balling technique, the respondents surfaced from two (2) prominent national universities and five (5) state-owned schools. Responses revealed that teacher-parents acceded to performing multi-dimensional sharing of coordinated roles and reframing integrated actions in emergent, proactive and evolving ways in ERT delivery, expressed in five (5) recurring themes: (1) doing multi-level learning assistance strategies extended to children and students; (2) searching for concurrent or intermittent teaching support; (3) adaptive use of varied communication platforms; (4) compelling display of emotional, mental, and physical load; and (5) displaying extreme proactiveness to flex activities and roles. Overall, teacher-parents’ reflective responses that occurred naturally under strained circumstances underpinned and projected the imperative display of a wide range of inclusive attributes such as tolerance to uncertainties, diverse network of learning support, and multi-dimensional sharing of practices.