Papers by PROFESSOR DR BROMELEY PHILIP
Utilising Tiktok Features for Speech Communication
World Journal of English Language, Dec 27, 2023
The International Journal of Humanities & Social Studies
Most historical narratives of European colonization in the East are accounts from Western perspec... more Most historical narratives of European colonization in the East are accounts from Western perspective, which justifies colonialism as an acceptable means to introduce western civilization into the colonized communities. Brooke's one-hundred-year-old dynasty in Sarawak was illustrative of European's imperialistic subjugation of land, which had long been occupied by local native inhabitants. Assuming the position of a white rajah, James Brooke being the so-called civilized white supremacist, justified his subjugation of the Dayaks in the name of bringing peace to an otherwise chaotic, savage land. Several war expeditions were launched by James Brooke and later Charles Brooke by enlisting the tamed Dayaks to exterminate other groups of fellow Dayaks deemed recalcitrant and rebellious causing high causalities among the Dayaks. This paper aims to revisit the extant historical narratives produced by Western writers and to critically examine Brooke's relations with the Dayaks f...
Theory and Practice in Language Studies, Dec 1, 2022
The token economy is a pivotal notion in educational settings for maintaining good classroom beha... more The token economy is a pivotal notion in educational settings for maintaining good classroom behaviours among learners. Despite the burgeoning number of studies conducted to determine the efficiency of the token economy, most have been primarily interested in the learners' perspective. With a gap in the literature to investigate the phenomenon from the educators' perspectives, the present study surveyed 154 English teachers in Malaysia during the COVID-19 pandemic. The respondents who taught at government schools were involved in examining the token economy as an approach to behavioural management and learning engagement. The data collection was performed through a self-completed questionnaire survey of Google Form via various online platforms. The study showed that Malaysian English teachers from government schools were in complete agreement that the implementation of the token economy in ESL classrooms is effective in eliciting desired behaviours and reducing disruptive behaviours among learners. Social and physical reinforcement were the most effective forms of the token economy in the classroom as opposed to other types of reinforcement. The implications of the study include the possibility of the token economy becoming a catalyst in the educational landscape for changing behaviour and boosting learning motivation, particularly among young learners who are usually emotionally sensitive.
Self-regulated learning strategies in reading comprehension of a group of ESL students / Bromeley Philip
Universiti Teknologi MARA Cawangan Kedah, 2018
The study aimed to explore the strategic processing of an academic text by students to discover t... more The study aimed to explore the strategic processing of an academic text by students to discover the types of strategies employed. The research employed a qualitative case study method to investigate the cognitive processes that the subjects experienced as they were engaged in a reading task. The study was conducted at Universiti Teknologi MARA Sarawak (UiTMS) involving 10 out of 23 students from the Bachelor of Administrative Science (BAS) Programme, where permission was obtained from both the university and the respondents. The number of sample was small because the study focused on individual cases to generate data on strategic processing. The subjects were given an academic text to read in one lecture session and immediately after the silent reading session, the subjects were required to do retrospective written recall protocols (RWRP). The RWRPs of the subjects were inter-rated and analysed for the presence and occurrence of strategies which were identified using the Metacognitive Awareness Reading Strategies Inventory (MARSI) as guideline for interpretation. The findings revealed that the subjects were actively engaging strategic processing; they were using strategies to make meaning from the text. It was found that the subjects used more of global and support strategies rather than problem-solving strategies. Hence, it is possible to say that the subjects were strategic in their reading approach as evidenced from the analysis of the written protocols.
The main aim of this study was to investigate the extent to which ESL students self-regulated the... more The main aim of this study was to investigate the extent to which ESL students self-regulated their academic learning in terms of academic cognition and metacognition. This was a survey research which involved administering one set of questionnaire called Motivated Strategies for Learning Questionnaire (MSLQ) on a group of 23 undergraduates at a public university in Malaysia. The survey was conducted once early at the beginning of the semester and the data obtained were analysed using the SPSS Version 20 for descriptive statistics. Based on the statistical analysis done, it was found that the students‟ responses to the items in the MSLQ were generally high on all the four main categories: cognition, metacognition, motivation and behaviours, recording mean scores within the range of 4.0 and above. The findings therefore indicate rather positive response from the students implying that the degree of self-regulation activated by the students was moderately high against a scale of 1 to 7.
This paper attempts to explore the possibility of implementing an explicit strategy instruction t... more This paper attempts to explore the possibility of implementing an explicit strategy instruction to teach academic reading. It provides some interesting review of the literature on the probable benefits of an explicit strategy instruction such as Direct Explanation type of strategy instruction. Besides teaching strategies explicitly, Direct Explanation also incorporates a motivational approach component whereby it emphasises enhancing the learners' level of competence motivation. This in turn helps enhance the learners' level of selfefficacy which enables the learners to a large extent use the strategies effectively in their meaning making process. The increase in the learners' level of self-efficacy beliefs over a period of time was measured using a non-parametric test of Wilcoxon Matched-Pairs Signed-Rank Test (WMPSRT), which denotes a positive result. The learners' performance in recall and comprehension of propositions was also measured for level of significance v...
Historical Narratives of the Colonized
3L The Southeast Asian Journal of English Language Studies, 2019
The paper addresses the key question in teaching English language, that is, how does teacher cogn... more The paper addresses the key question in teaching English language, that is, how does teacher cognition interact with classroom practice. The paper is part of a larger study which was conducted in suburban schools in Sarawak, East Malaysia via qualitative case study method involving teachers in actual classroom practice. The teacher participants were video-recorded in two separate teaching sessions to capture as far as possible authentic teacher cognition practice. Each teacher was then asked to review his own recorded lessons and verbally report on his actions in the class via stimulated recall protocol technique. The qualitative data generated were analysed for specific features in relation to three main knowledge types representing teacher cognition namely, knowledge of students, pedagogical content knowledge and general pedagogical knowledge. Several features were identified and categorised according to the knowledge types. As far as Knowledge of students (KS) is concerned, it is important for teachers to be aware of their students' preferred learning styles as well as their proficiency levels. On Pedagogical Content Knowledge (PCK), teachers should allow their students a lot of freedom in choosing the activities they prefer. As regards General pedagogical knowledge (GPK), teachers need to be less dominating in the actual classroom practice but instead acting more as facilitator to help guide and facilitate the students' learning process. For future research, it is recommended that longitudinal studies be conducted to further provide insights into teacher cognition via generation of larger corpus of data on evidence of teacher cognition processes.
3L The Southeast Asian Journal of English Language Studies, 2018
This paper explores the process of implementing the Individualised Metaphonological Awareness Ins... more This paper explores the process of implementing the Individualised Metaphonological Awareness Instruction (I-MAI) for the teaching and learning of acrolectal English in terms of the phonological aspect: selected suprasegmental features of English sound, namely, the schwa and catenation or linking features. For instance, not producing the neutral schwa vowel sound is in part what gives those whose second language is English an accent or pronunciation that is different from those whose first language is English. Producing or not producing schwa vowel sounds affects the quality of one's pronunciation and how natural one sounds when speaking English. If the sophisticated learners aspire to approximate the RP model in their enunciation, schwa and catenation are deemed very important. The study assesses the instruction model in terms of its facilitative effects in assisting the teacher as well as in assisting the student to learn selected aspects of suprasegmental features of English sounds via scaffolding process. It is a qualitative case study which involves five (5) participant undergraduates at a public university in Sarawak. Only qualitative data involving one participant were reported and discussed in this paper. It was found that firstly the I-MAI model did assist both the teacher and the student in coaching and learning pronunciation respectively. The process of micro-scaffolding yielded varied scaffolding features/characteristics that explain the interactive dynamics occurring within the individualised instructional process itself. The I-MAI was also found to be positive and facilitative in enhancing the student's metaphonological awareness of the suprasegmental features of English sounds.
Historical Narratives of the Colonized: The Noble Savage of Sarawak
The Gaze of the West and Framings of the East, 2012
This chapter will first take a look at the history of colonization of the East as presented by Eu... more This chapter will first take a look at the history of colonization of the East as presented by European colonizers. Many colonial historical narratives are stories of imperialistic European subjugations of Europe’s Other seen as justifiable in the name of the discovery of the New World. European colonizers seized the vantage position of being the powerful Self regarding the colonized as the Other by virtue of their racial and cultural differences vis-a- vis white civilized humanity (Hobson, 2004, p. 238). The powerful Self sought to introduce the ‘idea of modernity as the history of humanity in the singular and the idea of History as becoming- Western of humanity’ (Venn, 2000, p. 83). This position privileged the Self as ‘the superior locus of world- historical development and the modern Western subject the agent of that process’ (ibid.) and hence, central to the historical accounts produced. Occidentalism privileged the notion of the becoming- West of Europe in which Europe was located as the intellectual, spiritual, moral and economic centre of the world.
This paper attempts to address as far as possible the realities of prevalent "silence" among Mala... more This paper attempts to address as far as possible the realities of prevalent "silence" among Malaysian learners. Acknowledging the fact that such "silence" has been an acceptable norm, it is recommended that the "silence" may at least partially be broken through a reading class that incorporates elements of critical pedagogy in the form of a metacognitive strategy instruction session. It is proposed that Socialmotivational Metacognitive Strategy instruction, abbreviated as SMMSI be offered as an alternative pedagogic practice for the ESL reading classroom. The SMMSI model hopes to train learners to become active co-participants in the classroom and critical meaning makers.
Generic skills for the workplace: a study of graduating students at UiTM Sarawak / Prof. Madya Pauline Achan , Dr. Bromeley Philip , Mary Gunjew Nee' Gaik
A seminal study of Iban alphabet/Dr. Bromeley Philip
... 2 D r Bromeley Phili p Ketua Proje k UiTM Cawangan Sarawa k 3. Enci k Moh d Hali l Marsuk i P... more ... 2 D r Bromeley Phili p Ketua Proje k UiTM Cawangan Sarawa k 3. Enci k Moh d Hali l Marsuk i Penolong Akaunta n Unit Kewangan Zo n 1 7 ... However, th e difference s are sligh t an d ar e mainl y phonologica l (Asma h Omar , 1983). 2.2.1 Phonology Phonemes 5 ...
Attitudes, motivation and learning strategies among ESL (english as a second language) learners: an investigative study of form four Iban students in three rural …
... language subject between students in urban Malaysian schools as compared to those in rural sc... more ... language subject between students in urban Malaysian schools as compared to those in rural schools. ... far to look at the relationship between these variables, the literature suggests strongly ... potentially influentia l rol e of peer pressure in classroom language learning. Gardne r ...
Metacognitive strategy instruction for reading: co-regulation of cognition
Jurnal e-Bangi, 2006
This paper aims to show how a teacher and ESL learners can successfully engage in mutual regulati... more This paper aims to show how a teacher and ESL learners can successfully engage in mutual regulation of strategy use as they co-construct meaning from the reading text. It focuses on the teacher's effort at giving direct explanation of various learning strategies for reading, that ...
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Papers by PROFESSOR DR BROMELEY PHILIP