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ASSIGNMENT

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HBET 1503
PRINCIPLES AND PRACTICE OF TESL METHODOLOGY
SEPTEMBER 2015 SEMESTER
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INSTRUCTIONS TO STUDENTS
1.

This assignment contains only ONE (1) question that is set in the language of the printed module for the
course.

2.

Answer in English.

3.

Learners are to submit assignment only in MsWord format unless specified otherwise. Please refrain from
converting text/phrases into picture format such as .gif / .jpeg / print screen / etc.

4.

Download the language version of the assignment template concerned from the MyVLE for preparation
and submission of your assignment. Your assignment should be typed using 12 point Times New Roman
font and 1.5 line spacing.

5.

Your assignment should be between 2500 to 3000 words excluding references. Do not copy the
assignment question and instructions to your answer. Only assignment answer developed within the
approximate word limit will be assessed. The number of words should be shown at the end of your
assignment.

6.

You must submit your assignment ONLINE via the MyVLE. Refer to the portal for instructions on the
procedures to submit your assignment online. You are advised to keep a copy of your submitted
assignment and proof of the submission for personal reference.

7.

You can submit your assignment ONCE only in a SINGLE file. The file must be in MS-WORD format.
Please ensure that you submit the CORRECT and latest version of file. File which is wrongly submitted
must be re-submitted online before the deadline.

8.

Your assignment must be submitted between 2nd 15th November 2015. Submission after 15th
November 2015 will NOT be accepted.

9.

Your assignment should be prepared individually. You should not copy another persons assignment. You
should also not plagiarise another persons work as your own.

10. Please take note that PENALTY will be imposed on late submission of assignment as specified in the
Registrars Office circular 6/2012 (Refer to Registrars Announcement in myVLE).
11. Please ensure that you keep the RECEIPT issued upon submisson of your assignment as proof of
submission. Your assignment is considered as NOT submitted if you fail to produce the submission receipt
in any dispute arises concerning assignment submission.

EVALUATION
This assignment accounts for 40% of the total marks for the course and shall be assessed
based on the Rubrics or Answer Scheme attached.
You would be given feedback on the assignment before the Final Semester Examination
commences.
PLAGIARISM: MARKS DEDUCTION
Warning: The submitted assignment will automatically undergo a similarity check. If
plagiarism is detected, marks would be deducted as follows:
No.
1.
2.
3.
4.

Similarity Percentage
0 30
30.01 50
50.01 70
70.01 - 100

Marks Deduction
0
5
10
100

ASSIGNMENT QUESTION

INTRODUCTION: CRITICAL READING ABILITY AND ITS RELATION TO L2


PROFICIENCY OF MALAYSIAN ESL LEARNERS
1. This assignment requires you to read an article and reflect on the ideas and issues it
raises before completing the given tasks.
2. The required reading (in PDF) can be downloaded from your course myVLE:
Mohd Zin, Zuhana, Wong Bee Eng & Shameem Rafik-Galea. (2014) Critical
Reading Ability and its Relation to L2 Proficiency of Malaysian ESL
Learners. The Southeast Asian Journal of English Language Studies, Vol. 20,
No.2: 43 54.

TASKS: After reading the article, complete the following tasks.


1. Malaysian university students are often labelled as lacking in their ability to think
and read critically. Many reading researchers and educators have claimed that
Malaysian university students are not prepared to engage in demanding reading tasks,
such as critical reading, required of them (Koo 2011, 2008, 2003, Nambiar 2007,
Pandian 2007, Thang & Azarina 2008). Koo (2003) argues that most Malaysian
university students are afraid to exercise critical reading because they are accustomed
to conformity to power, loss of face (when their views are found to be fallacious), and
fear of being different. (p.44)
To what extent do you agree with the notion that ESL undergraduates in Malaysia lack
critical reading skills? Cite examples from your observations or/and experience as an
ESL undergraduate.
[10 marks]

2. The response of P5 indicated that s/he did not know what was required of him or her
in order to answer the question, and also how to answer the question. P4s and P5s
responses imply that these students were not aware of the function of a letter to the
editor. The data suggest that the intermediate students did not possess appropriate
knowledge of the world, i.e. the functions or the purpose of the editorial section in the
newspapers in this case. (p. 48)
Discuss at least TWO ways in which the ESL teacher can promote knowledge of the
world in and out of the classroom. Also explain how knowledge of the world can
develop learners critical thinking.
[10 marks]
3. Making inferences is important for text comprehension because the ability to infer is
critical for unpacking implicit underlying meaning in the text (Cain 2009). (p.51)
(a) Select an appropriate text (e.g. a passage or an article) to teach higher order
thinking among your learners.
Your aim is to exploit it so that your learners can improve their inferential skills so
that they can identify the main ideas and purpose of the writer through reading
between the lines.
To justify the appropriateness of the text, provide information on the following:

The age of your learners

Their level of proficiency

The reasons for selecting that particular text (e.g. topic, theme, length,
level of complexity, learner interests, etc.) to help your learners to develop
their inferential skills.

Remember to submit either a scanned copy of the text, or a PDF copy of it.
[10 marks]

(b) Also demonstrate how you can guide your learners to engage efficiently with the
text by using their inferential skills. Write a lesson plan for a single period.
Describe step-by-step how you will use the selected text to develop their
analytical and inferential skills so that they can read it critically.
[10 marks]
[Total: 40 marks]

Assignment Rubrics

Criteria
Question 1
Discussion on
the notion that
ESL
undergraduates
in Malaysia
lack critical
reading skills.

Weight
2.5

Missing
Item
0
There is no
discussion on
the notion that
ESL
undergraduates
in Malaysia
lack critical
reading skills.
Or the answer
has no
relevance.

Low

Fair

Above average

Excellent

1
Lacks clarity and focus
with insufficient details
on the notion that ESL
undergraduates in
Malaysia lack critical
reading skills.

2
Moderate level of clarity
and focus with some
descriptions on the
notion that ESL
undergraduates in
Malaysia lack critical
reading skills.

3
Sufficient level of
clarity and focus in
explanation on
the notion that ESL
undergraduates in
Malaysia lack critical
reading skills.

4
Very clear and
focused with
detailed descriptions
on the notion that
ESL undergraduates
in Malaysia lack
critical reading
skills.

There is an inability to
provide relevant
examples from personal
observations or/and
experience as an ESL
undergraduate.

There is a fair ability to


clearly provide relevant
examples from personal
observations or/and
experience as an ESL
undergraduate.

There is an ability to
provide relevant
examples from
personal
observations or/and
experience as an ESL
undergraduate.

There is a high
ability to clearly
provide relevant
examples from
personal
observations or/and
experience as an
ESL undergraduate.

Good language use.


Few grammatical
errors but meaning is
conveyed clearly. A
good range of
vocabulary is used.

Excellent use of
language. Very few
grammatical errors
and meaning is
conveyed very
clearly. A wide
range of vocabulary
is used.

Poor language use.


Many grammatical
errors which may
impede meaning.
Very limited range of
vocabulary is used.

Fair language use. Some


grammatical errors but
meaning is conveyed
fairly. An average range
of vocabulary is used.

Max
Marks
10

Criteria
Question 2

Weight
2.5

Discussion on
at least TWO
ways in which
the ESL teacher
can promote
knowledge of
the world in
and out of the
classroom.

Missing
Item
0
There is no
discussion on
ways in which
the ESL
teacher can
promote
knowledge of
the world in
and out of the
classroom.
There is no
justification
and examples
provided.

Question 3 (a)
Submission of
text for the
purpose of
exploiting it to
help learners
improve their

2.5

There is no
submission of
text.
There is also
no discussion
or justification
on the

Low

Fair

Above average

Excellent

1
Lacks clarity and focus
with insufficient
description of at least
TWO ways in which the
ESL teacher can
promote knowledge of
the world in and out of
the classroom.

2
Moderate level of clarity
and focus with some
descriptions of at least
TWO ways in which the
ESL teacher can promote
knowledge of the world
in and out of the
classroom.

3
Sufficient level of
clarity and focus with
relevant details on
at least TWO ways in
which the ESL teacher
can promote
knowledge of the
world in and out of the
classroom.

4
Very clear and
focused with
detailed descriptions
on at least TWO
ways in which the
ESL teacher can
promote knowledge
of the world in and
out of the
classroom.

.
Insufficient explanation
on how knowledge of
the world can develop
learners critical
thinking.

Some explanation on
how knowledge of the
world can develop
learners critical
thinking.

Sufficient explanation
on how knowledge of
the world can develop
learners critical
thinking.

Concrete
explanation on how
knowledge of the
world can develop
learners critical
thinking.

Poor language use.


Many grammatical
errors which may
impede meaning. Very
limited range of
vocabulary is used.

Fair language use. Some


grammatical errors but
meaning is conveyed
fairly. An average range
of vocabulary is used.

Good language use.


Few grammatical
errors but meaning is
conveyed clearly. A
good range of
vocabulary is used.

Excellent use of
language. Very few
grammatical errors
and meaning is
conveyed very
clearly. A wide
range of vocabulary
is used.

A semi-appropriate text
is submitted.

A fairly appropriate text


is submitted.

A good text is
submitted.

A very appropriate
text is submitted.

Lacks clarity and focus


with insufficient
discussion or
justification on the
appropriateness of the

Moderate level of clarity


and focus with some
discussion or
justification on the
appropriateness of the

Sufficient level of
clarity and focus with
relevant discussion or
justification on the
appropriateness of the

Very clear and


focused with
detailed discussion
or justification on
the appropriateness

Max
Marks
10

10

Criteria

Weight

inferential
skills so that
they can
identify the
main ideas and
purpose of the
writer through
reading
between the
lines.

Question 3 (b)
Discussion on
(step-by-step)
how the
selected text is
used to
develop
learners
analytical and
inferential
skills so that
they can read
it critically.

2.5

Missing
Item
0
appropriatenes
s of the text for
the learners
based on their
age, level of
proficiency,
interests, etc.

Low

Fair

1
text for the learners
based on their age, level
of proficiency, interests,
etc.

2
text for the learners
based on their age, level
of proficiency, interests,
etc.

Above average
3
text for the learners
based on their age,
level of proficiency,
interests, etc.

Excellent
4
of the text for the
learners based on
their age, level of
proficiency,
interests, etc.
.
Excellent use of
language. Very rare
grammatical errors
and meaning is
conveyed clearly
and precisely. A
wide range of
vocabulary is used.

Poor language use.


Many grammatical
errors which may
impede meaning. Very
limited range of
vocabulary is used.

Fair language use. Some


grammatical errors but
meaning is conveyed
fairly. An average range
of vocabulary is used.

Few grammatical
errors but meaning is
conveyed clearly and
precisely. A good
range of vocabulary is
used.

There is no
discussion on
how the
selected text is
used to
develop
learners
analytical and
inferential
skills so that
they can read it
critically.

Lacks clarity and focus


with insufficient
discussion on how the
selected text is used to
develop learners
analytical and inferential
skills so that they can
read it critically.

Moderate level of clarity


and focus with some
discussion on how the
selected text is used to
develop learners
analytical and inferential
skills so that they can
read it critically.

Sufficient level of
clarity and focus with
relevant discussion on
how the selected text
is used to develop
learners analytical
and inferential skills
so that they can read it
critically.

Very clear and


focused with
detailed discussion
on how the selected
text is used to
develop learners
analytical and
inferential skills so
that they can read it
critically.

No lesson plan
is submitted.

There is an inability to
produce a lesson plan
that clearly explains how
the selected text can be
used to develop learners
analytical and inferential

There is a fair ability to


clearly produce a lesson
plan that clearly explains
how the selected text can
be used to develop
learners analytical and

There is an ability to
produce a lesson plan
that clearly explains
how the selected text
can be used to develop
learners analytical

There is a high
ability to clearly
produce a lesson
plan that clearly
explains how the
selected text can be

No relevant
classroom
examples

Max
Marks

10

Criteria

Weight

Missing
Item
0
provided.

Low

Above average

Excellent

2
inferential skills.

3
and inferential skills.

4
used to develop
learners analytical
and inferential
skills.

Very few relevant


classroom examples
provided.

Some examples are


provided.

Sufficient examples
are provided.

Concrete examples
are provided.

Poor language use.


Many grammatical
errors which may
impede meaning. Very
limited range of
vocabulary is used.

Fair language use. Some


grammatical errors but
meaning is conveyed
fairly. An average range
of vocabulary is used.

Few grammatical
errors but meaning is
conveyed clearly and
precisely. A good
range of vocabulary is
used.

Excellent use of
language. Very rare
grammatical errors
and meaning is
conveyed clearly
and precisely. A
wide range of
vocabulary is used.
TOTAL MARKS

1
skills.

Fair

Max
Marks

40