https://journal.uitm.edu.my/ojs/index.php/CPLT/issue/feed Journal of Creative Practices in Language Learning and Teaching 2025-05-21T03:02:14+08:00 Syazliyati Ibrahim syazliyati@uitm.edu.my Open Journal Systems <p>The <a href="https://cplt.uitm.edu.my/v1/"><strong>Journal of Creative Practices in Language Learning and Teaching (CPLT)</strong></a> (e-ISSN: 1823-464X) is an open-access international refereed journal. Journal of Creative Practices in Language Learning and Teaching will be accepting research papers in <strong>creative practices</strong> in various fields of research that include (but not limited to) second/foreign language pedagogy, language and technology, language assessment and evaluation, culture and language teaching, language and learner characteristics, language planning and policy, reading, writing, literacy. Research papers that examine creative and innovative teaching practices in areas other than languages will also be considered. <strong>PUBLICATION IS FREE OF </strong><strong>CHARGE</strong>. CPLT is indexed in Google Scholar, <strong><a href="http://www.myjurnal.my/public/browse-journal-view.php?id=343" target="_blank" rel="noopener">MyJurnal and</a></strong> <strong><a href="http://www.mycite.my/en/single-jcr/report/Journal%20of%20Creative%20Practices%20in%20Language%20Learning%20and%20Teaching/2018" target="_blank" rel="noopener">MyCite.</a></strong></p> <p><strong><a href="https://cplt.uitm.edu.my/v1/index.php/submit/online-submission">CLICK HERE TO SUBMIT MANUSCRIPT</a></strong></p> https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/3863 The The Use of Google Translate in Indonesian Tertiary Writing 2025-02-20T02:29:23+08:00 Shalawati shalawati@edu.uir.ac.id Naginder Kaur naginderkaur.uitm@gmail.com Sitti Hadijah sittihadijah@edu.uir.ac.id <p>With extensive technology inherent in all spheres of language teaching and learning, in the last 10 years, Google Translate has played a significant and parallel role in assisting learners with various academic tasks. With its far-reaching presence, questions arise and there are looming concerns on its use in academic work. This study thus probes the use of Google Translate among tertiary students in Indonesia when writing their research proposal. The central focus of the analysis is to investigate the objectives of the use and specific ways of looking up words, sentences or even paragraphs. Taking up from where previous studies have left on the pros and cons of the application, this study looks for unique patterns in the use and support of Google Translate in students’ writing process. To address these aims, a qualitative research approach was used to explore in-depth perceptions and opinions of four female students based on their instructor’s analysis of their research proposals, namely, in chapter one where ideas and conceptual terms were evidently present. Results suggest that students use Google Translate at different levels for translation of words, sentences and paragraphs. However, the trends of use vary among different types of search. Some students experienced reduced dependence on Google Translate from the beginning to end of the semester, while others remained heavily reliant till the end of proposal writing. The study implies the viable role of Google Translate in ESL writing and indubitably supports its complementary role in research, education and scholarship in academia.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 Shalawati, Naginder Kaur, Sitti Hadijah https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4608 Shifting Conceptions of Academic Writing: Lessons Guided by Variation Theory 2025-03-03T01:14:55+08:00 Suciyati Haji Sulaiman suciyati.sulaiman@ubd.edu.bn Liyana Haji Abdul Ghani liyana.ghani@ubd.edu.bn <p>This study investigates shifts in students' conceptions of academic writing after a series of lessons designed using variation theory. Academic writing, often perceived as complex and inaccessible, is an essential skill in higher education. To better understand how students' perceptions evolve, a pre- and post-survey approach was employed. Students were asked to choose from three conceptions of academic writing: (1) a higher-level form of writing characterised by complex language and requiring evidence from sources, (2) a well-structured form of communication that conveys reliable information, and (3) a means of expressing ideas and expanding knowledge.</p> <p>Throughout the semester, lessons focused on helping students discern critical aspects of academic writing such as structure, coherence, and integration of sources. The application of variation theory allowed students to compare and contrast these aspects, fostering deeper understanding. The findings revealed a notable shift in students' conceptions, with many moving from an initial focus on surface-level features, such as complexity and formality, to a more nuanced understanding of writing as structured communication. This shift underscores the value of lessons grounded in variation theory in promoting conceptual change. The study offers important implications for academic writing instruction and highlights the need for pedagogical strategies that address students’ evolving conceptions.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 Suciyati Haji Sulaiman, Liyana Haji Abdul Ghani https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/3803 A SYSTEMATIC REVIEW OF THE FLIPPED CLASSROOM APPROACH IN TEACHING AND LEARNING EFL READING 2025-03-18T04:25:17+08:00 Juan Yao 475480940@qq.com Revathi Gopal revathi@fbk.upsi.edu.my <p>In the realm of English as a Foreign Language (EFL) reading instruction, the flipped classroom approach has recently become a prominent and widely examined subject in educational research.Nonetheless, despite the growing interest in this area, previous studies have not thoroughly analyzed the implementation of the flipped classroom method in EFL reading instruction and learning from a systematic review perspective. The aim of this study is to explore the current trends and significant findings related to the use of the flipped classroom method in EFL reading instruction and learning. To accomplish this, 34 articles concerning the flipped classroom approach in EFL reading instruction and learning, published from 2014 to 2024, were retrieved from databases including Scopus, Science Direct, and Wiley Online. A systematic review methodology was utilized, with the articles being analyzed through a content analysis approach. The findings suggest that interest in the flipped classroom method increased among researchers in EFL reading instruction and learning following 2015, particularly with a significant rise in studies from 2020 to 2022. Furthermore, the majority of studies utilized mixed and quantitative research methods.&nbsp;Further research is necessary to evaluate the effects of the flipped classroom method in vocational college EFL reading classrooms.&nbsp;Further analysis revealed both the challenges and benefits linked to the flipped classroom method in EFL reading instruction and learning. The studies examined particularly emphasized the advantages of this approach in terms of its effectiveness. Based on this review, several recommendations are offered for practitioners and future research initiatives.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 Juan Yao, Revathi Gopal https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4276 The Effectiveness of Multimedia In the Learning and Simplification of “Reproduction” of Form 1 Science 2025-02-04T03:10:32+08:00 NUR FARHA SHAAFI farhashaafi@ums.edu.my <p>The purpose of this study is to investigate the effectiveness of multimedia in the learning and simplification (LnS) of reproduction of form 1 science and their influence towards students’ science achievement. A total of 42 form 1 students from one of the schools in Kota Kinabalu were selected as respondents in this study. This study uses a quasi-experimental approach. This research using a pre-test and post-test design with only one group of respondents. This design involves administered a pre-test, then exposing them to an intervention of LnS using multimedia, and then measuring them again on the post-test. The pre-test and post-test scores will be collected and analyzed using the SPSS version 29 application. Data will be analyzed using descriptive and paired sample t-test methods. The results showed a significance Mean difference of 13.59 between pre-test and post-test. It was concluded that multimedia-based learning used in LnS enhanced better students’ academic achievements in the topic of reproduction.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 NUR FARHA SHAAFI https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4233 FACTORS AFFECTING THE TEACHING OF BUILDING INFORMATION MODELING (BIM) COURSE AMONG CIVIL TECHNOLOGY LECTURERS AT VOCATIONAL COLLEGE IN SABAH 2025-02-20T02:32:24+08:00 NUR FARHA SHAAFI farhashaafi@ums.edu.my Ruzaini Rafiuddin Bin Rasmet ruzainirafiuddin@graduate.utm.my Mohd Hizwan bin Mohd Hisham hizwan@utm.my <p>TVET institutions, through Vocational College (KV) under the Construction Technology program, has introduced a course coded EDM 3012 Building Information Modeling (BIM) to cater to the growing demands of Malaysia's construction industry. However, are the lecturers truly prepared for this shift, particularly in Sabah, which statistics show is among the leading users of BIM technology in Malaysia? A study was carried out using a descriptive quantitative approach to explore the factors influencing Civil Technology lecturers in teaching the EDM 3012 Building Information Modeling course at Vocational Colleges in the Sabah zone. The study focused on three key areas: the lecturers’ competency and teaching experience, the availability of institutional facilities, and the effectiveness of teaching aids. The findings highlighted a significant need to enhance lecturers’ competencies, as many were found to lack the initiative to update their knowledge about BIM. This gap was largely due to their limited involvement in directly teaching the course. In summary, while lecturers may have specific teaching assignments, it is vital that they remain informed about other courses within their field. Knowledge is interconnected, and staying updated, especially within one’s own area of expertise, is crucial for progress.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 NUR FARHA SHAAFI, Ruzaini Rafiuddin Bin Rasmet, Mohd Hizwan bin Mohd Hisham https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4631 Measuring Senior English Instructors' Acceptance of WeCWI-Enabled Web-Based Instruction through the TAM Model 2025-01-15T05:39:51+08:00 Jing Wang 1776064063@qq.com Boon Yih Mah mahboonyih166@uitm.edu.my Rofiza Aboo Bakar rofiza@uitm.edu.my <p>Despite advancements in information and communication technology (ICT) and the adoption of web-based instruction (WBI) in Chinese universities, students' writing skills are hindered by traditional teaching methods. The conventional cramming approach focuses on memorisation and exam performance rather than genuine comprehension and creativity. Instructors often revert to these outdated methods due to limited ICT skills and knowledge. WeCWI-enabled WBI, designed based on Web-based Cognitive Writing Instruction (WeCWI), was implemented in an EFL blended learning classroom at a university in China to address this problem. A hybrid instructional platform, integrating Mosoteach and WeChat Public Account, was developed to enhance English as a Foreign Language (EFL) learners' writing performance. This platform emphasises improving writing skills through substantial reading inputs, collaborative writing, and instant feedback. This paper examines senior English instructors' acceptance of WeCWI-enabled WBI to refine the approach before its full implementation in classrooms. In-depth interviews grounded in the Technology Acceptance Model (TAM) were conducted, and the data were analysed using holistic content analysis. The study aims to measure the acceptance of WeCWI-enabled WBI and help instructors design effective activities for collaborative learning. The results demonstrate the feasibility of WeCWI-enabled WBI, highlighting its clear manual and its effectiveness in stimulating students' interest. The practical implications of this research indicate that instructors significantly favour WeCWI-enabled WBI, supported by a detailed manual. They recognise that WeCWI-enabled WBI improves students' writing skills and increases their motivation and participation in learning. The study findings can help educators integrate web-based tools for better learning outcomes.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 Wang Jing, Boon Yih Mah, Rofiza Aboo Bakar https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/3829 AI-Assisted Language Learning in Education: ESL Perceptions and Challenges of ChatGPT 2025-03-18T04:29:01+08:00 JENNA ROBERT desiree@uitm.edu.my Aries Henry Joseph aries@uitm.edu.my Lindey Easter Apolonius lindey@uitm.edu.my <p>The integration of artificial intelligence (AI) into educational settings has generated extensive interest in recent years. ChatGPT, the most recent communication trend in AI, has sparked both interest and criticism in higher education. Numerous studies on the usage of ChatGPT have been undertaken; however, additional study is needed. One area where AI has shown potential is in assisting students with their tasks. Participants in this study were given the opportunity to work with their peers in completing their assignment, in accordance with Vygotsky's notion of social interactions for language development. The goal is to look at how students perceive the use of ChatGPT as a tool for completing assignments during collaborative work. The session’s focus was on assisting the participants on exploring ChatGPT in&nbsp; finding information by the use of questions as prompts. The data for the study was obtained using a convenience sample method. The descriptive analysis of quantitative survey data was performed using the Statistical Package for the Social Sciences (SPSS) software version 25.&nbsp; The students enjoyed the ChatGPT course that was personalised to them. In contrast, the study found that the most important considerations while utilising ChatGPT were providing relevant prompts (questions to assist the search activities) and having a stable internet connection. This study discovered that users may require further training and support to become more comfortable with ChatGPT's features, as well as to improve their ability to search for information by the use of prompts which can expedite their search.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 JENNA ROBERT, Aries Henry Joseph , Lindey Easter Apolonius https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4547 Assessing the Effectiveness of Using Kahoot! to Improve Students’ Engagement during Grammar Lessons 2025-01-23T01:33:24+08:00 Zawani Badri zawani236@uitm.edu.my Rafidah Amat rafidah408@uitm.edu.my Mas Aida Abd Rahim masaida@uitm.edu.my <p><span style="font-weight: 400;">This study examines the effectiveness of using Kahoot! as a gamification tool to enhance ESL students’ engagement during grammar lessons.&nbsp; Based on the Gamification Acceptance Model (GAM), the study investigates how perceived utility, convenience of use, attitude toward gamification, skill engagement, and interaction engagement affect students' learning experiences. A mixed-method approach was employed, involving 41 first-semester diploma-level ESL students. A GAM-adapted 18-item questionnaire was used to collect quantitative data, while semi-structured interviews with 12 participants provided qualitative insights. The findings reveal that integrating Kahoot! into grammar instruction significantly improves students' engagement, attitudes, and performance. The tool transforms traditional lessons into interactive and enjoyable learning experiences, encouraging active participation and fostering a positive learning environment. Quantitative analysis highlights that students’ perceptions of usefulness and ease of use directly contribute to their positive attitudes toward gamification. Qualitative analysis corroborates these findings, emphasizing that engagement is driven by both skill-related and interaction-based components. This study underscores the potential of gamification in ESL classrooms, particularly for complex topics like grammar. It recommends the broader adoption of Kahoot! in language learning to optimize engagement and improve outcomes. Future research should explore its application across diverse educational contexts and other language skills to extend its benefits in advancing 21st-century education</span><span style="font-weight: 400;">.</span></p> <p>&nbsp;</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 Zawani Badri, Rafidah Amat, Mas Aida Abd Rahim https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/3634 STUDENTS’ PREFERENCES FOR LEARNING ENGLISH LITERATURE: BALANCING PHYSICAL AND VIRTUAL INSTRUCTION POST-PANDEMIC 2025-02-02T08:37:21+08:00 Jamiah Baba jamia021@uitm.edu.my Syahreena Mohd Shahrom syahreena@uitm.edu.my Munirah Mohd Izam munirah406@uitm.edu.my Mohd Hafriz Abdul Hamid hafriz@uitm.edu.my <p>Higher learning has undergone dramatic changes due to the COVID-19 where learners have to move from teaching and learning in person to online learning. As educational institutions adjust to a post-COVID-19 reality, students’ preferences in learning English literature become important. This study explores students’ preferences in learning English literature in terms of the physical classroom, the virtual, or a combination of the two in a post-pandemic context. It analyses the advantages and disadvantages brought by each type of instruction and how efficient they are, as well as how efficient are hybrid models as far as both types of instruction are concerned. The findings of the study show that even if students appreciate the ease and availability of resources provided by virtual learning, they still appreciate the interactive and social features of physical classrooms.&nbsp; It seems that if hybridisation of the in-classroom and the online environments is applied, students’ needs are best met. The findings suggest that a balanced approach, incorporating both in-person and online components, can enhance the learning experience and address the diverse preferences of students in a post-pandemic educational landscape.</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 Jamiah Baba, Syahreena Mohd Shahrom, Munirah Mohd Izam, Mohd Hafriz Abdul Hamid https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4234 Exploring ESL Public Speaking Anxiety Among Undergraduates 2025-03-03T01:12:19+08:00 LooiChin Ch'ng chngl026@uitm.edu.my <p>English is a core subject in Malaysian schools and despite receiving at least eleven years of formal education, many Malaysian students struggle with English proficiency due to persistent issues like grammar errors, limited vocabulary, and pronunciation challenges. These difficulties impede their progress to higher education. This study explores public speaking anxiety among undergraduate ESL learners, focusing on three key areas: specific anxiety-inducing situations, overall anxiety levels, and the factors contributing to these anxieties. Data were collected from 65 undergraduate students from Universiti Teknologi MARA, using a mixed-methods approach. Qualitative analysis identified common anxiety-inducing situations, such as fear of making mistakes, negative feedback, and unpreparedness. In addition, the study employed the Public Speaking Classroom Anxiety Scale (PSCAS) to evaluate the students' anxiety levels and identify key contributors to their anxiety. The findings revealed that Fear of Negative Evaluation and Communication Apprehension were significant factors, while Comfort in Speaking English was moderate. Test Anxiety was the least impactful. The study highlights the need for targeted interventions to reduce anxiety and foster confidence in English communication, with suggestions for more supportive learning environments that reduce fear and build students' comfort levels. The findings offer valuable insights for educators and curriculum designers aiming to create more effective strategies to help students overcome their anxiety and improve their public speaking skills.</p> <p>&nbsp;</p> 2025-05-21T00:00:00+08:00 Copyright (c) 2025 LooiChin Ch'ng https://journal.uitm.edu.my/ojs/index.php/CPLT/article/view/4634 A Pilot Study on User Experience Using PRISM Mobile Learning App for Oral Presentation Skills 2025-02-04T05:37:52+08:00 Fairuz Husna Mohd Yusof fairu305@uitm.edu.my Nadia Anuar nadiaanuar@uitm.edu.my Onaliza Satimin onaliza@uitm.edu.my Muhammad Aizat Azhari aizat7686@uitm.edu.my Zulaikha Khairuddin zulaikha5497@uitm.edu.my <p>Lifelong learning is an on-going process where an individual has the intention to continue and keep learning and acquiring new knowledge and skills. Nonetheless, to have the momentum to keep learning as an individual getting older may not be an easy process. Hence, this study examines the experiences of users in using mobile applications (PRISM) to learn oral presentation skills. There were three phases that were conducted in obtaining the data and they were (a) Application Development Process, (b) PRISM Application Testing and (c) PRISM User Feedback. A sequential mixed-methods approach was employed, and a 5-point Likert scale was distributed to the participants using a set of questionnaires with close-ended and open-ended questions. Later, the data were analysed quantitatively and qualitatively which demonstrated positive responses and feedback from the participants. However, there were also a few suggestions from the learners and industry professionals to be considered for future improvements. It can be concluded that using mobile applications may ease and assist learners’ process of learning either among students at higher education or those professionals who are working in the corporate sector. This implies that with a positive attitude and intention, the concept of lifelong learning should be promoted at an earlier age where the individuals could move forward with the same attitude and intention until they have entered the real world.</p> 2025-05-29T00:00:00+08:00 Copyright (c) 2025 Fairuz Husna Mohd Yusof, Nadia Anuar, Onaliza Satimin, Muhammad Aizat Azhari, Zulaikha Khairuddin