International Journal of Modern Languages and Applied Linguistics
https://journal.uitm.edu.my/ojs/index.php/IJMAL
<p>The <a title="IJMAL" href="https://myjms.mohe.gov.my/index.php/ijmal/index"><strong>International Journal of Modern Languages and Applied Linguistics (IJMAL)</strong></a> (e-ISSN: 2600-7266) is an open-access international refereed journal. International Journal of Modern Languages and Applied Linguistics will be accepting research papers in <strong>languages & linguistics</strong> in various fields of research that include (but not limited to) language acquisition, language assessment, language policy, applied linguistics, translation and interpretation, literature, technology in language teaching and workplace communication. This journal is a multilingual journal which publishes articles in English, Bahasa Melayu, Asian and European Languages. <strong>PUBLICATION IS FREE OF CHARGE</strong>. IJMAL is indexed in <a title="Google Scholar" href="https://journal.uitm.edu.my/ojs/index.php/index/admin/(https:/scholar.google.com/citations?user=k0_kjfYAAAAJ&hl=en"><strong>Google Scholar</strong></a>,<strong> <a href="https://myjurnal.mohe.gov.my/public/browse-journal-view.php?id=684" target="_blank" rel="noopener">MyJurnal</a></strong>.</p> <p><strong><a href="https://myjms.mohe.gov.my/index.php/ijmal/about/submissions">CLICK HERE TO SUBMIT MANUSCRIPT</a></strong></p>UiTM Pressen-USInternational Journal of Modern Languages and Applied Linguistics2600-7266Unlocking Fluency: Evaluating The Japanese Language Mastery Program
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/4603
<p><span style="font-weight: 400;">The Japanese language and culture were first introduced into Malaysian education through the Look East Policy (DPT), initiated by Tun Dr. Mahathir Mohamad in 1982, aiming to emulate successful East Asian practices for Malaysia's development, particularly Japan and South Korea. Initially, Japanese was taught primarily at higher education institutions and selected secondary schools, but not at the elementary level. The Japanese Language Mastery Program (JLMP) at Universiti Teknologi MARA (UiTM) Shah Alam has been introduced in two foster schools in the Klang Valley as part of the university’s commitment to University Social Responsibility (USR), addressing this educational gap. This study evaluates the program's effectiveness in improving students' Japanese proficiency and cultural understanding. Using pre- and post-surveys conducted via Google Forms, involving 61 respondents, the study assessed participants' satisfaction, knowledge, skills, and attitudes towards Japanese. The findings revealed a significant increase in students' interest in Japanese, notable improvements in language skills, and a deepened appreciation for cultural diversity. The JLMP not only enhanced language proficiency but also broadened students' cultural awareness, fostering a greater appreciation of Japanese culture. This initiative not only fills educational gaps but also fosters collaboration between higher education and schools. Future programs should consider longer class durations, explore various foreign languages, and conduct longitudinal studies to assess the long-term benefits of early language and cultural exposure</span><span style="font-weight: 400;">.</span></p> <p> </p>Nadiah ZubbirNoor Aizah AbasHAIDA UMIERA HASHIM
Copyright (c) 2025 Nadiah Zubbir, Noor Aizah Abas; HAIDA UMIERA HASHIM
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2025-03-312025-03-3192112Design and Development of “Synonym Battlefront”: A Gamified Approach to Enhancing Vocabulary Diversity in Academic Writing
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/4604
<p>This paper presents the conceptualisation, design and development process of “Synonym<br>Battlefront,” a board game aimed at addressing the challenge of insufficient vocabulary knowledge<br>among non-native English-speaking university students, particularly in the context of academic<br>writing. While vocabulary diversity is essential for academic success, many students face<br>challenges related to vocabulary repetition, often stemming from restricted lexical awareness and<br>constrained language repertoires. To tackle this, this study introduces gamified strategies to<br>promote synonym usage through an engaging and interactive gameplay experience. Using iterative<br>design processes and playtesting, the game was evaluated for its efficacy in enhancing vocabulary<br>diversity and academic writing proficiency. The findings demonstrate the potential of educational<br>game design to overcome language learning challenges, foster meaningful engagement, and support<br>academic success. The results underscore the transformative potential of educational game design<br>in addressing language acquisition challenges, fostering sustained learner engagement, and<br>contributing to academic success in higher education contexts.</p>Fakhira JafriStefanie Natasha Rich JosephCindy RobertAdeena Mazwa Rabytah Amir Abdullah
Copyright (c) 2025 Fakhira Jafri, Stefanie Natasha Rich Joseph, Cindy Robert, Adeena Mazwa Rabytah Amir Abdullah
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2025-03-312025-03-31921325Unlocking Excellence: English Language Teacher Quality Model (ELTQM)
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/4605
<p>The journey towards teaching excellence in the dynamic landscape of English as a Second Language (ESL)<br>education remains a persistent challenge due to fragmented approaches to defining and assessing teacher<br>quality. Existing frameworks often focus narrowly on isolated attributes, overlooking the holistic interplay<br>of cognitive skills, social-emotional competencies (SEC), and personal characteristics necessary for<br>impactful teaching. Addressing this gap, an innovative English Language Teacher Quality Model (ELTQM)<br>redefines the paradigm by synthesising passion, cognitive abilities, SEC, and personality traits into a unified<br>framework. Grounded in phenomenological research and informed by practical insights from 13 expert ESL<br>teachers, this model transcends conventional notions of teacher effectiveness, embracing the holistic<br>development of educators as catalysts for transformative learning experiences. Central to this model is the<br>recognition of educators as lifelong learners driven by a deep love for teaching and commitment to<br>continuous professional growth. By integrating cognitive skills, such as pedagogical knowledge and<br>language proficiency, with SEC like empathy and adaptability, ELTQM equips teachers with versatile<br>guidelines to navigate diverse classroom environments confidently and compassionately. ELTQM<br>contributes to teacher education (TE) institutions and policymakers by suggesting a more holistic assessment<br>tool and targeted professional development initiatives. Through the adoption of ELTQM, institutions can<br>cultivate a culture of excellence, foster collaborative learning communities and empower educators to<br>unlock their full potential while inspiring student success.</p>Norazrina Ag-AhmadAhmad Thamrini Fadzlin Syed MohammedErda Wati Bakar
Copyright (c) 2025 Norazrina Ag-Ahmad, Ahmad Thamrini Fadzlin Syed Mohammed, Erda Wati Bakar
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2025-03-312025-03-31922741NAVIGATING RACIAL SLURS: PRAGMATIC INSIGHTS FROM MALAYSIAN POLITICAL TWEETS
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/4872
<p><em>Malaysia, as a multicultural nation after its independence in 1957 and the formation of Malaysia in 1963, is still threatened by racial tensions due to the lack of cultural awareness. The lack of cultural awareness and pragmatics competence in intercultural communication is manifested in the usage of racial slurs. As racial slurs are commonly used to insult other races, usage of such words endorses racism and racial discrimination, which results in social and racial disharmony. The study used purposive sampling to select fifteen postings containing racial slurs using a qualitative research design with a content analysis method. The study analysed the pragmatics behind the usage of racial slurs in Malaysian political tweets. The findings show that although not all racial slurs are categorised as weaponised, the results indicate that Malaysians have the opportunity to select their language conscientiously, choosing neutral alternatives or refraining from using slurs entirely to show respect for other races. This holds significant importance for the diverse society of Malaysia, where the preservation of social and racial harmony should not be put at risk.</em></p>Nursyams Nadzirah Samsul ImraqAnealka Aziz Maizura Mohd Noor
Copyright (c) 2025 Nursyams Nadzirah Samsul Imraq, Anealka Aziz, Maizura Mohd Noor
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2025-03-312025-03-31924363Unravelling the Impact of the Visible Thinking Approach on Students’ Learning Experiences in a Tertiary Drama Classroom.
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/4669
<p>This qualitative study explores the impact of the Visible Thinking (VT) approach on students’ learning experiences. The study was underpinned by Vygotsky's social constructivist theory (1962, 1978) and Ritchhart's Visible Thinking (VT) approach (2006), founded by Harvard University's Project Zero (PZ). The data was collected from a focus group discussion (FGD), followed by a thematic analysis of the transcribed data. The participants were students of a Communication Through Drama (EPC522) classroom. This is a compulsory course for the third-semester students of the LG240 programme (Bachelor of Applied Language Studies-English for Professional Communication) at the Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. The findings revealed the positive impact and the feasibility of implementing the VT routine. Despite the challenges of conducting drama activities online, students embraced this new educational experience, creating a more interactive and student-centred environment. These results also demonstrated how drama activities integrated with the VT routine can enhance students' interactive roles, thinking and communication skills, aligning with the Malaysian Higher Education Blueprint (2013–2025), which emphasises students’ mastery of communication and thinking skills to meet future demands.<span class="Apple-converted-space"> </span></p>Zaamah Mohd NorLaura Christ DassJebakumari Selvarani a/p Ebenezer
Copyright (c) 2025 Zaamah Mohd Nor, Laura Christ Dass, Jebakumari Selvarani a/p Ebenezer
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2025-03-312025-03-31926588Scaffolding and Reading Comprehension: A Literature Review
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/4671
<p>This literature review critically examined the role of scaffolding in enhancing reading comprehension among<br>English as a Foreign Language and English as a Second Language learners. Grounded in Vygotskian theory,<br>which posited that scaffolding provides temporary support enabling learners to perform tasks beyond their<br>current capabilities, the review aimed to synthesise findings from 17 past studies. The guiding research<br>questions included: What are the relevant past studies related to scaffolding and reading comprehension?<br>What were the interventions used? What insights can be drawn from the results? Methodologically, this review<br>involved a rigorous selection process, with studies chosen from the Scopus database based on their citation<br>rankings and relevance. The findings revealed a diversity of scaffolding techniques, including technological<br>scaffolding, collaborative learning, assessment-based interventions, and cognitive/metacognitive strategies.<br>While most studies reported positive outcomes, such as improved reading comprehension and reduced learning<br>anxiety, the effectiveness of these interventions was often influenced by contextual factors like learner<br>characteristics and task complexity. The discussion emphasised the need for future research to optimise<br>scaffolding techniques, particularly in technology-enhanced environments. This review contributed to the<br>existing literature by offering educators and researchers a comprehensive reference for understanding the<br>impact of scaffolding on reading comprehension. It underscored the importance of context-sensitive, adaptable<br>scaffolding strategies to meet the evolving needs of learners in diverse educational settings. Future<br>recommendations include exploring innovative scaffolding techniques and refining existing methods to enhance<br>their efficacy across different learning environments.</p>Huiling ZhangCharanjit Kaur Swaran Singh
Copyright (c) 2025 Huiling Zhang, Charanjit Kaur Swaran Singh
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2025-03-312025-03-319289109Acculturation Strategies Employed by Malaysian Students Studying Abroad
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/5718
<p>Pursuing study overseas has always been one of the aspirations of Malaysian students to not only achieve their aca-<br>demic goals but also give them a chance to boost their intercultural communication competence in the long run. How-ever, they often face various obstacles such as cultural barriers, academic strain, and psychological issues during their adjustment period. Therefore, acculturation strategies may be adopted to overcome various obstacles while learning abroad. Hence, this research aims to investigate the acculturation strategies employed by Malaysian international students studying abroad to overcome cultural conflicts. In this qualitative study, an in-depth interview was conducted with 6 Malaysian female students, specifically, 3 students from the United Kingdom and 3 students from Egypt, explores three key aspects: the preparations taken to study abroad, acculturation conflicts faced in the respective host countries and the acculturation strategies adopted by the students. The findings indicate that Malaysian students studying in the United Kingdom opted for an integration strategy while adjusting to the host culture. Two out of three participants studying in Egypt chose the integration strategy, whereas only one student adopted the separation strategy. It can be concluded that Malaysian students in the United Kingdom are more inclined to integrate to the Western culture compared to the students in the Eastern country (Egypt). The study offers recommendations for policymakers, higher education institutions, and prospective international students to enhance cross-cultural adaptation strategies.</p>Ungku Mazummar binti Ungku MustaffaZamnah binti HusinNadia Anuar
Copyright (c) 2025 Ungku Mazummar binti Ungku Mustaffa, Zamnah binti Husin, Nadia Anuar
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2025-03-312025-03-3192111126The Oral Communicative Strategies of University Engineering Students in the South-Western Nigeria
https://journal.uitm.edu.my/ojs/index.php/IJMAL/article/view/5719
<p>This study was an attempt to explore the oral communicative strategies employed by a group of South-Western Nigerian undergraduate engineering students to navigate communication breakdowns during English interactions. A survey adapted from Alahmed (2017) was administered to a sample of 316 respondents across five public universities in South-Western Nigeria. Using The descriptive analysis reveal that the participants use a variety of oral communicative strategies (ranging from avoidance, paraphrase, conscious transfer, appeal for assistance and mime, stalling mechanisms, self-repair devices and meaning negotiation strategies). Mime and negotiation for meaning were frequently used, while word coinage was least employed. Further research is recommended to generalize findings to a broader Nigerian ESL learner population. This study aims to inform pedagogical practices for university-level engineering students, language education policymakers, and language instructors on integrating communication strategies to enhance communicative competence.</p>Abdullateef SolihuAbdul Azim Mohamad IsaMaizura Mohd Noor
Copyright (c) 2025 Abdullateef Solihu, Abdul Azim Mohamad Isa, Maizura Mohd Noor
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2025-03-312025-03-3192127151