Issues and Challenges of Contemporary Pedagogical Practices in Malaysia (Addin, Aury, Ameera, Auni, Flora, Gery, Wilson)
Lack of Understanding of Gamification Concepts
(Gamification)
Misunderstanding of Gamification: Educators may not fully grasp the concept of gamification and might mistake it for simply playing games in the classroom. True gamification involves applying game mechanics (e.g., points, leaderboards, badges) to non-game settings like learning to motivate students.
Improper Integration: Without a clear understanding, gamification might be improperly integrated, focusing more on fun than on meaningful learning outcomes.
Difficulty with technology integration and accessibility (Technology-Enhanced Learning & Blended Learning)
Students not being ready for autonomy learning
(Student-centered learning)
Uneven Proficiencies of Students (Collaborative and Group Learning)
Not accessible to rural schools: Although many urban schools in Malaysia have access to the necessary technology for cybergogy, such as interactive whiteboards and online platforms, rural schools often face challenges like limited internet connectivity and inadequate digital resources. This disparity makes it difficult for teachers to implement cybergogy equitably, leading to inconsistencies in ESL instruction.
Unequal Participation: Students with lower English proficiency may feel overwhelmed when grouped with more capable peers.
Malaysian classrooms are often driven by teacher-centred approaches, where students are accustomed to following instructions and engaging in more passive learning. Transitioning from this to a heutagogical model requires substantial scaffolding, as students may lack the critical thinking and metacognitive skills necessary for self-directed learning.
Example: For instance, in a group project discussing a complex topic, a struggling student might refrain from sharing ideas, fearing judgment or misunderstanding. This leads to a lack of diverse perspectives, ultimately diminishing the quality of collaborative learning.
Example: In urban Malaysian schools, ESL teachers may use digital tools such as interactive reading apps or online pronunciation games to enhance students' learning. However, in rural areas, students may not have access to such resources, leaving them at a disadvantage. This lack of uniform access to digital learning tools hinders the overall effectiveness of cybergogy in Malaysian ESL classrooms.
Example: For example, in a Malaysian primary ESL classroom, students may struggle with self-assessing their language skills or setting their learning goals. If students are given too much autonomy without proper guidance, they may feel overwhelmed or disengaged, hindering their progress in mastering English.
SOLUTIONS
SOLUTIONS
Provide structured inquiry-based learning opportunities where students explore a question or problem with teacher support. Over time, reduce the guidance, allowing students to take more control of their learning process. (Scaffolding)
SOLUTIONS
Develop adaptable teaching resources: Create ESL teaching materials that can be used both online and offline, ensuring flexibility in various contexts. This can include activity books, lesson plans, and games that do not rely on digital resources
SOLUTION
Provide schools with devices like tablets or laptops that come preloaded with educational software, videos, and ESL activities. These resources can be accessed offline, mitigating the need for reliable internet access.
Break down tasks into smaller, manageable parts that cater to different proficiency levels. This allows students with lower English skills to contribute meaningfully without feeling overwhelmed. For example, they might work on simpler aspects of a project while building confidence to take on more complex tasks over time.
Provide comprehensive training for teachers on gamification principles hence emphasizing its use as a motivational tool rather than a game.
Research-Based Framework: Schools and teachers can adopt research-based frameworks for gamification (e.g., using the Octalysis framework or Self-Determination Theory) to guide the application of game mechanics toward improving learning outcomes.