The effectiveness of implementing “digital tool” for the reading and writing skills during endemicity: Students’ perceptions
List of Authors
  • Thinusha Selvaraj

Keyword
  • endemic phase, online learning, digital devices, digital tool, reading and writing skills

Abstract
  • The Covid-19 pandemic which began in early 2020 has brought a big change in the Malaysian education system and around the globe. In Malaysia, all the students from pre-school until the postgraduate level had to learn to manage with the Emergency Remote Lessons (ERL). Also, many Higher Education Institutions (HEIs) around the world had to survive with the rapid shift to ERL with lesser time for preparation. In Malaysia, it was a requirement for students to equip themselves with digital technological devices such as tablets, lap tops, I-pads, mobile phones, computers and other suitable gadgets with appropriate internet to continue their studies. Nevertheless, as Malaysia moved to the endemic phase from the beginning of April 2022, online learning is still something that can be considered relevant in higher education institutions (HEIs). As technology has become ubiquitous, the teaching methodology has also undergone a radical change. The use of digital tools has enhanced learners’ engagement and true interactivity within the classrooms. Hence, the aim of this research is to find out students’ perceptions on the effectiveness of implementing “digital tool” for the reading and writing skills during the endemic phase in a private university using the convenience sampling, quantitative research method. This study demonstrates that students highlighted positive consequences when digital tool and digital learning devices with sufficient internet connection are implemented for the reading and writing skills in the classroom. The benefits of using digital tool in the reading and writing skills are discussed in the study. It can be suggested that in the near future, activities using technological devices such as mobile phones and digital learning tools could be used to boost and motivate students’ capability to incorporate technology in their learning.

Reference
  • 1. Chhabra, P. (2012). Use of E-Learning tools in teaching English. International Journal of Computing and Business Research. 2. Clum, K., Ebersole, L., Wicks, D., & Shea, M. (2022). A case study approach to resilient pedagogy during times of crisis. Online Learning, 26(2), 323-342. 3. Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12, 10367. 4. International Dialogues on Education: Past and Present. (2022). Invitation to submit a proposal for the 2022 Global Education Symposium. IDE-Online Journal. Retreived on June 29, 2022 from https://idejournal.org/index.php/ide/ announcement/view/2 5. Kalinga, J. (2021). Student Learning in Online Learning Classroom: A tale of Teachers. Proceedings of SLIIT International Conference on Advancements in Science and Humanities, 3-4 December, Colombo, 353-360. 6. Lint, K. (2017). The effects of using digital tools to support writing in the ELL classroom. Graduate Research Papers. 185. 7. Looi, K. H., Wye, C.-K.,& Abdul Bahri, E. N. (2022). Achieving Learning Outcomes of Emergency Remote Learning to Sustain Higher Education during Crises: An Empirical Study of Malaysian Undergraduates. Sustainability , 14, 1598. 8. Olebara, C., Ezugwu, O., Obayi, A., & Ukwandu, E. (2021). Determining the Impacts of Social Media on Students’ Mood, Time Management and Academic Activities: The Nigerian Perspective. 2021 International Conference on Cyber Situational Awareness, Data Analytics and Assessment (CyberSA), 1-7. 9. Olebara, C. (2022). Mobile devices as tools for implementing digital classroom in Nigeria. Journal of Emerging Technologies, 2(1), 1-7. 10. Ojobor, R. C., & Babarinde, E., & Titilope, G. (2021). Assessing the Impact of Collaboration in Improving Students' Information Literacy Skills in the Digital Environment. Global Review of Library and Information Science (GERIS), 17(2). 11. Pavić, I., Mijušković, V. & Žager, L.(2022).Which Digital Tools dominate Secondary and Higher Education in Economics: Google, Microsoft or Zoom?. Business Systems Research Journal,13(2) 117-134. 12. Pek, L. S., Mee, R. W. M., Shing, S. R., Theesmas, D., & Nadarajan, T. (2019). Strengthening Tertiary Students Writing Skills Through T.R.E.N.D. Model. Asian Journal of Contemporary Education, 3, 65-71. 13. Romly, R., Rahman, S. A., Supie, H. S. M., & Nasharudin, S. N. S. (2018). Difficulties Encountered by Low Proficiency ESL Students in Reading Online Academic Texts. International Journal of Academic Research in Business and Social Sciences, 8(2), 490–501. 14. Vandana Singh & Alexander Thurman. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018), American Journal of Distance Education, 33(4), 289-306.