Establishing a Malaysian Model of Pictorial Vocabulary for Virtual Learning

How the COVID-19 Pandemic Changed Education

It is not an understatement to say that education is one of the sectors most negatively affected by the COVID-19 pandemic. How education is sourced, offered, transferred, and utilized has seen significant changes overnight as schools and various other educational institutions were forced to close. For example, on May 5th, 2020, UNESCO reported that a country-wide closure of these institutions had been imposed by a total of 161 territories, causing the learning of almost 1.2 billion learners to be disrupted worldwide (UNESCO, 2021). In Malaysia alone, the closing of schools starting on March 18th, 2020, caused mass disruption to the nation’s education as 5 million students were affected. These learners have been attending school remotely via various online arrangements to replace the in-class instruction that cannot be afforded in these times, thus causing a shift to a learning style reminiscent of homeschooling or online education (Garcia & Weiss, 2020).

However, virtual learning is not without its drawbacks, with one of them being that students tend to spend less time learning from home due to having more factors distracting them from studying compared to when they are in school (Di Pietro et al., 2020). In addition, the physical and emotional restlessness that many students were going through due to being confined at home for long periods throughout the ongoing COVID-19 pandemic caused them to feel both stressed and anxious. This situation could easily translate to a loss in their ability to concentrate on their studies and schoolwork as they cannot receive a more detailed explanation from their teachers due to the reduced level of communication between the students and teachers (Nassr et al., 2020). Moreover, research strongly suggests that the closure of physical schools and the lack of in-person contact have dampened the motivation of students to engage in learning activities (Garcia & Weiss, 2020). Their homes' relaxing and comfortable environment further exacerbated this lack of motivation to participate in online learning activities actively.

How a Digital Based Vocabulary Learning Model Could Resolve Related Issues in Virtual Learning

Previous studies suggest that the inclusion and integration of technology for vocabulary learning could bring much-needed improvement to the learning process. It could infuse novelty, innovation, creativity, interest, and fun into vocabulary learning activities. Therefore, the researchers believe that the digital-based vocabulary learning model that this study has provided an exciting and attractive learning experience for students (Tahir, Albakri, Adnan, Shah, et al., 2020). The students have full access to the use of images and various other interactive features provided within the application, such as videos and soundbites, to aid, improve, and enhance their vocabulary learning. This situation is a far cry from the monotony of having to memorize words from pieces of paper. As such, it is purported that the engagement level of the students with the digital learning activities could significantly improve their motivation in learning vocabulary, especially when compared to the traditional methods of relying on tried-but-not-so-true methods like on-paper memorization or continuous drilling.

The shift to digitalization regarding vocabulary learning methods is crucial, especially in the era of remote learning, where students learn primarily by themselves. Naturally, doing things alone is not easy because one would need a very high and constant level of motivation, interest, and commitment to see it through. This is where the benefits of digitalization in vocabulary learning will manifest. The heightened level of student engagement and interest in learning grammar using the digital-based vocabulary learning model is one of the most apparent positive changes that have been made to the learning process. In addition, the model also offers immediate feedback to its users (Tahir, Albakri, Adnan, et al., 2020). They do not have to wait for their teachers to provide feedback on the vocabulary learning activities they have done because the application we have in mind could be designed with pre-set feedback, similar to that of Telegram Bot.

Moreover, should they need feedback from their teachers, it can be done quickly through this application as it allows online communication with their teachers. At the same time, it allows the teachers to monitor and follow their students' progress easily. This application can reduce the physical contact between teachers and students by facilitating online meetings between teachers and students. This measure is helpful and effective in addressing the need for social distancing that is the norm during this pandemic-ridden era, ensuring that the teachers and students will continue to be connected.

Substitution Augmentation Modification Redefinition (SAMR) Model

This study's vocabulary learning model is based on the Substitution Augmentation Modification Redefinition (SAMR) Model developed by Puentedura (2013). The model consists of four stages which are arranged in the following order:

Substitution

This is the initial stage of technological integration in which technological means by way of digital tools will be the successor to learning tasks that would otherwise be performed without them. This stage is meant to get learners to familiarise themselves with technology and its capabilities for them to regard the technology and digital tools as practical learning tools that will better facilitate and enhance their learning capabilities and experiences.

Augmentation

The second stage focuses on augmenting and enhancing the learner's learning experience by using technology once students have become comfortable enough with technology and digital tools to the point where it has become a reliable tool with which they can entrust their learning. This is where students do not merely take and use existing technology for their learning as it is. Instead, they learn to adapt technology to create and facilitate new, more varied, and suitable ways of learning, such as creating images, pictures, and independent platforms and forums. These platforms enable them to discuss ideas freely, resolve problems, and even edit pre-existing materials to better suit themselves, in which teachers can participate.

Modification

The third stage seeks to transform a learning experience using technology rather than simply elevating it, as the former stage did. There is a limit, however, to how far it can go, which is using technology in the learning process to replace, substitute, and improve what has and could be done without technology.

Redefinition

The final stage focuses on cementing technology as a vital force in student learning. This is done by creating learning tasks that would not be possible without using technology, which will cement the position and role of technology and its applications as a step in the right direction when it comes to improving, transforming, and welcoming a new stage in the students’ learning to prepare them for the future, in which technology will take center stage in their lives and in everything they do.

Malaysian Model of Pictorial Vocabulary

The proposed model for this study, a Malaysian model of pictorial vocabulary, is a model optimized to help ESL students to learn target words that the SBELC stipulates through WhatsApp, which is a prominent, popular, and highly versatile social messaging application. This choice was made because, with a 92% penetration level, WhatsApp is one of Malaysia's most active social network platforms.

The use of this tool is also justified by the fallibility of inferring the meanings of unknown words from pictures, an idea proposed by Lau (2020), and the acquisition of target vocabulary items by using both pictorial and written annotations as suggested by Mohd Tahir and Tunku Mohtar (2016).

To promote interactivity by using technology, the users of this model were asked to draw the images they can associate the target words with after using the model. It is believed that this will improve their learning and retention of the target words. This model is framed based on the Substitution Augmentation Modification Redefinition (SAMR) Model developed by Puentedura (2013) to ensure the impact of technology use on the teaching and learning process. The SAMR model is a popular model for evaluating technology integration and its influence on teaching and learning. The SAMR classification system splits technological innovation into four stages:

Substitution

Technology replaces the performing of learning tasks that were not conducted using a technological tool previously. The serialised creation of digital captions in both verbal and written forms transmitted through Wixsite is the representation of this stage in the model. The spelling of a target word, its meaning, and how it is used in sentences is included in these captions.

Augmentation

The second stage of this model illustrates how technology could augment or enhance a learning experience. This is exemplified by how the images of a target word and a soundbite of its pronunciation could amplify the expression of a series of digital captions in the model while being transmitted through Wixsite to the point where students can comprehend it more easily.

Modification

In this study, the students are tasked with drawing suitable images or pictures representative of the target words they learned earlier through the Wixsite application. Instructions are provided in verbal and written forms. The students are guided in their drawing attempts using the annotations of the words. The students then rely on their imagination, creativity, and wits to draw the pictures or words that can represent the target words before capturing and uploading the image through Wixsite. These drawings can be compared against the image of the target word prepared beforehand in the Wixsite or with the teachers' help.

Redefinition

Redefinition is the last stage of the SAMR model. It is responsible for constructing learning tasks that would be impossible to create without technology. Without using any form of communicative or social technology, the collaboration of learners from around the globe could be established without them having to leave the comfort of their homes.

There are three steps to the model. The teacher begins by selecting the target words from the SBELC. These target words are separated into four groups, presented in one of these four modes:

Text mode (target words, categories, Malay equivalent, example of sentences).

Text-picture mode (textual information as above, plus pictures to illustrate the target words).

Text-sound mode (textual information as above, with the audio recording of how the target words are pronounced).

Text-picture-sound mode (textual information as above; combined with the pictorial and audio elements).

Words from various parts of speech (nouns, verbs, adjectives) are included in each mode. Students were also administered a pre-vocabulary assessment at this stage.

During the second or intervention stage, teachers have used Wixsite containing these target words every day (Monday through Friday) at a different time twice a day. This activity lasts for four weeks, with a different style of vocabulary presentation used with the students each week. The students have subsequently studied the target words.

For the final stage, the students were given a test every Friday for four weeks following the Wixsite presentation on each of the four vocabulary modes. Any gains or losses in the students' vocabulary will be compared across the various vocabulary modes that were recently presented. To better understand the four different vocabulary modes, they have experienced over the last four weeks, the students were interviewed and asked to complete a questionnaire to share and compare their insights on the effectiveness of these modes on their vocabulary learning.

Student Evaluation Form

After the study, a Student Evaluation Form has been issued to assess the participants’ overall experiences using the Malaysian model of pictorial vocabulary learning and the variables that influence their perception, engagement, and performance. This form is distributed in a questionnaire form. The questionnaire consists of statements to which the participants must respond. They were requested to circle the numbers ranging from one to five that represent their replies for each statement on the Student's Evaluation Form (1 for totally disagree; 2 for disagree; 3 for neither agree nor disagree; 4 for agree; 5 for totally agree). This questionnaire contains closed-ended questions. As a result, it is easier and faster to fill in because the scoring of the responses is considerably more precise. The questionnaire is completed by reading the questions and then ticking the appropriate responses (Zhang, 2020).

Interview

The interview for this study takes the form of a standard oral questionnaire, in which the personal impression, perspectives, attitudes, interests, and thoughts about the themes of this study are addressed through related questions. The interview arrangements were prepared beforehand to ensure the smoothness of its execution. The participants are informed on what to expect in advance. Due to the age of the interviewees (13-15 years old), sufficient guidelines were provided to them before the interview begins. By guidelines, we refer to the interview's format, length, the types of questions asked, and the responses expected from the interviewees (Wan, 2020).