“Converting the learning framework from block-time mentality to periodic interactivity experience leads to the renewal of interest in nonlinear learning that better accommodates a multifaceted life in the 21st century”
The 24 hours that a learner has each day is constantly divided between various corporeal, religious and secular activities. Given the constraint of time, learning a foreign language may come across as a hefty investment to a serious tertiary student not least a considerable amount of time is required to manage the linguistic module. Converting the learning framework from block-time learning mentality to periodic interactivity experience leads to a renewal of interest in foreign language, especially if the learner is an all rounder. Periodic linguistic practice as part of an undergraduate foreign language education is possible with the use of digital platform such as web log to develop interactive learning exposures any time anywhere. In sync with e-learning a student of Malay as foreign language is connected with the learning content in many ways. A Malay language learner remains engaged through writing practice, interactive experience with a netizen, who is also a fellow course mate, or reading a Malay text online on the computer screen from, either inside or outside of NUS campus.
Wired and Multimodal Learning
Formal learning is no longer a prerogative within the four walls of the classroom. Long distance education via YouTube is common in South Korea and other intensely wired nations. This pattern of teaching and learning has become part of the changes in the social psychology of 21st century education landscape. The ability to learn on the move becomes especially relevant to life-long learning for both full and part-time learners. Dubbed as one of the five info-tigers in Asia, Singapore as a highly wired nation in terms of broadband access has the advantage of sustaining wired learning anywhere any time. Providing a constant learning contact via online platforms is adopted as a model in the delivery of Malay as foreign language not least it encourages consistent learning practices amongst learners, who tend to learn in dynamic nonlinear patterns. Malay language learners in this project are able to exploit open access digital providers such as WordPress.com at their convenience to blog, comment, upload visual contents to individual Malay web log, which in turn enhances the foreign language mastery.
In addition to lexical concordances and phrasal exchanges digital language project highlights the relevance of multimodality in web-based language literacy. Extending word recognition, learners’ digital embedding identifies with the American education philosopher John Dewey’s notion of learning as doing. The exploitation of multimodal elements in Web 2.0 as part of language learning practices illuminates the significance of blog as digital platform in acquiring Malay. Multimodality in the forms of still and animated imageries supported by Web 2.0, i.e. digital photograph, symbols and video clips are uploaded to Malay learners’ blog. The incorporation of the learner’s digital photos to the Malay blog becomes an encouraging reinforcement for the learner to tell the world and his or her examiner about her or his visual display in the target language. In line with a doing-learning approach, the tacit multimodal association between the learners’ narrative and the accompanying digital forms has become the enhancement of Malay language learning experience. Learning advancement from developing Malay linguistic intelligence as a foreign language supported with visual content suggest that multimodality improves linguistic creativity and ideational extrapolation in digital literacy practice. The use of multimodality afforded by the weblog capitalizes on the gregarious nature common in most learners to inform, explain, describe and share their stories in the target language that happens to be their learning.
Sew, J.W. (2010a). Persembahan@Media.com. Kuala Lumpur: University of Malaya Press.
Sew, J.W. (2010b). Essay Review: Beyond technology: Children’s learning in the age of digital culture. Teaching and Teacher Education 26: in press.
Sew, J.W. (2009a). Wired New Learning: Blogging Malay Literacy. Electronic Journal of Foreign Language Teaching Vol. 6, Suppl. 1, pp. 302–314 http://e-flt.nus.edu.sg/v6sp12009/sew.htm
Sew, J.W. (2009b). Digital Foreign Language Learning. Teaching Methods CDTLink 13(2) pp. 2. Retrieved 19 Sept. 2009 from http://www.cdtl.nus.edu.sg/Link/Jul2009/li2.htm
Sew, J.W. (2008). Mengimbangi Cita Rasa Manusia Dalam Budaya Internet [Balancing Human Desire within Internet Culture] Dewan Budaya 33(10): 9-11
Malay Learning, Malay Blogging, Multimodality, Digital Interactivity, Dynamic Learning Systems