Employing Virtual Reality-enhanced Task-based Language Learning and Teaching to Mitigate Interview Anxiety Nik Aloesnita Nik Mohd Alwi, Wan Noor Farah Wan Shamsuddin, Umi Kalsom Masrom, Truong Sa Nguyen Call Ej, 2025 One of the main essences of task-based language learning and teaching (TBLT) is performing real-world and authentic tasks. This study investigates the potential of virtual reality (VR) as the medium to reinforce TBLT to stimulate authentic and real-world tasks to promote language learning. The present study's objective is to use a VR application called /spiːx/, designed to reduce learners’ anxiety in job interview settings. Fifty undergraduate learners from engineering, technical, and sciences enrolled in Professional Communication classes were recruited to participate in the study. Their interview anxiety was measured before and after three sessions of using /spiːx/. The findings reported a reduction in interview anxiety by 12%. A paired two-sample for means t-test was conducted, indicating a significant difference between the pre- and post-tests with a p-value of <0.05. The study suggests the potential of using VR in TBLT classrooms, which elevates interview learning experiences for the learners, especially for those with zero interview experience. The integration of VR through task-based learning could equip learners to navigate real job interviews more effectively and enhance their employability.
Role of Virtual Reality in Enhancing Fluency for Job Interview within Task-Based Language Classrooms Proceedings of International Conference on Research in Education and Science, 2025
Learners’ Experiences in Using Moodle Lesson and H5P Interactive Content in Learning Public Speaking Universiti Malaysia Pahang Al-Sultan Abdullah, Umi Kalsom Masrom, Zailani Jusoh, Universiti Sultan Zainal Abidin, Kamran Mir, et al. Mextesol Journal, 2025 The digitalization of teaching continues to shape its future, demanding continuing adaptation to its growing needs. To meet the evolving expectations, many online learning modules have been produced. Nonetheless, many fail to capture learners’ interest as they lack creativity since they contain lengthy texts and uninteresting explanatory videos. For these reasons, instructors utilize educational animation, which is widely available on platforms such as Moodle, to take advantage of the benefits of interactive content to keep learners interested. Despite the efforts taken by the instructors in including interactive content, it is uncertain what learners think of the content. This study aims to explore learners’ experience on the use of interactivity in Public Speaking Skills course using Lesson Activity and H5P Interactive Content features on Moodle. Sixty-three students participated in the study and completed the online survey at the end of the lessons. Participants were asked to rate the interactive activities and share their experiences on the use of the features in their lessons. This study shows that the majority of the participants had a positive experience with both interactive activities. This study is important as it provides information on how Moodle Lesson and H5P Interactive Content can be better adapted in the future for blended learning, online learning, or hybrid classrooms.
Enhancing Learning Experience with Interactive Content: A Pilot Study in Designing Job Application Skill Lesson Plans Using Moodle H5p Proceedings of International Conference on Research in Education and Science, 2025
Modality and task complexity effects on second language production in CMC Language Learning and Technology, 2023
Designing Lessons for Differentiated Learning Using Moodle LMS Jehana Ermy Jamaluddin, Izham Zainal Abidin, Mohd. Azree Idris, Umi Kalsom Masrom Aip Conference Proceedings, 2022 Students can lose attention and gain minimal understanding once teachers use a single instructional strategy despite the various students’ learning styles. The students’ lack of engagement is improved by implementing differentiated learning. Universiti Tenaga Nasional, in its blended learning initiative, explores the possibilities to provide differentiated learning via its Moodle learning management system. The suitability of using Moodle LMS to provide differentiated learning needs to be studied. A study is done for EECB423 Data Communication and Network course to propose the process of designing learning paths via “Lesson” activity. The design of the learning paths, which is based on flowcharts, use contents in various forms such as videos, quizzes and reading tasks. The flowcharts are seen to be helpful in guiding the teachers to align and link topics and to provide assessment in a way that enhances students’ learning experience.
Understanding learners' satisfaction in blended learning among undergraduate students in Malaysia Umi Kalsom Masrom, Nik Aloesnita Nik Mohd Alwi, Nor Hazlin Nor Asshidin Universal Journal of Educational Research, 2019 Blended learning has extensively been used in many higher education institutions including Malaysia. Hence, instructors and institutions need to be well-equipped with adequate knowledge and skills, so that blended learning could be implemented successfully. This paper investigates the satisfaction among learners in blended learning environment at one of the universities in Malaysia through a survey study. The participants were 317 undergraduates enrolled in a blended learning course. The questionnaire was adapted from Zhai, Gu, Liu, Liang and Chin-Chung (2017) and Naaj, Nachouki and Ankit (2012). Descriptive statistics was employed to analyze the learners' demographic and their satisfaction towards blended learning. The results indicate that the learners' satisfaction towards blended learning employed at their institution was positive. This study also highlights several implications and recommendations that could anchor a greater understanding in the implementation of blended learning at higher institutions.
The underlying factors of learner readiness and satisfaction in blended learning environment Umi Kalsom Masrom, Nik Aloesnita Nik Mohd Alwi, Nor Hazlin Nor Asshidin Proceedings of the 6th IEEE International Conference on Moocs Innovation and Technology in Education Mite 2018, 2018 The purpose of this study was to explore the determinants of learner satisfaction in blended learning environment by examining learner readiness variables. This research examined the relationship between learner readiness and learner satisfaction and identified the predictors of learner satisfaction. The participants were 325 undergraduate students who took a blended-format courses in one of the private universities in Malaysia. Data was collected using an online survey. The analysis of the quantitative data indicated that learner satisfaction has statistically positive relationship with learner readiness. This means that students who perceived high level of readiness to learn in blended courses tended to be more satisfied with their courses than those who perceived low levels of readiness. Additionally, the outcomes from the multiple linear regression analysis demonstrated that there are five critical factors of learner satisfaction namely performance expectation, self-directed learning, online communication self-efficacy, motivation for learning and learner control The findings strongly indicated the importance of learner readiness in predicting and understanding learner satisfaction in blended learning environment. The implications and limitations were also discussed in this paper. This study highlights the importance for institutions and instructors to cater for learner satisfaction in implementing blended learning to optimize students’ experiences so that learning outcomes and satisfaction could be enriched.
The role of task complexity and task motivation in language production Umi Kalsom Masrom, Nik Aloesnita Nik Mohd Alwi, Nor Shidrah Mat Daud Gema Online Journal of Language Studies, 2015 This study investigates the relationship between the cognitive demands of task complexity and learners’ motivation towards several tasks using task-based instruction during asynchronous computer-mediated communication (CMC) writing tasks. According to Robinson’s Cognition Hypotheses (2001a, 2005, 2007), the production of language would be different when certain manipulation of task complexity was made. The tasks were manipulated following two variables from the Cognition Hypotheses, along resource-directing (+/- causal reasoning demand) and resource-dispersing (+/- task structure) dimensions. Eighty-eight undergraduate students from one of the technical universities in Malaysia were divided into four groups and assigned with a writing task. After the participants have completed the writing tasks, they were interviewed and asked to complete a questionnaire to gauge their motivation towards the tasks. Participants’ written language production was coded and analyzed using syntactic and lexical complexity measures. Further analysis of the data was conducted using Multivariate Analysis of Variance (MANOVA) and correlational analysis. Analyses of the results showed that there is a correlation between task complexity and task motivation among learners. However, the correlation is only evident in lexical complexity production and no correlation was found for any of the syntactic complexity measures. This study is significant as it explores the roles of task complexity and task motivation in mediating the production of language. It also highlights how the manipulation of task complexity would encourage the production of the language in terms of its complexity.
RECENT SCHOLAR PUBLICATIONS
Employing Virtual Reality-enhanced Task-based Language Learning and Teaching to Mitigate Interview Anxiety NANM Alwi, WNFW Shamsuddin, UK Masrom, TS Nguyen Computer-Assisted Language Learning Electronic Journal 26 (3), 248-268 , 2025 2025
Enhancing Learning Experience with Interactive Content: A Pilot Study in Designing Job Application Skill Lesson Plans Using Moodle H5P. UK Masrom, M Idris, K Mir, S Abdullah International Society for Technology, Education, and Science , 2025 2025
Role of Virtual Reality in Enhancing Fluency for Job Interview within Task-Based Language Classrooms. WNFW Shamsuddin, UK Masrom, NANM Alwi International Society for Technology, Education, and Science , 2025 2025
Learners' Experiences in Using Moodle Lesson and H5P Interactive Content in Learning Public Speaking. UK Masrom, Z Jusoh, K Mir MEXTESOL Journal 49 (1), n1 , 2025 2025 Citations: 2
How Virtual Reality Transforms English Classrooms: A Systematic Literature Review WNFW Shamsuddin, NANM Alwi, UK Masrom International Journal of Language Education and Applied Linguistics 14 (2 … , 2024 2024
Modality and task complexity effects on second language production in CMC R Adams, NA Nik Mohd Alwi, UKB Masrom University of Hawaii National Foreign Language Resource Center , 2023 2023 Citations: 4
Adopting interactive content in language education: A review of literature UK Masrom, M Idris, Z Jusoh, WNFW Shamsuddin European Proceedings of Educational Sciences , 2023 2023 Citations: 2
Designing lessons for differentiated learning using moodle LMS JE Jamaluddin, IZ Abidin, MA Idris, UK Masrom AIP Conference Proceedings 2433 (1), 030010 , 2022 2022 Citations: 10
ASSESSING THE SATISFACTION OF MALAYSIAN UNDERGRADUATE STUDENTS IN VIRTUAL FLIPPED CLASSROOM (VFC) DURING COVID-19 PANDEMIC UK Masrom, NANM Alwi, M Tarmidi INTED2022 Proceedings, 10575-10583 , 2022 2022
Assessing the Satisfaction of Malaysian Undergraduate Students in a Virtual Flipped Classroom (VFC) during COVID-19 Pandemic UKM Mahlindayu Tarmidi @ Tohkid, Nik Aloesnita Nik Mohd Alwi 16th International Technology, Education and Development Conference (INTED 2022) , 2022 2022
DUAL LANGUAGE PROGRAMME (DLP): MEDIATING EFFECTS OF READINESS, INTEREST AND CONFIDENCE ON STUDENTS’SATISFACTION UK Masrom, M Idris, Z Jusoh Journal of Nusantara Studies (JONUS) 6 (2), 1-20 , 2021 2021 Citations: 10
Blended Learning Impacts on Higher Education: What have Research Revealed? NANMA Umi Kalsom Masrom Enhancing the Teaching and Learning of English in Malaysian Tertiary … , 2021 2021 Citations: 1
Teaching Challenges and Strategies of Malaysian Educators in Online Teaching during COVID-19 Pandemic UK Masrom, M Idris, Z Jusoh Global Business and Management Research 13 (4s), 318-328 , 2021 2021
Designing lesson plans for adaptive learning using Moodle LMS platform JE Jamaluddin, IZ Abidin, MA Idris, UK Masrom International Journal of Creative Multimedia 1 (1) , 2020 2020 Citations: 6
Resume writing in flipped classroom environment: Learners’ perception on My Résumé App. NANMA Umi Kalsom Masrom Resume writing in flipped classroom environment: Learners’ perception on My … , 2020 2020
Road to the success of Dual-Language Program (DLP): Incorporating a community-based program, among secondary school students in Pahang MI Umi Kalsom Masrom, Zailani Jusoh European Proceedings of Social and Behavioral Sciences 100, 341-351 , 2020 2020
Study on academic performance and learning strategies of tertiary level students NHA Shahnaz Shafiza Sabri, Umi Kalsom Masrom European Proceedings of Social and Behavioral Sciences 100, 362-373 , 2020 2020 Citations: 6
A Basic Guide to Research Methodology AH Jaaffar, BM Hussin, H Mohamed, J Jais, MRA Kadir, NTM Lin, NM Din, ... UNITEN Press , 2020 2020
Understanding learners’ satisfaction in blended learning among undergraduate students in Malaysia UK Masrom, N Alwi, NHN Asshidin Universal Journal of Educational Research 7 (10), 2233-2238 , 2019 2019 Citations: 18
The underlying factors of learner readiness and satisfaction in blended learning environment UK Masrom, NANM Alwi, NHN Asshidin 2018 IEEE 6th International Conference on MOOCs, Innovation and Technology … , 2018 2018 Citations: 4
MOST CITED SCHOLAR PUBLICATIONS
Malaysian students’ understanding of plagiarism DSM Yusof, UK Masrom Malay 35, 72-9 , 2011 2011 Citations: 36
English games as a constructivist approach in project based learning UK Masrom¹, DSM Yusof 2013 Citations: 27
The role of task complexity and task motivation in language production UK Masrom, N Alwi, NSM Daud GEMA Online Journal of Language Studies 49 , 2015 2015 Citations: 21
Understanding learners’ satisfaction in blended learning among undergraduate students in Malaysia UK Masrom, N Alwi, NHN Asshidin Universal Journal of Educational Research 7 (10), 2233-2238 , 2019 2019 Citations: 18
Designing lessons for differentiated learning using moodle LMS JE Jamaluddin, IZ Abidin, MA Idris, UK Masrom AIP Conference Proceedings 2433 (1), 030010 , 2022 2022 Citations: 10
DUAL LANGUAGE PROGRAMME (DLP): MEDIATING EFFECTS OF READINESS, INTEREST AND CONFIDENCE ON STUDENTS’SATISFACTION UK Masrom, M Idris, Z Jusoh Journal of Nusantara Studies (JONUS) 6 (2), 1-20 , 2021 2021 Citations: 10
Students' Perception on the Use of Wikispaces in ESL Classroom. MI Ahamat, UK Masrom Global Business & Management Research 10 (3) , 2018 2018 Citations: 9
Designing lesson plans for adaptive learning using Moodle LMS platform JE Jamaluddin, IZ Abidin, MA Idris, UK Masrom International Journal of Creative Multimedia 1 (1) , 2020 2020 Citations: 6
Study on academic performance and learning strategies of tertiary level students NHA Shahnaz Shafiza Sabri, Umi Kalsom Masrom European Proceedings of Social and Behavioral Sciences 100, 362-373 , 2020 2020 Citations: 6
The effects of task complexity on the complexity of the second language written production UK Masrom, NANM Alwi, NSM Daud Journal of Second Language Teaching & Research 4 (1), 38-66 , 2015 2015 Citations: 6
Task complexity and the complexity of written language production: A review of literature UK Masrom, NSM Daud, N Alwi International Journal of Linguistics 7 (3), 78-93 , 2015 2015 Citations: 5
Modality and task complexity effects on second language production in CMC R Adams, NA Nik Mohd Alwi, UKB Masrom University of Hawaii National Foreign Language Resource Center , 2023 2023 Citations: 4
The underlying factors of learner readiness and satisfaction in blended learning environment UK Masrom, NANM Alwi, NHN Asshidin 2018 IEEE 6th International Conference on MOOCs, Innovation and Technology … , 2018 2018 Citations: 4
Learners' Experiences in Using Moodle Lesson and H5P Interactive Content in Learning Public Speaking. UK Masrom, Z Jusoh, K Mir MEXTESOL Journal 49 (1), n1 , 2025 2025 Citations: 2
Adopting interactive content in language education: A review of literature UK Masrom, M Idris, Z Jusoh, WNFW Shamsuddin European Proceedings of Educational Sciences , 2023 2023 Citations: 2
Teaching With Technology In Classrooms: Implementing Blended Learning UK Masrom, NANM Alwi, U Kalsom Masrom, N Aloesnita Nik Mohd Alwi European Proceedings of Social and Behavioural Sciences 44 , 2017 2017 Citations: 2
Blended Learning Impacts on Higher Education: What have Research Revealed? NANMA Umi Kalsom Masrom Enhancing the Teaching and Learning of English in Malaysian Tertiary … , 2021 2021 Citations: 1
The Effects of Task Complexity on the Complexity of Language Production and Task Motivation in Asynchronous Computer-Mediated Communication (ACMC) Environment (Doctoral … UK Masrom UNIVERSITI MALAYSIA PAHANG , 2015 2015 Citations: 1
Employing Virtual Reality-enhanced Task-based Language Learning and Teaching to Mitigate Interview Anxiety NANM Alwi, WNFW Shamsuddin, UK Masrom, TS Nguyen Computer-Assisted Language Learning Electronic Journal 26 (3), 248-268 , 2025 2025
Enhancing Learning Experience with Interactive Content: A Pilot Study in Designing Job Application Skill Lesson Plans Using Moodle H5P. UK Masrom, M Idris, K Mir, S Abdullah International Society for Technology, Education, and Science , 2025 2025
