Jane Cheok
I was teaching in a secondary school for five years as an ESL teacher before I moved to Teacher Training Institute as an English Language lecturer. However, early this year I moved to Form 6 College.
Location Malaysia
Activity
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Jane Cheok made a comment
Hi. I am Jane Cheok from Malaysia. I am teaching ESL at a pre-university college in Melaka, one of the states in Malaysia.
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Jane Cheok made a comment
Hello! I am Jane Cheok from Malaysia.
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Jane Cheok made a comment
I hope I can do this.
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Jane Cheok made a comment
I am Jane Cheok from Malaysia. I am teaching English Language in a pre-university college. I would like to learn coding and programming to enable me to teach and guide other young learners in my country. Hopefully I will be able to understand and complete the course. Thank you for this opportunity.
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Jane Cheok made a comment
I am Jane Cheok from Malaysia. I have 5 years of teaching experience in secondary school and 17 years in the teacher training institute. Currently I am attached to a Pre-University College as an English Language teacher.
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Jane Cheok made a comment
Fantastic week of input. Useful and relevant tools introduced. Thank you
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Jane Cheok made a comment
Though I like MCQs, they are time consuming to prepare.
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Jane Cheok made a comment
MCQ based on a context, a text or paragraphs but not individual disconnected sentences.
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Jane Cheok made a comment
Teaching and testing grammar directly I believe give students more confidence in using the language. With our new CEFR aligned ELT curriculum, we are no longer required to teach grammar on it's own but integrated within the four skills. I am not sure if this is effective for pre and A1 or A2 level.
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Jane Cheok made a comment
I love the EGP. This is new to me. Very useful for us. Awesome
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Jane Cheok made a comment
We mostly adopt prescriptive approach and drill them. Teachers need to move from showing the use of the target grammar item, in individual sentences to a contextualized writing pieces.
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Jane Cheok made a comment
In the text inspector, readability scores are given for the text we typed in. How do we interpret the scores?
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Jane Cheok made a comment
When I was in school, grammar definitely has a major place in my English Language class. In training student teachers, we have specific courses on grammar. I feel to be an effective ESL teachers our grammar knowledge must be sound. So when students make mistakes, we know exactly what went wrong. Which aspect needs remedial.
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Jane Cheok made a comment
Yes, the second audio is more suitable. I understand now. Ways how we can make a listening test more effective.
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Jane Cheok made a comment
Perhaps A2 native speakers will not be much of a problem but for SL learners, the accent may be the biggest challenge.
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Jane Cheok made a comment
In our test, marks will be deducted for wrong grammar and spelling during listening tests. Some of the questions require students to rephrase main idea or specific details with word limit.
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Jane Cheok made a comment
In Malaysia I believe most teachers do not test listening as it is not in the exams. But with our newly aligned EL curriculum to CEFR, I believe we will start teaching and testing listening skills.
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Jane Cheok replied to Jane Cheok
It's quite normal for the disagreement in marks during our standardisation meeting. This meeting will be held a few days before the actual national level exam. So we will just have to agree as the National Exam Syndicate will already come prepared with their reasons and justify through the verbatim spoken version of the candidates being studied. After a few...
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Jane Cheok made a comment
I feel in my paper we1 mostly looked at listening for specific information and details. Yes, I do think that a good listening test should include all five sub-skills. They are the skills that students will need to know in real life setting.
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Jane Cheok made a comment
In the Malaysian University English Test, listening exam requires students to understand and to rephrase where necessary as there are word limit to the questions. Answers have to be grammatically accurate too. I do not know if this is too much to expect from the students.
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Jane Cheok made a comment
Perhaps listening which requires higher order processing is where through ones words I try to understand their emotions, their feelings towards an issue perhaps. Lower order thinking skills may not require much thinking and reasoning. We merely state as we listen.
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Jane Cheok made a comment
The reading tools where we could test to see where our text level is. Those are helpful. Wonderful course on reading. Thank you.
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Jane Cheok made a comment
Curry-flavoured rock text may be a problem for my Malaysian students to understand. I am not sure myself what that is. Is that a sweets or candy like? In our textbook selection for use in our country, we do go through pictures and texts to make sure that they are all culturally accepted, with suitable norms and values.
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Jane Cheok made a comment
Part of our CEFR training, we in Malaysia have been introduced to English Vocabulary Profile. I find it very useful and easy to use. Some words which we taught were easy are actually at a higher level.
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Jane Cheok made a comment
To judge the suitability of reading texts I will look at how complex the messages are, length of the text, and familiarity of topics being discussed.
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Jane Cheok made a comment
CEFTrain.project link not working.
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Jane Cheok made a comment
They are all appropriate for various age, level and learning needs of groups of learners. For instance, the journal article will be suitable for undergraduate or postgraduate students.
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Jane Cheok made a comment
In our Malaysian University English Test there are a few reading texts and MCQ to be answered in an hour. These require higher- level reading.
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Jane Cheok made a comment
I'm in the midst of reading 50 Spiritual Classics. I also read postings on the social media.
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Jane Cheok made a comment
They are not passive skills because a lot is happening when say one is reading. One is making sense of the words, the syntax , mechanics of writing which in turn will help one to be a better writer. The more you read, the more able you will be to produce pieces of writings. If one just see without reading, I doubt any words can be learned.
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Jane Cheok made a comment
I love the way this course is structured. Great job.
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Jane Cheok made a comment
Daily journal entry where they can write bout anything they like seem to be the easiest thing for me to get them to submit.
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Jane Cheok made a comment
Band B1.2 in Task 4 would be where my students are. In order to help them progress, more complex structures and vocabulary is needed. To achieve this I believe I need to encourage them to do more reading.
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Jane Cheok made a comment
Standardisation and coordination exam meetings are a norm where I teach. One issue that will always come up is content versus proficiency. We will always have to agree with the MOE's decision during the standardisation meeting. The thing is the MOE's decision of marks are based on their assessment of candidate's verbatim record which we do not have when we...
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Jane Cheok made a comment
Aptis holistic and IELTS analytic. It's easier to assess using holistic approach but I feel the marks will be more valid through analytic marking.
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Jane Cheok made a comment
The link doesn't work.
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Jane Cheok made a comment
On a daily basis, I ask students to write to me and share about things that happened in their lives. Like writing in their diaries. On a weekly basis, they need to write a report and a free essay based a given statement. As for me I do write on my Facebook page and some research papers.
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Jane Cheok made a comment
My students would be at Band 5 in terms of lexical resource. They can describe familiar topics with limited vocabulary. In order to move up to Band 6 they will need to have a wide enough vocabulary. I will need to encourage them to read more for that to happen.
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Jane Cheok made a comment
Group discussion or task is best for large classes.
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Jane Cheok made a comment
Group discussion or task is best for large classes.
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Jane Cheok made a comment
My constraint is to stay alert and focused when the candidates are speaking. To write their arguments as proof to justify the marks that I am giving them.
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Jane Cheok made a comment
FCE is simpler. Both has its strength and weaknesses. I may choose IELTS as it is more detailed. What we are currently using in our Malaysian University English Test is more similar to IELTS.
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Jane Cheok made a comment
For the course I am teaching now, the speaking assessment involves oral individual presentation of 2 minutes before they move on to group discussion with four members for 10 minutes. This is live with two examiners present.
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Jane Cheok made a comment
To my students, explaining elements needed in a report writing, during my classes with them.
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Jane Cheok made a comment
I am beginning to think that perhaps in my Malaysian University English Test context, teaching to the construct is a good thing. The two questions for the writing section are on report writing and free essay. And these are the kind of writings that my Pre-University students will need once they pursue their degrees. I used to think that it's a negative...
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Jane Cheok made a comment
I am teaching MUET which is the acronym for Malaysian University English Test. For the writing paper candidates are required to write two essays; a report based on a given graph and another is a free writing based on a given statement. So teachers will teach according to the test questions. This is a negative washback effect.
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Jane Cheok made a comment
Wonderful resources on CEFR. My students are mostly at A2 to B1 with differing abilities in the four skills. Most are able to speak at B1 level while writing at A2.
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Jane Cheok made a comment
It is a must for me to have an ongoing assessment during my lesson before I can expect my students to be able to fulfill the one main task by the end of the lesson. Frequent checks during a lesson is crucial as we can check what has not been learned or understood and it's easier to go back and reteach or revisit a small portion of the lesson rather than to...
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Jane Cheok made a comment
To set a clear learning goal enables a clear path to assessment. When teachers know what they are teaching and this is conveyed to students, both parties will know what teachers need to test and for students; what will be tested.
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Jane Cheok made a comment
I would like to know more about language assessment in relation to CEFR. Also when it comes to assessing speaking, I find it really difficult to assess content and language proficiency at the same time.
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Jane Cheok made a comment
Hello everyone. I am Jane from Malaysia. Currently teaching ESL in a pre- university college in Melaka. I joined this as I would like to know more about assessment especially with regards to CEFR.
