Extended Abstracts

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    Smart Talk: Polite Negotiation through PhBL, a Finnish-Inspired Digital ELT Model for Business English Learners
    (Peninsula College (Northern) Sdn. Bhd., 2025) Devaraj, Kalaievaanie; Paramasivam, Shalini A.V.
    This extended abstract presents a phenomenon-based English language lesson for tertiary learners focusing on polite negotiation in workplace scenarios. Titled Smart Talk: Polite Negotiation Through PhBL, this lesson design integrates Finnish-inspired pedagogical principles and 21st century digital tools to enhance learner motivation, communication fluency, and critical thinking in a Business English context. Targeting Diploma in International Business students (CEFR B1–B2), the lesson revolves around the real-world phenomenon: How can we handle professional conflict politely in English? Students engage in scaffolded, collaborative tasks using Padlet, Google Classroom, Google Lens, Google Form, YouTube, and speech-to-text tools to build vocabulary, explore polite modal grammar, perform recorded role plays, and conduct peer and self-assessment. Each stage is designed to strengthen digital literacy, workplace readiness, and authentic language use. This paper discusses how this structured yet flexible model fosters autonomy and engagement while demonstrating how simple tools can facilitate a meaningful ELT experience.
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    Enhancing English Language Teaching through Curipod: A Digital Pedagogical Approach
    (Peninsula College (Northern) Sdn. Bhd., 2025) Khrishnan, Sri Sarmila Dewi
    Despite increasing efforts to integrate technology in English language education, many practitioners still face challenges in maintaining student engagement, differentiating instruction, and providing timely formative feedback in a diverse classroom setting. This paper explores the integration of Curipod, a digital interactive presentation and lesson design tool, in addressing these pedagogical challenges within the English language classroom. The study outlines how Curipod supports differentiated instruction, fosters student engagement, and facilitates formative assessment through real-time interactive elements such as polls, word clouds, and collaborative boards. English language practitioners reported increased student motivation and active participation, particularly in key areas such as vocabulary acquisition, reading comprehension, and collaborative writing activities. Curipod’s ready-made templates, along with its AI-assisted content generation features, enabled teachers to efficiently create personalized, visually engaging, and pedagogically sound lessons tailored to diverse learner profiles and language proficiency levels. Furthermore, the platform’s interactive nature encouraged greater student autonomy and peer-to-peer learning, aligning well with communicative language teaching (CLT) principles. The findings suggest that Curipod can serve as a versatile and impactful digital tool, not only enhancing the effectiveness of English language instruction but also promoting a more dynamic, learner centered, and technologically integrated classroom environment. The paper concludes by recommending broader professional development support for English teachers to fully leverage Curipod’s capabilities in fostering meaningful and inclusive English language learning experiences.
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    From Draft to Masterpiece: AI-Powered Self-Editing in ESL Writing
    (Peninsula College (Northern) Sdn. Bhd., 2025) Gopalakrishnan, Mariappen; Kandaiah, Gaytri
    This study explores the integration of Blackbox AI, an AI-powered writing assistant, into ESL (English as a Second Language) instruction to enhance students’ professional writing skills, particularly in crafting effective cover letters. Recognizing the common challenges faced by ESL learners—such as grammatical errors, limited vocabulary, and lack of confidence—the project implemented Blackbox AI in a classroom setting with 30 technical college students. Through a structured, three-phase instructional approach, students were introduced to cover letter conventions, engaged with Blackbox AI for real-time feedback, and iteratively revised their drafts. The AI tool provided grammar and spelling corrections, tone adjustments, and rephrasing suggestions, fostering self-editing, critical thinking (Zakaria et al., 2025), and learner autonomy. Results showed significant improvements in writing clarity, structure, and professionalism, with 90% of students reporting increased motivation and confidence. The initiative highlights the transformative potential of AI in language education, promoting personalized learning and preparing students for real-world communication. The findings advocate for broader adoption of AI tools in ESL contexts to support inclusive and future-ready education.
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    Vivaai Framework: Revolutionizing Interview Readiness in ELT Classrooms
    (Peninsula College (Northern) Sdn. Bhd., 2025) Balan, Shuhasyini
    The VIVAAI Framework is a tiered, AI-powered system designed to enhance students' mock interview performance, oral fluency, and employability readiness within English Language Teaching (ELT) classrooms. By integrating tools such as ChatGPT, Google Docs Voice Typing, Yoodli AI, Mockmate, and Google Interview Warmup, the framework offers scalable, cost effective mock interview coaching adaptable to both low-resource and high-tech environments. Tier 1 supports basic spoken practice with AI-generated questions and real-time transcription. Tier 2 incorporates data-driven feedback tools for deep performance analysis, enabling learners to reflect, revise, and improve. Developed by Shuhasyini Balan and recognized with national accolades, VIVAAI empowers educators to revolutionize speaking training through accessible, AI-supported platforms, thus promoting student autonomy, engagement, and communication confidence.
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    Scaffolded Gamified Vocabulary Learning through ChatGPT and Quizizz Integration
    (Peninsula College (Northern) Sdn. Bhd., 2025) Heng, Wen Zhuo
    Many tertiary English as a second language (L2) learners struggle with limited vocabulary, which affects their ability to read, write, listen, and speak effectively. This paper introduces a simple yet highly accessible tool to help address this issue by combining three elements: the Oxford Word List, artificial intelligence (AI), and the Quizizz platform. The Oxford Word List serves as a guide to focus on high-frequency and useful vocabulary. AI tools are used to generate sample sentences, short stories, and exercises that help learners understand and use these words in context. These materials are then uploaded to Quizizz, where students can practise through fun, game-based quizzes that also provide immediate feedback. This approach is designed to be easy to administer for teachers and engaging for learners. While it has not been empirically tested, it is based on sound teaching principles such as repetition, context-based learning, and motivation through gamification. The paper suggests that ESL instructors can explore how this method works with students of different levels, how AI tools can support speaking practice, and how learning progress can be tracked using data. By combining a trusted word list, AI-generated content, and interactive quizzes, this approach offers a promising way to help L2 learners improve their vocabulary and overall English skills.
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    Grammatical Error Analysis in Narrative Essays of Secondary Students in Perak: A Case Study
    (Peninsula College (Northern) Sdn. Bhd., 2025-09) Mutty, Bharathi; Balan, Shuhasyini
    The results of the English SPM examination, a game-changing assessment for secondary students in Malaysia, indicated a notable decline in performance in the language, particularly in the extended writing section. This section included narrative writing, a genre praised for providing young minds a platform to express creativity in a safe and calm environment. Despite the advantages of narrative writing, students demonstrated a decline in this genre, which was attributed to inadequate language proficiency, specially in grammar. Previous research reported poor performance and provided limited insight into error types. Consequently, this study investigated the error types in narrative essays among students with high language proficiency, minimising the impact of first language interference, which had been identified as a primary cause of Malaysian students’ grammar errors. A total of 180 narrative essays were collected from 60 Form Five students across four secondary schools in Perak, and the essays were analysed using the adapted Error Analysis framework. Four English teachers and Grammarly were used to analyse the essays for grammar errors. The results revealed that students struggled with correctly using determiners, vocabulary, prepositions, and tenses, challenging past research that identified subject-verb agreement as the main issue for Malaysian students. Both inductive and deductive teaching methods for these grammar components can significantly enhance students' writing, contributing to improved examination performance.