Welcome to Francis Light Digital Library
Francis Light Digital Library was developed with the aim of providing an access to a various digital collection that have significant value to the Peninsula College community.
These materials are available from lecturers, students, and non-academic staff. The term used for these materials are known as‘Knowledge Assets’.
The types of knowledge Assets are as follow:
- Final Year Project / Research paper
- Student Internship Report
- Thesis / Dissertation
- Article writing
- Past Year Exam Papers
- Conference papers
- Ebooks, etc.
Communities in DSpace
Select a community to browse its collections.
Recent Submissions
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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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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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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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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.