Strategies

Abstract

Linguistic Features

Over the past years, many schools and learning institutions have

1. Verb Forms Expressing Present Time

The writers use present perfect tense (have

provided websites and portals where teachers, tutors and lecturers can

provided) to emphasise the current importance of

events which take place in the past. It is used to

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post and upload course information, additional exercises, tests and quizzes
and

even administrative announcements,

so that

students

can

show the impacts of technologies which took

place in the past and continue in the present.
This shows that the writers adhere to the

conveniently access them from any location at anytime. With students so

stringent rules of formal grammar in academic

writing and know when to use which tense in

eager to learn using technologies nowadays, it is no surprise that most

technology savvy teachers are ready to use these types of instructional

their writing.
2. Subordinator / subordinate conjunction
The writers use subordinator
'so that' to
introduce an effect or result. Cause and effect

tools to help make learning more meaningful and motivating for the
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students. However, with the fast-paced technological advancement,

connections are frequent in academic writing and

the relationship between these two items has to
be made very clear. Therefore, the writers put the

some teachers are forever learning to use and integrate these

cause first, then introduce the result.

3. Adjectives (To show a degree or level of that

technologies in their classrooms and failed, thus making them

quality)
The writers use a strong adjective such as 'eager'

apprehensive of using technologies in language teaching and learning.

to indicate a strong feeling and impatient desire

of the students to learn using technologies. It

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This study was conducted to investigate the lecturers perceptions of

show how do the

Blended learning readiness in UiTM using i-Learn portal as the teaching
and learning platform. The study involved twenty lecturers from the

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STEP 4

reflects a high degree of eagerness in order to

technologies influence

students' preferences in learning.

4. Adverb
The writers use a strong and precise adverb
(forever) to indicate certainty and high degree or

Academy of Language Studies, UiTM Shah Alam. Data for the analysis
were collected through the use of survey questionnaires. The findings

level of that quality. It reflects writers' stance and

certainty that learning to use and integrate
technologies into classroom is a never ending

revealed that most of the lecturers are ready to implement Blended

learning despite several notable concerns.
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process for some of the teachers.

5. Demonstrative determiner
The writers use 'this' which serves as a map to
emphasise or direct the focus on their work that
are currently discussed.
6. Textual pattern (claim/ counterclaim)
The writers use this type of textual pattern to
introduce two different ideas which contrast with
one another. One point is raised and then
disputed. This is demonstrated through the use of
contrasting vocabulary in the text which are
'ready' (positive) and 'forever learning and fail
(negative).
7. Discourse Marker
The writers use a linking word (however) to

indicate a contrasting idea. The sign post is very

useful in guiding the readers through the content
of the text and it reminds the reader to expect a
contrasting view or point in the subsequent
sentence.
8. Passive Voice
Passive voice could also be found in the text. It
is usually found in the structure of academic
writing. This shows that the writers are familiar
with the corpus of thesis writing and try to
adhere to formal writing strategies.
9. Adverbial ( Expressing perspective)
Prepositional phrases is one of the four main
adverbial forms used to express perspective and
it also can be found in this text where the
preposition of 'with' serves as the head and it is
positioned at the beginning of the sentence. It is
the writers' attempt in adding more information
on the nominal group in term of answering the
question of why. The teachers are ready to
integrate

technologies

into

the

classroom

because of students' eagerness to learn using

technology.
10. Third Person Point of View
The writers avoid in using first person point of
view in their writing. It is not mentioned in the
text of who completed the research. This makes
ideas sound less subjective since it removes
direct reference to the writer. It also creates a
more generalized statement and indicates an
objective, formal and impersonal style of the
writers. The writers want to emphasise on the
factual information rather than just a personal
collection of the author's own ideas, opinions,
and thoughts.

Strategies

Introduction
According to Nielsen ratings, watching television and accessing the
Internet at the same time is the most customary media multi-tasking

1. Citation, referencing, reporting, referring to

Nielsens Social Media Report 2012 also states that there is a 63 percent

sources.
a. Author Focus
The writers focus on the author, or authors,

increase in the total time spent on social media in the U.S. compared to

rather than the content. In the text, the author's

activity that occurs at least five times a week among Southeast Asians.

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Linguistic Features

the year before. Without a doubt, technology is now a huge part of our
lives as it rules over us, making it indispensable, facilitating tasks
while adding excitement to our otherwise mundane daily routines.
The need for technology does not only apply to youngsters of late
Generation X or current Generation Y. To function in this modern society,
every citizen, young and old, must have these digital knowledge and skills
or else be left behind. This also means that educators must be at least at
par with this tech-savvy generation. Education these days has evolved

name is placed before the content. This shows

that the writers highly appreciated and honoured
those who initiated the ideas.

The author's

name is regarded as significant and given more

emphasis. It can serve as the subject of the
sentence, followed by the date or citation
number in parentheses, and then by the

method whereby students are given the chance to independently learn

information
b. Reporting Verbs and Structure
A wide range of reporting verbs and structures

outside the classroom. To serve this purpose, gadgets and other forms

can be found in the text which the writers use to

of technological learning devices can be fully utilised and in fact are

report other writers' ideas. Some of the verbs

readily available and no longer alien to the younger generation. Olube

and structures used in the text are 'state/stated',

(2006,as cited in Chan&Gurnam, 2009) stated that in a bid to prepare

'encourages' and 'according to'. This shows that

the new generation of teachers with the necessary skills and knowledge

the writers are familiar with the corpus of thesis

from the traditional teacher-oriented method to a more student-oriented

pressure in teacher education programs to integrate ICT in the teaching

writing.
2. Adverbial ( Expressing perspective)
Prepositional phrases is one of the four main

and learning of these teachers. Professor Kim Hughes Wilhem of

adverbial forms used to express perspective and

University of Macauinher In Search of Global Citizens plenary

it also can be found in this text where the

address at the 4th Malaysian International Conference on Academic

preposition of 'with' serves as the head and it is

Strategies in English Language Teaching(My_CASELT2012) encourages

positioned at the beginning of the sentence. It is

required by worldwide citizens of the 21st century, there is an escalating

ELT professionals to hone our technical skills and become more

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digitally adept. This shows that there is a worldwide understanding
that teaching and learning must no longer be restricted to books and
chalkboard or whiteboard. Undoubtedly, educators need to be ready to
use these technologies to deliver content to youngsters who mostly are
more than familiar with gadgets and technology.

the writers' attempt in adding more information

on the nominal group in term of answering the
question of why.
3. Adverb
In the text, the writers use a strong and precise
adverb to indicate certainty and high degree or

i-Learn Portal

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STEP 3

level of that quality. 'More than familiar'- the

The i-Learn portal, monitored by Universiti Teknologi MARAs i-

adverb (more) represents a high degree of

Learn Center (i-LeC), is an asynchronous teaching and learning website

familiarity of youngsters with technology.

that caters to the adaptation of e-learning in UiTM. Guided and

'Especially important'- the adverb (especially)

operated by UiTMs Academic Affair Division(HEA), i-Lec designed

this portal to provide lecturers and students a platform to immerse in e-

reflects a high degree of importance.

4. Complex Sentence
Complex sentences are common in academic

teaching and learning. This portal which functions as a learning

writing and this type of sentence can be found in

management system(LMS) enables lecturers to park their teaching

the text. Effective academic writing depends on

and learning materials for students to download, engage in

producing the most appropriate style for the

discussions with students via designated online forums besides

purpose and audience. To communicate your

uploading and administering quizzes and tests.

ideas and information effectively, the writers use

complex sentences in order to be concise and

Blended Learning

express ideas precisely.

5. Acronym
The writers use the acronym of ICT which
stands for 'Information and Communication

Blended learning, or previously known as e-learning, or computer

mediated learning is a growing trend among educators and it has become
a more common practice for students and teachers alike. There are
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various definitions to Blended learning in which its implementation

ranges from face-to-face and online to fully online learning. According
to International Association for K-12 Online Learning, blended learning

not provide the meaning of the acronym as they

are assuming that the audience or readers have
prior knowledge on the term. This suggests that
the writers expect that the readers are of at least

of classroom interaction and live instruction to personalize learning

at the same level of intelligence as theirs.

6. Evaluation and Stance
The writers use a variety of grammatical

which allows thoughtful reflection, ([Link]). In brief, Blended

structures and vocabulary to express their

learning can be defined as the teaching practice that combines both

evaluation and stance. In the text, the writers use

teaching methods of face-to-face and online learning. Generally, Blended

the noun 'doubt' and adverb 'undoubtedly' to

learning is a mixture of pedagogical tools in teaching and learning

express their certainty on the matter.

7. Adverbial Clause( To express purpose)
The writers use adverbial clauses in the text to

is combining online delivery of educational content with the best features

where it integrates face-to-face interaction with online learning

experience.

indicate connection. Two examples of adverbial

Blended learning is especially important in todays classroom

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Technology' in the text. However, the writers do

as it addresses the expectations of 21

st

century learners, the digital

natives, where their learning environment includes technology. To these

learners, using technology is intrinsically apart of their lives.
There are many advantages of implementing blended learning
model in class. One main reason to integrate Blended learning model as

clause (subordinators) can be found in the text

and they are used to express purpose. Both
adverbial clauses or subordinators follow the
structure of 'to + verb'.
8. Advanced Vocabulary or Items
The writers use advanced items in their writing
('indispensable',

'hone',

'mundane'

and

'escalating') which are frequently found in an

part of the teaching practice is that it provides new opportunities to

enhance teaching and learning. Through Blended learning, each student
is given the opportunity to participate in class activities. In addition,
Blended learning helps students build their own learning community
where they can collaborate with other students inside or outside their
classroom. As the model is flexible and adaptable, teachers can

academic writing or a published text. This shows

that the writers have a wide range of vocabulary
and able to employ relevant vocabulary in the
genre of academic writing to express their ideas.
9. Jargon

create instructional activities and assignments that give students

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the opportunity to work collaboratively and encourage social

The intended audiences for most academic

learning. Furthermore, with Blended learning, students are able to

writing are colleagues who speak the same

access materials and resources that are prepared by their teachers

jargon. Therefore, the writers use the jargons to

or they can source for other relevant materials from the Internet to

signal membership in a disciplinary community

help them complete their task, to showcase their learning progresses

and to deliver information efficiently.

10. Word Coinage ( Compounding/abbreviation)
There are several word coinage that can be found

and outcomes.
With the growing trends and implementation of Blended

in the text such as 'tech-savvy', 'digitally-adept'

learning models, pedagogy has evolved as well. Teachers roles are

and 'digital natives'. These coined words also

changing as they evolve from teacher to instructional guide, facilitator,

refer to technological terms. The writers use

and mentor. Instructional strategies have also evolved as teachers

these terms because they are popular terms used

assess students progress and they use a variety of tools and

in everyday or common language nowadays and

resources, including digital content, to differentiate instruction in

they assume that the audience are aware of the

order to address the students different learning needs and styles.

definitions of the terms.

11. Discourse Marker
The writers use linking words or discourse

Apart from the advantages mentioned above, Blended learning also

helps with teachers professional development. Implementing Blended

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learning model in their classroom helps teacher become more adept

technology users and skilled at technology integration in a blended
environment.

markers to add more ideas. These sign posts are

very useful in guiding the readers through the
content of the text and it shows connection from
one idea to another. They also remind the
audience to expect additional points in the
subsequent sentence.