Rozilawati Mahadi
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Preferred name
Rozilawati Mahadi
Official Name
Rozilawati, Mahadi
Alternative Name
Mahadi, Rozilawati
Mahadi, R.
Main Affiliation
Scopus Author ID
57215961609
Researcher ID
DYB-6647-2022

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  • Publication
    Instagram as a digital tool to enhance students’ writing skills
    ( 2019-12)
    Latisha Asmaak Shafie
    ;
    Rozilawati Mahadi
    Students often face difficulties in writing due to grammar, vocabulary, syntax, lack of practice, over-reliance on their first language and writing anxiety. The traditional method of teaching writing has no longer seen as adequate to fulfill the demand of the current generation who are considered as digital native. This demand forces educators to explore and integrate technology into their teaching approaches. Instagram, with it many fun features; create, filter, share live videos are relatively easy to use tool and can be accessible anytime and anywhere. Although many studies highlighted that Instagram can be an effective pedagogical tool for developing learners’ vocabulary range and writing skills (Akhiar, Mydin & Adi Kasuma, 2017; Shafie, Yaacob & Singh, 2016), but Instagram is not commonly used in formal second language learning contexts. This paper promotes the use of Instagram as a digital writing tool to enhance students’ writing skills. The researchers provide suggestions of activities which allow students to observe selected Instagram accounts by focusing on the topics/themes, the styles of writing and the purposes of their writing. The activities teach students how to write each post by using the formula on Instagram. Apart from that, students also learn to use captions and hashtags to intrigue their audience
      9  50
  • Publication
    Kajian bagi menyelaraskan ujian penulisan kepada Common European Framework of Reference (CEFR)
    ( 2023)
    Yuziana Yasin
    ;
    Harshita Aini Haroon
    ;
    Sharmini Abdullah
    ;
    Rozilawati Mahadi
    Secara umumnya, proses menyelaraskan penilaian bahasa Inggeris kepada piawaian antarabangsa, seperti Common European Framework of Reference (CEFR) dapat mengukuhkan kesahihan ujian yang dibangunkan. Kertas kerja ini adalah bertujuan untuk mengkaji bagaimana skala CEFR dapat dioperasikan dalam pembangunan ujian penulisan kepada pelajar antarabangsa bagi saringan tahap penguasaan Bahasa Inggeris pelajar antarabangsa untuk kemasukan ke universiti. Pada beberapa peringkat pembangunan ujian berasaskan CEFR ini, proses untuk menghubungkan ujian penulisan dengan CEFR telah dikaji. Di awal pembangunan item ujian, penggubal item ujian mengenalpasti tahap keperluan minimum penguasaan pelajar berdasarkan skala CEFR yang ingin diukur. Seterusnya proses pembinaan item ujian dan proses semakan aras kesukaran item dijalankan. Skala pemarkahan kemudiaannya disemak untuk mengenalpasti kriteria yang dinilai dan julat markah bagi setiap skala CEFR ditentukan. Setelah ujian dijalankan kepada pelajar antarabangsa, sampel markah pelajar dinilai dan markah bagi sampel diselaraskan berdasarkan rubrik skala CEFR. Akhirnya, nilai tahap persetujuan yang tinggi di antara pemeriksa ujian penulisan digunakan untuk meningkatkan kesahihan pelaporan markah pelajar berdasarkan kepada skala CEFR. Kajian masa hadapan dapat dilaksanakan kepada proses penyelarasan ujian berasaskan CEFR kepada kemahiran mendengar, bercakap dan juga membaca bagi mendapatkan keputusan tahap penguasaaan bahasa Inggeris pelajar yang lebih menyeluruh.
      2  30
  • Publication
    The status of EFL writing instruction in Saudi Arabia
    ( 2020-12)
    Najwa Rebhi Wahdan
    ;
    Sharmini Abdullah
    ;
    Rozilawati Mahadi
    This paper examines the status of writing instruction among EFL learners in Saudi Arabia. It attempted to highlight the current teaching methods and curriculum used to teach EFL writing in Saudi Arabia. Findings revealed that the traditional teaching methods are still used for teaching EFL writing skills in writing classes and the focus is on the form of the written product rather than on the process of writing. The implementation of traditional teaching methods led to students’ low achievement in writing skills among Saudi students. There are also other factors responsible for writing difficulties such as cultural factors, sociocultural factors, and psychological factors. The paper concludes with implications and suggestions given to the EFL instructors to enhance students’ abilities in writing skills and improve their writing achievements.
      2  17
  • Publication
    Exploring students’ perspectives on using AI in english-speaking education with metaphorical expressions
    (Universiti Malaysia Perlis (UniMAP), 2025-06)
    Han Yi
    ;
    Nazifah Hamidun
    ;
    Rozilawati Mahadi
    This qualitative study explores university students’ perceptions of using artificial intelligence (AI) in their English-speaking learning through metaphor analysis. As AI becomes more integrated into language education, understanding how students conceptualize its role offers valuable insights for designing effective AI-assisted learning environments. The research examines 244 metaphorical expressions provided by English as a Foreign Language (EFL) students from various majors at a public university in mainland China. Students completed open-ended survey questions to express their metaphorical representations of AI in their language learning journey. The responses were systematically categorized and analyzed, revealing a variety of positive and negative attitudes. Positive metaphors included concepts such as “enhanced practice opportunities,” “language learning facilitator,” “future necessity,” and “personalized assistance,” highlighting AI’s potential to support individualized learning, provide meaningful practice, and aid in mastering spoken English. Conversely, negative metaphors like “complexity” and “over-reliance” pointed to concerns about navigating AI tools and the risk of excessive dependence on technology. These metaphorical insights shed light on students’ underlying beliefs about AI and its role in developing English-speaking skills. Understanding these perceptions is crucial for educators and curriculum designers to ensure AI tools are integrated in ways that enhance student engagement, improve speaking proficiency, and address potential challenges.