Sharmini Abdullah
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Preferred name
Sharmini Abdullah
Official Name
Sharmini, Abdullah
Alternative Name
Abdullah, Sharmini
Sharmini, A.
Abdullah, S. F.A.
Main Affiliation
Scopus Author ID
57200994082
Researcher ID
FXY-9043-2022

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  • Publication
    Learning styles: an exploratory study of foreign learners learning styles preferences at University Malaysia Perlis. a case study.
    (Universiti Malaysia Perlis (UniMAP), 2010-11-12)
    Sharmini Abdullah
    ;
    Sharifah Anis Zarith Syed Dziauddin
    ;
    Rozilawati Mahadi
    ;
    Ina Suryani Ab Rahim
    “Learners with a strong preference for a specific learning style may have difficulties in learning if the teaching style does not match with their learning style” Felder & Spurlin (1988) With this in mind, a study was conducted to investigate the learning styles of foreign students from University Malaysia Perlis (UniMAP) who took the Yemen Preparatory Programme as an effort to maximise the students’ English language learning potentials. This study is a preliminary report that aims to identify and categorize the learning styles of these international students. In other words, identify the learning style preferences of the students.The Index of Learning Styles (ILS) questionnaire developed by Felder and Soloman (2004) was adopted. The ILS questionnaire was based on Felder and Silverman's (1988) model and reported to be valid, reliable and suitable in identifying learners' learning styles (Felder and Spurlin, 2005). Results obtained would help in understanding the UniMAP Foreign students’ learning styles which would contribute in raising UniMAP’s English Language Instructors awareness of such styles especially in the development of course materials and pedagogy which is important in the learning and teaching process of the English Language to foreign learners.
  • 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
    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.
      1  104