Nazifah Hamidun
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Preferred name
Nazifah Hamidun
Official Name
Nazifah, Hamidun
Alternative Name
Hamidun, Nazifah
Main Affiliation
Scopus Author ID
57200012251
Researcher ID
FBO-8357-2022

Research Output
Now showing 1 - 3 of 3
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Publication

Disruptions of Covid-19 pandemic on English literacy

2024 , Ina Suryani Ab Rahim , Nazifah Hamidun , Nor Hanim Awang @ Mohd Noor , Noazli Abu Bakar , Mariam Idris , Nor Khairi Ahmad

Illiteracy, which is the inability to read and write, can limit individuals' opportunities, reduce their quality of life, societies, and economies. Given the recent pandemic, movement control order was enforced at various phases due to COVID-19 and impacted learning due to school closures. This study aims to identify the impact of COVID-19 on English Literacy Among Primary School Students. A total of 800 students from 46 primary schools participated in this study. The students were selected based on the teachers’ class observation and reading evaluation. A literacy test consisting of six literacy skill was conducted individually by language teachers. Findings on literacy skills one to level six revealed that literacy skill two to six are alarming, suggesting illiteracy is rising. In conclusion, intervention is direly needed to uphold the good literacy record. The implication of the study is to warn on the rising of illiteracy at alarming rate due to Covid-19 quarantine. Further research is recommended to other population in describing how the pandemic has affected English literacy in different regions and countries.

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Publication

The role of the instructor in the online classroom

2023-12-21 , Nurul Naimah Rose , Aida Shakila Ishak , Nazifah Hamidun , Faten Khalida Khalid , Nur Farhinaa Othman

This chapter is about the role of instructors in the online classroom particularly in Malaysian higher education. This chapter will focus on two important points, which are the redefining instructors in virtual education and the four main role of instructors in virtual education: the pedagogical role, the social role, the managerial role, and the technical role. Understanding the true role of the instructor in online classes aids in the transition between the classroom and online learning. Instructors play a more significant role in online courses than they do in traditional ones in many ways. They can adjust more easily and settle into a new environment by being aware of what the students and the online environment expect from the teachers. The requirement for instructors to facilitate an online course through a wide range of perspectives or roles is highlighted by the complexity of the online environment.

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Publication

Exploring students’ perspectives on using AI in english-speaking education with metaphorical expressions

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.

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