Harwati Hashim
Biographic Data
| ID | 5742525 |
|---|---|
| NAME | Harwati Hashim |
| GIVEN NAMES | Harwati |
| FAMILY NAME | Hashim |
| SIGNATURE | HASHIM H |
| AFFILIATIONS | National University of Malaysia |
| ORCID | 0000-0002-8817-427X |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A systematic review of emerging technology applications for teaching English as a foreign language across different educational levels
Rethinking assessment integrity in the GenAI era
Higher education providers worldwide have responded to student use of generative artificial intelligence (GenAI) largely through post-hoc detection, but authorship verification does not address the validity problem created when assignments no longer require the disciplinary reasoning they claim to assess. This article advances a provenance-first alternative and specifies Process-Embedded Assessment with Verifiable Provenance (PEAVP). PEAVP reloca…
A culturally responsive blended learning framework for technology-enhanced EFL contexts
This quantitative study develops and validates a novel Culturally Responsive Blended Learning Success (CR-BLS) model for evaluating technology-enhanced EFL instruction effectiveness in collective educational contexts. Conducted at a Chinese university, the research examined an intelligent blended learning ecosystem integrating three widely adopted platforms (U-Campus, GradingNet, and Learning Hub) for content delivery, assessment, and collaborati…
Designing a Theory-Driven Multimodal Vocabulary Learning Module for Chinese EFL Learners
This study presents the design of a theory-driven multimodal vocabulary learning module developed for first-year non-English majors at a Chinese application-oriented university. Drawing upon Multimodal Literacy Framework, Discourse-Based Instruction, and the Gradual Release of Responsibility (GRR) model, the module aims to enhance learners’ productive vocabulary knowledge through structured, scaffolded instruction that integrates visual, auditory…
Not Just About Content
English-Medium Instruction (EMI) is expanding in non-Anglophone higher education, yet its implementation often overlooks the importance of language support in disciplinary teaching. This study examines a Content and Language Integrated Learning (CLIL)-ised EMI case, in which an EMI class is adapted from CLIL principles so that content teaching explicitly supports students’ English meaning-making. Using 12-week observations, stimulated-recall inte…
Two teachers, one classroom
Content and Language Integrated Learning (CLIL) has gained prominence for its potential to integrate disciplinary content and language development, yet practical implementation remains challenging. In particular, a single teacher may struggle to address both curricular depth and systematic language support, which leaves gaps in content comprehension and communicative competence. Team teaching, where a content specialist collaborates with a langua…
Longitudinal development of L2 speaking accuracy in AI-enhanced smart class
This study investigates the longitudinal development of L2 speaking accuracy in Chinese EFL learners within AI-enhanced smart classroom environments over extended periods. The research examines four key dimensions of speaking accuracy—lexical accuracy, lexical diversity, grammatical accuracy, and grammatical complexity—to establish empirical connections between sustained AI-mediated instruction and measurable linguistic improvement. A corpus-base…
Let’s talk AI
Oral Assessment in the AI Era—Equity, Validity, and Scale
Fenton’s article, “Reconsidering the Use of Oral Exams and Assessments: An Old Way to Move Into a New Future,” argues that oral assessment can restore authenticity and support academic integrity in the generative artificial intelligence era. Drawing on this synthesis, this letter offers three refinements to enable adoption at scale: operationalize equity by separating language production from disciplinary reasoning and providing targeted accommod…
Negotiating identity in the age of ChatGPT
In recent years, the academic community has witnessed a surge of research articles generated with the assistance of artificial intelligence (AI) tools, particularly ChatGPT. This development introduces not only ethical and practical concerns but also new possibilities and tensions in identity negotiation for researchers—particularly those writing in English as an additional language—a topic that remains under-investigated. As such, this study exa…
Evaluating metaverse-based L2 vocabulary learning effectiveness using a proposed metric of vocabulary forgetting percentage
Introduction Vocabulary gain and retention are widely recognized as essential metrics in second language (L2) vocabulary learning. However, these traditional measures often fail to reflect the proportional loss of learned vocabulary knowledge over time, thus limiting their practical, diagnostic, and comparative value across different instructional contexts. Methods To address this gap, the present study proposes a percentage-based metric: Vocabul…
Feedback Literacy and EFL Learner Engagement With ChatGPT Feedback
The proliferation of generative AI tools such as ChatGPT has transformed feedback provision in EFL writing, offering scalable and immediate support to learners. However, learner engagement with AI-generated feedback remains highly variable, raising questions about the internal mechanisms that shape feedback uptake. This study investigates how feedback literacy predicts both the behavioral adoption and perceived usefulness of ChatGPT-generated fee…
From Yi Language to Mandarin
In multilingual classrooms where heritage and dominant languages coexist unequally, translanguaging is often encouraged pedagogically, yet its identity-shaping potential remains underexplored. This case study, situated in a Mandarin-medium secondary classroom in China, investigates how translanguaging involving Yi Language, a heritage language and actual first language (L1) for students, mediates their identity construction in relation to Mandari…
Reliable or Not
The rise of computer-based testing has transformed language assessment, with computer-based English speaking tests (CBESTs) offering scalable and efficient evaluations. However, the extent to which automated scoring aligns with analytic measures, such as complexity, accuracy, and fluency (CAF) indices, remains unclear. This study examines the relationship between automated CBEST scores and CAF indices in 418 Chinese junior high school students’ s…
What Numbers Cannot Fully Reveal
Despite ongoing efforts to standardize foreign language (L2) speaking assessment, the validity and reliability of human ratings remains contested due to their inherent subjectivity and the limited transparency of underlying judgment processes. While prior quantitative research has explored correlations between rater scores and measures of complexity, accuracy, fluency, and pronunciation (CAFP), relatively few studies have examined why particular …
Human Ratings and Complexity, Accuracy, and Fluency (CAF) Indices
Foreign language (L2) learners’ speaking proficiency is often quantified using two dimensions: intuitive human ratings and analytical, linguistic complexity, accuracy, and fluency (CAF) indices. While previous research and assessment practices have predominantly focused on either the subjective approach to L2 speaking or the objective one, it is essential to establish an association between these two seemingly contradictory assessment methods to …
ESL Teachers as Practitioners’ Consensus of an ESL Global Competence Framework Indicators
As globalization increasingly influences educational priorities, the ability to define and measure teachers' global competence is paramount. This study aims to identify the perceived indicators of an ESL Global Competence Framework (ESLGCF) for English as a Second Language (ESL) practitioners, employing the Rasch Measurement Model (RMM) for data analysis. The data were gathered from 392 ESL practitioners across various public school settings in M…
Relationship between Extroversion Personality and Learning Strategy-based on MBTI Test
This study explores the relationship between extroversion personality traits, as measured by the Myers-Briggs Type Indicator (MBTI) test, and learning strategy preferences among English language learners. Employing a quantitative methodology, data were collected from a sample of 1621 participants to investigate the predominant extroversion personality traits and differences in learning strategy selection. The research background emphasizes the si…
Esl Teachers’ Perception and Attitudes Towards the Adoption of Emergency Remote Teaching in Time of Crisis
Background and Purpose: The operation of educational institutions was suspended for a certain period due to the COVID-19 pandemic outbreak as social distancing came into effect as one of the World Health Organisation (WHO) strategies to help prevent further spreading of the virus. Subsequently, the education field witnessed a drastic shift in the mode of instruction, from the traditional physical classroom learning to online education and distanc…
Unveiling the successes of religious school leavers in learning English proficiency course via a blended approach
The blended learning approach has achieved great success in the teaching of languages. It has been widely used to teach students at all levels, including university students from religious schools, who continue to grow in number nowadays. Unfortunately, these religious school leavers lacked of guidance in using their own handheld technology for English language learning. Therefore blended learning is the most suitable approach to teach these lear…
Pre-Service Teachers’ Views on the Implementation of Game-Based Learning for Academic Writing Skills
Implementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly …
No prominent works on this page.
Pre-Service Teachers’ Views on the Implementation of Game-Based Learning for Academic Writing Skills
Implementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly …
Esl Teachers’ Perception and Attitudes Towards the Adoption of Emergency Remote Teaching in Time of Crisis
Background and Purpose: The operation of educational institutions was suspended for a certain period due to the COVID-19 pandemic outbreak as social distancing came into effect as one of the World Health Organisation (WHO) strategies to help prevent further spreading of the virus. Subsequently, the education field witnessed a drastic shift in the mode of instruction, from the traditional physical classroom learning to online education and distanc…
Unveiling the successes of religious school leavers in learning English proficiency course via a blended approach
The blended learning approach has achieved great success in the teaching of languages. It has been widely used to teach students at all levels, including university students from religious schools, who continue to grow in number nowadays. Unfortunately, these religious school leavers lacked of guidance in using their own handheld technology for English language learning. Therefore blended learning is the most suitable approach to teach these lear…
Relationship between Extroversion Personality and Learning Strategy-based on MBTI Test
This study explores the relationship between extroversion personality traits, as measured by the Myers-Briggs Type Indicator (MBTI) test, and learning strategy preferences among English language learners. Employing a quantitative methodology, data were collected from a sample of 1621 participants to investigate the predominant extroversion personality traits and differences in learning strategy selection. The research background emphasizes the si…
Negotiating identity in the age of ChatGPT
In recent years, the academic community has witnessed a surge of research articles generated with the assistance of artificial intelligence (AI) tools, particularly ChatGPT. This development introduces not only ethical and practical concerns but also new possibilities and tensions in identity negotiation for researchers—particularly those writing in English as an additional language—a topic that remains under-investigated. As such, this study exa…
Evaluating metaverse-based L2 vocabulary learning effectiveness using a proposed metric of vocabulary forgetting percentage
Introduction Vocabulary gain and retention are widely recognized as essential metrics in second language (L2) vocabulary learning. However, these traditional measures often fail to reflect the proportional loss of learned vocabulary knowledge over time, thus limiting their practical, diagnostic, and comparative value across different instructional contexts. Methods To address this gap, the present study proposes a percentage-based metric: Vocabul…
Feedback Literacy and EFL Learner Engagement With ChatGPT Feedback
The proliferation of generative AI tools such as ChatGPT has transformed feedback provision in EFL writing, offering scalable and immediate support to learners. However, learner engagement with AI-generated feedback remains highly variable, raising questions about the internal mechanisms that shape feedback uptake. This study investigates how feedback literacy predicts both the behavioral adoption and perceived usefulness of ChatGPT-generated fee…
From Yi Language to Mandarin
In multilingual classrooms where heritage and dominant languages coexist unequally, translanguaging is often encouraged pedagogically, yet its identity-shaping potential remains underexplored. This case study, situated in a Mandarin-medium secondary classroom in China, investigates how translanguaging involving Yi Language, a heritage language and actual first language (L1) for students, mediates their identity construction in relation to Mandari…
Reliable or Not
The rise of computer-based testing has transformed language assessment, with computer-based English speaking tests (CBESTs) offering scalable and efficient evaluations. However, the extent to which automated scoring aligns with analytic measures, such as complexity, accuracy, and fluency (CAF) indices, remains unclear. This study examines the relationship between automated CBEST scores and CAF indices in 418 Chinese junior high school students’ s…
What Numbers Cannot Fully Reveal
Despite ongoing efforts to standardize foreign language (L2) speaking assessment, the validity and reliability of human ratings remains contested due to their inherent subjectivity and the limited transparency of underlying judgment processes. While prior quantitative research has explored correlations between rater scores and measures of complexity, accuracy, fluency, and pronunciation (CAFP), relatively few studies have examined why particular …
Human Ratings and Complexity, Accuracy, and Fluency (CAF) Indices
Foreign language (L2) learners’ speaking proficiency is often quantified using two dimensions: intuitive human ratings and analytical, linguistic complexity, accuracy, and fluency (CAF) indices. While previous research and assessment practices have predominantly focused on either the subjective approach to L2 speaking or the objective one, it is essential to establish an association between these two seemingly contradictory assessment methods to …
ESL Teachers as Practitioners’ Consensus of an ESL Global Competence Framework Indicators
As globalization increasingly influences educational priorities, the ability to define and measure teachers' global competence is paramount. This study aims to identify the perceived indicators of an ESL Global Competence Framework (ESLGCF) for English as a Second Language (ESL) practitioners, employing the Rasch Measurement Model (RMM) for data analysis. The data were gathered from 392 ESL practitioners across various public school settings in M…
A systematic review of emerging technology applications for teaching English as a foreign language across different educational levels
Rethinking assessment integrity in the GenAI era
Higher education providers worldwide have responded to student use of generative artificial intelligence (GenAI) largely through post-hoc detection, but authorship verification does not address the validity problem created when assignments no longer require the disciplinary reasoning they claim to assess. This article advances a provenance-first alternative and specifies Process-Embedded Assessment with Verifiable Provenance (PEAVP). PEAVP reloca…
A culturally responsive blended learning framework for technology-enhanced EFL contexts
This quantitative study develops and validates a novel Culturally Responsive Blended Learning Success (CR-BLS) model for evaluating technology-enhanced EFL instruction effectiveness in collective educational contexts. Conducted at a Chinese university, the research examined an intelligent blended learning ecosystem integrating three widely adopted platforms (U-Campus, GradingNet, and Learning Hub) for content delivery, assessment, and collaborati…
Designing a Theory-Driven Multimodal Vocabulary Learning Module for Chinese EFL Learners
This study presents the design of a theory-driven multimodal vocabulary learning module developed for first-year non-English majors at a Chinese application-oriented university. Drawing upon Multimodal Literacy Framework, Discourse-Based Instruction, and the Gradual Release of Responsibility (GRR) model, the module aims to enhance learners’ productive vocabulary knowledge through structured, scaffolded instruction that integrates visual, auditory…
Not Just About Content
English-Medium Instruction (EMI) is expanding in non-Anglophone higher education, yet its implementation often overlooks the importance of language support in disciplinary teaching. This study examines a Content and Language Integrated Learning (CLIL)-ised EMI case, in which an EMI class is adapted from CLIL principles so that content teaching explicitly supports students’ English meaning-making. Using 12-week observations, stimulated-recall inte…
Two teachers, one classroom
Content and Language Integrated Learning (CLIL) has gained prominence for its potential to integrate disciplinary content and language development, yet practical implementation remains challenging. In particular, a single teacher may struggle to address both curricular depth and systematic language support, which leaves gaps in content comprehension and communicative competence. Team teaching, where a content specialist collaborates with a langua…
Longitudinal development of L2 speaking accuracy in AI-enhanced smart class
This study investigates the longitudinal development of L2 speaking accuracy in Chinese EFL learners within AI-enhanced smart classroom environments over extended periods. The research examines four key dimensions of speaking accuracy—lexical accuracy, lexical diversity, grammatical accuracy, and grammatical complexity—to establish empirical connections between sustained AI-mediated instruction and measurable linguistic improvement. A corpus-base…
Let’s talk AI
Oral Assessment in the AI Era—Equity, Validity, and Scale
Fenton’s article, “Reconsidering the Use of Oral Exams and Assessments: An Old Way to Move Into a New Future,” argues that oral assessment can restore authenticity and support academic integrity in the generative artificial intelligence era. Drawing on this synthesis, this letter offers three refinements to enable adoption at scale: operationalize equity by separating language production from disciplinary reasoning and providing targeted accommod…
EFL/ESL Teaching and Learning (8 works) · Psychology (7 works) · Second Language Acquisition and Learning (6 works) · Mathematics education (5 works) · Pedagogy (4 works) · Sociology (4 works) · Artificial Intelligence in Healthcare and Education (3 works) · Fluency (3 works) · Second Language Learning and Teaching (3 works) · Academic integrity and plagiarism (2 works)