Conference of Pre-University Education 2024 (COPE24): Education Reforms: Reshaping Today for Tomorrow

Chapter 1

The Effectiveness of Cognitive Learning (CL) on Student Learning Experience for Public Speaking (PS) Module in the Asia Pacific University (APU) Foundation Studies

Nur Fatanahanis Hamid
Asia Pacific University (APU), Malaysia
fatanahanis@apu.edu.my
https://orcid.org/0009-0007-5254-5140

Nurjahan Othman
Asia Pacific University (APU), Malaysia

Abstract – This study investigates the effectiveness of cognitive mastering (CL) techniques on the student learning experience in the Public Speaking (PS) module of the APU basis research. With the proliferation of artificial intelligence and electronic devices in academic settings, there has been a significant decline in scholar engagement and the general nice of mastering reviews. This research aims to counteract these developments by implementing CL strategies that are learner-focused and tailor-made to individual’s wishes, promoting diversity, equity, and inclusion. The study employs qualitative methods, such as interviews, observations, and note-taking to explore the impact of diverse CL strategies on students’ engagement and mastering effects. The recognition is on comprehension, reminiscence, and application components of mastering. The results demonstrate how practice exercises, peer feedback, and self-reflection promote greater knowledge and engagement, which feeds back into current educational ideas, especially cognitive theory. These results highlight the fact that although technology can improve learning, its integration needs to be carefully controlled so that it enhances rather than replaces essential teaching methods. In order to produce a more powerful educational experience in the PS module, the study emphasises the necessity of balancing traditional teaching approaches, cognitive learning strategies, and the moderate integration of new technologies.

Keywords: Cognitive Learning (CL), Student Engagement, Public Speaking (PS), Foundation Studies, Teaching Strategies, Learner-Centered Approaches, Learning experience, Diversity, Equity, Inclusion (DEI)

Cite this chapter as:

Hamid, N. F., & Othman, N. (2025). The Effectiveness of Cognitive Learning (CL) on Student Learning Experience for Public Speaking (PS) Module in the Asia Pacific University (APU) Foundation Studies. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 7−22). MMU Press.

Chapter 2

Creative Writing, Academic Essays and Microfilms: Using Competitions to Enhance Course Engagement and Language Learning

Gareth Morris
University of Nottingham, China
gareth.morris@nottingham.edu.cn
https://orcid.org/0009-0007-4408-6511

 Jinting Ye 
University of Nottingham, China
Ashley.Ye@nottingham.edu.cn
https://orcid.org/0009-0002-2151-7888

Roser Cervera
University of Nottingham, China
Roser.Cervera@nottingham.edu.cn

Abstract – This research looks at the way competitions can help to enhance student autonomy and improve inter-transferable skills in an international K12 educational setting. The authors describe a multi-phase approach in which students participated in external competitions, building on classroom learning and real-world application. This strategy, which was influenced by educational ideas such as Bloom’s taxonomy and Maslow’s hierarchy of needs, scaffolded autonomy and drew on multidisciplinary competencies. The students’ involvement in a variety of competitions resulted in high-quality work and recognition, highlighting the effectiveness of this approach in boosting academic development and the learners’ sense of self. The study finds that competition participation can greatly contribute to a more inclusive and successful educational experience, preparing students to enter higher education with more competence and confidence.

Keywords: Academic, Autonomy, Competitions, Creative Writing, Educational, Inter-Transferable Skills, Learners, K12, Progress

Cite this chapter as:

Morris, G., Ye, J., & Cervera, R. (2025). Creative Writing, Academic Essays and Microfilms: Using Competitions to Enhance Course Engagement and Language Learning. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 23−34). MMU Press.

Chapter 3

Blended Learning for Pre-University Engineering Mathematics: Addressing Learning Challenges through LEPO and Conversational Frameworks

Maxine Swee-Li Yee
University of Nottingham, Malaysia
Maxine.Yee@nottingham.edu.my
https://orcid.org/0000-0001-8063-3702

Abstract – This paper presents the design of a blended learning environment (BLE) for the ENGFF047 Mathematics for Engineers module within the Foundation in Engineering course at the University of Nottingham Malaysia. Grounded in the Learning Environment, Processes, and Outcomes (LEPO) framework and Laurillard’s conversational framework, the BLE integrates asynchronous pre-session tasks, synchronous live sessions, and asynchronous post-session activities. Tools such as Moodle, Microsoft Teams, and GeoGebra were employed to deliver video tutorials, interactive lectures, and collaborative problem-solving tasks. For example, a Ferris Wheel activity using GeoGebra enabled students to visualise and explore trigonometric functions, addressing misconceptions and fostering engagement. Preliminary student feedback highlights the BLE’s effectiveness in promoting active learning, improving conceptual understanding, and supporting collaboration in mathematics education.

Keywords: Blended Learning Environment (BLE), LEPO Framework, Pre-University Education, Mathematics for Engineers, Interactive Learning Tools

Cite this chapter as:

Yee, M. S.-L. (2025). Blended Learning for Pre-University Engineering Mathematics: Addressing Learning Challenges Through LEPO and Conversational Frameworks. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 35−53). MMU Press.

Chapter 4

Utilising ChatGPT in Writing Literature Reviews among Pre-University Students through Technology Acceptance Model (TAM)

Li Yeun Chin
University of Nottingham, Malaysia
Liyeun.Chin@nottingham.edu.my
https://orcid.org/0000-0001-7933-2646

Su Ting Yong
University of Nottingham, Malaysia

Abstract – Pre-university students, who need assistance and care in adjusting to new academic environments in their first year of higher education, face great challenges in conducting literature reviews. As literature review is a key part of any research work, it is believed that the use of ChatGPT could enable pre-university students to sort information, identify problems or research gaps, and write clearly. Integrating Technology Acceptance Model (TAM), this study analysed the association between perceived ease of use (PEOU), perceived usefulness (PU) and behavioural intention (BI) when using ChatGPT to write literature reviews. A sample of 196 pre-university students responded to a questionnaire. The findings highlighted a definitive relationship between the two key constructs of TAM that led to higher BI and an improved quality of literature reviews drafts. The implications of this study shed light on the importance of Artificial Intelligence (AI) as a learning aid for pre-university students.

Keywords: Artificial Intelligence, ChatGPT, Technology Acceptance Model (TAM), Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Behavioural Intention (BI)

Cite this chapter as:

Chin, L. Y., & Yong, S. T. (2025). Utilising ChatGPT in Writing Literature Reviews among Pre-University Students through Technology Acceptance Model (TAM). In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 55−69). MMU Press.

Chapter 5

Revolutionising Language Education: The Impact of Artificial Intelligence and Technology on Learning and Cultural Communication

Bingzhuo Wang
University of Nottingham, China
smybw1@nottingham.edu.cn
https://orcid.org/0009-0003-7507-7299

Collins I. Ezeh
University of Nottingham, China
collins.ezeh@nottingham.edu.cn
https://orcid.org/0000-0002-0947-6668

Abstract – This study endeavors to elucidate the transformative influence of artificial intelligence (AI) and technology in language education. It examines how technological advancements have not only enhanced learning efficiency but also fostered deeper cultural connections through language and global communication. By integrating AI and digital tools into classrooms, this study reflects on the potential of AI-driven learning technologies by considering perspectives from both educators and learners. This review underscores technology’s potential to break down language learning barriers, offering accessible, flexible, and personalised learning experiences. The adopted methodology utilises recent peer-reviewed sources from reputable institutions between January 2019 and May 2024. A systematic search across multiple databases yielded 1,766 articles, which were narrowed down to 13 for full-text review based on predefined inclusion and exclusion criteria. The analysis involved initial coding of key topics, categorisation into broader themes, and synthesis to identify trends and gaps in the existing literature. This study highlights the crucial intersection between technology and language education, proposing a future where learning languages in a bilingual learning environment is universally accessible and deeply intertwined with understanding cultural nuances.

Keywords: Language Education, Artificial Intelligence, Technology in Language Education, Personalised Learning Experience, Cultural Connection

Cite this chapter as:

Wang , B., & Ezeh, C. I. (2025). Revolutionising Language Education: The Impact of Artificial Intelligence and Technology on Learning and Cultural Communication. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 71−92). MMU Press.

Chapter 6

Engaging K12 Students with the Research Process to Promote Autonomy

Gareth Morris
University of Nottingham, China
gareth.morris@nottingham.edu.cn
https://orcid.org/0009-0007-4408-6511

 Jinting Ye
University of Nottingham, China
Ashley.Ye@nottingham.edu.cn
https://orcid.org/0009-0002-2151-7888

Roser Cervera
University of Nottingham, China
Roser.Cervera@nottingham.edu.cn

Abstract – One of the most fundamental metrics by which universities gauge success is through the volume and quality of internationally recognised academic research and publications they produce. Typically, this relates to institutional staff and postgraduates work, although in the case of the latter this can raise ethical dilemmas (Uludag, 2024). Occasionally undergraduates also excel with this, although this typically involves participation with internal events or supporting as assistants on research projects. Very few typically publish, although Morris and Kozuch (In Print) are drawing attention to this through engaging students with this endeavour. One reason for this is that it takes deliberate practice (Ericsson and Pool, 2016), time to acquire skills, motivation to engage, and the foresight required to seek out opportunities which have to exist. This therefore raises an interesting proposition. What would happen if students were given opportunities earlier in their educational journeys to engage with academic research and were mentored through the process? This may happen for some at A-Level with EPQ and IPQ qualifications, as well as with the extended essay on the IB pathway, but could this be realised earlier with EAL IGCSE students. If so, how much learner autonomy could be afforded and what kind of product would result? This study reflects on a case study experience in which a cohort of K12 IGCSE students opted to sign up for a research project activity which involved supporting staff propose, draft, write and refine a book chapter having started with no prior experience in this area.

Keywords: Educational Success, Student Performance, Language Learning, Academic Research, Publications, Mentoring, Learner Autonomy, Case Study

Cite this chapter as:

Morris, G., Ye, J., & Cervera, R. (2025). Engaging K12 Students with the Research Process to Promote Autonomy. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 93−100). MMU Press.

Chapter 7

Academic Transitions: Fostering EAP-STEM Collaboration at the Preliminary Year Programme in an EMI University

Shanru Yang
University of Nottingham, China

David Anstey
University of Nottingham, China
david.anstey@nottingham.edu.cn

Brenden Theaker
University of Nottingham, China

Abstract – This study outlines the discussions and recommendations for teaching and learning strategies from an EAP-STEM collaboration on meeting the needs of academic transitions of Preliminary Year L2 English speaking students in an English Medium Instruction (EMI) university in China. The 2024 2nd EAP-STEM roundtable discussion encouraged interdisciplinary dialogue between English for Academic Purposes (EAP) and STEM content tutors, within the Centre for English Language Education (CELE) at University of Nottingham Ningbo, China (UNNC). It demonstrated how EAP and Content tutors can collaborate to improve English across the Curriculum (EAC). Firstly, working closely with administrative sections can raise the awareness of diverse student academic backgrounds and better inform curriculum transformation. For English for Specific Academic Purposes (ESAP) modules, developing authentic and relevant assessments requires consultations with academic departments. For STEM modules, strategic practices include disciplinary vocabulary building, scientific thinking, and guest lectures to promote autonomy, motivation, and register-level skills. Through these implementations, international foundation programmes could better prepare students for their successful academic studies at international EMIs.

Keywords: Continuing Professional Development (CPD), English across Curriculum (EAC), English for Academic Purposes (EAP), English for General Academic Purposes (EGAP), English for Specific Academic Purposes (ESAP), English Medium Instruction (EMI), Preliminary Year (PY), Science, Technology, Engineering, and Mathematics (STEM), Teaching and Learning Activities (TLA)

Cite this chapter as:

Yang, S., Anstey, D., & Theaker, B. (2025). Academic Transitions: Fostering EAP-STEM Collaboration at the Preliminary Year Programme in an EMI University. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 101−113). MMU Press.

Chapter 8

Post-Pandemic Academic Motivation, Test Anxiety and Academic Performance among Foundation and First-Year Students in Malaysia

Natrah Noor 
University of Nottingham, Malaysia
Natrah.Noor@nottingham.edu.my
https://orcid.org/0000-0001-8189-6360

Dorcas Lam Yarn Pooi
University of Nottingham, Malaysia

Su-Wan Gan
Universiti of Tunku Abdul Rahman, Malaysia

Abstract – The COVID-19 pandemic forced a shift to fully online teaching and learning, including in Malaysia. Previous studies have highlighted the negative impact of this transition on students’ academic motivation and well-being, which, in turn, affects academic performance (Spielberger, 1985; Cassady & Johnson, 2002a). However, the effects of returning to in-person learning post-pandemic remain underexplored, particularly for foundation and first-year undergraduate students who must adapt to a new tertiary environment. This study, therefore, examines motivation levels, test anxiety, and academic performance among these students in the post-pandemic context. The findings reveal that while the return to in-person learning did not significantly impact students’ motivation, test anxiety fully mediates the relationship between extrinsic motivation and academic performance. This suggests that higher extrinsic motivation increases test anxiety, which, in turn, reduces academic performance. These findings highlight the psychological impact of extrinsic motivation on students’ test anxiety.

Keywords: Academic Motivation, Test Anxiety, Academic Performance, Post-Pandemic

Cite this chapter as:

Noor, N., Pooi, D. L. Y., & Gan, S.-W. (2025). Post-Pandemic Academic Motivation, Test Anxiety and Academic Performance among Foundation and First-Year Students in Malaysia. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 115−128). MMU Press.

Chapter 9

Knowledge, Behaviour and Attitude towards Cancer and HPV Awareness Among Students at a Tertiary Education Centre in an International University in Malaysia: A Pilot Study

Ainul Farhana Abdul Razak
Newcastle University Medicine Malaysia (NUMed)
ainul-farhana.abdul-razak@newcastle.edu.my
https://orcid.org/0009-0005-4628-535X

Aryanny Nasir
Newcastle University Medicine Malaysia (NUMed),

Nurul Uyun Abdul Aziz
Newcastle University Medicine Malaysia (NUMed)

Bhuwaneswaran Vijayam
Newcastle University Medicine Malaysia (NUMed)

Abstract – Cancer incidence is growing worldwide, particularly among young individuals in Malaysia. This highlights the urgent need for effective educational strategies to raise cancer awareness. A quantitative approach, using a modified questionnaire was used in this pilot study to evaluate cancer knowledge among 26 international university students in Iskandar Puteri, Johor. The survey assessed respondents’ knowledge, behaviours, and attitudes regarding cancer awareness, HPV, cancer screening and facilities available, and misconceptions. The findings found a significant knowledge gap about common cancers despite HPV awareness being relatively high. Respondents showed a moderate grasp of cancer screening and misconceptions. Cronbach’s Alpha revealed that the questionnaires were moderately reliable. This pilot study shows that the survey items should be refined before a large-scale study. It proves the importance of cancer education programs for more extensive research to improve public health policy.

Keywords: Pre-University, Foundation in Science, Education, Cancer Awareness

Cite this chapter as:

Abdul Razak, A. F., Nasir, A., Abdul Aziz, N. U., & Vijayam, B. (2025). Knowledge, Behaviour and Attitude towards Cancer and HPV Awareness Among Students at a Tertiary Education Centre in an International University in Malaysia: A Pilot Study. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 129−142). MMU Press.

Chapter 10

Leading in a VUCA World: Lessons from Transnational Education Leadership

Gareth Morris
University of Nottingham, China
gareth.morris@nottingham.edu.cn
https://orcid.org/0009-0007-4408-6511

 Jinting Ye
University of Nottingham, China
Ashley.Ye@nottingham.edu.cn
https://orcid.org/0009-0002-2151-7888

Roser Cervera
University of Nottingham, China
Roser.Cervera@nottingham.edu.cn

Abstract – This study considers the challenges that operating a transnational educational provider can present in a volatile, uncertain, complex and ambiguous world. The VUCA environment resulted from the global pandemic, but regional instability and generative AI have presented equally disruptive challenges in recent years as well. In this instance, a case study institution is considered that utilises individual cases to consider the recruitment motivation and job satisfaction of teachers in a school that closed less than two years after it officially opened. It serves as a cautionary tale in terms of leadership and management practices and should be an interesting read that may well resonate in many areas with a wide range of readers.

Keywords: Transnational Higher Education, High School, Teachers, Leadership, Employment, Motivation, Satisfaction, Dissatisfaction, Teacher Development, Volatility, Uncertainty, Complexity, Ambiguity

Cite this chapter as:

Morris, G., Ye, J., & Cervera, R. (2025). Leading in a VUCA World: Lessons from Transnational Education Leadership. In S. T. Yong, N. Noor, B. Ramayah, & N. Ismail (Eds.), Conference of Pre-University Education 2024, Education Reforms: Reshaping Today for Tomorrow (pp. 143−155). MMU Press.