ANP Journal of Social Science and Humanities

Pedagogically Guided Integration of Generative AI in Mandarin Chinese Academic Writing: Lecturers’ Perspectives from Higher Education

2026-01-13T03:59:47+00:00

This study explores lecturers’ perspectives on integrating Generative AI Writing Models (GAIWM) into Mandarin Chinese academic writing instruction, with particular attention to pedagogical strategies, instructional design, assessment practices, and implementation challenges. Adopting a qualitative exploratory design, the study draws on semi-structured interviews with expert lecturers at Guangxi Art University. Data were analyzed using thematic analysis to identify recurring patterns related to GAIWM integration in academic writing pedagogy. The findings reveal four interrelated themes: (1) pedagogically guided integration of GAIWM as a supportive instructional scaffold, (2) alignment of AI tools with Mandarin Chinese academic writing conventions, (3) structured instructional design and process-oriented assessment of AI-based activities, and (4) challenges related to ethics, technological limitations, and professional development needs. Lecturers emphasized teacher mediation, contextual relevance, and controlled AI use as essential for meaningful learning outcomes. The study contributes a context-sensitive thematic model that conceptualizes effective GAIWM integration as an interaction among pedagogy, linguistic context, instructional design, and institutional capacity. The findings offer practical implications for writing instruction, curriculum design, and professional development in AI-enhanced higher education. By foregrounding lecturers’ perspectives in Mandarin Chinese academic writing instruction, this study addresses a critical gap in the AI-in-education literature and advances understanding of responsible, pedagogically grounded generative AI integration beyond English-dominant contexts.

Digital Marketing Communication of Local Products: A Case Study of Digital Marketing Content on Instagram Reels @zaynacoffee.official

2025-12-26T07:50:29+00:00

The Development of information and communication technology has driven significant changes in marketing communication practices, particularly through the use of social media as an interactive, visually oriented platform for message delivery. Instagram Reels has become a widely adopted feature among businesses to enhance audience reach and engagement, especially for marketing local coffee products. This study aims to analyze the characteristics of Instagram Reels content, describe content performance based on engagement indicators (views, likes, comments, and shares), and examine the frequency of Reels uploads as part of Kopi Muria Zayna's digital marketing communication strategy through the @zaynacoffee.official account. This research employs a descriptive quantitative method with a descriptive quantitative content analysis, examining all Instagram Reels content uploaded during the periods December 2023–November 2024 and December 2024–November 2025. Data were collected through observation and documentation, and subsequently analyzed using descriptive statistics to identify trends and differences in content performance, particularly in engagement indicators across the two periods. The findings indicate that the Reels content of Kopi Muria Zayna emphasizes consistent visual presentation, persuasive messaging, and the strengthening of the local identity of Muria coffee products. In terms of performance, the December 2024–November 2025 period shows a notable increase across all engagement indicators, particularly views, likes, and shares, suggesting broader reach and higher audience engagement. Meanwhile, the comments indicator reflects more balanced dialogic interaction in the most recent period. The frequency of Reels uploads also increased and followed a more consistent pattern than in the previous period, indicating improved planning and implementation of digital marketing strategies. This study concludes that Instagram Reels is an effective digital marketing communication medium for enhancing brand visibility and audience engagement in local coffee products. Therefore, it is recommended that account managers optimize data-driven content strategies, maintain consistent upload schedules, and develop more interactive content to strengthen long-term relationships with audiences.

Isu Etika, Cabaran Pelaksanaan dan Potensi Pembangunan Kompetensi Pelajar dalam Penggunaan Kecerdasan Buatan bagi Pendidikan TVET: Tinjauan Literatur Sistematik

2026-09-17T16:34:16+00:00

Penggunaan kecerdasan buatan dalam pendidikan dan latihan teknikal dan vokasional (TVET) berkembang seiring dengan peningkatan keperluan terhadap kompetensi digital, namun penggunaannya turut menimbulkan isu etika dan cabaran pelaksanaan yang perlu diberi perhatian. Tinjauan literatur sistematik ini bertujuan untuk mengenal pasti isu etika, meneliti cabaran pelaksanaan dan menganalisis potensi pembangunan kompetensi pelajar dalam penggunaan kecerdasan buatan bagi pendidikan TVET. Carian literatur dijalankan menggunakan pangkalan data Scopus serta alat carian berasaskan kecerdasan buatan bagi tujuan pengenalpastian dan saringan awal, manakala proses saringan dilaporkan berpandukan kerangka PRISMA. Satu langkah pengesahan rekod penerbitan turut dilaksanakan selepas saringan, dan hanya kajian yang rekod penerbitannya dapat disahkan melalui laman penerbit atau pangkalan data bibliografi bebas dimasukkan dalam sintesis. Analisis tematik secara manual terhadap korpus akhir menghasilkan 13 kajian dan tiga tema utama, iaitu isu etika, cabaran pelaksanaan dan potensi pembangunan kompetensi pelajar. Isu etika yang paling kerap dilaporkan melibatkan integriti akademik, kebergantungan pelajar, akauntabiliti dan kesedaran nilai profesional. Cabaran utama pula merangkumi ketiadaan polisi institusi, kesiapsiagaan pendidik dan kekangan infrastruktur. Potensi pembangunan kompetensi meliputi kemahiran teknikal, pemikiran kritis, literasi digital dan kreativiti. Walau bagaimanapun, sebahagian besar bukti dalam korpus bersifat kualitatif atau deskriptif tanpa kumpulan pembanding, menyebabkan dapatan berkaitan pembangunan kompetensi perlu ditafsirkan sebagai potensi yang dilaporkan dan bukannya kesan sebab akibat. Tinjauan ini menunjukkan bahawa penggunaan kecerdasan buatan dalam pendidikan TVET memerlukan pendekatan yang menggabungkan pertimbangan etika, kesiapsiagaan pelaksana dan tadbir urus institusi bagi menyokong penggunaan teknologi secara bertanggungjawab dan pembangunan kompetensi pelajar.

Enhancing English Writing Engagement Among Struggling Writers Through Themed Vocabulary: An Action Research Study in a Malaysian Vocational College

2026-09-19T18:16:53+00:00

Vocational students in Malaysia frequently disengage from English writing tasks, and limited lexical resource is among the barriers most often reported. This action research examined whether supplying a themed vocabulary list as a writing scaffold was associated with changes in the writing engagement of nine low-proficiency Semester 3 Welding Technology students at a vocational college in Selangor. Following Lewin's action research spiral, a four-week cycle of planning, action, observation and reflection was carried out. Verbs and adjectives drawn from the Science and Technology theme of the syllabus were introduced, discussed in context, practised in controlled exercises and then applied in sentence construction and guided writing. Engagement was examined across the cognitive, behavioural and emotional dimensions using classroom observation, a twelve-item questionnaire completed by all nine participants, interviews with two participants and a guided writing task, analysed descriptively. All nine participants produced grammatically acceptable simple sentences, while six produced at least one correct compound sentence, a difference consistent with the additional processing demand of coordinating two clauses. Questionnaire responses were uniformly favourable, with no participant selecting Disagree or Strongly Disagree on any item. Interview accounts point to reduced hesitation at the point of starting a task, alongside continuing difficulty in sustaining motivation across longer pieces. The study suggests that themed vocabulary may lower the entry cost of a writing task for struggling vocational writers without addressing persistence. With a single intact group, no comparison condition and partial reliance on self-report to a teacher-researcher, the findings are indicative rather than causal.

Penggunaan Bahan Pembelajaran Digital dalam Sesi Pembelajaran Teori di Kolej Vokasional: Satu Kajian Tindakan terhadap Minat, Penglibatan dan Pencapaian Pelajar

2026-09-19T18:42:23+00:00

Vocational college students typically show greater interest in practical workshop activities than in theory lessons, which weakens their grasp of the concepts underpinning those practical skills. This action research examined student acceptance of digital learning materials in theory lessons and documented the changes in engagement and achievement recorded over the intervention period. The study followed the Kemmis and McTaggart action research model in one Malaysian Vocational Certificate class at a vocational college in Selangor. The intervention combined instructional videos, multimedia slides, online interactive quizzes and a digital learning application used in a structured manner during theory sessions. Three data sources were used: an initial online needs survey (n = 22), a five-item five-point Likert feedback form (n = 14), and a comparison of Test 1 and Test 2 marks (n = 34). The feedback form recorded an overall mean of 4.53 (SD = 0.49) with a Cronbach's alpha of 0.814, while the item on satisfaction with the time allocated to teaching and learning recorded the lowest mean at 4.29 (SD = 0.83). The class mean mark rose from 86.12 to 91.91, an increase of 5.79 marks. The findings indicate high acceptance of the approach, but the single-group design without a control group does not permit any causal conclusion. Time allocation for theory sessions emerged as the aspect most in need of improvement. The study contributes a transparent practitioner record from a TVET classroom and argues for a controlled design in subsequent work.

Abstrak: Pelajar kolej vokasional lazimnya menunjukkan minat yang lebih tinggi terhadap aktiviti amali berbanding sesi teori, dan keadaan ini menyukarkan penguasaan konsep yang menjadi asas kepada kemahiran praktikal. Kajian tindakan ini bertujuan meninjau penerimaan pelajar terhadap penggunaan bahan pembelajaran digital dalam sesi teori serta merekodkan perubahan tahap penglibatan dan pencapaian yang berlaku sepanjang tempoh intervensi. Kajian dijalankan mengikut model kajian tindakan Kemmis dan McTaggart terhadap satu kelas pelajar Sijil Vokasional Malaysia di sebuah kolej vokasional di Selangor. Intervensi melibatkan video pembelajaran, slaid multimedia, kuiz interaktif dalam talian dan aplikasi pembelajaran digital yang digunakan secara berstruktur dalam sesi teori. Tiga sumber data digunakan: tinjauan keperluan awal dalam talian (n = 22), borang maklum balas pelajar lima item berskala Likert lima mata (n = 14), dan perbandingan markah Ujian 1 dan Ujian 2 (n = 34). Borang maklum balas mencatatkan min keseluruhan 4.53 (SP = 0.49) dengan alfa Cronbach 0.814, manakala item berkaitan kepuasan terhadap jumlah masa pengajaran dan pembelajaran mencatatkan min terendah iaitu 4.29 (SP = 0.83). Purata markah kelas meningkat daripada 86.12 kepada 91.91, iaitu kenaikan 5.79 mata markah. Dapatan menunjukkan penerimaan yang tinggi terhadap pendekatan ini, namun reka bentuk satu kumpulan tanpa kumpulan kawalan tidak membenarkan sebarang kesimpulan sebab akibat dibuat. Peruntukan masa bagi sesi teori dikenal pasti sebagai aspek yang paling memerlukan penambahbaikan. Kajian ini menyumbang satu rekod pelaksanaan yang telus bagi amalan bilik darjah di institusi TVET dan mencadangkan reka bentuk berkawalan bagi kajian lanjutan.

Factors Influencing Attendance and Lateness Among Diploma in Industrial Machining Technology Students: An Action Research Study at a Malaysian Vocational College

2026-09-19T18:26:33+00:00

Attendance and punctuality are central to Technical and Vocational Education and Training (TVET), where competency is acquired through supervised workshop practice that cannot readily be recovered outside timetabled hours. Persistent lateness in the Diploma in Industrial Machining Technology at a Malaysian vocational college prompted this study, which reports the problem-identification phase of a teacher action research cycle. Its objectives were to identify the factors students associate with their own absence and lateness, and to establish which improvement measures they regard as most likely to help. A five-point Likert-scale questionnaire was administered to 35 students, and the programme’s daily attendance records were examined alongside the responses. Data were analysed using frequencies, percentages and mean scores. Travel and commuting conditions recorded the highest mean among the factors examined (M = 3.06), followed by late bedtimes (M = 2.89), while lack of interest in the subject (M = 2.00), peer influence (M = 2.06) and lack of motivation (M = 2.20) recorded the lowest. No factor reached the high band of the interpretation scale, indicating that lateness in this cohort arises from several moderate pressures acting together rather than from a single dominant cause. Among the measures put to students, a comfortable college environment (M = 4.09), family encouragement (M = 4.06) and full-attendance rewards (M = 4.06) were rated most favourably. Because no intervention was implemented or evaluated in this phase, these ratings express anticipated usefulness rather than demonstrated effect, and provide a basis for the action phase.

Penggunaan AI Chatbot sebagai Alat Sokongan Pembelajaran Diagnostik Kerosakan Enjin dalam Kalangan Pelajar Teknologi Automotif Kolej Vokasional: Satu Kajian Tindakan

2026-09-19T18:28:39+00:00

This action research study examined the use of an AI chatbot as a learning support tool for engine fault diagnosis among 30 first-semester Malaysian Vocational Certificate (SVM) Automotive Technology students at a vocational college in Selangor. It followed the Kemmis and McTaggart action research model using a one-group pre-test and post-test design across a seven-week study period. The chatbot was not a sole diagnostic source: every response had to be verified against the service manual, physical inspection and teacher confirmation under a layered verification protocol. The mean score rose from 39.10 (SD = 3.42) to 82.70 (SD = 5.91), a difference of 43.60 points, 95% CI [41.37, 45.83], t(29) = 39.93, p < .001, with a normalized gain of 0.716. All 30 participants improved, but only 19 reached the high N-Gain category. The Cohen's dz of 7.29 is not interpreted as an intervention effect: the narrow pre-test standard deviation and the absence of a control group mean it reflects sample homogeneity and ordinary curriculum learning. A 20-item questionnaire recorded an overall mean of 4.31 (SD = 0.32) with a Cronbach's alpha of .897, 95% CI [.835, .943]; however, 96% of the 600 responses fell on scale points 4 or 5 and none below 3, a pattern consistent with socially desirable responding given that the researcher was also the class teacher. Findings are reported as changes in achievement and acceptance following the intervention, not as causal evidence. The study's contribution is a layered verification protocol for TVET diagnostic teaching.

Abstrak: Kajian tindakan ini meneliti penggunaan AI Chatbot sebagai alat sokongan pembelajaran diagnostik kerosakan enjin dalam kalangan 30 orang pelajar Sijil Vokasional Malaysia (SVM) Teknologi Automotif Semester 1 di sebuah kolej vokasional di Selangor. Kajian dilaksanakan mengikut model kajian tindakan Kemmis dan McTaggart menggunakan reka bentuk satu kumpulan ujian pra dan ujian pos dalam tempoh kajian tujuh minggu. AI Chatbot tidak digunakan sebagai sumber diagnosis tunggal kerana setiap respons wajib disahkan melalui manual servis, pemeriksaan fizikal dan bimbingan guru mengikut protokol pengesahan berlapis. Skor min meningkat daripada 39.10 (SP = 3.42) kepada 82.70 (SP = 5.91), iaitu perbezaan 43.60 mata, 95% SK [41.37, 45.83], t(29) = 39.93, p < .001, dengan peningkatan ternormal 0.716. Kesemua 30 peserta merekodkan peningkatan, tetapi hanya 19 orang mencapai kategori N-Gain tinggi. Saiz kesan Cohen dz sebanyak 7.29 tidak ditafsirkan sebagai kesan intervensi kerana sisihan piawai ujian pra yang sempit dan ketiadaan kumpulan kawalan menjadikan nilai tersebut mencerminkan kehomogenan sampel dan pembelajaran kurikulum biasa. Soal selidik 20 item merekodkan min keseluruhan 4.31 (SP = 0.32) dengan alfa Cronbach .897, 95% SK [.835, .943], namun 96% daripada 600 respons berada pada skala 4 atau 5 dan tiada satu pun respons di bawah 3, iaitu pola yang konsisten dengan kecenderungan jawapan yang diingini secara sosial memandangkan pengkaji juga guru kelas. Dapatan dilaporkan sebagai perubahan pencapaian dan penerimaan selepas intervensi, bukan bukti kausal. Sumbangan utama kajian ialah protokol pengesahan berlapis bagi pengajaran diagnostik TVET.

VOKAMIND: Pembangunan dan Penerimaan Pengguna terhadap Platform Digital Kesedaran Kesihatan Mental dalam Kalangan Pelajar Kolej Vokasional

2026-09-19T18:30:23+00:00

Adolescent mental health is receiving growing attention, yet the mental health literacy of vocational college students in Malaysia remains under-researched. This action research reports the development of VOKAMIND, a Google Sites digital platform that consolidates psychoeducational materials, emotion regulation techniques, an E-Luahan disclosure space, an E-Temujanji counselling appointment system and support helplines within a single integrated medium, and reports the level of user acceptance of that platform. The platform was developed by the Psychology and Career Unit of Kolej Vokasional Sungai Buloh following the five phases of the ADDIE model, namely Analysis, Design, Development, Implementation and Evaluation. User acceptance was assessed through an online feedback form completed by 20 students using a five-point Likert scale across seven aspects of the platform. Data were analysed descriptively using frequencies, percentages and means, with the low, moderate and high interpretation ranges stated explicitly. Overall acceptance was high, with a mean of 3.84 out of 5.00. Awareness of the importance of mental health care, reduced stigma toward counselling help and accuracy of information recorded the highest scores, whereas the display and layout of the website recorded the lowest score and remained within the moderate range. The study reports user perceptions rather than actual effects on mental health literacy, as neither pre-post measurement nor a control group was used. Within those limits, VOKAMIND shows promise as a digital psychoeducation medium that could be extended to other TVET institutions, with interface design and data privacy assurance as the priorities for improvement.

Abstrak: Isu kesihatan mental dalam kalangan remaja semakin mendapat perhatian, namun literasi kesihatan mental pelajar kolej vokasional di Malaysia masih kurang dikaji. Kajian tindakan ini melaporkan pembangunan VOKAMIND, sebuah platform digital berasaskan Google Sites yang menghimpunkan bahan psikopendidikan, teknik pengurusan emosi, ruang E-Luahan, sistem E-Temujanji kaunseling dan talian sokongan dalam satu medium bersepadu, serta melaporkan tahap penerimaan pengguna terhadap platform tersebut. Platform dibangunkan oleh Unit Psikologi dan Kerjaya Kolej Vokasional Sungai Buloh mengikut lima fasa Model ADDIE, iaitu Analisis, Reka Bentuk, Pembangunan, Pelaksanaan dan Penilaian. Penerimaan pengguna dinilai melalui borang maklum balas dalam talian yang dijawab oleh 20 orang pelajar menggunakan skala Likert lima mata bagi tujuh aspek platform. Data dianalisis secara deskriptif menggunakan kekerapan, peratusan dan min, dengan julat interpretasi rendah, sederhana dan tinggi dinyatakan secara eksplisit. Dapatan menunjukkan penerimaan keseluruhan berada pada tahap tinggi dengan min 3.84 daripada 5.00. Aspek kesedaran kepentingan penjagaan kesihatan mental, pengurangan stigma terhadap bantuan kaunseling dan ketepatan maklumat mencatat skor tertinggi, manakala aspek paparan dan susun atur laman web mencatat skor terendah dan kekal dalam julat sederhana. Kajian ini melaporkan persepsi pengguna dan bukan kesan sebenar terhadap literasi kesihatan mental, kerana tiada ukuran pra dan pasca mahupun kumpulan kawalan digunakan. Dalam batasan tersebut, VOKAMIND menunjukkan potensi sebagai medium psikopendidikan digital yang boleh diperluaskan ke institusi TVET lain, dengan keutamaan penambahbaikan pada reka bentuk antara muka dan jaminan privasi data.

An application of Artificial Intelligence in Teaching and Learning: A Systematic Literature Review of Its Implications for University Student and Academic Achievement

2026-09-22T11:04:03+00:00

Artificial intelligence (AI) is increasingly embedded in higher education through adaptive learning systems, intelligent tutoring systems, generative AI assistants and learning analytics, yet evidence on what this integration does to students' motivation and academic achievement remains fragmented. This systematic literature review synthesises twenty studies published between 2022 and 2025 and retrieved from Scopus, following the PRISMA 2020 statement and the Synthesis without Meta-analysis reporting guideline. Records were screened in four stages, appraised against four quality criteria and analysed by thematic synthesis. The corpus is dominated by favourable findings: eighteen of the twenty studies report positive motivational effects, attributed mainly to personal pacing, immediate feedback and increased learner autonomy. The evidentiary basis for those claims, however, is thinner than the pattern suggests. Only half of the included studies report primary empirical data, only four use an experimental design and only one reports a control group comparison, so the apparent consensus rests substantially on conceptual, bibliometric and review papers. Evidence on academic achievement is weaker still, with several studies inferring achievement gains from motivational proxies rather than measuring them. Recurrent risks include over-reliance on generated output, algorithmic bias, data privacy, uneven digital readiness and reduced social presence. The review concludes that AI integration is associated with improved motivation and shows promise for achievement, but that current evidence cannot establish effectiveness. Longitudinal, controlled and discipline-specific studies, together with Malaysian evidence aligned to national generative-AI guidance, are the clear priorities.

Peranan Kecerdasan Buatan dalam Pengajaran dan Pembelajaran Bilik Darjah: Satu Tinjauan Literatur Sistematik terhadap Peranan, Cabaran dan Isu Etika

2026-09-22T10:52:35+00:00

Kecerdasan buatan semakin meluas digunakan dalam bilik darjah, namun bukti mengenai kesannya terhadap pengajaran dan pembelajaran masih tersebar dan tidak seragam. Tinjauan literatur sistematik ini meneliti peranan kecerdasan buatan dalam meningkatkan keberkesanan pengajaran guru, cabaran serta risiko pelaksanaannya, dan kesan negatif yang berbangkit apabila penggunaannya tidak dipandu etika. Carian dijalankan menggunakan pangkalan data Scopus, Taylor & Francis dan SpringerLink, disokong oleh alat carian literatur berasaskan kecerdasan buatan pada peringkat pengenalpastian. Proses saringan dilaporkan mengikut kerangka PRISMA dan sintesis dijalankan secara tematik terhadap korpus akhir yang terdiri daripada kajian berbahasa Inggeris yang diterbitkan antara tahun 2020 hingga 2026. Tiga tema utama terhasil. Pertama, kecerdasan buatan dilaporkan menyokong pengajaran melalui sokongan pedagogi, pembelajaran peribadi, pentaksiran formatif dan pengurangan beban tugas pentadbiran guru. Kedua, cabaran utama yang berulang ialah privasi dan keselamatan data, bias algoritma, serta tahap kesediaan dan literasi kecerdasan buatan dalam kalangan guru. Ketiga, penggunaan tanpa kawalan pedagogi dikaitkan dengan pembelajaran superfisial, kebergantungan pelajar dan risiko terhadap integriti akademik. Tinjauan ini tidak mengumpulkan data primer dan tidak menuntut telah mengukur keberkesanan; bukti meta-analisis dalam bilik darjah sekolah menunjukkan kesan yang kecil dan bergantung kepada reka bentuk penggunaan. Justeru, kecerdasan buatan wajar diperlakukan sebagai alat sokongan pedagogi yang memerlukan garis panduan etika, pembangunan kapasiti guru dan reka bentuk pentaksiran yang sesuai.