1. Pre-service teachers' experience with Computer- enhanced Language Learning (CeLL) at IPG KPM Mastura Othman, Supyan Hussin, Pramela Krish UKM, Malaysia.

2. Introduction Teacher training programme English Language Proficiency (ELP) - compulsory course in the Preparatory Programme for Non-TESL Bachelor of Teachership or Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP). Preparation for Bachelor of Teachership in Malay Female Campus of Teacher Education Institute (IPG, Kampus Perempuan Melayu)

3. Background Introducing CeLL (Computer enhanced Language Learning) Lian (1991) in Hoven (1997) ; CeLL is simply an enabling tool to help learners acquiring the language through series of activities that are related to computer and the internet. CeLL – being introduced in a course as a pilot project

4. Statement of Problem ELP course pro-forma; does not outline/suggest the integration of ICT clearly. Pre-service teachers are interested in ICT while lecturers are not particularly keen in ICT The coursework are hardly computer integrated but 80% structured written exercises

5. Objectives: Sharing the pre-service teachers’ initial experience in a CeLL of an English Language Proficiency (ELP) course: to find out how a CeLL coursework enhanced the pre-service teachers’ English language proficiency to identify to what extent that the CeLL coursework tasks develop creativity among the pre-service teachers

6. Research Questions How could the CeLL coursework enhance the pre-service teachers’ English language proficiency? To what extent that the tasks in the CeLL coursework develop creativity among the pre- service teachers?

7. Research framework Constructivist’s meaningful learning theory; learners construct their own knowledge and frames of reference through individual and social activities (Biggs, 1996) Constructivists’ key principles for teaching and learning (Piaget and Vygotsky); learning is an active process and learning should be whole, authentic and real (Chen, 2009).

8. Rationale of assigning the computer aided coursework Supyan (2008) reiterates Vygotsky’s idea of scaffolding in learning process ; learners would have more opportunities to interact with the language when they are given a variety of supports including technological tools, thinking skills, computing skills, and access to the Internet.

9. Methodology Qualitative in nature Document analysis: brochures (final product of the CeLL coursework), respondents’ reflective writings (process of fulfilling the coursework tasks) Observation (on respondents’ oral presentation with PPP) Interview : recorded and transcribed (triangulate)

10. Findings 1: the CeLL short coursework enhanced the pre-service teachers’ English language proficiency: Respondent 5’s Reflective writing; …To start the brochure was a big problem for me. I had to explore the contents of the publisher about three days to understand what I’m going to do. And finally I had finished it by myself. Although the results was not so good but I was so proud because I had learned many new things during finishing this tasks…

11. Additional :ICT knowledge and skills Respondent 10’s reflective writing; …when I do this task, I get more information about the ICT. Today, I know how to make my own brochure. Before I do this task, I don’t know how to use the Microsoft Office Publisher, to make the brochure. Now, I learn new information about ICT…

12. Reading skills: skim and scan Interview: A 126: …, this work I can do, how, I, I, must read and explore myself ahh, do the best and the more knowledge, about computer A 129: …then by discuss, and read ahh, the day we make a text from power point and then we copy and then paste text to the brochure, so we can do the task by following or read the text ahh, I, I, read a lot, many English text, quickly to do task the, in coursework A 130: …I read example, for, from Oxford dictionary, to type sentences for story the, my family members…

13. Speaking skills: improved and developed confidence Interview: A 016: ahh, after we complete our, our power point, and then, ahh, the teacher asked us to present the power point and then, when we speak up we can improve our English, speaking, our grammar, and skill how to speak, like ah, perfect… A 124: I, the same opinion with my friend I think that what I gain from this coursework is, we get, built the confidence ahh, to talk ahh, to spoke up in English, to speak up in English, in front of others ahh,

14. Developed interest in the learning of English Respondent 8’s reflective writing: …I was also weak in vocabulary. It made me so womsel that I will not complete this coursework on the date. Furthermore this tasks was so difficult but I’m not give up and disappointed with that I still have my friend to teach me in English and helped me complete this coursework. If before this, English is the most bored subject for me but when I had done this task, I was so interested to learn English in the future.

15. Developed interest in the English language Interview: A 151: (not clear) for me (not clear) before this I have no interest in English, with this coursework ahh, because ahh, this coursework is very interesting and this support Q 152: okay, support your language interest, right? A 153: Ahh

16. Findings 2: the extent that CeLL short coursework developed creativity among the pre-service teachers Reflection 13 In the process to do this coursework, there many problems that I faced and the biggest problem are to make a brochure. This is the first time I need to make it. I asked my friend to help me to do it. I may use and improvise the brochure templates from the Microsoft Publisher and created it by my own creativity.

17. The final product: Sample of brochure Page 1 Page 2

18. Creative: Decision making Interview: Q 045: So, in the end you can do it, right? Okay, alright, my next question is, alright, ahh, how do you feel about it when I ask for your suggestion on the topic for the brochure? How do you feel about it? A 046: I appreciate ahh, myself, because ahh, it, can, because the word depend for me to, ahh, to ahh, about the colour, about the design, and then ahh, when I don’t know I can share, ahh, discuss with our friends, ahh, and know how to settle, ahh how to, settle the problems

19. Creative: Problem solving Interview: A 040: When I get the assignment, we must do the brochure, how I don’t know, don’t know about the brochure, how to make it, so, feel so worried and after that when, discuss with my friend, ahh lecturer, so we learnla how to make, how to present and how to make design, ahh the background, suitable, with other font, colour,

20. Creative: Thinking skills Interview: A 041: I feel that, ahh excited because I can learn new ahh, a new thing, because before this we never use the brochure software, so in this coursework we use it, so we have to creative, and we need to have good think, ahh be good thinker, to organise the, the graphic, and everything else

21. Conclusion CeLL managed to promote a conducive and encouraging English language learning process. Respondents were able to learn and acquire the target language in addition to mastering the ICT skills when they engaged in the assigned tasks. The activities in the course are meaningful- developed creativitiy; wider area, more activities. Practice creativity and innovation in preparing the coursework. CeLL should continue to be integrated, with some improvements, into the curriculum of teacher training program

22. CELL to CELT? Please give way, THANK YOU TERIMA KASIH e-mail: mbo@ippm.edu.my