Glocal Initiatives in Fostering Collaboration in Pedagogical Transformation: Lessons From Universiti Teknologi Mara, Malaysia
Abstract
Researchers have long propagated self-directed, lifelong learning as a way forward in grooming human capital. Language learning must transcend beyond the traditional classroom, which uses chalk and talk methods with a heavy reliance on textbooks, towards more flexible, learner-centered methods. The challenge of a lack of suitable teaching materials that are accessible for students outside the classroom can be overcome by using authentic reading materials available online and offline. The COVID-19 pandemic has pushed the digital learning agenda and has changed the way educators think and execute their teaching and assessment. It has certainly changed the way they work, live and communicate in their professional and personal lives. This paper addresses the challenges faced by English as a second language educators teaching during the pandemic and how pedagogical transformations can be done. Using developmental action research, this paper presents The Reader’s Digest story by tracing the history of academic-industry collaborations to enable transformation in teaching and learning through innovations at the tertiary level.
Keywords: teaching second language, reading beyond classrooms, academic-industry collaborations, teaching innovations, developmental action research
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