My Teaching Portfolio (2025)
About Me:
I am currently an English Language Teacher at the Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM). Since beginning my career in 2012, I have taught a wide range of undergraduate English courses with an average student load of 150–200 students per semester. These include:
- Professional Communication Skills 1 & 2 (UHLB 2122 & UHLB 3132)
- Professional Communication Skills (UHLB 3132)
- English for Workplace Communication (ULAB3162)
- Effective Oral Communication
- English for Professional Purposes
- Language Enhancement and Advancement Programme (LEAP)
I actively incorporate technology, gamification, and learner autonomy in my lessons to support a dynamic and engaging learning experience. In 2025, I was honoured to be selected as a Zep Quiz Global Ambassador, further extending my role in digital learning innovation.
- Statement of Teaching Philosophy
I believe that every student is unique and deserves an empowering, student-centered learning environment. My teaching approach emphasizes learning autonomy by encouraging students to take control of their own progress, while also engaging them in problem-based tasks that foster critical thinking and real-world relevance. I actively integrate digital innovations such as Zep Quiz, Canva AI, Yoodli, Interacty, and Padlet to create interactive and personalized learning experiences. Providing immediate, actionable feedback is also a key component of my practice, helping students stay motivated and informed about their development. While I take on the role of a facilitator in the classroom, I remain deeply involved in instructional design and continuously refine my lessons to ensure students build practical language skills and confidence.
- Statement of Teaching Responsibility
I am currently appointed as an English language teacher at Language Academy, Universiti Teknologi Malaysia. I began my teaching career in 2012 as a contract worker before I was offered a permanent position in 2014.
As of 2025, I teach 5 to 6 sections of English courses every semester, catering to both mainstream and part-time undergraduate students at Universiti Teknologi Malaysia. My teaching focuses on enhancing students’ academic and workplace communication skills through interactive and student-centered methods.
In addition to delivering core content, I mentor students through presentation coaching, project-based assessments, and gamified learning tasks. A key classroom innovation I developed is the Teacher of the Day (TOTD) approach—a peer-teaching framework that nurtures leadership, collaboration, and public speaking skills in a low-stakes environment. I also embed artificial intelligence (AI) tools such as ChatGPT and Canva AI into classroom tasks to support brainstorming, writing refinement, speaking fluency, and self-assessment, giving students greater autonomy and personalized feedback throughout their learning journey.
- Description of Course Outline and Materials
The following details are the synopsis of the courses that I’ve taught.
UHLB 3132: This course prepares students with the fundamental skills required for speaking in professional settings at the B2 level. Students will develop the ability to produce clear and detailed business proposals. After that, they will also present ideas based on the business proposal. Finally, they will actively participate in formal group discussions, expressing their ideas convincingly. The course also promotes learning through web-based resources. By the end of this course, students should be able to present arguments clearly, expand significant points with relevant examples, and rounding off with conclusions.
UHLB 1112: This English course is designed to reinforce and enhance students’ existing English Language skills to enable them to communicate better in their current surrounding. Through guided and independent learning activities, students will develop their skills in reading, listening, writing as well as speaking. At the end of the course, students should be able to distinguish relevant information in factual texts on topics of interest. Students should also acquire the ability to compose texts on familiar topics. Additionally, this course will provide students with opportunities to enhance their listening and speaking skills and be able to identify the main points of speech given on frequently encountered matters as well as articulate their views on matters of interest.
ULAB1122: This course exposes students to essential academic skills through read-to-write approach. It focuses on developing students’ ability to read texts and develop their receptive and productive skills through student-centered activities. This includes reading academic texts, making notes, writing clearly and coherently, and participating in discussions. Grammar enhancement activities are also incorporated in all skills. At the end of this course, students should be able to apply acquired skills in their academic activities.
ULAB2122: This course reinforces and enhances all four key language skills to facilitate students’ language use in academic context. This includes reading and synthesizing information, listening for main ideas and details (e.g. lectures), taking notes, writing clearly and coherently, and participating in oral presentation and class discussions. The course incorporates features of vocabulary and grammar of academic English. In addition, the course fosters independent learning activities facilitated by online resources. At the end of the course students should be able to integrate skills and knowledge to perform tasks in academic contexts.
ULAB3162: The course prepares students with the skills of effective communication that are necessary in order for them to be able to function effectively in workplace situations. at the beginning of the courses, students are required to do enculturation tasks in order to discover their potential and possible expectations of the prospective workplace environment. through active learning, it emphasizes oral and written communication skills that are practised in workplace situation. using authentic workplace scenarios, students will be given opportunities to negotiate and present information through group discussions and presentations. by the end of the course, students should be able to function as individuals and team members using appropriate communication skills at workplace.
LEAP: This subject prepares students with Basic English for communication skills to be used in daily conversation. The lessons for this subject include four language skills: reading, listening, speaking and writing. The objectives of this programme are to enrich learners’ vocabulary and common language expression as well as enhance learner’s confidence of using English language. The programme will be conducted through engaging learning activities, tailored to increase the students’ interest and confidence in utilizing and learning English language. Lecturers are free to choose suitable methods to teach the students plus few compulsory project based tasks. At the end of the semester, students will be awarded with a certificate of participation.
- Efforts to Improve Teaching
I consistently revise my course materials based on student feedback, peer reviews, and emerging best practices. Notable efforts include gamified learning using platforms such as Zep Quiz, Genially, and Wordwall alternatives, as well as AI-assisted teaching with tools like ChatGPT, Perplexity, and Yoodli. I also design micro-courses and embed interactive quizzes using platforms like Canva and Google Sites to enhance student engagement and self-paced learning. Additionally, I actively participate in professional development through workshops such as CTRL+ALT+ENGAGE, Skolar, and internal training sessions organized by FSSH and UTM to stay current with evolving pedagogical strategies.
Teacher of the day (TOTD)
As a new programme offered under Language Academy, UHLB 1112 is designed for students who obtained MUET of Band 1 until Band 3. The objective of the class is to enhance students’ existing English Language skills to enable them to communicate better in their current surrounding. At the beginning of the semester, I would ask them how do they about having to speak and use English and mostly would say that they feel nervous (HERE) so I need to strategize a way to make them feel less agitated being in front. By adapting collaborative learning, I came up with TOTD, a fancy name similar to OOTD (means: outfit of the day) which is notorious on social media platforms. It is a simple problem-based activity where students would form small groups before they select a chapter in the textbook. I would give them a simple lesson plan for them to brainstorm their teaching session. They would be given an ample amount of time to brainstorm and prepare with me supervising them. I also encourage students to think out of the box in planning and convince them not to worry of going the extra mile. Implementing games in their teaching session is also encouraged.
What I can reflect from observing their TOTD session is that, students are more comfortable being in front teaching rather than just presenting (which sometimes can be seen as just blindly reading from the slideshow) and most of them can navigate their TOTD with minimal dependence on cue cards, Additionally, the interaction between presenter-audience is better and they are not worried in making mistakes as they know that I am present to facilitate and help them out. I believe that when teachers empower their students, it helps build their self-confidence. After all, it’s all about encouraging them to feel comfortable in using the language. Some snippets of TOTD sessions HERE and HERE.
I also believe that it is important for me to know the latest technique, courseware or applications in teaching language. Every semester, without fail, I will maximize the use of e-learning in my classes. I went to several workshops to gain knowledge on Web 2.0. Through these workshops, I was able to do things and monitor my e-learning sites effectively. This is also important because teachers need to be updated with new technologies and applications as it can help us in our teaching and our interaction with the students. Additionally, I also maximize other online platforms such as Padlet and Kahoot as my teaching tools.
- Evaluation of Teaching and Feedback
Below is the summary of the teaching evaluation of the courses that I taught in 2019. Generally, I have achieved Level 4 and 5 of blended learning status for all the courses that I taught. The achievement can be seen in the figure below. The data are taken from TES.
Having your students to score really well in your class shows how effective and interesting your lecture are. In my opinion, another way to evaluate teaching is through the students’ comments. I always look forward to reading the feedback and comments from my students at the end each semester. I strongly believe that by reading these feedbacks, I would know my strengths and weaknesses and what I should do to enhance my teaching skills. Below are some the e-PPP scores for subjects that I have taught for the past few years:
Table 5.1: e-PPP Scores
| YEAR | SEMESTER | SUBJECT | UNIVERSITY SCORE | MY SCORE |
| 2018 | Semester 1, 20182019 | ULAB1122 (05) ULAB2122 (12) ULAB3162 (05) ULAB3162 (27) | 4.53 4.53 4.53 4.53 | 4.38 4.54 4.56 4.65 |
| 2017 | Semester 2, 20172018 | ULAB1122 (44) ULAB1122 (31) ULAB2122 (06) ULAB2122 (30) | 4.53 4.53 4.53 4.53 | 4.86 4.64 4.61 4.66 |
| Semester 1, 20172018 | ULAB1122 (01) ULAB1122 (39) ULAB2122 (07) ULAB3162 (06) | 4.50 4.50 4.50 4.50 | 4.46 4.55 4.66 4.59 | |
| 2016 | Semester 2, 20162017 | ULAB1122 (09) ULAB1122 (01) ULAB3162 (22) | 4.50 4.48 4.50 | 4.48 4.50 4.58 |
| Semester 1, 20162017 | ULAB1122 (14) ULAB2122 (01) ULAB2122 (11) ULAB3162 (10) | 4.48 4.48 4.48 4.48 | 4.46 4.50 4.28 4.82 | |
| 2015 | Semester 2, 20152016 | ULAB1112 (10) ULAB2122 (03) ULAB2122 (39) ULAB1122 (33) | 4.52 4.52 4.52 4.52 | 4.56 4.37 4.70 4.46 |
| Semester 1, 20152016 | ULAB1122 (43) ULAB1122 (04) | 4.49 4.49 | 4.43 4.30 |
- Product of Teaching (Evidence of Student Learning)
My product of teaching is definitely the students graduating from their respective courses in UTM. English is a service subject; hence, my students are both from the engineering and non-engineering fields of study. I aim to help UTM to produce graduates who are not only excellent in academics but also excellent as human beings. Among the comments that I have received from my former students from e-PPP were: