{"id":39,"date":"2026-09-15T02:21:17","date_gmt":"2026-09-15T02:21:17","guid":{"rendered":"https:\/\/people.utm.my\/s-rahmah\/?page_id=39"},"modified":"2026-09-15T09:11:04","modified_gmt":"2026-09-15T09:11:04","slug":"my-teaching-portfolio","status":"publish","type":"page","link":"https:\/\/people.utm.my\/s-rahmah\/my-teaching-portfolio\/","title":{"rendered":"My Teaching Portfolio"},"content":{"rendered":"\n

ABOUT ME<\/strong>

I am a Language Teacher (DG10) at the Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM). Joining UTM in 2019 after starting my career in teacher training and e-learning content design, I teach around 120 to 150 students each semester across 5 sections, covering a range of CEFR-aligned courses including English Communication Skills, Academic English Communication Skills, Professional Communication Skills 1 & 2. I also teach external programmes like Intensive English Programme (IEP) and Summer School modules. As Course Coordinator for UHLB3132 and Assistant IEP Coordinator, I actively drive curriculum design, assessment development, and student preparation for university entry requirements, while remaining dedicated to enhancing student confidence through interactive digital tools, video-based learning, and collaborative communication strategies.<\/p>\n\n\n\n

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1. TEACHING PHILOSOPHY<\/strong><\/p>\n\n\n\n

My teaching philosophy is guided by constructivism and connectivism, framing language learning as an active, social, and continuous process where real-life application makes English both meaningful and fun. I focus on creating interactive classes where students think critically, simulate authentic scenarios, and build self-awareness through constructive feedback on their pronunciation, vocabulary, and grammar. In order to keep the learning engaging and aligned with modern trends, I integrate digital tools like TikTok, Canva, Quizizz (Wayground), YouTube, and Zep Quiz to foster creativity, collaboration, and reflection. Supported by formative and summative assessments, student-led end-of-class reflections, and open out-of-class communication via Telegram and email, I strive to create a comfortable environment that empowers students to become confident, motivated, and independent learners.<\/p>\n\n\n\n

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2. DESCRIPTION OF TEACHING STRATEGIES<\/strong> <\/p>\n\n\n\n

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3. CREATIVITY AND INNOVATION IN TEACHING, LEARNING & ASSESSMENT<\/strong>
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4. IMPACTS OF INNOVATION ON QUALITY OF LEARNING<\/strong>

In order to demonstrate the impact of the innovations used in my T&L, I have compiled the students\u2019 results for UHL2122 and UHL3132 courses in 2025\/2026. Overall, the students performed well in my classes, regardless of their academic background and field of study.<\/p>\n\n\n\n

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UHLB2122 Students\u2019 Result 2025\/2026<\/em> UHLB3132 Students\u2019 Result 2025\/2026<\/em><\/p>\n\n\n\n

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5. TEACHING EVALUATION & FEEDBACK<\/strong>

5.1 ePPP Scores <\/strong><\/p>\n\n\n\n

One way for an instructor to evaluate their teaching is through the students\u2019 comments and  feedback. I will always check my students\u2019 comments at the end of the semester and try to  improve my teaching for the next semester. Below are some of the e-PPP scores for subjects  that I have taught for the past few years<\/p>\n\n\n\n

Table 5.1: e-PPP Scores<\/strong><\/p>\n\n\n\n

YEAR <\/strong><\/td>SEMESTER <\/strong><\/td>SUBJECT <\/strong><\/td>MY SCORE <\/strong><\/td><\/tr>
2025<\/td>Semester 2,  20252026<\/td>UHLB2122 (25)
UHLB2122 (47)
UHLB3132 (07)
UHLB3132 (19)
UHLB3132 (41)<\/td>		0.99 (S3)
0.96 (S3)
0.97 (S3)
0.96 (S3)
0.97 (S3)<\/td><\/tr>
Semester 1,  20252026<\/td>UHLB2122 (01)
UHLB3132 (04)
UHLB3132 (12)
UHLB3132 (28)
UHLB3132 (57)<\/td>		0.97 (S3)
0.97 (S3)
0.97 (S3)
0.97 (S3)
0.96 (S3)<\/td><\/tr>
2024<\/td>Semester 2,  20242025<\/td>UHLB2122 (41)
UHLB3132 (01)
UHLB3132 (18)
UHLB3132 (37)
UHLB3132 (48)<\/td>		0.95 (S3)
0.91 (S3)
0.98 (S3)
0.94 (S3)
0.99 (S3)<\/td><\/tr>
Semester 1,  20242025<\/td>UHLB2122 (33)
UHLB2122 (53)
UHLB3132 (5)
UHLB3132 (36)
UHLB3132 (52)<\/td>		0.96 (S3)
0.97 (S3)
0.94 (S3)
0.98 (S3)
0.97 (S3)<\/td><\/tr>
2023<\/td>Semester 2,  20232024<\/td>UHLB2122 (63)
UHLB2122 (39)
UHLB2122 (17)
UHLB3132 (01)
UHLB3132 (19)<\/td>		0.91 (S3)
0.96 (S3)
0.98 (S3)
0.95 (S3)
0.96 (S3)<\/td><\/tr>
2022<\/td>Semester 2,  20222023<\/td>UHLB1112 (5) 
UHLB1112 (9) 
UHLB2122 (14)
UHLB3132 (01)
UHLB3132 (22)
UHLB3132 (33)<\/td>		1.00 (S3)
0.97 (S3)
0.97 (S3)
0.98 (S3)
0.95 (S3)
0.89 (S3)<\/td><\/tr>
Semester 1,  20222023<\/td>UHLB1112 (10)
UHLB1112 (27)
UHLB2122 (10)
UHLB2122 (39)
UHLB2122 (54)
UHLB3132 (27)<\/td>		0.99 (S3)
0.94 (S3)
0.96 (S3)
0.98 (S3)
0.95 (S3)
0.96 (S3)<\/td><\/tr>
2021<\/td>Semester 1,  20212022<\/td>UHLB1112 (9) 
UHLB1112 (18)
UHLB2122 (19)
UHLB2122 (24)
UHLB3132 (22)
UHLB3132 (30)<\/td>		4.62 
4.62 
4.62 
4.62 
4.62 
4.62<\/td><\/tr>
Semester 2,  20212022<\/td>UHLB1112 (4) 
UHLB1112 (10)
UHLB2122 (6) 
UHLB2122 (25)
UHLB3132 (5) 
UHLB3132 (17)<\/td>		4.66 
4.66 
4.66 
4.66 
4.66 
4.66<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

5.2 ePPP Testimonial <\/strong><\/p>\n\n\n\n

Since English is a compulsory university subject for all students, my classes consist of learners from both engineering and non-engineering fields. The true outcome of my teaching is the graduating students from these programmes. My goal is to ensure that UTM continues to produce graduates who excel not only academically, but also in essential soft skills. Below are some of the comments shared by my students through e-PPP. <\/p>\n\n\n

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UHLB2122 EPPP responses: Section 1 (Sem 1 20252026)<\/em><\/p>\n\n\n

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UHLB3132 EPPP responses: Section 19 (Sem 2 20252026)<\/em><\/p>\n\n\n\n

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6. IMPROVEMENT TO TEACHING & LEARNING<\/strong>

Continuous improvement is central to my teaching practice, supported by peer sharing, student feedback, and regular review of teaching strategies and materials. As the Course Coordinator for UHLB3132 Professional Communication Skills 2<\/strong>, I lead the course design and revision process to ensure alignment with CEFR standards, students\u2019 professional needs, course learning outcomes, and quality requirements through vetting with the Syllabus Committee. Pre- and post-feedback is also collected for video-based pitching and negotiation projects to evaluate their effectiveness in preparing students for assessments. In addition, as the Assistant Coordinator and IEP Taskforce member<\/strong>, I contribute to the development and vetting of IEP modules, including the iBuddy<\/em> (A2) and Language Builders<\/em> (B1) projects, while teaching and monitoring student learning. I also coordinate the IEP Cultural Visit Project<\/strong> each semester, involving almost 200 international students in learning experiences beyond the classroom, and collect student feedback at the end of each IEP cycle to identify areas for further improvement. Through collaboration, reflection, and feedback, I continuously refine my teaching practices to better meet students\u2019 needs while maintaining the quality and relevance of the courses and programmes.<\/p>\n\n\n\n

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7. SCHOLARSHIP OF TEACHING & LEARNING AND PROFESSIONAL DEVELOPMENT<\/strong><\/p>\n\n\n\n

7.1 Sharing of Knowledge and Experience<\/strong><\/p>\n\n\n\n

I was involved in the Language Seminar P (LSP) 2024<\/strong> as both a committee member and presenter, where I presented my Master\u2019s research titled \u201cThe Representation of Tun Mahathir Pre and Post General Election 14: A Critical Discourse Analysis.\u201d<\/em> I also presented another study from my Master\u2019s research, \u201cSelf-Representation in Personal Branding: A Study of Dato\u2019 Sri Aliff Syukri,\u201d<\/em> at the Virtual Language and Communication Postgraduate International Seminar (VLCPIS)<\/strong>. Most recently, I presented a paper entitled \u201cEnhancing English Speaking Skills Through TikTok-Based Project Learning Among UTM Intensive English Programme Students\u201d<\/em> at the TNTELT (Teaching and Learning in English and Language Teaching) Conference<\/strong>, organised by the ESL Language Centre. This study was based on a TikTok-based learning project implemented with students from the Intensive English Programme (IEP), which I teach.<\/p>\n\n\n\n

7.2. Recognition (Awards \/ Key Speaker \/ Seminar \/ Facilitator \/ Mentor)<\/strong><\/p>\n\n\n\n

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  1. Anugerah Perkhidmatan Cemerlang (APC) \u2013 Faculty Level (2021-2025)<\/li>\n\n\n\n
  2. Anugerah Perkhidmatan Cemerlang (APC) 2025 \u2013 University Level, Citra Karisma <\/li>\n\n\n\n
  3. Active Blended Learning Award (2019-2026)<\/li>\n\n\n\n
  4. Facilitator, Rocket to Fluency: Ace Your English, Communicate with Ease \u2013 Language Academy Young Scholars (LAYS) (2024-2026)<\/li>\n\n\n\n
  5. Facilitator, Let\u2019s Learn Art and Culture (LETARC) \u2013 Sekolah Seni Johor Bahru (2025) <\/li>\n\n\n\n
  6. Facilitator, Summer School Programme \u2013 Shibaura Institute of Technology (SIT), Japan Participant, (2021-2025)<\/li>\n\n\n\n
  7. Facilitator,Kem Mahasiswa Negara \u2013 Ministry of Higher Education Speaker (2025 – 2026)<\/li>\n\n\n\n
  8. Speaker: Kem Pembentukan Jawatankuasa Kolej Pelajar (JKP) Kolej Tuanku Canselor Sesi 2025\/2026 – \u201cPembentukan Sahsiah dan Adab Berkomunikasi\u201d<\/em> <\/li>\n\n\n\n
  9. Facilitator, Toys for Friends (TFF)Facilitator, Master Chef Programme \u2013 SK Tiram Duku & SK Sungai Boh (2023)<\/li>\n<\/ol>\n\n\n\n

    <\/p>\n","protected":false},"excerpt":{"rendered":"

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