Reflections
Personal reflections of the project.
Personal reflections of the project.
Personal reflections of the project.
This page presents individual reflections from each group member, focusing on learning experiences, challenges, peer reviews, and personal development throughout the project.
Navigating Communication and a New Space: My journey in PBL
Ahmad Adam Henri
Working on the English CW3 research paper has been one of the most engaging parts of this course. Although CW1 and CW2 were not as interesting to me, this course introduced many new tools that I can use for both personal and academic work. Throughout the class sessions, I met peers who were the most engaging this semester, and they influenced not only language use but also group dynamics, expectations, and conflict management styles. Overall, my journey was a mix of laid‑back moments and small personal conflicts, but I would describe it as mostly positive because each challenge taught me something practical and new. The most memorable moment was when I first met my classmates and the lecturer: I was assigned to a random group in a new university with different racial and cultural backgrounds, which broadened how I communicated compared to my peers back home. I realised how easily assumptions and misinterpretations can happen even with simple questions or tone.
Personally, I faced several challenging moments during the project. At the beginning, when I was assigned to a group already halfway through their work, I struggled to narrow down the topic and felt overwhelmed balancing this assignment with other classes. Although I am used to figuring things out on my own, it was still stressful. I also noticed that our communication styles were different: some members were very direct while others were more reserved. This sometimes led to meetings that never happened and to us relying only on quick text messages. I often misunderstood who was doing what and had to work hard to figure out the context of our discussions. Over time, I learned to clarify tasks explicitly, ask follow‑up questions instead of assuming, and use polite yet clear language when disagreeing. The most important thing I learned was that effective cross‑cultural communication requires patience, active listening, and the courage to address confusion early.
I am also grateful for what I learned from my teammates. Our group leader, Siti, always came prepared with reminders and explanations, and she helped us organise our findings into a logical structure. From her, I learned the value of planning and how to communicate effectively instead of simply pushing everyone to do something that might not happen. Our teammate Goh Pei Jia focused on administrative efficiency, and her motivation to maintain a high GPA made the group work more engaging and serious. Abdullah, although he sometimes brought up unrelated topics in the group chat, could be a very positive partner when he had the right mindset. Finally, Leong Kai, though more reserved, still contributed effectively whenever he spoke up. Overall, my group members were surprisingly helpful and supportive throughout the journey.
This project also changed the way I view myself as a communicator. I realised that I tend to avoid confrontation, which sometimes leads to unclear messages and misunderstandings. I also became more aware of how my cultural background shapes my expectations, such as valuing indirectness and politeness, which can clash with more direct styles. My main takeaway from this course and project is that cross‑cultural communication is a skill that can be developed with awareness and practice, not just something natural that you either have or do not have.
( 537 words )
Reflection of AI in Education Project
Leong Hoong Kai
This project included an E-Portfolio, Written Response, and Research Paper regarding AI in education. Working on those tasks taught me how to find good sources, make a clear outline, and write in academic style. First, the topic felt large and confusing, but the library workshop and the outline consultation were very helpful. At those moments, the research felt more real and focused. Overall, my feelings are mostly positive because I learned a lot of useful skills during the progression. The most memorable moment was when our lecturer gave us feedback on our outline, and that advice really helped us solve a lot of weaknesses quickly and made the work smoother.
Working on this project was not easy, especially scheduling meetings for five of us, and sometimes we had to change plans when someone was unable to make it. I also found paraphrasing academic papers was difficult because it was tricky to keep the original meaning while using different words. Turnitin checks made me careful about similarity and AI rate. On the good side, I improved at writing clear topic sentences and building balanced paragraphs with claims, evidence, counterarguments, and refutations. One proud moment was rewriting a paragraph so it read like a proper academic argument. This showed me I can organise ideas and use sources to support a point. I also became better at checking APA style citations and proofreading my work.
For peer feedback, I want to highlight what each member did well and give one useful suggestion. Siti Aishah Binti Faisal organised meetings, recorded notes, and designed the overall structure of the e-Portfolio. She kept us on time and was reliable. One suggestion for her is to share tasks more evenly so she has time for bigger ideas. Muhammad Abdullah Awan gave strong data-driven ideas and pushed for better evidence. One suggestion for him is to spend more time on final proofreading to avoid small errors. Goh Pei Jia carefully reviewed our work and provided helpful feedback, making our paper clearer and more organised. One suggestion for her is to speak more during initial project discussions so her ideas can guide the project's direction from the start. Ahmad Adam Henri wrote the introduction and conclusion of our research paper, which clearly explained the topic and summarised our main points well. One suggestion for him is to involve more in the planning phase so the overall structure can be more complete. Each member had their own value. For myself, I learned how to work as a team, be patient, and how to give and receive constructive feedback.
In conclusion, this subject helped me improve my language and writing skills. I can now write clearer introductions, use author-prominent sentences, paraphrase better, and apply APA 7th reference style correctly. If I do any similar project again, I will set more specific phased deadlines, conduct brief progress checks each week, and assign specific editing tasks to speed up the work process and maintain high quality. I will also run similarity and AI rate checks earlier to solve issues on time. I plan to use these skills in future subjects’ coursework, internships, and at work when I need to write reports, make presentations, or work in a team. This project gave me confidence and practical tools that I will keep using.
( 548 words )
Step in a New Journey of a Research Project
Goh Pei Jia
I'm Goh Pei Jia, a Sunwayrian who transferred from Multimedia University after completing my foundation year. When I step into this class, I feel a fresh start as the teacher has already started the research project, and I have not done it before. Luckily, my leader, Siti, explained the scope and other project details to me as I’m a late application student who applied to this university after the orientation. In this project, I truly learned and understood the academic phrasing, APA 7 citation, writing response format, ways to create an E-portfolio website, and communication using other languages. In my viewpoint, uploaded the latest information and verify the data in is my most powerful learning moments and while I revise the HTML, CSS and other programming language, and helping to check groupmates' reference in draft 2 which have some minor mistake such as incorrect doi link, missing author and the missing of reference which occurs in the citation paragraph and fixed in draft 3.
In my journey, the most challenging is the writing response, as I haven't done it before in my life! I felt butterflies in my stomach when I was doing it in class, as I had already revised the format before. Hopefully, the mark is reasonable, and I'm very appreciative of it. The mistake I made was not rechecking the paragraph in my write CW3 part, which had two similar ideas in two paragraphs, and I also had other, less specific fact citations in my part that I mentioned when consulting with the teacher. I felt sorry and fixed the errors and rechecked my paragraph. Furthermore, I learned how to become a more responsible and disciplined groupmate during the project, such as not last minute in my work (Yaa, I’m not gonna try this thing in the project)
My leader, Siti, is highly capable and a professional groupmate whom I haven't met before. She always summarizes the teacher's teaching and states the deadline in a shared document so that I can schedule my time easily. I will cultivate this habit. She also always communicates with the teacher when we meet some unknown parts, such as helping us to check whether the project is on the correct path. She also separates the work fairly and always does the most part in this project. Therefore, I'm trying to help her as much as I can. Adam is a chill person and also does his part on time, and the work is nice and also praised by the teacher. I hope I can have a similar personality to his, so I'll not always panic when I step into an unknown area. For Leong, he is also the same as Adam, but Leong is more chill than Adam, and he also finishes his task on time. Abdullah is quite an anxious person, as he also has a good schedule for his time between relaxing and doing projects, but he always asks in the group what today's learning although Siti already uploaded the daily knowledge and works in the document. I think he can try to manage his emotions, as he always panics and experiences anxiety all the time.
In a nutshell, I have learned many things and had numerous moments that I would not have had before, and I have a sense of achievement when helping my groupmates in the project. I'm appreciative of having nice groupmates.
( 579 words )
The Final Climb of ENG1044 : Powered by Caffeine and Shared Stress
Muhammad Abdullah Awan
Looking back at this research project, I honestly learned way more than I expected. All the credit for that goes to the undefeated champion of the "English for Computer Technology (ENG1044)” course, Miss Siti Zuraiyin Yassin, and then my remarkable group mates. The journey had a mix of small wins, tiny stresses, and moments where everything suddenly made sense. Most of what I experienced was positive because every obstacle and every decision taught me something new each time. The number of times I texted my group mates just to request them to check my work and them actually helping me no matter what time of day I asked, was indeed something amazing to see. I am saying this with my full heart that I had the best group members. They were not only helpful, but throughout this journey I made new friends and acquaintances, and I am very grateful for that. I am incredibly grateful to be part of a team with such amazing individuals.
One of the most challenging parts for me was balancing my section while trying to understand what was even happening, especially when deadlines started getting closer. But those moments taught me how important planning and steady communication are in group projects. The biggest lesson I gained personally was realizing that teamwork is not about dividing tasks equally; it’s about supporting each other based on strengths and stepping in when someone feels stuck and is confused. From being confused when working on CW1 of the Project to finally completing the assignment, I have learned and improved a lot in many ways and for that I would love to credit my group mates and my teacher. Each and every time I annoyed my group mates, I learned new things every time.
Working with my team was honestly one of the best parts. The group leader, Siti Aisha, always stayed consistent and focused. Her way of organizing not just her part but at the same time helping organize parts for everyone else in the group was no doubt one of her best qualities. Seeing her dedication motivated me to do the same and keep trying no matter how many times I failed. Goh Pei contributed a lot of creative ideas whenever we hit a wall. Her positive attitude made the stressful environment turn into a more relaxed one. She would go through not only her part but even the work of the other group members, such as myself, just so that if there is anything that can be improved, she could tell us. Leong Kai was incredibly reliable; no matter what, his work would still be of top-notch quality, and he would always be there to help a group mate. From him, I learned how much a simple reminder or supportive message can keep a group moving. Ahmad Adam is our most recent member, and he is a phenomenal student, group mate, and friend in all ways. He quickly got entered into the group and started working tirelessly. He noticed details that I, in my own parts, overlooked, which really improved the quality of our final output. His effort taught me to slow down and look at things more carefully and to go through my work as many times as needed so that it would be near to perfect. We all have put in a lot of time and effort to achieve this finally.
Through this project and the tasks throughout the course, I genuinely improved the way I communicate and express ideas in writing. I also became more comfortable working in a team and adapting when plans change. In the future, if I do another project-based assignment, I would probably start planning earlier and check in with my group more consistently. Moving forward, I can see myself using the teamwork skills, communication habits, and research experience I gained here in my coursework and even during internships or work. Overall, this project wasn’t just about completing a task, it was a real learning experience that helped me grow both personally and academically.
( 674 words )
English1044 Subject and Project Reflections
Siti Aishah Binti Faisal
What I learned from this research project is that I still prefer individual assignments over coordinating group work. I might have liked the structure of the project, but I had a less-than-pleasant experience overall. The last-minute choice of topic and the uneven communication within the group played a big part in that. That’s not to say there were overt arguments, simply a lack of clear communication due to unresponsive members who don’t take initiative unless told to do tasks with specific direction or feedback.
Personally, the hardest part of the project was organising the workload, particularly for the portfolio. The platform itself was easy to use, at least for me, but no one touched it until midway through the semester when they were explicitly allocated pages to handle. That left me doing most of the early setup, formatting, and adding extra sections like the Credits page and the Export Citations page, as well as the view/download options for PDFs. I don’t necessarily mind doing that kind of busywork, but I did worry about whether it would be enough to help salvage marks for the project overall. As for the written response in class, I genuinely didn’t enjoy that part because my handwriting is atrocious and I tend to panic in the moment. It was a nice surprise that I scored well. I’m proud of it, I suppose, because I’m still doubtful of my own competence, though I’m trying to be better about recognising when I’ve done something well.
Moving on to my reflection on peers, while I started this paper with a negative impression, they weren’t all bad. Muhammad Abdullah Awan was the most proactive when it came to the research paper writing. He asked the most questions in the group chat, mainly clarifying what was said in lectures and what needed to be done each week. Sometimes it irked me, but I learned to be patient and clear things up for the benefit of the group. PeiJia and Ahmad Adam Henri, who joined the group late, were dependable with their assigned tasks. They weren’t especially proactive beyond those tasks, but they completed everything on time, such as maintaining the reference list and refining the introduction. Their consistency took some pressure off me. Kai contributed meaningfully to the outline and part of the paper, and his writing was unexpectedly advanced, which helped. My constructive criticism for him—and for everyone, really—is not to wait until the last minute to act or ask what to do.
Overall, the aspect of language and writing I learned the most about was structuring and formatting. We didn’t have any corrections to make regarding structure for the draft of our balanced argumentative essay, and I think that speaks for itself. For future project-based assignments, I’d be more upfront about expectations rather than hoping team members come to their own realisations. I’ve accepted my fate as group lead in most cases, unless someone else is ready and able to take that role. Moving forward, clearer and more respectful communication will be my main takeaway for handling group work.
( 512 words )
Navigating Communication and a New Space: My journey in PBL
Ahmad Adam Henri
Working on the English CW3 research paper has been one of the most engaging parts of this course. Although CW1 and CW2 were not as interesting to me, this course introduced many new tools that I can use for both personal and academic work. Throughout the class sessions, I met peers who were the most engaging this semester, and they influenced not only language use but also group dynamics, expectations, and conflict management styles. Overall, my journey was a mix of laid‑back moments and small personal conflicts, but I would describe it as mostly positive because each challenge taught me something practical and new. The most memorable moment was when I first met my classmates and the lecturer: I was assigned to a random group in a new university with different racial and cultural backgrounds, which broadened how I communicated compared to my peers back home. I realised how easily assumptions and misinterpretations can happen even with simple questions or tone.
Personally, I faced several challenging moments during the project. At the beginning, when I was assigned to a group already halfway through their work, I struggled to narrow down the topic and felt overwhelmed balancing this assignment with other classes. Although I am used to figuring things out on my own, it was still stressful. I also noticed that our communication styles were different: some members were very direct while others were more reserved. This sometimes led to meetings that never happened and to us relying only on quick text messages. I often misunderstood who was doing what and had to work hard to figure out the context of our discussions. Over time, I learned to clarify tasks explicitly, ask follow‑up questions instead of assuming, and use polite yet clear language when disagreeing. The most important thing I learned was that effective cross‑cultural communication requires patience, active listening, and the courage to address confusion early.
I am also grateful for what I learned from my teammates. Our group leader, Siti, always came prepared with reminders and explanations, and she helped us organise our findings into a logical structure. From her, I learned the value of planning and how to communicate effectively instead of simply pushing everyone to do something that might not happen. Our teammate Goh Pei Jia focused on administrative efficiency, and her motivation to maintain a high GPA made the group work more engaging and serious. Abdullah, although he sometimes brought up unrelated topics in the group chat, could be a very positive partner when he had the right mindset. Finally, Leong Kai, though more reserved, still contributed effectively whenever he spoke up. Overall, my group members were surprisingly helpful and supportive throughout the journey.
This project also changed the way I view myself as a communicator. I realised that I tend to avoid confrontation, which sometimes leads to unclear messages and misunderstandings. I also became more aware of how my cultural background shapes my expectations, such as valuing indirectness and politeness, which can clash with more direct styles. My main takeaway from this course and project is that cross‑cultural communication is a skill that can be developed with awareness and practice, not just something natural that you either have or do not have.
( 537 words )
Reflection of AI in Education Project
Leong Hoong Kai
This project included an E-Portfolio, Written Response, and Research Paper regarding AI in education. Working on those tasks taught me how to find good sources, make a clear outline, and write in academic style. First, the topic felt large and confusing, but the library workshop and the outline consultation were very helpful. At those moments, the research felt more real and focused. Overall, my feelings are mostly positive because I learned a lot of useful skills during the progression. The most memorable moment was when our lecturer gave us feedback on our outline, and that advice really helped us solve a lot of weaknesses quickly and made the work smoother.
Working on this project was not easy, especially scheduling meetings for five of us, and sometimes we had to change plans when someone was unable to make it. I also found paraphrasing academic papers was difficult because it was tricky to keep the original meaning while using different words. Turnitin checks made me careful about similarity and AI rate. On the good side, I improved at writing clear topic sentences and building balanced paragraphs with claims, evidence, counterarguments, and refutations. One proud moment was rewriting a paragraph so it read like a proper academic argument. This showed me I can organise ideas and use sources to support a point. I also became better at checking APA style citations and proofreading my work.
For peer feedback, I want to highlight what each member did well and give one useful suggestion. Siti Aishah Binti Faisal organised meetings, recorded notes, and designed the overall structure of the e-Portfolio. She kept us on time and was reliable. One suggestion for her is to share tasks more evenly so she has time for bigger ideas. Muhammad Abdullah Awan gave strong data-driven ideas and pushed for better evidence. One suggestion for him is to spend more time on final proofreading to avoid small errors. Goh Pei Jia carefully reviewed our work and provided helpful feedback, making our paper clearer and more organised. One suggestion for her is to speak more during initial project discussions so her ideas can guide the project's direction from the start. Ahmad Adam Henri wrote the introduction and conclusion of our research paper, which clearly explained the topic and summarised our main points well. One suggestion for him is to involve more in the planning phase so the overall structure can be more complete. Each member had their own value. For myself, I learned how to work as a team, be patient, and how to give and receive constructive feedback.
In conclusion, this subject helped me improve my language and writing skills. I can now write clearer introductions, use author-prominent sentences, paraphrase better, and apply APA 7th reference style correctly. If I do any similar project again, I will set more specific phased deadlines, conduct brief progress checks each week, and assign specific editing tasks to speed up the work process and maintain high quality. I will also run similarity and AI rate checks earlier to solve issues on time. I plan to use these skills in future subjects’ coursework, internships, and at work when I need to write reports, make presentations, or work in a team. This project gave me confidence and practical tools that I will keep using.
( 548 words )
Step in a New Journey of a Research Project
Goh Pei Jia
I'm Goh Pei Jia, a Sunwayrian who transferred from Multimedia University after completing my foundation year. When I step into this class, I feel a fresh start as the teacher has already started the research project, and I have not done it before. Luckily, my leader, Siti, explained the scope and other project details to me as I’m a late application student who applied to this university after the orientation. In this project, I truly learned and understood the academic phrasing, APA 7 citation, writing response format, ways to create an E-portfolio website, and communication using other languages. In my viewpoint, uploaded the latest information and verify the data in is my most powerful learning moments and while I revise the HTML, CSS and other programming language, and helping to check groupmates' reference in draft 2 which have some minor mistake such as incorrect doi link, missing author and the missing of reference which occurs in the citation paragraph and fixed in draft 3.
In my journey, the most challenging is the writing response, as I haven't done it before in my life! I felt butterflies in my stomach when I was doing it in class, as I had already revised the format before. Hopefully, the mark is reasonable, and I'm very appreciative of it. The mistake I made was not rechecking the paragraph in my write CW3 part, which had two similar ideas in two paragraphs, and I also had other, less specific fact citations in my part that I mentioned when consulting with the teacher. I felt sorry and fixed the errors and rechecked my paragraph. Furthermore, I learned how to become a more responsible and disciplined groupmate during the project, such as not last minute in my work (Yaa, I’m not gonna try this thing in the project)
My leader, Siti, is highly capable and a professional groupmate whom I haven't met before. She always summarizes the teacher's teaching and states the deadline in a shared document so that I can schedule my time easily. I will cultivate this habit. She also always communicates with the teacher when we meet some unknown parts, such as helping us to check whether the project is on the correct path. She also separates the work fairly and always does the most part in this project. Therefore, I'm trying to help her as much as I can. Adam is a chill person and also does his part on time, and the work is nice and also praised by the teacher. I hope I can have a similar personality to his, so I'll not always panic when I step into an unknown area. For Leong, he is also the same as Adam, but Leong is more chill than Adam, and he also finishes his task on time. Abdullah is quite an anxious person, as he also has a good schedule for his time between relaxing and doing projects, but he always asks in the group what today's learning although Siti already uploaded the daily knowledge and works in the document. I think he can try to manage his emotions, as he always panics and experiences anxiety all the time.
In a nutshell, I have learned many things and had numerous moments that I would not have had before, and I have a sense of achievement when helping my groupmates in the project. I'm appreciative of having nice groupmates.
( 579 words )
The Final Climb of ENG1044 : Powered by Caffeine and Shared Stress
Muhammad Abdullah Awan
Looking back at this research project, I honestly learned way more than I expected. All the credit for that goes to the undefeated champion of the "English for Computer Technology (ENG1044)” course, Miss Siti Zuraiyin Yassin, and then my remarkable group mates. The journey had a mix of small wins, tiny stresses, and moments where everything suddenly made sense. Most of what I experienced was positive because every obstacle and every decision taught me something new each time. The number of times I texted my group mates just to request them to check my work and them actually helping me no matter what time of day I asked, was indeed something amazing to see. I am saying this with my full heart that I had the best group members. They were not only helpful, but throughout this journey I made new friends and acquaintances, and I am very grateful for that. I am incredibly grateful to be part of a team with such amazing individuals.
One of the most challenging parts for me was balancing my section while trying to understand what was even happening, especially when deadlines started getting closer. But those moments taught me how important planning and steady communication are in group projects. The biggest lesson I gained personally was realizing that teamwork is not about dividing tasks equally; it’s about supporting each other based on strengths and stepping in when someone feels stuck and is confused. From being confused when working on CW1 of the Project to finally completing the assignment, I have learned and improved a lot in many ways and for that I would love to credit my group mates and my teacher. Each and every time I annoyed my group mates, I learned new things every time.
Working with my team was honestly one of the best parts. The group leader, Siti Aisha, always stayed consistent and focused. Her way of organizing not just her part but at the same time helping organize parts for everyone else in the group was no doubt one of her best qualities. Seeing her dedication motivated me to do the same and keep trying no matter how many times I failed. Goh Pei contributed a lot of creative ideas whenever we hit a wall. Her positive attitude made the stressful environment turn into a more relaxed one. She would go through not only her part but even the work of the other group members, such as myself, just so that if there is anything that can be improved, she could tell us. Leong Kai was incredibly reliable; no matter what, his work would still be of top-notch quality, and he would always be there to help a group mate. From him, I learned how much a simple reminder or supportive message can keep a group moving. Ahmad Adam is our most recent member, and he is a phenomenal student, group mate, and friend in all ways. He quickly got entered into the group and started working tirelessly. He noticed details that I, in my own parts, overlooked, which really improved the quality of our final output. His effort taught me to slow down and look at things more carefully and to go through my work as many times as needed so that it would be near to perfect. We all have put in a lot of time and effort to achieve this finally.
Through this project and the tasks throughout the course, I genuinely improved the way I communicate and express ideas in writing. I also became more comfortable working in a team and adapting when plans change. In the future, if I do another project-based assignment, I would probably start planning earlier and check in with my group more consistently. Moving forward, I can see myself using the teamwork skills, communication habits, and research experience I gained here in my coursework and even during internships or work. Overall, this project wasn’t just about completing a task, it was a real learning experience that helped me grow both personally and academically.
( 674 words )
English1044 Subject and Project Reflections
Siti Aishah Binti Faisal
What I learned from this research project is that I still prefer individual assignments over coordinating group work. I might have liked the structure of the project, but I had a less-than-pleasant experience overall. The last-minute choice of topic and the uneven communication within the group played a big part in that. That’s not to say there were overt arguments, simply a lack of clear communication due to unresponsive members who don’t take initiative unless told to do tasks with specific direction or feedback.
Personally, the hardest part of the project was organising the workload, particularly for the portfolio. The platform itself was easy to use, at least for me, but no one touched it until midway through the semester when they were explicitly allocated pages to handle. That left me doing most of the early setup, formatting, and adding extra sections like the Credits page and the Export Citations page, as well as the view/download options for PDFs. I don’t necessarily mind doing that kind of busywork, but I did worry about whether it would be enough to help salvage marks for the project overall. As for the written response in class, I genuinely didn’t enjoy that part because my handwriting is atrocious and I tend to panic in the moment. It was a nice surprise that I scored well. I’m proud of it, I suppose, because I’m still doubtful of my own competence, though I’m trying to be better about recognising when I’ve done something well.
Moving on to my reflection on peers, while I started this paper with a negative impression, they weren’t all bad. Muhammad Abdullah Awan was the most proactive when it came to the research paper writing. He asked the most questions in the group chat, mainly clarifying what was said in lectures and what needed to be done each week. Sometimes it irked me, but I learned to be patient and clear things up for the benefit of the group. PeiJia and Ahmad Adam Henri, who joined the group late, were dependable with their assigned tasks. They weren’t especially proactive beyond those tasks, but they completed everything on time, such as maintaining the reference list and refining the introduction. Their consistency took some pressure off me. Kai contributed meaningfully to the outline and part of the paper, and his writing was unexpectedly advanced, which helped. My constructive criticism for him—and for everyone, really—is not to wait until the last minute to act or ask what to do.
Overall, the aspect of language and writing I learned the most about was structuring and formatting. We didn’t have any corrections to make regarding structure for the draft of our balanced argumentative essay, and I think that speaks for itself. For future project-based assignments, I’d be more upfront about expectations rather than hoping team members come to their own realisations. I’ve accepted my fate as group lead in most cases, unless someone else is ready and able to take that role. Moving forward, clearer and more respectful communication will be my main takeaway for handling group work.
( 512 words )
Navigating Communication and a New Space: My journey in PBL
Ahmad Adam Henri
Working on the English CW3 research paper has been one of the most engaging parts of this course. Although CW1 and CW2 were not as interesting to me, this course introduced many new tools that I can use for both personal and academic work. Throughout the class sessions, I met peers who were the most engaging this semester, and they influenced not only language use but also group dynamics, expectations, and conflict management styles. Overall, my journey was a mix of laid‑back moments and small personal conflicts, but I would describe it as mostly positive because each challenge taught me something practical and new. The most memorable moment was when I first met my classmates and the lecturer: I was assigned to a random group in a new university with different racial and cultural backgrounds, which broadened how I communicated compared to my peers back home. I realised how easily assumptions and misinterpretations can happen even with simple questions or tone.
Personally, I faced several challenging moments during the project. At the beginning, when I was assigned to a group already halfway through their work, I struggled to narrow down the topic and felt overwhelmed balancing this assignment with other classes. Although I am used to figuring things out on my own, it was still stressful. I also noticed that our communication styles were different: some members were very direct while others were more reserved. This sometimes led to meetings that never happened and to us relying only on quick text messages. I often misunderstood who was doing what and had to work hard to figure out the context of our discussions. Over time, I learned to clarify tasks explicitly, ask follow‑up questions instead of assuming, and use polite yet clear language when disagreeing. The most important thing I learned was that effective cross‑cultural communication requires patience, active listening, and the courage to address confusion early.
I am also grateful for what I learned from my teammates. Our group leader, Siti, always came prepared with reminders and explanations, and she helped us organise our findings into a logical structure. From her, I learned the value of planning and how to communicate effectively instead of simply pushing everyone to do something that might not happen. Our teammate Goh Pei Jia focused on administrative efficiency, and her motivation to maintain a high GPA made the group work more engaging and serious. Abdullah, although he sometimes brought up unrelated topics in the group chat, could be a very positive partner when he had the right mindset. Finally, Leong Kai, though more reserved, still contributed effectively whenever he spoke up. Overall, my group members were surprisingly helpful and supportive throughout the journey.
This project also changed the way I view myself as a communicator. I realised that I tend to avoid confrontation, which sometimes leads to unclear messages and misunderstandings. I also became more aware of how my cultural background shapes my expectations, such as valuing indirectness and politeness, which can clash with more direct styles. My main takeaway from this course and project is that cross‑cultural communication is a skill that can be developed with awareness and practice, not just something natural that you either have or do not have.
( 537 words )
Reflection of AI in Education Project
Leong Hoong Kai
This project included an E-Portfolio, Written Response, and Research Paper regarding AI in education. Working on those tasks taught me how to find good sources, make a clear outline, and write in academic style. First, the topic felt large and confusing, but the library workshop and the outline consultation were very helpful. At those moments, the research felt more real and focused. Overall, my feelings are mostly positive because I learned a lot of useful skills during the progression. The most memorable moment was when our lecturer gave us feedback on our outline, and that advice really helped us solve a lot of weaknesses quickly and made the work smoother.
Working on this project was not easy, especially scheduling meetings for five of us, and sometimes we had to change plans when someone was unable to make it. I also found paraphrasing academic papers was difficult because it was tricky to keep the original meaning while using different words. Turnitin checks made me careful about similarity and AI rate. On the good side, I improved at writing clear topic sentences and building balanced paragraphs with claims, evidence, counterarguments, and refutations. One proud moment was rewriting a paragraph so it read like a proper academic argument. This showed me I can organise ideas and use sources to support a point. I also became better at checking APA style citations and proofreading my work.
For peer feedback, I want to highlight what each member did well and give one useful suggestion. Siti Aishah Binti Faisal organised meetings, recorded notes, and designed the overall structure of the e-Portfolio. She kept us on time and was reliable. One suggestion for her is to share tasks more evenly so she has time for bigger ideas. Muhammad Abdullah Awan gave strong data-driven ideas and pushed for better evidence. One suggestion for him is to spend more time on final proofreading to avoid small errors. Goh Pei Jia carefully reviewed our work and provided helpful feedback, making our paper clearer and more organised. One suggestion for her is to speak more during initial project discussions so her ideas can guide the project's direction from the start. Ahmad Adam Henri wrote the introduction and conclusion of our research paper, which clearly explained the topic and summarised our main points well. One suggestion for him is to involve more in the planning phase so the overall structure can be more complete. Each member had their own value. For myself, I learned how to work as a team, be patient, and how to give and receive constructive feedback.
In conclusion, this subject helped me improve my language and writing skills. I can now write clearer introductions, use author-prominent sentences, paraphrase better, and apply APA 7th reference style correctly. If I do any similar project again, I will set more specific phased deadlines, conduct brief progress checks each week, and assign specific editing tasks to speed up the work process and maintain high quality. I will also run similarity and AI rate checks earlier to solve issues on time. I plan to use these skills in future subjects’ coursework, internships, and at work when I need to write reports, make presentations, or work in a team. This project gave me confidence and practical tools that I will keep using.
( 548 words )
Step in a New Journey of a Research Project
Goh Pei Jia
I'm Goh Pei Jia, a Sunwayrian who transferred from Multimedia University after completing my foundation year. When I step into this class, I feel a fresh start as the teacher has already started the research project, and I have not done it before. Luckily, my leader, Siti, explained the scope and other project details to me as I’m a late application student who applied to this university after the orientation. In this project, I truly learned and understood the academic phrasing, APA 7 citation, writing response format, ways to create an E-portfolio website, and communication using other languages. In my viewpoint, uploaded the latest information and verify the data in is my most powerful learning moments and while I revise the HTML, CSS and other programming language, and helping to check groupmates' reference in draft 2 which have some minor mistake such as incorrect doi link, missing author and the missing of reference which occurs in the citation paragraph and fixed in draft 3.
In my journey, the most challenging is the writing response, as I haven't done it before in my life! I felt butterflies in my stomach when I was doing it in class, as I had already revised the format before. Hopefully, the mark is reasonable, and I'm very appreciative of it. The mistake I made was not rechecking the paragraph in my write CW3 part, which had two similar ideas in two paragraphs, and I also had other, less specific fact citations in my part that I mentioned when consulting with the teacher. I felt sorry and fixed the errors and rechecked my paragraph. Furthermore, I learned how to become a more responsible and disciplined groupmate during the project, such as not last minute in my work (Yaa, I’m not gonna try this thing in the project)
My leader, Siti, is highly capable and a professional groupmate whom I haven't met before. She always summarizes the teacher's teaching and states the deadline in a shared document so that I can schedule my time easily. I will cultivate this habit. She also always communicates with the teacher when we meet some unknown parts, such as helping us to check whether the project is on the correct path. She also separates the work fairly and always does the most part in this project. Therefore, I'm trying to help her as much as I can. Adam is a chill person and also does his part on time, and the work is nice and also praised by the teacher. I hope I can have a similar personality to his, so I'll not always panic when I step into an unknown area. For Leong, he is also the same as Adam, but Leong is more chill than Adam, and he also finishes his task on time. Abdullah is quite an anxious person, as he also has a good schedule for his time between relaxing and doing projects, but he always asks in the group what today's learning although Siti already uploaded the daily knowledge and works in the document. I think he can try to manage his emotions, as he always panics and experiences anxiety all the time.
In a nutshell, I have learned many things and had numerous moments that I would not have had before, and I have a sense of achievement when helping my groupmates in the project. I'm appreciative of having nice groupmates.
( 579 words )
The Final Climb of ENG1044 : Powered by Caffeine and Shared Stress
Muhammad Abdullah Awan
Looking back at this research project, I honestly learned way more than I expected. All the credit for that goes to the undefeated champion of the "English for Computer Technology (ENG1044)” course, Miss Siti Zuraiyin Yassin, and then my remarkable group mates. The journey had a mix of small wins, tiny stresses, and moments where everything suddenly made sense. Most of what I experienced was positive because every obstacle and every decision taught me something new each time. The number of times I texted my group mates just to request them to check my work and them actually helping me no matter what time of day I asked, was indeed something amazing to see. I am saying this with my full heart that I had the best group members. They were not only helpful, but throughout this journey I made new friends and acquaintances, and I am very grateful for that. I am incredibly grateful to be part of a team with such amazing individuals.
One of the most challenging parts for me was balancing my section while trying to understand what was even happening, especially when deadlines started getting closer. But those moments taught me how important planning and steady communication are in group projects. The biggest lesson I gained personally was realizing that teamwork is not about dividing tasks equally; it’s about supporting each other based on strengths and stepping in when someone feels stuck and is confused. From being confused when working on CW1 of the Project to finally completing the assignment, I have learned and improved a lot in many ways and for that I would love to credit my group mates and my teacher. Each and every time I annoyed my group mates, I learned new things every time.
Working with my team was honestly one of the best parts. The group leader, Siti Aisha, always stayed consistent and focused. Her way of organizing not just her part but at the same time helping organize parts for everyone else in the group was no doubt one of her best qualities. Seeing her dedication motivated me to do the same and keep trying no matter how many times I failed. Goh Pei contributed a lot of creative ideas whenever we hit a wall. Her positive attitude made the stressful environment turn into a more relaxed one. She would go through not only her part but even the work of the other group members, such as myself, just so that if there is anything that can be improved, she could tell us. Leong Kai was incredibly reliable; no matter what, his work would still be of top-notch quality, and he would always be there to help a group mate. From him, I learned how much a simple reminder or supportive message can keep a group moving. Ahmad Adam is our most recent member, and he is a phenomenal student, group mate, and friend in all ways. He quickly got entered into the group and started working tirelessly. He noticed details that I, in my own parts, overlooked, which really improved the quality of our final output. His effort taught me to slow down and look at things more carefully and to go through my work as many times as needed so that it would be near to perfect. We all have put in a lot of time and effort to achieve this finally.
Through this project and the tasks throughout the course, I genuinely improved the way I communicate and express ideas in writing. I also became more comfortable working in a team and adapting when plans change. In the future, if I do another project-based assignment, I would probably start planning earlier and check in with my group more consistently. Moving forward, I can see myself using the teamwork skills, communication habits, and research experience I gained here in my coursework and even during internships or work. Overall, this project wasn’t just about completing a task, it was a real learning experience that helped me grow both personally and academically.
( 674 words )
English1044 Subject and Project Reflections
Siti Aishah Binti Faisal
What I learned from this research project is that I still prefer individual assignments over coordinating group work. I might have liked the structure of the project, but I had a less-than-pleasant experience overall. The last-minute choice of topic and the uneven communication within the group played a big part in that. That’s not to say there were overt arguments, simply a lack of clear communication due to unresponsive members who don’t take initiative unless told to do tasks with specific direction or feedback.
Personally, the hardest part of the project was organising the workload, particularly for the portfolio. The platform itself was easy to use, at least for me, but no one touched it until midway through the semester when they were explicitly allocated pages to handle. That left me doing most of the early setup, formatting, and adding extra sections like the Credits page and the Export Citations page, as well as the view/download options for PDFs. I don’t necessarily mind doing that kind of busywork, but I did worry about whether it would be enough to help salvage marks for the project overall. As for the written response in class, I genuinely didn’t enjoy that part because my handwriting is atrocious and I tend to panic in the moment. It was a nice surprise that I scored well. I’m proud of it, I suppose, because I’m still doubtful of my own competence, though I’m trying to be better about recognising when I’ve done something well.
Moving on to my reflection on peers, while I started this paper with a negative impression, they weren’t all bad. Muhammad Abdullah Awan was the most proactive when it came to the research paper writing. He asked the most questions in the group chat, mainly clarifying what was said in lectures and what needed to be done each week. Sometimes it irked me, but I learned to be patient and clear things up for the benefit of the group. PeiJia and Ahmad Adam Henri, who joined the group late, were dependable with their assigned tasks. They weren’t especially proactive beyond those tasks, but they completed everything on time, such as maintaining the reference list and refining the introduction. Their consistency took some pressure off me. Kai contributed meaningfully to the outline and part of the paper, and his writing was unexpectedly advanced, which helped. My constructive criticism for him—and for everyone, really—is not to wait until the last minute to act or ask what to do.
Overall, the aspect of language and writing I learned the most about was structuring and formatting. We didn’t have any corrections to make regarding structure for the draft of our balanced argumentative essay, and I think that speaks for itself. For future project-based assignments, I’d be more upfront about expectations rather than hoping team members come to their own realisations. I’ve accepted my fate as group lead in most cases, unless someone else is ready and able to take that role. Moving forward, clearer and more respectful communication will be my main takeaway for handling group work.
( 512 words )