The use of the first language (L1) has been a debatable topic in the area of English language teaching. In Malaysia, the emphasis on the 'English only' approach in English language classes is still a common belief among many Malaysian ESL teachers. However, the reality is that this does not happen completely among local university students, especially in speaking skill. Thus, this paper aims to investigate the variations of L1 use, in this case Bahasa Malaysia (BM), in an English language class among university students. The study employs a qualitative approach, in which 14 participants were observed. Data gathered were analysed thematically. The findings show that generally, L1 is used by the participants for purposes reported in the literature. However, four main purposes are emphasized -task management, interpersonal use, language and content management. However, there are variations of L1 use in each category. The result provides clear justification for the need of the L1 use among university students, especially for speaking skill and that its can help build learners' confidence in improving their L2. Pedagogically, teachers need to consider learners' linguistic and cultural background in task design and allow L1 use when necessary. Without L1 use, English language learning can be discouraging for learners as it may lead to incomprehensible input. Thus, teachers have an important responsibility to design materials based on different background of learners, and be prepared for use of L1 especially among low proficiency L2 learners.
Students who learn Arabic as a foreign language in a foreign country usually face difficulties to achieve proficiency in the language. This is primarily because of the lack of Arabic language resources. However, this situation does not hinder the emergence of a group of outstanding students who achieve fluency in Arabic by using their own methods. This study investigated the methods used by these students to be used as a guideline for other students.
The importance of reading comprehension proficiency in enhancing the academic success, development and growth of students' logical, intellectual, critical, emotional, social aspects and linguistic competencies is well documented. However, there is poor performance by Saudi EFL learners in reading comprehension section at both TOEFL and IELTS tests. This might be attributed to the negative perceptions Saudi EFL learners have towards reading comprehension instruction. These negative perceptions held by Saudi EFL learners towards EFL reading comprehension instruction might be due to the fact that the majority of Saudi English as a foreign language of students have been taught by conventional teaching methods. Therefore, these negative perceptions may be modified positively by applying an effective teaching method like learning together strategy of cooperative learning that may be capable of improving students' academic achievement, perceptions and liking of EFL reading comprehension. This study aimed to investigate the effects of learning together strategy of cooperative learning on Saudi EFL undergraduate students' perceptions towards EFL reading comprehension. The pretest-posttest quasi-experimental design was employed since Qassim University departmental system does not allow randomization of individual students. Forty EFL third-level students of Unaizah Science and Arts College taking EFL Reading Comprehension course took part in this study. The students took a pre-learning together strategy survey, then they received a learning together strategy instruction and finally they took a post-learning together strategy survey. Results of this study revealed higher positive perceptions for students using learning together strategy in the post-learning together strategy than those in the pre-learning together strategy survey. The study concluded that learning together strategy of cooperative learning has several pedagogical implications for EFL reading comprehension instruction.
In the midst of the popularity of massive open online learning approach and the fourth industrial revolution, it seems that multiliteracies approach is losing its significance in the educational setting of Malaysia. This paper discusses the relevance of multiliteracies project approach in the current Malaysian academic arena since its introduction in the early 21 st century. This paper will begin by outlining the significance of the multiliteracies approach at the local and global educational settings. The current study is part of a larger action research project that involved four action research cycles investigating multiliteracies approach in ESL (English for the Second Language) contexts. The data for the current study were collected from the second action research cycle, involving 28 participants who were learners of ESL at Bakti Polytechnic (pseudonym). Data were collected through classroom observation, semistructured interviews and classroom documents. The data show that multiliteracies approach still provides students with evocative learning experience and promotes the acquisition of necessary skills for students to participate in the 21 st century particularly technological, critical thinking and teamwork skills. Findings suggest that multiliteracies approach has the potential to be expanded to further include the properties of the current sensation of the fourth industrial revolution.
' is a blueprint initiated by The Ministry of Education (MOE), Malaysia, currently launched in 2016. The key pledge to this blueprint is the alignment of Malaysia's English Language Education System with the Common European Framework of Reference for Languages (CEFR). CEFR is a benchmark for an international standard that focuses on developing learners who are able to communicate and interact in any language, in this instance, English. The focal point of the Malaysian education reform is to adopt the CEFR levels as the guiding beacon or regulating framework for curriculum development, issues regarding learning materials and the measurement of learning outcomes. In keeping with this reform, the study aims to understand English language teachers' views on the English language proficiency courses in a local university, in Malaysia, based on CEFR scales. The study employs a quantitative approach, where surveys were distributed to twenty-five English language teachers. The data is then analysed quantitatively by frequency counts and percentage. Data shows there are variations in teachers' views towards English language proficiency courses, and this may not necessarily fit into the CEFR standards targeted for university learners. The result of this study acts as preliminary data for further research on the link between English language course content and CEFR standards, as well as expected English language proficiency of university learners. Through this study, it is hoped that future design of teaching and learning materials that contribute to 'proficient' learners at the end of university years, can be developed.
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