Collaborative writing revision process among learners of English as a foreign language (EFL) in an online community of practice (CoP)Norizan Abdul Razak, Murad Abdu Saeed Universiti Kebangsaan Malaysia, MalaysiaThis qualitative study aimed to identify the revision strategies among learners of English as a foreign language (EFL). It also examined the focus of these strategies and learners' participation and membership in an online community of practice (CoP). As part of shared practices in this online CoP via a Facebook group, these revision writing activities were carried out among a heterogonous group of 15 EFL learners from different EFL countries. Data was collected from the learners' original and revised paragraphs, online interactional exchanges and responses to the post-revision discussions. The qualitative analysis of the data revealed that addition, substitution, deletion, permutation (re-organizing elements), consolidation (combining elements), distribution (breaking up combined elements), negotiation and reciprocal scaffolding are the main revision strategies. These revision strategies focused on writing mechanics, language (form and meaning), unity and content of paragraphs. The CoP facilitated students' revision process by increasing the participation of those peripheral learners (new members) in these activities through social ties and relationship building, a supportive learning environment and developing a sense of autonomy among them. These findings have underlying several theoretical, pedagogical and research implications and have provided a deeper insight into utilization of Facebook groups as CoPs conducive to useful writing revision activities.

The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.

This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The participants are selected from English Department, Faculty of Arts, Ibb University, Yemen. The data was collected by using a questionnaire adopted from Yassin (2015), and the data was analysed by using 22nd version of the SPSS. The data of the first question was analysed by using T-test and the result of the analysis showed that the females experienced higher level of anxiety than male students, but the difference between both groups is not significant. The second question was analysed by using Pearson Product Moment Correlation and the result showed that there is not significant correlation between the level of anxiety and the academic achievement of the students.

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The current issue of BMC Public Health presents work by the Consortium of Low Income Population Research (CB40R), highlighting a comprehensive aspect of health, i.e., physical health, mental health, health behaviour and health financing; and also nutrition involving all stages of lifespan of the socioeconomic deprived group in Malaysia. Consortium of B40 Research (CB40R) reposited and harmonised shared, non-identifiable data from epidemiological studies involving low income population (B40) in Malaysia. CB40R also performed joint or mega-analyses using combined, harmonised data sets that yield collated results with enhanced statistical power, more variabilities (study population, geographical regions, ethnicities and sociocultural groups) to better understand the needs, characteristics and issues of B40 groups in Malaysia. It also aimed to develope a system/framework of minimum/standard variables to be collected in research involving B40 in future. For this special issues, members of the consortium have been invited to contribute an original article involving analysis of the health aspects, access to health and nutritional issues of the B40 samples. All the papers in this special issue have successfully highlighted the health and nutritional issues (i.e., non-communicable disease (NCD), inflammatory bowel disease (IBD), knowledge towards sexually transmitted disease (STD), low birth weight, Motoric Cognitive Risk (MCR) syndrome, urinary incontinence), mental health, oral health and inequalities among the low-income group in Malaysia, including the rural population and also the urban poor. The low-income population in Malaysia is also at risk of both under- and over nutrition, of which specific cost effective strategies are indeed needed to improve their quality of life. The low income population in Malaysia is facing various health challenges, particularly related to NCD and poor mental health, nutritional and physical function. There is a need for a sustainable intervention model to tackle the issues. It is also important to highlight that reducing SES disparities in health will require policy initiatives addressing the components of socioeconomic status (income, education, and occupation) as well as the pathways by which these affect health.