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Interactive and interactional metadiscourse are linguistic features used to maintain the coherence in essays. It involved a one-way interaction between the writer and reader, thus a challenge for Second Language (L2) learners to write effectively and comprehensively. A study is done on how the L2 learners produced the metadiscourse features and the usage is compared. A corpus of 200 evaluative essays by UiTM undergraduate students from computer science and business administration courses is analysed based on Hyland’s (2005) framework. The purpose is to find out the amount and types of metadiscourse used and whether students from different course groups make any differences in their choices. The analysis revealed that students in both courses produced more interactive than interactional metadiscourse. The most prominent feature is Self-mention and the least is Attitude Markers. The same prominent feature for both courses is Transition Markers. The business administration course shows the least feature in Evidentials, whereas Frame Markers in computer science. These are evidence as to the importance of metadiscourse in students’ academic writings and awareness is shown in its usage. This could lead to a proposition for a metadiscourse writing comparison between secondary schools and universities to gain fascinating outcomes.    Keywords: Evaluative writings, Interactional metadiscourse, Interactive metadiscourse, L2 learners, undergraduates

This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.

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Since the pandemic hit the world, teaching and learning have gone through many changes and reviews in order to adapt to the needs of students as well as instructors. Lecturers and students had to adhere to these changes, including larger online classrooms where one class may consist of more than the number of students in a face-to-face class. The struggles to fulfill the demand of the management, syllabus as well as students' posed challenges for the English language lecturers. The main objective of this study is to identify the views of students regarding small size classes (before mass) and large size classes (mass lecture) during their online English language learning. The method used in the study is quantitative in nature where census sampling was conducted. The respondents are 280 diploma students who enrolled Integrated Language Skills I and II (ELC121 and ELC151) courses. The study uses frequency and descriptive analysis for the data obtained from the students' questionnaire. The result indicated the students' view of different class sizes in online settings does not differ much. Proper preparation and support from many parties are the key elements to managing a big classroom. Future research can be carried out regarding the correlation of class size across gender, age and programs, and to identify the lecturers' perceptions regarding class size during their online teaching.

This study analysed interactional metadiscourse markers on 40 expository essays by ESL learners from hard and soft science courses based on metadiscourse table of Hyland (2005). The study aimed to examine whether both groups used the same amount and type, and whether learners in different course groups differed in their selected metadiscourse. There were some differences in the amount and types used by both groups. Soft science learners produced more metadiscourse features and they were more interpretative meanwhile hard science learners were very assertive in their writings. This study indicates the importance of using metadiscourse in ESL writings

This study highlights how critical MD should be used in ESL writing. Based on Hyland's metadiscourse (MD) table (2005), this study examined interactional MD markers in 40 expository essays written by ESL students taking different courses. The study sought to determine whether learners in separate course groups differed in their choice of MD and whether both groups used the exact amount and type. The quantity and variety of materials employed by the two groups varied to some extent. While hard science students were quite aggressive in their writing, soft science students created more MD traits and were more interpretative.   Keywords: Interactional Metadiscourse; Expository Writing; ESL Learners eISSN 2514-7528 ©2022. The Authors. Published for AMER & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), and cE-Bs (Centre for Environment-Behaviour StudiesCollege of Built Environment, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v7i23.417

Oral presentations become commonplace in higher education. Apprehension of oral presentation in English is one of the language barriers that university students face at present. Most of the students are experiencing anxieties when it comes to oral presentation. Surprisingly, the apprehension of oral presentation does not only occur in face-to-face class but also in online distance learning (ODL). The objectives of this study are to identify the frequency of the state and trait apprehension factors, discuss the most influential factor of oral presentation apprehension and investigate the preference method of oral presentation during ODL. The methodology used in this study is Purposive Sampling Method. The selected respondents are 92 degree students who are taking Oral Presentation Skills (ELC590) course. Data collected were analysed using SPSS software. The frequency analysis revealed that the students were always worried of the scores and nervousness. Besides that, the marks for the presentation appeared to be the most prominent for state apprehension factors. However, for trait apprehension factors, nervousness showed the highest percentage as compared to the other factors. In addition, the most preference method for oral presentation was recorded.