The journey of learning English language could be quite challenging for some people due to various factors and reasonings. Previously in the era of British colonisation, English language is to be considered as the official language. It is needless to say that the generation before independence is more exposed to English language better with the existence of English schools as the main platform for social status upgrade and windows for job opportunities. After independence, we are no longer tied to the colonisation of British and the must to at least acknowledge English language. However, being free from colonisation does not make us to totally ignore the importance of English language especially in today's era with the rise of globalisation and technology. Hence, this study, which is in give to the suggestions and sharing experiences aforementioned, sets out to discover the journey and experiences of English language learning among ESL learners in the era of post-colonialism. The findings have figured that; a. Family Influence, b. Mass Media Influence, c. Peer Pressure and Teachers Influence, d. Technology Invasion, and e. The external Force has become the factors for the ESL learners to learn English language in the era of post-colonialism. Contribution/Originality: This study is one of very few studies which have investigated the journey of ESL learners' English language learning in the era of post colonialism since they were little. This study has shown the crucial role of English language even after British colonialism in the context of Malaysia.
The implementation of the Common European Framework of Reference (CEFR) in English curriculum has led to the use of CEFR aligned foreign textbooks in Malaysian schools. However, the application of CEFR English textbooks from the United Kingdom has encountered a few oppositions as the advocates of Malaysian-based textbooks believe that English should be written contextually by emphasizing the local cultures and histories. In lieu of this, a group of in-service teachers in a Master's course had developed and evaluated each other's Oral History materials. The research objectives are to find out what are the material evaluation criteria frequently attended to by in-service TESL teachers when evaluating an oral history workbook and to what extent the inservice teachers have gained from evaluating oral history workbook developed by their peers. A mixed methodology research approach using basic frequency count, percentage value and qualitative data was employed in this study. Data was gathered from 109 in-service TESL teachers via their Personal Reflective Journal (PRJ), which they had written after evaluating an oral history workbook based on Tomlinson's and Mukundan's evaluation checklists. The findings identified the frequently attended criteria by the in-service teachers and that there are new criteria that can be added to the evaluation checklists. It is anticipated that this study could encourage educators to develop their own classroom materials, and material evaluators to consider the use of locally based English textbook and a revision to the material evaluation checklists to reflect current 21 st century pedagogy.
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