This study investigated the impact of environmental, social and governance (ESG) disclosures on financial performance as captured by firms' value of public listed companies (PLCs) in Malaysia due to the growing interest in ESG disclosure practices. The sample consisted of 114 PLCs in Malaysia selected from Datastream. All the selected companies had a complete ESG for 2019. Using the ESG score index, the mean score for each disclosure was computed. Both correlation and regression analyses were carried out to investigate possible links between ESG and accounting measures of financial performance as a proxy by the Weighted Average Cost of Capital (WACC). Based on a regression analysis, ESG was discovered to have a significant relationship with WACC. In addition, further analysis revealed that out of the three dimensions of ESG, social disclosure had a significant impact on financial performance compared to environmental and governance disclosure. This study provides empirical evidence concerning the dominant impact of social disclosure for firms' financial information. It also provides environmental and governance disclosures that are important for stakeholders. The results offer stakeholders more transparent and useful information on corporate social responsibility reporting which provides for a more visible reporting in order to gain trust from stakeholders.

Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective feedback can be applied to the teaching and learning of academic writing, an experimental design was used with a control group and an experimental group of L1 Malay learners who were pursuing an academic writing course at the tertiary level. Interviews were also conducted on selected individuals to determine whether the use of online corrective feedback was practical in assisting learners improve their writing from the first draft to the final product. The statistical analysis applied to this research indicated that online corrective feedback may be an effective way to improve writing skills of learners and save time. Thus, the results showed that online corrective feedback should be potentially useful when integrated into the teaching and learning of academic writing.

The democratisation and commodification of education has witnessed an increase in postgraduate education as it is one of the main sources contributing to the advancement of knowledge, technology, and innovation. However, despite the significant rise in numbers, the returns at both the global and national      levels      have      been low due to high attrition and low completion rates among the students. One among the numerous factors cited has been the postgraduate students’ limited competencies in language and research skills. In terms of language, postgraduate students are expected to possess      good working knowledge of the English language and be able to read academic literature and write their thesis with      acceptable standard of English. Therefore, the main aim of this paper was to assess postgraduate students’ perceived and actual performance in critical reading skills. This study involved a total of 50 postgraduate students from a private university in Malaysia. Data for this study were collected using a questionnaire and a reading test based on the Malaysian University English Test (MUET) Reading Examination Paper. The findings revealed that there was a significant difference between the two performances. Students held a higher perception of their ability when compared to their actual performance in critical reading skills. These results indicate that there is a need for innovative approaches to develop postgraduate students’ critical reading skills so that they can successfully complete their      studies within the given duration and graduate on time.   Keywords: Critical Reading, Performance, Postgraduate Students, Postgraduate Study

To enhance the current postgraduate educational learning environment, this quasi-experimental case study examined the implementation of the Pedagogy-Andragogy-Heutagogy (PAH) Continuum as an instructional framework for developing basic competencies and learner autonomy among 50 postgraduate students. This is in response to the high attrition rates and students’ failure to graduate on time, afflicting the quality of postgraduate education in Malaysia. Data were collected via pre and post-tests, a questionnaire, and focus-group interviews. The findings revealed significant improvement in the students’ critical reading and research skills, while their learner autonomy level was moderate due to personal and cultural limitations.  Keywords: learner autonomy; PAH Continuum; postgraduate students eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i21.3722

Learning engagement is a determinant for success across any learning mode, putting emphasis on the quality of the students' participation in their own academic journey. However, this is an especially daunting challenge for open and distance learning (ODL). This is further exacerbated when the onset of the COVID-19 pandemic forced the sudden shift to ODL mode, putting students in academic situations that they are unaccustomed to. To examine whether the engagement of tertiary-level students in Malaysia is affected by the change in learning mode, this research aims to identify indicators that make them engage as well as disengage during ODL lessons. A survey instrument known as Learner-Engagement-Technology (LET), was used to measure the level of engagement and disengagement in four categories each, namely behavioural, cognitive, emotional and social aspects. Responses from 129 undergraduates in a public higher learning institution in Malaysia were analysed. The descriptive analysis revealed that the students do engage more than disengage, albeit at a moderate level. The highest indicators of engagement and disengagement however were different. This research is part of an ongoing study and the results can help inform various stakeholders (e.g. lecturers, administrators, policy makers) of the possible causes of engagement and disengagement during ODL classes, so that a more comprehensive and decisive approach can be taken to improve the overall ODL experience for the students.