Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.

Aside from conveying intended messages, maintaining social harmony in oral communication is one of the communicative goals in oral interactions. This could be done by employing Social Interactions Strategies. With English being recognized as a second language (ESL) in Malaysia, the current study seeks to examine how Malay ESL speakers employed such strategies in their conversations and subsequently, maintained social harmony with their interlocutors. The oral data obtained were mapped according to Kumar and Rose’s (2010) categories of Social Interaction Strategies namely, Solidarity, Showing Tension Release and Agreeing which are adapted from Bales’ (1950) concept of three positive social-emotional interactions. The data were elicited from video-recorded oral interactions in students’ role play assessments at one public university in the east of peninsular Malaysia. The results showed the emergence of various types of Social Interaction Strategies that relate to Showing Solidarity, Showing Tension Release and Agreeing. These include showing solidarity by praising and agreeing to other’s ideas by showing attention through words of encouragement. Since the respondents consisted of Malay students, the findings led to a suggestion that the use of Social Interactions Strategies did not only promote harmony in their oral interactions but were also in line with the Malays’ non-confrontational behaviour as highlighted in past literature. Additionally, the findings also indicated the influence of one’s culture and behavioural traits on his or her language use.

The use of digital technology is significant in improving children's teaching and learning experiences. For their children to experience the enormous advantages of digital technology, parental involvement is deemed crucial. On that note, this study investigates parents' attitudes towards the advantages and disadvantages of digital technology during the early years. Also, this study examines the relationships between family monthly income and the parents' perceptions towards the use of digital technology. Using a simple random sampling technique, a total of 136 completed survey questionnaires were collected from parents whose children enrolled at formal early childhood education institutions in Malaysia. Descriptive analysis, reliability analysis and a one-way Analysis of Variance (ANOVA) were performed. The finding reveals that parents showed positive attitudes towards the use of digital technology in early childhood. Additionally, the study indicates that family monthly income did not influence the parents' attitudes towards the advantages and disadvantages of digital technology. Future research is suggested to include the involvement of preschool stakeholders in designing and managing educational materials for preschoolers.

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