In second/foreign language learning, it is hypothesised oral interaction facilitates language acquisition. Studies show that one aspect of interaction that promotes second/foreign language acquisition is through the process of negotiation, and one factor that influences interaction is the task or activity that learners are engaged in. Hence, it is the aim of this study to investigate if foreign language (FL) learners would engage in different negotiation strategies when completing different communication task types. Nine FL learners from a tertiary EFL class in groups of three participated in the study. They completed three different communication task types (i.e., information gap, jigsaw and decision-making) over a period of four weeks. Data for the study comprised transcribed recordings of the groups' oral interaction. This study qualitatively examined FL learners' oral interactions when engaged in three different types communication tasks. Data collected were analysed for instances of negotiation. Findings revealed that the different communication tasks elicited negotiation episodes as the participants engaged in task completion. They applied similar negotiation strategies during peer interaction. However, further scrutiny revealed that there were differences in terms of the depth of negotiation for the different communication task types. The results of this study exhibit evidence that language communication tasks do promote meaningful interactions among tertiary EFL learners. Data clearly showed widespread negotiation episodes during task completion. The knowledge on the types of communication tasks that can promote meaningful interaction and negotiation episodes can assist language practitioners to make informed decisions on tasks that are suitable for their learners.

This article was initiated to develop a new instrument in the understanding of Quran among a diverse group of people. Due to time and modernity, the study of Quran and its interpretation methods are evolved tremendously. There are many different approaches developed to assist Muslims and non-Muslims alike to understand the teachings of Quran. However, there are still those who are unable to grasp the teachings due to the unsuitability of the approaches. Thus, this study aimed to identify the factors that may contribute to the understanding of the Quran. This study involved 5000 respondents nationwide, which use a survey methods benefits from a self-develop and self-administered set of questionnaires It reveals that comprehension, religious practice, belief, language literacy and learning style significantly contribute as factors for Quranic understanding It is imperative in order to deliver an enhanced understanding of a diverse group of people in this modem age, especially among the multi-cultural society in Malaysia in particular and the general mass. (C) 2018 Published by Future Academy www.FutureAcademy.org .UK

Homeschooling is a parent-led home based education, which is currently enjoying new-discovered acceptance both locally and internationally. To understand this new alternative education, we review a number of homeschooling studies from the local and overseas associated with the history and development of homeschooling, factors that led to homeschooling; outcome or impacts of homeschooling on school, families and children, and concerns, challenges as well as critics of homeschooling. We then document the findings of reasons that led to homeschooling and its outcomes to give an overview of homeschooling to provide a guideline and reflection to parents who intend to homeschool their children. Also, it is significant for the current conventional education system to re-attract families who chose homeschool as well as to refine the current educational practice to cater the modern generation. Meanwhile, we also document concerns, challenges, and critics towards homeschooling to ameliorate homeschooling as the growing alternative.

Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) to craft PBL cases for a General English Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant theme was on `ill-structuredness' as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference to language practitioners with limited case-design knowledge to craft PBL cases for their specific classroom goals.

Background: Case/Problem is the core element for Problem-Based Learning (PBL). However, due to lack of knowledge and experience in crafting cases, practitioners often find it challenging to employ PBL approach in their classrooms. The purpose of this study was to train English language practitioners to craft their own PBL cases for a General English Course using 3C3R Case-Design Model (Hung, 2006) as the basis. The 3C3R model consists of two classes of components: core and processing components. Methods: This study employed the Action Research approach in which the four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data were collected through observation checklist and focus group interviews with 8 participants who are English language practitioners. Results: The findings were two-fold: an emerging PBL case-design model for language courses (PBL Language Case-design Model) and the practitioners' experiences on the trainings. Some of the findings that led to the emerging PBL Language Case-design Model: a) issues on the content component in the 3C3R case design model (Hung, 2006); content was not the main aim when teaching language, b) the inclusion of affective angle in the model. Conclusion: In conclusion, the importance of the emerging PBL Language Case-design Model for language teaching and the valuable gains of the trainings in preparing PBL case crafters for language courses were the significant findings. The emerging model is not only expected to guide English Language practitioners with limited case-design knowledge but also practitioners teaching other languages, to craft PBL cases to meet their learners' language learning aims.