Amidst the modern and globalised world, the Malaysian Muslim society has become more aware of the importance and benefits of memorising the holy Quran. This has caused the emergence of many tahfiz institutions and centres around the country. This paper describes the standards and best practices discovered in three tahfiz institutions namely ‘Tahfiz Pondok Durani’, ‘Pondok Bustanul Ariffin’ and ‘Maahad Tahfiz al- Kayyis’. In doing so, the study employs the qualitative method through document analysis and in-depth face-toface interview sessions with the principals. The paper concludes with a discussion on the roles tahfiz institutions and centres might play in producing a well-balanced generation, and the associated standards that would allow other tahfiz institutions to emulate.

This paper discusses arising issues when a Western pedagogy in a Malaysian context is implemented. In finding a suitable pedagogy to address issues of low employability among Malaysian university graduates, academia prefers to implement a learning pedagogy such as multiliteracies approach from Western countries. However this practice is creating issues of adaptability among Malaysian students. Therefore this study investigates the implementation of the Multiliteracies pedagogy, a Western teaching approach; in a Malaysian university classroom that taught English as a Second Language (ESL). The method of the study was grounded to the philosophy of a participatory action research and data was collected through classroom observation, informal conversations and classroom artefacts. 30 Bakti Polytechnic students� experiences using the multiliteracies approach in learning ESL was the focus of this study. Due to the importance of reflection and action in a participatory action research, data was analysed through a Critical Reflective Analysis Steps, which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that students had issues with working in teams, completing critical analysis and participating actively in classroom discussions. The study proposes a framework to guide the implementation of a Western-based pedagogy in a Malaysian context. Indeed, the practice requires deep deliberation of the students� socio-cultural practices and cultures of learning to ensure that optimum result could be achieved from the introduction of the new pedagogy. � 2015, Universiti Kebangsaan Malaysia Press. All rights reserved.

This paper investigates the impact of the Common European Framework of Reference for Languages (CEFR) on the way English language teaching (ELT) is currently understood and practised in Malaysia. It presents a critical discourse analysis of newspaper texts in order to show how CEFR represents a form of Western-imposed globalisation that conflicts with local cultures and values. We argue that the newspapers construct a dominant discourse that promotes a vision of society that accords with CEFR–ELT implementation. Our aim is to contribute to the development of a counter-discourse that challenges the broader world-view underpinning ELT.

This paper explores the influence of power distance that was present in the hierarchical Malays society in conducting an opposing egalitarian-based research methodology which is the participatory action research (PAR). This study involved a researcher and two lecturers in an educational setting in Malaysia. Data was collected through qualitative means such as observations, informal conversations, journal reflections and semistructured interviews. Data was then analysed through a critical reflective analysis. Findings suggest that the Malay lecturers� social background, which is highly influenced by the Islamic culture, affected the way they negotiated the Western-based egalitarian concept in PAR. It was recommended that future researchers to deliberate the cultural influences before embarking on a PAR journey in Malaysia. � 2017 American Scientific Publishers All rights reserved.

[No abstract available]

The use of the first language (L1) has been a debatable topic in the area of English language teaching. In Malaysia, the emphasis on the ‘English only’ approach in English language classes is still a common belief among many Malaysian ESL teachers. However, the reality is that this does not happen completely among local university students, especially in speaking skill. Thus, this paper aims to investigate the variations of L1 use, in this case Bahasa Malaysia (BM), in an English language class among university students. The study employs a qualitative approach, in which 14 participants were observed. Data gathered were analysed thematically. The findings show that generally, L1 is used by the participants for purposes reported in the literature. However, four main purposes are emphasized-task management, interpersonal use, language and content management. However, there are variations of L1 use in each category. The result provides clear justification for the need of the L1 use among university students, especially for speaking skill and that its can help build learners’ confidence in improving their L2. Pedagogically, teachers need to consider learners’ linguistic and cultural background in task design and allow L1 use when necessary. Without L1 use, English language learning can be discouraging for learners as it may lead to incomprehensible input. Thus, teachers have an important responsibility to design materials based on different background of learners, and be prepared for use of L1 especially among low proficiency L2 learners.