Every language curriculum is designed based on a particular theoretical orientation. Thus, when a language curriculum is designed based on specific theory, it is imperative that the contents presented in that curriculum align with its theoretical underpinning. This is to ensure the effectiveness of the curriculum. If the curriculum is not coherent, then the overall goals of the curriculum will not be achieved. The present Malaysian English language curriculum is developed and designed based on the Communicative Language Teaching (CLT). In line with its label, the contents presented are expected to be coherent and in alignment with its communicative label including at its theoretical level. Thus, it is the aim of this current study to investigate if the theoretical grounding of the Malaysian form 4 English language curriculum, in particular, the speaking curriculum, is in alignment with its communicative label. The focus of the study is on the Malaysian form 4 English language speaking curriculum. Hence, data were collected from the form 4 English language curriculum specifications document and the form 4 English language textbook. Speaking-related statements were extracted from the documents and categorized under major Second Language Acquisition (SLA) theories and second language (L2) speaking theories in order to identify their alignment with the communicative approach. The findings show that the socio-cognitive and sociocultural (SCT) theories, the two theories which were merged to represent the SLA theory for communicative instructional approaches, were highly reflected in the Malaysian form 4 English language speaking curriculum. Results also exhibit that both the Interaction Hypothesis (IH) and Output Hypothesis (OH) which made up the Interactive L2 speaking theory were reflected in the data analysed. This confirms that the Malaysian form 4 English language speaking curriculum is primarily in alignment with its communicative label as reflected in the two main documents analysed. Therefore, it is reasonable to conclude that the Malaysian English language speaking curriculum for Form Four is coherent with its communicative label at the Approach level.

Introduction- Writing is a skill that amalgamates various knowledge like vocabulary, sentence structure, spelling, and grammar. ‘Carousel with a Destination’ (CwaD) is a concept that provides the students with the required knowledge which is to be pieced together in writing. Carousel refers to the stations arranged in a circle and each station offers different activities which are related to the chosen topic and skills for writing. In the case of this study, it was ‘Picnic’. Hence, the usual carousel that goes round and round now has a destination which is writing. Students go around the carousel to complete an activity related to the knowledge and skill in writing at each station. The activities are in variety and competitive in nature. The conceptual framework for CwaD combines Perceptual Learning Styles, Gamification, and Affective Filter. Purpose – This paper highlights CwaD - the project and more importantly, it discusses the concept of effective fun learning. Thus, to show its effectiveness, the paper puts forth a study as proof of the success of CwaD. Methodology – This study utilised a simple and direct pencil-paper questionnaire. The respondents were 56 year five students who participated in the project. The questionnaire consists of four dichotomous questions. The dichotomy is symbolised by a smiling face and a sad face. Further, three of the questions are accompanied by two short lines with questions like ‘Why’ and ‘What’. They are for the students to express themselves in detail using words they know. Findings – There are three findings that can be shared. Firstly, the students really enjoyed participating in the project. It was discovered that all of them circled a smiling face for each of the four questions. Secondly, the writing they produced was good as they used the vocabulary, the paragraph structure and correct grammar which they just learnt at the carousel stations. Thirdly, the words they chose to express themselves in the questionnaire reflect the elements that they like about CwaD – either regarding the activities, the teachers or the ‘learning’ itself. All the words are positively-connotated. Significance – CwaD is sustainable in terms of scalability where it can be conducted for any subject and for any number of students. It is beneficial as an introduction or as a recapitulation of any topic.

'Culture' in L2 today is undoubtedly much more than teaching the great works of literature. It has made inroads into the fields of applied linguistics and second language education as well. Societal values, attitudes and cultural elements are integrated with the communicative approach to enhance the effectiveness of L2 acquisition Conversely, textbooks are an integral part of language learning in the classrooms. Although presently there is a deluge of alternative instructional materials, textbooks are still very much relevant in ascertaining the content, methods and approaches, educational philosophy, linguistic and cultural information in the classrooms. Hence, it is the intent of this paper to examine the cultural elements in a form four English language textbooks currently used in Malaysian ESL classrooms in order to determine the most prominent cultural dimension portrayed. A more specific and operational definition of culture which outlines four dimensions or ‘senses’ of culture; the aesthetic, sociological, semantic and the pragmatic posited by Adaskou, Britten & Fahsi (1990) is used to facilitate the investigation in this descriptive study. These aspects are representative of the myriad dimensions of culture as well as providing concrete substance to the abstractness of culture.

This study was an impetus from the experiences of two Malaysian students who embarked on a credit transfer programme to Universitas Islam Negeri Walisongo, Indonesia. The programme was to uphold the Internationalisation of Education (ILe) as proposed by a public university in Malaysia. The aim of the study was to explicate the successes and challenges that the students had endeavoured during the programme for 6 months. The methods employed were document analysis and interview. The data were collected via learning journal entries which the students submitted through email to be compiled by the researchers as well as their final report which was submitted at the end of the programme. In order to triangulate the data, they were then interviewed once they came back to Malaysia. The data from both methods were analysed thematically following Merriam’s (2009) two-level analysis. Four themes emerged from the data – experiences, public relations, independence and communication skills. Each of the theme details both successes and challenges. These findings provide input for a draft of guidelines for any faculty or university to conduct a credit transfer programme in the future.

In the Renaissance period, the rise of the 17th century metaphysical poets like John Donne, John Dryden, Andrew Marvell and others had contributed to the publication of copious colourful poetry. The use of allegory and metaphysical conceit in their poetry have further revealed their inventive metaphors and agile intelligence (Bloom, 2010). Using Aldo Nemesio’s (1999) comparative method as an attempt to understand the poet and persona’s human literary behaviour, researchers have categorized and analyzed the poems in multiple contexts and stanzas so as to create interpretations from the allegory and conceit depicted. Hence, this paper shall discuss the findings on the comparative analysis of the element of allegory and metaphysical conceit depicted in the poems of the two metaphysical poets; John Donne’s A Valediction Forbidding Mourning and John Dryden’s Annus Mirrabilis.

Pengenalan- Program i-THINK adalah satu program hasil kerjasama Kementerian Pendidikan Malaysia (KPM) dengan Agensi Inovasi Malaysia (AIM) yang bertujuan untuk mempertingkatkan dan membudayakan kemahiran berfikir di kalangan para pelajar ke arah menghasilkan para pelajar berinovatif. Peta pemikiran i-THINK berbentuk peta buih berganda telah dipilih untuk digunakan untuk kajian ini. Objektif – Kajian ini bertujuan untuk mengenalpasti keberkesanan penggunaan peta pemikiran di dalam program i-THINK bagi meningkatkan tahap penguasaan pelajar tahun 5 dalam subjek Pendidikan Islam di bawah topik Tayammum. Methodologi – Pelbagai teknik kajian digunakan untuk memperolehi data iaitu temubual, soal selidik dan ujian pra dan ujian pasca. Dapatan – Hasil kajian mendapati dengan penggunaan peta pemikiran i-THINK ini, minat para pelajar terhadap pembelajaran meningkat dan secara tidak langsung ia membantu mencetuskan inovasi dan kreativiti di kalangan para pelajar. Sekali gus, ini meningkatkan kemahiran berfikir aras tinggi (KBAT) mereka. Kepentingan – Guru-guru boleh memenafaatkan penggunaan peta buih ini di dalam pembelajaran untuk menarik minat para pelajar terhadap sesuatu mata pelajaran dan secara tidak lamgsung meningkatkan kemahiran berfikir aras tinggi mereka.

Program i-THINK adalah satu program hasil kerjasama Kementerian Pendidikan Malaysia (KPM) dengan Agensi Inovasi Malaysia (AIM) yang bertujuan untuk mempertingkatkan dan membudayakan kemahiran berfikir di kalangan para pelajar ke arah menghasilkan para pelajar berinovatif. Kajian ini bertujuan untuk mengenalpasti keberkesanan penggunaan peta pemikiran di dalam program i-THINK bagi meningkatkan tahap penguasaan pelajar tahun 5 dalam subjek Pendidikan Islam di bawah topik Tayammum. Peta pemikiran i-THINK berbentuk peta buih berganda telah dipilih untuk digunakan untuk kajian ini. Pelbagai teknik kajian digunakan untuk memperolehi data iaitu temubual, soal selidik dan ujian pra dan ujian pasca. Hasil kajian mendapati dengan penggunaan peta pemikiran i-THINK ini, minta para pelajar terhadap pembelajaran meningkat dan secara tidak langsung ia membantu mencetuskan inovasi dan kreativiti di kalangan para pelajar. Sekali gus, ini meningkatkan kemahiran berfikir aras tinggi (KBAT) mereka.

Much has been said about the poor performance of some KUIM learners in English Language. One of the factors that contribute to this scenario is the unsuitable learning styles they adopted. As we know, there are many types of learning styles; and different learners have different learning styles preferences. Having their own preferences can help them to learn better and thus perform better because learning styles can affect learners' performances. This paper will highlight what type of learning styles the learners of KUIM prefer.

Efforts to curb the spread of the Covid-19 virus have been carried out on a large scale around the world, and among the measures that have been taken is to change the mode of learning among students in universities to online learning. Although various online learning platforms have been made available for student use, the level of mastery of students as well as the challenges they face to maximize the use of technology while studying from home is still understudied. This study will add to the previous research by focusing on the aspects of English language online learning processes experienced by Universiti Sains Islam Malaysia (USIM) students during the Movement Control Order period. This study collected qualitative data through open-ended questions which were distributed online, involving 29 first-year students from the Bachelor of English with Commerce (BELCOM). The data revealed two (2) categories of challenges – external and internal. Internet connection and environment are for external while understanding and communication are for internal. In relation to each of the challenges, the respondents also shared their coping mechanisms which are two-pronged. Some respondents just accepted those hurdles while many of them took charge and took action in solving the problems. These coping mechanisms could be used as guides for other learners facing difficulties in learning online at home.

Goal achieving curricular are often coherent at their fundamental level. In order for a curriculum to achieve its goals, it is imperative that the curriculum is coherent at all levels. What is presented in a curriculum must align with its theoretical underpinning. The present Malaysian English language curriculum is developed and designed based on the Communicative Language Teaching (CLT). Thus, the purpose of the current study was to examine if the theoretical grounding of the Malaysian form five English language curriculum, in particular the speaking curriculum, is in alignment with its communicative label. In line with its label, the speaking curriculum embedded in the Malaysian form five English language curriculum should be developed and designed based on the CLT. It should reflect the CLT approach. The data for this study were collected from the Form Five English Language Curriculum Specifications document and the Form Five English Language textbook. In analyzing the alignment of the Malaysian form five English language speaking curriculum with the communicative approach, the data were categorized under major second language acquisition (SLA) theories and second language (L2) speaking theories. The findings show that the socio-cognitive and socio-cultural theories are highly reflected in the Malaysian form five English Language speaking curriculum, the two theories which are closely related to the communicative approach. This shows that the Malaysian form five English language speaking curriculum is primarily in alignment with its communicative label. The findings are discussed in relation to their implications on English as a foreign language (EFL) speaking instruction.

Autism spectrum disorder (ASD) is defined as a complex developmental disorder which involves persistent challenges in social interaction, verbal/non-verbal communication, and restricted/repetitive behaviours. At present, the prevalence of ASD appears to be increasing globally, including in Malaysia. Parents of children with autism can find it difficult to cope and struggle with the demanding situations. This paper describes a case study that explores the perspectives of three mothers of ASD child. Face-to-face semi structured interviews were used to obtain their insights. Data were transcribed and analysed using the thematic analysis method. The interview revealed some challenges in relation to autistic traits which include: (i) one-way communication, (ii) alone, aloof and participate in silence, (iii) sensory issue such as super sensitive hearing, (iv) aggressive behaviour, (v) unique views, (vi) routine based, (vii) attention to details, (viii) obsessions, and (ix) moody and tantrum. The case study also unfolded that there is a need to promote the family capacity to assist mothers in raising their ASD child. Therefore, an appropriate treatment programmes in techniques for managing behavioural problems for mothers as the prime caregiver must be offered so that they are better placed to help their autistic child.

Writing is a skill that amalgamates various knowledge like vocabulary, sentence structure, spelling, and grammar. ‘Carousel with a Destination’ (CwaD) is a concept that provides the students with the required knowledge which is to be pieced together in writing. Carousel refers to the stations arranged in a circle and each station offers different activities which are related to the chosen topic and skills for writing. This paper highlights CwaD - the project and more importantly, it discusses the concept of effective fun learning. Thus, to show its effectiveness, the paper puts forth a study as proof of the success of CwaD. This study utilised a simple and direct pencil-paper questionnaire. The respondents were 56 year five students who participated in the project. There are three findings that can be shared. Firstly, the students really enjoyed participating in the project. Secondly, the writing they produced was good as they used the vocabulary, the paragraph structure and correct grammar which they just learnt at the carousel stations. Thirdly, the words they chose to express themselves in the open-ended part of the questionnaire reflect the elements that they like about CwaD – either regarding the activities, the teachers or the ‘learning’ itself. All the words are positively-connotated. CwaD is sustainable in terms of scalability where it can be conducted for any subject and for any number of students. It is beneficial as an introduction or as a recapitulation of any topic.

Most higher education institutions have been conducting all classes online during the COVID-19 pandemic and thus assessments have to be conducted online too. It is a very new thing for some students as all these while they have been taking test or exam in a conventional way. Various feedbacks regarding online assessment have been received from students, some are positive and some are negative. Although online assessment increase in use, not many research has been conducted on students’ perceptions of online assessment. It is important to investigate the students’ perceptions of this mode to get their feedback and thus, enable the administrators to improve what is lacking in the future. This paper will share some of the perceptions of students in a Malaysian public university regarding online assessment during the pandemic. Online assessment has become a common thing for most students as they have gone through this for two semesters ever since the pandemic started. However, many respondents hope that the online assessment system improve as time goes by in order to lessen problems especially among new students in the future.

Although mothers are more commonly in control of their autism spectrum disorder (ASD)children, fathers are becoming more involved in the care of ASD child too. In this article, the authors present the fathers‟ expectations toward the school by describing the stories of three fathers of children with ASD who participated in this case study. In-depth face-to-face semi-structured interviews were conducted, highlighting their expectations of schools, given that they have children with learning disabilities. Thematic analysis has enabled the authors to identify, analyse and narrateon recurring themes that emerged from the qualitative interview data. Analyses of the interviews have indicated the emergence of seven main themes. Most of the fathers optimistically hope for: (1) enriched teacher training programmes, (2) practical teaching strategies, (3) ASD-friendly atmosphere and amenities, (4) trustworthy shadow aides, (5) enhanced parent-teacher communication, (6) reliable system and (7) reviewed policy. Thus, it could be deduced that the participants have a variety of expectations for schools in providing education and support for their ASD children

A great deal of discussion centers on finding the effective solutions to enhance language learners’ competency and English language-skills to achieve the target communicative competence. While grammar instruction is regarded as crucial in acquiring the target English language, many of its’ learners are still found to have poor grasps in the language. Subsequently, GLOw@CBI may offer a revolutinised approach to the teaching and learning of English grammar rules (i.e. tenses). The theoretical foundation of GLOw@CBI is based on consolidating the theory of cognitive grammar model (Radden and Dirven 2007) and Vygotsky’s Systemic-Theoretical Instruction (STI) (1978) to create online lessons and exercises on grammar tenses that are easy to understand and meaningful to serve the learners’ communicative purposes. The distinctive feature of GLOw@CBI is the emphasis given on the semantic aspect of the language, rather than only focusing on its’ structure and function as reflected in many of the traditional grammar approaches. Thus, the strength of GLOw@CBI lies in the representation of the concept of tenses that are uniquely presented through the manipulation of ‘viewing frames’ to describe the target actions, situations and events. GLOw@CBI not only allows flexibility in online language learning, but it is also cost-effective, due to its’ ability to enroll a large number of learners without any restrictions of users per-licensing. Moreover, due to its’ unique presentation of grammar-rules, GLOW@CBI has the potential to be expanded to other grammar components in its’ learning platform or even to be used to teach grammar of other foreign language courses.

Autism is a severe childhood developmental disorder that comes with its own set of challenges and consequences for families. Once their child is diagnosed with autism, mothers and fathers will need to redefine their parenting journey as autism can have an overwhelming impact on family life especially with regard to the responsibilities shouldered by parents. In this study, the authors explore the experiences of parents who have children with autism. Using the qualitative approach which suits the aim, three mothers and three fathers of autistic children were interviewed in semi-structured interview sessions. The in-depth face-to-face interviews have garnered rich stories about their hurdles, coping strategies and expectations. Through the thematic analysis method, the authors discover notable findings regarding the problems and challenges faced by parents, which lead to the formation of the SCCS-R model. The model illustrates five main emerging themes from the data gathered: self, child, community, system and religion. It is established that the experiences and challenges could be partitioned according to different layers starting from the parents’ Self, the Child, and going further to the Society and the System at large, enfolded by Religion. Our findings can enlighten parents especially those with newly detected autistic child, and relevant parties involved in developing and providing programmes for parents.

‘The English Language Education in Malaysia: An Agenda for Reform 2015-2025’ is a blueprint initiated by The Ministry of Education (MOE), Malaysia, currently launched in 2016. The key pledge to this blueprint is the alignment of Malaysia’s English Language Education System with the Common European Framework of Reference for Languages (CEFR). CEFR is a benchmark for an international standard that focuses on developing learners who are able to communicate and interact in any language, in this instance, English. The focal point of the Malaysian education reform is to adopt the CEFR levels as the guiding beacon or regulating framework for curriculum development, issues regarding learning materials and the measurement of learning outcomes. In keeping with this reform, the study aims to understand English language teachers’ views on the English language proficiency courses in a local university, in Malaysia, based on CEFR scales. The study employs a quantitative approach, where surveys were distributed to twenty-five English language teachers. The data is then analysed quantitatively by frequency counts and percentage. Data shows there are variations in teachers’ views towards English language proficiency courses, and this may not necessarily fit into the CEFR standards targeted for university learners. The result of this study acts as preliminary data for further research on the link between English language course content and CEFR standards, as well as expected English language proficiency of university learners. Through this study, it is hoped that future design of teaching and learning materials that contribute to ‘proficient’ learners at the end of university years, can be developed. Keywords Common European Framework of Reference (CEFR), teaching and learning, language proficiency, English language curriculum