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.

In the midst of the popularity of massive open online learning approach and the fourth industrial revolution, it seems that multiliteracies approach is losing its significance in the educational setting of Malaysia. This paper discusses the relevance of multiliteracies project approach in the current Malaysian academic arena since its introduction in the early 21st century. This paper will begin by outlining the significance of the multiliteracies approach at the local and global educational settings. The current study is part of a larger action research project that involved four action research cycles investigating multiliteracies approach in ESL (English for the Second Language) contexts. The data for the current study were collected from the second action research cycle, involving 28 participants who were learners of ESL at Bakti Polytechnic (pseudonym). Data were collected through classroom observation, semistructured interviews and classroom documents. The data show that multiliteracies approach still provides students with evocative learning experience and promotes the acquisition of necessary skills for students to participate in the 21st century particularly technological, critical thinking and teamwork skills. Findings suggest that multiliteracies approach has the potential to be expanded to further include the properties of the current sensation of the fourth industrial revolution.

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.