This present study was conducted to explore pre-service teachers’ experience in teaching practice from a private university in Selangor. Information was gathered from five 8th semester pre-service teachers undergoing their Bachelor of Teaching English to Speakers of Other Language on their experience of teaching practice. This qualitative study employed a semi structured interview for the data collection. The interview was audiotaped and transcribed. The transcribed audiotaped interview was analysed to identify the challenges faced by the pre-service teachers during the teaching practice. Also, this study investigated some possible ways that can be used by pre-service teachers to overcome the challenges during teaching practice. The findings revealed that teaching methods, communication and the students’ behaviour were amongst the challenges that they faced. As a result, to overcome these challenges, having effective teaching methods and communication were suggested by the pre-service teachers.

The need for technologically inclined teachers has emerged as society has become more and more digitized, emphasizing the need for new methods when it comes to incorporating technology into education. Teacher educators have a dual obligation in this regard; they should not only be able to use technology for their own teaching but should also contribute to the growth of the technical digital competence of teachers. The primary goal of this study is to investigate the nature of cognitions of Malaysian teachers regarding (using) digital technology (DT) in English as a Second Language (ESL) literacy instruction. The research employs an exploratory case study approach, focusing on three teachers in Malaysia in a rural setting. The teachers were observed and interviewed, and the findings indicate that while these educators believe in DT's ability to enhance teaching, they are skeptical about the adoption of the use of technology. The results suggest that teaching experience generates knowledge of teaching strategies and shapes the teaching practices of teachers.

Introduction - Literature reveals that attitude is a crucial factor in reading. Having positive reading attitudes can influence students’ academic achievement. Research in this field has increasingly investigated the nature and role of positive attitudes in language learning, and also its variations between boys and girls. However, in Malaysia, there has only been a small number of researches that investigate teachers’ perceptions on reading attitudes of students especially those in primary schools. It is of great significance to explore the reading attitudes of these groups of students as the Malaysian Government calls for every student to be able to function in Bahasa Malaysia and also English language settings. Purpose – This paper documents teachers' personal perceptions regarding students' reading attitudes, ways of dealing with them, and their suggestions on teaching the different gender. Methodology – This is a qualitative study which employs focus group interviews and journal entries to gain an in-depth understanding of the reading attitudes of boys and girls from teachers’ perspective. It involves interviews with six Bahasa Malaysia teachers and six English teachers from six primary schools chosen randomly in Selangor. The focus group interview sessions took approximately one hour and thirty minutes each. Data are also obtained from journal entries to further elicit the teachers’ ideas and thoughts regarding the issue. The results of the interviews are transcribed by the researchers, and both the interviews and journal entries are analysed using thematic analysis. Findings – In sum, teachers feel that girls have more positive attitudes toward reading in comparison to boys. Data from the interviews and journal entries reveal rather similar and parallel themes in relation to boys’ and girls’ reading attitudes in L1 and L2. Several themes have emerged from the interviews with the teachers, which include the gendered preference of reading materials, teaching strategies, school, family, peer, and student factors, which all play a part in students’ literacy achievement. Although teachers are aware of the differences between boys and girls in literacy, especially in reading, not many employ different strategies in teaching reading to boys and girls. Significance – Conceivably the Teacher Education Division could incorporate relevant courses to deal with specific literacy teaching strategies regarding different gender.

In 2020 the world was shaken by COVID-19 pandemic that technically changed the way the world works in almost all domains from business, governance, education, and lifestyles. As the pandemic spreads globally, with little signs for improvement, the world has made adjustments to live with the virus. The education sector suddenly shifted from face-to-face and blended learning classes to full online class. This paper explores the experiences of several tertiary students’ online learning experiences with two objectives: discovering their initial expectations towards online learning as well as investigating the challenges encountered by the students in online learning. The research design of the current study is a case study involving seven tertiary students who were enrolled in English language degree in a public university in Malaysia. Data were collected through essay and semi-structured interviews. Due to the COVID-19 restrictions, all interviews were conducted using several online platforms. Data was then analysed using a thematic analysis using qualitative data analysis software; Atlas-ti. The findings show that the students had a positive presumption about online learning initially but was struck with the harsh realities of online learning afterwards. Among the challenges they faced were lack of physical touch, solitary learning, and issues with technological aspects. The findings are crucial to understand the obstacles faced by our learners in grasping with online learning, and with this understanding several practical steps can be taken to overcome the said issues.

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.

Quality childcare services are essential in ensuring that children are well cared for not only in terms of their health and safety, but also their mental and intellectual development. Childcare services should not be thought of as should not be considered as mere care services but rather it is the key foundation for young children's education. According to practice in Malaysia, home childcare centres that care for less than four children do not need to register with the authorities and are not monitored by any laws or regulations. The issue of home childminders who are not regulated by specific laws is crucial to be highlighted in an effort to improve the quality of childcare services in Malaysia through legislative efforts. Hence, the purpose of this research is to examine the legal requirements for regulating home child care centres. Highlights of incidents and cases involving home day care are analysed to see the extent to which children's safety is exposed to the risk of danger as a result of the absence of specific laws to supervise home childminders. This study was conducted using the method of doctrinal research in the form of data collection based on document analysis and case reviews. The findings of this study indicate that there is a need to draft a specific law to regulate home childminders to protect the welfare and safety of children.

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

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.