Reading comprehension plays a crucial role in developing the reading skills. Therefore, reading comprehension is one of the most significant skills of all the four linguistic abilities, towards better effectively communication in classroom. Subsequently, the English Language (EL) teachers should consider and find different teaching methods in their classrooms in order to improve the language abilities of their learners in the classrooms such as Jigsaw Cooperative Learning Technique (JCLT) through changing their methods, materials and overcoming the traditional way of teaching English language. The aim of the study was to investigate Palestinians EFL secondary students’ attitudes towards the use of JCLT in teaching reading comprehension. In addition, the study adopted fully quantitative research design to collect data through the self-designed questionnaire survey that distributed randomly on a sample of 1094 Palestinians EFL secondary teachers in 2019-2020. The collected data were analyzed and treated statistically using SPSS.24. The results of the study showed that Palestinians EFL secondary students have positive attitudes towards using jigsaw cooperative learning technique as a tool in the EFL teaching. The recommendation and suggestion for studies were suggested in light of the findings.

English is a universal language that is used for communication all around the world. However, when studying English, it is critical to establish a consistent measurement for each skill that everyone can agree on. As a result, the Common European Framework of Reference (CEFR) is produced for language measurement. It is a framework that can be applied to a variety of languages. It is acknowledged as a standard framework that is identified throughout Europe and, increasingly, throughout the world; Malaysia is no exception. It was created to give a clear, consistent, and the comprehensive framework for developing language syllabuses and curriculum guidelines, creating teaching and learning resources, and assessing foreign language proficiency. As a result, if it is used and stated in a Curriculum Vitae (CV), the employer should know what it signifies. There are six levels in the CEFR: A1, A2, B1, B2, C1, and C2. Basic users are defined as A1 and A2. Once learners attain levels B1 and B2, they are termed independent users, which indicates they may converse. Finally, learners who achieve a proficiency level of C1 or C2 are deemed proficient. CEFR is now applied for 40 languages around the world, allowing language learners to concentrate on their language achievement while having it standardized and acknowledged both within and outside their own countries. Since 2016, the CEFR has been used in the Malaysia education system to teach English as a Second Language (ESL). Therefore, the focus of this paper will be on a brief history of the CEFR, as well as the components of the CEFR and the relevance of understanding the language level. The implementation of the CEFR in the Malaysian curriculum and 21st-century learning will also be explored, as well as the importance of CEFR in ESL learning.

This study aimed at determining investigating how the compliment topics and gender affect the participants’ response to compliment made by Jordanian English foreign language learners (JEFL), Jordanian Arabic speakers (JAL1) and English native speakers (ENSs). A descriptive research design was adopted for this study based on a sample comprised 30 participants distributed as follow: 10 (JEFL), 10 (JAL1) and 10 (ENSs). The instrument of this study adopted a discourse completion test (DCT) based on ten different situations. The responses of DCT were analyzed quantitatively - using percentages and frequencies –and qualitatively – using content analysis. The findings proved that there was a slight difference between males and females in their responses towards the social situations. JEFL males practiced agreement compliment responses more than females as (82%) of compliment responses were given by males whereas (76%) were given by females. In addition, JAL1 males practiced agreement compliment responses more than females as (84%) and (79%) consecutively. Furthermore, ENSs males (81%) practiced agreement compliment responses more than females (78%). In the three groups, “praise” was the most compliment topic agreed by the majority of participants. They study suggested doing further research on the effects of gender and social distance on Arabic Speakers’ compliment responses in social situations

English Language teachers are expected to keep abreast with expectations and challenges that they come across in assisting their students to attain higher level of academic achievement. Studies show that teachers are unable to assess students accordingly as the current education system in Malaysia is too examination-oriented and over emphasises rote-learning. The research aims at investigating and analysing in-service teachers’ alternative assessment strategies in selected Malaysian ESL classrooms. This study employed a qualitative case study involving eleven ESL teachers. Data were collected through semi-structured interviews, classroom observations and document analysis. Two instruments were used in data collection, namely interview protocol and classroom observation form. The findings showed that teachers employed different assessment strategies namely integrated alternative assessment, summative assessment, formative assessment, informal assessment via observation, online assessment, self-assessment, portfolio assessment, peer assessment and school-based assessment. The results revealed that besides alternative assessment, teachers still showed preference for employing summative assessment in the classroom. Some teachers embedded assessment activities to ensure students are given sufficient opportunity to perform, create, produce based on the tasks given in the classroom. The findings suggest that teachers need exposure and training in current assessment that they can employ in instruction.

Implementing the Common European Framework or CEFR in English as a Second Language learning in the Malaysian education system is the focus of this paper. CEFR is a generally established international standard for depicting language proficiency. It is also extensively recognised in Europe and is becoming more widely accepted globally; it is now incorporated into the Malaysian education system. The CEFR provides thorough descriptions of what foreign or second language learners can perform in listening, speaking, reading, and writing at six proficiency levels. Thus the methodology used in this paper is qualitative through review documents specifically on past studies from 2015 to 2021 highlighting CEFR implementation. This study aims to answer two research questions; what are the importance of implementation of CEFR in the Malaysian ESL classroom, and how CEFR can be implemented in classroom assessment in the Malaysian ESL classroom. The findings related to the first aim indicate that the CEFR is important for the needs of the international standard framework, benchmarking, alignment, and calibration. The findings also show that CEFR assists teachers in monitoring students' development in ESL classrooms. This article will also examine the history of the CEFR's implementation in the Malaysian education system and its influence on the curriculum, teaching and learning, and assessment. Then, the descriptors of CEFR in all four primary language skills, learning, speaking, listening, reading, and writing, will be briefly discussed before moving on to implementing the CEFR in classroom assessment. By the end of this paper, the recommendations for future study in implementing CEFR in the Malaysian ESL classroom will be proposed.

Moral value is one of the crucial elements in human development, where moral or civic education formed a substantial part of the focus on personal development. This study examined the inculcation of universal moral values (UMVs) using language in teaching and learning as a vehicle to instil the UMVs. It has been ascertained through previous research findings that there is a dearth of systemic review approaches used in examining the universality of moral values, and how they can be inculcated via language teaching and learning. Hence, the use of the systemic review approach in this study contributes significantly to the field of the research area, as it employed this type of approach to fill the gap in the field discipline. In this study, the relevant literature on UMVs in language pedagogy (teaching and learning) are analysed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement review method. Through the systematic review of Scopus, Web of Science, EBSCOhost, Google Scholar, ProQuest, and Research Gate databases, it was identified that there were 29 related studies. The result revealed four main themes related to the inculcation of UMVs in students through language teaching and learning (LTL). The four main themes comprised: the role of a language teacher, the language curriculum content, language activities, and interactive language multimedia. The researchers forwarded several findings-based recommendations from this study that for future studies there should be an emphasis on UMV-related language analysis, and a parallel research technique be conducted such as contacting experts in the field and citation tracking.