Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with the greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Data were collected from interviews and supplemental written records in the form of lesson plans, teaching evidence, and online tools employed for teaching and learning. The findings show that the trainee teachers undergo varied and often challenging experiences in ensuring the continuity of curriculum-based education and the students’ progress in learning. Their successes in delivering the lessons amidst the novel encounters are the epitome of resilient and flexible teachers in the making.

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.

School Based Assessment (SBA) is a concept integrated in the Malaysian education system to harmonise assessment of an educator into the process of teaching and learning, with an idea to optimize students’ understanding of a subject they are learning. When the Covid-19 virus ravages the world, the education sector was not spared, schools were quick to be shut down in fear of the disease. It was not long before the education system was forced to adapt the unconventional method of leaning to outlast the pandemic. Rushing, even in good intention, comes with myriad of the issues and the concern of the effectivity of SBA in this new environment is not excused. With student focused education principles rooted in the education system, to being virtually available in a virtual classroom is a challenge to both to the teachers and students. To enforce discipline and to engage individual student in of itself is not an easy task let alone when both parties separated by miles away. Thus, this paper will cast an overview the effects of the Covid-19 Pandemic to the Malaysian education system, issues related to online assessment in the Malaysia education system during pandemic and assessment practices, challenges and solution during pandemic by other countries.

Classroom assessment differs from examinations and other student evaluation forms. The fundamental purpose of classroom assessment is to enable teachers and students to improve the quality of learning in the classroom by utilising a learner-centred, teacher-directed, mutually beneficial, and embedded in best practices approach. Assessment for learning, assessment of learning, and assessment as learning are the three types of classroom assessments that most education systems focus on. Assessment for learning is commonly used in classroom assessments to encourage and motivate students to learn. It is vital to ensure students learn what they need to learn. As a result, teachers' assessment procedures are required to provide accurate and indicative information about a student's current level of learning. This paper aims to provide literature reviews on issues regarding assessment for learning in an ESL classroom. The issues reviewed began with the history of implementing school-based and classroom assessments and the issues and challenges associated with assessment in the Malaysian education system. This paper also covered assessments aligned on 21st-century learning to instil 21st-century skills among students through classroom assessment. The relevance of assessment for learning and why it matters in 21st-century education are then highlighted in this paper. Finally, it offers some recommendations for improving the quality of ESL classroom assessments. In conclusion, this paper provides insight into classroom assessment practice and knowledge in preparation for future studies.

English language proficiency is the main goal of any learner of a language. Speaking and listening are major components of key skills and literacy qualifications. We need listening skills to understand and to be understood. It has become one of the most important factors of success and excellence for students who wish to speak, understand, advance their career path or continue their education abroad. When students listen to the English language, they face a lot of listening difficulties. This paper examines the teaching of listening comprehension at Misurata preparatory schools. It investigates the challenges that students face in learning listening comprehension skills. Students move to secondary education without a suitable foundation for listening comprehension skills. For this reason, the present study attempts to investigate some listening hindrances faced by students at preparatory schools to elicit their views about listening comprehension skills. This study reports the factors that the students believed had influenced their listening comprehension skills at Misurata preparatory schools. It is an effort to generate awareness among teachers, educators, language policymakers, and learners of English about the proper implementation of this important receptive skill. Data was gathered through a questionnaire from the students' responses. A qualitative method was adopted to analyze the obtained data. This study revealed that listening comprehension is hindered by: limited knowledge of words, accents, phonological difficulties, speech rate, insufficient practice of listening skills in the classroom, inadequate time to teach listening skills, and students are not encouraged to listen to programs outside the classroom.

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.

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.

Introduction- Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. Purpose – This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Methodology – Data were collected from interview and supplemental written records in the form of lesson plans, teaching evidence and online tools employed for the teaching and learning. Findings – The findings show that the trainee teachers undergo varied and often challenging experiences in ensuring the continuity of curriculum-based education and the students’ progress in learning. Significance – Their successes in delivering the lessons amidst the novel encounters are the epitome of resilient and flexible teachers in the making.

This paper discusses readings on Malay cultural identities in the Malaysian context. While previous research on Malay cultural identity has presented a broad understanding, this paper attempts to frame this discussion based on three perspectives- elite constructions, socio-cultural worldviews, and resistance to the Malay world. By placing Malay cultural identities in relation to the Malaysian context, it explores the dynamics concerning what is distinctive and worthwhile about Malay cultural identities. In addition, this study forms some of the bases for a renewed understanding and interests on Malay cultural identities in light of the burgeoning industries of popular TV fiction.

Many studies on indigenous education focus on measuring the indigenous students’ literacy and understanding the sociocultural blockades in learning; however, less studies have been done on reconnoitering the teachers’ experiences in teaching indigenous school children, especially in teaching the English language. The main objective of the study is to explore the challenges faced by English language teachers at an indigenous national school in teaching the English language. In addition, it will also explore the exertions made by the teachers in their quest of boosting the teaching and learning process. This study applied a case study approach to really understand the experiences of the teachers in teaching the indigenous children. The study was conducted at an indigenous national school that teaches 100% indigenous students. Data were collected through semi-structured interviews with nine primary school English language teachers. Data were analyzed using a thematic analysis, where data were transcribed verbatim, coded and characterized into substantial themes. The findings show that the English language teachers were faced with two main challenges which were navigating the learning issues of indigenous children and expertise issues of the teachers. However, despite the challenges, the teachers were constantly thinking of ways for the betterment of the indigenous students’ holistic achievement such as trying to understand the students’ cultural norms as well as nurturing the predisposition of students in learning. It is hoped that this study could contribute to the professional development efforts and supportive agendas for English language teachers teaching indigenous school children.

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.

In Malaysia, a number of issues have transpired concerning the proliferation of TV fiction. Many of these complications include, but are not limited to concerns regarding feminism, patriarchy, economic imbalance, equity, power, social inequity, and religion. In this paper, we aim to locate TV fiction and Malay cultural identities across mediascape. Two primary objectives are central; firstly, this review embodies contextualization of TV fiction through examining some trajectories in which many popular TV fiction have been established. Secondly, this paper places Malay cultural identities in relation to the development and progress of mediascape. By examining these two central questions, we explore some of the many possibilities in which Malay cultural identities are explored, preserved, contested, and blurred in times of changing and challenging realities of Malaysian mediascape.

Introduction- Many studies on indigenous education focus on gauging the indigenous students’ literacy and understanding the sociocultural barriers in learning; however less studies have been done on reconnoitering the teachers’ experiences in teaching indigenous school children, especially in teaching the English language. Purpose – The current paper will address the theme of holistic education by exploring the challenges faced by English language teachers at an indigenous national school. It will also talk about the exertions made by the teachers in their quest of enhancing the teaching and learning process. Methodology – This study used the case study approach that was conducted at an indigenous school in Malaysia. The school is a national school that has 100% indigenous students. Data were collected through semi-structured interviews with nine primary school English language teachers. Data were analysed using a thematic analysis, where data were transcribed verbatim, coded and characterized into substantial themes. Findings – The findings show that the English language teachers were faced with two main challenges which were navigating the learning issues of indigenous children and expertise issues of the teachers. However, despite the challenges, the teachers were constantly thinking of ways for the betterment of the indigenous students’ holistic achievement such as trying to understand the students’ cultural norms as well as nurturing the inclination of students in learning. Significance – It is hoped that this study could contribute to the professional development efforts and supportive agendas for English language teachers teaching indigenous school children.