This paper reports on a study that investigates the use of collaborative tasks to elicit Language Related Episodes (LREs) during learners’ oral interaction. The study examines the frequency and nature of LREs generated by the participants during interaction in EFL speaking class. Nine language learners in groups of three participated in the study. They were instructed to complete two collaborative task types during which their performance was recorded. A qualitative analysis of the data revealed that the learners produced LREs during task completion for both tasks. The results obtained indicate that lexical LREs tend to be more frequent than other types of LREs in the interactions. The lexical LREs produced may create opportunities for language development among the EFL learners. Results of the study were discussed in light of pedagogical implications in a language classroom.

Homeschooling is a parent-led home based education, which is currently enjoying newdiscovered acceptance both locally and internationally. To understand this new alternative education, we review a number of homeschooling studies from the local and overseas associated with the history and development of homeschooling, factors that led to homeschooling; outcome or impacts of homeschooling on school, families and children, and concerns, challenges as well as critics of homeschooling. We then document the findings of reasons that led to homeschooling and its outcomes to give an overview of homeschooling to provide a guideline and reflection to parents who intend to homeschool their children. Also, it is significant for the current conventional education system to re-attract families who chose homeschool as well as to refine the current educational practice to cater the modern generation. Meanwhile, we also document concerns, challenges, and critics towards homeschooling to ameliorate homeschooling as the growing alternative. � 2016 Taylor & Francis Group, London.

This paper reports on a study that investigates the use of communication tasks to elicit Language-Related Episodes (LREs) during learners' oral interaction. Nine language learners in groups of three participated in the study. The participants completed two meaning-focused task types (i.e., jigsaw and decision-making) during which their learner interactions were recorded. Data were examined for instances of LRE. A qualitative analysis of the data revealed that the learners produced LREs during task completion for both tasks and paid considerable attention to grammar while engaged in meaning-focused communication tasks. This suggests that such tasks can be explored in promoting grammar awareness among learners as the grammar LREs produced during task completion may create opportunities for language development among the EFL learners. Results have practical implications for language teaching, research, and syllabus design. � 2016 Taylor & Francis Group, London.

This paper reports on a study that investigates the use of communication tasks to elicit Language-Related Episodes (LREs) during learners� oral interaction. Nine language learners in groups of three participated in the study. The participants completed two meaning-focused task types (i.e., jigsaw and decision-making) during which their learner interactions were recorded. Data were examined for instances of LRE. A qualitative analysis of the data revealed that the learners produced LREs during task completion for both tasks and paid considerable attention to grammar while engaged in meaning-focused communication tasks. This suggests that such tasks can be explored in promoting grammar awareness among learners as the grammar LREs produced during task completion may create opportunities for language development among the EFL learners. Results have practical implications for language teaching, research, and syllabus design. � 2016 Taylor & Francis Group, London.

This study investigated the curriculum changes in secondary school system in Malaysia. Thirty experts in physiotherapy were identified through purposive sampling. The Delphi technique was used to build items for the questionnaire which intended to answer the research questions of the study. Findings revealed the fields of physiotherapy expected to provide career opportunities in future as agreed by the panel of experts. To ensure students are prepared to embark on the field of physiotherapy, they believed that subjects such as English language, Biology, Science, Physics, Human Movement, and Biomedical Science need to be introduced and emphasized in the secondary school curriculum. Three teaching approaches, via demonstrations, practical, and clinical practice, are deemed suitable to teach physiotherapy in secondary schools while assessment should focus on both theory and practical components. Further, the panel of experts also stressed that a specific kind of facilities are required at schools which included lecture rooms, laboratories, hydrotherapy pools, gymnasium, treatment rooms, and assessment rooms. The findings show that there is a need for the Ministry of Education (MOE) in general, and the Curriculum Development Centre (CDC) in particular, to relook at the existing secondary school curriculum and make the necessary revision should physiotherapy be introduced in the Malaysian secondary school system. � Springer Nature Singapore Pte Ltd. 2017.

Malaysian education assessment system is currently undergoing some changes both at primary and secondary school levels. Bringing in the School-Based Assessment (SBA) practice into the existing examination-oriented system is seen as a great challenge to the stakeholders. The aim of such implementation is to have a more holistic and less examination-oriented assessment for the students along with promoting assessment for learning. The implementation of SBA at primary school level began in 2011, whereas the implementation at secondary school level began in 2012. Since its implementation, the stakeholders, including teachers, students, parents, and non-profitable organizations, have raised their concerns over what methods and how the assessments are going to be administered, evaluated and reported. Since the implementation is considered new and little research is carried out to date on SBA in Malaysia, it is necessary to look at the issues related to the SBA implementation. Such research would help in expanding the body of literature in the field and, most importantly, it would help to acknowledge the existence of concerns by the community of practice in practicing SBA. This study is also seen as a platform to identify measures for improving the assessment practice by means of reflecting on its current practice. � 2016 Taylor & Francis Group, London.

Malaysian education assessment system is currently undergoing some changes both at primary and secondary school levels. Bringing in the School-Based Assessment (SBA) practice into the existing examination-oriented system is seen as a great challenge to the stakeholders. The aim of such implementation is to have a more holistic and less examination-oriented assessment for the students along with promoting assessment for learning. The implementation of SBA at primary school level began in 2011, whereas the implementation at secondary school level began in 2012. Since its implementation, the stakeholders, including teachers, students, parents, and non-profitable organizations, have raised their concerns over what methods and how the assessments are going to be administered, evaluated and reported. Since the implementation is considered new and little research is carried out to date on SBA in Malaysia, it is necessary to look at the issues related to the SBA implementation. Such research would help in expanding the body of literature in the field and, most importantly, it would help to acknowledge the existence of concerns by the community of practice in practicing SBA. This study is also seen as a platform to identify measures for improving the assessment practice by means of reflecting on its current practice. � 2016 Taylor and Francis Group, London.