Malaysian Journal of ELT Research © 2004 by Malaysian English Language Teaching Association is licensed under CC BY-NC 4.0
Section: Articles The alignment of the Common European Framework of Reference for Languages (CEFR) with national ELT syllabi has had a significant impact on how teaching materials are developed in many countries in Asia, such as Malaysia, Indonesia, Thailand, and Vietnam (Mihat et al., 2023; Foley, 2019). When creating materials, item builders must carefully consider several factors, such as the level of vocabulary, grammatical structures, types of sentences, and length of text, to ensure alignment with the specific CEFR level they are targeting. To achieve this, item builders typically go through at least three stages: (1) writing a text, (2) ensuring that post-reading items reference the text, and (3) verifying the appropriateness of words and sentence structures. This verification process relies on certain tools that are not publicly accessible and have limited functionality. As a result, aligning texts to CEFR levels is laborious and time- consuming, leading many teachers to purchase ready-made materials. This challenge, however, is being addressed with the introduction of Cathoven, an AI tool for ELT practitioners. This review introduces the Cathoven Language Hub, an AI-powered, interactive platform for English language teaching designed to help teachers align materials with CEFR levels.
Book Review: “AReal-Vocab’: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism
Section: Articles ‘AReal-Vocab: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism’ addresses the challenge Malaysian English teachers face in teaching vocabulary to learners with mild autism. Drawing on local data and UNESCO guidance, the book presents limited vocabulary progress linked to retention, repetitive behaviours and phonological sensitivity as an equity issue. It introduces an augmented reality (AR) mobile app as a solution. The application is designed using the ADDIE and Taba models, Krashen’s input hypothesis, principles of cognitivism, social constructivism and behaviourism. Rather than a broad technology argument, the book gives Malaysian English language teaching (ELT) teachers a research-driven and practical approach to using AR for vocabulary in line with special education needs and classroom practice.
Examining EFL Textbooks from a Phraseological Perspective: A Corpus Analysis of Lexical Bundle Features
Section: Articles Keywords: EFL Textbooks, Phraseological Perspective, Corpus Analysis, Lexical Bundle Features English language (EL) textbooks are the main or sole source of formal English input in non-native contexts. Their quality significantly influences teaching and learning. As recurrent continuous sequences, lexical bundles (LBs) are important phraseological units in the English language. They support language fluency and accuracy by reducing memory load and enhancing processing, particularly for non-native learners. Despite growing interest in LBs within English language education, research on their use in foundational-level English for General Purposes (EGP) textbooks has remained insufficient. Given the importance of EL textbooks in non-native contexts and China’s large EFL learner population, investigating LBs in Chinese EFL textbooks holds significant national and global value. Accordingly, this study examines the most frequent three- and four-word LBs in widely used Chinese secondary school EFL textbooks. Guided by corpus linguistics, two textbook corpora were compiled. Bundle data were extracted using WordSmith Tools and Collocate, and analyzed quantitatively and qualitatively for frequency, structure, and function. Findings show that three-word bundles are more frequent, with stable distribution across grade levels, while bundle diversity increases in advanced-level textbooks. Structurally, verb phrase fragments dominate, reflecting a phrasal style that lags behind professional native academic texts. Functionally, LBs with a limited functional range and pedagogical instruction bundles are most frequent, highlighting the teacher-centered nature of Chinese education. This study enriches the understanding of bundle features in Chinese EFL textbooks, offering insights for enhancing bundle instruction and optimizing textbook bundle presentation as well as contributing to EL textbook bundle research in non-native contexts.
EFL Textbooks, Phraseological Perspective, Corpus Analysis, Lexical Bundle Features
A Systematic Review of Vocabulary Teaching Approaches in Malaysia Pre-And-Post CEFR Implementation (2011–2024)
Section: Articles Keywords: Vocabulary Teaching, Vocabulary Learning, CEFR Malaysia, Systematic Literature Review, ESL Learner Vocabulary is a crucial component in second language acquisition, and in Malaysia its instructional approaches have shifted significantly since the adoption of the Common European Framework of Reference for Languages (CEFR). Before CEFR, vocabulary teaching was often underemphasised and lacked standardisation, raising concerns about consistency and effectiveness across education levels. Yet, limited synthesis exists on how instructional approaches have evolved following CEFR implementation. This systematic literature review (SLR) examines vocabulary teaching practices in Malaysian secondary and tertiary contexts between 2011 and 2024, comparing trends before and after CEFR adoption. Guided by PRISMA 2020 protocols, 24 peer-reviewed articles were identified from Scopus and Web of Science. Inclusion criteria focused on open-access, English-language studies conducted in Malaysia, particularly those addressing CEFR B1/B2 learners. Findings indicate a marked methodological and pedagogical shift. Pre-CEFR studies (n=6) emphasised strategy-based approaches, including morphemic analysis and contextual guessing, with minimal integration of technology. In contrast, post-CEFR studies (n=18) show increased use of technology-mediated instruction, gamification, and explicit vocabulary teaching. Nonetheless, research remains disproportionately focused on tertiary learners, with secondary contexts underexplored. Through this systematic literature review, this study highlights the need for a framework to guide ELT teachers in Malaysia in designing meaningful vocabulary lessons with their students.
Vocabulary Teaching, Vocabulary Learning, CEFR Malaysia, Systematic Literature Review, ESL Learner
Indonesian EFL Students’ Perception of the Use of Artificial Intelligence Applications to Support Self-Regulated Learning in Academic Reading and Writing
Section: Articles Keywords: Academic Reading, Academic Writing, Artificial Intelligence, Self-regulated Learning Although a few studies have examined self-regulated learning using technology for academic reading and writing, research on students’ perceptions of using artificial intelligence (AI) applications to support self-regulated learning in academic writing within Indonesia's higher education context remains underexplored. This study aims to investigate the perceptions of EFL undergraduate students regarding the use of AI applications to support self-regulated learning in academic reading and writing coursework. Four students enrolling in academic reading and writing coursework agreed to participate in this interview study. A descriptive qualitative approach with thematic analysis was employed as the research method. The findings revealed that AI applications were perceived as beneficial in supporting students’ self-regulated learning for academic reading and writing in the forethought, performance, and reflection phases. This research gives empirical contributions on how AI applications can support students’ self-regulated learning in academic reading and writing coursework. However, this study is limited to a single classroom of academic reading and writing coursework, with a small number of participants. Future research may involve more participants and a broader scope of the study to enrich the discussion on the use of AI applications in academic reading and writing coursework.
Academic Reading, Academic Writing, Artificial Intelligence, Self-regulated Learning
Cognitive, Emotional, and Behavioural Construction of Pre-Service English Language Teacher Identity
Section: Articles Keywords: Teacher Professional Identity, Non-Native English-Speaking Student Teachers, Pre-Service Teacher Education This study investigates how the curriculum of a pre-service English language teacher education programme in China shapes the professional identity of non-native English-speaking student teachers (NNESTs). Drawing on a constructivist framework, the research examines how cognitive, emotional, and behavioural dimensions of identity are cultivated through curriculum content. Using content analysis in NVivo 14.0, 38 course syllabi and one policy document from a private Chinese university were analysed. Findings reveal a pronounced emphasis on the cognitive dimension, with curriculum documents prioritising pedagogical knowledge, linguistic accuracy, and subject mastery. While these cognitive components are essential for developing teaching competence, the limited presence of emotional and behavioural content reflects a narrow and incomplete approach to professional identity construction. This imbalance is particularly concerning for NNESTs who often face additional pressures related to linguistic legitimacy and self-confidence in English Language Teaching. The findings highlight the need for a more systematic integration of affective and behavioural elements, such as reflective practice, emotional resilience, and professional agency, into teacher education curricula. Underemphasising these dimensions risks the curriculum reinforcing a deficit view of NNESTs and hindering the development of well-rounded, confident educators.
Teacher Professional Identity, Non-Native English-Speaking Student Teachers, Pre-Service Teacher Education
Leveraging English Movies for Vocabulary Enhancement: A Study on Malaysian Secondary School ESL Learners
Section: Articles Keywords: English Movies, Vocabulary Enhancement, ESL Learners, Multimedia Learning Vocabulary mastery is fundamental to successful English language learning, yet Malaysian secondary school learners still encounter difficulties in acquiring English vocabulary using conventional instructional methods. This study examines effectiveness of English movies in enhancing vocabulary of Malaysian secondary school ESL learners. A quasi-experimental design was employed to compare a treatment group (n=20) engaged in movie-based learning with a control group (n=20) receiving traditional vocabulary learning instructions. Data were collected via one pre-test and three post-tests across separate sessions. The findings reveal that the treatment group consistently outperformed the control group in vocabulary learning in all three post-tests. Results of independent t-test confirmed significant differences between the two groups (p<0.01). This suggests that English movies serve as an effective medium for vocabulary learning in ESL classes. The incorporation of English movies into ESL lessons can enrich the learning experience, foster a contextually meaningful learning atmosphere, and simultaneously promote learners’ motivation in learning and using the language. Future investigations should consider larger and more diverse samples, longer intervention periods, or comparisons of various multimedia resources to investigate the effectiveness of movie-based instructional methods.
English Movies, Vocabulary Enhancement, ESL Learners, Multimedia Learning
Teachers’ Self-Efficacy Beliefs and Blended Learning Practice in the Malaysian Primary ESL Classroom: Exploring Belief–Practice Alignment
Section: Articles Keywords: Language Teacher Cognition, Teachers’ Beliefs, Self-Efficacy Beliefs, Blended Learning, Primary ESL Classroom In the current digital era, the use of technology in education is not uncommon. However, in the context of blended learning, the perspective of the teacher is often overlooked as research in the field mainly focused on the learners. This oversight highlights the importance of teacher cognition, which examines the congruence between teachers’ beliefs and their instructional blended learning practices. Therefore, the present study investigates the congruence between teachers' self-efficacy beliefs and their blended learning practice in the Malaysian primary English as a Second Language (ESL) classroom, an area that has received little attention compared to secondary or tertiary contexts. This research used the mixed-method approach where questionnaires, semi-structured interviews, and classroom observations were utilized to collect data. 144 Malaysian primary ESL teachers were from the district of Port Dickson, Malaysia were chosen as participants. Firstly, the quantitative findings indicated that teachers have high self-efficacy beliefs towards blended learning implementation whereas the qualitative findings showed that teachers’ self-efficacy beliefs were in congruence with their blended learning practices. All five teachers reported and displayed high self-efficacy in employing blended learning in their classrooms, as evidenced by their high confidence and consistent integration of technology in their blended learning classroom. Consequently, these results highlighted the significance of fostering strong self-efficacy beliefs among language teachers, particularly in the realm of blended learning, which will lead to more effective learning experiences for pupils in the Malaysian primary ESL classroom context.
Language Teacher Cognition, Teachers’ Beliefs, Self-Efficacy Beliefs, Blended Learning, Primary ESL Classroom
Can-Do Statements for Improved Oral Communication: A Practical Approach
Section: Articles In past decades, several can-do frameworks have been developed with the aim of establishing a degree of standardization and precision in the evaluation of language proficiency levels. The availability of these scales of measurement may assist teachers and educational administrators in designing courses and in improving the means of assessment for their students. Additionally, can-do frameworks may assist students in achieving their learning objectives by enabling them to more accurately identify materials and courses that align with their proficiency levels. Although these language proficiency frameworks have since established their importance within the language education realm, their full potential may yet to be fully realized. In the search for more practical communicative activities, some language teachers engage in experimentation and with some creativity to develop educationally relevant and appealing tasks for their students. As such, an oral communication activity was created by modifying portions of a can-do framework and realigning individual can-do statements into speaking tasks. This activity has since been utilized on a continual basis for the past several years and has been periodically updated for improvements. This article will attempt to detail aspects pertaining to the development, implementation, and potential practicality of the activity. An inquiry was also conducted between the differences of students in their perceived abilities to communicate before and then after participating in the activity. Insight gathered from class observations and student feedback will likewise be presented. Moreover, pertinent background information on can-do frameworks and suggestions for the implementation of the activity will also be provided.
Phonemic Awareness and Word Decoding Through Multisensory Synthetic Phonics Instruction: Insights from East Malaysia
Section: Articles Keywords: Decoding, ESL, Synthetic Phonics, Phonemic Awareness, Reading Mastering decoding skills in the English language is crucial for acquiring early literacy in English as a Second Language (ESL) children. However, many young Malaysian learners struggle to read in the English language. This paper presents the outcome of a quasi-experimental study conducted in East Malaysia, where Multisensory Synthetic Phonics Instruction (MSPI) was implemented to improve phonemic awareness and word decoding skills in English Language among Year 1 ESL pupils. Cambourne's (1979) Bottom-Up Approach Reading Framework underpinned the implementation of this mixed-method study, involving 172 pupils from 8 urban and semi-urban schools in East Malaysia. Data from the study were collected by administering the Phonics Assessment Sheets to pupils and conducting interviews with teachers who carried out the MSPI. Effect size calculation and thematic analysis were used to analyse the collected data. Findings revealed that MSPI has greatly improved pupils’ phonemic awareness, with a smaller effect recorded for word decoding ability. Interviews revealed teachers’ apprehension and also their approval of the MSPI in helping pupils to acquire decoding skills. The study proved the affordance of MSPI in promoting literacy skills among young learners. However, ensuring teacher buy-in is crucial for the successful implementation of MSPI.
Decoding, ESL, Synthetic Phonics, Phonemic Awareness, Reading
Teacher Competence and Practical Strategies for ELT in an AI-Driven Era
Section: Articles This edition of MaJER (Volume 22, Issue 2) examines the themes of teacher competence and practical pedagogical approaches in English Language Teaching (ELT). In today’s digital age, where Artificial Intelligence (AI) is increasingly accessible, it is essential to reinforce the foundational principles of teaching before promoting the adoption of emerging technologies. While teacher competence and subject knowledge remain central to effective learning outcomes, these alone are not sufficient. Teachers must also develop confidence in their ability to deliver impactful lessons and foster learner engagement. Beyond cognitive skills, affective dimensions—such as motivation and self-efficacy— play a critical role in shaping classroom practices. As technology becomes more pervasive, educators should adopt strategies that encourage learner autonomy, particularly within AI-enhanced learning environments. Two articles in this issue explore pedagogical approaches: one focuses on adapting classroom activities based on the CEFR framework, while another investigates teachers’ self-efficacy in implementing blended learning. Additional contributions include an analysis of pre-service teacher education curricula, emphasising the importance of affective and behavioural factors alongside cognition, and a study on leveraging AI to enhance academic literacy and promote self-regulated learning.
Exploring the Influence of MMORPG in English Language Performance: Relating Game Features and Incidental Vocabulary Learning
Section: Articles Keywords: Digital game-based learning, game features, incidental vocabulary learning (IVL), Massively Multiplayer Online Role-Playing Game (MMORPG) The widespread of digital games presents valuable opportunities for incidental vocabulary learning (IVL), where players encounter and process language content during online gameplay. The recently published Massively Multiplayer Online Role-Playing Games (MMORPGs) further enhances the opportunity for IVL due to their rich narrative environments, interactive design, and exposure of players to authentic lexical input within meaningful contexts. In tandem with this development, this study seeks to explore how the game features of MMORPGs impact ESL learners’ IVL during gameplay sessions, as well as their overall English language proficiency test performance. A total of 16 ESL game players who have experience playing online games were recruited for the study. The participants were required to play Lost Ark for 60 hours, and their interactions during the gameplay sessions were video recorded. The participants were interviewed, and the sessions were audio recorded. The findings from the interviews revealed that (1) the narrative nature of the game’s storyline in the MMORPG promotes ESL learners’ IVL, and (2) the in-game cutscenes motivate ESL learners to engage in IVL. These findings suggest that the game features in MMORPGs could influence ESL learners’ mastery of English language, whereby they act as a catalyst to enable ESL learners to experience IVL during gameplay.
Digital game-based learning, game features, incidental vocabulary learning (IVL), Massively Multiplayer Online Role-Playing Game (MMORPG)
English Language Literature Component: Students’ Perspective and Attitude Towards Malaysian Literary Texts
Section: Articles Keywords: Malaysian literary text, students’ attitude, Western literary text, literature component The English language literature component has experienced several changes between the year 2000 to 2025. As a result of the changes, the amount of local literature used significantly decreases. In the latest change, local literary text in English was no longer included despite positive feedback given towards it. This study was conducted to find out the perspectives of secondary school students on the inclusion of local literary texts, the difference in students' attitude towards local literary texts as compared to Western Literary texts, and factors that affect attitudes. This study employed a mixed – method research design involving 180 Form 4 students who participated in a survey and face to face interview with two English secondary school teachers. The results showed that the students’ responses, both for attitude and perspectives towards local literary texts, are generally positive. The teachers, both senior and junior, responded positively towards both Malaysian and Western literary texts too. In conclusion, four contributing factors to students’ attitude towards literary texts are language complexity, unknown cultural aspects, familiarity of context as well as language proficiency.
Malaysian literary text, students’ attitude, Western literary text, literature component
Content Selection Strategies in Vlogging: Analysing ESL Students’ Decision-Making at Universiti Malaysia Sabah
Section: Articles Keywords: Vlog, Social Media, Oral Communication, Content Creation This study investigates the content selection process for vlogging projects among ESL students in an English classroom. Employing a mixed-methods approach, data were collected from 51 students using an open-ended questionnaire. Thematic analysis was used to interpret qualitative responses, while descriptive statistics, cross-tabulation, and chi-square tests were conducted to examine relationships between variables. The findings reveal that students consider multiple factors when selecting vlog content, with entertainment value (20.0%), creativity (18.2%), viewers’ benefits (16.4%), and personal experiences (16.4%) identified as the most influential. Other factors include educational value (10.9%), content quality (9.1%), and personal preferences (9.0%). Students produced vlogs across a range of themes, including traditional culture, food reviews, personal challenges, health-related activities, and product reviews. Social media exposure, particularly through platforms such as YouTube and Instagram, significantly influenced their content decisions. These findings offer valuable insights into the decision-making process underlying students' vlogging projects, emphasizing the importance of creativity, audience engagement, and digital media influence. The study contributes to the pedagogical understanding of vlogging as a tool in English language instruction and offers practical implications for educators seeking to integrate vlogging into the ESL classroom.
Vlog, Social Media, Oral Communication, Content Creation
Chinese Postgraduates’ Perceptions and Use of Standard English in EMI Courses at a Malaysian University
Section: Articles Keywords: Standard English Ideology, Global Englishes, Chinese Postgraduate Students, English as a Medium of Instruction (EMI), Higher Education Notwithstanding the fact that non-native English speakers have become the dominant population, English learners are still expected to adhere to a native variety of standard English. This phenomenon is challenged by the Global Englishes paradigm, as the belief in native English as the standard norm ignores the diversity of today’s English. While previous studies have primarily explored standard English in terms of its selection, codification, and elaboration in the educational setting, few have examined its practical use. Thus, this study aims to advance our knowledge of standard English by investigating Chinese postgraduates’ perceptions and use of standard English during their English-medium instruction programmes at a public university in Malaysia. A two-part questionnaire was used to collect responses from a total of 50 Chinese postgraduate students from different faculties at this university. The responses were analyzed descriptively and interpreted from the Global Englishes paradigm. This study revealed a pluralistic and decolonialized perception of standard English. As for practice, standard English is employed in offline classroom interactions with lecturers, particularly in highly purposive communication. The findings yield a more detailed understanding of standard English in a higher educational setting, encouraging stakeholders to recognize a pluralistic perspective on standard English that empowers non-native English-speaking students.
Standard English Ideology, Global Englishes, Chinese Postgraduate Students, English as a Medium of Instruction (EMI), Higher Education
EFL Students’ Use of AI Chatbots in Academic Writing
Section: Articles Keywords: Artificial Intelligence, English as a Foreign Language, Writing Confidence, Academic Language, Education Technology Artificial Intelligence (AI) has generated significant debate in higher education, with some researchers calling for greater integration of AI tools in the classroom (Kohnke, 2023), while others insist that it has a negative impact on academic performance (Abbas et al., 2021). Given that these tools are becoming more ubiquitous, this paper seeks to understand how students are using them in their learning. The present study analyzes a university-level English as a Foreign Language (EFL) class, with a unit focused on academic writing. Students from a French university were trained on using AI chatbots to get feedback on their writing and then asked to justify the types of feedback they accepted and rejected. Their responses were coded to identify patterns in how students used chatbot feedback in their writing. Results indicate that, while feedback regarding grammatical precision and word choice was welcomed, students were much more hesitant to accept changes that impacted either their personal writing style or distorted their ideas. Ultimately, findings suggest that these chatbots can be a useful resource for improving student writing, but careful training is necessary to ensure responsible use.
Artificial Intelligence, English as a Foreign Language, Writing Confidence, Academic Language, Education Technology
ELT Materials and Methods in the Digital Age
Section: Articles Materials and methods in English Language Teaching (ELT) predominantly depended on conventional textbooks and visual aids. In the 21st century, the discourse around ELT materials and methods has progressively transitioned to non-traditional approaches, where the integration of multimodal digital texts and Artificial Intelligence (AI) technology is becoming standard practice. A central theme of this edition of MaJER (Volume 22, Issue 1) is the impact of technology on the engagement with ELT materials. A pertinent question is whether interaction with new technologies has resulted in significant changes to methodologies. Although traditional materials may continue to be relevant in contexts with restricted technological access, the incorporation of novel digital tools in ELT necessitates a deeper understanding of their effective application and the ways in which their integration facilitates innovative methodologies. Another focus of this issue is the role of English in instruction, which is a central to the topic of ELT materials especially where English serves as a lingua franca, extensively utilised for communication by non-native speakers of English. In such environments what constitutes standard English? Which variety should be used in communication and reading materials adopted in the classroom?
Integrating Project-based Learning in Oral Presentation Assessments: Lessons Learnt and Way Forward
Section: Articles Keywords: Academic English (AE), oral presentations, project-based learning (PBL), soft skills development Project-based learning (PBL) promotes student-centred learning and encourages students to learn by actively participating in authentic or meaningful projects. PBL is usually adopted in science or mathematical subjects, but limited research explores its use in an Academic English context. This paper aims to explore the use of PBL in supporting students’ development of contextualised oral presentations in an Academic English classroom. A qualitative study was conducted to gain insights into the impact of PBL on students’ learning and outcomes, and to explore challenges faced by students and areas for improvements. Data collection tools include student reflective journals, instructor’s observations, and semi-structured interviews. The findings indicate that the process that students have undergone through PBL resulted in a more authentic and meaningful presentation content (for most students). Students also reported being more aware of their audience when preparing for presentations and developing important soft skills like teamwork, problem-solving, critical thinking and leadership. Students, however, highlighted concerns with logistic issues, quality of teamwork, and inaccessibility to information which might have impacted their project outcome and their final oral presentations. Recommendations are provided for improved integration of PBL in oral presentation assessments and future research.
Academic English (AE), oral presentations, project-based learning (PBL), soft skills development
Code-Switching Dynamics of College Instructors in Online English Language Learning
Section: Articles Keywords: English Language Learning (ELL), Code-switching, Tag-switching, intersential-switching, intra-sentential switching This study investigates the types and functions of code-switching utilized by college instructors in online English Language Learning (ELL) classes through a phenomenological research design. The selection criteria targeted faculty members handling Bachelor of Arts in English Language Studies major courses at Camarines Sur Polytechnic Colleges. Data saturation was achieved with four (4) purposively sampled instructors. The methodology included video recordings and in-depth semi- structured interviews. Content analysis identified three types of code-switching—Tag-Switching, Intra-sentential, and Intersentential—using Poplack’s framework. Tag-Switching was the most frequent with 87 occurrences, followed by intra-sentential with 41 frequency counts, and the least is intersentential with only 4 counts. Thematic analysis, based on Ferguson’s framework, revealed that code-switching aids curriculum access, classroom management discourse, and interpersonal relations. Sub-functions were noted and these included CS for clarifying real-life examples, ensuring student comprehension, providing task instructions, reprimanding, and giving compliments and advice. The study highlights code-switching's role in promoting bilingual and multilingual education, fostering inclusive learning space, and supporting learners’ engagement and understanding.
English Language Learning (ELL), Code-switching, Tag-switching, intersential-switching, intra-sentential switching
Promoting Emotionally Supportive Classrooms to Enhance EFL Learners’ Positive Emotions
Section: Articles Keywords: Emotionally supportive language classrooms, EFL learners, positive emotions, library study, thematic analysis There is an indispensable need for globalized second language learning instructors to nurture EFL learners’ positive emotions in their academic journey. This mission can be possibly done when second language educationalists are willing to impart more emotionally supportive language classroom circumstances wherein EFL learners begin to infuse a higher level of learning motivation, endeavor, mentality, and persistence to maximize their desired learning competencies to the utmost potential. This small-scale library study aimed to profoundly investigate the way emotionally supportive language classrooms could reinforce EFL learners’ positive emotional growth. To embody the aforementioned study objective, the researcher thematically subsumed the already- generated research results derived from 20 published emotionally-supportive language classroom journal articles into some major-specific themes. With the deployment of this research methodology, the research stakeholders can potentially gain a more comprehensive understanding of the specifically yielded research results as they make a clearer discernment regarding the phenomenon being delved. The thematically-categorized research results revealed that emotionally-supportive language classrooms instilled productive learning characters among EFL learners and promoted fruitful target language learning outcomes attainment. The implication of this small-scale library study strongly suggested second language educationalists to immersing EFL learners into emotionally-supportive language classrooms in order to transform them into highly-achieving academicians.
Emotionally supportive language classrooms, EFL learners, positive emotions, library study, thematic analysis
Harnessing Creativity in English Language Teaching
Section: Articles This issue of MaJER (Volume 21, Issue 2) revisits significant topics in English language education. The articles in this issue extend the conversation on classroom pedagogy beyond mere teaching effectiveness as they share a singular underlying theme: creativity. Researchers have suggested that creativity can be defined in many ways (Jones & Richards, 2015; Tin, 2022). Others, such as Richards and Cotterall (2015), propose that creativity can be viewed from two perspectives, as a product and as a process. Concerning this issue’s articles, creativity pertains less to the generation of creative products and more to teachers’ decision-making processes that lead to innovative outcomes. This issue of MaJER advances the discourse on creativity in English language teaching by exploring several methodologies, including emotionally supportive classrooms, the use of code-switching, and project-based learning.
The Reinvention of ELT Associations During the COVID-19 Pandemic: Challenges and Strategies
Section: Articles Keywords: ELT Associations, Professional Development, Pandemic Challenges, Collaborative Networks, Thematic Analysis This study investigates how ELT associations adapted and reinvented themselves to meet the challenges of the COVID-19 pandemic, focusing on their efforts to stay relevant and support their members. While much of the existing research has focused on teacher collaboration, this paper examines how teacher associations played an active role in navigating the challenges of low teacher participation, financial sustainability, and competency issues, addressing professional development needs, and fostering collaborative networks. Using a qualitative approach, six executive committee members from teacher associations across Southeast Asia were interviewed. The data was collected through in-depth interviews and analyzed using thematic analysis to identify key challenges and the strategies adopted. The findings revealed that teacher associations actively worked to stay updated on changes in the ELT field, advocated for innovative professional development, disseminated government policies, and encouraged interdisciplinary research. This study highlights the evolving role of ELT associations during uncertain times and provides insights into their strategies for sustainability, overcoming financial challenges, and enhancing teacher competency.
ELT Associations, Professional Development, Pandemic Challenges, Collaborative Networks, Thematic Analysis
Distribution and Use of Phrasal Verbs in a Grade I ESL Textbook
Section: Articles Keywords: English Phrasal Verbs, NCERT Textbooks, Vocabulary Learning, Lexical Verbs, Particles. The present paper delves into the distribution and uses of English phrasal verbs as well as their syntactic and semantic representation in the grade-1 ESL textbook published by the National Council of Educational Research and Training (NCERT) of India prescribed for the academic curriculum programme. The identified phrasal verbs are then compared with the list of 150 most frequent phrasal verbs in the British National Corpus (BNC) and The Corpus of Contemporary American English (COCA) (Liu, 2011) and the constituent elements of EPVs (i.e. a verb and a particle) are also compared with the list of top 20 most frequent lexical verb lemmas and 16 most frequent particles functioning as phrasal verb forms in the British National Corpus (BNC) (Gardner & Davies, 2007) respectively. The study found that the particles denote their literal senses and contribute to the formation of compositional or literal meanings. This study does not reflect the most frequent phrasal verbs found in the various genres of the BNC and COCA. Lexical verbs are mostly verbs of motion, and particles belonging to the group of spatial orientation are presented in the grade-1- ESL textbook. Most of the phrasal verbs are presented in its literal sense. Very few present idiomatic/figurative/ extended meanings. However, the aspectual phrasal verbs are absent in the grade-1 ESL textbook.
English Phrasal Verbs, NCERT Textbooks, Vocabulary Learning, Lexical Verbs, Particles.
Visulgraph to Support the Teaching and Learning of Line Graph Description
Section: Articles Keywords: Visual Learning, Vocabulary, Graphs and Charts, ESL Learners Visual learning has received significant research attention in teaching and learning. However, there has been a lack of research conducted to explore its use in the teaching of graphs and charts. In fact, limited innovative tools have been designed for the specific purposes of teaching graphs and charts. Hence, this paper attempts to address this gap by exploring the use of Visulgraph to scaffold ESL learners in this context. Visulgraph was developed to assist students in describing the trends, movements and distribution patterns in a line graph, with a particular focus on preparing them using appropriate vocabulary in their spoken presentation. This study employed a one group pre-test and post-test experimental design and serves as a pilot study for the said innovation. Participants were forty-two (42) ESL learners from one of the polytechnics in Malaysia who attended a communicative English course. Data were collected via pre-and post-tests to measure vocabulary knowledge, a survey form and focus group interviews. The findings revealed that the majority of the participants (83.3%) have improved their vocabulary for graph description with the use of Visulgraph. The thematic analysis discovered five themes, namely, facilitating explanation of trends in graphs, facilitating reading and understanding of trends in graphs, enriching vocabulary for graph description, facilitating sentence construction and enhancing lesson clarity/ student learning. The findings offer insights into how students can be scaffolded in the teaching and learning of graphs and charts with visual support.
Visual Learning, Vocabulary, Graphs and Charts, ESL Learners
Possibilities in English Language Education
Section: Articles This issue of MaJER (Volume 21, Issue 1) explores some of the most pressing challenges in English language education. It highlights innovative strategies and research that address contemporary needs. The three featured articles represent diverse yet interconnected dimensions of the field and offer fresh perspectives and practical insights for educators and researchers. Among these dimensions include the role of technology in facilitating English language teaching and learning, and in promoting collaboration among ELT practitioners.
A Study of the English Reading Strategies of Hungarian University Students with Implications for Reading Instruction in an Academic Context
Section: Articles This study investigates the metacognitive awareness of reading strategies among Hungarian university students majoring in English in order to provide insights for improving academic reading instruction. Using the Survey of Reading Strategies, the findings show that students generally demonstrate high awareness of reading strategies, with a strong preference for problem-solving strategies, followed by global and support strategies. Strategy use is significantly related to gender, self-rated reading ability, and time spent reading. However, a notable proportion of students with high strategy awareness performed poorly on an objective reading test, suggesting that strategic awareness alone is insufficient without adequate linguistic proficiency. The study highlights the need to balance strategy training with language development in academic reading programmes.
Perception of voicing in English word-final obstruents by Malay speakers of English: Examining the Perceptual Assimilation Model
Section: Articles This paper reports the findings of a perception experiment that examined the relative difficulty Malay speakers of English face in distinguishing voicing contrasts in English word-final obstruents /t/-/d/, /s/-/z/ and /f/-/v/. The study is discussed within the framework of the Perceptual Assimilation Model (PAM), which predicts the level of difficulty in discriminating non-native sounds based on how they are categorized in relation to native phonological systems. The results show a hierarchy of difficulty, with /s/-/z/ being the most difficult contrast and /t/-/d/ the easiest. Overall, the findings largely support the predictions of PAM and highlight the influence of first language phonology on second language speech perception.
Second Language Writing Anxiety: Cause or Effect?
Section: Articles Writing is a demanding activity for second/foreign language learners, yet it is a crucial skill for academic success at the tertiary level. Studies have shown that writing performance is related to anxiety, but it is unclear whether anxiety is the cause or the result of poor performance. Guided by the deficit hypothesis, this study investigates the relationship between anxiety and writing performance. The findings indicate that students experience anxiety because of their lack of writing skills, and that higher proficiency students show lower anxiety than weaker students.
Using the Reflective Approach in a Teaching Practicum
Section: Articles This paper explores the benefits of using a reflective approach in a teacher development programme at the postgraduate level in Bangladesh. The teaching practicum, which incorporated reflection, aimed to raise awareness of issues related to teaching and learning. Based on a small-scale study, the paper highlights the advantages of maintaining teaching portfolios from both trainee teachers’ and supervisors’ perspectives. The study shows that reflective practice helps trainee teachers connect theory with practice, develop professional awareness, and monitor their own growth. The pedagogical implications focus on the insights gained through reflective teaching and the role of portfolios in supporting continuous professional development.
The use of action research in an in-service course to foster reflective practice in scoring student writing
Section: Articles This paper describes an INSET (In-service Education for Teachers) course taught by the authors at Universiti Brunei Darussalam. The course had two main aims: to introduce holistic and analytic methods for scoring student writing and to train teachers to conduct action research to evaluate the effectiveness of these methods. The paper outlines the linguistic context of Brunei, the rationale, objectives and structure of the course, and presents an evaluation based on research questions. The findings indicate that incorporating action research into in-service training can enhance teachers’ understanding of assessment practices, support reflective teaching, and enable the practical implementation and evaluation of different scoring approaches. Concluding remarks discuss the benefits of integrating action research into professional development courses.