Malaysian English Language Teaching Association
Malaysian Journal of ELT Research © 2004
Between Policy and Practice: English Teachers’ Challenges and Functions of Code-switching in Tertiary EFL Classrooms
Section: Articles Keywords: Classroom Code-Switching, Classroom Challenges, Discourse Function, University EFL Classrooms, EFL Teaching Policy Many English as a Foreign Language (EFL) classrooms operate under English-only policies to maximise students’ exposure to the target language. However, these policies often present challenges for teachers, especially when students struggle with comprehension. Therefore, this study investigates how and why tertiary EFL teachers use code-switching despite institutional English-only policies. Data were collected through classroom observations and semi-structured interviews with twelve teachers at a private university in China. This study found that teachers’ code-switching practices served discourse functions, including reiteration, message qualification, quotation, addressee specification, and personalisation versus objectivisation. Two key themes emerged regarding the reasons for code-switching: students’ challenges related to language acquisition, learning motivation and limited engagement; and teachers’ challenges concerning their own English expressions (proficiency), classroom management and interaction. These findings suggest that teachers’ code-switching practices are shaped by a range of classroom challenges, many of which stem from an exam-oriented learning environment. This study underscores the need to provide training programs that address teachers’ code-switching practices, particularly in EFL contexts where exam-driven approaches and limited pedagogical support prevail.
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Artificial Intelligence in Language Teaching: Teachers’ Roles, Identity, and Professional Development: A Systematic Literature Review
Section: Articles Keywords: Artificial intelligence, instructional roles, teacher identity, professional development, systemmatic literature review The accelerating integration of artificial intelligence (AI) into English language education is reshaping teachers’ instructional roles, professional identity, and professional development. Guided by PRISMA 2020 reporting principles, this systematic literature review synthesised 32 peer-reviewed studies published between 2020 and 2025, focusing on instructional roles (n = 28), teacher identity (n = 23), and PD (n = 18). The most common instructional role shifts involve (a) movement from knowledge transmission to learning facilitation, (b) reconfiguration from teacher-only delivery to human–AI pedagogical collaboration, and (c) transition from manual feedback provision to interpreting, validating, and mediating automated feedback, particularly in assessment. Teacher identity findings highlight tensions around professional authority, epistemic legitimacy, and perceived teacher value, often accompanied by insecurity and anxiety, while also documenting identity reconstruction through increased agency, reflective repositioning, and competence-based self-efficacy. PD needs concentrate on (a) assessment and feedback literacy for AI-mediated tasks, (b) ethical and data-privacy literacy, and (c) practical competence in task design and classroom orchestration with intelligent tools. Practically, policymakers should issue operational guidance for ethical use, data protection, and assessment integrity, alongside funding sustained school-based professional learning; teacher education should embed competence-based preparation in pedagogical co-design with AI, responsible use, and reflective identity work.
Repeated Capitalisation in a Practicum Supervisor’s WhatsApp Messages to Trainee Teachers
Section: Articles Keywords: WhatsApp, repeated capitalisation, text messages, practicum supervisors Repeated capitalisation is a feature found in text messages sent via social messaging applications. While capitalisation is the convention of capitalising the first letter of each sentence and the first letter of each word in most proper nouns, repeated capitalisation is the capitalising of a whole word to intensify emotions. Linguists have variously seen this repetition as a form of exploitation to express emotional reactions and responses, as ‘shouting’, as a form of emphasis and as paralinguistic restitution in text messages. Despite its use by texters, little pragmatic research has addressed the repeated capitalisation used between texters in asymmetrical power relations. This paper bridges this gap by studying repeated capitalisation in a corpus of WhatsApp group chats written in English by a Malaysian practicum supervisor to her trainee teachers. The results indicate that determiners (e.g., ALL) and coordinating conjunctions (e.g., AND, BUT, OR) were capitalised by the practicum supervisor and that these were usually found in her initiating request and advice messages. The analysis further suggests these repeated capitalisations were used to indicate emphasis especially to reinstate prosodic and paralinguistic features of spoken language.
Editorial: Responding to Change in English Language Teaching
Section: Articles This issue of MaJER (Volume 23, Issue 1) examines how English Language Teaching (ELT) is adapting to new pedagogical and technological demands. As classrooms become more diverse and digitally mediated, teachers, learners and institutions are being asked to rethink how teaching, learning and assessment are carried out. The articles gathered here cluster around three broad concerns – teacher development, assessment and technology – while also reaching into learner psychology and classroom discourse. Although linguistic knowledge remains central to effective ELT, it is no longer sufficient on its own. Teachers and learners also need assessment literacy, inclusive awareness, digital competence, creativity and the ability to communicate flexibly across settings.
Investigating IELTS Speaking Instructional Needs and the Acceptance of WeChat as a WeCWI-Enabled Instructional Tool
Section: Articles Keywords: IELTS speaking, WeCWI, WeChat, instructional needs, acceptance IELTS Speaking has long been the weakest skill among Chinese IELTS test-takers due to three underlying factors: traditional teaching methods, psychological factors, and limited exposure to oral English. To address these issues, mobile-assisted language learning, specifically via accessible chat platforms such as WeChat, has emerged as a potential intervention. However, to improve Chinese undergraduates’ IELTS Speaking performance via WeChat, it is essential to clarify their specific instructional needs and WeChat acceptance before implementation. To guide the design of WeChat-based IELTS Speaking instruction, Web-based Cognitive Writing Instruction (WeCWI), although originally developed for writing instruction, serves as a robust hybrid e-framework. To this end, this study developed the INAIS-WeAS Questionnaire to measure both constructs. A sample of 50 Chinese undergraduates was recruited to validate the questionnaire, examine students’ relevant instructional needs, and assess their acceptance of WeChat, with the aim of developing a WeCWI-enabled WeChat Application to address these needs in the future. The INAIS-WeAS Questionnaire demonstrated excellent internal consistency (Cronbach’s α > 0.8) and satisfactory construct validity via EFA. Students demonstrated a strong need for interactive teaching methods, increased exposure to spoken English, and reduced speaking anxiety. Their willingness to use WeChat for IELTS Speaking was only moderate, possibly due to a reluctance to curate test-specific content. This study addresses two research gaps by developing a specific assessment tool to evaluate IELTS Speaking instructional needs and WeChat acceptance, and, in doing so, lays the foundation for future research on this understudied topic.
Integrating Guided ChatGPT Intervention on the Writing Efficiency of Grade 11 HUMSS Students
Section: Articles Keywords: ChatGPT, guided intervention, writing efficiency, academic writing, HUMSS students Writing proficiency remains a persistent challenge among Filipino learners, particularly in expressing ideas with clarity, organization, and coherence. This study investigated the effectiveness of a guided ChatGPT intervention in improving the writing efficiency of thirty (30) Grade 11 HUMSS students at Tugbongan National High School. Employing a mixed-methods design, the study utilized a one-group pretest–posttest approach for the quantitative phase and semi-structured interviews for the qualitative phase. Quantitative data were analyzed to determine differences in students’ writing performance across organization, voice and tone, and word choice and creativity, while qualitative data explored learners’ perceptions of ChatGPT integration. Findings indicated statistically significant improvements in students’ writing performance after the intervention, particularly in organization (< .00001), voice and tone (0.00174), and word choice and creativity (< .00001). Qualitative results revealed that students perceived ChatGPT as a beneficial tool that provided immediate feedback, enhanced vocabulary, and improved grammatical accuracy and idea development. However, some participants raised concerns about overreliance on the tool and its potential impact on critical thinking and originality. Overall, the findings suggest that ChatGPT can serve as an effective supplementary tool to enhance writing efficiency when used with proper guidance. Its success, however, depends on structured teacher facilitation to ensure that it supports—rather than replaces—students’ independent writing skills.
Enhancing Pedagogical Dyslexia Knowledge and Awareness of EFL Teacher Candidates: A Quasi-Experimental Intervention via DYSTEFL
Section: Articles Keywords: Dyslexia, teacher education, dyslexia awareness, inclusive education, DysTESL Similar to how it affects literacy skills in the first language, dyslexia affects foreign language learning. Hence, English as a foreign language (EFL) teachers should be aware of dyslexia and teach English accordingly. This study tested whether participation in Dyslexia for Teachers of English as a Foreign Language (DysTEFL), developed by a Comenius Project, improved knowledge and awareness of dyslexia. Based on a one-group pretest-posttest research design, the data were collected from 30 senior EFL Turkish teacher candidates via the Scale of Knowledge and Beliefs about Dyslexia (KBDDS). They were analyzed using SPSS. The participants’ knowledge and awareness were low initially. However, after the intervention, a significant increase was observed at .05 (p= .000). This study filled in a significant gap in the literature by responding to previous studies, which urged for intervention studies testing whether EFL teacher candidates' dyslexia awareness could be improved by additional training. The results were positive, potentially enabling the candidates to achieve a more inclusive learning environment. The study also uncovered some persistent misconceptions about dyslexia and offered implications for teacher education programs.
A Systematic Literature Review of ChatGPT’s Role in Promoting Learner Autonomy in English Language Learning
Section: Articles Keywords: English language learning, ChatGPT, learner autonomy, language education Traditional English language instruction has often prioritized teacher-led approaches, limiting learners' agency in directing their own progress. The emergence of AI tools such as ChatGPT offers new opportunities to foster learner autonomy through personalized, interactive, and self-paced learning experiences. However, challenges related to accuracy, ethical concerns, and potential learner overreliance raise important questions about its pedagogical integration. Existing research on this topic is fragmented, with limited focus on long-term outcomes and the role of educators in guiding AI use. This systematic literature review aims to examine the role of ChatGPT in promoting learner autonomy in English language learning and identify existing gaps emerging from the review. A systematic search was conducted using Google Scholar and Semantic Scholar, applying defined inclusion and exclusion criteria. After screening titles and abstracts, 13 articles were shortlisted. Following full-text analysis, all 13 studies are deemed to have met the eligibility criteria for inclusion. The findings are organized into two thematic areas: (1) the roles ChatGPT plays in supporting learner autonomy, such as enabling self-directed learning, offering immediate feedback, and personalizing interaction; and (2) the existing gaps in current literature that emerged from the review. While the reviewed studies indicate positive trends, including increased learner engagement and confidence, they also highlight concerns about AI limitations and the need for pedagogical oversight. The review concludes that ChatGPT has significant potential to enhance learner autonomy when integrated within intentional instructional frameworks. Its effectiveness depends on careful teacher mediation, robust empirical support, and ethical considerations to ensure that AI complements rather than replaces human instruction in fostering sustainable, self-regulated language learning.
Foreign Language Enjoyment and Ideal L2 Self as Predictors of Willingness to Speak among Afghan EFL Learners
Section: Articles Keywords: Foreign language enjoyment, ideal L2 self, willingness to speak, Afghanistan The concept of positive psychology and L2 Motivational Self-system (L2MSS) are widely explored areas in recent English Language teaching and learning research. Yet, more is needed to understand how individual-specific personality traits affect English language learners’ willingness to communicate (WTC) inside the classroom. Therefore, this study aimed to examine the impact of Foreign Language Enjoyment (FLE) and ideal L2 self on WTC among English as a Foreign Language (EFL) university students of Afghanistan. To this end, 165 Afghan EFL undergraduate students from four distinct public universities were chosen using a stratified random sampling technique. All of the participants of the study have filled out the three questionnaires. Subsequently, the Statistical Package for the Social Sciences (SPSS 26) software was used for data analysis. Descriptive statistics, Pearson correlation, and multiple regression were used to test the hypothesized relationships. Results of descriptive statistics indicated that all the respondents showed a moderate to high level of FLE, ideal L2 self, and WTS. Moreover, the correlational analysis found a significant positive association between FLE, ideal L2 self, and WTS. Results of multiple regression revealed that both FLE and ideal L2 self significantly predicted EFL learners’ WTS; however, ideal L2 self appeared to be the strongest predictor in this model. Consequently, the findings provide empirical support for the broaden-and-build and L2 Motivational Self-System (L2MSS) theories, highlighting the importance of integrating emotional and motivational variables in language learning. EFL educators are suggested to concentrate on creating a positive and playful classroom environment to encourage students’ willingness to engage in speaking. Besides, making group and pair work based on students’ interests further scaffold enjoyment of collaboration and interaction among classmates, which in turn increases the WTS. Additionally, constructive feedback (written and oral) is key to a positive relationship between the teacher and students and further provides an encouraging floor for students to seek support when using English, especially in a socio-culturally constrained EFL setting.
TESL Pre-Service Teachers’ Perceptions of Classroom-Based Assessment in Primary ESL Classroom: A Quantitative Study
Section: Articles Keywords: Classroom-based assessment (CBA), perceptions, primary ESL classroom, TESL pre-service teachers Classroom-based assessment (CBA) is an integral component of teaching in Malaysian schools, particularly in primary ESL (English as a Second Language) classroom. However, TESL pre-service teachers often face significant challenges in implementing CBA effectively during practicum phase. Underpinning by the synergy of Constructivist Learning Theory, Socio-Cultural Theory and Assessment for Learning Framework (AfL), this study investigates these challenges and determines potential solutions, employing a quantitative research design with a survey conducted among 64 TESL pre-service teachers from the Bachelor of Teaching in Teaching English as a Second Language (TESL) or Program Ijazah Sarjana Muda Perguruan (PISMP) programme at southern region campuses of the Institutes of Teacher Education (ITEs). Data were collected using a 5-point Likert scale questionnaire and analysed using descriptive statistics (i.e., mean and standard deviation) via SPSS version 27. Respondents perceived a high level of challenges in implementing CBA to enhance pupils’ English language proficiency (M=4.23, SD=0.62), followed by the identification of potential solutions perceived to alleviate challenges in CBA implementation (M=4.56, SD=0.53). These results suggest that while pre-service teachers understand the theoretical value of CBA, a gap exists in their Zone of Proximal Development (ZPD) regarding the practical application. To bridge this gap, targeted CBA workshops and enhanced resource accessibility are recommended. Future research should adopt a longitudinal approach or a mixed-methods design to capture the evolving competency of these pre-service teachers once they enter the permanent workforce.
The Effectiveness of Rubrics on Enhancing EFL Students’ Writing Proficiency: An Experimental Study
Section: Articles Keywords: Authentic assessment, EFL secondary students, rubrics, writing skills This study examined the effect of explicit rubrics utilization on improving the writing skills of students learning English as a foreign language (EFL). Although rubrics play a significant role in English language assessment, their systematic integration into teaching processes to enhance writing skills remains underexplored in many EFL contexts. This study addresses the need for experimental evidence on whether rubrics, as instructional tools, can lead to significant improvements in the writing competencies of EFL students compared with traditional, non-rubric based instruction. A quasi– experimental pre/post-test was employed with thirty-two students. The participants were randomly assigned to either an experimental group, which received writing instruction through the use of rubrics, or a control group, which received writing instruction through traditional approaches. The impact of rubrics was assessed through the analysis of writing samples, error analysis, and a comparison of the number of mistakes made by the control and experimental groups. Furthermore, some participants from the experimental group were interviewed to identify their perceptions of the rubrics. The quantitative findings showed that the experimental group outperformed the control group and made significantly fewer grammatical and lexical errors when compared to the control group. Interview data revealed that students perceived rubrics as beneficial due to their role in enhancing clarity, self-assessment, and overall writing development. These findings underline the pedagogical value of applying rubrics beyond mere assessment tools. They advocate for the intentional integration of rubrics into teaching and assessment processes, and for the development and design of rubrics that achieve writing-focused outcomes which should be integrated into EFL teachers’ professional development programs.
From Script to Stage: A Case Study of Creative Confidence Development in English Language Teacher Education Through Drama and Theatre
Section: Articles Keywords: Drama-based pedagogy, creative confidence, English language teacher education, scriptwriting, transformative learning, performativity, Indonesian teacher education English language teacher education programs increasingly recognize the importance of creative confidence in preparing adaptive educators, yet traditional approaches often prioritize linguistic proficiency over transformative pedagogical experiences. Drama-based pedagogy offers promising potential for developing creative confidence through embodied, performative engagement. However, limited research has systematically examined how dramatic scriptwriting specifically facilitates creative confidence development among prospective English teachers in authentic learning contexts. This study investigated how dramatic scriptwriting and performance foster creative confidence among Indonesian prospective English language teachers. A qualitative case study with embedded units was conducted over 14 weeks in the Drama and Theatre course at Universitas Harapan Bangsa, Indonesia, involving two prospective English teachers. Data were collected through naturalistic observations, written reflections, semi-structured interviews, and rubric-based assessments at two critical points (Week 6 and 14). Reflexive thematic analysis identified patterns in creative confidence development. Five interconnected mechanisms emerged: overcoming psychological resistance, discovering systematic creative processes, cultivating supportive relationships, transforming creative identity, and integrating multimodal competencies. Quantitative data revealed dramatic improvements in creativity-demanding dimensions (100% increase for one participant with initially lower confidence), while technical skills remained stable, confirming that barriers were psychological rather than skill-based. Transformation magnitude correlated inversely with initial creative confidence levels. These findings contribute to transformative learning theory by demonstrating how drama-based pedagogy synthesizes cognitive scaffolding, affective support, and embodied performativity to enable identity reconstruction in teacher education. The study offers practical implications for integrating drama systematically in language teacher preparation programs globally.
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