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Purpose – The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers’ attitudes, barriers, and enablers in teaching the skills during language lessons. Method – A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semi-structured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings – The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers’ attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers’ attitudes. Significance – With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.

Purpose – This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants’ WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified. Method – Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. Findings – The major findings were: 1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; 2) Students were almost always willing to communicate in English in brief, predictable situations requiring the use of set phrases; 3) ESL students had a higher level of WTC than EFL students; and 4) WTC inside the classroom was significantly higher than WTC outside the classroom. Significance – The findings have implications for ESL/EFL classroom instruction. English teachers remain the main interlocutors in increasing WTC in the classroom. They also need to bridge the gap between the classroom and the outside world by preparing students for real social situations. This is consistent with the situation-specific aspect of WTC in the heuristic model proposed by MacIntyre, Clément, Dörnyei, & Noels (1998).

Purpose – This study aimed to examine the interaction effects of gender and motivational beliefs on students’ self-regulated learning. Specifically, three types of motivational beliefs under the Expectancy-Value Model were examined, namely self-efficacy, control beliefs and anxiety. Methodology – A quantitative correlational research design was used to achieve the research objectives. Data were collected through the questionnaire survey method from 322 secondary school students (166 males; 156 females). The samples were taken from two ICT-integrated schools located in Peninsular Malaysia. The learning environment in these schools was conducive for self-regulated learning. The Learning Strategies Scale and the Motivation Scale, taken from the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure the variables of the study. Findings – The findings showed that self-efficacy and control beliefs were posistively related to students’self-regulated learning. Anxiety, however, was found to be negatively related to self-regulated learning. The interactions between gender and levels of motivational beliefs on self-regulated learning were also explored in this study. The relationships between self-efficacy and self-regulated learning differed according to gender. However, there were no significant interaction effects between gender and internal control beliefs on self-regulated learning. This implies that gender differences in self-regulated learning were not due to the differences in control beliefs and anxiety. Significance – This study offers insights on the interaction effects between motivational beliefs, and gender and self-regulated learning. It may helps to develop effective intructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments.

Factors that influence primary school teachers' self-efficacy in online environment are still seldom researched. There are needs to determine these factors to improve online teaching, which is a new norm. The aims of this study were to evaluate the level of teachers' self-efficacy in online teaching and to identify the factors that influence it. This was a quantitative study with survey method that involved 155 primary school teachers in Lenggong Zone, Hulu Perak District. Simple random sampling technique was used for sampling purposes. Teachers' self-efficacy was measured by the Teachers' Self-Effiacay Scale while factors tthat influence teachers' self-efficacy was gauged by the Sources of Influence on Teachers' Self-Efficacy Scale. The factors measured include mastery experience, vicarious experience, verbal persuasion, physiological arousal and contextual factor. Data were analysed with descriptive and inferential statistics. Findings show that primary school teachers have got high selfefficacy in online teaching. Multiple linear regression analysis revealed that mastery experience, vicarious experience, verbal persuasion and physiological arousal factors have got significant influence on teachers' self-efficacy in online teaching. Contextual factor was the only factor that did not have significant influence on teachers' self-efficacy in online teaching. Findings of this study can be used to develop intervention programmes to improve teachers' self-efficacy in online teaching and ultimately to enhance the effectiveness of online teaching in primary schools. [ABSTRACT FROM AUTHOR]

Tujuan – Kajian ini dijalankan bertujuan untuk mengkaji pengaruh faktor keluarga dari segi gaya asuhan ibu bapa, suasana pembelajaran keluarga dan penglibatan keluarga dalam pembentukan kemahiran pembelajaran regulasi kendiri. Metodologi – Kajian ini menggunakan kaedah tinjauan terhadap 639 orang murid Tahun 4 dan Tahun 5 dari 10 buah sekolah kebangsaan di Pulau Pinang. Teknik persampelan kelompok telah digunakan untuk memilih sampel tersebut. Kemahiran pembelajaran regulasi kendiri murid telah diukur dengan komponen kemahiran belajar dalam Motivated Strategies for Learning Questionnaire(MSLQ) manakala faktor keluarga diukur dengan Parental AuthorityQuestionnaire, Family Environment Scale dan Perseption of ParentsScales (POPS). Dapatan – Dapatan menunjukkan korelasi antara pembelajaran regulasi kendiri dengan dua faktor keluarga iaitu penyertaan ibu bapa dan orientasi pencapaian keluarga adalah positif dan berkekuatan sederhana. Pembelajaran regulasi kendiri murid sekolah rendah hanya mempunyai hubungan yang signifi kan dengan gaya asuhan autoritatif dan autoritarian. Namun, hubungan antara variabel-variabel ini adalah lemah. Analisis regresi berganda stepwise pula menunjukkan bahawa faktor keluarga adalah peramal pembelajaran regulasi kendiri yang signifi kan iaitu penyertaan ibu bapa, orientasi pencapaian keluarga, sokongan ibu bapa, gaya asuhan tidak responsif dan gaya asuhan autoritatif. Secara keseluruhannya, keputusan analisis regresi berganda menunjukkan bahawa faktor keluarga menyumbang sebanyak 30.6% (R2=.306) dalam pembelajaran regulasi kendiri murid sekolah rendah. Kepentingan – Implikasi pendidikan dapatan kajian telah dibincangkan dalam kajian ini. Penglibatan keluarga, gaya asuhan ibu bapa dan suasana pembelajaran keluarga mempengaruhi pembelajaran regulasi kendiri. Faktor keluarga dapat membentuk murid yang mengawal atur strategi pembelajaran sejak kecil. Jadi, kajian ini menunjukkan bahawa ibu bapa mempunyai kesedaran tentang kepentingan pembelajaran regulasi kendiri sejak sekolah rendah.

Kajian ini meneliti perbezaan konsep diri akademik dalam kalangan pelajar dalam aliran kebolehan tinggi, sederhana dan rendah. Ia turut mengkaji dua dimensi utama dalam konsep diri akademik iaitu konsep diri matematik dan konsep diri Bahasa Malaysia. Subjek kajian terdiri daripada 148 pelajar lelaki dan 102 pelajar perempuan Tingkatan II dari dua buah sekolah menengah yang terletak di pusat bandar negeri Melaka. Sembilan puluh tiga orang subjek adalah pelajar dalam aliran kebolehan tinggi, 84 orang subjek adalah pelajar dalam aliran kebolehan sederhana dan 73 orang subjek merupakan pelajar dalam aliran kebolehan rendah. Konsep diri akademik telah diukur dengan Self-Description Questionnaire II (Marsh, 1990). Dapatan ANOVA menunjukkan bahawa pelajar dalam tiga aliran kebolehan ini mempunyai konsep diri akademik yang berbeza secara signifikan iaitu semakin tinggi aliran kebolehan, semakin positif konsep akademik mereka. Hasil analisis ini memberi petunjuk bahawa penempatan pelajar dalam aliran kebolehan tertentu mungkin memberi kesan yang berbeza ke atas konsep diri akademik mereka. Namun, analisis lanjutan menunjukkan bahawa perbezaan dari segi konsep diri matematik dan Bahasa Malaysia mempunyai kaitan yang lebih rapat dengan pencapaian akademik pelajar dan bukannya aliran kebolehan yang diduduki.

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