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Many language experts and researcher emphasised the crucial awareness and intervention to accentuate listening comprehension. However, listening skill is the least prominent and seldom tackled compared to other language skills. Listening is the key to an effective communication in university and in real life. It is used widely during tertiary education and associated to the overall academic achievement. Listening skill was not developed enough to effectively process the input from various resources across disciplines. Students also often perceive that listening is an innate skill and will be improved naturally. But listening skill can be very complex where students need to direct focus, derive meaning, and differentiate the sound. Therefore, they need to have a clear understanding of the processes involved in listening comprehension. Additionally, they need to integrate strategies that can be used to enhance comprehension. Having self-efficacy beliefs and employing the appropriate listening strategies can improve focus and promote listening comprehension. This study probe on the relationship between listening self-efficacy and metacognitive awareness of listening strategies (MALS). Two instruments were utilised in this study which are English Listening Self-Efficacy Questionnaire (ELSEQ) and Metacognitive Awareness of Listening Strategies Questionnaire (MALQ). Students showed moderate level of listening self-efficacy in this study. Next, students partly agreed with the metacognitive awareness of listening strategies, and problem solving has the highest average score followed by directed attention. Equally important, there was a positive correlation between the learner’s self-efficacy beliefs and the average score of their MALS. This study is hoped to shed the light on listening skill empirically so that students can progress their listening process during their degree study.

The nature of listening is less visible compared to other skills such as speaking and writing. This might be challenging for teacher and students to monitor their proficiency progress and further make students become demotivated. Listening self-efficacy is one of the most important constructs to accentuate listening comprehension. Listening self-efficacy related to students’ belief in executing the task to produce the desired outcome. This study was conducted among science foundation students from Preparatory Centre for Science and Technology, Universiti Malaysia Sabah. The participants are from 2020/2021 enrolment. The study employs qualitative method where eighteen students were interviewed to answer questions that are adapted form English Listening Self-Efficacy Questionnaire (ELSEQ). Analysis of interview shows that there were five aspects that facilitated students’ listening self-efficacy which are repetition, language proficiency and deliverance of a speaker, listening setting, non- verbal communication and first language. Delving into listening self-efficacy will shed the light on the importance of listening skill not only in language testing but also in real-life communication. This will hope to further improve their listening comprehension throughout their tertiary education.

The purpose of this study is to identify the level of Multiple Intelligence knowledge among the English language instructors in Sabah. 32 respondents from four educational institutions in Kota Kinabalu participated in this research. The data was obtained through a set of questionnaire that was modified and adapted from Thomas Armstrong (1994) to suit the objectives of this research. The modification and adaptation of the research instruments was done to meet the research objectives and the situation of the research. The set of questionnaire comprises of three parts. Part A touches on the demographic characteristics of the English language instructors, part B focuses on the knowledge level of the theory, and Part C targets on the teaching strategies in the English language classrooms. The marks were counted manually to find the connection between the knowledge level of Multiple Intelligences and the teaching strategies of the instructors in the classrooms. The finding of this research indicates that the English language teachers with excellent level of Multiple Intelligence knowledge do not necessarily have excellent varieties of teaching strategies, and vice versa.

The COVID-19 outbreak quickly demonstrates the importance of adopting online education in teaching and learning. It has forced education systems worldwide to find alternatives to face-to-face interactions. Language instructors have made attempts to explore and utilise e-learning tools to enrich their teaching and assist learners in improving their language learning. This paper, therefore, attempts to shed light on the effectiveness of adopting e-learning tools in ESL speaking class and their perception of it. Fifty-three pre-university students from the Foundation Programme of the Preparatory Centre for Science and Technology were involved in this study. Data analysed in this paper were derived from a threaded online discussion via Dotstorming. The structured interview questions were carefully designed based on the objectives to elicit the students’ opinions on the topic of interest. To explore the effectiveness of e-learning in developing the students’ speaking skills, scores of Individual Speaking Assessment and Group Speaking Assessment of each student were collected. These assessments were marked based on the Malaysian University English Test (MUET) Speaking Rubric – Task Fulfilment, Language, and Communicative Ability. The findings show that the adoption of technology in ESL speaking classes improves the students’ speaking abilities. The thematic analysis also shows that the use of e-learning tools in language learning received positive feedbacks from the students, suggesting it would be a promising virtual platform to improve the student's confidence, knowledge, and language.

Corona virus disease 2019 has become a current pandemic and many countries have been affected by it. At the end of January 2020, the WHO Emergency Committee declared a global health emergency state as COVID-19 confirmed cases have been increasing internationally. Since then, online learning has been actively implemented globally including Malaysia. This research is purely qualitative where data was collected via online interview with four willing secondary students. The findings highlight that there are a few weaknesses regarding online learning. Poor internet connection contributes to one of the weaknesses in online learning in Malaysia. Furthermore, not understanding teachers’ teaching is also one of the limitations of online education. Online learning limitations might vary depending on the students' technological capability to access online sites and use computers. These limitations are more evident for young children or school-age students who may not have online access. Although online learning has its flaws however it comprises several strengths too. Online learning enables the students to have flexible time in participating in the lesson. Avoiding from the virus is the next advantage of conducting online learning. Although schools are closed however students still could get connected with their teachers through several devices like computers, laptops, tablets and mobile phones. Hence, online learning is deemed to be the best alternative to continue the learning process and at the same time protects young learners from this deadly virus.

Composition writing has always been an integral part of the English Language curriculum in primary, secondary and tertiary education in Malaysia, yet being the most difficult of the four skills in English as a Second Language; the teaching of writing has often been neglected. Process writing, as distinguished from ‘Product Writing’, is playing a large role in ESL classes. Writing is seen as a communicative act with an intended purpose and audience. The teacher and other learners help the writer find a topic and revise drafts of a written piece until it conveys the intended meaning. While working to make their meanings clear, learners are assumed to acquire competence using the style, syntax, grammar and surface features of the language. During the writing process, students engage in pre-writing, planning, drafting and post-writing activities. However, learners do not necessarily engage in these activities in that order because the writing process is recursive in nature. Language rules are taught in teacher-led- mini-lessons but always in the context of expressing the learners’ own ideas. This paper reports on a study that explores how a process-oriented approach to writing influences a group of university ESL students.

The online classes associated with the Covid-19 pandemic have resulted in the magnitude of remote learning of ESL (English as a second language). Sustaining the quality of teaching and learning of listening skills has become more challenging for everyone. Listening is one of the fundamental skills to acquire knowledge in an academic setting. Every instructor and learner need to perceive that listening is not an innate skill, understand the processes involved in listening comprehension, and integrate strategies while listening. The present study explores Metacognitive Awareness of Listening Strategies (MALS) and students’ perceptions about learning listening skills during remote learning. The current study was conducted through a multimethod research design where both quantitative and qualitative data were involved. Two instruments were utilised, which are the Metacognitive Awareness of Listening Questionnaire (MALQ) and the online discussion board. The participants were chosen based on simple random sampling consisting of 51 pre-university students enrolled in the Science Foundation programme in the 2020/2021 session. The first part of the results depicted students had an average level of MALS with directed attention strategies as the factor with the highest average. The second part of the results reported that students who scored a higher average score of MALS tend to use problem-solving strategies. Lastly, the board postings were analysed thematically and categorised to three different themes which are challenges, strategies, and activities of learning skills. It is hoped that this study will shed light on empirical strategies and evidence of listening practices during online classes. Both teachers and learners may have clearer insights on how to manage listening comprehension effort and use learning inherent to tackle remote learning.

Listening is one of the fundamental skills to acquire knowledge in an academic setting. Employing appropriate listening strategies can improve focus and stimulate listening comprehension. Looking into the cognitive process from the perspective of metacognitive awareness during listening activity could enhance their performance in listening test. Despite that, listening skill in learning English as a second language (ESL) is often overlooked and the least practiced compared to other skills. There is a need to address the dearth of focus and research on approaching listening skills to improve the students' proficiency. The present study aims to investigate the relationship between Metacognitive Awareness of Listening Strategies (MALS) and listening achievement. To attain this, one hundred and sixty-nine science foundation students answered Metacognitive Awareness of Listening Questionnaire (MALQ) and took Malaysian University English Test (MUET). The result of the analysis shows that there was a significant relationship between students' MALS and listening performance. Subsequently, listening performance marks were found to be positively related to person knowledge strategies and inversely to mental translation strategies. Triangulation data was also done where 20 students were involved in further discussion of strategies that they have applied. The study also recommends looking into the practice of listening in Malaysia, particularly in pre-university level.