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This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.

Over the last decade, issues regarding attributions for success and failure in the learning of English have garnered much interest among Asian researchers. Of particular interest is the tendency of Asian learners to be self-critical when it comes to attributions for failure in the learning of English. This tendency has commonly been linked to the influence of the socio-cultural context in which the learners have grown up and has been described as a prevalent trait among collectivist societies such as those that exist in many Asian countries. More recently, it has been suggested that a contributory factor for this behaviour is the students' high respect for teachers. The present study was an attempt to investigate to what extent that claim is true. The researchers examined whether or not there is a relationship between self-critical tendency and teacher-centeredness between students of different proficiency levels in the learning of English in a Malaysian context. A mixed-method design comprising questionnaires and individual group interviews was employed. The findings revealed that in general learners who displayed teacher-centred tendency were likely to be self-critical by attributing failure to personal factors. However, difference in proficiency levels did account for some variation in results. Although both tendencies should be seen in a positive light, recommendations with regard to educational implications are outlined.

Prensky ("On the Horizon" 9:1-6, 2001a, b) and other proponents of the concept of 'digital natives' claim that the current generation of undergraduates possesses advanced knowledge and skills in Information Communication Technologies and is highly motivated to learn in this mode. In contrast, there are studies that revealed a variation in the levels of students' access and a greater tendency to use it for social rather than academic purposes. This suggests that the concept of 'digital natives' need further investigation. Studies undertaken on digital natives in Malaysia have generally shown that students are receptive to technology use in learning English; however, no study has clearly delineated the characteristics of Malaysian 'digital natives'. Thus, the present study intends to fill this gap in knowledge by exploring Malaysian 'digital natives' usage of technologies in terms of extent of use, perceived usefulness and perceived ease of use and the influence of learning styles on this usage by juxtaposing the Technology Acceptance Model with Willing's learning styles construct. A questionnaire survey was used to collect data which were analysed quantitatively. The findings support those of other studies undertaken in other countries. The students only used common technological tools such as emails and Facebook and generally had positive perceptions of the usefulness and ease of use of technology in the learning of English, regardless of learning styles. Although students expressed interest in using more technology, they were using less technology than anticipated in their learning of English and showed a preference for teacher-centred learning.

This study profiles CEFR-basic readers in Malaysia by examining their eye movements and fixations during reading comprehension tasks in response to the studies conducted by Cambridge Assessment in Malaysia in 2013 and 2018. To this end, forty 12-year-old school pupils at A1/A2 reading proficiency level were observed using Tobii Pro Glasses 100hz. The participants were asked to read three texts and answer ten multiple-choice questions. Data were transformed into statistics and gaze plots. The results of the experiment indicate that basic readers in this study have an average first pass duration (FPD) of 0.50-0.59 seconds and an average second pass duration (SPD) of 0.76-0.81 seconds. This study also found four pejorative behaviours that can impede the process of reading: 1) rereading at micro level, 2) limited processing capacity for sentences of more than 14 words, 3) negative skipping and, 4) desegmentation. Through these behaviours, this study highlights the importance of improving the readers' reading skills to improve the quality of their SPD as it is related to the ability to process and integrate the various subprocesses involved in reading. While this study suggests the need for further replication in diverse reading environments, it also provides valuable insights into the current reading proficiency of Year 6 pupils in their second language. [ABSTRACT FROM AUTHOR]

The proposal to undertake major reforms in universities to cater to the need of the so-called "digital natives" has revealed the belief that there is a homogenous generation of university students highly skilled in the usage of technology is untrue. Instead these students seem more inclined to use technology for social rather than academic purposes. In Malaysia, the use of technology in learning English as Second Language (ESL) has generally been well received. However the characteristics of the "digital natives" have not been clearly defined until recently when Thang et al. (2014) undertook a study to investigate patterns of ICT use of students in a public university in Malaysia. Their findings are somewhat similar to those of other countries but they differ in that they found students show a preference for the teachercentred approach. The current study extends on this by undertaking a study involving four different types of public universities. A questionnaire designed by the research team was used to collect data which were analysed quantitatively using SPSS. The findings revealed that students from all four universities generally felt that technology is useful for learning ESL. However, their usage is more for recreation than for learning ESL. It further revealed that the teachers used technology only moderately, but the students still felt that their teachers are competent in the use of technology. This shows their unwillingness to criticize their teachers openly. However, there were some variations which suggest that students from older research universities are more self-reliant and students from newer universities are more receptive to the use of technology for learning ESL. [ABSTRACT FROM AUTHOR]

Prensky (On the Horizon 9:1-6, , ) and other proponents of the concept of 'digital natives' claim that the current generation of undergraduates possesses advanced knowledge and skills in Information Communication Technologies and is highly motivated to learn in this mode. In contrast, there are studies that revealed a variation in the levels of students' access and a greater tendency to use it for social rather than academic purposes. This suggests that the concept of 'digital natives' need further investigation. Studies undertaken on digital natives in Malaysia have generally shown that students are receptive to technology use in learning English; however, no study has clearly delineated the characteristics of Malaysian 'digital natives'. Thus, the present study intends to fill this gap in knowledge by exploring Malaysian 'digital natives' usage of technologies in terms of extent of use, perceived usefulness and perceived ease of use and the influence of learning styles on this usage by juxtaposing the Technology Acceptance Model with Willing's learning styles construct. A questionnaire survey was used to collect data which were analysed quantitatively. The findings support those of other studies undertaken in other countries. The students only used common technological tools such as emails and Facebook and generally had positive perceptions of the usefulness and ease of use of technology in the learning of English, regardless of learning styles. Although students expressed interest in using more technology, they were using less technology than anticipated in their learning of English and showed a preference for teacher-centred learning. [ABSTRACT FROM AUTHOR]

This generation of students, born between 1980 and 1994, has grown up with technology from a very young age. They are hypothesized to possess sophisticated knowledge and skills in Information Communication Technologies (ICT) and are highly motivated to learn digitally. This implies a need to change the knowledge content and methods of delivery in universities to cater to their needs. However, many studies have revealed that the 'digital natives' use of technology is neither extensive nor diverse. No substantial studies have been undertaken in Malaysia to support or refute such claims. This study, undertaken at a Malaysian public university, used a questionnaire to investigate students' patterns and perceptions of ICT use for learning English. The findings revealed that even though students' reception towards use of technology was very positive, there was a lack in diversity and sophistication. It further proposed that cultural factor is an influencing factor. [ABSTRACT FROM AUTHOR]

The integration of technology into language pedagogy has led to the widespread use of technological tools in teaching and learning. One such tool is digital storytelling (DST) which combines the art of storytelling with a variety of multimedia tools to enhance learning. Research has shown that the use of DST has positive effects on student learning. Numerous such studies have been done in Western countries but they are less common in Asian countries. This study, undertaken at a Malaysian public university, draws upon the data derived from a questionnaire to gauge students' perceptions of DST as a project for an English for Academic (EAP) course. The findings revealed that the students generally felt that the project has motivated them and helped them in the development of soft skills, language skills and autonomy. Significant differences in opinions on the DST were evident across ethnicities and hometown origins. [ABSTRACT FROM AUTHOR]

The English Language has always played a significant role in Malaysia's quest of becoming a developed nation. Despite this, the English proficiency level of Malaysian students is far from satisfactory. What are the reasons for this? Motivational studies have shown that Malaysian students realise the importance of English for their future development and that students are extrinsically motivated by factors such as the desire to get good grades, opportunities to further their studies and career advancement to improve their English. However, in these cases extrinsic motivation does not necessarily translate to better performance in English. Most of these studies were undertaken in tertiary settings. Thus, there is a possibility that secondary school students may not be aware of the importance of English for their future. Conversely, it is also probable that these problems stem from a lack of motivation and poor attitude beginning from secondary school. This paper discusses the findings of a study undertaken to investigate these issues further by carrying out a questionnaire survey on attitudes and motivation of a group of secondary school students in East Malaysia towards learning English as a Second Language. The study reveals an overall positive attitude towards learning English by Art and Science students. Further Science students and higher proficiency students show more interest in improving their English. In addition, the findings reveal a positive relationship between higher proficiency level and positive attitudes and motivation to learn English. [ABSTRACT FROM AUTHOR]