English is one of the most spoken languages in the world, and many people are making English their main or additional language. Learning English is even more important for university students as they need to use the language in a classroom setting to learn, communicate and participate. One of the most common ways of teaching English is using Oral Corrective Feedback. The purpose of this study is to identify the perspectives of ESL/EFL students on the effectiveness of Oral Corrective Feedback. This study employed a quantitative method by administering questionnaires to 82 English language students supported by qualitative data from 9 students. The quantitative data were analysed using the descriptive method and Spearman's Correlation Analysis. The qualitative data were analysed thematically based on Lyster et al.'s (2013) interaction hypothesis and Dekeyser's (2020) Skill Acquisition Theory. The result showed a relationship between the level of proficiency and the student's perspective on whether they want their lecturers to correct their errors in speaking English. The results also indicated that different language proficiency resulted in different views on using OCF in the classroom. Students with advanced proficiency indicated that they do not prefer to use OCF in the classroom. However, it is also noted that other than the level proficiency, students' background knowledge might have contributed to the student's view on OCF. Several recommendations for future study have also been added in this study.

Assessment is a systematic and on-going process of attaining information about a child’s development and learning progress. Assessment is often conducted by professional educators in collaboration with parents through regular observation and several standardized tests. Assessment is very significant to identify the strengths and weaknesses to support and provided interventions needed by the child to elevate their development. Every nursery institution must implement the assessment process to ensure a well-balanced development of the children. Accordingly, a qualitative study using the interview method was conducted in a private nursery in the state of Selangor involving a nursery owner, a supervisor, and four educators to identify issues and challenges faced in implementing the assessment. The results found that many aspects including the educator’s competence, cooperation from parents, time constraint and record management are the main issues and challenges encountered in executing the assessment. The informants also suggested that continuous training and effort for educators and advocacy should be intesified to educate the community. It is also underlined that there is a need for the integration of Information and Communication Technology (ICT) to ensure the efficiency of the assessment process.