Academic writing is a complex process for learners as they are required to transfer their thoughts into writing not only by using correct language but also formatting. When the world was struck by the Covid-19 pandemic, learning is migrated to online platforms. Instructors need to search for the best pedagogy to ensure the process of teaching and learning is not disrupted. Web 2.0 tools is perceived to be an ideal resource to assist instructors in teaching academic writing. Online writing tools like Google Docs are immediately integrated into the educational settings due to its vast values and potentials in assisting learners to learn within online environment. This paper presents a quantitative study investigating higher education students' perceptions toward collaborative writing using Google Docs as well as examining the manner online writing conference as a feedback tool can help to improve students' writing performance. The data is analysed using SPSS Version 24 with 49 students participated in this study. From the survey conducted, it is found that the learners reacted positively to the use of Google Docs not only to work collaboratively successfully but also the feedback they received in the Google Docs both from their peers and the instructor had helped them to improve their writing performance. This study implicated that Google Docs is a constructive resource as an alternative pedagogical tool that can facilitate learners' writing skills and digital engagement which is imperative as part of the effort to equip them with the 21 st century skills.

Kee Thuan Chye in all four of his selected plays has appropriated and reimagined history by giving it a flair of contemporaneity in order to

Background: This paper reports on the first stage of a larger research project on the education of delinquent youths in Malaysia. Specifically, this paper addresses the challenges of educating delinquent youths in the country. As a developing nation, Malaysia faces various issues pertaining social and youth development. The question explored in this study is whether delinquent youths in Malaysia are neglected in terms of systematic and adequate education. In Malaysia, delinquent youths are sent to correctional facilities all around the country, where they are separated from school systems, their families and communities; it can be argued that these youths are deprived of moral support from society. This paper aims to identify the challenges around educating delinquent youths in Malaysia and to recommend potential solutions to these challenges. Methods: The research approaches adopted for this paper included content analysis of printed documents and preliminary informal interviews with the staff at one correctional facility. Content analysis data were gathered from departmental and government documents made public as well as past research on delinquent youths. Meanwhile, a curtesy visit was made to a correctional facility in Kuala Lumpur to obtain preliminary input into the education and training provided at the facility. Results: The authors found that there are three main challenges to sufficiently educating delinquent youths in Malaysia. These include unclear policy on the education of youths at correctional facilities; the lack of frameworks facilitating the education of these youths; and the lack of awareness and understanding on the need for educating these youths, despite their behaviors. Conclusions: The paper ends with two solutions to these challenges and future directions for the education of delinquent youths in Malaysia.

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

This paper explores the representations of Bakhtin's notion of the Carnival in two revisioned historical plays of Kee Thuan Chye. As a firm believer of freedom of expression, Kee Thuan Chye employs his plays as a medium to express his criticism towards and resistance against authority. His plays We Could **** You, Mr. Birch (1994) and Swordfish, then the Concubine (2009) form the corpus of this study. This study investigates how Bakhtin's notion of the Carnival is represented in the plays which are reconstructions of history. Specifically, the constructs of the Carnival like the reversal of social hierarchy, grotesque realism, ambivalent laughter as a form of mockery, and self-fashioning from New Historicism are used to frame the analyses of the plays. The discussion reveals that those who were in power, namely the rulers and aristocrats of the periods evident in the plays, were guilty of various follies and flaws. The constructs of the Carnival also illustrate how historical truths can be questionable and identities can be refashioned by disregarding boundaries, structures, and hierarchies.