Teacher education programme around the world is divided into two parts, learning the theories, and then practising them before stepping into the real world of teaching. Practising teaching or better known as teaching practicum during the final year of the teacher education programme completes the pre-service teachers' eligibility to be a teacher, from a pre-service teacher. Therefore, teaching practicum is a crucial part of the teacher education programme. As the Covid-19 pandemic strikes the world, it impacted the world in many ways including disrupting teacher education as teaching practicum cannot be carried out as usual due to educational institutions such as universities and schools' closure. New dimensions of teaching practicum emerge to cope with the pandemic, different dimensions of challenges and opportunities of teaching practicum emerge too with that. This paper reviews the challenges and opportunities of teaching practicum of pre-service teachers during the Covid-19 pandemic era. The paper then reveals some implications for the teacher education programme with regards to teaching practicum.

Language Learning Strategies (LLSs) act as a catalyse to increase learners' understanding of the target language. Learners need to explore a wide range of LLSs and decide which strategy works best for them because there is no single strategy that has been proven to be the universal success of learning a second language. This paper aims to identify the language learning strategies preferred by successful language learners. The study employed a quantitative research design which involved 54 successful language learners who are serving as teachers and lecturers of English as a second language (ESL) at various learning institutions in Malaysia An online survey with a Likert Scale of 1 to 5 adopted from the Strategy Inventory for Language Learning (SILL) by Oxford (1990) was used to identify the language learning strategies preferred by the respondents and results revealed that metacognitive, compensation, social, memory and cognitive strategies were the most frequently employed while affective strategies were moderately employed strategies among the participants. Therefore, it is revealed that the successful language learners are highly aware of their language learning strategies used and this may not only benefit them as a successful language learner but also their students as they may train their students using varied strategies to succeed in English language learning.

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This article review focuses on the impact of Covid-19 on English Language Teaching and Learning Process by examining studies published in prominent journals in 2020 and classifies them under three main themes; remote English Language teaching and learning pedagogy, role of stakeholders in English Language content management in different countries and barriers that ESL teachers and learners undergo. This review reveals that (a) synchronous and asynchronous mode and cooperative teaching method are employed in remote learning aiming at learners from rural and urban geographical settings via multiple digital learning platforms and online applications such as social networking sites and Blackboard as delivery tools, (b) roles of stakeholders in education in content management are undergoing changes warranting lesson planning with engagement and learners' autonomy in mind; and (c) challenges faced by ESL teachers and learners. This review on the response towards the impact of Covid-19 in terms of English language teaching and learning processes by countries worldwide will be able to help enhance the response to cater to the betterment of English Language Teaching and Learning process for all the stakeholders in English Language Teaching Content Management.