The purpose of the study was to find out both notions and practice where language learning strategies (LLS) are concern. LLS according to Oxford (1990) could be divided into two main strategies -direct and indirect strategies. Direct strategies are sub-divided into memory, cognitive and compensation strategies and required mental processing of the language. Indirect strategies however are the processes that support language learning and the sub-strategies include metacognitive, affective and social strategies. LLS are made the focal point of the study as numerous studies suggested that successful language learning could somehow be linked to utilization of language learning strategies (Areen Ahmed, 2014). The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.

The study which took place at a Malaysian pre-tertiary educational institution aimed at investigating the implementation of language learning strategies (LLS) of its two major stakeholders, namely the students and the teachers. As the study employed mixed-method design, both quantitative and qualitative data were collected as to report the findings. The Strategy Inventory for Language Learning Strategies (SILL) and classroom observation protocol were the two important instruments for this study. A total of 300 students were involved in the study in which the number was determined using Krejcie and Morgan table. The students were divided into two groups consisting of 150 students who passed the institution’s English Proficiency Test, being referred to as ‘EPT-pass’ and 150 students who failed the test, hence known as ‘EPT-fail’ in the study. Four teachers voluntarily involved in the study after invitation to be part of the study was extended to all teachers at the educational institution. Analysis of data was done using descriptive statistics (mean and standard deviation scores) and thematic analysis. The findings showed that students employed indirect language learning strategies more than direct strategies with EPT-pass group recording (M=4.084, SD=0.625) and EPT-fail group with (M=2.722, SD=0.466). It was apparent that metacognitive strategies (M=4.361, SD=0.954) were EPT-pass group’s most employed strategies while EPT-fail students implemented affective strategies (M=3.077, SD=0.399) the most. Additionally, LLS were undoubtedly embedded into the lesson implementations of the four teachers whose lesson implementations were observed. The study implies that LLS play fundamental part in the teaching and learning of English and should be directly nurtured and embedded into English language classrooms to ensure more effective implementations.

Recently, online vocabulary learning aids have been integrated into the curriculum to accommodate the new standards. This study investigates the effects of using online teaching materials for vocabulary development on ESL students in Perak’s primary level. The perspectives of students regarding the use of these instruments are also investigated. The results of the pre- and post-tests will be analysed using independent sample t-tests, paired sample t-tests, and descriptive statistics due to the quasi-experimental design of this study. In addition, the results and improvement percentages are compared. The mean ratings and standard deviation of the questionnaires are examined descriptively. The qualitative data from the semi-structured interview session is summarised, classified, and coded using content analysis. The experimental group’s paired sample t-test results were (t=-57.643, df=29, p.05) and (t=-16.389, df=29, p.05) for the control group. On the post-test, both the experimental and control groups demonstrated significant improvement (p=.000*). Nonetheless, the experimental group improved more than the control group (M difference = 21.47). To assist students in learning the proper vocabulary, online instructional aids are utilised. Additional research on the effectiveness of ESL primary students use of online instructional materials for language acquisition.

Teachers as well as pupils may experience stress during the process of teaching and learning a second language in a classroom setting. Mindfulness-Based Interventions are an effective way to manage stress issues in language classrooms. This study aimed to explore the perception of selected English as a Second Language (ESL) teachers on implementing MBIs during their online lessons regarding their understanding of and challenges in its execution. The perceptions of Malaysian English language teachers of this intervention have not been adequately evaluated, despite being one of the most important stakeholders in academia. Seventeen English language instructors from two secondary schools in Perak were interviewed using a semi-structured format. The subjects were chosen using a convenient sampling method. The goal was to determine what the teachers thought about the intervention in general. In addition, their readiness and acceptance of the method are also investigated. The interview was also conducted to elicit their thoughts on the potential inhibitors and facilitators to the introduction of MBIs in their lessons. The findings indicate that the idea of mindfulness is still new to the teachers since they do not understand it collectively. The challenges associated with executing the plan are also emphasized, along with recommendations for mitigating them. Despite possible obstacles, the teachers exhibit a generally positive attitude and a strong desire to implement Mindfulness-based Interventions in their classrooms.

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