Reading is the key component for academic success for ESL students because they are required to read various materials in English. However, reading difficulties may become an obstacle for them to gain knowledge from online sources especially for ESL readers. Therefore, the purpose of this study is to investigate reading difficulties of low proficiency ESL students in reading online academic texts and how they solve the problems as teachers should be aware of reading difficulties the students encounter during online reading so that they can address the problems accordingly. A quantitative research design is used to collect data from a group of 122 respondents from two public universities in Malaysia using 5 Likert-scale questionnaire consists of 16 items. The results showed that the students have difficulties with the sounds of the individual words (M=3.68), getting the overall meaning of the text (M=3.62) and recognizing the words (M=6.61). The students used several strategies to overcome reading difficulties when reading online academic texts, for example by using online dictionaries and re-reading the texts. Some recommendations towards minimizing reading difficulties among ESL students in reading online academic texts will also be presented.

Assessment Feedback (AFB) is one of the most potent influences on student's learning and achievement as it enables postgraduate students to restructure understanding and develop powerful ideas to meet Higher Education (HE) standard. A focus on AFB practices among the lecturers from postgraduate students' perspective is pertinent in enhancing retention and completion of research studies. Thus, this prelim study investigates mean differences and interactions of AFB practices on three dimensions (Timeliness, Meaningfulness, Specificity) in relation to gender, Mode of Study and Field of Study. A sample of 37 postgraduate students who engaged in research studies in UTM was selected as respondents. Assessment Feedback Practices Inventory (AFBI) was analyzed using the Rasch Measurement Model for item reliability (.96). The data were analyzed using descriptive (mean and standard deviation) and inferential statistics (Spearman rho correlation coefficient). It was found that AFB practices were at the highest level for Meaningfulness (M = 4.69, SD = .75) followed by Timeliness (M = 4.04, SD = .53), and Specificity (M = 3.88, SD = .55). AFB forms practiced among lecturers resulted in verbal form (M = 2.80, SD = 1.27) being practiced more than the written form (M = 2.48, SD = .63). For the AFB preference, results showed that 81.1% of the students preferred the feedback in both, verbal and written form, whereas 10.8% prefers verbal, and 8.1% prefers written form. However, the results showed weak relationship between AFB and gender, Mode of Study and Field of Study. It is suggested that an assessment feedback manual should be developed.

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Assessment practices offer learners the opportunity to practise and prepare for the actual assessments. Coupled with feedback, this practice is intended to assist them in improving their speaking skills particularly in the language. Providing feedback to the learners for assessment practices has become a vital element in the newly revised course like English for Oral Presentation. Instructors are required to evaluate learners’ assessment practices and provide feedback for the speaking activities to give room for the learners to improve their oral presentations. However, this new structure of the course has impacted the instructors in many ways as they need to wholeheartedly commit to the practices submitted by the learners. This somehow leads to unnecessary stress among the instructors as they need to adhere to the deadlines given. Therefore, this study investigates the perceptions of the instructors on the assessment practices in an oral presentation course and their perceptions on how the assessments can be improved. Qualitative research methodology was employed with purposive sampling technique being utilised in choosing the participants for the interview. After gaining consent from the participants, interview sessions were conducted, recorded and transcribed. The data were then analysed utilising thematic analysis. The findings reported that the instructors were positive towards the impacts of the newly revised course of the oral presentation as learners have improved their presentation skills, enhanced their self-confidence and integrated other skills upon completing the practices. This study provides insights for the betterment of the implementation of the English for oral presentation course.