An abstract plays a pivotal role because it represents the summary of the entire article. Therefore, it is the first thing that readers evaluate to determine if they should read the entire article. Hence, it is imperative for academics to provide an abstract that includes all essential rhetorical moves when writing an academic article. In lieu of this, the current study attempted to examine whether the abstracts provided in conference proceedings include the essential rhetorical moves and whether the moves are presented in the sequence according to the selected classification. The data for this study were collected using purposive sampling from 23 abstracts of empirical-based studies in nature from the selected conference. The abstracts were written in the English language and authored by academics in the field of language and education from higher institutions in various countries. Hyland's (2000) five-moves classification of rhetorical moves was used as the coding in identifying the moves structure of the selected abstracts in this study. Other moves that emerged from the selected abstracts were added to Hyland's (2000) classification. The moves structure data were analyzed using manifest content analysis while the sequence of moves data were analyzed using latent content analysis. The findings show that the majority of the abstract only partially contains the rhetorical moves as suggested by Hyland (2000) with a variety of moves sequence. Apart from Hyland's (2000) fivemoves, some authors included the theoretical aspect of their study in their abstracts. The implications of the findings were discussed within the context of professional development among higher institutions academics, particularly in academic abstract writing.

Antecedents of intrinsic motivation, metacognition and their effects on students' academic performance in fundamental knowledge for matriculation courses.

In second/foreign language learning, it is hypothesised oral interaction facilitates language acquisition. Studies show that one aspect of interaction that promotes second/foreign language acquisition is through the process of negotiation, and one factor that influences interaction is the task or activity that learners are engaged in. Hence, it is the aim of this study to investigate if foreign language (FL) learners would engage in different negotiation strategies when completing different communication task types. Nine FL learners from a tertiary EFL class in groups of three participated in the study. They completed three different communication task types (i.e., information gap, jigsaw and decision-making) over a period of four weeks. Data for the study comprised transcribed recordings of the groups' oral interaction. This study qualitatively examined FL learners' oral interactions when engaged in three different types communication tasks. Data collected were analysed for instances of negotiation. Findings revealed that the different communication tasks elicited negotiation episodes as the participants engaged in task completion. They applied similar negotiation strategies during peer interaction. However, further scrutiny revealed that there were differences in terms of the depth of negotiation for the different communication task types. The results of this study exhibit evidence that language communication tasks do promote meaningful interactions among tertiary EFL learners. Data clearly showed widespread negotiation episodes during task completion. The knowledge on the types of communication tasks that can promote meaningful interaction and negotiation episodes can assist language practitioners to make informed decisions on tasks that are suitable for their learners.

Goal-achieving curricular are often coherent at their fundamental level. In order for a curriculum to achieve its goals, it is imperative that the curriculum is coherent at all levels. The contents presented in a curriculum must align with its theoretical underpinning. The present Malaysian English language curriculum is developed and designed based on the Communicative Language Teaching (CLT). Thus, the purpose of the current study was to examine if the theoretical grounding of the Malaysian form five English language curriculum, in particular the speaking curriculum, is in alignment with its communicative label. In line with its label, the speaking curriculum embedded in the Malaysian form five English language curriculum should be developed and designed based on the CLT. It should reflect the CLT approach. The data for this study were collected from the Form Five English Language Curriculum Specifications document and the Form Five English Language textbook. In analyzing the alignment of the Malaysian form five English language speaking curriculum with the communicative approach, the data were categorized under major second language acquisition (SLA) theories and second language (L2) speaking theories. The findings show that the sociocognitive and socio-cultural theories are highly reflected in the Malaysian form five English Language speaking curriculum, the two theories which are closely related to the communicative approach. This shows that the Malaysian form five English language speaking curriculum is primarily in alignment with its communicative label. The findings are discussed in relation to their implications on English as a foreign language (EFL) speaking instruction.

The Quran, the holy scripture of Islam, is the most comprehensive source of reference for humankind to understand the teachings of Islam. Undeniably, understanding the Quran is a principal and an important aspect in the life of an individual Muslim regardless of their differences. In reality, understanding the teaching of the Quran and applying it in life can make a servant of Allah s.w.t succeed in all aspects of his life. In order to ensure accurate and correct application of the teachings of the Quran among Muslims, it is important that their level of understanding is investigated first. This will ensure guidance can be provided accordingly and appropriately. This conceptual paper compiles four levels of understanding the Quran among diverse groups of people, which are Naïve, Novice, Intermediate, and Expert. Keywords: Religion, Quran, People Understanding, Social Stratification, Holy Books