Recent literature suggested that the English language proficiency appears to influence graduates’ employability in the job market especially in the South-East Asia context. This study investigated the Social Science graduates’ employability in relation to the English Language proficiency in a Malaysian public university. A quantitative research design was utilised and involved 7025 graduates from the 2015, 2016 and 2017 graduating years. Three variables were examined consisting of the graduates’ employment status, the English Language course results, and Malaysian University English Test (MUET) results. These data were analysed using descriptive statistics and Chi Square test. Findings showed inconsistent trends of unemployed graduates in this three-year period albeit a notable increase in 2016. The chi-square analysis suggested that there was an association between the English language proficiency and social science graduates’ employability. Although the English language proficiency is highlighted as the contributing factor to graduates’ employability, this study concluded that the mismatch between the students’ perceptions and the employers’ expectations should be addressed. It is further recommended that an ecosystem of key players in the industry and universities should be developed to constantly address the issues related to graduates’ employability upon graduation.

In order to evaluate the methods for participant recruitment, the usability of the survey questionnaire, and the data collection processes, a pilot test was carried out prior to conducting a study on the impact of English-language films on ESL learners' speaking confidence in tertiary level education. The study's frameworks were adapted from Imitation Theory and Comprehensible Input Theory in order to categorise and list different elements that affected students' speaking confidence. Before beginning the main research study on the impact of English movies, the authors described the pilot testing procedures and feasibility issues explored, as well as the improvements made to the instrument and methodology, in an effort to add to the body of research in this area and to strengthen teaching methods.

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The COVID-19 outbreak, which started in March 2020, has affected education in various ways. The closure of schools and universities worldwide has forced both teachers and learners to abandon physical teaching and learning. Instead, they have to adapt themselves to remote online classes. Literature education is no exception. The need to create lively, fun and interactive literature lessons suddenly became impossible. Instead, students were thrown into the world of isolation, fear and helplessness. For the first time in history, literature lessons worldwide have undergone an abrupt change under a new norm. This qualitative study attempts to explore students’ perceptions of COVID-19 pandemic. Data was gathered from written narratives of the midterm assignment of 30 undergraduate TESL students in the Faculty of Psychology and Education, Universiti Malaysia Sabah during Semester 2 session 2021/22. Employing the premise mooted by Ahlberg (2021) who considers the pandemic as a crisis and the process of teaching and learning should take into consideration the factors of context, experience and emotion on learners’ sides, the eBook entitled The Other World was used as a frame narrative for reading activity. Next, students were required to choose two short stories from the volumes and produce their own narrations in dealing with the pandemic. A qualitative inductive content analysis of students’ narratives resulted in 5 codes indicating students’ perception of COVID-19 pandemic. Students have mixed reactions in narrating their personal experiences during the pandemic. Most expressed states of despair and depression, and their readiness to adapt themselves to the new social norms. Others have expressed their concerns for security and safety, while a small number related their experience to the new educational norm. The rest of them related their experiences in retrospect of close family ties and gratitude. The results of this study suggest the use of frame narrative technique among hesitant or problematic ESL students in dealing with a crisis.

The academic aspect plays a vital role as a 'transformative' element in bringing change into the life of each individual. One of the main goals of students continuing their studies abroad is to obtain a high-quality education. The first-year experience is considered an important phase involving self-assimilation, emotional change, cultural shock and social values that can influence the academic achievement of international students. The discussion of this paper elucidates the factors that contribute to the more meaningful first-year experience differences by comparing the process of self-assimilation and academic achievement of international students. In-depth interviews with 40 international students from four Malaysian public universities were conducted using a qualitative method approach that used objective sampling techniques. The findings lead to a self-reflection on the nature of international students, which is expressed through a narrative outpouring of emotions that describe the excitement, desire, and hope. The elements of transformation and self-assimilation of students in this study are interconnected with (i) the reputation of Malaysian public universities as a prestigious educational destination, (ii) the quality of a more comprehensive and 'versatile' higher education system, (iii) the flexibility and dynamics of the academic programs offered, and (iv) contemporary and ‘market driven' academic programs. The empirical data from this study is hoped to be useful information for the university's human resource management, which relies heavily on international student enrolment. This effort is in line with Malaysia's National Strategic Plan for Higher Education or PSPTN, which was created to transform the country into a global hub of higher education excellence.