This small scale case study analyses one of the most debated parts in the field of teaching English as a Foreign Language (EFL); and that is, the teachers and students’ perceptions and beliefs of EFL reading comprehension assessment at a major university in Indonesia. The research study involved, randomly selected five EFL teachers and ninety-six EFL students between the period of January and May in Academic Year 2017/2018. Twenty-item Likert scale questionnaires were distributed to the students. Moreover, semi-structured interviewed was done to collect the data from the teachers. Data analysis using descriptive qualitative methods indicate that EFL students need detailed elaboration of their reading practices in answering comprehension questions. Informing their reading results or scores only does not help them very much to practice the reading comprehension skills needed to comprehend the texts. Furthermore, the data indicate that EFL teachers encounter obstacles when they monitor various reading tasks and activities are benefit the students. They tended to assess the students’ reading comprehension based on the final correct answers achieved at the end of exercises.

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Instructors and researchers of writing in higher education often experience discouraged when they find their teaching falling short their expectation even though a number of endeavors they invest in the teaching practices and research works. As a writing teacher for higher education, I feel disappointed when I am not able to present more beneficial support than the motivation to write using appropriate vocabularies, making grammatical sentences consisted of compound or complex ones, organizing ideas of writing or paragraphs, constructing coherence essays and so on. After ineffective attempts at aiding higher education students significantly enhance their writing, I began to review the nature of writing and facets other than the language competences comprising what activities the teachers are necessary to carry out, how the students’ writing practices are applied during their writing process, who are involved in the process of writing and how long the writing activities take place. I have figured out solutions to some questions in the book entitled “Developing Writers in Higher Education”. In this five-section book, Anne Ruggles Gere describes comprehensive longitudinal study about topic concerning on how students in higher education keep practicing their writing process and their writing follow various developmental paths.

The skill of Intercultural Communication is needed in today's global world. This is due to the development of digital communication and the easy movement of people across the globe that increases the chances of people to meet and interact with others who are coming from different spheres of the world. By being familiar and owning Intercultural Communication competence, one would be able to communicate and to behave appropriately based on the conversation context and can achieve the goal of the interaction effectively. In a similar vein, university students as the member of academic society are also crucial to be introduced to the concept of Intercultural Communication and the skills entailed within since they frequently interact with other students and lecturers who have a different cultural background. Thus, this paper explores the components of Intercultural Competence as part of intercultural communication of students and alumni from the Faculty of Education and Teacher Training at Universitas Jambi. The data of this research are from FGD with lecturers and from document study of Faculty curriculum regarding what contributes to graduate competencies. Data show that there are several skills in Intercultural Communication that are important to be presented and practiced to fulfill the criteria of competent Intercultural speakers such as, understanding of the cultural concept, awareness of different values and norms, and recognition of Intercultural Communication practice in a workplace context. It is also found that the need for intercultural effective components to be encouraged, for example increasing students' appreciation towards their own and others' cultural values. Finally, after the components of Intercultural Communication for university students are identified, the finding can provide information for further development such as teaching instruments and assessment methods to achieve the profile.