This paper discusses the effectiveness of using two task-types, dictogloss and opinion-gap tasks, in focus-on-form lessons to elicit language-related episodes (LREs) and produce modified output. The participants were 40 Form 6 students in a Malaysian secondary school in two intact classes. One group was taught using opinion-gap tasks and the other using dictogloss tasks. Results show that almost double the number of LREs was elicited in the dictogloss group compared to the opinion-gap group. However, more than 50% of the LREs in both groups were unresolved or wrongly resolved. These results imply the need to train learners to notice linguistic errors and engage in negotiations of form and meaning and could also indicate the need for teacher feedback on language use, perhaps during pre-task and post-task activities. The types of linguistic errors learners focused on might be an indication of learner developmental readiness which could influence task and text selection.With the current inclination in second language acquisition (SLA) practices toward task-based language teaching (TBLT), there is a growing concern that the importance of language accuracy will be undermined. Skehan and Foster (2001), for example, argue that a task-based approach, if inappropriately handled, could result in an overemphasis on task outcomes at the expense of improving target language ability. As a result, it could encourage premature fossilization rather than promote interlanguage development. Thus, SLA researchers (e.g., Ellis, 2001;Ellis, Basturkmen, & Loewen, 2001;Loewen, 2004;Leeman, 2007) have argued for the need to incorporate grammar instruction in a meaning-focused lesson. These researchers challenge Krashen's (1985) input hypothesis, which posits that grammar instruction is not an important part of language instruction. Instead, he contends that language is developed through massive comprehensible input of the language. Initially, Long (1985), through the interaction hypothesis, concurred that comprehensible input facilitates acquisition as it provides opportunities to negotiate meaning during a communicative breakdown. Later, Long (1996) extended his hypothesis to include feedback and modified output as important contributors to interlanguage development. He explains that the feedback learners receive on their language production when they attempt to communicate could contribute to language acquisition, as this would push learners to reformulate their productions to make them comprehensible.

Regardless of numerous studies supporting the effectiveness of utilizing music and songs in second language teaching, there is a remarkably limited amount of research investigating how music and songs are actually used by language teachers and the beliefs underpinning their practices, particularly in the Malaysian educational context. This qualitative study explored Malaysian ESL teachers’ beliefs and practices with regard to the use of music and songs in language instruction at different levels of education as well as factors influencing their instructional practices. The research participants consisted of five primary-level, five secondary-level and five tertiary-level ESL teachers working at public and private educational institutions, who were selected using purposeful sampling strategy. Data were gathered through individual semi-structured interviews and analyzed using Miles and Huberman’s (1994) framework for qualitative data analysis. Findings of the study indicated the ESL teachers from all three levels of education held overall positive beliefs about the benefits and appropriateness of music and songs as a teaching tool and utilized them in various ways to promote students’ language learning. A number of factors were found to influence the teachers’ use of music and songs in their classrooms. The findings of the study have implications for various educational stakeholders.

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Difficulty in learning gives huge impact to the process of language discovery among school children. LINUS students are categorized in this group and regarded as Low Achiever (LA) regardless of their education level. Currently, schools are provided with traditional learning materials such as textbook prepared by the Ministry of Education and it is up to the teachers’ own creativity and initiative to turn the materials into a more interesting learning source [1], [2]. However, depending solely on these learning materials alone is not enough as these children will easily lose their attention as they become bored and finally lost interest to proceed with the learning process [3]. Therefore, there is a need to utilize the elements of technology in order to motivate and facilitate these LINUS students in learning vocabulary in English. This experimental study aimed to explore the effectiveness of using mobile augmented reality (MAR) application in vocabulary learning among LINUS students. 45 students were involved and the development of MAR in vocabulary learning in this study was investigated based on the ADDIE Instructional Design (ID) method as a framework. As a form of measurement, British Picture Vocabulary Scale (BPVS) III was used and findings showed that there was a significant improvement in the post test after 6 months of MAR implementation. Although this study showed an encouraging results, there was still lack of skills in terms of writing the words learnt via augmented reality. The results of this study provide the discussion on the practicality of using Augmented Reality to help the struggling learners to cope with acquiring and learning English language in ESL context.

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