Writing is a complex skill and one of the most difficult to master. A teacher's weak writing skills may negatively influence their students. Therefore, reinforcing teacher education by first determining pre-service teachers' writing weaknesses is imperative. This mixed-methods error analysis study aims to examine the cohesive errors in the writing of English as a Second Language (ESL) pre-service teachers of differing language proficiency levels-Medium and High-level, as indicated by the band levels achieved in the Malaysian University English Test (MUET). 200-word narrative essays were collected from 30 final-year ESL pre-service teachers from UKM via email. The study found that the Medium-level pre-service teachers made the most errors in lexical cohesion, reference and conjunction cohesion categories. However, High-level pre-service teachers made more errors in lexical cohesion, ellipsis and reference. Collocation proved the most difficult form of cohesion for both groups of pre-service teachers, while High-level pre-service teachers made more errors in ellipsis than the Medium-level pre-service teachers. Nevertheless, this still indicates that the pre-service teachers' overall mastery of cohesive writing is insufficient. Therefore, the teaching of these cohesive devices should be further fortified in the linguistic courses undertaken by ESL pre-service teachers to ensure that they are well-equipped in all aspects of cohesive writing.

In the Malaysian Education Ministry's Education Transformation 2013-2025, there is an emphasis on English language proficiency, collaborative practices and ICT, and concern for the educational needs of gifted students. The study aimed to align with the Ministry's initiatives by exploring the use of wikis in ESL collaborative writing among gifted students, particularly group participation and interaction. The mixed-method case study employed questionnaires, online interviews and observations to collect data from 74 Form 4 gifted students from PERMATApintar National Gifted Centre, UKM. The study found that group participation and collaboration was not ideal, but students gained from interactions with others on the wiki. These findings were discussed in detail with regards to the literature and arising issues. Hence, wikis proved to be an interesting alternative for ESL collaborative writing that is capable of motivating and fostering collaborative language learning efforts among gifted students.