In the effort to upgrade pupils' vocabulary learning experience, the potential of interactive educational games is increasingly explored as supplementary teaching and learning materials. While the eagerness to integrate mobile technology into English language education is noticeable, there is a lack of evidence on Malaysian English as Second Language (ESL) learners' views of the feasibility of online games in vocabulary learning. This study aims to determine the degree of improvement in pupils' vocabulary performance. The quantitative data was analysed using descriptive and dependent t-test analysis. The cross-sectional survey was adapted from the ACRS-V model. The questionnaire was distributed to Year 5 pupils from a national primary school in Negeri Sembilan who are using the syllabus of The English Language Curriculum for Primary Schools (KSSR). The findings show a moderate level of Satisfaction, Attention, Relevance, Confidence and Volition. In addition, a paired sample t-test indicates a significant improvement in the pupils’ vocabulary scores after using WordWall (WOW) as a vocabulary learning supplementary material. The effect size demonstrated is also larger regarding its effects in behavioural sciences. This study provides important insights as a guide for primary school English teachers in integrating online games as a learning tool for English language learning, especially in developing pupils’ English vocabulary repertoire.

Lesson study is a study of teaching to provide learning opportunities for teachers to enhance teachers' professional development. Advantages of this approach have been recommended by the Ministry of Education and implemented in stages in selected schools. Thus, students at the pre-service level should be given the exposure about lesson study. Lesson study was implemented by integrating the micro teaching training for the course curriculum and pedagogy. Students perform simulations in micro teaching for seven weeks. This article discusses the proposed model of lesson study integration in a micro teaching class. In addition, this paper also discusses the reflection of students at each element in this model. The implication of this study is the need for students to be given early exposure to lesson study so that they can apply it directly to their teaching practices.

This study aims to examine reflective capacity among students when learning about computers in education. The study involved 35 e-portfolios written by first-year students who enrolled on the Computers in Education course in the Faculty of Education, Universiti Kebangsaan Malaysia. All the students taking this course were required to publish "reflections" based on their weekly learning activities via individual e-portfolios. Thematic analysis was done using Nvivo 10 software to categorize the content of the students' reflections. The analysis reveals that a large percentage of the "reflections" were non-reflective rather than reflective actions. This finding has implications for the way the course is designed, requiring a supportive environment, mentoring and group discussions, as reflective thinking is not spontaneous, but should be deliberately stimulated by the educational context.

This study aims to reexamine the reliability and validity of three sub-constructs in measuring the level of teaching presence from one of the essential elements in the Community of Inquiry model. The measurement consists of 13 items which are online instructor capability; design and organization, facilitation, and direct instruction. A total of 1938 respondents from a faculty in a public university in Malaysia were selected in the data collection. A cross-sectional survey was applied via online survey and partial least technique was used in analyzing the data. All items were found loaded (0.746 or higher) and all constructs measuring teaching presence had high composite reliability (0.876 or higher) and average variance extracted (0.640 or higher). Thus, a multivariate statistical analysis confirmed the validity and reliability of all items.

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