ABSTRAK. The purpose of this study is to examine effects of the Fun Learning Enrichment Program (FLEP) on motivation and aspiration to learn among population of low-achieving students. The study used quasi experimental design with pre-post control group. A total of 596 students participated in the study for three consecutive years. The students were given a module consisted of 120 fun learning enrichment activities in mathematics and science that promotes selfmotivation and aspiration to learn. Results show significant increase in motivation and aspiration to learn among the students after attending the FLEP program. In conclusion, low-achieving students can develop motivation and aspiration to learn when given environment that promotes positive learning experience.

This article review focuses on the impact of Covid-19 on English Language Teaching and Learning Process by examining studies published in prominent journals in 2020 and classifies them under three main themes; remote English Language teaching and learning pedagogy, role of stakeholders in English Language content management in different countries and barriers that ESL teachers and learners undergo. This review reveals that (a) synchronous and asynchronous mode and cooperative teaching method are employed in remote learning aiming at learners from rural and urban geographical settings via multiple digital learning platforms and online applications such as social networking sites and Blackboard as delivery tools, (b) roles of stakeholders in education in content management are undergoing changes warranting lesson planning with engagement and learners' autonomy in mind; and (c) challenges faced by ESL teachers and learners. This review on the response towards the impact of Covid-19 in terms of English language teaching and learning processes by countries worldwide will be able to help enhance the response to cater to the betterment of English Language Teaching and Learning process for all the stakeholders in English Language Teaching Content Management.