Purpose -The purpose of this paper is to examine and discuss one of the strategies in the latest Malaysian language education policy Memartabatkan Bahasa Malaysia Memperkukuh Bahasa Inggeris (MBMMBI) (To Uphold Bahasa Malaysia and to Strengthen the English Language). The strategy in focus is aimed at improving the quality of English language teachers. This strategy is examined in light of selected research findings and other information that is deemed relevant to a beneficial discussion of the topic.Methodology -The method employed was document analysis which involved intensive reading of the Malaysian Ministry of Education information booklets about the MBMMBI policy and other related documents and resources providing supplementary information about the policy.Findings -The analysis showed that of the five sub-strategies proposed in the main strategy targeted at improving the quality of English language teachers, three of them addressed the commonly included aspects of knowledge, skills and abilities found in the definitions of teacher quality in the literature. Teacher disposition and evaluation, another two aspects often related to teacher quality, were not included.Conclusion -Quality was not featured consistently in the policy strategy analysed. Overall, the policy did not capture the full complexity of the concept of teacher quality. Whether the omission of the other attributes of teacher quality has had any effect on the 188

The purpose of the study was to find out both notions and practice where language learning strategies (LLS) are concern. LLS according to Oxford (1990) could be divided into two main strategies -direct and indirect strategies. Direct strategies are sub-divided into memory, cognitive and compensation strategies and required mental processing of the language. Indirect strategies however are the processes that support language learning and the sub-strategies include metacognitive, affective and social strategies. LLS are made the focal point of the study as numerous studies suggested that successful language learning could somehow be linked to utilization of language learning strategies (Areen Ahmed, 2014). The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.

Purpose -The study was aimed at exploring and analysing the current assessment practices of lecturers in selected Malaysian higher learning institution classrooms. The focus was the different modes of assessment used in the classroom and to make recommendations on using a variety of assessment modes that would be well-aligned with the intended learning outcomes.Methodology -A qualitative approach using a descriptive case study design was employed in developing the study. Subjects of the study were selected based on a voluntary basis and 15 lecturers teaching in eight programmes from two higher learning institutions participated in the study. Classroom observation was the main method of data collection, while data analysis employed thematic analysis. Each lecturer was observed twice. Three instruments were used in data collection, namely: pre-observation form, observation form and video recordings. The data was analysed through the opencoding process. The notes in the observation forms were compiled and reviewed to identify themes.Significance -The findings were used to guide decisions on the need for assessment training for lecturers, educators and curriculum developers regarding the types of assessment modes for incorporation in teaching and learning, and also the need for assessment training that would provide lecturers with the knowledge and confidence to use a variety of assessment modes.

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher's efficacy in teaching and the performance of the students specifically for writing. Results show the teacher's beliefs of her students' capabilities and their language needs helped shape the teacher's instructional strategies. The teacher's efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher's beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher's beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

this study was aimed towards investigating Physical Education teachers' assessment practices and competency during planning and implementing the assessment for the Physical Education subject. [1]Assessment Literacy Standards were used as a guide for the construction of items in the survey questionnaire used for collecting data intended for the study. The items were tested for validity and reliability (0.97) before being put to use for the collection of the required data. A total of 48 Physical Education teachers from 15 schools responded to the distributed questionnaires. The independent t test sample analysis showed no significance (t (46) = 0.890, p = 0.378). The data also revealed that there were no significant differences between the male teachers (M = 4.28, SD = .40) and female teachers (M = 4.17, SD = 0.47). Whereas, to measure the level of teacher practice using the assessment standard provided the values of t (46) = 0.852, and p = 0.399. The correlation between male and female teachers indicated that there was no significant mean where M = 3.62, SD = 0.43 for male teachers and M = 3.50, SD = 0.56 for female teachers. The relationship analysis of Kendall's tau-b product moment showed that there was a low and significantly positive correlation. Among the level of knowledge with the level of implementation practice in the assessment of male teachers obtained r = 0.64, p = 0.00, p <0.05 while female teachers obtained r = 0.47, p = 0.02, p <0.05. This study has revealed that the knowledge of the studied teachers has similarities with the implementations in the classroom.