In this 21st century, traditional ways of teaching and learning have been changed with the evolution of technology. Technological Pedagogical Content Knowledge (TPACK) is one of the conceptual models developed by researchers to facilitate teachers’ professional development. It is believed that TPACK should be developed and mastered by teachers to achieve effective implementation of technology in teaching and learning. This systematic literature review aims to investigate current trends in TPACK research in English language education literature published between 2017 to 2021. The keywords “Technological Pedagogical Content Knowledge”, “TPACK”, “English language”, “ESL”, “EFL” and “English teachers” with some modifications using “AND” and “OR” were used to obtain relevant articles from Scopus and ProQuest databases. The study inclusion process was done following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020’s framework. There were 14 articles yielded and included in this systematic literature review. The results show that TPACK studies in English language education were carried out worldwide. Moreover, half of the reviewed studies used pre-service English language teachers as the participants while others used in-service or both of them. Meanwhile, some studies used English language learners as the participants. In addition, there are a variety of methods including quantitative, qualitative and mixed method employed by the researchers of reviewed studies. We also identified 5 key emerging themes of the reviewed studies including measurement of TPACK level (64%), the relationship between TPACK and other variables (29%), strategy to develop TPACK (29%), implementation of TPACK (14%) and development of TPACK instrument (21%). This paper implies researchers in the English language education field, especially in Malaysia. Further studies on TPACK need to be conducted due to the limited current research in Malaysia.

In a country where there is a diverse range of races and cultures, the influence of the first language comes almost naturally when using English as a second language. This influence has created a negative transfer which has affected learners’ communicative competence as well as performance. This study intends to investigate the pronunciation errors among undergraduates in a Malaysian university and explain the mispronunciations by comparing the phonetic system of English and Malay It is hoped that the results of this study will eventually provide some insights to producing effective strategies for teaching pronunciation that can help ESL learners to improve their oral proficiency skills and thus meeting their personal and professional needs.

The aim of this study is to determine the extent to which reading strategies and English language proficiency influence reading comprehension among Chinese undergraduates studying abroad. In addition, the study also aims to determine the reading difficulties encountered by these students and to identify the effective reading strategies they employed to improve their reading comprehension. The quantitative information gathered via a questionnaire and a reading test. The SPSS (descriptive analysis) results indicate that reading strategies and language proficiency jointly account for the variance in the students' test scores. In addition to informing scholarly practises of academic reading, this research contributes to the development and teaching of ESL curricula by highlighting the essential components of an effective ESL academic reading module.

Code switchingCode mixing Functions of CS English as a second language Malaysian ESL classroom Sabah.The dearth of research investigating the use of code-switching (CS) in English as a second language (ESL) classrooms in Sabah, Malaysia, has triggered the current study to examine this phenomenon at a secondary school in Tawau, Sabah. A qualitative approach was utilized by the present research through conducting classroom observations where data were obtained from three Form-Five ESL classes. Both teachers" and students" CS uses were analysed utilizing Sert ( 2005) functions of CS adopted from the framework proposed by Mattsson and Burenhult-Mattsson (1999), Eldridge (1996) and Cole (1998). Results revealed that teachers and students in ESL classrooms in Tawau not only use CS but they also use code mixing (CM). Furthermore, data analysis also showed that CS has different functions for both teachers and students. While teachers use CS mostly for repetition function or switch, students" use of CS is mainly for floor holding and reiteration. Further research may explore the use of CM in ESL classroom as this area of research has not been investigated adequately whether in Malaysia in general or in Sabah in particular, which would enable future studies to determine the functions of CM and examine the differences between CS and CM in ESL classroom. Contribution/ Originality:This study is one of the very limited studies that have established a differentiation between the uses of code-switching (CS) and code mixing (CM) within a language learning context. Additionally, this research is also one of the few investigations to explore the use of CS in the Malaysian State of Sabah, particularly, in Tawau region.

Communication strategies involves the vast range of linguistic and paralinguistic techniques such as the use of negotiation of meaning to the very complex facial expressions. Despite being highly human based, the use of communication strategies needs to be learned and developed. The Malaysian classified variety, topic fronting, is a highly utilised communication strategy. However, despite being an achievement strategy, topic fronting does not abide by the English language grammatical rule. Although one of the primary factors of communication strategy is the independence from linguistic rules, a rampant use of this strategy among ESL learners might affect them adversely especially in academic discourse. This study looked into this strategy among the TESL practitioners from Universiti Malaysia Sabah. The findings obtained from their focus group discussions (FGD) identified four themes in the utilisation of topic fronting methods of overcoming it as well as the inculcation of suitable communication strategies. This study’s findings show that low utilisation of topic fronting should be able to allow the reformulation of the current communication strategy training.