This study investigates the relationship between the cognitive demands of task complexity and learners' motivation towards several tasks using task-based instruction during asynchronous computer-mediated communication (CMC) writing tasks. According to Robinson's Cognition Hypotheses (2001a, the production of language would be different when certain manipulation of task complexity was made. The tasks were manipulated following two variables from the Cognition Hypotheses, along resourcedirecting (+/-causal reasoning demand) and resource-dispersing (+/-task structure) dimensions. Eighty-eight undergraduate students from one of the technical universities in Malaysia were divided into four groups and assigned with a writing task. After the participants have completed the writing tasks, they were interviewed and asked to complete a questionnaire to gauge their motivation towards the tasks. Participants' written language production was coded and analyzed using syntactic and lexical complexity measures. Further analysis of the data was conducted using Multivariate Analysis of Variance (MANOVA) and correlational analysis. Analyses of the results showed that there is a correlation between task complexity and task motivation among learners. However, the correlation is only evident in lexical complexity production and no correlation was found for any of the syntactic complexity measures. This study is significant as it explores the roles of task complexity and task motivation in mediating the production of language. It also highlights how the manipulation of task complexity would encourage the production of the language in terms of its complexity.

Phrasal verbs (PVs) are very common in English, indicating their usefulness in everyday settings. However, it was reported that language learners generally have great difficulties in understanding and using this linguistic form. This study investigated Malaysian learners’ receptive and productive knowledge of PVs, and some possible factors which may contribute to their difficulties in understanding and using this language feature. A set of PVs test was developed and distributed to 480 secondary school learners in Malaysia to identify their receptive and productive knowledge with respect to PVs. Real data from the English of Malaysian School Students (EMAS) Corpus was used to examine the actual use of PVs by Malaysian learners. Results of the PVs test indicated that in general, Malaysian learners had an average level of knowledge of PVs. Analysis of the EMAS corpus revealed that they faced a lot of problems in the production of PVs. Some possible factors are highlighted which may contribute to such difficulties.

Abstract:An important component of language teaching is the development of higher order thinking skills (HOTS) among the students. In some language classes, this is done in the literature component of the curriculum. However, in many circumstances teachers are not trained on how to integrate critical thinking skills in literature integrated language learning classes. Training teachers nationwide can be costly to a country if the traditional way of in-service training is adopted. One of the ways to address this problem is by providing online training programmes. A viable alternative platform for online engagement is the Massive Open Online Course (MOOC) which has the potential to reach the mass. A training module would have to take into consideration the fact that different schools could be using different literary texts. Hence, the training module for teachers would need to focus on activities or pedagogical approaches rather than the text itself. This paper will focus on the aspects to consider when developing a MOOC for this purpose. This study will focus on Malaysian teachers who are expected to integrate HOTS into their literature lessons. When developing the materials, two important aspects that need to be considered are the components of HOTS and also the approaches that can be adopted. This paper discusses the approaches that can be applied to develop a specific aspect of HOTS. It focuses on the Malaysian teachers who are expected to integrate HOTS into their literature lessons.

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

An important component of language teaching is the development of higher order thinking skills (HOTS) among the students. In some language classes, this is done in the literature component of the curriculum. However, in many circumstances teachers are not trained on how to integrate critical thinking skills in literature integrated language learning classes. Training teachers nationwide can be costly to a country if the traditional way of in-service training is adopted. One of the ways to address this problem is by providing online training programmes. A viable alternative platform for online engagement is the Massive Open Online Course (MOOC) which has the potential to reach the mass. A training module would have to take into consideration the fact that different schools could be using different literary texts. Hence, the training module for teachers would need to focus on activities or pedagogical approaches rather than the text itself. This paper will focus on the aspects to consider when developing a MOOC for this purpose. This study will focus on Malaysian teachers who are expected to integrate HOTS into their literature lessons. When developing the materials, two important aspects that need to be considered are the components of HOTS and also the approaches that can be adopted. This paper discusses the approaches that can be applied to develop a specific aspect of HOTS. It focuses on the Malaysian teachers who are expected to integrate HOTS into their literature lessons.