Vocabulary acquisition is paramount in English language education yet becomes challenging especially for primary school students in Malaysia. Prior to this, the advancement and integration of information and communication technology (ICT) in 21st-century learning is crucial in teachers" pedagogical skills and students" knowledge resulting in student-centered strategies. However, students are still lacking in vocabulary skills as they are learning through traditional methods. This action research conducted in two cycles using GoPic with QR Code investigates the importance of improving students" language experiences in their acquisition of vocabulary. The first cycle of the intervention was carried out through group approach. The second cycle was carried out using individual approach. The term "GoPic with QR Code" is generated from the blending concept of using "BINGO" word game with picture cards to complement the words (concrete nouns) being applied and assessed for the intervention. The respondents comprise of a total of 64 low proficiency primary school students, that is, 58 Year 1 students from Selangor and 6 Year 5 students from Sabah. Pre and posttest, survey questionnaire and field notes were instruments used in the data collection. The findings concluded that by using GoPic with QR Code, students revealed increment in their English language vocabulary. It also reflected positive implications on the teachers, students and school administrators. Contribution/ Originality:This study contributes in the existing literature on ESL vocabulary strategy. It examines the use of GoPic with QR Code by the students in ESL classrooms in primary schools and the effectiveness of this strategy in improving students' vocabulary acquisition.

The assessment has moved vigorously in becoming an essential aspect of effective teaching and learning. The Malaysian Education has imparted the classroom-based assessment aspirant to the holistic advancement of the learners. However, most of the English language learners, as well as the educators, struggle in terms of classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantages of classroom-based reading assessment. This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators. The literature review includes 1) the perceptions of the educators, 2) the advantages and disadvantages of classroom-based reading assessment.