English as Second Language (ESL) teachers' ability to integrate technologies has an insightful impact on students' language performance as well as their educational development. Thus, inquiring teachers' level of knowledge and readiness in their practice of integrating Industrial Revolution 4.0 (4IR) into their teaching practices is necessary. Besides reviewing past literature on teachers' level of knowledge in 4IR and factors that affect teachers' level of readiness, this paper provided a conceptual framework that can be useful to measure teachers' level of knowledge and readiness in integrating 4IR into their teaching. The determinants highlighted are analysed mainly using theoretical framework based on TAM3 model. The research questions formed are derived from two variables-level of knowledge and level of readiness among ESL primary school teachers. It is hoped that this study could highlight the effectiveness of the framework in analysing ESL primary teachers' level of knowledge and readiness in integrating 4IR in their teaching practices.

Students’ language performance as well as their educational development are affected by English as a second language (ESL) teachers’ ability to integrate technologies into their teaching practices. It is therefore necessary to assess teachers’ levels of knowledge and readiness in integrating Fourth Industrial Revolution (4IR) technologies into their teaching practices. This paper assesses ESL teachers’ levels of knowledge and readiness in integrating 4IR technologies into their teaching practices. Two variables were used to form research questions: ESL primary teachers’ (1) level of knowledge and (2) level of readiness. A quantitative research design was employed in this research involving 306 respondents. The findings of the research indicated that teachers’ levels of knowledge and readiness influence their integration of 4IR technologies into their teaching practices. Teachers should acquire knowledge regarding 4IR technologies to ensure that they are able to meet the demands of the present education system as well as to help their learners become more proficient in learning the English language. In conclusion, the integration of 4IR technologies is an important aspect that needs to be utilized in teachers’ teaching practices.

Language Learning Strategies (LLS) are used to facilitate independent-learning and make it adaptable to new language tasks. However, most of LLS are focused more on adults compare to children so there is limited research on LLS for children. Therefore, this paper provides an overview how researchers used CHILLS questionnaire to investigate LLS that commonly used among Malaysian Upper Primary English as a Second Language (ESL) Learners in the second language acquisition. The data and findings are collected from 105 participants from different primary schools across Malaysia. This paper is hoped to render a better understanding on the process of effective language learning using the discussed LLS among Malaysian Upper Primary ESL Learners. The data have indicated that learners prefer to use LLS strategies in Part A of CHILLS questionnaire compared to other parts. The researchers also aim to conduct