This study investigates the effectiveness of Malaysian Primary School Year 6 (KSSR) English textbook to determine the extent to which the textbook conforms to the universal characteristics of ESL/EFL textbooks. A modified version of Alamri’s (2008) English as Foreign Language (EFL) textbook evaluation checklist developed by Akef and Moosavi (2014) was distributed along with the textbook to 12 TESL postgraduate students and 18 primary school English Language teachers currently studying at University Technology Malaysia (UTM) for evaluation. The data collected from this study was analysed using descriptive statistical technique which is a quantitative method. The findings highlight some of the weaknesses of the textbook in compliance to the universal characteristics of ELT textbooks. These include lack of supplementary materials and teachers’ dissatisfaction towards language contents and language skills elements. The findings from this study can provide significant feedback for teachers, textbook designers, curriculum developers and policy makers to place more emphasis on textbook evaluation when developing textbooks

The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Cognitive science has demonstrated that retesting oneself on material when learning enhances and promotes greater retention of knowledge compared to rereading the material. Learning that is spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to "cramming" of information. A survey study with firstand second-year undergraduate students (n = 135) at a university in Spain and in the U.K. was carried out to investigate the study strategies and habits prevalent in these cohorts and to explore the extent of their metacognitive awareness. It was found that most students endorsed self-testing but also suboptimal study methods such as rereading, copying notes, and cramming. There was evidence of differences between the U.K. and Spain in relation to decisions for prioritizing studying, returning to review course material, and time of study. A key conclusion is the need to embed and emphasize effective strategies for learning into curricula and for faculty to have metacognitive awareness in their teaching.