The main concern of this study is to find out whether Cooperative Learning (CL) is effective in a Form One writing ciass. Currently the traditional writing approach is the norm. The traditional writing approach is very individualistic and competitive. The focus is on the form of the written product not on how the learner should approach the process of writing. Writing alone inhibit ideas. The writing skill will not develop if students have limited knowledge and vocabulary. Hence, writing is a difficult process because they do not have ideas to write. For this study, the researcher is implementing CL in the process writing approach, and the process will be referred to as cooperative writing...

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The Standard-Based English Language Curriculum for Malaysian Primary Schools was introduced by the Malaysian Ministry of Education in 2011 beginning with the teaching of Year 1 pupils. The curriculum is modular in design comprising the Listening and Speaking, Reading, Writing, and Language Arts modules. An innovation introduced in the curriculum was the teaching of early reading skills using phonics as a method in the Reading Module. The aim of this study was to investigate whether the Year 1 English Language teachers participating in the study understood the innovation, the problems that they faced with regard to it and how they implemented it in their classrooms. A survey questionnaire was distributed to English Year 1 primary school teachers and case studies of selected teachers were conducted. The data were analysed quantitatively and qualitatively. The findings showed that the respondents rated themselves at varying degrees of understanding. The problems that they reported concern.....

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Past studies found that teacher self-disclosure positively impacted the socio-psychological aspect of teaching and learning within its dimensions of amount, relevance and negativity. However, much understanding about teacher self-disclosure today is derived from quantitative studies using established scales, conducted in non-Asian countries and usually in high school or college settings. Investigations pertaining to teacher self-disclosure in the English as a Second Language (ESL) classroom and its effects on language learning are limited. Using the qualitative approach, this exploratory study, therefore, aimed to investigate factors essential for understanding teacher selfdisclosure in the Malaysian ESL writing classroom. An ESL teacher was observed in an Academic Writing course that comprised 32 lecture and tutorial contact hours at a private institution of higher learning in Malaysia during a fourteen-week semester. A one-to-one teacher interview was then conducted to supplement the.....

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