malaysia
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- PaperRELC Journal15 Jun 2026
Intersections of religious identity and ethical dimensions in ESL teacher identity: A malaysian case study
Yii Tyng Lee, Fatiha Binti Senom, Jia Wei Lim
This qualitative case study in Malaysia explores how religious identity shapes the professional ethics of ESL teachers. Findings show that religious identity promotes fairness, inclusivity, professional integrity, and positive collegial relationships, highlighting the need for culturally responsive teacher training.
Original abstract
This qualitative case study examines the influence of religious identity on English as a second language (ESL) teachers’ identity in Malaysia. Coupled with the concept of transidentitying as a conceptual framework, this study applies the notion of ethical self-formation in language teacher identity (LTI) research to analyse how religious identity shapes professional ethics in ESL teachers’ professional identity. This study employed semi-structured interviews, observation data and document analysis to explore how ESL teachers navigate their professional ethics using their religious identity. The findings reveal that religious identity is a formative force in ESL teachers’ professional ethics in promoting fairness and inclusivity in ESL teaching, maintaining professional integrity, and building positive collegial relationships in workplace. Thus, this study offers insights for both researchers and educators regarding the complexities of ESL teacher identity in a multireligious setting such as Malaysia, and the need for culturally responsive training for ESL teachers to help them acknowledge and engage with these connections between religious and professional selves.
- PaperDOAJ — ELT & TESOL1 Nov 2021
Using Word Recognition Instruction and Visual Aids to Enhance Malaysian Primary ESL Learners’ Vocabulary Achievement
Zachary Farouk Chai, Norhidayu Binti Rosman, Mohd Fazri Bin Basri
A study with 50 Malaysian primary ESL learners found that using word recognition instruction and visual aids significantly improved vocabulary achievement for action verbs compared to traditional memorization. The experimental group outperformed the control group on a post-test. The findings recommend these strategies for teaching vocabulary to young learners.
Original abstract
Vocabulary is considered as an essential component of language teaching and learning, and its mastery is significant for all language learners. The process of learning vocabulary is sometimes referred to as vocabulary acquisition. In light of this, teachers need to conduct appropriate and enjoyable activities when teaching vocabulary. Effective techniques and interesting vocabulary materials are imperative especially for primary school ESL learners. This study aimed to determine the efficacy of employing word recognition instruction and visual aids in teaching action verbs to primary school learners in one of the primary schools in Semporna, Sabah, Malaysia. The overall number of participants in the research was 50, and they represented a mixed abilities group of learners. They were randomly assigned into experimental and control groups of 25. The experimental group used word recognition instruction and visual aids to learn new vocabulary (action verbs), while the control group used traditional memorisation instruction to learn the same vocabulary. Following these instructions, the two groups were evaluated (Post-test). The study's findings indicated that the experimental group outperformed the control group. Additionally, it recommends that English language teachers consider word recognition instruction and visual aids as successful vocabulary teaching strategies.