A qualitative examination of misalignments in ESL teachers’ grading practices within classroom based assessment in Malaysian schools

AN EXPLORATION OF TEACHERS’ PERCEPTIONS OF SYNTHETIC PHONICS AND WHOLE LANGUAGE APPROACHES IN EAL EARLY LITERACY CLASSROOMS

Exploring the implementation of classroom-based assessment in Malaysian secondary schools: Alignment with policy and teacher practices

Towards embodied criticality: reframing physical education curriculum for whole-person development