MOVE STRUCTURE OF CONFERENCE PRESENTATIONS IN CONTINUING PROFESSIONAL DEVELOPMENT PROGRAMMES (CPDP) FOR ACCOUNTANCY

MOVE STRUCTURE OF CONFERENCE

PRESENTATIONS IN CONTINUING PROFESSIONAL DEVELOPMENT PROGRAMMES (CPDP) FOR

ACCOUNTANCY

Wulan Fauzanna1,2, Daniel Chow Ung T’Chiang1, Azirah Hashim1,

1Faculty of Languages and Linguistics, Universiti Malaya, Kuala Lumpur, Malaysia, 2Faculty of Humanities, Andalas University, Padang, Indonesia,

tva170014@siswa.um.edu.my

Presented at MAAL APC 2022

Background of the study

Context of the study

• Continuing Professional Development (CPD) programme is one of the requirements for accountants based on International education standard (IES) 7.

• IES 7 contains procedure in a learning and professional development program for accountants to achieve the competencies in performing their roles.

• Attending a conference is one of the CPD activities that is chosen by the accountants in the Asia Pacific.

• CPD programme emphasizes on the English language communication skills for accountants

• Move analysis is used in ESP to provide the study of the structure of the text.

The professional in the ASEAN Economic Community (AEC)

• The free flow of skilled labour is one of the policies in the AEC that allows professionals to work in the host country.

• The ASEAN Federation of Accountants (AFA)is the organisation of accountants in ASEAN.

• The AFA conference is a regular conference

Research problems

• Many of the previous studies focus on the CP in academic settings such as lecture introductions, but not all sections of presentations.

• This research focuses on CP in a professional setting, in the context the CPD which is organized by AFA.

• the Non-native speaker (NNS) audience may have challenges in understanding the structure of presentations by the NNS presenters.

• This study is part of the thesis on Genre Analysis of Conference Presentation of the ASEAN

accountants.

Research Objectives & Research Questions

• To understand the move structure of sections of the conference presentation in

Accountancy.

• To analyse the communicative purpose of the sections of conference presentation in

accountancy.

• What is the move structure of the sections of the conference presentation at the

Accountancy conference?

• What are the communicative purposes of the sections in the accountant conference

presentation?

Conference Presentation

Presentation is a term that refers to :

1. Delivering a monologue presented by the speaker in front of colleagues in the same profession (Seliman, 1996)

2. Using notes, pointer, and eye contact with audiences (Dubois, 1980), 3. Delivering information Face-to-face to the audiences (Hwang, 2013), and 4. Reporting up to date information (Swales, 2004, p. 17).

The purpose of presentation (Seliman, 1996)

1. To spread the information on the recent technology, method, approach, design, analysis, model or system.

2. To discuss the information on the development and technology 3. To convince to conduct more research in the area

4. To establish or renew the contractTo promote consultation service

5. To obtain recognition for professional advancement or secure funds

Sections of conference presentation

Introduction

The speaker starts to create face- to-face interaction with

audiences, show enthusiasm and self-confidence and try to

engage with audiences with greetings. The function is to settle down the presentation.

the activity involves introducing the topics, previewing the

presentation structure and also shifting between the introduction and the body sections.

Body

The speaker explains the technical concepts, and outlines the structure. It functions to convey ideas in words.

Conclusion

The speaker gives signal that the will be ended.

It may contain the key points of the body section and

express appreciation to the

audience.

Previous studies on oral presentation

Authors Public ation year

Features Number of presentations,

duration, and words

Methods Field

Dubois 1980 Structure of biomedical science presentation

49 papers, 10,4 hours, 90,000 words

Tape recording and transcription

Biomedical science

Dubois 1987 Imprecise expressions 52 talks Tape recording,

transcription

Biomedical science Thompson 1994 The framework of lecture

introductions

18 lectures Applied linguistics, engineering,

medicine Seliman &

Salbiah

1996 Genre expectations 68 presentations Audio recording and

videotaping

engineering Seliman &

Dubois

2002 The framework of the introduction, body, and conclusion sections

Engineering

Raisanen, C 2002 The influence of context in the Genre system

31 conference presentations, audio-recorded and

transcribed

Observation, interview with presenters and audiences

Automotive crash safety

Thomas and Jolivet

2005 Introduction section of scientific conference

44 presentations, each presentation is 15-20 minutes

Video recording, transcription

Geology, medicine, Physics Jolivet 2005 The rhetorical structure of the

lecture introduction

44 recording, each

presentation is 15-20 minutes

Video recording Geology, medicine, Physics Wulff, Swales &

Keller

2009 Lecture and Discussion section 23 presentations, each

presentation is 20 minutes, 11 hours, 100,000 words

Videotaping Applied Linguistics

Yakoob, Salmah 2013 Lecture introduction, word frequency list

89 lecture introductions BASE corpus, corpus analysis

Culture and knowledge Singh, Ali &

Yuit, Tan

2019 Rhetorical structure of introduction section of undergraduate students presentation

40 presentations, 94,999 words, 20-60 minutes each presentation

Audio-recording, transcription

English language, administrative science

Genre as a communicative event

• Genre analysis (GA) is highly structured and conventionalized with constraints on allowable contribution in their position, form, and functional value (Swales, 1981, 1985, 1990).

"a recognisable communicative event characterised by a set of communicative purpose (s) identified and mutually understood by the professional or academic community members in which it regularly occurs. “

• Bhatia (1993) GA in academic and professional communication :

"a recognisable communicative event characterised by a set of communicative purpose(s) identified and mutually understood by members of the professional or academic community in which it regularly occurs” (13).

• GA plays a significant role in studying presentations in different disciplines (Bhatia, 2004);

the engineers' meetings (Seliman, 1996; Seliman & Dubois, 2002), scientific conferences

(Jolivet & Thomas, 2005; Thomas & Jolivet, 2003), university lectures (Yaakob, 2013), and young

academics' conferences (Guest, 2018).

Previous studies on Move analysis

• Move structures enable a connection of the moves and steps to perform the function of communication in scientific texts. The sequences of move types and steps could be predicted through the Swales model in the introduction of the research articles, and these moves can be transferred to another field of study (Swales, 1990) .

• Genre can predict the components of moves through analysing moves. The introduction section of

the research article has three rhetorical move types and each move contributed to all communicative

purposes of texts (Kanoksilapatham , 2007) .

Previous studies on the sections in the presentation

Dubois's (1980)

1.Introduction is listener orientation and content orientation, the aim is to engage the audience and introduce the content.

2. Body section contains the structure of the procedures of the experiment.

3. Ttermination section contains the results, and the conclusion was drawn from the experiments.

Each unit includes several sub- sections containing specific expressions and tenses, which have characterised each move and sub-move.

Thompson (1994)

the lecture introduction section in higher education. The aim was to assist NNS students in the lecture discourse. The result of the study would contribute to the improvement in teaching listening skills.

I. Set-up lecture framework I.1 Announce topic

I.2 Indicate the scope I.3 Outline structure I.4 Present aims

Thomas & Jolivet (2003)

The structure of moves in a CP:

A. Setting up the framework 1. Interpersonal framework 2. Discourse framework B. Contextualising the topic

1. Conference context 2. General research context C. Research rationale

1. Motivation 2. Responses

3. Outline research goals

Move structure framework from Seliman & Dubois (2002)

Moves /Steps Definition

Move 1. Response to chairman

Shows the interaction with the chairman, the expression, “thank you or thank you very much.”

Move 2. Greetings

Greet the audience. such as, ”good morning, good afternoon."

Move 3. Providing title

Read the title, or introduce the content, Such as, “You notices that we have a paper with a very dynamic kind of title.”

Move 4. Telling the structure of the presentation

Inform the audiences of the structure of the presentation will provide clues for the information provided by the speaker. It will also assist the audience in understanding the content of the talks. Such as, "I’ll be talking about the background, why current work is important.”

Move 5. Background information

To express the aim, the objective of the study. , repeat the main benefit, historical overview, the logical development, and compare the old and new situation.

“Having said that, there’s a little bit of the history as to why we developed the information on the methodology …[end]” (54).

Move 6. Need for a proposed solution

Assuming that you will need to propose solutions

Move 7. Propose a solution

After describing the need to propose a solution.

Move 8. Working out proposal

State the method of the study, the results and list this component of the process, such as ten ways.

Move 9. Description of solution

Describes the concept/ model of the work conducted, the level and indicate the component the structure of the work. In addition, point to the advantages and of the results and discuss the options or listing the component of the works., such as, “ this is…, this is… and leave the function implicit, or take the opposite strategy.” (57). And also describe the technical configuration and state the working principle of the model.

Move 10. Tryout

After describing the model, provide how you will try the solutions.

Move 11. Results of evaluation.

Discuss the results, if it has been successful. It will discuss the importance of the results.

Such as: “remarkable findings…We’re still reaching with this company.” (58).

“Remarkable findings …There’s a lot of interesting findings here” . [end] (58)

Move 12.Time check

check the time himself. Such as, “ It is already time.”(64), I think that’s about enough time (64).

Move 13.Hint of the coming end of presentation

Give hints:

“Ok, very,very briefly.”

“As a conclusion”

Move 14. Forwards look

Look at the possible application, such as “ Here is some ways that might strain in your effort. Ok? “ talk about the improvement, and how to implement the results successfully and make recommendations.

Move 15. Tie up

End the presentation with three main strategies:

1. Generalise topic

For example “ for this project we can also, er, use similar methodology to integrate a personal computer to any equipment utilising a terminal.” (66).

2. Summarise the main points 3. State the most important fact

Move 16. Finish

This section does not provide new information. It contains the signal end of the presentation and invitation to questions.

“Thank you”,“Thank you very much for your attention” (67).

Data Collection

• Primary data: 13 presentations at the AFA conference.

• Presenters represented the organization that provided accountancy services in ASEAN

• Data was transcribed and the word counts are 28,900 words

• Total duration was 3 hours and 42 minutes.

• The duration of each presentation ranges from 10-20 minutes.

• The presentation uses media including PPT and video, but is not included as data.

Procedures in genre analysis

Seven procedures in genre analysis are as the followings: Bhatia (1993, 2004).

1. Positioning genre in a context 2. Reviewing the literature

3. Defining context 4. Finding out corpora

5. Studying institutional contexts 6. Analysing language features

7. Involving interview with the specialist

Findings : The frequency of the moves

Introduction % Body % Conclusion %

Move 1. Response to

chairman (N=3) 8.8

Move 5. Background Information

(N=42) 15.1 Move 12. Time check (N=2) 5.1

Move2.Greetings the

audiences (N=12) 35.3

Move 6. Need for proposed

solution (N=43) 15.8

Move 13. Hint of coming end of

presentation (N=10) 25.6 Move 3. Title/subject

(N=9) 26.5

Move7.Propose a solution or

product (N=26) 9.4 Move 14. Forwards look (N=6) 15.4

Move4.Preview

structure/scope (N=10) 29.4

Move 8.Working out of proposal

(N=51) 17.3 Move 15. Tie up (N=7) 17.9

Move 9. Description of proposed

solution/model(N=52) 18.7 Move 16. Finish (N=14) 35.9 Move 10.Tryout (N=26) 9.0

Move 11. (expected) results of

evaluation (N=41) 14.7

100 100 100

The obligatory moves in the sections of presentation

Introduction (N=34) Occurrences

Move 1. Response to chairman Optional Move 2.Greetings the audiences Conventional

Move 3. Title/subject Conventional

Move 4.Preview structure/scope Conventional

Conclusion Occurrences

Move 12. Time check Optional

Move 13.Hint of coming end of

presentation Conventional

Move 14.Forwards look Optional

Move 15. Tie up Optional

Move 16.Finish Conventional

(Kanoksilapatham, 2005

Percentages Move categories

100 % Obligatory Move

60-99% Conventional Move

Less than 60% Optional Move

Body Occurrences

Move 5.Background Information Obligatory Move 6. Need for proposed solution Obligatory Move 7.Propose a solution or product Conventional Move 8.Working out of proposal Conventional Move 9. Description of proposed

solution/model Obligatory

Move 10.Tryout Conventional

Move 11.expected) results of evaluation Obligatory

Findings: Introduction section

Move 2-Greetings the audience & M3. Announcing title/topic

The Introduction section is to talk to the audience and get their attention. The speakers show enthusiasm and self-confidence and try to engage with audiences and gives mental map to the audiences.

The communicative purpose of the introduction section was to engage with audiences by greetings, presenting the topics and the structure.

The study shows that the introduction section has the similarity of moves to the framework from Seliman &

Dubois (2002);

Findings and examples from data:

Move 2-Greetings the audience is a conventional move with 92 % of occurrences.

Good morning / Good afternoon and say thank you to the chairman is a formal way to show politeness in face-to-face communication (Seliman & Dubois, 2002).

M3. Announcing title/topic is a repetition. the title was not announced in the presentation since the moderator announced the title.

I please to share whatever we have done in Malaysia with regards to bringing the accountancy profession as

in Malaysia toward embracing the <spell> ir<spell> four points zero. (D3)

Findings: Introduction section. M4.Presenting scope/ structure of presentation

M4.Presenting scope/ structure of presentation. Introducing the audience to the talk that will be presented. It can anticipate unfamiliar topics to the audience. The structure will make it easier for the audience to follow the presentation.

we talked about whether and how accountants embrace <spell> ir<spell> four points zero and

whether accountants will be replaced by robots. This issue need to think about, how do we ensure

that we all move in them that we move toward the robots and artificial intelligence and sense the

internet of things and how do we Implement and harness the opportunities bring about by the

technology (D3)

Findings: Body section M5. Background information

M5. Background information

the speaker provides the research background, providing information about her institution and her educational experiences. She also explains the needs for the profession. the presentation's

rationale and aims were presented.

• So at the Institute of er at the [org1], we have done a lot of research and analysis, and I my self I completed my <spell> PhD </spell> in two thousand eight looking into a model of successful implementation of data analytics for auditors, and at that time the data was very much Based on the practice in the <spell> UK<spell>(D3).

Some expressions have been used " What I'm trying to show you…", " because we will…."

Moreover, " accountant must have …" the expression has been used to express the objective of

the talks

Findings: Body section Move 6. Need for proposed solution

M6. Need for proposed solution-contains of 6 six sub moves. This move assumes that the project/study needs a solution, and the speaker offers several possibilities (Seliman & Dubois, 2002).

• so this is where I think there is still a lot of convincing and the change of mindset that need to

happen and probably that's the liquidated [00:02:30] attitude whereby, I will wait and see but when

the technology came, you know, you probably have no time to learn anymore. It will be disrupting

you. It will take over, and you've seen how you know er services like [org2]. It just took away the whole

or destroyed and change the whole taxi system. (S1,D3).

Findings: Body section Move 7. Propose for a solution .

M7. Propose for a solution.

the speaker proposes a solution by suggesting several points. There are three steps in proposing a solution; to state the purpose, to state major function/characteristics and highlight major Importance (Seliman & Dubois, 2002).

• and using that and understanding of technology, on the other hand, you know, would make you

much better. Better than <spell> AI<spell>. but, you have to know what are those Technologies in

store out there the latest and you have to know how to use them. (S1,,D3)

Findings : Body section Move 8. Working out Proposal

M8. Working out Proposal

Emphasising the purpose of the study, the presenter needs to explain how the proposal will be conducted.

The speakers will need to explain the reasons or state the methods.

• and the <spell> ADB<spell> report further talked about, you know, the three areas where new skills

are required the specialised skills transversal and foundation [00:06:30] and this is important that we

have to identify whether a future trained accountants would have those kinds and what will be the job

that matches them.(S1, D3).

Findings: Body section. Move 9. Description of a proposed solution

Findings: Body section. Move 10. Try out

M10. Try out

After the speaker describes the proposed solution, the speaker will provide a report of the trial of the solution.

• to look into implementation of those five principles. and we have actually er implemented many of

those and initiative that we had [org5] conference in two thousand nineteen and we also have one

initiative called electronic Bank confirmation platform.(D3).

Findings : Body section. Move 11. (expected) results of an evaluation

M11. (expected) results of an evaluation

In the previous section, the presenter presented the background, the proposed solution and presented some ways to achieve the purpose.

• I think people are given half the opportunity , right? And that's the way that having the

fundamental principles that ethical principles come into play. The first one is in integrity. And I

think that can be taught in all of organisation. Very very basic principles but I think, you know, we

can show that we follow that ethics will become very important. And people can rationalise it. You

know, rationalise the fraud (D1)

Findings: Body section

• The body section is has 7 moves and several sub moves.

• It explains the technical concepts, the outline or the structure of the talks presented in the introduction section (Seliman, 1995),

• The aims to provide background information toward the organisation, share recent issues, propose a solution, describe the model offered, and announce the observation results.

• M5-M11 is similar to Seliman & Dubois (2002).

• Playing video is New Move appears in the body section, the speakers also introduce him/her self or his

company/ organization in the body section appeared at the end of the body section. This is the sign that

the conclusion section will follow.

Findings: Conclusion section

Move 13 Hint of the coming end of presentation and M14.

forward looks

The conclusion section aims to hint that the presentation will end quickly. Moreover, express gratitude to the audience.

M13.Hint of the coming end of presentation. Give hints:

• “Ok, very,very briefly.”

• “As a conclusion”

M14. Forwards look

Look at the possible application, such as “ Here is some ways that might strain in your effort. Ok? “ talk about the improvement, and how to implement the results successfully and make recommendations.

• “We’ve got to improve the overall performance” (66)

• “If we do not ground properly and…set the polarity and the, er, power rate correctly we have a lot of noise signals…[end]

• “ I will be more than glad to explain in detail on anything you can bring up” (67).

Findings: Conclusion section

Move 15. Tie up &Move 16. Finish

M15. Tie up End the presentation with three main strategies:

Generalise topic, summarise the main topic and state the most important fact.

• For example “ for this project we can also, er, use similar methodology to integrate a personal computer to any equipment utilising a terminal.” (66).

M16. Finish

• “Thank you”,“Thank you very much for your attention” (67).

• “ I end my presentation” (67).

• “ I will be more than glad to explain in detail on anything you can bring up” (67).

Conclusion

1. The introduction section is a crucial stage of the presentation; the speakers can build rapport with the audience and present the title and preview the structure of the presentation that can assist the audience in following the presentation quickly.

2. The body section contains the presentation's content, describing the stages in presenting the problems and offering the solutions.

3. The conclusion section gives a clue that the presentation will end, reminds the audience of the topic presented and say gratitude to the audience.

4. There is a similarity of the framework with the Engineering conference presentation that is reported by Seliman & Dubois (2002).

5. There are new moves that appeared, introducing self/organization and playing the video.

References

Bhatia, V., K. (1993). Analysing Genre.Language use in Professional Settings. London: Routledge.

Dubois, B. L. (1980). Genre and the Structure of Biomedical Speeches. Forum Linguisticum, 5(2), 140-168.

Dubois, B. L. (1987). 'Something on the order of around Forty to Forty-Four": Imprecise Numerical expressions in biomedical slide talks. Language in Society, 16(4), 527-541.

Guest, M. (2018). Conferencing and Presentation English for Young Academics. Singapore: Springer Nature.

Hwang, P. A. (2013). Target discourse in oral presentations by Science and Engineering graduates in the U.S. English Teaching, 68(1), 85-109.

Jolivet, E. R., & Thomas, S. C. (2005). The Rhetoric of Conference Presentation Introductions: Context, Argument and Interaction. International Journal of Applied Linguistics, 15(1), 45-71.

Kanoksilapatham, B. (2007). Rhetorical moves in Biochemistry Articles. In D. Biber, U. Connor, & T. A. Upton (Eds.), Discourse on the Move. Using Corpus Analysis to describe discourse structure. Amsterdam: John Benjamins.

Kaur, K., & Ali, A. M. (2018). Exploring the genre of Academic Oral Presentations: A critical review International journal of Applied Linguistics & English Literature, 7(1), 152-162.

Mobasher, A. (2015). Exploring the macrostructure of management forewords of corporate annual reports. International journal of Applied Linguistics & English Literature, 4(1), 14-25.

Seliman, S. (1996). The genre and the genre expectations of engineering oral presentations related to academic and professional contexts (Doctor Phylosophy ethesis ), University of Stirling

Seliman, S., & Dubois, B. L. (2002). A Handbook on Oral Presentations for Speakers in Engineering (A. Attan Ed.). Johor Darul Ta'zim: Penerbit Universiti Teknologi Malaysia

Singh, K. K. M., Ali, M. A., Yuit, C. M., & Helen, T. (2019 ). A genre-based investigation of the Introduction sections of Academic Oral Presentations. Asian Journal of

English needs in the ASEAN Economic Community and Implications for Higher Education in Indonesia

Wulan Fauzanna Faculty of Languages and Linguistics

University of Malaya

email: tva170014@siswa.um.edu.my

Introduction

 The ASEAN Economic community started in 2015 opened the competition for employment in certain areas of specialization

 The Mutual Recognition Agreement (MRA) facilitates the mobility of the specific professions to work across ASEAN. Including engineers, accountants, doctors, dentist, tourism, nurses.

 Universities in the ASEAN countries face several challenges in preparing the students to compete in the ASEAN Economic Community

 The graduates must be equipped with several skills, including English to improve

their competitiveness in the global world and develop economically.

The aims of the study

 To analyse the existing literature on English in ASEAN in the AEC.

 To conduct thematic analysis by reviewing previous studies on the required skills for working in the ASEAN Economic Community

 To identify the gaps and justification for further studies.

Research question

What English skills are needed to work under the Mutual recognition agreements (MRAs)

in several professions in the ASEAN Economic Community (AEC)?

Methodology

 PRISMA (Preferred Reporting Items for a systematic review)-Thematic analysis The aims are to comprehensively locate and synthesize related research, using organized, transparent, and replicable procedures at each step in the process (shaffril ,2018)

 Databases

Wiley online library, Taylor and Francis, Google scholars, Researchgates,

contacting the writers.

Key words and searching information strategy

 English in the ASEAN

 English in South East Asia

 English in the ASEAN Economic Community

 English skills in the ASEAN Workplace in the ASEAN Economic community

Inclusion and Exclusion criteria

Criterion Eligibility Exclusion

Literature types Journals, reports,

conference proceedings, books

Report, thesis

Language English Non-English

Timelines 2008- present < 2008

Are coverage ASEAN , Asia and ASEAN Non-ASEAN

Key words ELF, curriculum design, ESP, ASEAN

Not related to English or

linguistics

Flow diagram

Web of knowledge

Included Excluded

Non-ASEAN countries

Non-ASEAN/AEC topic

Non linguistic topic To review

N=38

Documents

N=427

Themes and sub-themes

NO Authors

Main study design

English for ASEAN integration

English skills for job English as lingua franca in

ASEAN English in the curriculum

English for education and scientech

Reg Id S R W V L Co G Cu T L1 E En In Me Ma Sy Ass LP ICT CT MOI Mob

1 Araminta, L., & Halimi, S. (2015). MM √ √ √ √ √

2 Kaewpet (2009a) MM √ √ √

3

Kraisuth and Panjakajornsak

(2018) QN √ √ √ √ √

4

Jitpaisanwattana,

Pathumcharoenwattana, and

Tamtawutho (2015) QL

√ √ √ √

5 Moslehifar and Ibrahim. N (2012) QN √

6 Kassim and Ali (2010) QN √ √

7 Mohamed, Radzuan, Kassim, and

Ali (2014) MM √ √ √ √ √

8 Pichayasupakoon (2014) MM √ √ √ √

9 Rajprasit and Hemchua (2015) MM √ √ √ √ √ √

10 Steelyana (2012) QL √ √

11 Surani and Kusumawati (2018) QL √ √ √ √ √ √ √ √ √ √

12 Talif and Noor (2009) QN √ √

13 Tenedero (2017) QN √ √ √ √ √

14 Tenedero and Orias (2016) QL √ √ √ √ √ √ √ √ √ √ √

15 Tenedero and Vizconde (2015) MM √ √ √

16 Luekitinan (2014) QN √

17 Joungtrakul (2013) QN √ √ √

18 Rahjeevnath (2015) QL √ √ √ √ √ √ √ √

18 Rahjeevnath (2015) QL √ √ √ √ √ √ √ √

19 A Kirkpatrick (2008) QL √ √ √

20 A Kirkpatrick (2010) QL √ √ √ √

21 A Kirkpatrick (2012a) QL √ √ √ √ √ √

22 A Kirkpatrick (2012b) QL √ √ √ √ √ √

23 Kirkpatrick (2013) QL √ √ √ √

24 Kirkpatrick (2014) QL √ √ √ √ √

25 Kirkpatrick (2014) QL √

26 Kirkpatrick (2015) QL √ √ √ √ √ √ √

27 Kirkpatrick (2017a) QL √ √ √ √ √ √ √ √

28 Kirkpatrick (2017b) QL √ √ √ √ √ √ √

29 Kirkpatrick (2018) QL √ √ √ √ √ √ √

30 Low & Hashim (2012) QL √ √ √ √

31 Low & Ao (2018) QL √ √ √ √ √ √ √ √ √

32

Hashim, Leong, and PT

(2014) MM √ √ √

33 Hashim and Leitner (2014) QL √ √ √ √ √ √ √ √ √

34 Hashim, Kaur, Kuang (2016) QL √ √ √ √ √

35 Hashim and Leitner (2017) QL √ √ √ √ √ √ √ √

36 Shinmauchi (2011) QL √ √ √ √

37 Zein (2018) QL √ √ √ √ √

38 Hamied (2012) QL √ √ √ √ √

17 5 22 6 13 3 5 9 3 12 8 8 8 8 5 5 11 2 6 3 4 2 9 5

English for ASEAN

integration English skills for job English as lingua franca in ASEAN English in the curriculum

English for education and scientech

Reg = regionalism S=Speak L=Listening Cu=Culture

E= Variety of

English Me=Methods

LP=Learning

preference ICT= Teachnology Id = identity R=Readi Co=Content T=teachers En= Environment Ma=Materials

CT=Critical thinking

W=Writig G=grammar L1=First languageIn=inteligibility Sy= Syllabus MOI=medium of instructions

V=Vocabulary Ass=Assessment Mob=mobility

MM (Mixed methods)=7 QL (Qualitative) = 24 QN(Quantitative)= 7

Findings

 The methods:

Qualitative (24 studies), Quantitative (7 studies), Mixed methods (7 studies)

 There are 5 themes and 24 sub-themes

 Location of study

ASEAN (13 studies), Thailand (8 studies), Malaysia (8 studies), Indonesia ( 5 studies), Philippines (3 studies), Singapore (1 study)

 Years of study

2008 ( 1 study), 2009 (2 studies), 2010 (2 studies ), 2011 (1 study),

2012 (6 studies), 2013 (2 studies), 2014 (7 studies), 2015 (6 studies),

2017 (4 studies), 2018 (5 studies).

Themes and sub-themes

Theme 1: English for ASEAN regionalism Sub theme: regionalism, identity

Theme 2:English skills for working in ASEAN

Sub theme: Speaking, Reading, writing, listening, vocabulary, content, grammar

Theme 3:English as lingua franca in ASEAN

Sub theme: Culture, teachers, The use of L1, “E”

Variety, Environment, intelligibility Theme 4:English in the curriculum

Sub theme: Methods, materials, syllabus, assessment, learning preference

Theme 5:English in education system

Sub theme: ICT, Critical thinking, MOI, mobility

The most studied topics The least studied topics 1. The oral communication skills

2. English for ASEAN regionalism 3. Written skill for working

4. Teaching the cultures of the ASEAN countries

5. Using the authentic and semi-authentic materials and ASEAN literature

1. Syllabus

2. Critical thinking 3. Grammar

4. Vocabulary.

Discussion

Theme 1: English for ASEAN regionalism

Regionalism (17 studies)

➢ English is an official and working language of ASEAN.

➢ English is a lingua franca in ASEAN

➢ English must be acquired by the ASEAN citizens to compete internationally and to develop economically

➢ English is for the integration of ASEAN member countries in specific professions

➢ The ASEAN corpus of English (ACE) aims to understand the natural communication among the ASEAN speakers

Identity (5 studies)

➢ Local languages is used in education system to preserve local and national language, such as in Thailand and Indonesia.

➢ Singapore English represents Singapore identity

➢ English is the language of identification of ASEAN speakers

➢ Promoting ASEAN identity by raising the awareness toward ASEAN in the curriculum and

the exchanges of arts, linguists, sports and tourism

Theme 2: English skills for working in ASEAN

Theme 2: English skills for working in ASEAN

Speaking ( 22 studies)

➢ The jobs in ASEAN required high level of proficiency

➢ English is used in talking about jobs in Formal and informal communication Reading (6 studies)

➢ Reports, email, formal letter, textbook, signs on machines.

Writing (13 studies)

➢ Writing daily reports, proposals, preparing presentation, email.

➢ Writing with the emphasis on grammar

➢ Using authentic business sample Listening (5 studies)

Understanding main ideas, active listening, listening to instruction Vocabulary (3 studies)

Mastering vocabularies and terminologies Content (9 studies)

Understanding rules, case study related to accounting, technical competence, and authentic.

Grammar (3 studies)

Understanding grammar rules, studying the English forms of the ASEAN speakers, such as , articles,

tenses, preposition, syntax, modality

Theme 3: English as lingua franca in ASEAN

Theme 3: English as lingua franca in ASEAN Culture (12 studies)

NS culture is not the target cultures

English represents the cultures of the ASEAN speakers Teachers (8 studies)

Multilingual teachers are the most appropriate language teachers. they can be a model for the students Teachers will be unconfident to teach the model that they are not familiar with

Using L1 in teaching and learning (8 studies) Using L1 to learn L2

L1 is used in education system

Adopting local features influenced by the local cultures

Using local cultures in teaching. For Malaysian, it can express their cultures and religions.

‘E’ variety (8 studies)

Different variety of English is developed when English is used as a lingua franca.

ASEAN variety is code mixing variety

The curriculum must teach the varieties of English spoken in ASEAN.

Endonormative norm will be a model. It is students’ own nativized varieties.

Studying corpora allows research to identity the non-standard English among speakers Environment (8 studies)

Local language must be acquired before children starts learning other languages.

Bilingual society.

Intelligibility (5 studies)

Mutual intelligibility is the goal

Raising awareness of the comprehensibility of NNS speeches and to practice listening to NS and NNS variety.

Theme 4:English needs in the curriculum

Theme 4: English needs in curriculum Methods ( 5 studies)

Business English as lingua franca (BELF) Integrating 4 skills

Lingua franca approach Multilingual model

Materials (11 studies)

Authentic, semi-authentic, promoting linguistic competence, promoting ASEAN literature in the curriculum

Syllabus (2 studies)

Fulfilling students needs

Syllabus is designed with the collaboration between content teachers and English teachers.

Assessment (6 studies)

Must be relevant to the ASEAN context, match to the curricula, develop the culture of ASEAN.

The format: presentation, project, portfolio, art project and creative writing Related to lingua franca curriculum

Learning preference ( 3 studies) Individual, in pairs, in groups

Blended learning, promote learning autonomy

Theme 5: English in education system

Theme 5 : English in education system ICT (4 studies)

Learning using ICT

Critical thinking (2 studies)

Thinking skill, critical thinking, creative thinking, analytical thinking.

Medium of instruction (MOI) ( 9 studies)

English as MOI in ASEAN countries, such as, Malaysia Thailand, Singapore

ASEAN university network, facilitating study abroad program and student mobility Mobility ( 5 studies)

Mobility of students, including credit earnings, staffs doing research in other

countries and graduates work in other ASEAN countries.

The English skills needed in AEC

 Skill 1: To have awareness toward ASEAN languages and cultures.

English for ASEAN integration and shows the regional identity.

 Skill 2: High proficiency in English for working.

Having competences in 4 English skills, vocabulary, grammar and knowledge on the professions.

 Skill 3:Having knowledge of the ASEAN variety and awareness of the mutual intelligibility .

ELF is the medium of communication among the ASEAN member countries.

 Skill 4: To have Familiarity with authentic/semi-authentic materials, and the assessment relevant to the ASEAN context.

 Skill 5: Acquiring ICT skill, critical thinking

The implication for curriculum

 The ASEAN Economic community requires the shift of the curriculum in HEI, including:

 To understand the languages, cultures of the ASEAN member countries –syllabus, teaching materials to promote the languages and cultures of ASEAN.

 To use L1 to assist learning- Code Switching and Code mixing

 To introduce English variety of the ASEAN speakers –Teaching grammar, pronunciation.

 To promote the awareness of the intelligibility of the ASEAN speakers- Teaching pronunciation

 To understand how ELF is used in specific professions – Teaching vocabulary, registers in the specific professions.

 To promote the exchanges of students and staffs- Mobility and MOI .

Proposed study

Statement of the problems

 English is the lingua franca of the ASEAN and English skills are required for employment(Chalamwong, Hongprayoon, Doung, Chan, & Dyna, 2012).

 To develop ESP courses, to prepare students for the specific communication needs in the fields to enhance their competitiveness (Tenedero & Orias, 2016;

Tenedero & Vizconde, 2015)

 Using authentic materials reflecting real communication in the field (Planken &

Nickerson, 2009)

 Designing curriculum is a high priority to reach the ELF standards demanded by

the AEC environment .

Proposed study

Aims of the study

1) to examine the use of English as lingua franca in spoken and written workplace communication within the AEC

2) to evaluate the current curriculum, focusing on English language skills of the priority professions for which there are mutual recognition agreements (MRAs):

accountancy, in two Indonesian universities

3) to analyze the gap between the level of English needed in the ASEAN workforce and university curricula

4) to offer a model ESP curriculum for accounting which reflects the ELF in use in

this field.

Research questions

The study is intended to answer the following questions:

1) What is the nature of English as lingua franca in use in the ASEAN accounting workforce?

2) To what extent does the current English curriculum prepare graduates to communicate in this context?

3) What additional content and skills need to be covered in an ESP curriculum for Accountants to prepare them for the ASEAN workforce?

4) What would a model of ESP curriculum for accountants look like?

Context of the study

 Accounting program in 2 universities in Indonesia.

 The universities has limited contact with native speakers and highly monocultural.

 Location: Padang, Indonesia

Theoretical frameworks

Needs analysis, English as a lingua franca and curriculum evaluation –

Needs Analysis (Brown, 2016) : Target situation analysis, Present analysis Gap analysis

The principles of lingua franca approach (Kirkpatrick 2010, 2012, 2014, 2015,2018)

Principle 1: Native speaker of English is not the linguistic target Principle 2: Native speaker culture is not the cultural target

Principles 3:Local multilingual teachers will be the most appropriate English teachers Principle 4: Lingua franca environments provide excellent learning environment for lingua franca speakers

Principle 5: Assessments must be relevant to the ASEAN context.

The methodologies

NO Participants Procedures for

collecting data

Types of data Data analysis

A Target situation analysis

1 Accountants from the ASEAN countries Survey List of English skills

needed by the

accountants

SPSS

2 Collecting Sample of language features Spoken and written data

Documents Language

features

B Present Situation Analysis

3 ESP teachers Survey and

interview

The awareness of ELF In Accounting program

NVIVO

4 Head of the department Interview

(Recorded)

The skills for accountants

NVIVO

5 Students Survey and

interview,

The awareness on the ELF

SPSS-NVIVO

Participants:

ESP teachers, accounting teachers, head of

departments

Participants:

Accountants

Present situation analysis Needs Analysis

Context: Higher education institution Procedures:

1. Determining Present situation 2. Interview: in-depth exploration of issues

Target situation analysis Context: Multinational company

Procedures:

1. Survey to the accountants of the skills needed for working

2. Identifying features of ASEAN speakers Inc. Pronunciation, phonology, lexis, grammar,

Data analysis Tabulation of responses (Quan: SPSS, QUAL: NVIVO)

Designing

Curriculum model of ESP in Accounting

Analysis of available information (Books, journals, documents)

Conclusion

 English is a lingua franca in ASEAN, the language for the integration and a way to show the “ASEANness”

 The English curriculum in University has to prepare students with high English proficiency and the knowledge in the professions and also to raise awareness toward the ASEAN languages, cultures, varieties and the intelligibility of the ASEAN varieties.

 English can help the ASEAN member countries to develop economically and

improve their competitiveness globally based on the ASEAN vision 2020: “ to

transform ASEAN into a stable, prosperous, and highly competitive region.”

References





Araminta, L., & Halimi, S. (2015). ASEAN Economic Community 2015: Needs analysis of University of Indonesia’s Engineering students.

Indonesian Journal of Applied Linguistics, 5(1), 11-18.



Chalamwong, Y., Hongprayoon, K., Doung, N., A, Chan , S., & Dyna, H. (2012). Skills for employability : Southeast asia Innovative secondary

education for skills enhancement (ISESE). Bangkok: Thailand development research institute.



Chemsripong, S. (2016). Skilled labor mobility in the ASEAN Economic Community (AEC): Experience from Thailand labor market. Journal of

Economics and Political Economy, 3(4), 767-781.



Dudzik, D., L, & Nguyen, Q., T. (2015). Vietnam: Building English competency in Preparation of ASEAN 2015 In R. Stroupe & K. Kimura (Eds.),

ASEAN Integration and the role of English Language Teaching (pp. 41-71). Phnom Penh LEiA.



Gajaseni, N. (2016). Trends and challenges in ASEAN Higher Education towards ASEAN integration Paper presented at the The ASEAN Higher Education Forum (AHEF) 2015, Kuala Lumpur.



Hamied, F., A. (2012). English in multiculturalism and multilingual Indonesian education In A. Kirkpatrick & R. Sussex (Eds.), English as an

Internatioanal language in Asia: Implications for language education. (Vol. 1, pp. 63-79). London: Springer.



Hashim, A., Kaur , J., & Kuang, T., S. (2016). Identity regionalism and English as an ASEAN lingua franca JELF, 5(2), 229-247.



Hashim, A., & Leitner, G. (2014). English as a lingua franca in higher education in Malaysia. The Asian Journal of Applied linguistics, 1(2), 16-27.



Hashim, A., & Leitner, G. (2017). English as a Malaysian and ASEAN language. Implications for language policy and planning In S. Malakolunthu &

N. C. Rengasasmy (Eds.), Policy discourse in Malaysiaa education: A nation in the making New York Routledge.



Hashim, A., Leong, Y., & PT, P. (2014). English in higher education in Cambodia. World Englishes,, 33(4), 498-511.



Hashim, A., & Low, E. (2014). Introduction: English in Southeast Asia. World Englishes, 33(4), 423-425.



Jitpaisanwattana, C., Pathumcharoenwattana, W., & Tamtawutho, V. (2015). The analysis and Synthesis on Education management for readiness preparation of Thai workforce in Accounting for the ASEAN Community Procedia - Social and Behavioral Sciences, 186, 944-949.



Joungtrakul, N. (2013). The engineers readiness to cope with the free flow of labor in AEC. HRD Journal, 4(1), 6-21.



Kaewpet, C. (2009a). Communication needs of Thai civil engineering students. English for Spesific Purpose, 28, 266-278. doi:

10.1016/j.esp.2009.05.002



Kaewpet, C. (2009b). A Framework for investigating Learner Needs: Needs analysis extended to curriculum development. Electronic Journal of

foreign language teaching, 6(2), 209-220.



Kassim, H., & Ali, F. (2010). English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific

Thank You

Page 1 of 12

Organiser: Co-organisers:

Supported by:

MALAYSIAN ASSOCIATION OF APPLIED LINGUISTICS INTERNATIONAL CONFERENCE 2018 (MAALIC 2018)

3-4 DECEMBER 2018

ASIA-EUROPE INSTITUTE, UNIVERSITY OF MALAYA, KUALA LUMPUR, MALAYSIA

“ Applied Linguistics and the Sustainable Development Goals (SDGs): Language, Communication and the Professions ”

Page 2 of 12 Notes from the Secretariat

§ The conference schedule is final and should there be any changes, it will be reflected at the conference website or notified at the event in KL.

§ Slots for presentation are subject to change at the discretion of the MAALIC 2018 committee as deemed necessary.

§ Please visit the conference website at https://maal.org.my/maalic-2018/ for latest updates prior to the event.

§ To contact the Secretariat, please write to info@maal.org.my

§ For presenters: If you have any particular requests (software, speakers, etc.) for your presentation, please inform the Secretariat five (5) days in advance before the commencement of the conference. All presentation slides should be in the Microsoft PowerPoint format (*.ppt or *.pptx) and please check them in advance.

MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 3 of 12

Time Programme (Venue)

08:00 – 09:00 Conference Registration

Auditorium, Level 2, Asia-Europe Institute, University of Malaya

09:00 – 09:10 Welcome and Opening by

Prof. Dr. Azirah Hashim,

President, Malaysian Association of Applied Linguistics (MAAL) and Vice President, International Association of Applied Linguistics (AILA)

Auditorium, Level 2, Asia-Europe Institute, University of Malaya

09:10 – 09:15 Launching of the AILA ASEAN Network by

Prof. Dr. Azirah Hashim,

President, Malaysian Association of Applied Linguistics (MAAL) and Vice President, International Association of Applied Linguistics (AILA)

&

Prof. Dr. Daniel Perrin,

President, International Association of Applied Linguistics (AILA), Zurich University of Applied Sciences, Switzerland Auditorium, Level 2, Asia-Europe Institute, University of Malaya

09:15 – 10:15

Keynote Speaker 1

What is Sejahtera?

Emeritus Prof. Tan Sri Dato’ Dzulkifli Abdul Razak

Rector, International Islamic University Malaysia (IIUM) Senior Advisor, Asia-Europe Institute, University of Malaya (UM)

Auditorium, Level 2, Asia-Europe Institute, University of Malaya

MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 4 of 12

10:15 – 10:45 Refreshments

Concurrent Session 1

Language in the

Workplace Language and Law Language for Specific Purposes

Auditorium Kong Zi Room 3 Kong Zi Room 4 Kong Zi Room 5 Kong Zi Room 6

10:45 – 11:05 English Language Communication (ELC) Competence of Internship

Students at Workplace:

Synergizing with Employer Expectations Manjet Kaur Mehar Singh

Bilingualism in Teaching and Learning Law

Nurjaanah Chew Li Hua

“Mine, Sis!”: Linguistic Features of Online Selling

Discourse

Chirbet C. Ayunon

Discourse Strategies of Malaysia Public Listed

Company Chairman’s Statements Vivian Yee Chiew Ling Cecilia Cheong Yin Mei

Norizah Hassan

A linguistic analysis of IIUM medical students’

Oral Case Presentations (OCP)

Faridah Abdul Malik Nor Hasni Yaakob

11:05 – 11:25 English needs in the ASEAN Economic

Community and Implications for Higher Education in Indonesia

Wulan Fauzanna Azirah Hashim

Language and Conceptual

Metaphor Hedging and boosting in economics research articles and opinion pieces: A corpus-based

study HE Mengyu

The Marketization of Public Discourse in Malaysia: A Study of

Research University Websites Ariezal Afzan Hassan

Framing Dentistry: A New Take on Oral Health

Education

Faris Muhammad Noor Norizah Hassan Language of depression:

Investigating types of metaphor in Linkin Park’s

songs

Mevisa Damrongpiriyakij 11:25 – 11:45 Globalisation in

Intercultural Business Communication Saabdev Kumar Shameem Rafik-Galea

Language and Gender Collocation and connectivity in collocation networks: A

corpus analysis of journal articles for English for Academic Purposes (EAP)

Ang Leng Hong

Hospitality Language:

How to Teach it Better?

Minah Harun

Professional care provision for older persons living with Dementia (PLWDs) : dealing with ecosystem diversity

Leela Koran Gayspeak: The Language

of Gender and Family Maria Elena G. Jacinto

MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 5 of 12 Concurrent Session 2

Language and Technology in Education

Auditorium Kong Zi Room 3 Kong Zi Room 4 Kong Zi Room 5 Kong Zi Room 6

11:45 – 12:05 Production of Hausa Vowels by Yorùbá native

Speakers and its Implication to L2 Learning

Sale Maikanti Jurgen Martin Burkhardt,

Yap Ngee Thai, Salina Husain & Oluwadoro

Jacob Oludare

6+1 Writing Traits in a Matriculation ESL

classroom Premaraj Gurusamy &

Ramesh Sathappan

Analysis on Illocutionary Acts in a Classroom

Discourse Arjay B. Arcena

Linguistic Anxiety:

Perspectives of Select Students of English Language Learning Joseph Agbuya Villarama

The Satisfaction and effects of Short-term Mobility Programme:

UniKL Academic Visit to Beijing 2017 Lai Siew Yoon, Suguna Saminathan & Tay Yang

Lian 12:05 – 12:25 Using metacognitive

strategies in learning French’s vocabulary

Ajhar Ahmad

The impact of instruction based on Toulmin

elements on the argumentative writing

performance of ESL learners Amirah Dent &

Ng Lee Luan

The Study of the Effectives of Using Video Lecture and Game Based Learning for Mandarin

Subject in Foreign Language Classroom Syahidatul Akmar Safian,

Tay Yang Lian, Wong, S. W., Nudiya Idswa Nor Jasni

The Perception of Integrated Assessments Among Students of UniKL

MIIT

Suguna Saminathan &

Lai Siew Yoon

Composing Process:

Strategies Used by Students in Tertiary

Institution Zulaikha Khairuddin, Izlin Mohamad Ghazali & Noor Hanim Rahmat

12:25 – 12:45 Cross-Language Transfer of Morphological Awareness Among Malay

ESL Learners Anne Benedict Nair &

Sridevi Sriniwass

E-Learning Module for Senior High School Reading and Writing Skills Dives Bangayan Tamayao

Building Interaction in Pre-school at Kota Langsa

(A Classroom Discourse Analysis) Siska Eka Syafitiri

Analysis of English Pronunciation Errors among Undergraduates in

Malaysia

Wan Nur Syazwani Wan Abd Malik

A study on the perception of UniKL MSI students toward TPR method in learning Mandarin

Tan Hua An

MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 6 of 12 12:45 – 13:05 Effective Learning

Strategies In Learning French As A Foreign

Language

Shobehah Abdul Karim &

Vijayaletchumy Subramaniam

Group Work as a Tool in Enhancing Secondary Level Students’ Writing

Performances in ESL Classrooms Kristina Francis, Geetha Veerappan &

Bharathi Mutty

Comparison of Academic Vocabulary in MUET and

IELTS Reading Comprehension Passages

Chai Jian Mei &

Christina Ong Sook Beng

Reading levels of Malaysia medical tourism hospital

website Ahmad Rauyani Ab

Hamid

Malaysian English Corpus for Classroom Use

(MECCU) Siti Aeisha Joharry, Habibah Ismail & Izlin

Mohamad Ghazali

13:05 – 14:00 Conference Lunch (Lower Foyer, Asia-Europe Institute, University of Malaya) Book Exhibition (Taylor & Francis)

Concurrent Session 3

Multilingualism and Multiculturalism

Language for Specific Purposes

Auditorium Kong Zi Room 3 Kong Zi Room 4 Kong Zi Room 5 Kong Zi Room 6

14:00 – 14:20 Cast in Iron:

Multilingualism and memory in Penang John Macalister

Communication Spheres and Discourse Perspective

in a Research Proposal Defense Ena Bhattacharyya, Nor Fariza Mohd Nor &

Cordelia Mason

Are Ethos, Pathos, and Logos Used Appropriately

by Engineering Students in Persuasive Email: A

Case Study Isai Amutan Krishnan, Teoh Mei Lin, Hee Sio

Ching, Selvajothi Ramalingam & Elanttamil

Maruthai

A Comparative Genre Analysis of Abstracts in a

Multidisciplinary Conference: Social Sciences vs Science &

Technology Khairul Firhan Yusob &

Ahmad Nazri Jelani

Language Use and Non- Verbal Communication in Doctor-Patient Discourse

Azizah Ya’acob, Zarina Othman, Mohd

Azman Abas, Rozmel Abdul Latiff & Halizah

Omar

MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 7 of 12 14:20 – 14:40 Malaysian students’

identity in seminars:

Resistant

Zurina Khairuddin

Language and Planning Policy

Genre Analysis of Malaysian Tourism

Brochures

Nurul Syafieqah Jaafar &

Afiza Mohamad Ali

A Corpus-based Analysis of Authorial Identity

Construction in the Review Article Genre

Ali Sorayyaei Azar

The Faculty’s perceptions on the importance of English oral proficiency

and communication problems faced by ESL

medical students

Khairiah Othman &

Faridah Abdul Malik Language Policy and

Sustainability of Languages: Focus on Malaysia, Pakistan and

Ukraine

Maya Khemlani David, Caesar Dealwis, Syed

Abdul Manan &

Lyudmyla Antypenko

14:40 – 15:00 Language, Media, and Computer-Mediated

Communication

Language and Planning Policy

Language for Specific Purposes

Auditorium Kong Zi Room 3 Kong Zi Room 4 Kong Zi Room 5 Kong Zi Room 6

“Mangan Tayun”:

Examining the Online Identity of Ilocanos through Facebook Food

Posts

Lysel Ildefonso Haloc

Malaysian Education Ministry’s policy towards

the development of Arabic Language in school

Abdul Hadi Abdul Rahim

Linguistic representation of violence in judicial

opinions in Malaysia Norzanita Othman, Nor Fariza Mohd Nor &

Noraini Ibrahim

Impersonally Personal:

Stance and Engagement Practices of Malaysian

and International Engineering Expert

Writers

Nurul Nai'mmah Hamdan

& Ummul Khair Ahmad

Zooming in for the needs of ESP learners: The

Blended Age Siti Aishah Meor Zul

Kefli’Auni &

Tengku Sepora Tengku Mahad