English has been positioned as Malaysia's second language after Bahasa Malaysia, which is the nation's official language, in accordance with the country's educational system. It is taught formally in the classroom as a required topic in elementary and high schools. Students are required to pass the English language subject in order to further their studies. In Malaysia, the education system places English as a second language, which is in line with the education policy. The main objective of the general education English language curriculum is to enable students to formulate and develop their communicative competences through practicing listening, speaking, reading, writing, and linguistic knowledge (pronunciation, vocabulary, grammar). English is taught as a compulsory subject in schools despite the evolution of the Malaysian education system toward Bahasa Malaysia as the language of instruction. The Secondary English Language Curriculum in Malaysia aims to provide students with language skills needed for more effective communication, in both academic and real-life scenarios. It is divided into two stages, the lower secondary (Form 1 to Form 3) and the upper secondary (Form 4 and Form 5). In the lower secondary years, the focus will be on developing basic skills in listening, speaking, reading, and writing. Students will be introduced to grammar, vocabulary, and different types of text, including narratives and descriptive writing. Meanwhile, in upper secondary, the curriculum emphasizes more on academic stuff. This is in order to provide students with enough preparation for the Sijil Pelajaran Malaysia (SPM) examination by helping them to develop advanced language skills and analytical thinking not only for examination but also for knowledge purposes.
As usual, the curriculum will be covering four main language skills, which are listening, speaking, reading, and writing. Listening and speaking exercises will help students to understand spoken English and communicate effectively with others through dialogues, discussions, and presentations. Then, by reading exercises, learners have the opportunity to explore both poetic and informational texts that should be focusing on comprehension, analysis, and critical thinking. Meanwhile, in the writing component, the learners get to develop how to emphasize creative and functional writing, which include essays, stories, and reports. Thus, learners will get to widen their vocabulary in both writing and speaking.

Integrative motivation is caused by the external factor, like a prize as a reward or being motivated in order to take part in the culture of its people.

Instrumental motivation is caused by an internal factor, such as feeling accomplished or for a career goal.

•strategic competence,

•metacognitive strategies,

•cognitive strategies,

•social strategies,

•affective strategies.

Meanwhile, for learning styles, there are four of them:

•visual learners,

•auditory learners,

•kinesthetic learners, and also

•read-and-write learners. The video given shows the further explanation about this.

Field-dependent learners often work well in teams, are better at interpersonal relationships, are more attentive to social cues, and have an interpersonal orientation. more likely to be emotionally open, prefer to be close to others, and gravitate toward social situations. They are also better at learning social material and learning in a social way.

Field independent style have an impersonal orientation and are less interested in others. They are more self-motivated and less reliant on being provided with a structure to a subject. They are good at identifying objects or details that have surroundings that might obscure their view. Field independent learners tend to rely less on the teacher or other learners for support

2. TOLERANT OF AMBIGUITY
Students with this learning style are comfortable with uncertainty, making them more creative and open-minded. It involves students' capacity to navigate and tolerate uncertain or unclear situations without experiencing undue stress or discomfort. It involves embracing complexity, adapting to change, and maintaining an open-minded approach when confronted with unfamiliar or ambiguous circumstances. However, too much tolerance for ambiguity is not good, as it can cause the student to be wishy-washy.

3. REFLECTIVITY VS IMPULSIVITY

A reflective student takes things slowly as they are collecting information and processing it before doing anything and giving a response

Meanwhile, an impulsive student responds quickly, even before they get full information.

Ensure that all students experience positive interdependence, individual accountability, equal participation, and simultaneous interaction. Cooperative learning structures support students' social, emotional, and academic development.

Make cooperative learning, multiple intelligences, character development, and higher-level thinking part of every lesson. Using Kagan structures, a teacher does not plan a separate multiple intelligences lesson. Rather, the teacher uses structures that engage and develop the range of intelligences.

Behaviourist

Founded by Pavlov and B.F. Skinner. Behaviorists believe that our actions are shaped by environmental stimuli. For example, children imitate adults, and their correct behaviour is reinforced when they are praised or get what they want.

in 1960s. This theory explains that language is just one aspect of a child's overall intellectual development. It also analyzes how the "black box' works. This theory focuses on the inner mental activities such as thinking and problem-solving. There are 4 basic cognitive concepts by Piaget, which are explained on the YouTube link given. The elaboration of this concept.

Assimilation: When new information fits into an existing schema. For example, a child might discover a small furry animal and assimilate it into their schema of a cat. 

Accommodation: When new information doesn't fit into an existing schema and the schema needs to be revised. For example, if a child sees a small furry raccoon and calls it a cat, their parent would correct them.

Equilibration: The process of finding a balance between assimilation and accommodation 

1. Zone of Proximal Development (ZPD)

In ZPD, it stresses how the students learn. The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers. There are things that they can't do even with the help of others, things that they can do with the help of others, and things they can do or achieve.

2. Scaffolding

Scaffolding occurs with the guidance of more knowledgeable others (MKO). Scaffolding is an instructional practice where a teacher gradually removes guidance and support as students learn and become more competent.

3. Cultural tools

Cultural tools refer to the various symbol systems and resources, such as language, the internet, apps, and social media, that individuals use to think, communicate, and make meaning within a socio-cultural context. The content of the lesson must be culturally relevant and acceptable so the students can relate to their lives. Social morals, values, cultural traits, and economic practices are social creations and not the result of an immutable natural law.