ELTC COURSE BOOK 2021-D

Content

ITEM PAGE
1. Message from the Director of ELTC 1
2. Message from the Deputy Director of ELTC 2
3. ELTC: Vision, Mission and Client Charter 3
4. Diagram of Courses Conducted by Each Department in ELTC 4
5. Programmes
5
i Highly Immersive Programme (HIP) 6
8
ii Professional Up-skilling of English Language Teachers (Pro-ELT) 9
Enhance

iii English Language Enhancement Programme for Schools (PPKBIS)

iv English Support Course for Mathematics and Science Teachers of Dual
Language Programme (DLP)

6. Courses

i English for Preschool Teachers (EPT) 11
12
ii Program Peningkatan Penguasaan Bahasa Inggeris Guru Prasekolah 13
(PPPBIGP)

iii English at Workplace (EWP)

iv ESL Practitioner Online Workshop 14
15
v Program Intervensi Tambah Opsyen Bagi Pengajaran Bahasa Inggeris 17
Sebagai Bahasa Kedua (PITO TESL) 18

vi Kursus Pembangunan Profesionalisme Mata Pelajaran Elektif
Tambahan KSSM English Literature

vii Assessment Literacy for Preschool and English Language Teachers

viii Action Research for ESL Practitioners 19
20
ix Common European Framework of Reference for Languages (CEFR): 21
Familiarisation Online Support Courses

x Technology-Assisted Pedagogy

Content

ITEM PAGE
7. IMPROVEcreds - Micro-Credentials In Practice 22

i Micro-Credentials 1: Flipping The Classroom – Explained 23

ii Micro-Credentials 2: Flipped Classroom: Hurdles And Choices 23

iii Micro-Credentials 3: Padlet - Transforming Classroom Collaboration I 24

iv Micro-Credentials 4: Padlet - Transforming Classroom Collaboration II 24

v Micro-Credentials 5: Padlet - Transforming Classroom Collaboration III 25

vi Micro-Credentials 6: Introduction To Edpuzzle 25

vii Micro-Credentials 7: Experiencing Edpuzzle 26

viii Micro-Credentials 8: Becoming An Edpuzzle Teacher 26

ix Micro-Credentials 9: Becoming An Edpuzzle Coach 27
Micro-Credentials 10: Education 5.0 – Artificial Intelligence (AI) & Natural 27
28
x Languageprocessing (NLP)
xi Micro-Credentials 11: Gamification With Genially

1

Message

DIRECTOR OF ELTC

The English Language Teaching Centre, Malaysia (ELTC) is an agency under the Ministry
of Education Malaysia to undertake the specialist function of enhancing the teaching
competencies of in-service English Language teachers. With a vision to be the leading
provider of ELT training in the region, ELTC strives to impact ELT practices through
research, quality training and classroom innovation to ensure that the current teaching
and learning practices are relevant and meaningful to the education needs of the 21st
century.

ELTC is in the forefront of delivering impactful English Language programmes and
courses to accelerate the system and pace of improvement as stipulated in the Malaysia
Education Blueprint (2013-2025). ELTC is tasked with leading four major English Language
initiatives by the Ministry of Education (MoE) Malaysia – (1) Highly Immersive Programme
(HIP); (2) Professional Up-skilling of English Language Teachers (Pro-ELT); (3) Program
Peningkatan Kemahiran Bahasa Inggeris di Sekolah (PPKBIS); and (4) Dual Language
Programme.

These initiatives are designed to produce high quality English Language teachers who
are both competent and well-informed to cater to diverse learners across Malaysia both at
the primary and secondary levels of education. Programmes under these initiatives seek
to deliver opportunities for teachers to consistently review and revamp their classroom
practices in ensuring learners meet the international standards and quality of English
language competence.

In line with the transformational shifts of the Malaysia Education Blueprint (2013-2025),
ELTC is also transforming the approaches to delivering the programmes and courses to
teachers. With the onset of 21st century learning, ELTC is proud to introduce both online and
blended training approaches. Through these approaches, it is hoped that our mission in
providing and impacting quality ELT practices by leveraging ICT reaches out to all English
Language teachers of various demographic backgrounds in Malaysia.

It is of utmost honour and pride that I present the Programme and Course Information
2021. I believe that ELTC has developed programmes and courses that are relevant and
will be able to cater to the current needs of teachers. I hope that all English Language
teachers will come on board the programmes and courses and continue to develop
their knowledge and skills in ELT to impact the teaching and learning practices in the
classrooms.

PUAN FARAH MARDHY BINTI AMAN

| To be a leading provider of ELT Training in the region

2

Message
DEPUTY DIRECTOR OF ELTC

The English Language Teaching Centre (ELTC) accords its vision as a leading provider of ELT
training in the region. The courses and programmes offered are based on the education
transformations as aspired in the Malaysia Education Blueprint (2013-2025), focusing on
accelerating the improvements within the ELT system.
ELTC has designed and developed blended and online courses to ensure the integration
of ICT in language teaching and learning to be applicable and adaptable for all English
Language teachers across Malaysia. To equip English Language teachers with digital
literacy knowledge and skills, ELTC offers digital literacy courses to enable teachers
to leverage technology for quality teaching and learning experience in the language
classrooms.
The ELT courses and programmes offered by ELTC support the English language initiatives
and cater to the needs of teachers. In view of the changing education landscape of the
21st century, ELTC has realigned and fine-tuned the existing courses to ensure relevance of
the content and knowledge to the current 21st century ELT practices.
This Programme and Course Information 2021 is prepared as a source of reference
specifically for ELT practitioners to embark on a lifelong education journey and be
empowered to continuously improve their professional development. This document
consists of all the courses and programmes offered by the various departments in ELTC.
We hope to build the capacity of English Language teachers towards quality teaching and
learning practices through relevant courses. Through these courses and programmes
found within this booklet, it is our utmost priority to serve and lead the ELT practices
towards achieving the aspirations of the Malaysia Education Blueprint (2013-2025).

DR. KALMINDERJIT KAUR A/P GURCHARAN SINGH

To be a leading provider of ELT Training in the region |

3

English Language Teaching Centre,
Ministry of Education Malaysia

Our Vision

To be a leading provider of ELT Training in the region.

Our Mission

To impact ELT practices through research, quality
training and classroom innovation.

Our Client Charter

We will work continually to improve:
Policies, processes, practices and conditions that will enhance the quality of
our clients’ experiences and outcomes.
The quality of our teacher education programmes; including our quality
assurance procedures as well as systematic evaluation and development
processes.
Processes and conditions for strategic staff development.
Conditions that encourage effective, innovative and creative practices.

| To be a leading provider of ELT Training in the region

4

DIAGRDAIAMGROAFMCOOFUCROSUERSSECS OCONNDDUCCTTEEDDBYBEYAECHACDEHPADRETPMAERNTTMINEENLTTCIN ELTC

ENGLISH LANGUAGE
TEACHING CENTRE

(ELTC)

ENGLISH ENGLISH QUALITY LANGUAGE LANGUAGE ASSESSMENT RESEARCH AND DOCUMENTATION

LANGUAGE LANGUAGE ASSURANCE AND LITERACY AND AND INNOVATION AND PUBLICATION
TEACHING TEACHING DEPARTMENT DEPARTMENT TECHNOLOGY EVALUATION DEPARTMENT DEPARTMENT
PEDAGOGY MANAGEMENT DEPARTMENT DEPARTMENT
DEPARTMENT DEPARTMENT

Common Professional English at English Micro English for English Highly
Courses
European Up-skilling of Workplace Support Course Preschool Language Immersive
Framework of English (EWP) for Technology- Teachers Enhancement Programme
Reference for Assisted Programme
Language Mathematics Pedagogy (EPT) (HIP)
Languages Teachers and Science for Schools

(CEFR): (Pro-ELT) Teachers of (PPKBIS)
Familiarisation Enhance Dual Language

Online Programme
Support (DLP)

Courses

Program Flipping the Program ESL
Classroom -
Intervensi Explained Peningkatan Practitioner
Tambah Penguasaan Online
Opsyen Bagi Flipped
Pengajaran Classroom: Bahasa Workshop
Hurdles and Inggeris Guru
Bahasa Inggeris
Sebagai Bahasa Choices Prasekolah
(PPPBIGP)
Kedua
(PITO TESL)

Kursus Padlet - Assessment Action
Transforming
Pembangunan Literacy for Research for
Profesionalisme Classroom Preschool and ESL
Mata Pelajaran Collaboration I
English Practitioners
Elektif Padlet - Language
Transforming
Tambahan Teachers
KSSM English Classroom
Collaboration II
Literature

Padlet -

Transforming
Classroom

Collaboration III

Introduction to
Edpuzzle

Experiencing
Edpuzzle

Becoming An
Edpuzzle
Teacher

Becoming An
Edpuzzle Coach

Education 5.0 –
Artificial

Intelligence (AI)
& Natural
Language

Processing (NLP)

Gamification
With Genially

To be a leading provider of ELT Training in the region |

5 ENGLISH LANGUAGE INITIATIVES

i.

HIGHLY IMMERSIVE PROGRAMME (HIP)

SYNOPSIS

The Highly Immersive Programme (HIP) aims to support the creation of a highly
immersive English language environment in schools to enhance student learning
and use of the English language. Schools are given a toolkit that provides an overview
of the programme and samples of best practices obtained from schools throughout
the country. HIP emphasises on the role of the whole school community to ensure the
success and sustainability of the programme. A School-Based Self-Assessment Tool is also
included in this toolkit to help schools continuously evaluate their progress and identify
areas for improvement in language learning and creating an immersive English language
environment in the school. HIP comprises of 4 types of activities that are in-class, out-of-
class, extra class and outreach activities.

OBJECTIVES DURATION
2016 – 2025
The objectives of this programme are to:
• develop a highly immersive English MODES OF DELIVERY
Face-to-Face and Online
language environment in schools that
supports English language learning.
• increase students’ participation in
English language activities.
• increase community engagement in
English language activities in school.

TARGET GROUP

Year 2016 – till now 10,000 schools, 87
vocational colleges and 27 teacher training
institutes.

| To be a leading provider of ELT Training in the region

ENGLISH LANGUAGE INITIATIVES 6

ii. PROFESSIONAL UP-SKILLING

OF ENGLISH LANGUAGE TEACHERS
(PRO-ELT) ENHANCE

SYNOPSIS

The Professional Up-skilling of English Language Teachers (Pro-ELT) Enhance is an
extension of the existing Professional Upskilling of English Language Teachers (Pro-ELT)
programme which commenced in 2013. Pro-ELT Enhance aims to upskill teachers who
have not achieved the stipulated minimum Common European Framework of Reference
(CEFR) Level C1 via a more guided and sustainable learning pathway. A teacher’s learning
pathway for proficiency up-skilling is determined by the CEFR level they have achieved
between A1 to B2. The teacher is assigned to one of the three packages offered as a starting
point which aims to guide them to achieve CEFR C1. The three packages are the Threshold
package, Vantage package and Advanced package (as shown below) with an enrichment
package offered to all teachers to complete.

Package Total Package Content
No. of
Threshold: Learning Reading and Writing skill-focused course (level B1)
To move Hours Pro-ELT Online Module (A1/A2 -B1) and Self-
teachers at assessment tool with Master Trainers
level A1/A2 to 250 SAL Toolkit
B1
150 Reading and Writing skill-focused course (level B2)
Vantage: Pro-ELT Online Module (B1-B2) and Self-
To move assessment tool with Rakan Pembimbing CEFR
teachers at SAL Toolkit
level B1 to B2
200 Reading and Writing skill-focused course (level C1)
Advanced: Pro-ELT Online Module (B2-C1) and Self-
To move assessment tool with C2 IPG/IPT lecturer
teachers at Intensive guidance by language experts within and
level B2 to C1 out of MoE
SAL Toolkit
Pakej Latihan
Pengukuhan 100 Six online micro courses
(Enrichment Additional online activities (AI tools)
Package): For PLC with a work colleague at level C1/C2
teachers at all SAL Toolkit
levels

To be a leading provider of ELT Training in the region |

7 ENGLISH LANGUAGE INITIATIVES

The Pro-ELT modules designed for each package comprises of synchronous and
asynchronous sessions. The synchronous sessions are conducted under the guidance of
a mentor to complete tasks designed specifically for these sessions as well as a venue for
online face to face discussions and feedback on tasks which teachers complete in the
asynchronous sessions. Teachers are given opportunities to explore a repertoire of activities,
comprising of online exercises, stimulus, quizzes, discussions and resources, which
provide ample language skill-based practices to develop their proficiency and to prepare
them for various CEFR-aligned proficiency tests. A self-assessment tool is also provided
to encourage the practice of self-evaluation of learning progress as recommended by
the CEFR framework. Teachers are also given the opportunity to further enhance their
language proficiency through exposure to and guidance from language experts from
various institutions within and outside of the Ministry of Education. The three packages
are designed to provide teachers a holistic proficiency study experience guiding them to
move from one level to the next with the end goal of sitting for a CEFR-aligned proficiency
test and attaining the CEFR C1.

OBJECTIVE DURATION

The objective of this programme is to: 2021 - 2025
Improve the proficiency level of English  
Language teachers in the country to a MODE OF DELIVERY
CEFR C1 level.
  Online (synchronous and asynchronous)
LEARNING OUTCOME

Participants will be able to:
Achieve a CEFR Level C1 proficiency level.
 
TARGET GROUP

English option teachers in the primary and
secondary schools who have not achieved
CEFR C1 level.

Year: Number of teachers
2021: 4,000 teachers
2022: 5,000 teachers
2023: 6,000 teachers
2024: 7,000 teachers
2025: 8,000 teachers

| To be a leading provider of ELT Training in the region

ENGLISH LANGUAGE INITIATIVES 8

iii.

ENGLISH LANGUAGE ENHANCEMENT
PROGRAMME FOR SCHOOLS (PPKBIS)

SYNOPSIS

The English Language Enhancement Programme or known as the
Program  Peningkatan  Kemahiran  Bahasa  Inggeris  di Sekolah (PPKBIS) is an
initiative of the Malaysia Education Blueprint (MEB) 2013-2025. The programme that has
been implemented since 2014 aims to improve student outcomes in English language
subject through a systematic data-driven approach. The impact is measured through pupils’
improved performance  in English Language in the  SPM  Examination. The programme
targets the hotspot schools, defined as those scoring below the 2012 national average of
77% in the  SPM  English Language paper. Though it focuses on student outcomes, the
professional development  of this programme aims to provide training to the English
language teachers in the hotspot schools that enables them to assist the multi-level range
of students to write effectively in the SPM English Language Paper. The programme is
currently being conducted fully online via the ELTC IMPROVE platform.

OBJECTIVES TARGET GROUP

The objectives of the course are to: Upper Secondary English Teachers
• support the teachers through direct
DURATION
pedagogical interventions in schools in
order to improve student outcome. 2020 – 2025
• enable teachers to design context and 166 hours
need-based interventions to improve 4 Credits
student outcome.  
• adopt an evidence-based approach in MODE OF DELIVERY
writing methodology.
• improve student outcomes in Online
composition writing at SPM level.
•

LEARNING OUTCOMES

Participants will be able to:
• plan for improved teaching and

learning outcomes by integrating
student performance data.
• analyse and interpret data on student
performance to identify gaps in
students’ knowledge and skills.
• design intervention plans to improve
students’ writing for SPM English
Language Paper using data-driven
approach.
• develop and implement effective
interventions to address the gaps
identified.

To be a leading provider of ELT Training in the region |

9 ENGLISH LANGUAGE INITIATIVES

iv.

ENGLISH SUPPORT COURSE FOR
MATHEMATICS AND SCIENCE TEACHERS
OF DUAL LANGUAGE PROGRAMME (DLP)

SYNOPSIS

The English Support Course for Mathematics and Science Teachers is a set of courses that
supports the DLP. These courses are intended to provide English language support for
Mathematics and Science teachers of DLP.

The DLP “Language Awareness” English Support Course
is intended to enhance the teachers’ proficiency and
competencies in the English language. Teachers will explore a
repertoire of thematic language-based activities which provide
language awareness and support, and strengthen their
language skills for teaching the targeted subjects. The content
of this course encompasses language skills and language
content. It is aimed at developing the teachers’ confidence in
using the English language for functional use and it provides
opportunities for practising the English language. It is a course
that is implemented both online or face-to-face, however the
number of hours for this course is maintained at 24 hours, with
similar content but with activities, quizzes, and assignments
that are adapted for effective learning in either mode.

The DLP “Advanced” English Support Course is an extension
to the DLP “Language Awareness” English Support Course and
is only in online mode. While the DLP “Language Awareness”
English Support Course is intended to enhance the teacher’s
proficiency and competencies in the English language and to
develop the teacher’s confidence in using the English language
for functional use, the DLP “Advanced” English Support
Course offers to develop the teacher’s language competence
in grammar and the four language skills of listening, speaking,
reading and writing through engaging in a variety of science
and mathematics-based texts in English. It encompasses
developing text-processing skills, accessing information,
explaining concepts, describing and discussing during
teaching and learning using effective and appropriate English,
equipping teachers with the ability to write various types of
factual writings while incorporating basic terminology used
in the subjects, and accurate grammar, sentence structures
and vocabulary. This course has two separate entities which
are the DLP “Advanced” English Support Course for Science
Teachers and the DLP “Advanced” English Support Course for
Mathematics Teachers.

| To be a leading provider of ELT Training in the region

ENGLISH LANGUAGE INITIATIVES 10

OBJECTIVES TARGET GROUP
Mathematics and Science teachers of
The objectives of the courses are to: primary and secondary schools
• enhance teachers’ proficiency and  
DURATION
competencies in the English language. 2020 - 2025
• develop teachers’ confidence and ease
MODES OF DELIVERY
in using English. Online and Face-to-face
• equip teachers with instructional and

functional language skills to use in the
classroom.

LEARNING OUTCOMES

Participants will be able to:
• use English for daily functional

purposes.
• use English for instructional purposes

in Science and Mathematics lessons.

To be a leading provider of ELT Training in the region |

11 COURSES

i.

ENGLISH FOR PRESCHOOL TEACHERS
(EPT)

SYNOPSIS

The EPT programme is offered to teachers in national (SK) and national-type (SJKC /
SJKT) pre-schools. It is a 6-credit programme conducted through face-to-face mode and
fieldwork. It is aimed at assisting pre-school teachers to teach according to the language
policy for pre-schools in Malaysia. The policy requires a ratio of 50:50 in the use of Bahasa
Melayu (BM) and English (BI) at national pre-schools (SK) and at a ratio of 30:30:30 in the
use of Bahasa Melayu, English language and Chinese language (BC) or Tamil language
(BT) at national type pre-schools (SJKC / SJKT). The programme focuses on providing
pre-school teachers language support in English language skills, knowledge on English
Language Teaching methodology and skills in applying suitable teaching approaches,
methods, techniques as well as skills in carrying out assessments in the preschool English
language classroom.

OBJECTIVES TARGET GROUP
Preschool teachers teaching in the
The objectives of EPT are to: preschool classroom under the Ministry of
• increase the level of English language Education, Malaysia. 

proficiency among pre-school DURATION
teachers. 3 Phases:11 weeks
• assist pre-school teachers to teach
according to the language policy for MODE OF DELIVERY
pre-schools in Malaysia. Face to face – 2 phases
Fieldwork – 1 phase
COURSE LEARNING OUTCOMES

The course aims to:

• enhance preschool teachers’

proficiency in English Language.

• enhance preschool teachers’

instructional language in the

classroom.

• develop preschool teachers’ skill in

designing effective teaching and
learning tasks. 

| To be a leading provider of ELT Training in the region

COURSES 12

ii.

PROGRAM PENINGKATAN

PENGUASAAN BAHASA INGGERIS
GURU PRASEKOLAH (PPPBIGP)

SYNOPSIS

The PPPBIGP is offered to all preschool teachers under the Ministry of Education. The
aim of this programme is to enhance English language proficiency among preschool
teachers. The programme consists of 18 micro courses with teaching and learning
materials developed by both the British Council and ELTC. Preschool teachers will get the
opportunity to practise the language structures as well as use the English language as
the instructional language in the preschool classroom. Upon completion of each micro-
course, participants will be able to generate the e-certificate. 

OBJECTIVES TARGET GROUP
Preschool teachers under the Ministry of
The objectives of the programme are to:  Education, Malaysia.

• enhance preschool teachers’ English DURATION
16-week Pilot Project (5 April – 27 August
language proficiency. 2021)

• enhance preschool teachers’ MODE OF DELIVERY
Online
competence in using English language

as the instructional language in the

classroom.

LEARNING OUTCOMES

Participants will be able to:
• enhance English language proficiency.
• enhance the use of English language

as the instructional language in the
classroom.

To be a leading provider of ELT Training in the region |

13 COURSES

iii.

ENGLISH AT THE WORKPLACE (EWP)

SYNOPSIS

English at the Workplace is a course for personnel who wish to develop their English
language usage in their workplaces and social contexts. It is designed to help personnel at
different levels to be more proficient in English, to be able to practise a range of practical
and professional communication skills, and to gain confidence in using the English
language. This course is flexible in terms of the packages offered because it can be tailored
to the needs of the respective divisions/agencies.

OBJECTIVES TARGET GROUP

The objectives of this course are to: Officials of the MoE of DG41/BDG41 and
• develop practical skills and general above.
No. of participants: depending on requests
communication skills, such as from the various MoE Divisions.
improving small talk and performance
at networking events, as well as DURATION
extending professional hospitality and
entertaining visitors. Annually
• develop proficiency at managing 40 hours
common forms of written professional 1 Credit
communication.
• improve oral communication skills in MODE OF DELIVERY
a workplace context that requires a
strong professional focus. Blended

LEARNING OUTCOMES

Participants will be able to:
• learn the language used for meetings

and presentations,
• be more proficient at managing

common forms of written professional
communication,
• use appropriate formats, styles,
conventions, and tone, and,
• practise a range of practical and
professional communication skills.

| To be a leading provider of ELT Training in the region

COURSES 14

iv.

ESL PRACTITIONER ONLINE WORKSHOP

SYNOPSIS

This online course is designed for English teachers who require an understanding of
academic research writing approaches and skills, and importantly an ability to deploy in
the academic research article writing process.

OBJECTIVES TARGET GROUP

The objectives of the course are to: Open to all English language teachers
• understand the basic approaches to and lecturers

academic writing and ELT research DURATION
paper writing.
• write an ELT research paper using Annually
common academic research writing 40 Hours
approaches, methods and designs. 1 Credit
• improve writer’s writing and critical
thinking abilities in general for the use MODE OF DELIVERY
of research paper writing.
Online
LEARNING OUTCOMES

Participants will be able to:
• learn about Academic Research

Writing.
• develop a research framework -

abstract, research problem, theory,
literature reviewing, methodology,
data analysis approach, conclusion.
• draft and write the research paper.
• edit and write the research paper.
• work on the final submission of article
for publishing in ESL Practitioner.
 

To be a leading provider of ELT Training in the region |

15 COURSES

v.

PROGRAM INTERVENSI
TAMBAH OPSYEN BAGI PENGAJARAN

BAHASA INGGERIS SEBAGAI
BAHASA KEDUA (PITO TESL)

SYNOPSIS

The Program Intervensi Tambah Opsyen or Intervention Programme for Added Option
for the Teaching of English as a Second Language (PITO TESL) is aimed to enhance teacher
quality through the introduction of an added option, as well as to develop the teacher’s
mastery in content and language skills that are essential in the teaching of the English
language. It also aims to lessen the instances of mismatch between the teacher’s main
option and that of the English language.

This post-graduate programme, which is equivalent to an Advanced Degree, equips
graduate non-option English Language teachers in secondary and primary school with
language competencies, pedagogical knowledge and communicative classroom skills for
efficient and effective teaching and learning of English as a second language.

This programme contains 9 course modules, which are:
• TSLBP 2013: Linguistics
• TSLBP 2022: Teaching English in an ESL Classroom
• TSLBP 2033: Language Accuracy
• TSLBP 2043: Effective Listening and Speaking
• TSLBP 2053: Effective Reading
• TSLBP 2063: Effective Writing
• TSLBP 2073: Stories for Children
• TSLBP 2083: Literature for Children
• TSLBP 2092: Remedial Teaching in the ESL Classroom

Besides this, participants are also required to undergo a 10-week Professional Practice
Component (Practicum).

OBJECTIVES

The PITO TESL has 4 educational objectives that must be achieved by every one of its
graduates:

• Possess knowledge and understanding and able to apply intellectual teaching skills
and practical skills in the teaching of English as a second language in line with current
developments in the field of education.

• Apply communication and interpersonal skills in the teaching of English as a second
language across various cultures pivoting on ethics, values and professional practice
codes.

• Demonstrate and able to integrate information and communication technology when
engaging in daily tasks in the teaching of English as a second language.

• Able to develop relationships and work as a team professionally, responsibly,
competitively and globally in the teaching of English as a second language.

| To be a leading provider of ELT Training in the region

COURSES 16

LEARNING OUTCOMES

This programme has 10 Learning Outcomes which are all encompassing for the teaching
of English as a second language:

• Possess sound knowledge and understanding of current theories, content, teaching
and learning methods and strategies in the teaching of English as a second language.

• Demonstrate intellectual independence by applying creative and critical thinking
skills as well as problem solving skills in the teaching of English as a second language.

• Apply pedagogical skills by using suitable approaches, methods, strategies and
techniques in the teaching of English as a second language.

• Apply interpersonal skills to develop social relationships through interactive
communications and collaboration within organisations as well as to build a
multicultural network.

• Demonstrate effective communication skills in the delivery of ideas and information
using appropriate language style and register, variation and language politeness in
the teaching of English as a second language.

• Able to use information/digital technology in an ethical manner to support learning
tasks and activities in the teaching of English as a second language.

• Apply quantitative skills and basic understanding of Mathematics as well as Statistics
in the teaching of English as a second language.

• Demonstrate autonomy, leadership, responsibility and accountability in decision-
making, setting organisational goals and instilling the spirit of teamwork in the
teaching of English as a second language.

• Demonstrate professionalism through lifelong learning to enhance career development
in the teaching of English as a second language in terms of resilience, sustainability,
competitiveness and entrepreneurial skills.

• Execute tasks professionally and ethically based on the code of work ethics and
professional conduct in the teaching of English as a second language.

TARGET GROUP MODES OF DELIVERY
Graduate non-option English Language
teachers in secondary and primary school Online – 7 modules
Face-to-face – 2 modules
DURATION
2020 - 2025 

To be a leading provider of ELT Training in the region |

17 COURSES

vi.

KURSUS PEMBANGUNAN
PROFESIONALISME MATA PELAJARAN

ELEKTIF TAMBAHAN KSSM
ENGLISH LITERATURE

SYNOPSIS

The training of teachers for this course includes a comprehensive hands-on and walk-
through of thirty (30) 21st Century Learning Strategies that encompass the whole spectrum
of Bloom’s Taxonomy of Cognitive Skills ranging from Remember to Create. The strategies
imparted are very relevant to a teacher’s needs for educating through literature and most
of these can be applied to the teaching of English as well.

The content of the course incorporates compulsory texts of the KSSM English Literature
Year 2020. The texts used for Poetry are Mooses by Ted Hughes, The Passionate Shepherd
to His Love by Christopher Marlowe and If by Rudyard Kipling. For Prose, the texts are
Sambal Without Anchovies by Chua Kok Yee and The Winter Hibiscus by Minfong Ho.
Merchant of Venice by William Shakespeare is the text used for Drama. The texts used
for this course are constantly reviewed to adopt the texts taught in the classrooms of the
KSSM English Literature.

OBJECTIVES TARGET GROUP school English

The objectives of the course are to: Upper secondary
• enhance the pedagogical skills and Language teachers

professional ability of teachers and DURATION
lecturers to produce pupils who are 2017-2025
able to think critically and logically  
through exploring literature texts.
• demonstrate understanding of MODE OF DELIVERY
strategies and techniques learned for Blended
the teaching of literature.

LEARNING OUTCOMES

Participants will be able:
• interpret and analyse literary texts of

three (3) genres; poetry, prose and
drama.
• define literary devices and their
significance of use within the texts.
• apply strategies for effective and
efficient teaching of literature.

| To be a leading provider of ELT Training in the region

COURSES 18

vii.

ASSESSMENT LITERACY
FOR PRESCHOOL AND ENGLISH

LANGUAGE TEACHERS

SYNOPSIS

The Assessment Literacy for preschool and English Language teachers programme
is offered to preschool teachers and English Language teachers in national (SK) and
national-type (SJKC / SJKT) pre-schools. It is a 9-credit programme conducted through
face-to-face, online and fieldwork. The aim of this programme is to enhance preschool
teachers’ and English language teachers’ skills and competence in conducting school-
based assessment, language proficiency and instructional language in the preschool
classroom. The programme focuses on providing hands-on tasks for teachers to design
and develop assessment instruments as well as manage reporting procedures.

OBJECTIVES TARGET GROUP

The objectives of the programme are to: Preschool teachers teaching in the
1. enhance teachers’ skills and knowledge preschool classroom under the Ministry
in assessment in the language classroom. of Education, Malaysia, and English
2. enhance teachers’ competency in language teachers in the Primary and
implementing school-based assessment. Secondary schools.

LEARNING OUTCOMES DURATION
3 Phases: 9 Weeks
Participants will be able to:
• enhance skills and knowledge in MODES OF DELIVERY
Face to face – 2 phases
assessment in the language classroom. Online – 1 phase
• design creative and traditional Fieldwork – 1 phase

assessment instruments for the
English language classroom.
• develop effective reporting procedures
for assessment. 

To be a leading provider of ELT Training in the region |

19 COURSES

viii.

ACTION RESEARCH FOR ESL
PRACTITIONERS

SYNOPSIS

The Action Research for ESL Practitioners course is conducted over two phases. The
training methodology is based on the loop input using the ‘learning by doing’ approach.
Participants experience the activities designed through hands-on exercises, interactive
lectures, group and whole class discussions, workshops and group presentations,
culminating in the writing of an action research mini thesis by each participant at the end
of the second phase of the course.

OBJECTIVES TARGET GROUP

The objectives of the course are to: ELT Teachers, HOD and SISC+ from schools
• understand the theories related to English Language Lecturers in Teacher
Education Institutes, Matriculation,
Action Research and Teacher Research. Polytechnic
• learn about the Research methodology MoE officers 

(Quantitative & Qualitative). DURATION
• practise the strategies and techniques
Annually
in carrying out Action Research. 40 Hours
1 Credit
LEARNING OUTCOMES
MODES OF DELIVERY
Participants will be able to:
• describe strategies and techniques to Online and Face-to-face

adapt the stages of Action Research to
classroom practice research.
• identify research areas in a classroom
setting.
• identify a variety of instruments for
Action Research data collection.
• develop their Action Research
proposals.
• learn to analyze quantitative &
qualitative data. 
• gain knowledge on general
referencing.
• write a full report of the research.

| To be a leading provider of ELT Training in the region

COURSES 20

ix.

COMMON EUROPEAN FRAMEWORK OF
REFERENCE FOR LANGUAGES (CEFR):

FAMILIARISATION ONLINE
SUPPORT COURSES

SYNOPSIS

The CEFR Familiarisation Online Support Courses aim to introduce the CEFR scales across
the four language skills and to enhance the teaching and learning practices based on the
CEFR. Two courses that will be offered include CEFR Familiarisation for Primary Education
and CEFR Familiarisation for Secondary Education. Both courses are designed to support
primary and secondary school teachers in the Malaysian education system to ensure that
all English language teachers are well-prepared to teach at the appropriate CEFR level
and in accordance with the CEFR principles.

OBJECTIVES TARGET GROUP

The objectives of the courses are to: Primary and secondary English language
• familiarise teachers with the CEFR. teachers
• apply the CEFR in the language
DURATION
classroom.
2021 – 2024
  Open Course
LEARNING OUTCOMES 80 Hours
2 Credits
Participants will be able to:
• describe what learners need to learn to MODE OF DELIVERY

develop language learning skills. Online
• apply different approaches to develop

language awareness.
• define the 6 levels of proficiency based

on the CEFR. 

To be a leading provider of ELT Training in the region |

21 COURSES

x.

TECHNOLOGY-ASSISTED PEDAGOGY

SYNOPSIS

The course aims to provide students with a variety of interactive digital tools by combining
relevant and effective pedagogy across curricula. The design and development of
all materials  are  based on the application of teaching design systems with creative
and innovative teaching designs. Affirmation will be given to the 21st century learning
approaches by using the latest and relevant interactive technology. Hands-on learning
activities are used to ensure the sustainability of learning among participants. The content
caters to the purpose of developing one’s Technological Pedagogical Content Knowledge
(TPACK). 

OBJECTIVE TARGET GROUP 
English Language practitioners.
The objective of this programme is to
demonstrate understanding of the DURATION 
application of technology-assisted 2020-present
pedagogy in teaching and learning.   
MODE OF DELIVERY 
LEARNING OUTCOMES Online (synchronous and asynchronous) 

At the end of the course, participants will
be able to:  
• demonstrate  understanding  of  the

application of  digital tools in
teaching and learning  by completing
comprehension questions and
discussion threads. 
• evaluate existing  lesson plans  and
propose  contextual use of digital
tools for teaching and learning via
discussions.  
• designlessonsusingappropriate digital
tools based on the TPACK Framework
for content, pedagogy and technology. 

| To be a leading provider of ELT Training in the region

IMPROVECreds 22

IMPROVECreds
MICRO-CREDENTIALS IN PRACTICE

INTRODUCTION

In the right momentum of adapting to the changing dynamics of the new normal era, English
Language Teaching Centre (ELTC), Ministry of Education Malaysia has begun offering micro-
credentials via the IMPROVE platform. IMPROVE is an acronym that stands for Integrated
Microlearning Programme with Robust Virtual Experience and it is designed for all educators
to provide professional development training that is personalised, ubiquitous and available on-
demand. The Micro-Credentials offered on IMPROVE platform are known as IMPROVECreds.
IMPROVECreds are stand-alone courses that hone growth mindset towards competency-based
professional development. Although the courses offered via IMPROVE are mapped against
8 domains that are designed based on the CPD framework for ELT practitioners, educators
from varying fields will find these courses helpful, specifically, in terms of personal professional
growth. Combined with a unique EdTech integration model based on the TPACK framework,
IMPROVECreds can flexibly allow participants to customize their professional development
trainings to meet their personal learning needs. IMPROVE is also integrated with the AI
technology to support data analysis and programme upgrading. IMPROVE can be accessed via
https://improve.eltc.edu.my

TYPES OF IMPROVEcreds Type 1: Pathway-aligned IMPROVECreds Type 3: Industry-recognised

The Pathway-aligned IMPROVECreds is aligned to a formal IMPROVECreds

qualification level to provide learners and employers (MoE) This type of IMPROVECreds

with a clear understanding of their level of achievement; is recognised by an industry

and/or successful completion of this IMPROVECreds leads association or accrediting body

to an offer of admission to a formal qualification. as meeting the needs towards

Type 2: Credit-bearing IMPROVECreds maintenance of continuing
professional development

These are credit earning IMPROVECreds for learning requirements.

in a formal qualification or a component of a larger

course which is required as a part of a qualification from

partnership or collaboration with institutions, colleges, or

universities.

HOW DOES IMPROVECREDS WORK? or from a specialised pathway and join the
course with the access codes provided.
IMPROVECreds are personalised and available
on-demand where participants can join 2 . Complete the course
a course or follow a specialised learning Next, a learner can complete ‘bite-size’ online
pathway. The micro-credentials are aligned task based at their personalised pace.
with TPACK Framework to ensure successful
EdTech integration into lifelong learning and 3 . Get rewarded
sustainable professional development. Alearnercanearnpoints,badgesandcertificates
as well as professional development hours in the
There are three steps in accessing MoE’s Training Management System, or Sistem
IMPROVECreds on IMPROVE platform: Pengurusan Latihan Kementerian Pendidikan
Malaysia (SPLKPM). The credentials are aligned
1. Choose a course with the Malaysia Teacher Standards 2.0 or
A learner can select a course from any domain Standard Guru Malaysia (SGM) 2.0.

To be a leading provider of ELT Training in the region |

23 IMPROVECreds

i. MICRO-CREDENTIALS 1:
FLIPPING THE CLASSROOM
– EXPLAINED SYNOPSIS

SYNOPSIS
The course aims to introduce the course participants to the concept of flip classroom
model where educators are required to physically rearrange their learning spaces to
accommodate a lesson to support group work or independent study. Educators create
flexible spaces in which students choose when and where they learn.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 1 Hour
CLO 1: Describe the basic concept of a
flipped classroom approach based on an MODES OF DELIVERY
expository video by completing a Quiz. Asynchronous

TARGET GROUP
English Language Teachers

ii. MICRO-CREDENTIALS 2: FLIPPED
CLASSROOM: HURDLES AND CHOICES

SYNOPSIS
The course aims to raise awareness on the benefits and challenges of the flipped classroom
approach in the Malaysian second language context. This micro course will address
solutions to the self-paced nature of flipped classrooms, especially issues related with
conducting teaching and learning activities outside the traditional classroom. Situations
such as this can be a disadvantage to students who cannot learn that way.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES TARGET GROUP
Participants will be able to: English Language Teachers
CLO 1: Describe common challenges in
using a flipped classroom approach by DURATION
completing a quiz. 1 hour
CLO 2: Describe how to use appropriate
tools to manage content in a flipped MODES OF DELIVERY
classroom by completing a quiz. Asynchronous

| To be a leading provider of ELT Training in the region

IMPROVECreds 24

iii. MICRO-CREDENTIALS 3: PADLET
- TRANSFORMING CLASSROOM
COLLABORATION I

SYNOPSIS

The course aims to introduce course participants to Padlet as a digital tool to create ‘online
boards’ where students can share and collaborate. Hands-on learning activities are used
to introduce educators to a variety of board types, support, and simple sharing options.
Padlet is a versatile tool for synchronous and asynchronous activities.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 1 hour
CLO 1: Create a Padlet account and post
on Padlet as well as to complete a quiz. MODES OF DELIVERY
Asynchronous
TARGET GROUP
English Language Teachers

iv. MICRO-CREDENTIALS 4: PADLET
- TRANSFORMING CLASSROOM
COLLABORATION II

SYNOPSIS
The course aims to provide course participants an introduction to Padlet as an interactive
digital tool which can be used in the second language classroom, especially to encourage
active student participation and collaboration. Hands-on learning activities are focal in
this course mainly to ensure the sustainability of learning among participants.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 1 hour
CLO 1: Describe a collaborative learning
activity that leverages on Padlet. MODES OF DELIVERY
Asynchronous
TARGET GROUP
English Language Teachers

To be a leading provider of ELT Training in the region |

25 IMPROVECreds

v. MICRO-CREDENTIALS 5: PADLET
- TRANSFORMING CLASSROOM
COLLABORATION III

SYNOPSIS
The course aims to provide course participants the opportunities to create activities
on Padlet for specific lessons and for different groups of students. The design and
development of all teaching materials are based on the application of teaching design
systems with creative and innovative teaching designs.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 1 hour
CLO 1: Create a Padlet page and activity
for online collaboration. MODES OF DELIVERY
Asynchronous
TARGET GROUP
English Language Teachers

vi. MICRO-CREDENTIALS 6:
INTRODUCTION TO EDPUZZLE

SYNOPSIS
The course aims to introduce course participants to the basics and concepts of Edpuzzle
as an interactive tool in the classroom. This micro course provides hands-on opportunities
for educators to create Edpuzze videos for their lessons.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 1 hour
CLO 1: Create an Edpuzzle account.
CLO 2: Discuss the possibilities of using MODES OF DELIVERY
Edpuzzle in the ESL classroom. Asynchronous

TARGET GROUP
English Language Teachers

| To be a leading provider of ELT Training in the region

IMPROVECreds 26

vii. MICRO-CREDENTIALS 7:
EXPERIENCING EDPUZZLE

SYNOPSIS
The course aims to provide course participants with activities which require them to
plan and design interactive lessons with Edpuzzle along with other digital tools. Course
participants will further be guided on how collaborative lessons can be designed and
shared with other educators.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 1 hour
CLO 1: Complete Edpuzzle quizzes as a
student. MODES OF DELIVERY
CLO 2: Describe how Edpuzzle can be Asynchronous
used in the ESL classroom context.

TARGET GROUP
English Language Teachers

viii. MICRO-CREDENTIALS 8:
BECOMING AN EDPUZZLE TEACHER

SYNOPSIS
The course aims to provide course participants who have successfully completed micro-
courses on Introduction to Edpuzzle and Experiencing Edpuzzle to create specific ESL
lessons for their students. They will be further introduced to how this application can be
integrated with other digital tools and flip classrooms.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 2 Hours
CLO 1: Create an Edpuzzle video with quiz
questions. MODES OF DELIVERY
Asynchronous
TARGET GROUP
English Language Teachers

To be a leading provider of ELT Training in the region |

27 IMPROVECreds

ix. MICRO-CREDENTIALS 9:
BECOMING AN EDPUZZLE COACH

SYNOPSIS
The course aims to provide course participants with the opportunity to becoming a
certified Edpuzzle coach by completing a series of micro-courses offered by Edpuzzle.
These series of micro-courses will help participants to understand the pedagogical basis
of Edpuzzle and the ways and means to support other teachers.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 2 Hours
CLO 1: Complete an Edpuzzle Professional
Certification Course to obtain a EDpuzzle MODES OF DELIVERY
Coach Certificate. Asynchronous

TARGET GROUP
English Language Teachers

x. MICRO-CREDENTIALS 10: Education 5.0 –
ARTIFICIAL INTELLIGENCE (AI) & NATURAL
LANGUAGE PROCESSING (NLP)

SYNOPSIS
The course aims to provide course participants the opportunity to view an asynchronous
webinar on how Artificial Intelligence is applied to help teachers and students
communicate. The webinar introduces fun facts on how online CEFR-aligned tests are
taken and how the online proctoring tools are used to enable students to take their exam/
test in a remote location while maintaining integrity.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES TARGET GROUP
Participants will be able to: English Language Teachers
CLO1: Understand how AI and NLP work
in the field of English language teaching DURATION
and assessment. 4 Hours
CLO2: Describe how AI and NLP can
be integrated into participants’ own MODES OF DELIVERY
educational context(s). Asynchronous

| To be a leading provider of ELT Training in the region

IMPROVECreds 28

xi. MICRO-CREDENTIALS 11:
GAMIFICATION WITH GENIALLY

SYNOPSIS
The webinar and micro-course focus on how Genially can be used for interactive and
meaningful English language teaching and learning. The design and development of
all materials are based on the application of teaching design systems with creative and
innovative teaching designs. Participants will be exposed to various ways they can optimize
the use of Genially in creating authentic learning materials that are accessible beyond the
classroom boundaries. They will learn how to integrate various elements in Genially in
sustaining learners’ interest in ELT effectively.

TYPE OF IMPROVEcred
Type 1: Pathway-aligned IMPROVECreds

LEARNING OUTCOMES DURATION
Participants will be able to: 4 Hours
CLO1: Identify ways Genially can be used
in creating interactive ELT materials. MODES OF DELIVERY
CLO2: Create a quiz by using the Asynchronous
gamification feature in Genially.

TARGET GROUP
English Language Teachers

To be a leading provider of ELT Training in the region |

ENGLISH LANGUAGE TEACHING CENTRE
Kementerian Pendidikan Malaysia
Kompleks Pendidikan Nilai
Lebuh Enstek, 71760 Bandar Enstek
Negeri Sembilan Darul Khusus
MALAYSIA

Tel: 06-797 9000 | Fax: 06-797 9113/114

www.eltc.edu.my

updated July 2021