ELTC COURSE BOOK 2021-C

MINISTRY OF EDUCATION MALAYSIA

English Language Teaching Centre

PROGRAMME
&

COURSE

INFORMATION

2021



Content

ITEM PAGE
1
1. Message from the Director of ELTC 2
3
2. Message from the Deputy Director of ELTC 4
5
3. ELTC: Vision, Mission and Client Charter
7
4. Highly Immersive Programme (HIP)
8
5. Professional Up-skilling of English Language Teachers (Pro- 10
ELT) Enhance 11
12
6. English Language Enhancement Programme for Schools 13
(PPKBIS) 14
16
7. English Support Course for Mathematics and Science 17
Teachers of Dual Language Programme (DLP)
18
8. English for Preschool Teachers (EPT) 19
20
9. Program Peningkatan Penguasaan Bahasa Inggeris Guru
Prasekolah (PPPBIGP)

10. English at Workplace (EWP)

11. ESL Practitioner Online Workshop

12. Program Intervensi Tambah Opsyen Bagi Pengajaran Bahasa
Inggeris Sebagai Bahasa Kedua (PITO TESL)

13. Technology-Assisted Pedagogy

14. Kursus Pembangunan Profesionalisme Mata Pelajaran Elektif
Tambahan KSSM English Literature

15. Assessment Literacy for Preschool and English Language
Teachers

16. Action Research for ESL Practitioners

17. Common European Framework of Reference for Languages
(CEFR): Familiarisation Online Support Courses

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

ENGLISH LANGUAGE INITIATIVES 4

4. 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

The objectives of this programme are to: 2016 – 2025
• develop a highly immersive English
MODES OF DELIVERY
language environment in schools that
supports English language learning. Face-to-Face and Online
• 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 |

5 ENGLISH LANGUAGE INITIATIVES

5. 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
Learning
Hours

Threshold: 250 Reading and Writing skill-focused course (level B1)
To move Pro-ELT Online Module (A1/A2 -B1) and Self-assessment
teachers at level tool with Master Trainers
A1/A2 to B1 SAL Toolkit

Vantage: 150 Reading and Writing skill-focused course (level B2)
To move Pro-ELT Online Module (B1-B2) and Self-assessment tool
teachers at level with Rakan Pembimbing CEFR
B1 to B2 SAL Toolkit

Advanced: 200 Reading and Writing skill-focused course (level C1)
To move Pro-ELT Online Module (B2-C1) and Self-assessment tool
teachers at level with C2 IPG/IPT lecturer
B2 to C1 Intensive guidance by language experts within and out of
MoE
SAL Toolkit

Pakej Latihan 100 Six online micro courses
Pengukuhan Additional online activities (AI tools)
(Enrichment PLC with a work colleague at level C1/C2
Package): For SAL Toolkit
teachers at all
levels

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

ENGLISH LANGUAGE INITIATIVES 6

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 CEFR
C1 level. MODE OF DELIVERY
 
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 |

7 ENGLISH LANGUAGE INITIATIVES

6. 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

The objectives of the course are to:
• support the teachers through direct pedagogical interventions in schools in order to improve

student outcome.
• enable teachers to design context and need-based interventions to improve student

outcome.
• adopt an evidence-based approach in writing methodology.
• improve student outcomes in composition writing at SPM level.

LEARNING OUTCOMES TARGET GROUP

Participants will be able to: Upper Secondary English Teachers
• plan for improved teaching and learning
DURATION
outcomes by integrating student
performance data. 2020 – 2025
• analyse and interpret data on student 166 hours
performance to identify gaps in students’ 4 Credits
knowledge and skills.  
• design intervention plans to improve
students’ writing for SPM English MODE OF DELIVERY
Language Paper using data-driven
approach. Online
• develop and implement effective
interventions to address the gaps
identified.

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

ENGLISH LANGUAGE INITIATIVES 8

7. 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.

OBJECTIVES

The objectives of the courses are to:
• enhance teachers’ proficiency and competencies in the English language.
• develop teachers’ confidence and ease in using English.
• equip teachers with instructional and functional language skills to use in the classroom.

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

9 ENGLISH LANGUAGE INITIATIVES

LEARNING OUTCOMES

Participants will be able to:
• use English for daily functional purposes.
• use English for instructional purposes in Science and Mathematics lessons.

TARGET GROUP

Mathematics and Science teachers of primary and secondary schools
 

DURATION

2020 - 2025

MODES OF DELIVERY

Online and Face-to-face

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

ELTC PROGRAMMES 10

8. 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

The objectives of EPT are to: Preschool teachers teaching in the preschool
• increase the level of English language classroom under the Ministry of Education,
Malaysia. 
proficiency among pre-school teachers.
• assist pre-school teachers to teach DURATION

according to the language policy for pre-
schools in Malaysia.

COURSE LEARNING OUTCOMES 3 Phases:11 weeks

The course aims to: MODE OF DELIVERY
• enhance preschool teachers’ proficiency in
Face to face – 2 phases
English Language. Fieldwork – 1 phase
• 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 |

11 ELTC PROGRAMMES

9. 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

The objectives of the programme are to: 
• enhance preschool teachers’ English language proficiency.
• enhance preschool teachers’ competence in using English language as the instructional

language in the classroom.

LEARNING OUTCOMES DURATION

Participants will be able to: 16-week Pilot Project (5 April – 27 August
• enhance English language proficiency. 2021)
• enhance the use of English language as the
MODE OF DELIVERY
instructional language in the classroom.

TARGET GROUP Online

Preschool teachers under the Ministry of
Education, Malaysia.

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

ELTC PROGRAMMES 12

10. 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

The objectives of this course are to:
• develop practical skills and general communication skills, such as improving small talk

and performance at networking events, as well as extending professional hospitality and
entertaining visitors.
• develop proficiency at managing common forms of written professional communication.
• improve oral communication skills in a workplace context that requires a strong professional
focus.

 LEARNING OUTCOMES TARGET GROUP

Participants will be able to: Officials of the MoE of DG41/BDG41 and
• learn the language used for meetings and above.
No. of participants: depending on requests
presentations, from the various MoE Divisions.
• be more proficient at managing
DURATION
common forms of written professional
communication, Annually
• use appropriate formats, styles, 40 hours
conventions, and tone, and, 1 Credit
• practise a range of practical and
professional communication skills.

MODE OF DELIVERY

Blended

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

13 ELTC PROGRAMMES

11. 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

The objectives of the course are to:
• understand the basic approaches to academic writing and ELT research paper writing.
• write an ELT research paper using common academic research writing approaches, methods

and designs.
• improve writer’s writing and critical thinking abilities in general for the use of research paper

writing.

LEARNING OUTCOMES DURATION

Participants will be able to: Annually
• learn about Academic Research Writing. 40 Hours
• develop a research framework - abstract, 1 Credit

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

TARGET GROUP

Open to all English language teachers and
lecturers

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

ELTC PROGRAMMES 14

12. 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.

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15 ELTC PROGRAMMES

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.

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 Online – 7 modules

teachers in secondary and primary school Face-to-face – 2 modules

DURATION

2020 - 2025 

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

ELTC PROGRAMMES 16

13. 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 

The objective of this programme is to English Language practitioners.
demonstrate understanding of the application
of technology-assisted pedagogy in teaching DURATION 
and learning.

LEARNING OUTCOMES 2020-present

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

application of digital tools in teaching and Online (synchronous and asynchronous) 
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.  
• design lessons using appropriate digital
tools based on the TPACK Framework for
content, pedagogy and technology. 

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

17 ELTC PROGRAMMES

14. 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

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

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

LEARNING OUTCOMES Blended

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

ELTC PROGRAMMES 18

15. 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 preschool
1. enhance teachers’ skills and knowledge in classroom under the Ministry of Education,
assessment in the language classroom. Malaysia, and English language teachers in the
2. enhance teachers’ competency in Primary and Secondary schools.
implementing school-based assessment.
DURATION

LEARNING OUTCOMES 3 Phases: 9 Weeks

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

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

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

19 ELTC PROGRAMMES

16. 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 Action
English Language Lecturers in Teacher
Research and Teacher Research.
• learn about the Research methodology Education Institutes, Matriculation,

(Quantitative & Qualitative). Polytechnic
• practise the strategies and techniques in
MoE officers 
carrying out Action Research.

DURATION

LEARNING OUTCOMES Annually
40 Hours
Participants will be able to: 1 Credit
• describe strategies and techniques to
MODES OF DELIVERY
adapt the stages of Action Research to
classroom practice research. Online and Face-to-face
• 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

ELTC PROGRAMMES 20

17. 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 DURATION

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

develop language learning skills.
• apply different approaches to develop

language awareness.
• define the 6 levels of proficiency based on

the CEFR. 

TARGET GROUP

Primary and secondary 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