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PROBLEM STATEMENTS :, 1. PROBLEM STATEMENT, 2.PURPOSE STATEMENT, 3.…

- - - - Research Objectives
      - 1. To identify the effects of watching captioned Netflix TV series on the vocabulary skills among secondary school students at SMK Taman Maluri.
        2. To examine how students' vocabulary performance differs before and after watching captioned Netflix TV series among secondary school students at SMK Taman Maluri.
- - - - To investigate how lecturers and students at UPTM perceive and interpret the language ideologies underpinning English as a Medium of Instruction (EMI), and to examine how these ideologies influence classroom practices, communication, and the overall effectiveness of EMI implementation.
  - - - There exists a gap between the policy-level promotion of EMI and the actual linguistic realities in classrooms at UPTM. Lecturers and students may hold conflicting beliefs about the role and purpose of English in academic settings, leading to challenges in communication, comprehension, and teaching effectiveness. Similar issues have been reported in other EMI contexts, where top-down policies often fail to consider the practical linguistic competencies and attitudes of stakeholders (Macaro et al., 2018; Hu & Lei, 2014). The lack of alignment between EMI ideology and classroom practice remains underexplored, especially from the perspective of both lecturers and students.
      - Language ideologies such as viewing English as a symbol of modernity, globalisation, or linguistic superiority may influence how EMI is accepted or resisted by stakeholders at UPTM. However, the diverse sociolinguistic backgrounds of both students and lecturers may lead to varied interpretations and experiences of EMI. This mismatch has not been adequately examined in prior studies, resulting in an incomplete picture of EMI’s true impact on teaching and learning. While scholars have highlighted that local language ideologies can shape the implementation and reception of EMI (Sahan, 2020; Tsui & Tollefson, 2017), research focusing specifically on institutions like UPTM remains limited.
      - Despite the implementation of English as a Medium of Instruction (EMI) in many Malaysian higher education institutions such as UPTM, there is limited understanding of how lecturers and students perceive the ideological motivations behind its use. These perceptions influence classroom engagement, language attitudes, and ultimately academic performance. Scholars have argued that language ideologies play a central role in shaping how EMI is received and practiced in educational contexts (Tollefson & Tsui, 2018; Nguyen, 2019), yet little research has explored how these ideologies shape or hinder the effectiveness of EMI practices in the UPTM context.
  - - - What are the underlying language ideologies held by lecturers and students regarding the use of English as a Medium of Instruction (EMI) at UPTM?
        
        How do these language ideologies influence lecturers’ and students’ attitudes toward EMI in terms of classroom engagement, communication, and academic performance?
- - - - Not Knowing How Students Feel About Their Lecturers
        
        We don’t really know how first-semester TESL students feel about their lecturers, and this might affect how well they learn in class. A positive student–lecturer relationship is known to enhance student motivation and academic engagement (Hagenauer & Volet, 2022), but limited research existing on how TESL students perceive these relationships in their early university experiences.
      - Students May Face Problems Adjusting to University Life
        
        New TESL students might have problems getting used to university life, but we don’t know exactly what these problems are. Transitioning from secondary school to university is often accompanied by emotional, academic, and social challenges that can affect learning (Tinto, 2021; Baker & Siryk, 2020). However, specific adjustment issues faced by TESL students remain underexplored.
      - Students Might Have Trouble Talking to Lecturers or Classmates
        
        Some students might find it hard to talk or share ideas with lecturers or classmates, but we don’t know how big this problem is. Communication barriers in educational settings can hinder student participation and confidence, especially in language learning environments (Zhou et al., 2023; Peng, 2020). First-semester TESL students may experience these issues more acutely but evidence is lacking.
    - - The purpose of this study is to explore the perceptions of first-semester TESL students at UPTM regarding their learning experiences with their lecturers and classmates, in order to identify emotional, social, and communication challenges that may affect their academic adjustment and performance.
  - - - Exploring The Perceptions of First Semester Tesl Students Towards Their Learning Experiences With Their Lecturer and Classmates at UPTM
  - - - How do first-semester TESL students at UPTM describe their interactions and learning experiences with lecturers and classmates?
        
        What emotional, social, and communication challenges do first-semester TESL students at UPTM face during their adjustment to university life?
    - - To explore how first-semester TESL students at UPTM perceive their interactions with lecturers and classmates, and how these interactions influence their learning experiences.
        
        -To examine the emotional, social, and communication challenges encountered by first-semester TESL students at UPTM as they adjust to university life.
- - - - The advantages of visual-based vocabulary acquisition techniques for kids with ASD are frequently highlighted in the literature now in publication. But there is still a big disconnect between what is taught in the classroom and what is suggested by theory. For these students, the consistency and effectiveness of vocabulary training may be impacted by this separation.
        
        Teaching vocabulary to children with autism spectrum disorder is especially difficult because of their diverse cognitive and communicative needs. It could be difficult for teachers to modify visual-based teaching methods to successfully accommodate these varied learning styles.
    - - The purpose of this study is to explore teachers' perceptions of using visual-based teaching strategies to teach vocabulary to children with Autism Spectrum Disorder (ASD) in the classroom. This study aims to understand how teachers use these strategies, the challenges they face, and the support they need to improve vocabulary learning among children with ASD.
    - - What challenges do teachers face in adapting visual-based teaching methods to accommodate the diverse learning styles of children with Autism Spectrum Disorder (ASD)?
    - - To identify the specific challenges teachers encounter in modifying visual-based teaching methods to suit the diverse learning styles of children with ASD.