PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

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• Adebola, L. O., Ana, M., Claudia, Q., & Boris, A. (2020). Precarious employment in the Chilean English language teaching industry. Universal Journal of Educational Research, 8(11B), 6000–6013. https://doi.org/10.13189/ujer.2020.082236

• Ahmmed, R., Sinha, B. S., Khan, R. & Islam, D. M. (2020). A needs analysis of maritime English language skills for Bangladeshi seafarers to work on-board ships. Marine Policy, 119, Article 104041. https://doi.org/10.1016/j.marpol.2020.104041

• Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y

• Aziz, A. M. S., & Uri, M. N. F. (2017). CEFR in Malaysia: Current issues and challenges in the implementation of the framework. Proceeding of the 3rd International Conference on Language Testing and Assessment, Shanghai, China, 1-12. British Council. https://www.researchgate.net/publication/327980406_CEFR_in_Malaysia_Current_issues_and_challenges_in_the_implementation_of_the_framework

• Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, Article 100312. https://doi.org/10.1016/j.edurev.2020.100312

• Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury.

• Bradford, K., Pendergast, D., & Grootenboer, P. (2021). What is meant by “teacher quality” in research and policy: A systematic, quantitative literature review. Education Thinking, 1(1), 57–76.

• Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage Publications.

• Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educationa; Psychology, 100(4), 977–987. https://doi.org/10.1037/a0012545

• Choi, C. A. (2021). Segmented pathways of educational mobility: English language schools, working holidays, and divergent prospects among South Korea’s global youth. Global Networks, 21(1), 40-63. https://doi.org/10.1111/glob.12307

• Cousin, G. (2006). An introduction to threshold concepts. Planet, 17(1), 4–5. https://doi.org/10.11120/plan.2006.00170004

• Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do (1st ed.). Jossey-Bass. https://www.academia.edu/79583358/Preparing_teachers_for_a_changing_world

• Day, C. (2004). A passion for teaching. Routledge. https://doi.org/10.4324/9780203464342

• Di Paolo, A., & Tansel, A. (2019). English skills, labor market status and earnings of Turkish women. Empirica, 46, 669–690. https://doi.org/10.1007/s10663-019-09434-9

• Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27(2), 193–126. https://doi.org/10.2307/3587143

• Fried, R. L. (2001). The passionate teacher: A practical guide. Beacon Press.

• Gale, N. K., Heath, G., Cameron, E., Rashid, S., & Redwood, S. (2013). Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Medical Research Methodology, 13(1), 117-124. https://doi.org/10.1186/1471-2288-12-117

• Gill, R. S. (2013). Enhancing English teacher language proficiency: The Malaysian experience. British Council. https://www.britishcouncil.or.th/sites/default/files/dr.ranjit.pdf

• Goe, L., & Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. National Comprehensice Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED520769.pdf

• Goh, P. S. C., & Canrinus, E. T. (2019). Preservice teachers’ perception of program coherence and its relationship to their teaching efficacy. Pertanika Journal of Social Sciences and Humanities, 27(T2), 27-45.

• Goh, P. S. C., & Wong, K. T. (2015). Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Educatiom, 5(1), 37–45. http://ejournal.upsi.edu.my/article/2016AR001210

• Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough?: An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

• Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation in qualitative research. PLoS ONE, 15(5), 1–17. https://doi.org/10.1371/journal.pone.0232076

• Hamid, S. R. A., Hassan, S. S. S., & Ismail, N. A. H. (2012). Teaching quality and performance among experienced teachers in Malaysia. Australian Journal of Teacher Education, 37(11), 85–103. https://doi.org/10.14221/ajte.2012v37n11.2

• Hiew, W., Tibok, R. P., Ngui, W., Gabda, D., & Suyansah, Q. (2021). Science graduate employability and English language proficiency: Findings from a Malaysian public university. International Journal of Learning, Teaching and Educational Research. 20(7), 23-43, https://doi.org/10.26803/ijlter.20.7.2

• Hsieh, Y. J. T. (2021). Learning language and gaining employment: Problems for refugee migrants in Australia. Equality, Diversity and Inclusion, 40(8), 1013-1031. https://doi.org/10.1108/EDI-12-2020-0358

• Ikromova, A. A. (2020). The concept of pedagogical skills, its role and importance in teaching. The American Journal of Applied Sciences, 2(8), 122–126. https://doi.org/10.37547/tajas/Volume02Issue08-17

• Jing, C. & Wang, D. (2022). The study on the needs of English skills in economics and management industries based on mobile big data management and innovative applications. Information Resources Management Journal (IRMJ), 35(3), 1-12. https://doi.org/10.4018/IRMJ.304455

• Kepol, N. (2017). Quality Malaysian english language teachers: Examining a policy strategy. Malaysian Journal of Learning and Instruction, 14(1), 187–209. https://doi.org/10.32890/mjli2017.14.1.8

• Kyriacou, C. (2009). Effective teaching in schools theory and practice. Nelson Thornes.

• Mart, C. T., & Deniz, T. (2013). Teaching with passion: The role of passion in learning and teaching. Indian Journal of Applied Research, 3(5), 188–189. https://doi.org/10.15373/2249555X/MAY2013/57

• McKee, M. M., & Paasche-Orlow, M. K. (2012). Health literacy and the disenfranchised: The importance of collaboration between limited English proficiency and health literacy researchers. Journal of Health Communication, 17(sup3), 7-12. https://doi.org/10.1080/10810730.2012.712627

• Malaysian Ministry of Education. (2013). Malaysia education blueprint 2013-2025. https://www.moe.gov.my/menumedia/media-cetak/penerbitan/dasar/1207-malaysia-education-blueprint-2013-2025/file

• Miranda, A., & Zhu, Y. (2021). The effect of deficiency at English on female immigrants’ wage in the UK: Correcting for measurement error, endogenous treatment, and sample selection bias. Applied Economics Letters, 28(5), 349-353. https://doi.org/10.1080/13504851.2020.1753873

• Mohamed, A. R. (2015). New horizons in teacher education aspirations and challenges for Malaysia. Proceeding of Scientific Forum: Faculty of Education Department of Science Education (FIP-JIP) and The International Seminar (pp.39-51). Gorontalo State University. http://digilib.unimed.ac.id/16077/13/Fulltext.pdf

• Mohamed, A. R., Mohamed Ismail, S. A. M., & Low, H. M. (2020). English reading proficiency of engineering undergraduates in Malaysia: Implications on professional training and career development. Social Education Research, 1(2), 87-95. https://doi.org/10.37256/ser.122020269

• Mohammaditabar, M., Bagheri, M. S., Yamini, M., & Ehsan Rasaee, M. (2020). Qualities of a good English language teacher from the perspectives of textbook authors in the field of language teaching, teachers, and learners. Qualitative Report, 25(11), 3927–3961. https://doi.org/10.46743/2160-3715/2020.4501

• Organisation for Economic Co-operation and Development. (2015). Education at a glance 2015: OECD indicators. OECD Publishing. https://doi.org/10.1787/eag-2015-en

• Omar, R., Ab. Rashid, R., & Mohamad, A. (2019). Challenges for professional development of Malaysian ESL teachers. KnE Social Sciences, 2019, 695–707. https://doi.org/10.18502/kss.v3i19.4897

• Rahman, S., Tambi, F., & Anny, N. Z. (2020). The importance of enhancing pedagogical skills through continuing professional development. International Journal of Research in Business & Social Science, 9(4), 121–129. https://doi.org/10.20525/ijrbs.v9i4.757

• Romadlon, F. N., & Arifin, M. (2021). Tracing English proficiency of alumni in supporting their career. International Journal of Research in Education, 1(2), 86–94. https://doi.org/10.26877/ijre.v1i2.8392

• Saldana, J. (2013). The coding manual for qualitative researchers. Sage Publications.

• Schoon, I. (2021). Towards an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, Article 515313. https://doi.org/10.3389/fpsyg.2021.515313

• Seebruck, R. (2015). Teacher quality and student achievement: A multilevel analysis of teacher credentialisation and student test scores in California high schools. McGill Sociology Review, 5, 1–18. https://www.mcgill.ca/msr/files/msr/seebruck_2015.pdf

• Singh, M. K. P., Liew, J. Y., & Siau, C. S. (2021). Urban English learners’ perceptions towards the influence of second language identity on employment opportunities in Malaysia. Pertanika Journal of Social Science and Humanities, 29(1), 27-45. https://doi.org/10.47836/pjssh.29.1.02

• Solati, F., Chowdhury, M., & Jackson, N. (2022). English and French language ability and the employability of immigrants in Canada. International Journal of Social Economics, 49(1), 34-58. https://doi.org/10.1108/IJSE-12-2020-0851

• Sukri, A. S. I., & Yunus, M. M. (2020). Come what may, we will survive: English teacher education reform Pro-ELT. UKM Press.

• Ting, S. H., Marzuki, E., Chuah, K. M., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication skill for employability in Malaysia. Indonesian Journal of Applied Linguistics, 7(2), 315-327. https://doi.org/10.17509/ijal.v7i2.8132

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• Uygun, S. (2013). How to become an effective English language teacher. Journal of Educational and Social Research, 3(7), 306-311. https://doi.org/10.5901/jesr.2013.v3n7p306

• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.

• Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30. https://doi.org/10.1017/S0003598X00069040

• Wang, C. (2021). The relationship between teachers’ classroom English proficiency and their teaching self-efficacy in an English medium instruction context. Frontiers in Psychology, 12, 1–9. https://doi.org/10.3389/fpsyg.2021.611743

• Weisz, E., Ong, D. C., Carlson, R. W., & Zaki, J. (2020). Building empathy through motivation-based interventions. Emotion, 21(5), 990-999. https://doi.org/10.1037/emo0000929