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Arab World English Journal (AWEJ) Volume 16. Number 3, September 2025 Pp. 388-406
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Incorporating English past tense with its forms using the appropriate approach in Common European Framework of Reference (CEFR)-aligned English Textbooks at the primary level is essential for assisting Malaysian Primary School English as a Second Language (ESL) learners in understanding the past tense forms, including the distinction between regular and irregular forms. The study aimed to analyse the English past tense forms presented in CEFR-Aligned English Textbooks for Malaysian Primary Schools and to identify their directive functions in ESL learning at Malaysian Primary Schools. The study addressed a key question: how are English past tense forms presented and used in CEFR-aligned textbooks for English as a Second Language (ESL) learners? It is significant because a solid understanding of the past tense is essential for developing linguistic competence in ESL learners. The study employed a qualitative research design through document analysis, analysing four CEFR-aligned English Textbooks used in Malaysian Primary Schools. The study revealed four English past tense forms and three directive functions of these forms in ESL learning at Malaysian Primary Schools. The study, as evidenced in the textbooks, stated that the grammatical rules concerning English past tenses are not taught in isolation but are incorporated within rich contexts that primarily promote linguistic competence. The study emphasised the crucial need for transitioning ESL instruction from simply memorising the grammar rules to a more communicative and context-driven approach
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Patrick Duffy Bayuong received his Bachelor of Teaching (Hons) in TESL from the Institute of Teacher Education Malaysia and a Master of Education in TESL from the National University of Malaysia. Since 2016, he has taught English as a Second Language (ESL) at the primary level in Malaysian schools. His scholarly contributions include authoring research articles and disseminating his work at academic conferences, where he has also served as a session chair. His research interests focus on ESL education, with an emphasis on primary-level pedagogy in rural contexts. ORCiD ID: https://orcid.org/0000-0002-1648-755X
Dr. Harwati Hashim is an Associate Professor and Deputy Dean of Research & Innovation at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She specialises in Innovative Pedagogy for ESL Teaching, with a focus on Mobile-Assisted Language Learning (MALL) and language learning strategies. Recognised for integrating technology into English language instruction, she has published widely in her field and actively contributes to advancing language education.
ORCiD ID: https://orcid.org/0000-0001-9709-6261
Prof Dr Melor Md Yunus is a professor of English language education at the Innovative Pedagogies Center for Teaching and Learning Innovation, Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She is widely recognised for her pioneering work in integrating ICT into English as a Second Language (ESL) teaching and learning, Technology-Enhanced Language Learning (TELL) and for advancing innovative pedagogies. She was ranked among the Top 2% of Scientists in 2024 by Elsevier.
ORCiD ID: https://orcid.org/0000-0001-7504-7143