The overall agenda is one of access to higher education. The provision of this programme offers students an opportunity to complete higher education in Malaysia. It also complements the national and social objectives of upgrading professionals who are engaged in ESL teaching of our nation’s youth. It has been expressly stated by the Malaysian government that there is an acute short supply of qualified committed ESL teachers in many schools.

This programme supports the overall societal and national needs of building a knowledge-based society and supports national human capital development needs. It also complements the ESL teaching programmes in HU’s Dept of English.

Specifically, the MEd TESL programme aims to transform the thinking regarding principles, approaches, and methodologies of more effective delivery in language classrooms in Malaysian schools. In order to attract not just local students but also those from ASEAN, Asia-Pacific region and beyond, the programme provides affordability and flexibility in terms of its modular structure to cater for busy adults engaged in work and personal commitments.

At the institution’s level, this is a Graduate level programme (MQF Level 7). As indicated below, this fits within the general picture of HU offering programmes at the pre-university, undergraduate, postgraduate, and continuous professional development (CPD) levels.

HELP Master of Education (TESL) is designed to train graduates who do not have a teaching qualification but aspire to become English teaching professionals with the necessary knowledge and skills needed to effectively teach English as a Second Language. Students will be equipped with excellent skills and capabilities for professional employment in the field.

In MEd (TESL), as opposed to a Bachelor degree (TESL), students are asked to do action research as projects in each course. The studies are more in-depth, and require more critical thinking and problem-solving skills.  Students are encouraged to apply what they learn in their daily teaching and reflect on methodologies.

  • Manage and steer their own professional development with a broad knowledge and understanding of contemporary TESL principles, theories, and practices in the local and global language teaching contexts
  • Exercise and demonstrate enhanced skills and strategies in dealing with challenges and solutions in their working environment
  • Exert decision-making skills and effective leadership at an appropriate level in key TESL settings.
  • Conduct pertinent research and apply relevant findings of TESL to influence classroom practice and planning policy
  • Apply critical thinking skills and contribute significantly to ongoing professional discourse in TESL
  • Be proactive in reviewing current TESL practice and policy to ensure relevance to the changing needs of society
  • Upgrade, inculcate and habitually embrace advancements to enhance their own professional skills
  • Be proactively aware of and able to incorporate relevant developing trends and issues related to language education in general and TESL in particular
  • MQA approved
  • Modular
  • Highly interactive, hands-on classes
  • Flexible timetable
  • Highly qualified academic staff
  • 12 modules
  • Six (6) weeks per module, including all classes, assignments, exams.
  • Face-to-face classes on first, third, and sixth weekends (Saturday & Sunday)
  • Breaks between modules
  • Course Duration: 108 weeks or + 2 years


For more information, please contact:

Dr. Khaw Li Lian
Tel: 03-2711 2350


Ms Margaret Sie
Tel: 03-2711 2350



MODULES : CODES & titles



M ED 501: 2nd LANGUAGE LEARNING: Theory, Acquisition, & Development



M ED 502: TESL Methodology: An Overview



M ED 505: Curriculum and Syllabus Development in TESL



M ED 503: Task-Based Learning



M ED 507: Integrating Technology & Multimedia in TESL



M ED 509: Linguistics and Language Teaching



M ED 512: Practical Strategies for Managing Large TESL Classes



M ED 504: Testing, Evaluation, & Measurement in TESL



M ED 508: Teacher Development in Language Education



M ED 506: Education Research Methods



M ED 510: Research in TESL (Project Paper) #



M ED 511: Language Planning, Policies & Implementation



M ED 513: Literature and Language Teaching



M ED 514: English for Specific Purposes

Any Bachelor Degree


It is important for teachers and graduate students of ESL to be familiar with second language learning phenomena. The module provides a solid basis from linguistic, psychological and social perspectives regarding how young adults learn languages as opposed to childhood learning. A theoretical and practical approach is taken to train the expertise needed by second language teachers in formal ESL settings.


The methodology of ESL as seen in current textbooks used in schools needs to be examined in the light of the emerging trends that have resulted from research into language learning.  A comprehensive understanding of past and present approaches and the rationale behind them, the trends in effective strategies and techniques, awareness of important learner factors, and related essential information to enhance classroom teaching and management is crucial to the competence and professional development of the teacher. This course seeks to provide this understanding and competence.


This module gives a focused opportunity for in-depth study of an approach in language pedagogy – Task-Based Learning (TBL) – currently enjoying significant professional support throughout the language teaching world. The module will provide an opportunity for a systematic examination and review of major issues in language education, including curriculum and syllabus design, materials development, implementation, use and development of language, and assessment

MEd 504: Testing,  Evaluation and Measurements  in TESL

A large number of TESL teachers, or teachers-to-be or decision-makers often have little training in designing tests or measurements that can be effectively used to gauge their students’ progress or proficiency. This module deals with the importance of knowing why testing is done, evaluates current practices, and examines the range of tests and assessments that school children go through. TESL teachers or teachers-to-be will develop assessments suited to their situation, be very clear as to how they test, and more importantly, be accountable for (and be able to justify) the uses for which their assessments are put.


Curriculum and syllabus design is an essential skill. This expertise should include the competencies developed in this module: ability to assess learning and learner contexts, target proficiencies and essential institutional support.


Although most would agree that research is important in any academic field, the how-to of doing research is not familiar to many. This module offers systematic guidance in the basic aspects of planning, selecting relevant specific designs, conducting, and evaluating research. Additionally, students would be trained to read and evaluate studies in the field that have formed the basis for major trends, approaches, and methodology in TESL so that they can make logical decisions and choices for their work environments.


It is becoming increasingly clear that technology at its current stage of development is having a great impact on motivating and influencing how and what young people learn – often outside the classroom. This module sets out to impart knowledge and skills to make good teaching even better by employing the medium that is firmly set to be a key part of current education, social and work environments. It is essential for the teacher to be critically aware of this phenomenon and be able to make informed decisions regarding its use.  Teachers ought to be able to recognise positive developments and learn to embrace the acquired skills to address pedagogical needs and objectives.


As with all other professions, English language educators are affected by developments and changes in society and the world. In order to keep pace with such changes and to stay relevant, an English language educator’s skills and competencies must be continually sharpened and updated. This module deals with issues that are inherent in language teaching e.g. dealing with learner differences, generating motivation, roles of language teachers in the larger context, native vs non-native varieties of English, upgrading language teachers’ proficiency continual professional skills.

MEd 509: linguistics & language teaching

A sound knowledge of linguistics and the workings of the English language serves any second language educator well in any bilingual environment. This knowledge is a resource valuable in explaining, comparing, and contrasting the learner’s own language and the impact it has on second language acquisition.


This research-based practicum provides the students a valuable opportunity to consolidate learning in the MEd TESL programme in order to convert it into a practicum in an actual teaching situation. This enterprise is highly important given the range of students on the Programme whose practical experience will vary widely. It also gives them chance to put theory into practice, to be innovative in their thinking, and to demonstrate their skills in order for systematic feedback from the programme lecturers.


Most, if not all, TESL educators operate within situations where language policies and planning exist – some to a much larger degree than others. As such, it is important for all TESL educators and researchers to have an informed understanding of the rationale behind language planning, the efficacy of the policies, and the implications thereof, especially in terms of the value placed on bilingual education and its aims.


Large classes are the norm in most TESL classes, particularly in non-native English situations. Most teachers are severely challenged with regards to class management given the prescribed curriculum and objectives of their lessons. This module explores ways – some innovative and technology-based – that can offer solutions to manage behavior, motivation, engagement of learners, and therefore maximize the chances of successful learning in classrooms.


Proponents for including English literature in ESL classrooms point out that it offers the learners a greater awareness of the linguistic and cultural dimensions to the language they are trying to master. Using English literature expands the learners’ awareness of genuine language use in authentic situations. This is beneficial in ESL or EFL situations where English speaking communities are not common.


It is essential for TESL educators to have a professional understanding of the current thinking in teaching English specifically to match the academic or occupational needs to the learners, many of whom are adult and require English beyond its general use. This is a global trend that has impacted the role of English and the approach and pedagogy associated with it.

January / February
June / July
November / December

Dr. Lim (Khong) Chooi Peng.

BA (English), Dip Ed (Malaya), MA (Linguistics) (Birmingham), M Ed (Pittsburgh), PhD (Linguistics)(Malaya)

Dr. Lim has had more than 30 years of teaching language and communication at university level. She was Associate Professor and Chairman of English Department, Pusat Bahasa, University of Malaya. She has also served as Associate Professor at Nanyang Technological University, Singapore, where she was Head of the SCE Communications unit. In 2007, she joined HELP as Professor and President of HELP International College of Technology in Klang.

Dr. Lim has co-authored several English textbooks for Malaysian Secondary Schools. She also worked on two major British Council projects, producing core textbooks for English for Academic and Special Purposes for University of Malaya. In NTU, Singapore, she led the team that authored the textbook, Essential Communications Skills for Engineers. She has also served Toastmasters International as District Governor and holds the title of Distinguished Toastmaster.

Professor Leong Yin Ching

Vice President (Academic), HELP College of Arts and Technology

Professor Leong Yin-Ching is currently attached to the Centre for Quality Assurance, HELP University, and is the Vice-President (Academic) of the HELP College of Arts and Technology. Prior to joining the HELP Group, Prof. Leong was the Director of Institutional Projects, Office of the Chancellor, Sunway University, Malaysia, and the Academic Director of Sunway-TES, Sunway College.

She holds a bachelor’s degree in economics and a master’s degree in development studies in education from the University of Malaya and a doctoral qualification from the Institute of Education, University of London. Professor Leong has been formerly a Professor of Education, University of Malaya, where she worked for about twenty years before moving to the private education sector for fifteen years.

Prof. Leong has been a research consultant for organisations like the World Bank, Commonwealth Secretariat, Unesco and Unicef, the Ministry of Higher Education, Malaysia, and the Institute of Strategic and International Studies, Kuala Lumpur.  She was the Deputy Leader in the Education Lab in 2010 which contributed to the entry point projects for Education under the Economic Transformation Programme of Malaysia, 2010 to 2020.

Dr. Frances Lee

(BA, UM; PGCE, Acad Dip Ed and M Ed Psycho, ULIE; PhD in Education, UL)
HOD Early Child Education Department, HELP University

In the last 30 years, Dr F. Lee has been engaged with teacher education initially with pre-service teachers’ preparation to become junior college and secondary school teachers at the Institute of Education, Singapore and progressively, covering in-service teachers and administrators in the three levels of schooling: pre-primary, primary and secondary education. Included in the Singapore experience is the involvement in research and publication, postgraduate supervision and educational administration. Two main areas were then pursued at the international level: Teacher Job Satisfaction in 8 countries and the longitudinal study of 200 preschool children’s language, moral and cognitive development in Singapore, funded by Bernard van Leer Foundation, which resulted with the book, Growing Up in Singapore-The Preschool Years, Longman. Currently, Dr Lee is one of the principal researchers of the EPU funded project on the establishment of the National Children Data Centre (NCDC) led by Universiti Pendidikan Sultan Iris (UPSI).  Two other research projects are in progress: provision of quality early childhood care and education, and early literacy.

Dr. Andrew Poh Sui Hoi

Bsc (Malaya), Dip Ed (Malaya), PIR, MEd (Pittsburgh), PhD (Toronto)
Director, HELP Centre for Teaching and Learning

Dr. Poh was a Math and Science teacher and an Examination Specialist at the Examination Syndicate, Malaysia before his appointment as Associate Professor of Psychological Studies at Nanyang Technological University, Singapore.

Adrian E Hare

BPhil (Education) (Birmingham), MA (Applied Linguistics) (Essex), PhD (Linguistics) (NUS), CertEd (Sheffield)Head, Department of English

Dr. Hare has over 30 years’ experience in teaching TESL/TESFL and Linguistics. He has been involved in teaching English for Specific Purposes (ESP) for individuals, companies and organizations. He has worked in Qatar, Singapore and Malaysia. For over 20 years, he worked at the international Islamic University Malaysia, where he was involved in setting up and teaching courses for the BA in English, MA in ESL, and the PhD in ESL. At IIUM, he was also co-editor of the online journal Asiatic published by the Department of English. Dr. Hare has published and presented papers internationally. His research interests are Course Design and Evaluation, Critical Discourse Analysis, and Functional Grammar. At HELP University, he has been instrumental in introducing new English language proficiency courses, and the Foundation in TESL and the BA in TESL.

Dr. Sien Ven Yu

Bsc(Hons) (London),CompSC/Maths, MPhil, PhD (Queensland)
Head of Department of Information Technology

Prior to her appointment as a lecturer, Ven Yu worked extensively in the commercial software development field, particularly in consultation, design and development of application software for multinational companies in London. She has lectured in research skills for undergraduate programs and Object-Oriented Systems Development subjects for both the undergraduate and postgraduate programs. She also acts in a supervisory capacity for undergraduate and postgraduate students in their Software Development projects. Ven Yu’s research interests include software modeling and software engineering education.

Dr. Khaw Li Lian

B.A. (NTNU), Postgrad Dip. (TESOL/LOTE) (Melbourne), MEd (Melbourne), PhD (Sociolinguistics) (Melbourne)
Senior Lecturer; Project Director- Teacher Training & Education Development

Dr Khaw Li Lian is an experienced English teacher and researcher. Her research focuses on Malaysian English, New Englishes and Second Language Learning. She graduated from the University of Melbourne with a Master of Education (1999) and a PhD in Education (2008). She has taught English in Taiwan, China, Australia, and Malaysia, and her subjects of expertise include TESOL/LOTE Methodology, Research Methodology, Language Attitudes, and Academic Writing. The range of her teaching experience includes pre-school education, primary education, secondary education, tertiary education and cooperate training. After obtaining her PhD, she worked as the Director of Teachers Development and Special Project for INTI Education Group, conducting and organizing workshops, seminars and conferences for students, teachers and professionals. She has also worked as the Director of Centre for Liberal Arts & Languages at INTI International University for two years. She serves as the English Language Subject Advisor of Curriculum Board in the Malaysian Independent Chinese Secondary Schools (MICSS) Working Committee. Currently, she is working at HELP University as a Senior Lecturer and Project Director in Teacher Training and Education Development.