Paper Title
Exploring Teacher Cognition in Teaching ESL: Experiences from Malaysian Schools

The paper addresses the key question in teaching ESL, that is, how does teacher cognition interact with classroom practice. The paper is part of a larger study which was conducted via qualitative case study involving teachers in actual classroom practice. The teacher participant was video-recorded in two separate teaching sessions to capture as far as possible authentic teacher cognition practice. The teacher was then asked to review his own recorded lessons and verbally report on his actions in the class via stimulated recall protocol technique. The qualitative data generated were analysed for specific features in relation to three main knowledge types representing teacher cognition namely, knowledge of students, pedagogical content knowledge and general pedagogical knowledge. Several features were identified and categorised according to the knowledge types. Keywords - Cognition, Knowledge, Pedagogical, Teacher