Past Tense Forms in CEFR-Aligned English Textbooks Used at Malaysian Primary Schools and Their Directive Functions

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