This research paper presents the findings from the pilot study of a project exploring the potential of tablet

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Learning a foreign language can be a daunting task which challenges students in several ways. Although students more readily identify anxiety as linked to speaking, all other language skills have been linked to Krashen's affective filters. The present study sought to address these filters, with an emphasis on anxiety, by incorporating Facebook on mobile phones in the language classroom. A grounded action research method was adopted for the implementation as it enabled the researchers to alter their intervention, and provided a means to systematically analyze the data. A Facebook page and group were introduced to one single cohort of students in their French as a foreign language class. During three semesters, data were collected through online observations and interviews. A three-level coding scheme adhering to Strauss and Corbin's grounded theory enabled the construction of models describing the implementation. Findings revealed that students positively evaluated the incorporation of Facebook in their language course. An assessment of reports linked to anxiety indicated a positive change over the course of the study. Besides reduced levels of anxiety, the use of Facebook was associated with increased self-confidence and motivation. The benefit of learning with friends in an online environment was connected to adaptive strategies leading to improved learning experiences. These findings are discussed in light of the use of a social networking site in a social constructivist perspective.

Purpose The purpose of the study is to identify factors influencing the continuance of use of non-halal certified cosmetics among Muslim university students in Malaysia. Design/methodology/approach The research framework was developed based on the stimulus–organism–response model. Self-administered questionnaires were distributed using a purposive sampling method among Muslim students in three universities in Malaysia. A total of 501 usable data were collected and analysed using Smart partial least squares. Findings The analysis revealed that celebrity endorsement positively influences attitude and brand image. Meanwhile, brand image has a positive effect on attitude and continuance of use of non-halal certified cosmetics. Additionally, attitude has a positive effect on the continuance of use behaviour. Regarding predictive power enhancement, brand image and attitude were found to have a mediation effect and sequential mediation effect on the relationship between celebrity endorsement and the continuance of use behaviour. Attitude weakens the relationship between attitude and the continuance of use of non-halal cosmetics among Muslim university students in Malaysia. Practical implications Findings will primarily benefit halal and non-halal cosmetic manufacturers providing stakeholders with fundamental predicting information related to customers’ continuance of use thus resulting in better marketing strategies. Originality/value This study is focused on predicting consumer behaviour towards halal products, as well as young Muslim consumers’ perspective towards non-halal cosmetics. Celebrity endorsement is introduced as a stimulus in the context of Muslim university students to predict their continuance of use behaviour of non-halal certified cosmetics. The investigation includes the moderating effect of religiosity for the relationship between attitude and continuance behaviour. Findings reveal the mediating effects of brand image and attitude as a mediator and sequential mediator for the relationship between celebrity endorsement and continuance of use behaviour. Contributions enrich the literature related to non-halal certified contexts.

This article describes the use of action research to increase trustworthiness through a non-judgmental approach. Two foreign language lecturers implemented an action research to improve their teaching with the use of Facebook and mobile devices. In order to remain open to all possible interpretation of the events and to incite their students to provide them with honest feedback, they openly adopted a non-judgmental stance. As a result, students freely revealed how they used funds which were given to them to access mobile Internet. Findings showed that not all students used the money as was anticipated by the lecturers, and that they spoke without restraints on the matter. This behavior has led the researchers to reflect on how this stance helped validate the trustworthiness of the data for the research, and encouraged them to focus on not judging their informants.

This paper focuses on engagement dynamics among foreign language students in coping within an immersive pedagogy in a tablet mobile assisted language learning (t-MALL) classroom ecology. This qualitative action research was implemented with 24 second-year undergraduates majoring in French as a foreign language in a Malaysian university. The pedagogical implementation included a task-based learning approach delivered according to personalized, meaningful and learner-controlled learning principles. In accordance with social constructivist theory, the implementation emphasized student-centered and controlled learning. Scaffolding choices involved instructor as well as peer and technological support in an immersive blended learning environment sustained with Facebook groups. The learners' engagement was investigated according to grounded theory's procedures. The learners' perceptions of classroom learning processes were triangulated with the instructors' reflections with a three-level coding applied to the constant comparative method of analysis. Findings supported the use of t-MALL as sustaining engagement in immersive learning environments. The learner-centered and controlled approach allowed just-in time triadic scaffolding which contributed to raising active participation throughout the tasks. The implementation of t-MALL enhanced the students' perceptions of the learning environment which unleashed their willingness-to-communicate in the target language. Reaching volition further contributed to enhancing the students' motivational factors of engagement towards acquisition and self-regulated learning. The discussion imparts recommendations and best practices towards efficient scaffolding for engaged language learning in immersive and participatory environments.

The ethical dimension pertaining to protecting participants from psychological harm due to the in-depth nature of the inquiry and to the intimacy resulting from prolonged engagement is well-documented. This is laudable, but very few studies focused on guiding the researchers against chaotic emotions arising from introspectively questioning their beliefs and motivations and inspiring their judgments underlying their decisions. In our involvement with masters’ students’ thesis writing and research management training, supervision, and examination, we became aware of recurring cases of novice researchers silently disappearing from the program, eventually reappearing, continuously struggling with their thesis. Investigating this process, we identified the difficulty of becoming trustworthy researcher-instruments as the central issue leading to students disconnecting from their research. Students would disclose their anxiety of being accused of bias when defending their purposeful sampling. Therefore, we decided to equip them pre-emptively, helping them build their researchers’ expertise and confidence. Firstly, we disclosed our vulnerability from the perspective of the researchers’ awareness. Secondly, we exposed an intricate sampling case in terms of methodical considerations. Lastly, we provided a step-by-step demonstration of the initial, purposeful, and theoretical sampling selection process, illustrating the constant comparative analysis method, peer discussions and member reflections as safeguarding procedures towards trustworthiness.