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Online learning applications are an important medium in Arabic language education to replace face-to-face teaching and learning nowadays. Therefore, this study aims to identify the applications of students' interests in online learning and the factors that influence students' motivation in online learning for Arabic Language courses. This study used a quantitative study design using stratified random sampling. Data were collected using a questionnaire instrument and analyzed using IBM SPSS Statistics software. This questionnaire used the Likert Scale 5 measurement of Strongly Disagree, Disagree, Not Sure, Agree and Strongly Agree to identify the applications that students are interested in online learning and the factors that influence their motivation in online learning for Arabic language courses. The sample involved in the study was a total of 216 students who took Arabic language courses at Universiti Teknologi Mara Perlis. This study suggested that lecturers should use Google Meet, U-Future, WhatsApp, Telegram and Google Classroom applications in teaching Arabic. Meanwhile, the main factors that influenced the student’ motivation in online learning for Arabic language courses are the frequent use of online materials provided as well as the recorded lecture videos. Keywords: factors; students' motivation; online learning; Arabic language courses

The issue of mastery of Arabic grammar has long been discussed by researchers as well as academicians. Until now, the problem of students' Arabic grammar mastery in Malaysia has been a grievance of teachers in schools and lecturers in Institutions of Higher Learning. There are two divisions of grammatical aspects that are difficult for students which have been identified, firstly the use of al-kalimat (words) and secondly, the use of at-tarakib (sentence construction). Therefore, this paper aims to discuss the problem of Arabic grammar mastery of students in Malaysia as well as how the role of Monitor Model Theory acts as a solution to address the problem of Arabic grammar mastery based on secondary sources. It also discusses the history of the development of Arabic language, the syllabus of the Arabic language curriculum in religious secondary schools as well as the learning of Arabic grammar in the Kurikulum Standard Sekolah Menengah Syllabus and the Kemahiran Bersepadu Dini Syllabus. This paper will contribute to the knowledge of more effective teaching methods or approaches which in turn have an impact on pedagogy in the teaching of Arabic grammar to improve the students' understanding and reduce their errors in learning Arabic grammar.

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Students from B40 families do not really perform well in Malaysian education. In school, they are not motivated, and even when they get into university, some drop out or are expelled from tertiary education. The graduates from the B40 income group are among those who are in the statistics of unemployment. To overcome the problem, it is suggested that the B40 students be equipped with grit and resilience, a construct in educational and psychological field. It is important for university graduates to have a high level of grit in themselves so that they will be more motivated and sustainable in pursuing their academic success and later not easily give up during job hunting. The Ministry of Higher Education has also outlined resilience (grit) as one of the nine Malaysian future-proof skill sets that need to be learned and practiced by Malaysian graduates to face the Fourth Industrial Revolution (4IR). By using a desk-based research approach, this paper aimed to discuss the importance of grit and resilience in education and how the two traits can be applied in Malaysian Education. Grit and resilience can be enhanced among B40 students through self-regulated learning and concerted efforts by parents, schools and the government.

This is a conceptual paper on the use of vlog in the context of teaching and learning during Covid 19 in Malaysia. Many industries ranging from tourism, aviation, fishery and food manufacturing are affected by the Covid 19 pandemic. Not excluding is the education sector which is also badly hit by this pandemic. People were panicked at first. However, now people are in the process of adapting and adopting to the new norm which requires them to follow some preventive measures to prevent virus contraction. Education sector is one of the sectors that is badly affected by this pandemic. Educationists and academicians are trying their best to impart knowledge to learners despite having challenges. One of the ways to ensure learning takes place through the online distance learning (ODL) is by using vlog. Vlogging has many benefits as learners can access it anywhere any time. Learning and teaching will be easier as learners can control their own learning environment. Vlogs can also improve learners’ engagement and boost motivation. Learners are able to use their skills to share their work with others through vlogging. Images used in vlogs also help learners to engage more in their learning. Despite many advantages of using vlog in online teaching and learning, there are some disadvantages of it such as learners’ learning progress is difficult to be monitored, internet connection problem and it does not allow immediate and sufficient feedback.