The study attempts to map the linguistic landscape of Sentul, the new urban area of Kuala Lumpur. It aims to examine the preferred language of shop signs in the area. Data were collected primarily from visible shop signs and categorized through a sign coding scheme based on Sunwani’s (2005) model. The analysis indicates that the area preferred a mixture of English, BM, and Chinese for the shop signs. The findings show diverse factors govern the choice of language use on the shop signs attributed to identity, nature of business owners, and shop location.   Keywords: Linguistic Landscape; Shop sign; Multilingual; Language Learning.    eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.   DOI: https://doi.org/10.21834/ebpj.v5iSI2.2333

The Covid-19 pandemic has forced higher education institutions to use online distance learning (ODL) approach for teaching and learning activities. ODL is challenging for many students and instructors, but it can be even more challenging to students with special needs. Nevertheless, their predicaments have been rarely documented. Thus, this study investigates the challenges experienced by students with special needs studying through ODL at higher education institutions in Malaysia. A set of questionnaires were distributed to 113 students with special needs at several higher education institutions in Malaysia and the data were analyzed using descriptive and inferential statistics. Results show that ODL modes of delivery were exclusionary in nature and lacked suitable facilities catering for students with special needs. Majority of the students faced difficulties in comprehending the lesson; and getting adequate academic support from their instructors and parents. Their issues with ODL were compounded by inconducive home environment; and their parents' and instructors' lack of knowledge and skills in technology to assist them in their studies. This study makes a significant contribution to the academic literature and provides a new direction for supportive and quality ODL education for students with special needs.

This study applied a “moves analysis” approach to examine job application letters written by 25 Malaysian graduates obtained from an outsourcing organisation in Kuala Lumpur, Malaysia. The letters were analysed as to whether they adhered to the seven aspects of the “moves structure” used to analyse job applications (i.e. establishing credentials, introducing candidate, detailing advantages, enclosing relevant documents, ending appropriately, offering incentives, and using pressure tactics). Additionally, interviews were held with five human resource managers from five different organisations. From the interviews, the managers emphasised that it was important that job application letters should contain at least five of the seven moves from the framework. The findings obtained revealed that Malaysian graduates employed five out of the seven strategies from the moves structure and had covered the basic format of the job application letter. Most applicants omitted Move 5 (using pressure tactics), but the findings suggest that this variation did not hinder the communicative purpose of the letters.