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The reasons why people study foreign languages vary tremendously. Some are intrinsically, while others depended on extrinsic reward to begin their study. Past studies have shown that foreign language learners have display different types of fear throughout the learning process. Nevertheless, sometimes, the negative factors that cause their fear can sometimes be overcome by the positive factors that made them stayed on to the classes. This study is done to investigate the balance between the negative and positive factors that learners faced throughout their learning of foreign languages. 199 respondents who signed up for different types of foreign language courses in a public university in Malaysia. They responded to a survey with 49 items using 5 Likert scales. Findings revealed that the negative factors that hinder their learning are often offset by their positive factors and that made them stayed on. Findings feared most "negative evaluation" and "test". However, findings also showed their intrinsic positive motivation made them stay on.Contribution/ Originality: This study aims to understand the balance that learners fear of learning foreign languages can be balanced off by their positive motives. Instructors of foreign languages can use this understanding to focus more on the positive factors to help retain learners' interest.

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Role-playing is an effective technique in teaching and learning a third language. This technique can not only help achieve learning objectives but also increase interest among students. At the same time, the role play can be used as one of the evaluation instruments. A case study of 253 students taking Japanese as a third language course was conducted. A set of survey questions consisting of three (3) sections is given to students to (i) assess students' readiness to undergo role-playing tests as an assessment instrument in Japanese language teaching, (ii) evaluate the effectiveness of items tested in role-playing and (iii ) provide an opportunity for students to provide suggestions for improvement on the assessment instruments conducted. The results of the study found that most students agreed that role playing (i) is able to test students' language skills, (ii) improve speaking skills, (iii) increase confidence to write in Japanese, (iv) enable better interaction in Japanese, (v) enhance cooperation among group members during the preparation of the script, and (vi) is suitable as a research instrument. The results also found that in preparing the role play script (i) students are given enough time to prepare the script and practice, (ii) vocabulary given is sufficient to help students prepare the role play script, (iii) lecturers provide guidance in preparing the play script roles, (iv) the syllabus helps to prepare the script according to the theme and (v) the use of the application helps in the preparation of the acting script. Through the survey conducted, students also provided some suggestions for improvement to this assessment instrument.

The pandemic has changed not only the mode of learning of language for learners, it has also changed the way people view language learning. One good thing that comes out from the pandemic is that people are forced to accommodate online communication. As a result, many have proven that language learning can be done successfully online. This study is done to investigate the perception of learners on their language instructors' teaching the Japanese language via online. This study is rooted from two main theories -social learning theory and online engagement-to explain the sense of engagement learners perceive. The instrument used is a survey with 24 items and 5 Likert-scale. 433 students responded to the survey. Findings revealed that learners needed positive stimulus to give positive response in learning behaviour. Learners also learnt form modelling their instructors. Finally, they also learn well in an environment where there are supportive peers to help them cope with online engagements. Findings bear interesting implications towards the learning and teaching of language via online. Contribution/ Originality:This study contributes to the existing literature of online activities for the teaching and learning of Japanese. The pandemic has accelerated the need to have all learning online-even in the learning of languages. Online learning is made even more successful with the inclusion of engagement among learners.