Language proficiency is one prominent factor that could affect the use of language learning strategies (LLSs)

The COVID-19 pandemic has caused a widespread shift toward online Mandarin language teaching and learning. In this new educational landscape, ensuring consistent engagement from learners is crucial, particularly for indigenous (Orang Asli) students who lack the necessary equipment. To enhance online education, we must study forms of engagement, especially for indigenous (Orang Asli) students, and identify their preferred mode of engagement. The purpose of this study is to assess the level of participation among indigenous (Orang Asli) students in online learning. To collect quantitative data, a set of 24 questionnaire items adapted from Martin & Bollinger (2018) was administered to indigenous (Orang Asli) students residing in a welfare home in the Klang Valley. Additionally, a semistructured interview was employed to investigate potential factors that could impact the online participation of indigenous students. The study revealed that collaborative efforts with peers in the same group were the most well-received learner-to-learner interactions, whereas a supportive classroom community positively impacted student engagement. The study's results have significant implications for educators, particularly when teaching the Mandarin language to indigenous (Orang Asli) students. Simultaneously, the findings carry substantial consequences for indigenous (Orang Asli) learners who hope to increase their engagement in online education.

This study aims to determine and compare the types of Vocabulary Learning Strategies (VLS) use by Malay students with high (HPML) and low proficiency (LPML) in Mandarin as a foreign language (MFL) in the Malaysia tertiary education context. This research was conducted base on a quantitative approach and it involved 330 respondents. Results from the analysis of collated quantitative data showed that the HPML used VLS at high frequency level, whereas the LPML used them at medium frequency level. Besides, the findings also revealed that the HPML students tend to use “recall the meaning of Mandarin words” strategy; whereas those from the LPML frequently used strategy such as “saying new Mandarin words repetitively”. The findings show that students from both the HPML and LPML groups rarely use “flash cards to learn new Mandarin words”. The findings of the study were also used to outline pedagogical, theoretical and methodological implications.