This paper aimed at describing how mobile learning (mLearning) could be incorporated in formal setting exemplified through developing an mLearning implementation model for English Language skills course among undergraduates. Based on Moore's transactional distance theory and Park's Pedagogical framework for mobile learning, the study adopted a hybrid NGT-ISM technique in developing the model via experts' views. Mapping against the theories adopted, the model was further elaborated on how mLearning is implemented through language activities. The findings of the study could impact technology mediated education specifically on the implementation of mLearning as learners' performance support in formal language learning at university undergraduate level.
Academic dishonesty has become a global issue and this threatens the academic world from time to time, as listed in findings worldwide. This study aims to provide some insight into the activities of academic dishonesty among higher education students in four selected Malaysian public universities. A survey was conducted on 453 Muslim students in 2014, 365 students in 2015 and 320 students in 2016. The data analyzed using SPSS version 20 to detect validity and reliability of findings. The result shows that 47% of students had committed academic dishonesty at least once in 2014; this was prevalent in 51% of students in 2015 and 49% in 2016. Analysis also indicates that the dominant aspects of academic dishonesty include plagiarizing references while completing assignments and accessing information through digital resources. These outcomes could be used by stakeholders and academic institutions to raise the ethical awareness of plagiarism and academic dishonesty among students pursuing further studies. Nonetheless, further research and academic practices are tentatively proposed.
Purpose of the study: This study aimed at identifying the level of Arabic language speaking anxiety and its relationship to motivation among students of religious secondary schools in Malaysia.
Methodology: This quantitative study identifies the anxiety level in speaking Arabic and its relationship with motivation. A survey was done with a selected number of 500 Arabic students out of the total population throughout Malaysia. The survey was done using questionnaires that have been adapted and modified from past studies after completing its validity and reliability process.
Main Findings: The findings indicate that the level of Arabic speaking anxiety among secondary religious school students in Malaysia is moderately high and also shows that students’ anxiety in speaking Arabic does not have any significant relationship with their motivation. This finding illustrates that Arabic speaking anxiety is unrelated to student motivation in learning the Arabic Language.
Applications of this study: The study can be useful for Arabic Language teachers. Students with a high anxiety level will feel anxious and avoid taking part in learning activities that will then influence the quality of learning. Hence, speaking anxiety must be tackled separately by the Arabic Language teacher from motivation since there is no significant relationship between the two variables.
Novelty/Originality of this study: This study produced instruments to assess the level of Arabic speaking anxiety. The result of this study is consistent with previous studies, which investigated the level of anxiety in learning a foreign language and speaking anxiety must be tackled separately from motivation because it has no significant relationship with individual students’ motivation.
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