The rapid growth on ICT have reshaped our live today, and nowadays' university students in Higher Learning Institutions have an immense use of mobile phones, iPads and other portable devices. Mobile learning or m-Learning focuses on the mobility of the learner while interacting with portable technologies. The use of mobile learning among university students is seen as an alternative to increase their interest and motivation on learning the academic programmes at Higher Learning Institution. The m-learners use mobile device for educational purpose at their own time convenience. An online questionnaire survey will be used to collect data for this study. The findings will reveal on the students" readiness which are basic readiness, skills readiness, psychological readiness and budget readiness at a public university in Malaysia in relation to mobile learning. The study will also explore the students" motivation towards the use of mobile technologies for learning English in the university. A discussion on the implications of the findings will also be presented. Contribution/ Originality: The paper"s primary contribution is finding that the respondents were prepared for the integration of m-learning in UTHM and were motivated to participate in m-learning for English course in the university. Thus, more studies on m-learning perception and motivation should be piloted to other universities" staff and educators in Malaysia. (Rahamat et al., 2017). Moreover, the rapid growth on ICT have reshaped our live today, and nowadays' university students have an immense use of mobile phones, iPads and other portable devices. All these smart phones and other portable devices are equipped or ready for social media applications like Facebook, Twitter, Wikipedia, YouTube, WhatsApp, Telegram, and Instagram, which are part of what is known as Social Web 2.0, best characterized by the notions of social interaction, content sharing, and collective intelligence (Alabdulkareem, 2015). Thus, the use of appropriate materials and tools in the teaching and learning is definitely helpful in making the process more meaningful (Rahamat et al., 2017).
Does it matter in whatever language a student acquires generic skills? The answer is, YES it matters a lot. The reality is that other than the content area or the hard skill, competence in generic skills AND communication in the English language among undergraduates are also of utmost importance, if they are to achieve academic excellence and more importantly secure employment upon graduation. Stakeholders including parents, sponsoring bodies, the community and especially the employers have high expectations on the university to produce graduates who not only excel in the content matter but equally important possess mastery of communication skills in English and generic skills. Unfortunately, the current scenario in Malaysia is not so encouraging. The lack of competence in English and generic skills among graduates in Malaysia have been the two major contributing factors for their unemployment (Ministry of Higher Education, Malaysia, 2015) so much so that almost half of Malaysian graduates were unemployed (The Star Online, 2013) and 400 thousand Malaysian graduates were unemployed in 2015 (Bernama, 2015 cited in The Malaysian Insider, 2015. The nation has long been asking WHY? Despite the 17 years of education from kindergarten to university level, Malaysia is still grappling with producing graduates who are not only proficient in the English language but basic generic skills like citizenship, honesty, passion, knowledge transfer, critical thinking, perseverance, IT and problem-solving. This paper reveals the findings of a study on the use of Electronic-Problem-Based Learning (ePBL) towards enhancing learning of communication and
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