This study examined the use of WhatsApp mobile application as a tutorial platform for Arabic language lifelong learning (A3L) at the Universiti Sains Islam Malaysia (USIM). An exploratory research design was adopted and the purposive sampling technique was used in selecting participants for the study. Specifically, the study comprises 40 USIM A3L learners. The WhatsApp mobile application was used as a tutorial delivery tool for the learners. Two research questions were raised and analyzed qualitatively. The result of the analysis indicated that WhatsApp mobile application could be used as tutorial delivery tool for A3L following the prescribed steps and procedures. Twelve Arabic lessons were learned which include contents for learners, quizzes, feedbacks and learner supports. Based on the findings, it was recommended that researchers need to extensively respond to the growing need of a body of research in this area, especially building models and strategies that work for the use of social media for the improvement of A3L delivery. Additionally, the A3L facilitators should be equipped with the skills of using mobile technologies, particularly the social media for A3L enhancement.

Digital gameplay is becoming increasingly prevalent. Its participant-players number in the millions and its revenues are in billions of dollars. As they grow in popularity, digital games are also growing in complexity, depth and sophistication. This paper presents reasons why games and gameplay matter to the future of education. Drawing upon these works, the potential for instruction in digital games is recognized. Previous works in the area were also analyzed with respect to their theoretical findings. Hence, the authors in this study propose some existing Arabic language learning games intended for education of children. The analysis result shows that the majority of Arabic language learning games are limited to alphabet content. The overall presentation lacks of quality in terms of graphics, animations, colors and voice-over.

Students in the 21st century want to be taught lessons that are closely related to current real-life situations (Manuel et al., 2018) and have technology integrated as a learning tool (Prensky, 2001). Unfortunately, most of the present listening lessons do not cater to the needs of 21st century learners and are considered traditional as the lessons utilise less updated technology and audio only methods in teaching listening skills. In today’s world, where students’ lives and the internet cannot be separated, listening lessons using the students’ mobile phones as well as audio and moving visual images (video media) is made possible. When using mobile phones and video media approaches, students not only have unlimited access to authentic videos online, but also have the freedom and flexibility to pause, stop or replay the video according to their needs. Therefore, through the incorporation of Augmented Reality (AR) and mobile applications, a model of listening practices namely MyEVO is developed. This innovation is aimed to modernise the existing traditional method in the teaching and learning of listening skills into an on-the-go practice. Keywords: augmented reality (AR), listening practices, mobile applications, selfdirected module, video media.

This study reports the developmental steps prior to the development of learning spaces in Universiti Sains Islam Malaysia (USIM). Space issues in higher education were usually considered either as part of space planning (which is aimed at providing adequate space for defined uses and maximizing their use once provided) or as part of campus planning and construction design. The findings report the level of design effectiveness of the learning spaces in USIM. The recommendation from learning space users will be taken into consideration in improving the design of the next learning spaces in USIM.

Introduction- Gamification, or widely defined as the integration of game elements in a non-gaming context has widely being accepted as an engaging experience induced with fun elements. In education context, the term “game-based learning” is highly being discussed among researchers. Despite of the prevalence of game-based learning among academicians, the implementation of games in teaching and learning remained low particularly in the context of second language (L2) learning. Purpose – Scrutinizing into this context, writing skills are found to be the least researched area among scholars in regards to game-based learning approach. From the aforementioned situation, 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Methodology – A survey has been conducted to 32 participants to analyse their views on the use of games in writing classroom. Main data were analysed quantitatively and supported by focus-group discussion with selected participants. Findings – Findings from the study revealed that these students responded positively to the use of games in writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. Significance – These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.

Implementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly in ESL classrooms. In regard to the aforementioned situation, the current study aims to discover the implementation of game-based learning in the context of language learning. Research related to writing skills found to be limited in nature; therefore, the current study has discovered a need to further investigate the implementation of game-based learning in writing classrooms. In this study, a total of 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Data were analyzed quantitatively using Statistical Package for Social Sciences (SPSS) by evaluating the mean value of the findings. The analysis from the data obtained showed that these students responded positively to the use of games in the writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.

Massive open online course (MOOC) is an online learning tool, especially for distance learning. It has attracted a great deal of attention by higher education institution around the globe. It also gave rise to academic discussion on MOOC impact, design and research. However, researches on MOOC’s impact on language learning are still lacking. Therefore, this study aims to assess the research trend in MOOC for language learning around the globe by using the Systematic Literature Review approach from three databases within periods 2013 until 2018. Ten full assessed articles have been selected from ScienceDirect, ERIC and Research gate. The major findings show that the English language has dominated in language learning using MOOC. It is also revealed that MOOC has the potential to enhance language learning among students in other languages.