Arabic-English code-mixing is well known as Arabizi. Arabizi is a language phenomenon distinguished among young Arab in particular nowadays. This research is to identify the level of Arabizi consumption among Arab students. The results should assist language experts and Arab governments to ascertain the extent of Arabizi in threatening the Arabic. A total of 1454 students participated in the study and selected randomly from 16 public schools in Saudi Arabia. The study utilized a questionnaire and focused on two different types of Arabizi, spoken and written. Spoken Arabizi measured based on 50 selected Arabizi words using Cronbach's Alpha scale, while written Arabizi measured based on 14 distinguished Arabizi alphabets using percentage statistics. Findings have shown the level of spoken Arabizi consumption is low and written Arabizi is moderate. The study concludes even the Arabizi has experienced great expansion that it is still in the early age. Experts should, however, carefully confront Arabizi and start a renaissance of Arabic opposing Arabizi starting today, considering its potentially harmful impact in future.

This study investigates the impact of using smartphones to develop Arabic speaking skills among Arabic non-native speakers through a language game. The experiment was conducted by introducing the independent variable (language game on smartphone) on the study sample of 15 University of Sydney students learning Arabic at the beginner level. The experiment was conducted throughout semester 2/2015. Students spent 24 hours of self-study using the language game via smartphones. They were subjected to a pre- and a post-oral test to measure the impact on the speaking skill development in four major aspects namely confidence level, pronunciation, grammar and understanding. The data were analysed quantitatively using T-test and findings showed significant statistical differences On the whole, this study shows that using language games on smartphones has a positive effect on the speaking skill development of the students.

Mobile learning is the most popular platform of learning and education nowadays. One of these strategic projects is "Kelas Maya" (virtual-class system) in Terengganu state in Malaysia. Six primary schools there are presently using the module. This case study chose Sekolah Kebangsaan Paya Bunga from schools in Terengganu for this case study. The objectives of this study are to verify students' attitude about e-learning and the real impact of virtual classroom system at the level of students' academic achievement as well as to determine the change achieved by this system on the habits of school students. Eighty students studied in SK Paya Bonga (thirty-one boys and forty nine girls) via the Kelas Maya system. After collecting information about student academic achievement and attendance to school and discipline in general, the researcher made a comparison between student's achievement before and after using the virtual class. The comparison shows an increase in student academic achievement and also student attendance to the school and their general discipline, which is related to the school ranking on the state level and country level. According to the findings, the researcher recommends that the government continue to apply this system for this level of student, because of the many benefits academic and behavioural.

The aim of this research is to explore the practice of giving guidance in the context of teacher efficacy in teaching of grammar in Integrated Dini Curriculum (IDC) in religious schools. This is a qualitative research using interviews, observations and document analyses. This study involves seven research participants whom are five male teachers and two female teachers in Kedah. The themes were established using software-aided analysis of Atlas 8. Teacher guidance can be categorized into two aspects, which are guidance during and guidance after the teaching of grammar. The subtheme of guidance during teaching is spontaneous guidance. As for the subthemes for guidance after teaching are grammar clinics or workshops, tuitions and discussions on social media. Teachers’ willingness to spend time shows they have efficacy (confidence) and high capability in educating and guiding students to understand the teaching of grammar. Keyword: Teacher efficacy, grammar teaching, government supported religious schools

PERMATA Insan College is a gifted and talented education institution in Islamic Science University of Malaysia. It places the importance of English and Arabic across its curriculum as the main medium of instruction. In the effort to enhance students' language performance, the college implements language teaching and learning with the aid of tablet. This study aims to find out of the effectiveness of language learning among the gifted and talented students of PERMATA Insan College who use smart devices and tablets as the main tool in the classroom. Interviews were conducted among six students with highest and lowest academic achievement in both English and Arabic language. Students' responses were later analysed by identifying commonalities and differences among students, and then these responses were coded and identified by its main themes. Results showed that there were differences between students' perspectives on the use of mobile learning devices to learn English and Arabic in three main themes. The first group believed that mobile learning was an excellent strategy and the best way to learn both languages. Meanwhile, the second group believed that mobile learning was good but still required face to face learning with the language teachers. Finally, the third group believed that mobile learning was not suitable for learning languages as they prefer the traditional language classroom with daily face to face practice.