There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.

This research seeks to find out the differences between the low and high proficiency undergraduates of Islamic Science University College of Malaysia (KUIM) in terms of the motivational aspect in using Tell Me More (TMM) Language Learning Software. The respondents are 200 First Year Undergraduates from the low and high proficiency groups. A set of questionnaire - 'Instructional Material Motivation Survey' (IMMS) Instrument are administered on 200 undergraduates after they have used TMM for 8 weeks. The questionnaires are collected and analyzed using SPSS to arrive at statistical analysis. Analysis shows that there is not much disparity between the low and high proficiency learners in terms of their motivational level in using TMM software. It also illustrates that learners' proficiency level is not the only contributing factor in determining the motivational levels in the software usage. In addition, the analysis also delineates that TMM software is evaluated as moderately motivating software by the low and high proficiency undergraduates. The strengths and weaknesses in TMM pertaining to the features in the ARCS Model (Attention, Relevance, Confidence and Satisfaction) are also noted. The strengths are from the aspect of ATTENTION and RELEVANCE and the weaknesses are from the aspect of CONFIDENCE and SATISFACTION in using the software. The identified weaknesses are expected to be improved by implementing and practicing the recommendations presented in this research report.