Over the past decades, much of the discussion regarding grammar teaching has evolved around the identification of the best language teaching approach to facilitate effective learning of English language among second language (L2) learners. Despite the various approaches introduced and implemented in the realm of L2 teaching, the language performances of these learners are still ‘off-target’ as they are still found not able to use the correct language expressions to serve their communicative needs. Investigation of the use of concepts in the learning and teaching of grammar may provide an alternative solution in enhancing learners’ L2 grammar competence. Known as Concept Based Instruction (CBI) this pedagogical approach that is predicated on Vygotskian thought, centres on promoting the quality of the grammar rules in helping learners to understand and use the grammar concepts to achieve their communicative needs. This article focuses on the principles found in CBI with the aim of exploring CBI’s potential and hence facilitate in-depth understanding of not only the structural forms but also the semantic meaning of the target language among L2 learners.

This article promotes the use of Moodle as a suitable platform to support the postgraduate open and distance learning (ODL) courses offered by Universiti Sains Islam Malaysia (USIM). Many USIM postgraduate students who take obligatory courses (e.g., research methodology and data analysis) are taught at different venues to facilitate students' access to high education and enhance quality of lifelong learning. Managing this complex teaching network has called for the adaptation of Moodle platform. This approach meets two relevant requirements, (a) to ensure consistency, compliance, and quality of teaching, (b) to reduce educational costs, which largely depend on the number of peripheral venues for teaching activities. This article analyses the functionalities of Moodle platform and its use among USIM postgraduate students. The data was collected based on content analysis, one non-structured interview with the responsible of the Moodle from USIM and a questionnaire applied to 18 students. The results show that despite Moodle has a great potential, mainly used as a repository of materials. Moreover, students recognize the importance of the use of other functionalities of this platform in order to promote the success of the teaching and learning process.

This article describes the use of Moodle as a suitable platform to support the postgraduate open and distance learning (ODL) courses offered by Universiti Sains Islam Malaysia (USIM). Many USIM postgraduate students who take obligatory courses (e.g., research methodology and data analysis) are taught at different venues to facilitate students� access to higher education and enhance quality of lifelong learning. Managing this complex teaching network has called for the adaptation of Moodle platform. This approach meets two relevant requirements, (a) to ensure consistency, compliance, and quality of teaching, (b) to reduce educational costs, which largely depend on the number of peripheral venues for teaching activities. This article analyses the functionalities of the Moodle platform and its use among USIM postgraduate students and academics. The data was collected based on content analysis via questionnaire applied to 18 USIM ODL postgraduate students and 4 lecturers. The results show that despite having great potential, Moodle is mainly used as a repository for materials. Moreover, lecturers recognize the importance of the use of other functionalities of this platform in order to promote the success of the teaching and learning process. � ACPIL.

This study describes the development process of an augmented reality (AR) enhanced flashcards for non-native students of Universiti Sains Islam Malaysia (USIM) students to enhance their knowledge and memorization of basic Arabic Vocabulary. An application namely Aurasma was used in the development process. This study was conducted with 20 elementary-level students in USIM by observing their response and their understanding in using the AR enhanced flashcards for Arabic vocabulary acquisition. Findings indicated that AR enhanced flashcards help in scaffolding the knowledge of students regarding the Arabic vocabulary acquisition. Furthermore, from the data collected through the questionnaires, the researchers found that the process of learning is being much easier with the help of the AR enhanced flashcards. The augmented reality considered as one of the platform that can be used to help the students in memorizing certain information and maintained their knowledge of Arabic vocabulary. In addition, students created novel sentences using the target vocabulary words more than half of the time. � 2016 IEEE.

Purpose -This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2). Methodology -The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English. The protocols of learners' verbalisation during a Concept-Based Instruction (CBI) language task were analysed to explore how learners used metalanguage to mediate, facilitate and regulate their L2 learning. A microgenetic analysis was conducted to examine how metalanguage was used as a mediating tool by the learners in the actual L2 learning process. It involved an investigation of the language learning instances that occurred in their natural context. Analysis of the protocols was performed using 'Languaging Units' that were based on the 'Languaging Types Framework' proposed by Swain et al. (2009). Additionally, descriptive statistics were employed to measure the frequency of the languaging units produced by learners in facilitating their L2 development. Findings -Results revealed that through the Languaging Units identified, learners used the linguistic tool as a problem-solving tool to explore form-meaning relationships of the target concepts learnt. Findings corroborated the significant role of language, viewed from Vygotskian thought, in relation to mediating learners' cognitive processes. The function of language in this context was twofold, first as a communicative tool, and second as a psychological tool to support learners' cognitive and linguistic development in their L2 learning. Significance -This study is significant to L2 researchers and practitioners as it provides insights into how learners make use of their L2 knowledge to optimally support their cognitive processes in gaining understanding of the target language. This, in fact, has long been a neglected issue in the field of L2 learning, as discussion on metalanguage or a learner's metalinguistic knowledge is more often associated with presenting a learner with the explicit input of grammar rules in promoting his/her L2 proficiency.