E-Proceeding International Language and Education Innovation Competition 2024

Today's youth demonstrate a reduced enthusiasm and knowledge about plants compared to previous generations. This trend is largely influenced by the rise of technology and the pervasive use of mobile devices, contributing to a growing disconnect from nature. This lack of engagement can diminish young people's interest in plants, preventing the younger generation from appreciating the diversity of the natural world and strengthening our connection to it. Moreover, understanding plant species fosters a sense of stewardship toward the environment, encouraging individuals to engage more meaningfully with their surroundings. To address this issue, ARFlora, an innovative Augmented Reality (AR) application, has been developed to combat plant blindness and enhance botanical literacy, particularly among students. Utilising Agile Methodology and advanced technologies such as Unity and Vuforia Engine, ARFlora offers a user-friendly platform for plant identification through image recognition. A questionnaire was administered to 40 young adults at Sultan Idris Education University (UPSI), to evaluate the application's effectiveness in improving plant recognition skills. The findings reveal a significant positive correlation between the use of ARFlora and enhanced plant recognition abilities, underscoring its potential to bridge gaps in plant awareness. Data analysis using the Likert scale and SPSS software, confirms ARFlora's effectiveness in fostering botanical awareness and addressing plant blindness. Overall, this study positions ARFlora as a significant advancement in utilising AR technology to promote plant literacy and environmental education, ultimately encouraging deeper engagement with the natural world.

This innovative pedagogical approach, implemented in Cross-Cultural Counseling (ABA3193) course, has integrated gardening activities into the curriculum to foster holistic student wellness. By engaging students in the gardening process, the course aimed to explore the diverse traditional/ indigenous healing approaches and enhance cross-cultural understanding. It aligns with the Sustainable Development Goals; promoting good health and wellbeing (SDG3) and zero hunger and food security (SDG2). The students actively participated in planning, planting, observing, and reflecting on their gardening experiences. Through this experiential and hands-on engagement, they develop knowledge, skills, and appreciation for nature-based traditional healing therapies and their potential application in counseling practice. The gardening activities contributed to the physical, social, spiritual, and mental well-being of students. It promoted a sense of community and environmental stewardship. Beyond individual benefits, the gardening activities also contributed to the broader community - beautifying the faculty grounds, creating a healing space, as well as promising a green and pleasant learning environment. In terms of its novelty, the approach opens the eyes of the digital generation to the importance and benefits of gardening. It offers a new holistic approach of teaching and learning in counseling courses combining science (horticulture), humanities (counseling psychology), and religion. The positive outcomes of this initiative include increased student well-being and achievement of the course learning objectives (CLOs), demonstrating the effectiveness of integrating gardening into counselor education. This innovative approach has the potential to be replicated and adapted in other educational contexts, offering a valuable contribution to the field of counseling, and promoting holistic student development.

Technology is one of the common trends in tertiary education in this transformative era. Students gradually losing interest in classes physically and virtually. Most of the students attend classes to graduate on time. The concentration of students is sought after in foreign language classes and it was found that without students’ focus, the class learning atmosphere is influenced as well. Therefore, this restructuring aims to study Universiti Sains Malaysia students’ learning progress and motivation in Spanish language class with the implementation of technology. In this product, two different applications are selected and being applied in Spanish language class although there are many applications in this era such as Facebook, Instagram, TikTok, Twitter, Reddit, etc. In this restructuring, the applications that being used are Canva and Instagram. The result has shown that students are more engaged in learning if applications are used. In conclusion, it is advisable to use applications in a class during the lessons in order to maintain students' attention, with the advances of technology

The study of forensic science is typically taught at university level, and often presented with complex and technical content. Younger students who are increasingly drawn to the field meanwhile, may struggle to fully comprehend its concepts. Additionally, while many educational resources focus solely on forensic science, there is limited discussion on integrating modern perspectives and interdisciplinary knowledge for better understand. Therefore, this project aims to develop a comprehensive website hub called 'i-Forensic for Halfwit.' This platform will showcase educational infographic e-posters that explore the integration of forensic science with other fields, promoting a deeper understanding of this discipline.

This study examines the effectiveness of the Transformational Leadership Model Canvas (TLMC) as a tool for fostering student employment skills through classroom applications. The TLMC integrates transformational leadership principles with practical problem-solving techniques to enhance key competencies such as teamwork, decision-making, and lifelong learning. Quantitative data was collected to assess students' understanding of TLMC, their skills in applying it in simulated environments, and their perceptions of its effectiveness. Findings indicate that students demonstrated a strong understanding of the TLMC framework, with particular emphasis on its use in group problem-solving (mean score 4.62) and its alignment with Brunei’s national values (mean score 4.58). However, there was a noted need for further development in understanding the specific roles of each block within the model (mean score 4.09). In terms of application skills, students showed moderate confidence, particularly in collaborative problem-solving (mean score 4.23), though there was room for improvement in designing effective problem scenarios (mean score 3.70). Overall, students perceived the TLMC as an effective tool for developing essential leadership skills, especially in enhancing teamwork (mean score 4.35) and fostering lifelong learning (mean score 4.29). However, areas such as time management (mean score 3.76) were identified as needing further attention. The study concludes that the TLMC can significantly contribute to the development of students' employment skills by providing a structured, interactive approach to learning leadership. Recommendations include enhancing customization for different contexts, incorporating technology, and providing mentorship opportunities to further improve the model’s effectiveness and accessibility. These improvements would ensure the TLMC remains a relevant and powerful tool for cultivating transformational leadership skills in a diverse range of educational and organizational settings.

Inclusive education aims to provide equal learning opportunities for all students, regardless of their diverse needs and abilities. Despite its importance, there is a lack of inclusive education practices in Malaysian schools that effectively address these needs. This study focuses on designing and implementing a Universal Design for Learning (UDL) framework to promote inclusive education, thereby enhancing student engagement and learning outcomes. The research addresses the need for scalable and practical solutions to implement inclusive education practices in Malaysian schools. The UDL framework is proposed as a comprehensive approach to achieve this goal. Previous studies highlight the effectiveness of UDL in fostering inclusive education by offering flexible learning environments. However, there is limited research on its implementation and impact in the Malaysian context. This study employs a mixed-methods approach, combining qualitative and quantitative data collection. The UDL framework will be implemented in selected primary, secondary, and higher education institutions. Data on student engagement and learning outcomes will be gathered through surveys, interviews, and classroom observations. Preliminary results indicate that the UDL framework significantly enhances student engagement and learning outcomes across various educational levels. Teachers report improved classroom dynamics and increased participation from students with diverse learning needs. However, challenges such as resource constraints and the need for teacher training were also identified. The study concludes that the UDL framework is a viable solution for promoting inclusive education in Malaysian schools. While the benefits are evident, addressing the identified challenges is crucial for the successful and widespread adoption of UDL. This research contributes to the growing body of knowledge on inclusive education and provides a foundation for further studies and policy development.

Bahasa Arab sering dianggap sukar dan menyebabkan pelajar kurang berminat untuk mempelajarinya. Tujuan projek ini diadakan adalah untuk memudahkan pembelajaran Bahasa Arab dengan menggunakan kaedah yang menyeronokkan dan mudah. Metodologi projek adalah mengadakan program sehari yang melibatkan semua pelajar dengan fasilitator-fasilitator. Pelajar, iaitu peserta program ini dibahagikan kepada 10 kumpulan. Sebelum program berlangsung, peserta perlu menyediakan nama kumpulan, bendera kumpulan, dan lain-lain. Semasa hari program, kesemua kumpulan tersebut akan bergerak ke 10 checkpoint atau stesen yang ditetapkan mengikut giliran. Fasilitator di setiap stesen mengajar topik yang ditetapkan dengan menggunakan pelbagai kaedah seperti nyanyian dan permainan sebagai latihan kefahaman. Selepas program, pelajar didapati lebih berminat dan memahami Bahasa Arab. Penguasaan Bahasa Arab dalam kalangan peserta juga lebih baik dengan keputusan peperiksaan yang baik.

Dalam era teknologi masa kini, terdapat keperluan untuk mengikuti arus kemodenan, kecekapan, kepintaran, serta kemahiran yang boleh diadaptasi dalam kehidupan seharian, sama ada dalam pekerjaan mahupun dalam pengurusan kehidupan harian kita, khususnya dalam bidang pendidikan. Dengan adanya teknologi komputeran dan teknologi pendidikan yang inovatif, ia akan mendorong kepada sistem pendidikan yang lebih dinamik, pantas, dan efisien. Salah satu teknologi IT yang sangat diperlukan pada masa ini adalah Augmented Reality (AR), iaitu teknologi yang menggabungkan objek maya dengan dunia nyata dalam persekitaran pengguna untuk tujuan interaksi secara nyata.Oleh itu, sebagai penyelidik, kajian ini bertujuan untuk membangunkan teori prototaip AR dalam surah-surah pendek dari juz 30 al-Quran. Objektif kajian ini adalah untuk menilai potensi AR dalam pendidikan agama di Negara Brunei Darussalam serta meningkatkan kualiti pendidikan yang disampaikan kepada pelajar tempatan, sejajar dengan Wawasan Brunei 2035. Metodologi kajian ini melibatkan pendekatan kualitatif, survei, serta rujukan bahan-bahan buku di perpustakaan dan laman web. Kajian ini juga bertujuan memenuhi keperluan pelajar tempatan dalam menghayati ayat-ayat al-Quran. Hasil daripada kajian ini, penyelidik berhasrat untuk menghasilkan satu prototaip aplikasi AR bagi surah-surah pendek dalam al-Quran (Juz 30), dengan surah al-Fil sebagai bahan kajian pertama. Kajian ini akan melibatkan pelajar di peringkat rendah dan agama, menengah serta Institut Pengajian Tinggi yang bukan dari bidang bahasa Arab. Dengan usaha ini, diharapkan ia menjadi satu lonjakan positif dalam merealisasikan penggunaan IT sebagai salah satu alternatif pendidikan yang wajar diaplikasikan dalam pelbagai disiplin ilmu tanpa batasan.

Artificial Intelligence technology is now growing rapidly and has become the main driver in promoting many new models of digital innovations, especially in the education field. The injection of AI in education applications grows its popularity and might be effective as a supportive tool in teaching and learning including for early education. AI potentially acts as a form of engagement between mobile applications and the development of cognitive skills among children in the classroom. Therefore, this research proposes an application named LEARNERLY that is tailored based on Malaysia’s standard curriculum for primary school. LEARNERLY encourages active learning and offers opportunities for parent-child interaction with the advent of Artificial Intelligence deep learning and object detection. The Prototyping Model has been employed as the methodology of system development. Dart and JAVA are being used to develop the system and the custom dataset and model that has been trained using Google Colab and TensorFlow are being implemented in the application. Findings from the test conducted depict that the majority of respondents, which are 93% agree that LEARNERLY has the potential to promote active learning in class due to its achievement. LEARNERLY is also able to work accordingly with the integration of Flutter and Google Colab, to detect objects in their surroundings hence promoting hands-on exploration among children.

I'rab al-Qur'an merujuk kepada kajian dan analisis tatabahasa atau sintaksis bahasa Arab yang digunakan dalam al-Qur'an. Tafsiran al-Qur'an ke dalam bahasa Melayu pula merujuk kepada tafsiran versi Negara Brunei Darussalam yang disusun bagi membantu masyarakat Brunei memahami al-Qur'an dengan lebih mendalam dan selaras dengan konteks kehidupan di negara tersebut. Seiring dengan kemajuan teknologi yang semakin canggih, penggunaannya, khususnya dalam bidang pendidikan, menjadi semakin penting. Antaranya ialah mempelajari setiap perubahan bentuk kata dalam al-Qur'an melalui aplikasi digital. Objektif utama penghasilan aplikasi khas untuk I’rab al-Quran adalah untuk menyediakan persekitaran pembelajaran yang menyeluruh dan dinamik. Aplikasi ini membolehkan pelajar, tenaga pengajar, dan pencinta al-Qur'an memperoleh pemahaman yang mendalam dan berkesan mengenai I’rab. Aplikasi ini direka untuk memudahkan akses kepada penjelasan I’rab yang komprehensif melalui teknologi digital, yang membolehkan pengguna mempelajari dan memahami struktur bahasa Arab dalam al-Qur'an mengikut jadual peribadi mereka. Semoga dengan terbinanya prototaip I’rab Al-Qur’an ini akan dapat memperbaiki ketepatan bacaan al-Qur'an dengan menyediakan panduan I’rab yang tepat.

Produk inovasi Kit +Press Math merupakan sesuatu kaedah pengajaran baharu yang dapat membantu kanak-kanak berkaitan masalah penyelesaian soalan tentang operasi tambah dalam matapelajaran matematik awal. Antara masalah tersebut adalah kanak-kanak tidak dapat menggunakan kaedah yang kebiasaannya digunakan iaitu bentuk lazim dan menggunakan jari serta mengingat di dalam otak berkenaan nombor yang perlu ditambah terutamanya pada nombor yang lebih besar seperti puluh dan ratus. Malah kebanyakan daripada kanak-kanak mengambil masa yang lama untuk menyelesaikan satu soalan operasi tambah. Hal ini secara tidak langsung membawa kepada tujuan utama kit ini dihasilkan iaitu mengenal pasti keberkesanan produk inovasi Kit +Press Math ini terhadap operasi tambah dalam matapelajaran matematik awal. Selain itu, pelaksanaan Kit +Press Math bersama kanak-kanak juga adalah bagi mengenal pasti minat mereka semasa menyelesaikan soalan operasi tambah bagi matematik awal. Produk inovasi tidak hanya memberi tumpuan terhadap kanak-kanak, malah ianya juga dapat membantu para guru dan ibu bapa dalam mengajar kanak-kanak tentang operasi tambah dengan lebih menyeronokkan bersama kanak-kanak. Maka, produk inovasi Kit +Press Math ini diharapkan dapat diperkenalkan dengan lebih meluas dalam membantu kanak-kanak agar tahap penguasaan mereka terhadap operasi tambah matematik awal dapat ditingkatkan dengan lebih cemerlang seiring dengan peringkat umur mereka.

Understanding the law of bookkeeping is the hardest part for many non-accounting students. Students’ focus levels tend to fall when learning accounting topics, necessitating a more engaging and interactive learning experience. "PANTAS AKAUN", a fast-paced and engaging card game, is designed to educate students on bookkeeping rules in preparing financial statements. The concept is inspired by the traditional ‘Snap Card’ game played by children in the 1980s and 1990s. The game is structured around core accounting concepts, including understanding debit and credit, and the five main accounts namely Assets, Liabilities, Equity, Revenue, and Expenses. By integrating this accounting concept into gameplay, the "PANTAS AKAUN" build a positive lasting memory, promotes collaborative learning and helps students stay focused. The games can be played by two or more players representing groups. “PANTAS AKAUN” centres on matching pairs between debit and credit. In the game, players are given a pile of debit and credit cards representing the 5’s accounts. For every cycle, a business transaction is given, players take turns flipping the cards and the first to snap on a matching pair wins the card. The players then need to record the transactions in an Excel spreadsheet provided. The cycles continue and the player with the highest number of cards wins the game. As they navigate through various scenarios, players learn to accurately record transactions by debiting and crediting the appropriate accounts. This game has the potential to significantly enhance educational outcomes in accounting subjects for non-accounting students.

Communicative Language Teaching (CLT) plays an important role in enabling learners to communicate in real-life situations. Delivering this among primary school students is however deemed ineffective without direct interaction between them and the instructors. In conjunction with UTeM Winter School 2024 (UWINS 2024), UTeM has organized an educational CSR program “Hello Talk!” for 33 participants from Sekolah Kebangsaan Tanjong Tohor, which is categorized as a low enrollment school. Participants were divided into 7 groups while each group was being facilitated by 2 to 3 international participants of UWINS 2024 from Malaysia, Indonesia and Brunei. These facilitators were earlier being trained by lecturers from the Centre for Language Learning, UTeM to execute all the training modules that include Charades, Train the Brain and Pronounce It Perfectly. At the end of the program, feedback was collected among the 33 participants as well as 6 school teachers as observers on all activities conducted for each module. Of all the respondents, 94 % agree that the program is relevant to them, 97% agree that they did have knowledge in English communication, 95% agree that they had positive perception on the program and 92% agree that they have gained desired knowledge from this program.

Dewasa ini melihatkan penggunaan teknologi multimedia telah menjadi suatu keperluan penting dalam usaha yang membangun dan memperkembangkan kualiti pendidikan dan proses penyampaiannya. Seiring dengan perkembangan semasa modul e-Muallaqat adalah satu modul multimedia interaktif dalam proses pembelajaran sastera Arab. Modul interaktif ini dibangunkan untuk membantu pelajar dalam pemahaman dan pengamatan pembelajaran sastera Arab menerusi pendekatan yang lebih menarik, interaktif, kreatif dan mesra pengguna. Modul e-Muallaqat ini dilengkapi dengan beberapa elemen seperti penggunaan teks, grafik, audio dan animasi yang menjadikannya lebih unik berbanding penggunaan buku teks biasa secara tradisional. Selain itu, e-Muallaqat ini juga boleh diakses dari mana-mana sahaja dan pada bila-bila masa menerusi paparan pemuka yang interaktif dan mesra pengguna. Justeru, ia memberikan fleksibiliti kepada pelajar dan guru untuk proses pembelajaran dan pengajaran di luar bilik darjah yang dalam usaha menjadikan proses pengajaran dan pembelajaran sastera Arab yang bersifat lebih kreatif dan interaktif. Seterusnya, modul interaktif ini mampu menarik lebih minat pelajar untuk mempelajari sastera Arab sekaligus mampu menjadikan proses pembelajaran lebih berkesan.

Alat bantu hafazan (ABH) memainkan peranan penting dalam melancarkan proses hafazan al-Quran, terutamanya bagi para huffaz yang berada di peringkat permulaan. Wujud kepelbagaian ABH dalam bidang hafazan masih belum ditemui yang sesuai dan memenuhi keperluan buat murid tahfiz di peringkat permulaan. Ketiadaan ABH yang berbentuk praktikal telah menyebabkan murid dihambat dengan ketidakmampuan menghafaz serta penerapan kaedah hafazan yang diamalkan tidak menepati susunan kaedah yang telah digariskan oleh Model Hafazan al-Quran Malaysia. Maka usaha untuk menghafaz al-Quran dengan lebih berkesan maka para huffaz memerlukan panduan yang sistematik dan teratur. ABH seperti Inventori Hafal Quran Mudah dan Cepat (HAQAT) dibangunkan untuk memenuhi keperluan ini dengan menyediakan kaedah yang jelas dan berstruktur serta praktikal. Inventori Hafal Quran Mudah dan Cepat (HAQAT) dibangunkan berdasarkan model ADDIE yang meliputi fasa analisis, reka bentuk, pembangunan, perlaksanaan dan penilaian telah digunakan dengan teliti untuk memastikan reka bentuk dan pengembangan Inventori HAQAT memenuhi keperluan tersebut secara berkesan. Inovasi ini dibentuk hasil kerjasama bersama pakar dalam bidang hafazan al-Quran bagi memastikan bahawa ia disesuaikan dengan keperluan sebenar murid dan standard hafazan. Tambahan pula, tahap kebolehgunaan inovasi ini diselaraskan kepada semua murid tahfiz peringkat rendah, menengah dan institusi tinggi. Dapatan menunjukkan bahawa HAQAT telah memberikan impak yang positif terhadap kemampuan menghafaz dan motivasi dalam proses hafazan al-Quran. Inovasi ini tidak hanya terhad kepada sebuah ABH tetapi juga menyokong pelaksanaan dasar pendidikan tahfiz di Malaysia dalam menyumbang secara signifikan kepada murid-murid tahfiz mubtadi’ di peringkat kerajaan mahupun swasta serta memberikan manfaat kepada bahan bantu mengajar (BBM) buat para guru tahfiz. Dengan penerapan Inventori HAQAT, proses hafazan al-Quran dapat dilakukan dengan lebih efisien dalam meningkatkan pengalaman pembelajaran serta keberkesanan hafazan yang secara keseluruhannya menyumbang kepada kualiti pendidikan tahfiz yang lebih baik. Melalui inovasi Inventori HAQAT, impian seseorang untuk bergelar hafiz dan hafizah semakin mudah untuk dicapai serta seiring merealisasikan harapan kerajaan dalam melahirkan generasi penghafaz al-Quran seramai 125 000 huffaz menjelang tahun 2050.

The fourth annual Mental State of the World Report (2024) reveals that the decline in global mental wellbeing observed during the COVID-19 pandemic has continued unabated, with no signs of recovery. Data from 64 countries indicates that this diminished mental health may now be the new normal. Meanwhile. the UNICEF MYMHI survey (2023) indicates that Malaysian youth are generally at a moderate risk for mental health challenges. Overall, their mental health status reflects a moderate level of concern. In order to address this type of problem in the context of language education, Mercer (2017) proposes Second Language Learning as a platform to include Positive Psychology ideas, hence fostering mental health and linguistic proficiency. In order to improve students' mental health while learning English, recent research (Gregersen et al., 2016; Strambi et al., 2017; Mercer et al., 2019; Gregersen et al., 2021) have investigated the effectiveness of adding Positive Psychology into language training. Reflecting on this novel approach, this project ‘Write for Wellness: Positive Language Education Module sought to include PERMA PLUS components into English as a Second Language (ESL) writing classes for first-year undergraduates at a Malaysian institution, building on the Flourishing through Second Language (FL2) activities of Strambi et al. (2017). Over the course of seven weeks, a brand-new Positive Language Education (PLE) module was created utilizing Saban's (2021) CD-AR Model. Initial Reflection was used in the module creation process to choose the study topic and conduct a needs analysis. This was followed by stages for planning, carrying out an activity, and evaluating the results. Observations and reflections were used to iteratively develop the module. Results show that the PLE module was well-liked by students, pointing to its potential as a useful strategy for improving language learning and mental wellbeing at the same time. In order to promote students' academic achievement and well-being, this research highlights the potential benefits of incorporating Positive Psychology into language learning lessons.

The e-Multilingual Mu'jam (e-MLM) website is a digital platform that allows users to self-learn Arabic vocabulary enhancements. Like other languages, Arabic is evolving in response to current needs driven by significant technical and human resource breakthroughs. Today's changes and challenges have indirectly benefited the richness of vocabulary and terminology in specific languages. However, the growth of Arabic, which is perceived to be slightly delayed in the educational system as compared to English, frequently results in limits in terms of teaching aid resource availability, innovation creation, and teaching and learning methodologies. Nonetheless, with increasingly better technology, these limitations are simply and swiftly addressed. This study shows researchers' efforts to provide learning resources by creating a web-based electronic dictionary that focuses on terms coming from current events, occurrences, or issues, either domestically or worldwide. This learning website introduces features such as vocabulary organized thematically based on current concerns, audio pronunciation of the vocabulary, translations in Malay and English, and the use of terms in real sentence contexts via newspaper links. Thus, e-MLM makes the learning process more dynamic and engaging by digitizing traditional dictionaries, centralizing vocabulary related to current topics on a single platform to promote learning and self-learning. This study adopted qualitative methods by using the social media platform Facebook to collect user input and suggestions for the purpose of improving the website. It is found that the feedback from the end-user shows positive responses and reactions. Therefore, e-MLM remains relevant and beneficial for others. However, this website still needs some improvements and upgrades to keep up with technological advancements and current issues.

Mandarin Language possesses differences in sentence structure as compared to English Language and Malay Language, and this causes non-native speakers’ students to have a hard time arranging the sentences in Mandarin Language correctly. To solve this problem, the teaching staff must seek out methods to allow the students to excel in arranging the sentence structure without consuming large amounts of time and in learning grammar in Mandarin. Therefore, one of the methods is the Grouping-Arranging-Touch Up (GAT) Method and the Word Sequence Diagram (WSD). By using these methods, students can excel in the sentence structure by just grouping the related words or phrases and listing them according to the category, and then some adjustment is made after that for the sentence structure for GAT or converting those phrases into four figures as utilized in WSD, as mentioned by Cheun, Ho, and Hoe (2008). The research was done by assessing students’ performance in arranging sentence structure before and after learning the methods of GAT and WSD, and the students’ performance increased after they had been taught the GAT and WSD methods.

This project is aimed to improve students’ speaking communication ability for group discussion with the use of ‘Hit-N-Fetch’ technique. It's a structured scaffolding technique used to improve students' communication skills from developing the content to maintaining and sustaining a group discussion without hesitation. The technique was given to the students digitally for reference and easy access as it comes with compact formulas for the students to remember. The technique is also very useful to help students improve their learning perceptions towards speaking skills by giving them the confidence to deliver well developed ideas. The project was carried out to specifically the Semester II Session 2023/2024 Two Semester System (SES) students from Labuan Matriculation College. Although the techniques were taught to all classes, the data were gathered only from Y05 practicum that consists of six groups. The outcome revealed that the technique significantly improved the students’ communication ability. Hence, the usage of ‘Hit-N-Fetch’ technique can be utilised as a tool to teach speaking in class.

English has established itself as a global lingua franca, utilized to interact with people of diverse nationalities and cultural backgrounds all over the world. In Malaysia, the Ministry of Education (Kementerian Pendidikan Malaysia) has established in national policy that English is an official language status for a second language, requiring its inclusion in all institutions' curricula. Although the use of technology in educational settings makes a substantial contribution to teaching English as a second language, traditional teaching methods remain prominent and are used in every institution. Hence, this study aimed to investigate the perspectives and experiences of gamification in ESL classes. This study will use a quantitative survey of students to gather information about the significance and effectiveness of gamification in ESL classes. A convenience sample method will be used to choose learners in tertiary-level institutions in Malaysia for this research. The findings are subsequently analyzed using descriptive analysis. The study's findings will provide significant insight into the use of gamification in ESL classes, as well as contribute to the literature on the evolution of gamification as an innovative teaching approach in ESL.