This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students" motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online textbased materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller"s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students" motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically.

No abstract

While social networking (SN) undoubtedly plays a vital role in the life of today's teenagers, its risks cannot be overlooked. SN can be a pervasive technology which can result in "risky behaviours". Issues linked to such behaviours have been investigated in a variety of contexts abroad (however, less so in the Malaysian context). The study aims at investigating Malaysian Secondary school students' awareness of the risks and dangers of SN. A quantitative approach involving a questionnaire survey was used to collect data. The questionnaire was designed to elicit information from the students regarding their awareness of the risks and dangers as well as abuse of the SN systems such as cyberbullying, harassment, sexting etc. The questionnaire was distributed to all available Form Four students from four selected schools in the Klang Valley and Selangor i.e. an urban school, a suburban school, a rural school and an elite school. The quantitative study was conducted on 562 students from the four schools. Descriptive and inferential statistics were used in analysing the data. The findings revealed that there was no rural-urban divide with regard to awareness of the risks and dangers involved in SN. Students in general seemed to be aware of the risks and dangers of SN. Likewise, there was no clear rural-urban divide regarding awareness of privacy issues. However, there was some ignorance regarding certain risks. For example, they were generally not aware that it was not possible to stay anonymous online. There were also some marked differences across school-types.

Social networking (SN) allows individuals to make connections with each other for both social and business purposes. The purpose of this research study is to find out the influence of SN on students from three