This paper aims to study the lecturers’ perceptions toward the use of smartphone as an educational tool in classroom. The study also investigates the benefits and perceived barriers of smartphone use by students in classroom from the lecturers’ perspective. A quantitative research design was employed and data from a random sample of 50 lecturers of Kandahar University was collected using a questionnaire. The data was analysed by descriptive statistics using SPSS v24 software. The findings revealed that the lecturers allow the use of smartphone as an educational tool in classroom for all its functions except for the use of social media. The findings also indicated that the lecturers perceive the use of smartphone by the students in classrooms to be beneficial for students in their learning in various ways. Moreover, the findings showed no major perceived barriers by the lecturers’ for the students’ use of smartphones in classroom.

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

This study investigates the technological trends used in the classes of post graduate students of education faculy, UiTM. It also explores the perceptions of the students on impacts and emerging issues of technology on their classroom learning. The study has employed a quantitative research design and has used a questionnaire as a research method to collect data. The data was collected from a sample of 30 post graduate students of Education Faculty, University Teknology Mara (UiTM). The findings show that social media, gamification, blended learning, E-books, remote learning and self directed professional development are the technological trends used in post graduate classes of Education faculty, UiTM. The findings also indicate that technology has positively influenced the classroom learning of these students. Lastly, the results show that technology is not perceived as an emerging issue that would interfere or hinder the students learning in the classroom.

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A smooth transfer of knowledge from instructor to student is what is desired in any learning context. One of the essential methods in making this happen is the use of humor in teaching. This study sought the influence of humor as a teaching tool on the student's engagement in classroom learning from students’ point of view and to find out the availability and extent of humor used as a teaching tool in the classes of Kandahar University from students’ perspective. The study employed a quantitative research-based survey design and used a questionnaire to collect data from a sample of 370 participants. The findings revealed that humor as a useful teaching tool positively influences students’ classroom learning engagement but it is not utilized by most teachers as a teaching tool.