The application of modern technologies in educational fields thrills with a sudden shift in using of the internet from Web 1.0 to Web 2.0 in the early 21st century. In the time various technological tools and social media sites evolved for social, entertainment and educational purposes. The application of such technological tools in teaching and learning of a language is termed computer-assisted language learning. However, in Arabic language learning is not widely adopted. This study aims to determine the performance level of Malay undergraduate learners of Arabic as a foreign language at

It is generally accepted that the efficiency of written Arabic counts on the grammatical accuracy. This research investigates the sentence fragment as one of the foremost errors encountered by Malay undergraduate students in their Arabic written composition. It intended to discover fragment, its frequency and the causes of the fragments. The research employed a mixed method approach. The subjects of the research comprised 30 students selected from the final year students of the Universiti Sultan Zainal Abidin Terengannu, Malaysia. Achievement Test and Questionnaire were the instruments used to collect the data. Markin software version 4.2.4.1 and Statistical Package for Social Science (SPSS) version 23.0 is used to analyse the data. The result of the study revealed that the students produced a total number of 91 fragments with the frequency in decreasing order as follows, misuse of articles 31(34.0%) instances, omission of verb 19(21.0%) instances, omission of subject 17(19.0%), spelling errors 15(16.0%) instances, omission of object 6(7.0%) omission of both subject and verb 3(3.0%). The main causes of fragments were attributed to intralingual sources and other factors explored are related to teachers and students attitudes towards correction and other issues related to written Arabic.

This research intends to review a number of studies on the factors which might have an influence on the learning of Arabic as second language macro-skills (reading, writing, listening, and speaking) among Malay undergraduate students. The reviewed articles are categorised into four groups: literature related to factors affecting the speaking skills, literature related to factors affecting the writing skills, literature related to factors affecting the listening skills, and literature related to factors affecting the reading skills. However, different empirical studies reviewed confirm many factors have significant correlations with the students' performances in learning Arabic language macro-skills. Such factors are Malay students' attitude towards the Arabic language; the use of Arabic for communication purposes; lack of confidence and teaching techniques. However, some studies account different results. This mixture of results regenerates from diversities in methodology, variables used and the time of the study.

The manner in which language is utilized in reporting Islam is disheartening. This is because sensationalized language, especially in the news media, could reinforce negative stereotypes. As such, those who rely on the media to understand Islam are likely to develop negative preconceptions about the religion. This study aims to investigate how the non-western online newspapers use language in news coverage of Islam. Content analysis was used to collect and analyze the data. Using purposive sampling, Punch and Vanguard were selected from Nigeria while The Star and New Straits Times were selected from Malaysia. A total of 599 Islam-related news articles were collected from the selected newspapers using internet-based search from November 2015 until September 2016. The findings showed that almost half of the overall Islamrelated articles conveyed negative tone toward Islam while very few conveyed positive tone. This shows that the language used in news coverage of Islam is inappropriate and sensational. Hence, there is a need to enhance the reporters' knowledge and writing skills through inter-media exchange program, exposure to different religious, social and cultural lives, workshops, seminars, conferences, as well as sensitivity training and retraining on reporting religions.