The present study identifies the influence of motivation and fear of learning foreign language among Malaysia students. Despite the increasing demand for the teaching and learning of foreign languages, many Malaysian graduates face difficulties when it comes to acquiring the languages. They find the language complex and expressing oneself properly in it is a common challenge. This study is done to answer the following questions; i) how does motivation influence foreign language learning?; ii) how does fear of learning a foreign language influence learners?; and iii) is there a relationship between motivation and fear for learning a foreign language?. This research is quantitative in nature as it employs a survey form for data collection. The instrument used is a 5 Likert-scale survey and is rooted from Gardner (2001) and Horwitz, Horwitz & Cope (1986). The survey has 3 sections. Section A has items on demographic profile. Section B has 11 items on motivation to learn and section C has 33 items on fear of learning a foreign language. 163 UiTM Melaka students from various faculties participated in the survey. Majority of the language learners exhibited a tendency towards instrumental motivation as opposed to integrative motivation in the context of acquiring foreign languages. The results of this investigation carry weight for the pedagogy and acquisition of foreign languages in Malaysia, and can serve as a roadmap for language instructors to devise appropriate instructional approaches that enhance Malaysian students' comprehension and proficiency in foreign languages.

Participation in community services amongst university students is essential to the students, the society, and to the university itself. Higher education has a role to expose students to experience learning in conducting community service projects that could nurture students' physical, emotional, intellectual, and spiritual developments. Hence, early exposure for Pre-TESL students to be involved in community services in the teaching environment by conducting English language events with primary school students could be beneficial for their future academic and professional endeavours. Fifty Pre-TESL students from Universiti Teknologi Mara (UiTM) Melaka campus worked collaboratively with the English Clubs in selected primary schools in Alor Gajah vicinity by conducting a one-day English language programme with primary four to six students. This study examined the positive impacts and challenges of carrying out community service programme. Data was collected through the open-ended question survey to get deeper insights into their learning journey. The pedagogical implications of the findings indicated that by conducting community services in the form of carrying out English language activities in primary schools exposed the tertiary students to learn about teamwork, management, leadership, and other specific skills essential for the development and professionalism of future ESL teachers.