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The formal education sphere is one that is dynamic and ever-changing, even more so with current developments in technologies of teaching and learning. The process of education needs new innovations to keep pace with these rapid developments, particularly for tertiary students on the cusp of radical Industry 4.0 ‘disruptions’ that will permeate all social and personal domains in human societies around the globe. One area where innovation is happening is in the implementation of mobile learning technologies for tertiary college and higher learning institutions. The study examines why and how tertiary students utilize their mobile devices in the education setting as both a conduit and catalysts for e-learning. Tertiary students find the utilize of mobile devices easy and natural, thus helping them to learn anytime, anywhere. Today, the popularity of mobile practices amongst tertiary education is steadily growing and they are now able to utilize their mobile devices for a myriad of activities from developing websites to creating mobile apps to acquiring knowledge non-stop. Mobile application for learning is expected to be prevalent in forthcoming, as more devices procured by the younger generation. This study examines results from a survey on the perceptions and practices of mobile learning for Malaysian tertiary students. A quantitative research methodology was adopted to analyse data; results demonstrate that these students have positive perceptions towards mobile technology utilize in learning, and they actively and autonomously utilize mobile devices to enhance their experience of learning.

Recognizing the importance of lexis and vocabulary learning strategies (VLS) in any language learning, this study tries to identify vocabulary learning strategies preferred by university students. The aim of this study was to identify the least and the most use of vocabulary learning strategies preferred by high, medium and low proficiency learners. Moreover, this study discussed the impact of their preferences on the acquisition of English vocabulary. Hence, the study used a quantitative method and the instrument used was survey questionnaire that was distributed to the students. Seven vocabulary learning strategies namely metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, rehearsal strategies, encoding strategies, and activation strategies which was proposed by Gu & Johnson (1996) is adapted for the study. 283 semester two students from five diploma programs of Universiti Teknologi MARA, Perak were involved in the study. A vocabulary learning questionnaire adapted from Gu and Johnson (1996) was used to collect the data. Results showed that the students preferred to use guessing in context and dictionary strategies at the most; the other five namely metacognitive regulation, note-taking strategies, rehearsal strategies, encoding strategies, and activation strategies were less preferred. Thus, due to the lack of English proficiency incompetence, findings also showed that the students were only able to encounter new words and using the word without getting the word meaning or consolidating the word form and meaning in memory.

A promising digital visual aid that encourages learners to think critically and creatively is digital mind mapping. This digital tool takes a conceptual approach to teaching and learning, assisting students in visualizing a subject and comprehending how various ideas are interconnected in both theoretical and practical contexts. However, many students are not exposed and are not proficient in using digital mind maps. Students still need a lot of guidance in the use of this technique. Furthermore, mobile technologies are also a relatively flexible gadget trend that is widely used by students. These two mediums when combined can assist students in learning process. Thus, this paper explored three major aspects (i) learners' perceptions (ii)learners' activities and (iii) learners' experiences of using digital mind map via mobile application. The study used a quantitative method. The questionnaire was distributed to 23 tertiary learners from a selected public university in Malaysia. The data was analysed using the SPSS version 26. The results were presented in percentages. Findings of the study showed that the tertiary learners had positive perceptions om the use of digital mind map via mobile application, used a lot of beneficial activities through the technique, and experienced an exciting and useful technique in using digital mind map via mobile application. Therefore, the results of the study revealed that the use of digital mind map via mobile application apparently encourages the tertiary learners in supporting the learning process of writing. More research is needed to determine the effectiveness of the technique in teaching and learning among the tertiary learners.