The Arabic language is one of the third languages offered for degree students at UiTM. The students must complete three levels (I, II and III). Before the COVID-19 pandemic, the methodology of teaching the Arabic language was by using the traditional way, which was face-to-face instruction. Since the outbreak of COVID-19, the methodology of teaching in UiTM has shifted to Open and Distance Learning (ODL). This new way of teaching affected the students’ acceptance of learning the Arabic language as they were familiar with the traditional method of teaching. This study aimed to get feedback on student’s acceptance of using Microsoft Teams in teaching and learning the Arabic language. The objectives of this study are (i) to evaluate the Perceived Usefulness (PU) of Microsoft Teams among UiTM Students learning Arabic Language, (ii) to assess the Perceived Ease of Use (PEU) of Microsoft Teams among UiTM Students learning Arabic Language and (iii) to investigate the students’ attitudes towards using Microsoft Teams in learning the Arabic language. The sample consisted of 121 students from three different faculties:  Faculty of Computer and Mathematical Sciences (FSKM), Faculty of Sports Science and Recreation (FSR) and Faculty of Administrative Science and Policy Studies (FSPPP). The data were collected using Google Forms. The result shows that the students agreed that the application of Microsoft Teams for learning the Arabic language was easy to access, convenient and user-friendly. Other than that, they also agreed Microsoft Teams helped them to learn the Arabic language efficiently and perform a task quickly and were interested in using the apps for learning. It is suggested that MS Teams is one of the convenient online applications that can be used in learning the Arabic language via the Open Distance Learning (ODL) mode.

Second-language learners must learn to listen. Effective listening helps learners understand others and express their thoughts and opinions. This study examines the students' achievement in listening tests conducted after teaching and learning processes using face-to-face, online, and blended modes. The respondents were selected using purposive sampling. The data for the study consist of secondary data collected from 392 participants from different faculties at a local public university. The data were then analyzed using the SPSS version 20 tool. The results indicate a significant difference in teaching and learning modes and students' achievement in listening tests. Next, the findings showed that the blended learning mode produced the lowest listening test score, while the face-to-face mode produced the highest test scores. Finally, there was a significant difference between faculties in their listening performance. The findings of this study suggest that even though teaching listening using the blended mode gives the best of both the online and face-to-face methods, but if students are not engaged in the online learning part, they may not be able to follow the offline or face-to-face learning part effectively. This assumption needs further investigation by including more private and public universities and examining if a similar outcome may prevail.