Technology is evolving rapidly in the past two decades. Many are familiar with technology and gradually becoming digital natives. In this technological era, the application of technology has eased our ways in various fields of work particularly in the education field. Technology has also proven its effectiveness in language teaching which includes as a source of motivation and provides room for authentic learning. However, there are still disadvantages in using technology to teach. Students may get easily distracted and might misuse the technology. Other than that, frequent use of technology can limit students thinking potential. Hence, this paper reviews the highlights and challenges of using technology in language teaching. This paper could be a source of reference by teachers who are planning to integrate technology in ESL classroom. Future research can look into how technology affects students' attitude.

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools.  Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

At public universities in Malaysia, research and innovation are imperative in complementing Key Result Area (KRA) which is to produce research that are significant to economic and social development through ecosystem that can nurture intellect discovery, innovation, disseminate of knowledge and knowledge application. One of the key shifts toward research and innovation is by generating new knowledge as well as being referred among the academicians, industries, community and others. Consequently, academic staff at public universities are required to publish research at high impact journal such as indexed by Social Science Citation Index (SSCI) /SCOPUS. Nevertheless, at the public university in Selangor, much effort and consideration need to be taken in encouraging the academic staff to publish especially among the junior and those who are new in the service. Thus, the objectives of this study are to understand young academic staff' challenges in publishing journal paper and to obtain their opinion on steps to be taken in increasing publication. Qualitative research design was employed in this study. Focus group session was conducted with young academic staff of the public university in Selangor, Malaysia. The focus group information was used to identify strategic approaches that could be implemented. This paper discusses those strategic approaches and presents the implications at the administration level.

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.