This study presents the priority of key success factors (KSFs) on Enterprise Resource Planning (ERP) system implementation life cycle. There are twenty KSFs considered in this study. They were chosen from literature review. The KSFs are classified into five stages of ERP implementation life cycle; namely: project preparation, technology selection, project formulation, implementation/development and deployment. To address the study objectives, a survey questionnaire was considered the most appropriate research method. It was sent to 74 companies that have been implementing ERP system for at least one year. The respondents are staff at management level, IT staff and users involved in the development and use of the ERP system. The survey received 248 responses from 740 quesitionnaires that were sent to the companies. To find the priority of KSFs on ERP implementation life cycle, a quantitative analysis is applied to identify the weighting of KSFs toward ERP implementation success. The success of ERP implementation can be measured through five indicators; namely: system quality, information quality, service quality, tactical impact and strategical impact. Based on the weighting of KSFs on each stage of ERP implementation life cycle, it is found that the communication is most critical KSF on project preparation stage (ρ = 0.664). While the strong ERP product (package selection) is most critical KSF on technology selection stage (ρ = 0.554). The change management is most critical KSF on project formulation stage (ρ = 0.406), and on implementation/development stage, user training is the most critical KSF (ρ = 0.422). This study is expected to improve knowledge in ERP implementation, especially the role of KSF on each stage of ERP implementation life cycle.

The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.

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As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's ( 2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

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