Online learning has become a new trend in the world. To teach online effectively, the instructors have to improvise their course content. Learners have mixed feelings over online learning, some of them prefer the face-to-face teaching; but some are comfortable with the online teaching mode. Previously, the success of language teaching has always depended on face-to-face interaction. However, language is taught online now. Therefore, this study was carried out to investigate the mediational process in social learning during online language learning. 111 diploma, bachelor degree and postgraduate students had participated in this quantitative study in a public university in Malaysia. The instrument used is a questionnaire with 29 items. This study examines the influence of online language learning on learner-to-learner, learner-to-instructor, learner-to-content interaction and mediational process. The results show there is a significant difference in education level. Findings in this study reveals that support from peers plays a crucial role as it prevents students from dropping out of the course. The students prefer teaching style that involves their active participation. The findings also indicate that students find it is important to get an overview of the content before the class begins. Lastly, learning motivation increases when instructor gives good comments during online lessons. Learners also need to learn to be more responsible to make sure their online learning time is filled with successful learning and interactions.Contribution/ Originality: This paper's main contribution is finding that online learning is a form of mediational process for learners. Learners get the opportunity to engage through learner-to-learner, learner-toinstructor, as well as learner-to content interactions.

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The study examines university students’ perceptions of their motivation, attitude, and self-efficacy in online English proficiency classes. Existing research indicate that these individual differences directly affect learning especially during the period of online instructions; as students may suffer from the feeling of isolation and loneliness, being far away from an immediate learning community. A set of questionnaire score was created from the adaptation of five existing surveys to measure the individual differences. It was distributed to 270 participants via convenient sampling at a university in Malaysia. The results of this study demonstrate the students’ perception of a strong self-efficacy of their digital and technical ability in managing, completing, and submitting English language tasks via online medium. Relatedly, students perceive a high positive attitude and decent motivation for online English learning. Furthermore, the students demonstrate a preference for a synchronous session, which is linked to forming a community of learners as an academic support system. The findings are discussed in relation to human factors and pedagogy. It considers students’ needs for engaging sessions, and teachers’ limitations in creating content while emphasising creative and fun language activities.

This study uses WhatsApp to facilitate online discussions in developing content idea for ESL writing. A quasi-experimental study was conducted with 33 pre-university students participating in online discussions on WhatsApp for five weeks to support face-to-face instructions. Pre-test, post-test, and five weekly writing tests were administered, examined, and analysed to identify the participants' writing performance. The findings show significant improvement in the experimental group's essay writing scores after using WhatsApp for online discussions. The participants were able to use the content generated from the MWEG in supporting the arguments in their essays. Besides content idea development, the experimental group saw the WhatsApp online discussions as boosting confidence, raising motivation, and encouraging interactions among students. The themes that emerged from the WhatsApp group interaction were lively discussions, sharing of opinions, and turn-taking. While the control group also improved in their test scores, it was not as significant as the experimental group.

Writing skills are needed across all courses, across all discipline research papers, projects, reports, assignments. However, many claimed they have “writers’ block” which hinders them from writing as often as they hoped, or as much as they wished. Although many may think writing block stems from a writer who only lacks content. However, more often than not, writing block is caused of writers’ fear of writing. The writer becomes so overwhelmed by the fear of writing that he/she is paralyzed with fear. Fear in writing is a learned behaviour that will influence the writer’s behaviour towards writing-related environment. Past studies have shown that one way for people to not live in fear is to avoid the action totally. This study is done to investigate the facets of avoidance behaviour to avoid writing-related activities. 108 participants responded to a survey. The instrument used is a survey with 6 sections. The first section is demographic profile. The second section is on cognitive avoidance and it has 4 items. The third section is somatic avoidance with 7 items. The fourth section is protective avoidance and has (i) problems with punctuation (9 items), (ii) problems with language use (7 items), and (iii) problems with writing skills (9 items). The fifth section is situation with 5 items and the last section is substitution with 7 items Findings reveal that when writer fear writing, they may resort to avoidance behaviour such as cognitive, somatic, protective, situational and also substitution avoidance.