Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.

The American Psychiatric Association defines autism spectrum disorder as a neurological illness, in which children with the disorder have trouble communicating socially or have a set of behaviours that are recurrent or restricted. Autism learners are mostly visual method learners who learn best through pictures and visuals. Most learners with autism struggle to learn new terminology due to their cognitive difficulties, and with the advent of the Fourth Industrial Revolution, technology is no longer a foreign concept in the educational sphere. The usage of augmented reality technology has proven to be beneficial in offering more relevant learning sessions for autism learners. As a result, underpinned by the learning theories of behaviourism, constructivism, connectives and cognitivism, altogether with the theory of mind and Frame model, an augmented reality smartphone application, called ‘AReal-Vocab’, was created to assist children with mild autism in acquiring English vocabulary. The design and development research approach was employed in this study, in which later, the developed mobile augmented reality application was then tested on six mildly autistic youngsters to see how well the designed and developed augmented reality mobile application aided them in acquiring the English language. The AReal-Vocab mobile application, which was planned and built, has had an impact on the English-vocabulary learning of children with moderate autism, according to the findings. Not only has AReal-Vocab helped mildly autistic children learn English vocabulary in a more engaging and meaningful way, sparking their interest in the language learning process, but it also serves as a platform for instilling leisure learning at home, as well as stimulating pronunciation skills and language articulation. The findings of this study are expected to benefit all parties involved, particularly children with autism, autism educators, and parents of children with autism.

Technical and vocational education and training (TVET) assessments give precise feedback on whether students have successfully attained learning outcomes. It can improve teaching quality and empower students, educators, and stakeholders to take action. Only a few studies have attempted to review the literature on this topic systematically. The PRISMA (preferred reporting items for systematic reviews and meta-analysis) criteria are used to guide this systematic review, which uses the following three key databases: Web of Science (WoS), Scopus, and Google Scholar. A thorough search of the electronic database utilising keywords and search strings yielded 78 publications published between 2015 and 2021, with 29 studies related to the topic highlighted. The Mixed Methods Appraisal Tool is used to evaluate all of the chosen articles (MMAT). The findings reveal that students’ learning outcomes are frequently examined utilising a competency-based assessment technique in TVET. Competence is used to assess students’ learning results, and it is advised that student competency development be prioritised.

Technology has its own forte and has been making its waves through the educations' heart among educators and especially young learners. In conjunction to the waves of technology and the era of globalization, there is also a demand for excellent communication skills among today's younger generations especially university students. University students are expected to be well equipped with proficient English language and outstanding communication skills which is what they are currently lacking at. Therefore, a specific Massive Open Online Courses (MOOCs) for English for Communication is designed and developed to provide learners with the ladder towards good communication skills. This study is a design and develop research of study which consists of twenty-two undergraduate students in a public university and the whole duration of this study is fourteen weeks altogether. The particular well developed MOOCs then later implemented to the learners and learners evaluation on the course are taken into consideration. This study intended to accommodate students with Massive Open Online Courses (MOOCs) and to investigate the learners' perceptions on the use of MOOCs in helping them to develop good communication skills. This study also evaluated the developed MOOCs' usability and the students' interaction level during learning along with the impacts of particular developed MOOCs towards their development of communication skills. The findings gathered have proven that this particular developed MOOCs of English for Communication has helped learners to further improve on their communication skill acquisition that would help them to be a better critical thinker and an autonomous learner.

Recently, the use of technology in teaching and learning session has had a considerable impact. Massive Open Online Course (MOOC) is one of the platforms and mediums for online learning practiced by most universities and colleges. There have been many researches on the usefulness of MOOC in teaching and learning. However, there is a lack of literature on Malaysian students' readiness towards the use and application of MOOC. Due to this, this study intended to investigate Malaysian students' readiness towards the use of MOOC in tertiary level of education. The respondents of this study involved twenty university students from various public and private universities. The findings have gathered that students are prepared and able to utilize MOOC in their learning. They are efficient in using internet, computers and online technologies to communicate, work and perform tasks. This paper aims to assist current and future educators to manage a productive educational setting.