This research was motivated by the low thinking level of SMK Mega Link Majene students in solving higher-order thinking problems and inadequate math teachers using mathematics applications in the learning process. This study aims to develop student worksheets assisted by the GeoGebra application to develop higher-order thinking skills. This research is Research and Development (RnD) using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The participants were 27 eleventh-grade students of SMK Mega Link Majene. The instruments were tests, student activity observation sheets, teacher implementation sheets, and questionnaires. The student worksheets should meet the characteristic of helping students develop higher-order thinking skills–analyzing, evaluating, and creating. The results showed that the student worksheets were in the valid category. The worksheets also fulfilled the practicality category: the learning implementation was well-executed, and met the effectiveness categories: (1) the students’ high-level thinking ability in mathematics on average was in the high category; (2) student activity was in the very active category; and (3) student responses to the student worksheets assisted by the GeoGebra application obtained a very positive response. The findings implied that the development of student worksheets assisted by the GeoGebra application met the valid, practical, and effective criteria.

The year of 2020 has marked the large-scale movement of online activities all around the globe. Due to COVID-19, almost all educational institutions were temporarily closed down and teaching had to be conducted online. One of the critical subjects that also had been affected by this pandemic is the teaching and learning of foreign language. This quantitative study aimed at exploring participants' perceptions of learning foreign language and also how negative emotions influenced their learning. Questionnaires for this study were adapted from Horwitz, Horwitz and Cope (1986). Questionnaire data were collected from 71 undergraduates from a public university in Malaysia ranged from Semester 1 until 5. The means range between 2.8 to 3.3. The analysis suggest that students are very much influenced with fear of foreign language learning and this has caused them not to excel. Findings from this study would assist future research in seeking learners' preferences in enhancing their engagement in online foreign language learning.

Anxiety can affect learners in learning any foreign language; in particular speaking class. This is due to the fact that speaking is one the productive skills, as it involves the production of words and phrases in the targeted language. This study generally intends to explore causes of fear in foreign languages, in relation to the English-speaking class. This quantitative study focused on determining the existence of communicative apprehension and fear of negative evaluation among learners of foreign language in English-speaking class. A total of 340 undergraduates; 277 from UiTM Segamat, Johor and 63 from Hunan University, China were employed as the respondents in which the FLACS survey adapted from Horwitz, Horwitz and Cope (1986) was utilised as the instrument to collect data. Data was analysed using SPSS version 26 with the mean ranges between 2.70 to 3.94. The analysis suggests that learners are slightly influenced by the fear in English-speaking class which has led them not to perform well due to the fear of communication, concern over receiving unfavourable feedback and also fear of tests, with the mean ranges between 2.70 to 3.94. Findings from this study would very much facilitate future researchers to discover more on the impacts of students' native languages on their performance in language classes, particularly in English-speaking classes.

Developing students' critical reading skills is essential, especially those in the universities, because they will be required to read extensively journal articles and scientific textbooks in English. However, little is known about the Diploma students' critical reading skills. Thus, this article discusses Diploma engineering students' critical reading self-rated perceptions in English language class. The study employs a quantitative research method based on a descriptive survey design. The research sample is made up of 44 Diploma students from a university in the southern region of Malaysia. Data is collected using a questionnaire distributed online using google form through course teachers. Reliability testing is conducted for each section of the questionnaire prior to collecting data. Findings indicate that the Diploma level engineering students have a limited level of readiness in using critical academic reading skills. It is hoped that the results of this research will help teachers use innovative approaches to foster critical thinking ability among engineering students. Possible pedagogical implications of the findings for language learning and teaching and future potential research areas is also discussed.

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