Traditionally, language needs to be learnt face-to-face. Pronunciation practices, role play, group discussions are all activities that allow interaction among learners. Previously, some things are better learnt face-to-face, while some can be learnt online. Nevertheless, the pandemic has accelerated the need for online learning in almost all courses offered at institutions. Devices used for online learning can be used as a leaning tool by learners to improve understanding. These devices help to reduce a learner’s zone of proximal development (ZPD) thus maximizing learning. Online learning has been said to facilitate rather than hinder language learning. This study is therefore done to explore how it helps the learning of Mandarin. The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument. Findings reveal how online learning influences interaction, encourages participation of more knowledgeable others, and improves interaction with content among learners.

The environment that millennials learn in is relaxed and allows for maximum interaction. This type of environment mirrors their real life that is rather "laid-back". Next, millennials strive for personal relationships. They strive well in environment that encourage interaction, for instance group work. In order to bring that "real-life" environment into the classrooms, teachers can plan "simulation" activities as part of the classroom routine. Simulation activities allow learners to gain "hands-on" experience in the form of experiential learning. One way to enable learners to learn through interaction in "real-life" environment is by using simulation. The objective of this quantitative study is to explore the use of simulation in learning Mandarin. 20 respondents were chosen for this study. The instrument used was a survey with 11 items on a 5 point Likert-scale. Findings revealed that activities done during simulation mirror the benefits of experiential learning. The study also revealed that learners learning using concrete example, abstract conceptualization, converging ideas, as well accommodating old ideas with new learning. Contribution/ Originality:The objective of this quantitative study is to explore the use of simulation in learning Mandarin. 20 respondents were chosen for this study.

The Mandarin language has gained currency in the Malaysian education landscape. Particularly in tertiary educational settings in Malaysia, it is common to find Malay students learning the Mandarin language. Universiti Teknologi MARA (UiTM) is the largest university in Malaysia and it has the most number of Malay students learning Mandarin as a third language in the country. Almost all of the Malay students who study the Mandarin language at the university have no background in Mandarin. They are inevitably influenced by their mother tongue which is the Malay language. This paper aims to analyze Endocentric Mandarin phrasal errors commonly made by Malay students while studying Mandarin in UiTM. In addition, some teaching methods are also recommended to guide those involved in teaching and learning Mandarin. This study is conducted using a mixed method approach. Two research instruments were used in this study, that is question papers and interviews. 40 Malay students who were taking Introductory Mandarin Level II course in UiTM Shah Alam campus were chosen as the survey respondents. The results of the research revealed that there are 4 types of errors commonly made by Malay students in learning the Mandarin Endocentric Phrases, namely: (i) Omission of Measure Words, (ii) Reversed string order of Endocentric Phrases, (iii) Errors in Using Demonstrative Pronouns and (iv) Excess of the particle “de”. The most obvious mistake is the Omission of Measure Words and the Reversed string order of Endocentric Phrases due to the first language disruption. These errors have often resulted in structural and morphological inaccuracies.

Task-based language teaching (TBLT) focuses on performing meaningful tasks in a target language. This quantitative study investigates how the TBLT approach can be applied to teaching of Mandarin to Malay students through real-life interactions with native Mandarin speakers. 31 participants were purposely selected from a public university in Malaysia to perform specific tasks such as shopping, dining and bargaining with native Mandarin speakers. The study used a survey adapted from Ellis (2009). The survey has 6 sections. Section A has items on demographic profile, section B has 7 items on natural language use, section C has 8 items on learner-centeredness, section D has 7 items on focus on form, section E has 7 items on communicative tasks and section F has 7 items on rejection of traditional approaches. The findings show that Malay students responded positively to the 5 features of TBLT suggested by Ellis (2009). They used language naturally, were learner-centered, sometimes formfocused and comfortable with real-life, non-traditional context. TBLT can improve learners' communicative competence and increase their knowledge of the target language. The findings also help teachers to improve teaching strategies and materials. Future research could focus on exploring more task-based activities, target groups and conducting experimental study.

Mandarin Endocentric Phrases (MEP) is a type of Mandarin phrase which is classified according to its internal structure. It is formed by two components which share a [modifier-head word] relationship. The modifier component precedes the head word it modifies. The role of the modifier is to describe or limit the head word. The Five-Step Technique is a simplified method of arranging words to form MEP. It helps non-native speakers to master the process of sequencing MEP. This technique is informed by findings from research on error analy-sis in the use of MEP among Malay students in Universiti Teknologi MARA (UiTM) Shah Alam campus in 2019. UiTM Malay students are influenced by their mother tongue which is the Malay language when they learn the MEP, thus they often make mistakes in the construction and translation of MEP. This Five-Step technique delineates the cor-rect sequence of MEP into five parts, starting from the demonstrative pronouns, followed by the measure word, modifier or adjective, parti-cle “de” and finally the noun or object. This technique will enable stu-dents to produce error-free MEPs and instinctively build their motiva-tion to master the language. Ideally, Mandarin teachers can use this innovative teaching approach to create an interactive and collabora-tive learning partnership in the Mandarin classroom.