Often times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This study revealed the language learning strategies used by ten successful ESL learners of a private university in Kajang, Selangor, using Oxford's (1990) Strategy Inventory for Language Learning (SILL). The findings indicated that successful language learners are high frequency users of language learning strategies. The total mean of each category showed that metacognitive strategies (Mean=3.964) are among the most frequently used strategies, followed respectively by compensatory (Mean=3.814), cognitive (Mean=3.812), social (Mean=3.700), memory (Mean=3.100) and affective strategies (Mean=2.890) found as the least used strategies among successful language learners. Interestingly, the study also identified that successful language learners used more direct strategies compared to indirect strategies. The findings have significant implications for research on language learning strategies for successful language learners and teacher planning in order to promote and boost the use of strategies among the poor language learners.

The objectives of this paper is two fold. Firstly, it aims at finding students’ perceptions on the learning of English vocabulary in Al-Ghazali on Islamic Guidance or Bidayatul Hidayah, which is a great scripture of Islam written by Al-Imam Muhammad Bin Muhammad Bin Muhammad Bin Ahmad Alghazali Attusi or also known as Imam Al-Ghazali R.A. Secondly, it is to obtain students’ perceptions on the problems that occurred thoroughout the teaching and learning activities and how to improve them. This qualitative research adopts two techniques – observation and interview. It is discovered that majority of students show great interest to learn English through this scripture and their knowledge on English vocabulary has generally improved. The researcher also identifies the problems and lists the possible recommendations for improvement of such activity in the future. It is hoped that this study can shed some lights on how to better integrate Islamic elements in the teaching and learning of English language, as well as to produce active, autonomous and lifelong students; who as well, appreciate the ancient scriptures of Islam.Keywords: Perception, English Vocabulary, Al-Ghazali on Islamic Guidance, Naqli and Aqli

Module development is one of the essential components in planning a course, especially in instilling specific learning objectives into the teaching and learning process.  In language learning, the aspect of module development needs to incorporate interesting, creative, interactive and communicative elements, as it should serve as a guideline to navigate courses and programmes in specific contexts.  21st century learning is a new concept that has become widespread globally and aims to produce more flexible learners. This concept is equipped with a myriad of skills that can assist learners in the future job market and beyond.  However, there are many perceptions that surround this new mode of learning, as most people seem to dismiss 21st century learning as merely focusing on technology, with a limited scope of variety in relating teaching and learning to incorporate other aspects. This paper aims to present the development of a module based on 21st century learning skills for a group of upper secondary school students, participating in a short duration Language Summer Camp, which entails the usage of ICT skills, creativity, critical thinking, collaboration and leadership skills. Examples of lessons and activities that support the learning of language together with the essential 21st century skills are presented. From garnering new technological skills, to becoming competent communicators and advanced problem solvers, students are hoped to benefit from this dynamic and engaging module, hence, enhancing the connection between traditional learning methods, while expanding teaching modes to become more collaborative for teachers and learners alike.