No abstract

Augmented Reality (AR) in the classroom is becoming a new trend, which incorporates technology in the teaching of topics in a particular course. An instance of the technology used in the classroom is an AR board game which is designed to aid in learning through games. This study is a continuation of a preliminary work, which will concentrate in the designing, developing, and testing phases of REV-OPOLY, a board game with AR intervention in the area of the emerging technology revolution. This study employs a quantitative method of quasi-experimental design using pre-test and post-test, and test assessment. It was conducted within one semester on 100 undergraduate students who enrolled in the Computer Application in Management subject in Universiti Utara Malaysia. Findings show significant improvements in students' scores in all tests preceding the use of REV-OPOLY.

Gaming, in conjunction with innovative education, is gaining traction as a means of motivating and involving learners in their intercultural learning process. Vast research supports the relationship between learning games and increased motivation and connection. Learning games are a promising technique for aiding the acquisition of a language. This study was planned as a descriptive qualitative study, with data collected through brief questions on using the Kahoot online programme in English schools. This study aims to examine learners' interests and enhance the dynamic behaviour of the classes by integrating Kahoot in the English classroom to enhance activities connected to vocabulary identification. The study used phenomenological investigations using a sample of 31 University Utara Malaysia students. It collected data on the learners' impressions using an open-ended questionnaire. The data from the surveys were evaluated qualitatively through interviews. The findings indicated that Kahoot might boost student learning accomplishments, demonstrating a considerable rise in English learning in terms of worth. As a result, it is concluded that it is beneficial for learners in terms of assisting them in learning English.

Research works on the usage of lexical collocations for enhancing the creative writing of foreign language learners is considerably lacking. To examine the impact of collocation on reading, speaking and writing skills have been the focus of the researchers. It was observed that the writing skill of EFL learners was weak and they faced difficulties in English writing. Pakistani EFL learners are facing problems while writing English creatively especially at secondary level. Their writing is weak due to lack of adequate combinations of words according to the context. The undertaken research endeavours to explore the impact of English collocations on the creative writing skill and the effect of English Newspaper corpus to improve the collocation knowledge among the EFL learners at Secondary level in Punjab, Pakistan. Quasi experimental research design is adopted for the present study. Two groups of English language learners participate in this research. SPSS, version 23.00 is used to analyse the collected data statistically. The research employs a mixed method. Quantitative data is collected through pre and post-tests, writing task. Qualitative data is collected through semi-structured interviews. Sinclair’ (1991), Ying and Hendrick (2003)’s models are utilized to analyse the data. The results of the study reveal that the participants of the two groups possess inadequate knowledge of collocation. The corpus-based collocation intervention proves significantly effective and it assists the students in experimental group to develop their collocation knowledge and creative writing. The results also reveal that collocation approach contributes a lot to creative writing. Therefore, the results of the study demonstrate that the corpus-based collocation intervention has a significant effect on the participant’s performance in expressing their knowledge in a creative way. This study implies that the collocation knowledge plays a significant role in enhancing EFL secondary learner’s creative writing.

<span lang="EN-US">Intralingual comparison in language learning is an effective teaching </span><span lang="EN-US">method</span><span lang="EN-US">, which introduces </span><span lang="EN-US">a new </span><span lang="EN-US">learning from what students have mastered to what they are going to learn. The study is to investigate the effects of applying intralingual comparison on the teaching of English adverbial relative clauses to Chinese Senior high school students. Data was collected utilizing both quantitative and qualitative methods in a mixed method design. Data was gathered via experimental research (n=103) and semi-structured interview (n=12). The experimental group’s posttest scores improved statistically significantly after intervention. Research findings suggest that applying intralingual comparison i</span><span lang="EN-US">n</span><span lang="EN-US"> teaching could be considered as an effective teaching method in improving students</span><span lang="EN-US">’</span><span lang="EN-US"> performance </span><span lang="EN-US">on </span><span lang="EN-US">learning English adverbial relative clauses.</span><span lang="EN-US"> Besides, students would </span><span lang="EN-US">have more active and positive attitudes</span><span lang="EN-US"> toward</span><span lang="EN-US"> learning adverbial relative clauses</span><span lang="EN-US"> than the traditional teaching method.</span>