This study explored the hardship faced by foreign-language learners of Mandarin and the strategies applied to overcome them. Literature review found that technology created a positive effect that enhanced the learners’ achievement. Nevertheless, it was still doubtful how far the activities advocated by technology or its potential increase in motivation could boost the students’ learning. Most techniques, real expansions in education and competence had yet to be proven. The hardship and coping strategies were classified and examined according to quantitative and qualitative methods. The findings indicated that different learners experienced various levels of difficulty, and they had their own coping response. Gender and course stream did not seem to be associated with obstacles. The barriers that triggered incompetence and the ways that learners used to overcome them were explained. The grounds of hardship and response strategies were limited. The actual number of coping methods could be more than reported as learners tended to use whatever strategy that was convenient for them.

The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined students’ readiness to follow online teaching and learning and analysed the impact of online T&L on the national education agenda. This study involved 133 students of Diploma in Fisheries, Universiti Malaysia Terengganu, for the first semester of 2020-21. Data were obtained through a questionnaire using Google Form and presented to students by sharing links to their WhatsApp group in the final week of study. The questionnaire was adapted from several instruments related to various aspects of online T&L during the COVID-19 pandemic. The outcomes revealed that most students were among Gen-Z with digital literacy background. Thus, it was assisting them having a high level of readiness to face online T&L. In terms of the availability of device infrastructure, internet access, e-Learning, and computers, most (80%) have mastered it. Only (20%) have low proficiency due to limited experience using computers and gadgets due to family constraints and their literacy levels. The research conclusion recommends a consecutive enhancement in curriculum structure flexibility, delivery, evaluation; internet accessibility and digital gap, and self-motivation of students entering the era of the self-regulated learner. Transformation demands the strategic cooperation of various parties in educational institutions, government agencies, the private sector, NGOs, and people’s leaders in the interest of the country’s advancing education relevant to the era of global technology-oriented education and digital infrastructure.   Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

The use of new technologies has impacted effectiveness in learning which contributes to the smoothness of language performance. The language implication involves all subjects, including Malay foreign language. For instance, the use of mobile learning has been shown a considerable and dynamic potential in learning Malay foreign language. Mobile application usage enables a variety of teaching innovations that assist educators and students in pursuing knowledge and language skills. Thus, this concept paper aimed to identify the Learning Theory which related to mobile application. Apart from that, it is also to explore the importance and effectiveness of mobile application usage in Malay foreign language instruction. The literature review is based on publications from 2015 to the present. It is hoped this study can be used to benefit the foreign students while integrating the mobile application in their learning, and to improve the language performance in line with current developments.

21st Century learning requires a lot of skills that students need to have. One of them is the technology literacy skills and High Order Thinking Skill (HOTS). Cognitive skills in technology literacy are based on the use of digital technology to manage information, communication tools or networks to ensure a person’s success and function in society. Many researchers pointed out that mobile technologies in general and mobile phones in particular play a fundamental role in both teaching and learning process. Today, the application of mobile technology is widely promoted in the national education system. Therefore, this paper is a concept paper aimed at discussing the capabilities of mobile technology in improving students’ HOTS based on findings from previous studies. The literature review is based on publications from 2015 to the present. It is hoped this study can be used to benefit the educators while integrating the mobile technology in their teaching and learning, and to improve the HOTS in line with current developments.

The 4.0 industrial revolution transformed life remarkably. Dependence on technology is notable and influences the learning system in our country. In fact, its weight becomes more visible in the post-COVID-19 situation that strikes the world today. Online learning compels educators to be more creative in designing the learning process. One of them is to employ a digital game strategy in learning that utilises the elements of the game intending to motivate students, maximise positive feelings and engagement with the learning process. Furthermore, the application of this media can help to improve students’ higher-order thinking skills because through the digital game, students can explore innovative things as well as test their level of acceptance of the topics discussed in the lecture. Nonetheless, to what extent is the approach victorious in helping to overcome various problems in learning and able to improve students’ higher-order thinking skills? Therefore, this paper identified the implementation of digital games in learning and its implications for the advancement of higher-order thinking skills of students either at the secondary or tertiary education level. Extensive literature review methods were administred to identify and present data relevant to the current situation, especially in the learning atmosphere in this epoch of COVID-19 pandemic. In particular, this research addressed the fundamental concepts of digital games, its implementation and function in enhancing students’ higher-order thinking skills. Further, the researchers proposed that this study would contribute to educators, particularly in improving the efficiency of technology. Ergo, it would be supporting students to explore novel ideas.