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 animation computers in today’s world is beneficial in many sectors. Animations development has changed over time and usage context, and illustrate phenomena and concepts that difficult to understand. Animations may not always be useful, however, and teachers using animations need to understand the importance of it. This paper focused on illustrating potential applications of animations in language learning and education, on identifying evidence- based principles for their design and use, and on proposing possible research works. The animation in animation involves the use of compelling graphics, including images, audio and video in the form of technology. However, the use of animations or computers is not limited to education alone, in addition to the education sector, the economic sector, the business sector, the medical sector. However, there is a great deal of debate about the effectiveness of computer animation in various fields. The general findings can be concluded that the role of computer animation is constructive in mostly in language learning.

Technology evolution now allows for many things. However, it is hard to keep students engaged without a teacher’s physical presence contact. Educators may use interactive virtual applications to track students’ progress and giving feedback to keep them engaged. Due to the rise of online learning tools; students have an opportunity for personalised instruction and tailored to their specific needs. Thus, this article presents Classkick, an interactive web and mobile app supporting differentiated Mandarin instruction in higher education. A quasi-experiment was used to examine how influences students’ knowledge and the teacher’s teaching practice. Classkick enhanced the quality of Classkick learning and changed the way students learn. Classkick is a potential app for differentiated instruction. It helps teachers to differentiate instruction for individual need. However, students and teacher need to adjust self-concept to be more effective. The study found that Classkick which can be used to render integrated instruction that can minimise distraction. It showed that technology integrated lessons have a higher impact on student learning than traditional methods.

Nowadays, language educators are continually investigating ways to offer a suitable learning environment, improve cognitive skills with the affordances of digital tools. Therefore, identifying the overview of the current trends and requirement needed in language learning is important toward improving the learner’s motivation. Based on Bloom’s Taxonomy, the cognitive level of language learning can be improved with certain learner’s consideration. However, the interconnected elements between higher-order thinking and learning tool in language material are known as an important component in language study, but, it is less discussed in the literature especially, in the Arabic Language. This paper presents a survey of recent achievements in offering attractive and effective learning environments for language learning. Based on our review, several research questions have been identified. We have also briefly discussed a few promising further research direction based on our literature survey.

Mandarin is the most sought-after language due to its rapid economic development. Simultaneously, Mandarin is also becoming arguably the most difficult language in the world especially for those who are not used to the tonal language. Today, the speedy development of the internet and advanced technology has transformed Mandarin educators to accommodate innovation in pedagogy occasioned by the worldwide demand for the acquisition of Mandarin as a foreign language by non-native speakers. Thus, this action research is to investigate to what extent smartphone applications, the latest mobile technology could impact teacher’s pedagogical practice and students’ oral performances. One class of Mandarin non-native learners participated in the study. The triangulation method was used in collecting data. The data from students’ diaries, teacher’s self-reflective journals, focus group interviews and oral assessment were analysed through content and thematic analysis to gauge the impact of the technology integration. The results revealed that, over a four-week intervention period, the students viewed their Mandarin pronunciation and confidence level of oral had improved. But they contradicted the result of oral assessment. In short, Mobile-Assisted Language Learning is a potential approach to address the difficulty of Mandarin. However, to make it a success, the existence factors which facilitated and hindered students’ performance during the technology integration instruction were the most crucial.