The Coronavirus outbreak disrupted the global economy and human social activities, including schooling. Because of the worldwide school closure, face-to-face lessons have been stopped. Students desire to participate in real-time online learning was not well understood when the Coronavirus outbreak occurred. Despite this, there has been a progressive return to face-to-face education accompanied by online learning after more than two years of the COVID-19 pandemic. This international survey assessed students' readiness for live online learning using technology rather than the more traditional online/internet self-efficacy scale. This study is needed because of the COVID-19 outbreak (dependent variable). Three hypotheses were substantiated with the partial least square method to develop a structural equation model containing all four variables. Students' grades were shown to be directly influenced by factors such as temperature, lighting, and noise. Three distinct elements influence university students' long-term viability (human resources). Males and females were found to have no statistically significant differences. We contend that during the Coronavirus pandemic, the gender disparity in learning was minimized because students were pushed to take greater responsibility for their education. Educators utilizing live online learning, particularly those educating students at various educational levels, can benefit greatly from this research. Students pursuing lower-level degrees should be encouraged to engage in more virtual activities and student-to-student relationships.

Utilizing technology to enhance students' writing skills at the higher education level is now the focus of scholars. One of the most effective nontraditional approaches to enhancing pupils' writing abilities is vlog-assisted language learning (VALL). The university professors who instruct pupils on writing skills never use this VALL. Therefore, the purpose of this study is to compare the academic writing skills of first-year university students taught utilizing the methodology of Bog-Assisted Language Learning (VALL) with those who were not. In addition, this research analyzes how students react to using VALL in teaching and learning writing skills. Thirty university English majors in their third year participated in the research. The research took a quantitative approach to data collection by administering pre- and post-writing examinations and a series of questionnaires to both the experimental and control groups. Evaluation of the gathered data was carried out with the use of descriptive statistics. The findings indicated that pupils who were taught writing utilizing VALL improved substantially more than those that were not. In addition, most student responses on using VALL to teach writing skills were favorable. Since this is the case, the English Department at a university might benefit from implementing VALL into their teaching and learning of writing.

The preparation of English language teachers to become beacons of global competitiveness necessitates teacher education institutions in the world to put emphasis on the mentoring process. The goal of this research was to assess the average degree of self-efficacy among English language preservice teachers and the variables that influence it. Over the course of the study, 150 third- and fourth-year English language student teachers (N=80/70; 90% females) were asked to fill out a self-report questionnaire about their perspectives and attitudes on the teaching profession. This information was gathered using the Mentoring for Effective Primary Teaching instrument and the Teachers' Sense of Efficacy Scale. Findings suggest that English language student teachers who have a mentor during their practicum experience are more likely to become effective English language educators. It was determined that there was a statistically significant correlation between the two variables. According to the findings, students had a much more positive view of their own teaching abilities in the fourth year compared to the third. The findings of this research suggest that the average level of confidence among English language preservice teachers varies considerably depending on whether or not one or both of their parents are also teachers. Multiple regression analysis shows that aspects of mentor teachers' teaching styles are the most reliable predictor of student teachers' evaluations of their own teaching abilities.