Foreign language learning is certainly accentuating on the mastery of basic skills including reading skills that need to be emphasized by every student in the early stages. Similarly, the same goes for Arabic language learning which is the third language or also recognized as a foreign language in the Malaysian community. One of the skills focused on this study is the focus on reading Arabic texts. The objective of this study is to identify the common reading mistakes that students often make while reading Arabic texts and to determine how well the Project-Based Learning (PBL) method can overcome and reduce their reading errors. This study utilizes a qualitative approach with the method of observation performed on students when they were reading texts during pre and post-reading tests. The reduction of these mistakes was identified from before and after the PBL procedure was implemented. The study sample consisted of 69 students who registered for the 3rd level Arabic course in the 2019/2020 study session at Universiti Malaysia Sabah Labuan International Campus (UMS-LIC). The instrument used was a set of pre and post-reading tests based on the KSSR (Primary School Curriculum Standards) guidelines set out by the MOE (Ministry of Education, 2015).

The new emerging trend for recent employment is the employers expect the university graduates to have more than academic excellence to be employed. They prefer graduates who possess soft skills such as communication skills, creativity, teamwork, management, and problem-solving. As a result, many educators are forced to change and find a new teaching and learning strategy to be incorporated in the classroom that would facilitate the students to develop both academic as well as interpersonal skills which are commonly known as soft skills. The holistic approach of Project-Based Learning (PBL) which integrates learning through working collaboratively in a project and bringing in the authentic experiences of the real world beyond the classroom walls has proven that PBL is designed to do both. The present study aimed to investigate how PBL can prepare students with related workplace skills and their perception of PBL in developing their soft skills. A set of a questionnaire is designed and administered to 77 second-year students, who are taking English for Occupational Purposes subject at Universiti Malaysia Sabah Labuan International Campus. The result of the study showed that PBL has able to equip the students with work-related skills, and by completing the projects, they were able to improve their soft skills, mainly in communication and self-confidence. Hence, the findings of the study proved that PBL is a relevant approach in a classroom to help in developing students' soft skills.

The article reviewed the relationship between language competency and business opportunity in five global regional trading blocs. By having the language competency may facilitate the business opportunity but language differences may create frictions between the business partners and/or the workers. Besides for the purpose of communication, language use in the business world may enhance trust and loyalty between business partners and from the customers. Different linguistic landscapes are formed and dominated by different language communities in the global business world. Five important languages used in the global business world which are English, Mandarin, Spanish, German and Portuguese, are reviewed according to their regional trading blocs. Malaysian authority specifically the Malaysian Education Ministry is suggested to design and adapt more practical and relevant education language plan to produce graduates with different language competencies for the future human resource market. The authority is also suggested to create a favourable institutional environment for variant language use in the country.

Bahasa Arab mempunyai kedudukan yang penting dalam ibadah. Ayat-ayat al-Quran, bacaan dalam solat dan juga doa-doa dibaca dalam Bahasa Arab. Imam merupakan individu yang akan mengetuai solat seterusnya melakukan pembacaan-pembacaan tersebut yang boleh didengari oleh para makmum. Kajian ini ingin melihat tahap kemahiran para imam menukarkan kata ganti nama ketika membaca doa qunut dan doa pengampunan ibu bapa. Dalam teks bacaan kedua dua doa ini mengandungi kata ganti nama yang perlu diubah dari kata ganti nama tunggal yang digunakan ketika solat bersendirian kepada kata ganti nama jamak ketika solat berjemaah. 20 responden yang merupakan para pelajar di beberapa institusi pengajian tinggi yang pernah menjadi imam telah diminta untuk membuat rakaman suara bacaan bagi kedua-dua doa tersebut semasa menjadi imam dan telah dihantar kepada pengkaji sejurus setelah mereka diberikan penerangan tentang kutipan data. Analisa kekerapan kesilapan bagi doa qunut melibatkan 7 perkataan dan analisa kekerapan kesilapan bagi doa pengampunan ibu bapa melibatkan 6 perkataan. Kajian ini mendapati bahawa kadar kesilapan yang dilakukan oleh para imam bagi dalam membaca kedua-dua doa qunut dan doa pengampunan ibu bapa adalah pada kadar yang sangat rendah iaitu 9.23%. Walau bagaimanapun, kadar kesilapan bacaan doa qunut adalah jauh lebih tinggi berbanding doa pengampunan ibu bapa. Bagi perkataan yang paling kerap dilakukan kesilapan bacaan pula adalah pada perkataan أتوب iaitu sebanyak 7 kali diikuti dengan perkataan استغفرك sebanyak 6 kali. Ini memberi gambaran bahawa wujudnya kekeliruan penukaran ا yang sepatutnya ditukar kepada ن di bahagian prefiks di mana kedua-duanya adalah versi kata kerja kini.