In Malaysia, studies have shown that most Malay learners learning Arabic Language exhibit weak Arabic speaking skill despite spending years of learning the language. However, given the same learning environment and experience, some of them could be considered as good Arabic speakers as revealed by the results of Arabic Placement Test conducted by the Center of Languages and pre-Academic Development (CELPAD) of the International Islamic University Malaysia (IIUM). These learners have successfully scored band 7 and above in Arabic speaking skill test. The researchers believe that being aware of certain learning strategies in enhancing their speaking skills would help these learners to become good Arabic speakers. This assumption is based on several theories in language learning strategies which postulate that learners' success in language learning or lack of it is attributable to the various strategies which different learners bring to tasks and not solely relying on environment per say. Therefore this study attempts to understand the assumption by investigating the Arabic speaking skill learning strategies of selected Malay good Arabic speakers and Malay poor Arabic speakers at the (IIUM) within and outside the parameters of the educational settings. In addition, the research also seeks to explore the students' perception on Arabic speaking skill in terms of the importance of Arabic speaking skill for the Malay learners, the required level of Arabic speaking skill for the Malay learners and the prerequisites to become good Arabic speakers.Keywords: speaking skill, second language acquisition and language learning strategies. ElevatesSelf (courage, confidence and so on) CausesInterest to practice speaking DevelopsVarious strategies (relevant, quality and quantity) Causes Ability to speak Causes Excitement Establishes morePositive attitudes (practice, discipline, determination, motivation, creativity, diligence and so on) Results inGood Arabic speaking skill MPAS:Good Arabic speaking skill (fluency, proficiency, spontaneity and so on) RequiresSelf (courage, confidence and so on) Unable to buildLanguage (vocabulary, grammar and skill of speaking) Cause Inability to speak Kills Enthusiasm KillsPositive characteristics (practice, discipline, determination, motivation, creativity, diligence and so on) Causes

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The outbreak of COVID-19 pandemic in 2020 has caused a major transformation on the education system around the world. Educational institutions of all level, public and private were instructed to close their premises and resume the teaching and learning activities online. The closure of these educational institutions is unfortunately extended from time to time. This is considered as the safest option so far to break the infection chain which is believed to be "transmitted between people through respiratory droplets and contact routes" (WHO, 2020) and now believed to be airborne. In Malaysia, all curriculum and co-curricular activities in education involving mass gathering need to be temporarily halted to create social distance and ensure safety of all students and teachers (Yusri Muzamir and Amin Jali, 2020), (Abdul Halim Abdullah, 2020). As a result, Malaysian educators who were once heavily conventional has now started to utilize online communication platforms like Google Classroom, Zoom, Microsoft Teams, Telegrams, variety of online quizzes, materials and videos and so on. This drastic change has exposed educators and students to a number of challenges in adopting and adapting to the new norm in teaching and learning.

The COVID-19 pandemic in 2020 has caused a major transformation in the education system around the world. Due to the closure of schools and other learning institutions, the teaching and learning that were once face to face are now conducted online. Sudden change of education landscape has put educators and students in harrowing time. This paper reviews literature to find out the challenges faced by educators when teaching online. The results reveal that all educators around the world are facing intrinsic challenges, such as little or no knowledge, skills and experience in the implementation of online teaching, as well as extrinsic challenges such as students having no Internet access and coverage and own no proper gadgets. It is found out that the biggest challenge faced by most local educators as compared to their counterparts in some parts of the world is their lower level of readiness in facing the transition from teaching traditionally to online.

Realizing online lessons during COVID-19 needs huge participation from both teachers and students. It is not easy to maintain teachers' performance in this unusual time. There are many challenges faced by teachers in online teaching during this pandemic. This study reviews literature to find out Malaysian teachers' self-efficacy related to their performance in online teaching based on Bandura's four main sources of self-efficacy. This study has its importance in revealing true challenges experienced by the teachers to deliver online lesson especially in Malaysia. This is a descriptive study that is enriched with literature on Malaysian teachers' challenges in online teaching from different published resources from the past two years such as journal articles, newspapers and online essays. The results show that the challenges related to self-efficacy faced by Malaysian teachers are their unreadiness in conducting online teaching, low motivation caused by various problems, pressure in balancing teaching duty and household chores, and worrying about the adoption and acceptance of students for online learning. These challenges were categorized based on sources of self-efficacy, that consists of mastery teaching experience, vicarious experience, social persuasion and physiological and emotional behaviours. It is concluded that the most effective way to obtain high self-efficacy level is through mastery experiences. This study proposes further research on solutions for the challenges related to teachers' self-efficacy by implementing Bandura's four main sources of efficacy beliefs.