This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners' performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.

Students who learn Arabic as a foreign language in a foreign country usually face difficulties to achieve proficiency in the language. This is primarily because of the lack of Arabic language resources. However, this situation does not hinder the emergence of a group of outstanding students who achieve fluency in Arabic by using their own methods. This study investigated the methods used by these students to be used as a guideline for other students.

The Fourth Industrial Revolution (4IR) era brings with it exciting new possibilities and at the same time new challenges for the language and education sector. Due to the exponential changes brought about by the 4IR, researchers predicted that pretty soon, we will witness changes in most sectors in the world including the employment sector. Over the years, the delivery of Malaysian Higher Education Programmes (MyHE) has transformed significantly. The challenges and the way forward towards addressing the issues pertaining to 4IR in the realm of language and education are presented and discussed in this editorial.

There is a misconception that 21st century education is all about using the right online tools. However

Article HistoryListening, in general, is a challenging language skill for many learners in which they usually face frustration (Arnold, 2000;Goh, 2000). The emphasis of this study is to identify the experiences of ESL learners when learning the listening skill for IELTS while applying metacognitive strategies in learning. The research instrument used in the present study is the semi-structured interviews with the aim of gaining foundational understanding from the selected respondents regarding their use of metacognitive strategies in learning the listening skills for the IELTS examination. The qualitative results of this study were based on interviews conducted among 10 participants who are undergraduate students, underwent an intervention programme which was designed for them to acquire the listening skills using the metacognitive strategies. The semistructured interviews were recorded and transcribed for analysis by using the coding method. Findings of this study suggest that metacognitive strategies presents a viable solution for acquiring appropriate skills in the listening component because although most individuals of normal intelligence engage in metacognitive regulation when confronted with an effortful cognitive task, some are more metacognitive than others. Those with greater metacognitive abilities tend to be more successful in their cognitive endeavours. Additionally, it was also found to have positively impacted learning behaviours with the learners being receptive to the changes and gaining more confidence with independently learning. There is a vast potential that can still be evaluated for the application of metacognitive strategies with other level of learners for acquiring appropriate listening skills in the English language.