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Research in education has been conducted over the decades to find the best practices in learning. Although there is no one size that fits all, gamification is one element in learning that has been proven to carve a niche for itself in many aspects in education. This has led to the creation and development of various types of games to suit various needs in education. Funlinguistics is a linguistics game for students taking Language and Linguistics course. It covers topics like morphology, syntax, semantics, and pragmatics. It adopts structural gamification approach that uses Microsoft PowerPoint as the main platform with Visual Basic Applications (VBA). The game consists of questions set at different difficulty levels based on Bloom’s Taxonomy. The game can be used to in a conventional classroom as well as during synchronous Open Distance Learning (ODL) environment. It is also well received by students who indicated their liking for it through an online survey.

Online learning has been implemented at the tertiary level by using many platforms such as the university learning management system, massive open online courses (MOOCs) and mobile applications. Online learning permits personalization and autonomous learning. However, this is not the case for the English Exit Test. An initiative was made to provide an online platform for students to practice using the language via Google Classroom. Google Classroom can be accessed as a mobile application on a smartphone or on the web by using a computer. It is essential to support the students’ learning in preparation for the test since it is the requirement of graduation for degree students at Universiti Teknologi MARA. This study aimed at determining the level of acceptance in using Google Classroom for learning English Exit Test among students. The sample was selected using purposive sampling. The data were collected using a survey designed based on the Technology Acceptance Model (TAM) and went through data cleansing using Statistical Packages for the Social Sciences (SPSS) Version 21. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that students positively accepted the use of Google Classroom in preparation for the English Exit Test.

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

The Arabic language is one of the third languages offered for degree students at UiTM. The students must complete three levels (I, II and III). Before the COVID-19 pandemic, the methodology of teaching the Arabic language was by using the traditional way, which was face-to-face instruction. Since the outbreak of COVID-19, the methodology of teaching in UiTM has shifted to Open and Distance Learning (ODL). This new way of teaching affected the students’ acceptance of learning the Arabic language as they were familiar with the traditional method of teaching. This study aimed to get feedback on student’s acceptance of using Microsoft Teams in teaching and learning the Arabic language. The objectives of this study are (i) to evaluate the Perceived Usefulness (PU) of Microsoft Teams among UiTM Students learning Arabic Language, (ii) to assess the Perceived Ease of Use (PEU) of Microsoft Teams among UiTM Students learning Arabic Language and (iii) to investigate the students’ attitudes towards using Microsoft Teams in learning the Arabic language. The sample consisted of 121 students from three different faculties:  Faculty of Computer and Mathematical Sciences (FSKM), Faculty of Sports Science and Recreation (FSR) and Faculty of Administrative Science and Policy Studies (FSPPP). The data were collected using Google Forms. The result shows that the students agreed that the application of Microsoft Teams for learning the Arabic language was easy to access, convenient and user-friendly. Other than that, they also agreed Microsoft Teams helped them to learn the Arabic language efficiently and perform a task quickly and were interested in using the apps for learning. It is suggested that MS Teams is one of the convenient online applications that can be used in learning the Arabic language via the Open Distance Learning (ODL) mode.