Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

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Massive Open Online Course (MOOC) has since its launch provided a diverse choice of learning courses and modules. Openlearning.com claims to have over 4000 MOOCs from around the world, making it an indispensable place to gain knowledge other than the traditional classroom or formal education. This growing number of MOOCs means that the mass has the interest to learn various subjects the virtual way at their own pace and comfort. Despite this increasing number, there are also concerns that not all subjects and skills can be delivered and taught online.  Like many language subjects, Academic English is a challenging course to teach and learn. This is due to the specific skills involved in which requires constant guidance on how to deliver best. Hence, Fundamental Academic English course was created to provide knowledge and skills to teach Academic English concisely, virtually, and effectively, adhering to MOOC requirements. This course is unique as its modules are organized to firstly go over basic skills required in Academic English, then introduce the relevant tasks in Academic English, and lastly present steps and tips in ensuring effective verbal and written Academic English performance. The presentation of the course encourages a smooth transition from understanding and applying basic skills to transferring these skills into Academic English reading, writing, and speaking. It is hoped that the ten (10) specifically crafted modules help learners to grasp Academic English faster and more effectively. Fundamental Academic English has the potential to serve as an essential blended learning material at pre-university and university level and provide necessary English language skills for university students to perform academically.

The design and implementation of MOOCs with focus on language learning has yet to be widely explored in Malaysia. The ability to speak Mandarin is an advantage and any means to facilitate the learning of Mandarin is sought after. The paper centers on the use of Introductory Mandarin 1 as an interactive MOOCs Mandarin Language Learning for Elementary Mandarin. This research explores the use of Introductory Mandarin 1 as a method to strengthen learners' four language skills, improve learners' vocabularies with visual-verbal-auditory features, and create a flexible, enjoyable, flip and active learning environment via MOOC platform. Using Gagne's Model of Instructional Design as the theoretical framework, this paper reports a quantitative survey study involving 265 students across 8 faculties at Universiti Teknologi MARA. These students enrolled voluntarily in Elementary Mandarin 1 as a supplementary learning tool. Survey results showed that learners' Mandarin proficiency, specifically communicative language skills, such as listening, pronunciation, writing, speaking, and vocabulary is improved. The research also confirmed the useability of MOOC as a supplementary material to assist the teaching and learning of Mandarin. Possible future research can focus on adding in aspects of assessments into MOOC or the feasibility of turning MOOC content into micro-credential courses.

Universities, researchers and practitioners are looking for effective ways to engage, enhance, and promote students’ learning in the classroom. Gamification is the integration of game-like design elements into non-game context to motivate action, engage, and solve problems. This paper presents the effectiveness of gamification through leaderboards to improve student engagement in subjects for Company Website Design (EIC552) and Communication through Drama (EPE530) at Akademi Pengajian Bahasa, Universiti Teknologi MARA. Questionnaires were given to examine the effects of gamification on student learning and engagement. Results suggest that gamification through leaderboards are effective in improving student participation and encouraging extracurricular learning.