Writing is a form of communication to enable students to express their feelings and ideas in a constructed text. However, pupils are showing least interest to express their ideas in writing due to the non-contextualized materials and the traditional approach used in classroom. In order to arouse pupils' interest in writing, technology will be a tool for the teachers to achieve their goals. Google Docs, a free web-based platform, allows collaborative writing and cooperative learning to take place. This collaborative platform would gain pupils' understanding about the writing task and increase their interest in accomplishing the writing tasks. It also allows teachers to evaluate pupils' feedbacks and correspondingly for pupils to review on their peers' work. This study aims to explore the effectiveness of using Google Docs as a tool to carry out the 4-step sentence construction activities, which leads pupils progressively to expand their note from a word to a complete sentence based on the given title. It is specifically designed for the primary school pupils with marginal passing rate, which are categorised as the pupils with marginal passing grades. An action research based on Kemmis and Mc Tagart model was carried out with 30 GALUS pupils by gathering documents, survey questionnaires, interviews and assessments. The findings showed increase of 16 percent in the sentence construction skills among the pupils via the 4-step sentence construction activities conducted in Google Docs. The results also show that this approach clearly promotes the participation of pupils in writing activities. In conclusion, the 4-step sentence construction activities are effective in teaching sentence construction.

Social media is an online platform which allows individuals and groups, as well as pupils to collaborate with each other. However, studies shown that pupils used them more for leisure than for academic purposes, including cultivating bad reading habits. This study aimed to explore the influence of social media towards reading habits and interest in reading among year 5 pupils in an urban school. The researchers see a need to carry out this study as it provides an insight for educators, especially for primary education teachers, who are longing for different pedagogical approach in language teaching, specifically the teaching of reading. A survey was carried out with 50 year 5 ESL pupils by using a questionnaire comprising 50 close-ended and 1 open-ended items to identify the influence of social media on their reading habits. Besides, unstructured interviews were conducted with 10 of the respondents to examine the influence of social media on interest of reading. The findings showed positive reading habits are able to construct by using social media as it successfully increased the interest of pupils in reading. In conclusion, the use of social media is effective in cultivating positive reading habits. The results of this study may be beneficial to educators in adapting the use of social media in teaching reading. It is suggested that further studies could be done to identify the social media platform that contributes towards pupils’ better reading habits