This study is dedicated to the research of vocabulary learning strategies (VLSs) employed by a group of Saudi Arabian learners in an EFL (English as a foreign language) context. The rationale for the study is to clarify a pronounced lack of research on the EFL context in Saudi Schools Abroad (SSA), and a dearth of prior research into VLSs in this context. In particular, this research intends to explore how do students at Saudi School Malaysia (SSM) employ VLSs in their actual learning process. Therefore, this study is conducted on cognitive theory of learning studies, the mental processes involved in the learning process. Moreover, this study conducted an analysis of studies dedicated to VLSs through secondary students at Saudi school in Malaysia based on previous research problems of models and theories. In addition, this study applied quantitative approach, and the questionnaire was conducted using 105 students. The results of this study revealed the percentage and frequency have further underscored this role and the significance of vocabulary learning in both students and teachers. Also, the results show that students at SSM have employed the five categories of VLSs at a medium level and almost at a close range.

COVID-19 pandemic causes Malaysia to make an early decision of a Movement Control Order (MCO) to control the spread of the virus. The purpose of this study is to look on to the education continuation strategies that implemented by the Malaysian Ministry of Education (MoE) during schools' closure as a measure to control the spread of COVID-19. This article reviewed the measures and the implemented strategies that taken by the MoE to ensure the delivery of learning to all public schools' students in the country. The review revealed that, the MoE introduced four strategies to be implemented during COVID-19, which are (1) flexible class schedule and pedagogies, (2) synchronous and asynchronous online class, (3) collaboration with mass media, and (4) digital learning communities for professional development. The implemented strategies enabled the education system to overcome the school's sudden closing issue and deliver the necessary education to students during the pandemic.

The purpose of this study was to investigate the use of Information Communication Technology (ICT) in Yemen public universities. Three academic staff from Hodeida, Amran and Thamar universities were the participants of this study. The qualitative method was employed with one to one interview as an instrument of the data collection. Thematic analysis was employed to identify the patterns that reflect the factors affecting ICT use in universities. The findings revealed that the use of ICTs in Yemen's universities still depends on lecturers self-initiative. The lecturer who has skills of using ICT appeared to have a positive attitude towards the use of ICT in their teaching. There is no type of social influence on lecturer's use of ICT in their teaching. The poor infrastructure, poor facilitating condition and lack of the technical support stand as significant ICT barriers integration in Yemen's Universities. All forms of online communication are absent in all three universities. The participants of this study urged their universities top management to provide a proper facilitating condition and training programs to enable their academic staff to cope up with 21 st -century teaching and technologies.

Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore; social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students' perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students' perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students' SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students' perception of social presence neither based on the gender difference nor on the number of the semester of the study.

The severity of COVID-19 has called the education world to transition into cyberspace education to support the continuity of teaching and learning. The stages of Movement Control Order (MCO), Conditional MCO, and Restricted MCO have resulted in prolonged closure of schools within affected areas. In the Guidelines of Teaching and Learning (T&L) during MCO,' the Ministry of Education, Malaysia (MoE) has come up with several initiatives for the continuation of education, which include adopting the synchronous and asynchronous modes of online T&L. Nevertheless, they will not be successful if there are any barriers in the process of implementation. As teachers are the key players in preparing online classes, this research looks into the challenges that arose before they conducted the sessions. One hundred ninetytwo public secondary school teachers responded to this research through open-ended questions. Teachers were asked what the challenges are that they face in preparing, planning, and designing the online lessons. Eight themes emerged in this research; namely, time, environment, technological access, interest, knowledge, technological skills, course design, and communication self-efficacy. This study proposes problems that can be further researched for better online T&L processes.