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The purpose of this paper is to examine the readiness on online learning during COVID-19 pandemic based on the conceptual frameworks adapted from Stauffer (2020), Butnaru et al. (2021), and (John Lemay et al., 2021). It is mainly quantitative in nature alongside some quantitative data. It examines the students’ readiness of shifting from the face-to-face teaching and learning to online learning. They are also asked to provide their experience of accessing online learning. The research data was collected at a local university in Malaysia through a survey comprises 71 student respondents and an interview with 10 student interviewees. The results of the research show that i) the students were exceled in computer skills but unfamiliar to the online platform; ii) students were satisfied with the internet network support quality; iii) few students used mono type online device to access online learning; iv) students did not have previous experience on online learning during high school and the students felt anxious before and during accessing online learning. The findings further reveal that the internet network support provided in the country is the factor of some students unable to access the online learning smoothly, they used more than one type of online device to access the online learning and felt anxiety on the disconnection of internet might affect their performance in assessments and presentation evaluation. The telcos are suggested to accelerate the upgrade of their internet network support quality in order to facilitate the success of the National 4IR policy in the country.

Broca's aphasia is a type of aphasia named after the French surgeon Broca. Broca's aphasic patients experienced difficulty in speaking, but they could understand both spoken and written language. There were three essential patients in the historical development of the study of Broca's aphasia. Louis Victor Leborgne (1809–1861) was also known as Monsieur Leborgne or 'Tan' as he could only utter the syllable 'Tan' throughout his 21 years of illness. The second patient was called Lazare Lelong. His language ability was slightly better than Leborgne. He could utter simple syllables, such as oui (yes), non (no), and this (trois or three). The third patient was Gage, a railway company worker. Broca studied similar cases in the following years and planned a brain function localization theory.

This paper explains a combination of genre-based knowledge and evaluative stance in the context of academic arguments used in the conclusion sections of Malay research articles. For this purpose, it draws on an analysis of the features in Appraisal theory (Martin & Rose, 2003) together with a move analysis (Swales, 1990, 2004). The data comprises empirical research articles. The conformity with the standard IMRD (Introduction- Method- Results- Discussion) is taken as the first similar feature when selecting the set of empirical research articles from the selected journals. Among others, the findings observe that evaluative stances produce rhetorical effects in Malay conclusions. When taking a stance, both the evoked Attitudes and inscribed Attitudes are employed. A closer examination shows that the evoked Attitudes and inscribed Attitudes are either used separately or simultaneously to realize a move.

The purpose of this paper is to explore students’ views of online learning based on a theoretical framework known as Technology Acceptance Model (TAM). It is mainly qualitative in nature alongside some quantitative data. It examines students’ preference for their choice of learning mode for the post-COVID-19 period or when they are in a position to return to the campus when the pandemic situation improves. They are also asked to provide reasons for their preference. The research data was collected at a local university in Malaysia through an interview with 41 respondents. The results of the research show that the majority of the student respondents prefer to have hybrid learning that offers a combination of online and face-to-face sessions followed by fully face-to-face learning mode. No respondent has opted for fully online learning as their preferred choice of learning mode in the near future. In general, the respondents perceive that online learning is creative, innovative, convenient, time-saving and eco-friendly. However, as emerged in the data, in relation to online learning, students have two major concerns, namely additional cost incurred for the high usage of the Internet data and poor/no Internet connection at rural areas. The findings further reveal that institutional support, technology accessibility and COVID-19 concern are the three external factors that have influenced the respondents’ attitude and intention in using online learning in the near future. Higher institutions thus can play an important role in enhancing students’ online learning by upgrading the existing learning management system and the campus Internet connectivity.