No abstract

Due to the revolution of technology in communication, a unique form of communication has emerged involving the use of new word forms, structures and style of expression. Therefore, this study examined the linguistic features used in a discussion forum among the e-distance learning students in Universiti Teknologi MARA Malaysia. The data of this study were collected from messages posted by the students to their friends and lecturers. The online forums are platform for the students in this program to communicate with their fellow classmates, lecturers and other e-distance learning students. The study indicates students use linguistic features such as rebus writing, internet specific acronyms, reduplication of letters when communicating with their friends. This study also hopes to enrich the knowledge on the study of computer-mediated communication and to motivate other researchers to conduct further studies in this area.Index Terms-About four key words or phrases in alphabetical order, separated by commas.

The study investigated the students' attitudes towards these culturally loaded literary texts and the extent these texts assist them in English language learning. A quantitative research method using a survey design was employed in the study. Using a random sampling technique, a set of questionnaires was distributed via Google Forms to students and 52 students responded to the questionnaire. The findings revealed that students had positive attitudes towards culturally loaded literary texts especially in a sense of respecting other people with different cultures. They also perceived that the cultural elements in literary texts helped them in improving their English language learning, especially in enriching their vocabulary. It was also discovered that there was a significant relationship between students' attitudes and perceptions on the role of cultural elements in literary text to improve their language learning. However, the students' education levels influenced neither the attitudes nor the perceptions. It is important to note that literary texts have the potential in enhancing students' linguistic competence and cultural competence, therefore, they should be integrated in the curriculum for other programmes and not only for English language programmes.

Technology has brought much improvement in English teaching and learning since its inception years ago. Undoubtedly, technology has changed the traditional English teaching and learning method, in-class, and out-of-class, with the teachers making the most of the multipurpose-functions that technology offers, especially, in this new norm era. However, as many as advantages the technology brings in English language classrooms, its drawbacks need to be addressed as well. Thus, this study aims to determine the drawbacks of technology in English language teaching and learning as perceived by university students in Malaysia. This study employed a quantitative research method using a survey design. The instrument used for this study was a set of questionnaires that was randomly distributed to students from different universities via google forms. The questionnaire consisted of 30 items which covered four sections: demographic profiles, cost of technology, language teaching using technology and language learning using technology. 85 students responded to the questionnaire and became the participants of the study. The findings revealed that university students in Malaysia perceived using technology in English language learning as the major drawback. The second drawback was the cost of technology, and finally, English language teaching using technology. The findings also revealed the students’ gender and fields of study had no influence on the drawbacks of technology in all three aspects. It can be concluded that the paradigm shift of using technology in the English language teaching and learning has also had its downside, especially in the students’ learning process.