Journal of Creative Practices in Language Learning and Teaching
CPLT is indexed in MyCite. The Journal of Creative Practices in Language Learning and Teaching (CPLT) (e-ISSN: 1823-464X) is an open-access international refereed journal. Journal of Creative Practices in Language Learning and Teaching will be accepting research papers in creative practices in various fields of research that include (but not limited to) second/foreign language pedagogy, language and technology, language assessment and evaluation, culture and language teaching, language and learner characteristics, language planning and policy, reading, writing, literacy. Research papers that examine creative and innovative teaching practices in areas other than languages will also be considered. PUBLICATION IS FREE OF CHARGE. CPLT is indexed in MyCite. CPLT is also available on Google Scholar. CLICK HERE TO SUBMIT MANUSCRIPT THIS OJS PLATFORM IS ONLY USED FOR SUBMISSION AND PROCESSING OF MANUSCRIPTS. PLEASE VISIT THE OFFICIAL CPLT WEBSITE FOR THE PUBLISHED ISSUES AND COMPLETE INFORMATION.
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Evaluating Demotivating Factors to L2 and Their Influence on Engagement
The issue of demotivation in second language (L2) learning is multifaceted, with a range of internal and external factors negatively affecting learners, particularly in developing communication skills. To enhance student engagement in L2 learning, it is crucial to identify and address these complex demotivating elements. This study investigated the relationship between eight demotivating factors and engagement among diploma students at UiTM. After data cleaning using SPSS analysis, 422 out of 428 respondents were selected for the structural model analysis using PLS-SEM. The results revealed that only the class environment and loss of interest significantly affected student engagement in L2 communicative learning. Future research should incorporate less commonly applied theories and research methods such as the socio-cultural perspectives to understand how demotivation interacts with broader social and cultural factors.
Copyright (c) 2025 HANIS KAMARUDIN, Suhaida Omar, MUHAMMAD SAIFUL ANUAR YUSOFF https://creativecommons.org/licenses/by-nc-nd/4.0
UTM Summer School: Boosting Japanese EFL Writing via Journals
Improving students’ writing proficiency is essential to ensure success in learning English as a Foreign Language (EFL). However, for Japanese students, especially those with low proficiency levels, they often find writing challenging due to linguistic differences and limited exposure to writing. Therefore, the Language Academy Summer School Programme incorporates journal writing as a pedagogical tool in this programme to promote English language exposure and writing practice among students. This study investigates the role of journal writing in improving students’ writing skills. A total of 43 Japanese students from a private university in Japan participated in a two-week summer school programme at Universiti Teknologi Malaysia (UTM) and were selected as participants for this study. Using a quasi-experimental design without a control group, students’ pre- and post-test writings were analysed to investigate changes in CEFR proficiency levels and text length. The findings revealed that most of the students increased in their CEFR proficiency levels and word counts, suggesting that journal writing could be an effective tool for promoting writing fluency and proficiency among EFL students. This study suggests the integration of reflective writing practices among EFL students as an effort to improve their overall writing skills.
Copyright (c) 2025 Abid Razali, Nurhidayah Mohd Sharif, Atiqah Shaharuddin, Nur Ain Mohd Shahroom, Faraha Hamidi, Nur Syazwani Mohd Zolkifli https://creativecommons.org/licenses/by-nc-nd/4.0
The Perceptions of Hybrid Learning Experience among Students from the Academy of Language Studies in Universiti Teknologi Mara (UiTM) Shah Alam
Hybrid learning integrates traditional face-to-face instruction with online learning, aiming to enhance students' experiences across synchronous and asynchronous environments. By adapting Erliza and Septianingsih’s (2022) PST model (Pedagogical, Social, and Technical), this study explores students’ perceptions of hybrid learning at the Academy of Language Studies, UiTM Shah Alam (RO1), and investigates the influence of residency status on their experiences (RO2). A total of 140 students responded to a 30-item online questionnaire. The findings reveal that students generally hold positive perceptions of hybrid learning in pedagogical, social, and technical domains, with resident students exhibiting slightly more favorable views compared to non-resident students. These results underscore the importance of continuously improving hybrid learning environments by leveraging positive student feedback, addressing technical challenges, and considering students' living situations to foster an inclusive and effective educational experience.
Copyright (c) 2025 Dania , Nor Eleyana Abdullah https://creativecommons.org/licenses/by-nc-nd/4.0
Students’ Perceptions towards The Artificial Intelligence (AI) Used in Academic Writing
In today’s world, artificial intelligence (AI) is vastly used in our daily life including the education sector. It seems that AI is a necessity as it helps to ease the burden of human beings. Hence, the purpose of this paper is to examine students' perceptions on the impact, usage, knowledge and overall perception on the use of AI in academic writing. By employing a quantitative research approach, 349 responses were obtained and the data were analysed using SPSS v29. The data later were presented in mean, standard deviation and t-test in tables. It was discovered that the majority of students have a positive attitude and perceptions on the use of AI in academic writing. This could be implied that the stakeholders may need to consider integrating AI in the curriculum and also in the process of teaching and learning. Nonetheless, AI should be used moderately and ethically as AI also lacks in certain aspects. Therefore, as technologies are becoming more advanced, the educators need to equip themselves with the necessary digital skills to be relevant and equal with the skills possessed by students.
Copyright (c) 2025 Siti Nurshafezan Ahmad, Fairuz Husna Mohd Yusof, Nor Syahiza Shahabani, Nur Adibah Zamri, Azrin Raimi Ahmad, Nadia Tun Ibrahim, Zulaikha Khairuddin https://creativecommons.org/licenses/by-nc-nd/4.0
Gender Stereotyping in Children’s Picture Books and the Impact on 10-Year-Old Children in China
This mixed-methods study investigates the manifestation and impact of linguistic gender stereotypes in children’s picture books within contemporary China, addressing three research questions. Analyzing the 2022 Ministry of Education edition of Beauty and the Beast alongside responses from 60 Chinese children (aged 9.5–10.5), the research reveals how language reinforces gender binaries. Quantitative and qualitative data demonstrate that male characters are predominantly described with agentic vocabulary ("assertive," "competitive," "decisive") and action verbs ("roar," "fight"), while female characters are labeled with communal terms ("gentle," "affectionate," "submissive") and nurturing verbs ("comfort," "nurture"). Metaphors further entrench stereotypes (males as "lions"; females as "flowers"). Mandarin-specific linguistic mechanisms—including preferential use of professional classifiers like 名 (míng) for males and verbs like "caring" for females—amplify biases. The findings underscore the "Chinese paradox," where policy mandates for equality clash with persistent linguistic stereotyping and intergenerational transmission. Recommendations include: (1) prioritizing counter-stereotypical texts (e.g., Red: A Crayon’s Story); (2) training educators to deconstruct biased language; (3) revising the "gender-sensitive language" policy to address Mandarin’s classifier/verb bias; and (4) longitudinal monitoring of the "Double Reduction" policy’s impact on STEM engagement. Urgent action is needed to transform picture books from vehicles of limitation into catalysts for equitable identity development.
Copyright (c) 2025 Ya Qiu Zhang, Kum Yoke Soo https://creativecommons.org/licenses/by-nc-nd/4.0
Investigating Vocabulary Improvement Through Interaction with Social Media: A Catalyst for Language Advancement
Social media serves as a primary information source, and students’ awareness of current issues shared on these platforms plays a crucial role in language development, especially in vocabulary acquisition. This study investigates the indirect increase of students’ English vocabulary through their engagement with current events on social media. Students acquire new vocabulary, phrases, and idiomatic expressions in genuine contexts through engagement with news, debates, and discussions on various online platforms. This research investigates the relationship between students’ awareness of current issues and their incidental vocabulary learning by analysing survey data and vocabulary questions acquired from news. At that time, Israel’s occupation of Palestine was the most significant global issue that the researcher focused on. Social media has extensively debated this subject, capturing the interest and concern of the world. The findings indicate that certain words or phrases often arise during major global events, hence indirectly facilitating students’ vocabulary development. Students who actively follow and engage with current problems on social media tend to improve their vocabulary because they are constantly exposed to diverse language use and real-time discussions. This study emphasizes the value of incorporating social media topics into language learning methodologies, urging students to use these platforms as a tool for both broad understanding of global issues and language development.
Copyright (c) 2025 Nuruladilah Mohamed, Nor Zaitolakma Abdul Samad, Nurhafizah Ali, Azman Che Mat https://creativecommons.org/licenses/by-nc-nd/4.0
Malaysian ESL Learners’ Perceptions of WAAT Implementation in Academic Writing Using Technology Acceptance Model
Academic writing skills are vital to learners, especially for tertiary students. The skills however are not easy to master due to multiple other requirements needed to produce quality academic works. This is when a specific tool like the Written Article Analysis Template (WAAT) is warranted to cater to students’ academic assessment required under the English for Critical Reading course. To gauge students’ perceptions of the tool, this research was conducted employing the Technology Acceptance Model (TAM). A set of questionnaires was adapted following the TAM where four variables; Perceived Usefulness (PU), Perceived Ease of Use (PEU), Attitude (ATU), and Behavioural Intention (BI), were the key concepts. Statistically relevant data showed a positive and high acceptance of the WAAT among students, with PU being recorded as the salient factor in students’ WAAT adoption. The study also found strong relationships between students’ Behavioural Intention, Perceived Ease of Use, and Attitude toward the template. The study concludes that usefulness and user-friendliness are two important features of technology-based writing tools like the WAAT.
Copyright (c) 2025 Dr. Roslina Abdul Aziz, Norzie Diana Baharum, Dr. Sarifah Aini Tuan Syed Ahmad, Prof. Madya Dr. Suryani Awang https://creativecommons.org/licenses/by-nc-nd/4.0
Preliminary Insights into Perceptions among Teachers for Blended Learning in English Classrooms
Blended learning has emerged within the Malaysian education system as an alternative approach that offers more flexible, accessible and personalized learning opportunities particularly in English language education. This study aims to understand the perspectives of English language teachers in rural secondary schools perceive the integration of the blended learning approach in teaching practices. This study adopted a cross-sectional survey design. A pilot study was conducted involving 40 English language teachers with data collected via an online questionnaire distributed through Google Forms. The analysis involved descriptive statistics, graphical representations and reliability testing using Cronbach's alpha. The findings from the pilot study revealed that most items were clearly understood by respondents with acceptable reliability values above the standard threshold. These results provided valuable insights into item clarity and response patterns that allowing for minor revisions to improve the instrument. Overall, the pilot study underscored the significance of conducting preliminary research to identify and address potential issues before the full scale data collection phase. The findings revealed that teachers in rural secondary schools hold generally favorable perceptions toward factors related to the implementation of blended learning.
Copyright (c) 2025 Nur Izzah Jamil, Soo Kum Yoke, Siti Nur Aleesah Mohd Rosley https://creativecommons.org/licenses/by-nc-nd/4.0
Instagram, Code-Switching, and Cultural Discourse: Language Learning Using Malaysian Muslim Fashion Captions
This article examines how Instagram captions posted by Malaysian Muslim women’s fashion brands can act as pedagogical resources in language education. The objective of the study is to explore how code-switching between Malay and English reflects Malaysia’s sociolinguistic landscape and offers culturally grounded opportunities for student learning. The data for this study consists of selected Instagram captions from four prominent local brands: Ariani, Bella Ammara, Radiusite, and Scarffeya, which are known for appealing to modern Muslim women through modest fashion. The study adopts a Critical Discourse Analysis approach, with particular attention to lexical choices and how language constructs identity, normalises hybrid linguistic expression, and reinforces persuasive messaging. Rather than incorporating visual data, the analysis centres on written captions and hashtags to uncover how digital language practices encode Islamic values, project femininity, and appeal to culturally diverse audiences. The findings suggest that these captions mirror the everyday bilingual discourse of many Malaysian students and represent a rich source of culturally meaningful communication. Instagram serves as both a branding platform and a discursive environment that embraces and celebrates hybrid language usage. This linguistic reality can be meaningfully integrated into language classrooms to support critical literacy and raise awareness of local communicative norms. The article argues that students can learn to read, reflect on, and produce texts that affirm their multilingual identities while continuing to engage with the cultural practice of code-switching in purposeful and informed ways.
Copyright (c) 2025 CHE NOORYOHANA Zulkifli, Mohamad Putera Idris https://creativecommons.org/licenses/by-nc-nd/4.0
- DISCOVERING LEARNERS’ ATTITUDE TOWARDS SECOND LANGUAGE LEARNING BASED ON ABC ATTITUDE MODEL
This study delves into learners' attitudes towards the learning of a second language, focusing on the ABC Attitude Model encompassing affective, behavioral, and cognitive components. The research aims to explore how learners' attitudes align with these dimensions when acquiring English as a second language and how learning materials influence their attitude. A Likert-type survey was administered to seventy undergraduate students from one university in Malaysia, with a gender distribution of 41.4% male and 58.6% female. The majority of respondents were aged 20 to 22, enrolled in an English for Professional Communication program. The study analyzed the survey data using SPSS v29, demonstrating high internal reliability. The findings show that students are mainly motivated by the practical benefits of learning English for their future careers, are more engaged when they see its relevance, and prefer clear, well-organized, and technology-based learning materials. Students' motivation to learn English is driven by career goals; however, many struggle with self-directed learning. They engage in language tasks, yet grammar and syntax remain challenging, so structured support is necessary. Furthermore, digital and well-organized materials improve comprehension, enhance flexibility, and promote independent learning. These insights can help educators and language practitioners refine their teaching methods to better align with learners' expectations and preferences.
Copyright (c) 2025 Nor Syahiza Shahabani, Jenneta Ibrahim https://creativecommons.org/licenses/by-nc-nd/4.0
The Challenges and Strategies in Acquiring English Vocabulary among University Students
In this modern era, English language is widely used in most sectors such as Engineering, Medicine, Tourism, Entertainment, Business, including Education. Numerous studies, especially in the Malaysian context, have reported that ESL learners specifically at the tertiary education level, are yet to achieve the standard university vocabulary level. In exploring learners’ challenges in acquiring English vocabulary and vocabulary learning strategies, quantitative methods were employed, involving a survey using a set of questionnaires that consists of close-ended and open-ended questions. 40 Graphic Design and Digital Media students participated in this study. Findings from the study indicate that the most prominent challenges are allocating enough studying/learning time, learning technical terms, and learning homophones. The most used discovery strategies are learning new words when working with others in the class, asking classmates for meaning, and analysing pictures/gestures accompanying the new words. As for consolidation strategies, referring to a pictorial representation of the meaning, connecting them with personal experiences, and using English social media are the top three most used strategies. Hence, educators could use the data as a reference in exploring and practicing the highlighted vocabulary learning strategies in bettering their pedagogical practices in language classrooms.
Copyright (c) 2025 Farah Adilah Mohd Fisal, Marina Mohd Arif, Farah Amirah Mohd Fisal https://creativecommons.org/licenses/by-nc-nd/4.0
Revitalizing Quantity Surveying Education: Exploring BIM Mastery with Revit Tools among Students
Building Information Modelling (BIM) is acknowledged as an information technology innovation that facilitates integrated and collaborative work environments in construction projects worldwide. The Architecture, Engineering, and Construction (AEC) sector has widely embraced the use of BIM to enhance project efficiency and productivity. Thus, there is an increasing demand for professionals proficient in BIM, emphasizing the significance of BIM education at the higher education level. This study aims to assess the students' understanding, awareness, and perspectives regarding BIM competency and their preparedness to utilize BIM software, especially for future employment. This study examines students enrolled in the Computer Aided Design and Drawing (BQS516) course, a prerequisite for Semester 3 of the Quantity Surveying degree at the Faculty of Built Environment, Universiti Teknologi MARA Shah Alam. BQS516 is an introductory, elective course that familiarizes students with BIM concepts through the use of Revit software. A total of 203 newly enrolled students participated in the study through a quantitative survey, with data analyzed using SPSS tools. Survey findings indicated that the majority of the students have minimal to no prior knowledge of BIM and Revit. Nonetheless, most have shown great motivation and enthusiasm for learning the subject matter. The outcomes revealed a unanimous consensus among students that acquiring proficiency in Revit software will augment their digital competencies and facilitate their professional advancement in the construction sector. This study highlights the importance of early BIM exposure in developing the competencies of future Quantity Surveyors.
Copyright (c) 2025 Noor Akmal Adillah Ismail https://creativecommons.org/licenses/by-nc-nd/4.0
Developing a Learning Analytics-Based Framework for ESP in Construction Management
In the era of digital construction, effective communication, particularly in English, has become essential for professionals in construction project management. However, many English for Specific Purposes (ESP) programs still rely on generic instructional approaches that fail to address the real communication challenges and digital literacy needs of future construction managers. Moreover, the potential of learning analytics to enhance language instruction in technical fields remains largely underutilized. This study aims to develop a learning analytics-based framework for ESP instruction tailored to the digital construction management context. The research is guided by three objectives: (1) to identify the specific English language limitations in digital communication challenges faced by construction management students, (2) to explore how learning analytics can help overcome the identified language needs and communication challenges through personalized ESP instruction, and (3) To develop a learning analytics-based ESP framework that addresses the identified language needs and communication challenges by incorporating critical success factors for effective, data-driven instruction in construction education. A quantitative research design will be employed, using structured questionnaires to collect data from undergraduate and postgraduate civil engineering students specializing in construction project management. The collected data will be analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships between learners’ language needs, learning analytics application, and ESP effectiveness. The findings will inform the development of a practical, evidence-based framework that enhances language instruction through adaptive learning strategies and digital performance tracking. This research will contribute to both construction education and applied linguistics by bridging the gap between domain-specific language training and data-informed educational technologies.
Copyright (c) 2025 Wan Zukri Wan Abdullah, Siti Rashidah Mohd Nasir, Rafizah Mohamed Nordin https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Students’ Attitude and Motivation Toward GRAMBOT: A Gamified Language Learning Tool
Gamification is an emerging technology that integrates elements of games in non-game situations to complete tasks with rewards and other incentives. It has become a favourable approach in language learning and has been adopted widely across educational levels in ESL context. However, studies have shown that gamification integration in ESL classrooms is not without challenges, especially in terms of learners’ responses towards technology adoption. Hence, this mixed-methods study identifies ESL diploma students’ perceived attitudes and motivation using GRAMBOT as a digital educational tool for English language learning. Data were collected using both quantitative and qualitative research methods through a structured questionnaire and open-ended questions, assessing students’ cognitive, affective and behavioral attitudes, as well as motivation. 147 students responded to the survey and data were analysed using descriptive statistical methods particularly mean and standard deviation. The findings reveal that GRAMBOT significantly enhances students’ cognitive, affective and behavioral attitudes, while boosting their motivation toward English language learning. These outcomes highlight how engaging features in GRAMBOT can encourage students’ motivation and engagement in language learning.
Copyright (c) 2025 Noor Ain Saufi, Siti Hafizah Ambi, Aisyah Nazamud-din, Nur Farah Fadhliah Mahmud https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Knowledge of Shariah-Compliant Online Business among Student Entrepreneurs
This study investigates the relationship between the essential elements of Shariah contracts and understanding Shariah compliance. In particular, it seeks to evaluate the extent of knowledge among student entrepreneurs regarding Shariah-Compliant (SC) online businesses. It also explores the integration of Artificial Intelligence (AI) technology in teaching and learning to boost the knowledge and understanding of SC in online business. Accordingly, the study adopted a quantitative research design to measure variables using numerical data and utilised an explanatory design to gain a better understanding of the problem. The self-administered survey questionnaires were distributed to 1,060 students enrolled in an entrepreneurship programme at a Malaysian university, all of whom had registered their businesses. After filtering for eligibility, the total number of samples left was 227. Findings from the structural model revealed that four of five fundamental components, Sihha, Nafath, Ilzham, and Delivery, positively correlated with student entrepreneurs’ knowledge of SC online business at Universiti Teknologi MARA (UiTM) Kedah. Only Al-Ta’aqud did not impact their understanding of SC online business. Notably, by offering personalised learning experiences, real-time feedback, and fostering collaboration, AI helps students build a strong foundation in the technical and ethical aspects of online business. However, the research was limited to student entrepreneurs at UiTM Kedah, restricting the generalisability of findings to entrepreneurs or students from diverse backgrounds. Nevertheless, this study primarily focuses on understanding Shariah in the context of internet-based businesses, potentially overlooking other Shariah concepts relevant to entrepreneurship. This study analyses Shariah’s knowledge in the context of online business among UiTM Kedah student entrepreneurs using a novel approach. In addition, the study may provide practical guidance on integrating SC practices and AI technology into their ventures, fostering ethical and sustainable entrepreneurship.
student entrepreneur, online business, Shariah-compliant, knowledge, Artificial Intelligence
Copyright (c) 2026 Norhidayah Ali, Zuraidah Mohamed Isa, Suhaida Abu Bakar, Fathiyah Ahmad @ Ahmad Jali, Sarah Shaharruddin https://creativecommons.org/licenses/by-nc-nd/4.0
TESL Students’ Intention to Use AI in Academic Writing
In today's educational landscape, academic writing is essential for tertiary students as it reflects their formal ideas, evaluation, and comprehension of their studies. Utilising artificial intelligence (AI) tools is an effective way to enhance academic writing, yet students' intention to adopt AI varies. Recent studies showed that 41% of students do not integrate AI into their education. This variation in AI adoption can be analysed through the Theory of Planned Behaviour (TPB) because it deals with students’ attitude and behaviour towards AI. Currently, there is limited research examining TESL students' intention to use AI in English academic writing through this theoretical lens. Thus, this study investigates the relationship between TPB variables (attitude, subjective norm, and perceived behavioural control) and the intention of TESL students at a semi-private university to use AI in academic writing. The study will employ a quantitative approach, using an anonymous online questionnaire to gather primary data from TESL students. The findings of the study will provide valuable insights into the role of attitudes, social expectations, and students' perceived confidence in using AI tools, which significantly influence their intention to adopt AI for academic writing. The results will contribute to a deeper understanding of factors influencing AI usage in educational settings, offering practical implications for educational policymakers, university administrators, and the field of educational technology. These insights may help shape future initiatives to promote AI adoption in academic writing, addressing existing gaps and supporting students in enhancing their writing practices.
TESL Students, Artificial Intelligence (AI), English as a Second Language, Academic Writing, Theory of Plan Behaviour (TPB), Research Protocol.
Copyright (c) 2026 Ayesha Sofea Ahmad Badri, Muhammad Syafiq Zulkifli, Hafizah Besar Sa’aid https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring The Influence and Effectiveness of Block-Based Visual Programming on Self-Efficacy towards Human Resource Students
The aim of this paper is to measure the influence and effectiveness of block-based visual programming on self-efficacy towards social science students in the human resource domain using the block-based visual programming tools the MIT Apps Inventor. Programming skills can be exercised as a foundation for developing strong problem-solving skills, which are vital for both technical and non-technical students. A survey was conducted using questionnaires containing 24 items measuring the respondent’s self-efficacy. The reliability of the instruments recorded at the level of α = .912 was conducted on 53 respondents. The respondents of the study were 62 undergraduate social science students in human resources, selected based on a simple random sampling technique. The data collected were analyzed descriptively (frequency and percentage) and inference (mean analysis, t-test, and Pearson correlation coefficient - PCC). Overall, the findings report that the self-efficacy level of undergraduate social science students in human resources on block-based visual programming is high. The t-test analysis results indicate no significant difference in self-efficacy based on gender and the study background of the respondents. The correlation analysis also noted no self-efficacy relationship between computers in block-based visual programming and academic achievement. Research reveals that the level of self-efficacy of undergraduate social science students in human resources is relatively highly capable of providing alternative problem-solving skills using block-based visual programming.
Block-base visual Programming (BBVP), Computer Self-efficacy, Human Resource Management (HRM)
Copyright (c) 2026 Mohd Hilal Muhammad, Mohd Zhafri Mohd Zukhi, Suheil Che Sobry, Muhammad Khairul Zharif Nor A’zam, Ahmad Harith Ashrofie Hanafi https://creativecommons.org/licenses/by-nc-nd/4.0
The integration of artificial intelligence (AI) is reshaping English for Specific Purposes (ESP) instruction in higher education, offering new opportunities to foster creativity, autonomy, and professional language skills. Traditional ESP classrooms often face limitations due to rigid curricula, static assessments, and minimal personalization. This study aims to explore how AI tools are transforming ESP classrooms into creative and adaptive learning environments. Although various AI applications have been introduced, including ChatGPT, adaptive platforms, and generative AI, there remains a lack of comprehensive synthesis on how these tools support creative spaces in ESP contexts. Addressing this gap, the study employed a systematic empirical mapping method to analyze 20 peer-reviewed Scopus-indexed articles published between 2020 and 2024. The analysis revealed several key themes: AI-facilitated formative assessment, immersive virtual learning spaces, ethical considerations, and improved learner motivation and reflection. Findings show that AI technologies can support personalized, feedback-rich, and creativity-driven instruction, aligning ESP learning with 21st-century educational demands. The study contributes to the growing field of AI-enhanced pedagogy by providing practical and theoretical insights for designing inclusive, learner-centered ESP curricula. It also calls for further empirical research into co-designed and ethically guided AI applications in language education.
English for Specific Purposes (ESP), Artificial Intelligence in Education, Creative Learning Environments, Adaptive Learning Technologies, Generative AI in Language Teaching
Copyright (c) 2026 Nur Syazwanie Mansor https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing University Students’ Financial Satisfaction Through AI-Driven Financial Tools
Financial satisfaction is a key component of overall well-being, yet many university students constantly face challenges in managing their personal finances effectively. Notably, this study investigates the relationships between personal attitude, financial behavioral intention, financial behavior, and financial satisfaction among public university students in the northern region of Malaysia. In particular, a quantitative survey was conducted with 413 respondents using a structured questionnaire with Likert-scale items. Stratified sampling ensured representation across diverse student backgrounds, and the data were analyzed using Statistical Package for Social Sciences (SPSS) software. The findings indicate that while most students report having a positive attitude toward money management, many still exhibit weak saving habits, poor budgeting discipline, and low financial satisfaction. Furthermore, a significant number of students save less than 25% of their income monthly, and a notable portion expresses dissatisfaction with their overall financial well-being. These results highlight a disconnect between students’ financial intentions and their actual behavior. In response to these challenges, the study also explores the potential role of Artificial Intelligence (AI)-driven financial teaching and learning tools in enhancing students’ financial satisfaction. Such tools, offering personalized guidance, real-time budgeting support, and automated financial planning, could help bridge the gap between knowledge and behavior. In addition, future research should explore the implementation of these tools in educational settings and assess their long-term impact on students’ financial outcomes.
financial satisfaction, financial behavior, university students, financial literacy, AI-driven financial tools
Copyright (c) 2026 Zuraidah Mohamed Isa, Norhidayah Ali, Nur Ain Hasna Ghazali https://creativecommons.org/licenses/by-nc-nd/4.0
AI or I? Exploring Student Attitudes Toward AI-Assisted Article Analysis
Article analysis is a vital academic skill that requires critical thinking and analytical abilities. This study explores how artificial intelligence (AI) influences students’ approaches to article analysis, focusing on their attitudes, reliance on AI tools, and the impact on critical thinking and academic integrity. Using a mixed-methods approach, data were collected through surveys and interviews across various academic disciplines. Results indicate widespread use of AI tools, primarily for summarizing and brainstorming, reflecting their growing integration into student workflows. Despite these benefits, students expressed concerns about potential overdependence on AI, which may hinder their critical thinking development. Ethical considerations regarding academic honesty were also prominent. The findings highlight the need for clear educational guidelines to ensure AI supports learning without compromising essential academic skills. This study contributes to understanding the balanced integration of AI in higher education.
Artificial Intelligence (AI), Article Analysis, Academic Integrity, Critical Thinking, Educational Outcomes
Copyright (c) 2026 Sharina Saad, Azlan Abdul Rahman, Berlian Nur Morat https://creativecommons.org/licenses/by-nc-nd/4.0
Responsible Generative AI Literacy (RAIL) and Academic Integrity in Computer Programming Language Classrooms
The integration of Generative Artificial Intelligence (GenAI) tools into higher education, particularly in computer programming courses, has transformed how students engage with code. However, it also introduces ethical challenges, especially among Library and Information Management (LIM) students with limited technical backgrounds. This study explores the influence of Responsible Generative AI Literacy (RAIL) on students' adherence to academic integrity within programming education. Utilizing a quantitative cross-sectional approach, data were collected from 68 diploma-level LIM students enrolled in C++ and Python-based courses. Partial Least Squares Structural Equation Modeling (PLS-SEM) validated the measurement model, confirming high reliability, validity, and a significant positive relationship between RAIL and academic intergrity (β = 0.847, p < 0.001). The findings highlight RAIL's role in fostering ethical awareness, responsible AI tool usage, and resistance to academic dishonesty. The study recommends embedding AI ethics into curricula, mandating AI usage declarations, and adopting scenario-based learning to enhance students' ethical and technical fluency. By promoting RAIL, this research underscores the necessity of discipline-specific AI literacy frameworks to ensure both academic honesty and effective academic integrity integration in programming education.
Generative AI, Responsible AI Literacy, Academic Integrity, Programming Pedagogy, Library Science Students
Copyright (c) 2026 Zuraidah Arif, Abd Latif Abdul Rahman, Mohammad Azhan Abdul Aziz, Moh. Safii https://creativecommons.org/licenses/by-nc-nd/4.0
This Systematic Literature Review (SLR) examines the integration of Artificial Intelligence (AI) in English Language Learning (ELL) with the aim of reimagining classrooms as creative, inclusive, and technology-enhanced spaces. Based on 48 peer-reviewed empirical studies published between 2019 and 2024, the review explores how AI tools, particularly Natural Language Processing (NLP), Intelligent Tutoring Systems (ITS), and generative AI, support personalized learning, increase engagement, and strengthen skill development among English language learners. Grounded in constructivist and socio-cultural theories, these technologies promote collaboration, creativity, and learner autonomy through adaptive learning pathways and real-time feedback. While the benefits are evident, the review also highlights ongoing challenges. These include limited teacher preparedness, ethical concerns such as data privacy and algorithmic bias, and a lack of research into the long-term, scalable use of AI, particularly in under-resourced or marginalized educational contexts. To address these issues, the study emphasizes the need for professional development guided by the Technological Pedagogical Content Knowledge (TPACK) framework, as well as clear policy measures that promote ethical, equitable, and transparent AI integration. A conceptual model is proposed, aligning AI capabilities with pedagogical goals and ethical safeguards. This model serves as a practical guide for educators and stakeholders aiming to implement AI-enhanced pedagogies responsibly. Ultimately, the study underscores the need for interdisciplinary collaboration among educators, policymakers, and technology developers to foster sustainable and inclusive learning environments. Although AI holds great potential to transform English language education, its implementation must prioritize ethics, transparency, and the well-being of both learners and teachers.
Artificial intelligence in English language learning; Teaching English with technology; AI tools for language education; Creative and inclusive classrooms; Systematic review of AI in education
Copyright (c) 2026 Muhammad Shyazzwan Ibrahim Brian https://creativecommons.org/licenses/by-nc-nd/4.0
Examining Students’ Satisfaction with an Entrepreneurial Education Application
With the growing integration of technology in education, Business Model Canvas (BMC) Touch has been introduced to support students in understanding BMC concepts effectively. As a newly developed application, the extent to which BMC Touch contributes to student satisfaction has not been explored. In particular, this study aims to examine the relationship between Perceived Usefulness (PU), Perceived Ease of Use (PEU), application performance, and interface quality with student satisfaction in using the BMC Touch application. The data were collected from a total of 109 undergraduate students enrolled in the Principles of Entrepreneurship (ENT530) course at Universiti Teknologi MARA (UiTM) Kedah Branch who participated in the study. Data were collected through a structured questionnaire measuring the four independent variables and student satisfaction. To analyze the data, correlational analysis was conducted to determine the strength and direction of the relationships among the variables. At the same time, multiple regression analysis was employed to identify the strongest predictor of student satisfaction. Notably, correlational analysis revealed that all four factors, PU, PEU, application performance, and interface quality, had significant positive correlations with student satisfaction. Further multiple regression analysis identified that interface quality and PU as the strongest predictors of student satisfaction. Furthermore, the results directly inform practical improvements to the BMC Touch application by emphasizing the need to enhance both its functionality and design quality to increase student engagement and satisfaction. This study contributes significantly to the field of educational technology, particularly within entrepreneurship education. This is achieved by offering empirical insights into how digital tools like BMC Touch can be optimized to better support entrepreneurial learning experiences and promote more effective technology-driven pedagogy.
BMC Touch, interface quality, PEU, PU, performance, student satisfaction
Copyright (c) 2026 Nur Zainie Abd Hamid, Law Kuan Kheng, Azyyati Anuar, Farah Merican Isahak Merican, Syafiq Abdul Samat https://creativecommons.org/licenses/by-nc-nd/4.0
Validity and Reliability of TPACK Self-Efficacy Scale of EFL High School Teachers in Inner Mongolia
This study investigated the validity and reliability of instruments measuring self-efficacy in Technological Pedagogical Content Knowledge (TPACK) among English as a Foreign Language (EFL) high school teachers and their self-efficacy level regarding TPACK implementation in their classrooms in Inner Mongolia, China. TPACK is a framework that integrates Technology Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK) for effective technology integration in teaching. The TPACK framework developed by Mishra and Koehler and built upon Shulman's concept of Pedagogical Content Knowledge (PCK) to provide a comprehensive framework that specifically addresses the role of technology in teaching. This study employed a quantitative approach, where the researchers administered a validated TPACK self-efficacy questionnaire to 437 EFL high school EFL teachers in Inner Mongolia. The TPACK self-efficacy scale consists of five items to measure EFL high school EFL teachers’ self-efficacy across the different components of TPACK, including Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), PCK, and TPACK. To evaluate the reliability of the instrument, Cronbach's alpha was used to measure its internal consistency. Factor analysis was conducted to explore construct validity by examining the underlying structure of the questionnaire. The findings revealed that Cronbach’s alpha (0.937) and Composite Reliability (0.937) exceeded the recommended threshold (0.7) for internal consistency, indicating reliable results. Additionally, Average Variance Extracted (>0.5) suggested the questionnaire effectively measured the intended construct. Descriptive analysis revealed a moderate level of self-efficacy (M = 2.98) among EFL high school teachers.
Technological Pedagogical Content Knowledge, Self-efficacy, English as a Foreign Language, high school EFL teachers, Inner Mongolia
Copyright (c) 2026 Li Jinyao, Ena Bhattacharyya https://creativecommons.org/licenses/by-nc-nd/4.0
The interest in the influx of foreign workers to Malaysia has consistently captured the attention of society, a sentiment evident in much of the Malaysian media. This article specifically explores the editorials discussing the recruitment of foreign workers in mainstream Malaysian English-language newspapers through the lens of Critical Discourse Analysis, with a focus on examining the use of modality in conveying meaning. Data for this research were deliberately chosen from two prominent English-language newspapers: The Star and New Straits Times. The analysis of the data was conducted manually, considering various functions of modal auxiliary verbs, and drawing insights from Halliday’s model of Systemic Functional Grammar (SFG). Martin's Positive Discourse Analysis (PDA) was also integrated to enhance the understanding of the relationship between linguistic features and social context in the meaning-making process from a positive perspective. The study indicates that editorial writers employ a variety of linguistic strategies, particularly through modality, to convey different attitudes and opinions. These strategies subtly contribute to positively influencing and shaping readers' perspectives towards the issue at hand. This propagation of positive information fosters critical thinking and cultivates a more informed readership. By emphasising the pivotal role of linguistic strategies in news reporting, particularly in challenging potentially negative perceptions held by readers, this study aims to provide a different perspective on matters related to the recruitment of foreign workers. It is anticipated that this research will be of interest not only to the social sciences but also to the fields of arts and humanities.
Critical Discourse Analysis, Positive Discourse Analysis, foreign labour, Malaysian news media
Copyright (c) 2026 Puspalata C Suppiah, Maizura Mohd Noor, Syamimi Turiman, Mazlin Azizan, Muhammad Nasiruddin Aziz, Fatin Fatinah Shamshul Bahrn https://creativecommons.org/licenses/by-nc-nd/4.0
Intrinsic Motivation Among Arabic Language Students
Intrinsic motivation is one of the most important types of motivation in the learning process. Individuals with intrinsic motivation tend to engage in activities for their personal fulfillment, curiosity and self satisfaction. This study aimed to investigate students’ intrinsic motivation in learning oral Arabic. It combined both methods of quantitative and qualitative study using a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ) and interviews. The stratified random sampling technique was used for quantitative data involving 455 samples while for qualitative data, 13 interviews with students were engaged. The selection of students took into consideration their prior experience in learning Arabic and the faculties they belonged to. The study found that the intrinsic motivation among students was high. It was also found that there were statistically significant differences in this motivation among some groups of students with different prior experience. This study had some classroom implications. It suggested that students in UiTM should be separated according to their prior experience. Otherwise, some additional Arabic classes should be carried out to less experienced students before they enroll in actual Arabic classrooms in order to narrow the gaps between them. Another alternative is to initiate activities involving students of mixed experience in one group in order to create a collaborative grouping environment and to bridge the motivation gaps between them.
Intrinsic motivation; Arabic language learning; oral Arabic; self-regulated learning; MSLQ
Copyright (c) 2026 Ghazali Yusri, Muhammad Saiful Anuar Yusoff, Janudin Sardi, Muhammad Arsyad Abdul Majid, Abdul Azim Muhammad Isa, Bashasunnahar Puas https://creativecommons.org/licenses/by-nc-nd/4.0
AI-Assisted Language Learning in Education
Integrating artificial intelligence (AI) into educational settings has generated extensive interest in recent years. ChatGPT, the most recent communication trend in AI, has sparked both interest and criticism in higher education. Numerous studies on the usage of ChatGPT have been undertaken; however, additional study is needed. One area where AI has shown potential is in assisting students with their tasks. Participants in this study were given the opportunity to work with their peers in completing their assignment, in accordance with Vygotsky's notion of social interactions for language development. The goal is to look at how students perceive the use of ChatGPT as a tool for completing assignments during collaborative work. The session’s focus was on assisting the participants on exploring ChatGPT in finding information by the use of questions as prompts. The data for the study was obtained using a convenience sample method. The descriptive analysis of quantitative survey data was performed using the Statistical Package for the Social Sciences (SPSS) software version 25. The students enjoyed the ChatGPT course that was personalized to them. In contrast, the study found that the most important considerations while utilising ChatGPT were providing relevant prompts (questions to assist the search activities) and having a stable internet connection.This study discovered that users may require further training and support to become more comfortable with ChatGPT's features, as well as to improve their ability to search for information by the use of prompts which can expedite their search.
English as a Second Language (ESL), Artificial Intelligence (AI), Chat Generative Pre-training Transformer (ChatGPT), Assignment Tools, Collaborative Learning
Copyright (c) 2026 Jenna Desiree Robert, Aries Henry Joseph, Lindey Easter Apolonius https://creativecommons.org/licenses/by-nc-nd/4.0
Aligning Goals: Supervisor-Supervisee’s Expectations in Undergraduate Final-Year Project
Communication is one of the essential mediums of interaction towards fulfilling various final-year undergraduate research projects (FYPs) offer valuable opportunities for students to apply conceptual and theoretical knowledge to enhance their scientific reasoning skills. However, as novice researchers, they rely substantially on their supervisors’ guidance. Expectations may differ throughout the collaboration process, which can cause frustration and impede progress. Despite the complexity of the undergraduate supervisory relationship, existing research has primarily focused on postgraduate level and qualitative analyses. This study aims to address this gap by investigating the expectations held by both supervisors and undergraduates involved in FYPs. Key areas examined include methodological decisions, references and materials, policies and procedures, study plans and completion of tasks, checking of drafts, and language accuracy and academic tone. Matching sets of questionnaires were administered to undergraduates and supervisors to determine and compare their expectations of each other. Overall, the results reveal that both parties' expectations varied across the areas investigated. This research contributes to a deeper understanding of the dynamics in undergraduate supervisory relationships, shedding light on areas where improvements may be needed to enhance the overall quality of FYPs and supervision.
Undergraduate Research; Final-Year Project; Research Supervision; Research Writing; Malaysian Undergraduates
Copyright (c) 2026 Maizura Mohd Noor, Syamimi Turiman, Puspalata C. Suppiah, Anealka Aziz Hussin, Zachariah Aidin Druckman https://creativecommons.org/licenses/by-nc-nd/4.0
(Im)Politeness in Accepting Compliments and Making Refusals through Polite-Nopoly Game
Communication is one of the essential mediums of interaction towards fulfilling various communicative purposes such as requesting, asking, apologizing and many others. In communication, individuals demonstrate different communication styles of either with good manners, or commonly referred to as polite, or rather impolite. Previous research has utilised frameworks of politeness empirically but there is a lack of integration in terms of innovation to identify politeness among users. Thus, an innovation called Polite-Nopoly, a board game incorporating multiplayer-basis, turn-taking styles, and a scoreboard which assisted in identifying the types of politeness strategies and factors of using them based on several daily life situations is designed and developed. The development of the game is based on the ADDIE Model which comprises needs analysis, design and development process, implementation, then evaluation. The structure and concept of the game focuses on using language in response to compliments and refusals. The responses provided by the players are recorded in the scoreboard and further analysed based on Brown and Levinson’s (1987) Model of Politeness Theory. The findings showcase that the Polite-Nopoly game is compatible with being a platform in identifying politeness strategies used by the players which most players generally express positive politeness strategy through gratitude when receiving compliments and using negative politeness strategies by apologising mostly in making refusals. In addition to this, the choice of the politeness strategies is influenced by social distance and social power factors. Therefore, using the Polite-Nopoly game has the potential to be used by language users towards discovering their politeness style especially when entertaining compliments and refusals.
politeness, compliment, refusal, ADDIE model, innovation
Noorfarida Filzah Mohd Sobri Paridaluddin
Copyright (c) 2026 Nur Asyrani Che Ismail, Hanna Insyirah Mohd Sukri, Noorfarida Filzah Mohd Sobri Paridaluddin, Haida Umiera Hashim, Anealka Aziz Hussin https://creativecommons.org/licenses/by-nc-nd/4.0
Correlation between The Perceived Use and Usefulness of Grammar Learning Strategies Among ESL Undergraduate Students
It has been a challenge for students to learn grammar as it is complex and difficult for students to understand. Students have to employ strategies that could assist them to master the grammatical items learnt. The present research investigated the perceived use and usefulness of grammar learning strategies among ESL undergraduate students in one public university in Malaysia. It also examined the perceived use and perceived usefulness of grammar learning strategies based on students’ proficiency levels. The study employed quantitative research using a set of questionnaires which was randomly distributed via google forms to students who took a grammar course, and 75 students responded to the questionnaire. The data gathered were analyzed using both descriptive and inferential statistics. The findings indicated that there were significant correlations between the perceived use and usefulness for all grammar learning strategies. The findings also revealed that social strategies were most used and perceived as useful in learning grammar by students with all levels of proficiency. There were significant mean differences in the perceived use, but no significant differences found in the perceived usefulness in grammar learning strategies based on students’ proficiency levels. Since students with high proficiency level use all grammar learning strategies more than less proficient students, they could guide their friends in learning grammar. Students with different levels of language proficiency seem to perceive the usefulness of their grammar learning strategies equally. Therefore, teachers can use a diverse range of resources and activities in their classrooms without putting any students at a disadvantage.
ESL, Grammar, strategies, proficient, quantitative
Copyright (c) 2026 Faizah Mohamad, Nur Syuhada Abdul Halim, Elia Md Johar, Zaemah Abdul Kadir https://creativecommons.org/licenses/by-nc-nd/4.0