In the wake of the COVID-19 pandemic, Malaysia's education system has witnessed a significant transformation, prompting a shift towards lifelong learning and greater flexibility in learning assessments. A comprehensive analysis was conducted on 86 relevant studies conducted between 2013 and 2023 to provide an overview of important advancements and patterns in the areas of education transformation in Malaysia, flexible assessments, and lifelong learning. The reviewed journals were chosen from peer-reviewed scientific journals, books, conference proceedings, and renowned internet databases such as JSTOR, Google Scholar, and the Directory of Open Access Journals (DOAJ). Articles that were not authored in English or were published outside the specified timeline and criteria were excluded. The findings indicate a significant focus on the implementation of online and mixed learning, with a focus given to digital platforms and micro-credentialing. The important contributions of Recognition of Prior Learning (RPL) efforts and collaborative ventures with industry and communities have also been identified as beneficial. The importance of teacher training and continuous professional development was emphasized for its pivotal role in promoting lifelong learning. The review confirms that these instructional changes have a positive effect on student engagement and the alignment of skills with real-world requirements especially the professional settings. These initiatives serve as a significant benchmark for other nations grappling with educational issues in the aftermath of COVID-19, establishing Malaysia as a frontrunner in pioneering educational practices.

Understanding the make-up of gritty L2 students has garnered quite a lot of attention recently. In this descriptive narrative-based study, we looked at the interview data of eight English language learners who recorded high scores on a nine-item grit questionnaire. Specifically, two female university students each from Taiwan, Malaysia, Thailand and Japan were interviewed and their interview scripts were transcribed and then coded looking for common threads to emerge from the data by applying the tenets of Charmaz’s (2006) Grounded Theory. The data show that beyond perseverance, gritty L2 students enjoy learning the L2, are consistently curious about the L2, are generally not bored by the L2, are confident using the L2 (not letting anxiety dissuade them), are extraverted—encompassing a strong willingness to communicate, have focused L2 vision and have had experiences and/or encounters that bolstered their L2 grittiness. As for encouraging L2 grit development, we suggest that good L2 classroom practice include frequent communicative activities so that students can see the practical side of learning a L2 with the hopes of strengthening their L2 vision.

The shift to teaching online during the COVID-19 pandemic has resulted in the extensive use of social media in the English language classroom. The current study investigated the impact of social media on the speaking skills of tertiary-level EFL students during the pandemic. Adopting a qualitative framework, data was collected by using in-depth interviews with both students and lecturers. Findings generally point to the benefits of using social media in the speaking classroom. However, accounting for students’ cultural differences is the most important aspect during the lessons. Implications on the pedagogical awareness of lecturers are underscored.