The predominance of the use of the English language on social media entails its potential usefulness in regard to ESL learning. Amongst all social media platforms, none can boast the ubiquity of TikTok. This application has been, and continues to be, one of the largest and most influential social media platforms, as well as a massive success across a range of fields with the most active users in the world. In the field of education, it has the potential to enhance educational pedagogies. Although TikTok has various features aligned to language learning, TikTok’s application within the education field is still largely unexplored. This scoping review aims to identify the key features of TikTok that can be used to enhance pedagogical strategies in sustaining the teaching of language skills in ESL classrooms. Although studies have been conducted on this subject, they have often lacked clarity and also lacked the possibility of synthesis in regard to the contribution of this platform to language education. Thus, this scoping review is conducted in order to identify the useful TikTok elements that strengthened pedagogical strategies in ESL classrooms. A total of 60 publications with publication dates spanning from 2018 to 2021 were chosen from searches on the EBSCOhost, Google Scholar, and ERIC databases in order to illustrate the current state. The outcome of using the identified features of TikTok and key pedagogical TikTok strategies for the purposes of ESL learning were the two themes used to synthesize the data. Findings indicated that video-related features and the duet challenge feature in TikTok have potential in promoting engaging and meaningful learning, in the context of a virtual environment. This potential has enabled the use of major pedagogical strategies, such as digital assignment; active learning; collaborative and team-based learning; experiential learning; and incidental and constructive learning. Although using TikTok is beneficial for the purposes of language learning, the findings of this study also revealed several limitations associated with the platform, such as users’ behavior, poor infrastructure, and an absence of online discussion forums. This review contains suggestions for the purposes of assisting teachers in terms of maximizing their use of TikTok, via overcoming the challenges that were highlighted in previous studies.

Dengue remains the most prevalent vector-borne viral infection in the current century, contributing significantly to global morbidity and mortality. Despite being a preventable disease, the effectiveness of dengue control is strongly influenced by the level of knowledge, attitudes, and practices demonstrated by communities. This study systematically reviews and synthesises two decades of empirical research on household-level knowledge, attitudes, and practices concerning dengue in Asian countries. A systematic literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, which utilised major academic databases to identify publications from 2010 to 2022. The analysis revealed that although most respondents exhibited satisfactory knowledge and positive attitudes, their preventive practices remained inconsistent and suboptimal. These findings underscore the importance of sustained health education efforts and community engagement initiatives to enhance household-level awareness and behaviour towards dengue prevention.

With the growing number of individuals seeking to improve their living conditions abroad, social networking sites are becoming indispensable to their daily existence for acculturation. However, the nature of the contribution of social networking sites in fulfilling migrants’ acculturation needs remains unclear and inadequately addressed in literature. This scoping review aims to synthesise the current literature examining the role of social networking sites in meeting migrants’ acculturation needs. Following the Joanna Briggs Institute (JBI) Methodological Guidelines and the most recent modifications to the PRISMA-ScR framework, this study synthesised 48 empirical articles published between 2019 and 2023. An automated search was conducted using multiple database platforms (Web of Science, ScienceDirect, Scopus, Google Scholar and ABDC’s Journal Ranking) with sorted results using a variety of search term combinations. The synthesis of the past studies found five common acculturation needs, namely, the cognitive, social integration, personal integration, affective and tension release needs that migrants have sought and obtained from social networking sites. All of these needs are included in the uses and gratifications theory as media consumption needs. Among the identified needs, social integration and cognitive ones are the most crucial for international students, migrant workers, immigrants, refugees and other categories of migrants to overcome the difficulties that they face in the host society and to maintain connections with the ethnic community. Nevertheless, the utilisation of social networking sites to fulfil those needs differs because of various socio-demographic and psychological determinants. Many of the studies focused on identifying needs associated with integration, thus neglecting those associated with other acculturation strategies, such as separation, marginalisation and assimilation. Mismatches and inconsistencies in the acculturation requirements that migrants obtain or seek from social network sites have also not been investigated in empirical studies. Therefore, this area is potentially viable and is likely to be the subject of subsequent research. The results of the current study are useful for formulating government policies and for recruiting agencies, rights activists, social workers and administrators who are working for migrant populations.

Pertanika Journal information and guidelines

The Medina Charter is the world's first written constitution enacted by the Prophet Muhammad PBUH to manage the cross-cultural society in Yathrib (after the migration, Yathrib changed its name to Medina al-Munawwarah). The Yathrib community comprises of various ethnicities, languages, religions, and tribes. Before the arrival of Islam, Yathrib had no organised political system and people lived in factions and sects. Its people were constantly in conflict due to high levels of ethnocentrism, fight instigations and quarrels of merely small matters. Thus, the Prophet PBUH drafted the Medina Charter to build cooperative relations within the cross-cultural society. This article aims to identify the principles of responsibility in the Constitution of Medina and analyse the principles of responsibility in building cooperative relationships of cross-cultural communities in Medina. Qualitative methods i.e., in-depth interviews and (systematic) literature review or library research were used for this study. In analysing the data, content analysis method was employed. The results found that this Charter has laid down the principle of responsibility to be followed by every individual for the common good and has succeeded in uniting and fostering cooperative relations within the cross-cultural community of Medina.

This scoping review identifies the roles of non-textual elements and how these roles have changed in sustaining the teaching and learning of English as an additional language (EAL) in the last five years. Much of the research regarding non-textual elements has shown that they have significantly contributed to learners’ motivation, active participation, and communication. However, a systematic synthesis of how these roles have changed over the last five years, in terms of the types of non-textual elements used as a result of the growing access to technologies, is lacking. Following Arksey and O’Malley’s framework, a scoping review of 50 studies from 2018 to 2022 was carried out, filtered from the ERIC, Scopus, and Google Scholar databases. The studies were compiled considering two characteristics: the roles and types of non-textual elements in enhancing English as a second language (ESL)/English as a foreign language (EFL) in classrooms. The results show that 29 out of the 50 studies used non-textual elements in complementary roles and 21 studies used them in supplementary roles to enhance the teaching and learning of ESL and EFL in recent years. Educators prefer to utilize non-textual elements in dominantly complementary roles rather than supplementary roles to create a sustainable EAL (ESL and EFL) learning environment. Non-textual elements help learners capture and recall information far longer than texts alone. A revised dual method using non-textual elements in a combination of both supplementary and complementary roles, and also utilizing both technologically driven and traditional approaches, is the way forward in sustaining effective EAL learning