Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.

The concept of gamification has spread widely in recent years supported by the development of technology, especially due to the plethora of computers and video games and game apps for other devices. Gamification is the use of game thinking and game mechanics in non-game contexts that support play to engage users in solving problems or created for teaching and learning purposes. Gamification does not mean creating games but making education more engaging and fun with play for learners, without undermining its credibility. In modern education, lessons delivery is associated with the lack of engagement and motivation of learners to participate actively in the learning process. Teachers are increasingly faced with the problem of how to integrate technology and to impart good language learning habits at the level of primary school in Malaysia. Hence, the aim of this study is to propose a conceptual model of analogue gamification to enhance primary school learners’ motivation and attitude.

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.

The pandemic of Covid-19 has changed how education works in the current time. A child’s learning development has always been placed on the responsibility of the school. However, during the pandemic, parental involvement has become vital in the world of education. The involvement of just a few parents may influence the quality of instruction in a classroom or at home and, thereby, influence the academic development of many children in Malaysia. This research aims to determine parental involvement child’s education in Selangor, Malaysia. Besides, it was also to help teachers and administrators to provide activities that encourage parents to participate in their child’s school activities at home. The data was collected via questionnaires and phone interviews. The participants involved were 10 parents and 5 teachers from a local primary school at the selected area during Movement Control Order (MCO). Based on the finding of this research, parental involvement has had a big influence in their child’s academic achievement. Although the importance of parental involvement is widely acknowledged in the educational society, most of parents showed that many parents still do not get involve effectively in their child’s education whether in school or at home. In conclusion, parental involvement is very essential in primary education and this will help to enhance child’s social relationships and promote a sense of self-esteem and self-efficacy

The evolution of technology has changed the way how human communicate in the current time. With the advancement of technology, instructions and messages could be delivered in a split second. Even though life is made easy with technology, some information and details should be delivered face-to-face in order to avoid communication breakdown. This study was carried out to determine the language needs by foreign workers working at construction sectors in Malaysia. The study created an overview on how communication affects productivity in completing tasks on time. The results from this study lead to a development of language modules for foreign workers training. An online survey was carried out through social media on construction site supervisors around Malaysia in getting their feedback related to the origin of their co-workers and the importance of English language as medium of instruction for task fulfilment. Results indicated that language barriers had affected productivity in the sector of construction in Malaysia. Besides, results also noted that cross-cultural differences had put foreign workers at risk and caused wastage to time and manpower.

As the rate of technology development is concurrently increasing with the number of elderly people, it is necessary for people to be digitally literate and be able to use technology to its full capacity. However, research has found that the digital divide is still happening within the community, as not everyone has fully accepted technology in their daily life routines. With the aim of identifying barriers and challenges of elderly learning technology, and mitigating efforts used by past researchers to cater to the barriers, a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews (PRISMA-ScR) guideline was conducted, and 19 eligible articles have identified having low self-confidence, lack of knowledge, cognitive and physical limitations, as well as psychological and socioeconomic challenges as the common barriers associated with elderly learning. Recognizing what the elders can and cannot do, alongside having intervention programs that promote digital inclusion, could be taken as measures to mitigate the barriers faced by the elders in learning to use technology.