Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

This study examines the impact of artificial intelligence (AI) integration on the professional identities of Chinese tertiary English as a Foreign Language (EFL) teachers. It explores how these educators perceive and adapt to the incorporation of AI tools into their teaching practices, focusing on both the opportunities and challenges encountered. Through qualitative analysis of semi-structured interviews with 16 tertiary EFL teachers, the study identifies key factors influencing their professional identities, including institutional support, professional development, peer influence, personal attitudes towards technology, and ethical considerations. The findings indicate that AI integration enhances personalized learning and reduces the burden of administrative tasks. However, it also challenges teachers to reshape their roles and manage both technological and ethical complexities effectively. The study highlights the necessity for ongoing professional development and robust institutional support to effectively integrate AI in educational settings, ensuring it enhances rather than undermines the teaching and learning process.

Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders