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Music substantially impacts early childhood development, especially language development, yet early childhood policies rarely emphasise the role of music in early learning and engagement. Research shows that effective delivery of early childhood music programmes depends on teachers' music knowledge, skills, and music teaching self-efficacy, which may be enhanced through teacher training. However, little is known about the training details and preparation of non-music specialist preschool teachers who use music to teach. The present study sought to determine whether music-based language programme (MBLP©) teacher training could improve the music teaching self-efficacy of non-music specialist preschool teachers and their MBLP© delivery in an inclusive preschool classroom. The 14 training sessions consist of a briefing, a workshop, a practicum, interactive reflections, and observations. Three non-music-specialist preschool teachers were trained to deliver MBLP© lessons to nine preschoolers aged 33 to 47 months. The within-subjects design investigated the teachers' self-efficacy in music teaching, while the single-subject design tracked their MBLP© lesson delivery performance. Data was collected using a self-reported music background survey, pre-, mid-, and post-test music teaching self-efficacy, teachers' feedback, and MBLP© lesson observations. The results showed that the training increased music teaching self-efficacy by 10 to 46% and revealed a positive relationship between practicum with interactive reflections and lesson delivery performance. The findings suggest that providing MBLP© training to non-specialist preschool teachers could help address language developmental issues in inclusive preschool settings.

The benefits of an e-learning system will not be maximised if learners do not use the system. This study was conducted with 26 postgraduate students at a faculty in Universiti Malaysia Sarawak taking an on-campus course supplemented with an e-learning system. The purpose of the study was to determine which factors were related to intention to use an e-learning system as a supplementary learning tool. The factors investigated were system characteristics such as functionality, interactivity and response rates; user characteristics incorporating computer self-efficacy and Internet experience; perceived usefulness and perceived ease of use. The findings of the study showed that the participants viewed the e-learning system characteristics positively especially in terms of functionality and interactiveness. However, the response rate for the e-learning system was not up to expectations. Most of the participants believed that they were capable of using the e-learning system to accomplish their learning tasks and have adequate Internet use experience. Intention to use the e-learning system for supplementary learning was positively related to the participants' computer self-efficacy. Computer self-efficacy was also positively related to perceive usefulness of an e-learning system and perceived ease of use. All three systems characteristics of functionality, interactivity and response rate were related to perceived usefulness. Therefore, in developing an e-learning system, the system developers have to consider ensuring the system is easy for the user to handle and improve the system's functionality, interactivity and response rates. Developers, designers, and institutional purchasers of e-learning systems should also ensure compatibility between system features and user requirements to enhance technology adoption for e-learning. Furthermore, to maximize the benefits of e-learning system, educational institution should demonstrate the use of the technology and provide instructional material to ease students' learning of the technology. In addition, it should describe how the technology would benefit students and assist them learn the course content or achieve other learning goals. Recommendations for future studies are also included in the conclusion of the paper. (Contains 2 figures and 9 tables.)