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Delivery strategy is paramount in presentations regardless it is employed using video recording or live presentation. Nevertheless, demonstrating appropriate delivery strategies is challenging for many presenters, mainly when video recorded. The present study analyses tertiary level students' delivery strategies when they were required to prepare video resumes. More specifically, the objectives of the study are to identify intonation, body language and creativity that the students demonstrated in preparing the materials. Using descriptive research design, the study analysed 21 video resumes, specifically evaluating students' delivery strategies. The results of the study showed that there were challenges in using intonation and demonstrating appropriate body language among the students during the recorded presentation. The study also found that students tended to be less creative since they had limitations in using resources to prepare the video resumes. The study implies that students need to sharpen their delivery strategies as preparing effective video resumes may provide better employment chances.

The study aims to investigate the intrinsic motivation among L2 in their uses of digital learning platforms during the COVID-19 pandemic. In particular, the central questions in the study are to identify the profiles of intrinsic motivation among L2 learners using digital learning platforms, determine gender differences using digital learning platforms, investigate the difference in motivation according to students' performances, and describe the perceived enjoyment of using digital learning platforms. The study that used a questionnaire to collect data among 72 engineering students found positive intrinsic motivation utilizing the medium to learn English. However, there was insufficient evidence to show a difference between gender using the digital learning platforms with intrinsic motivation. There was also insufficient evidence to prove that grades are associated with students' intrinsic motivation when the teacher assigned synchronous or asynchronous classroom tasks. Yet, the present study found that publishing works in Canva and writing posts on LinkedIn were among the students' most preferred digital learning platforms activities. The study is significant to teachers since it assists them in managing classes and discovering the uses of digital learning platforms for a conducive learning atmosphere during the pandemic. It is recommended that teachers need to be creative in using digital learning platforms to promote collaborative learning among learners.

Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students' learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students' learning styles and teachers' teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid's VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann's Teaching Style Survey. The findings revealed that majority of the student's preferred visual learning style. The result also shows that the lecturers' teaching styles give an impact towards the students' academic performance. From this study, we can conclude that teaching styles have significant impacts on students' learning styles and academic performances.

This study examines the uses of Tell Me More (TMM) software among engineering students in Universiti Malaysia Pahang (UMP). The study aims at finding students' abilities in retaining words learnt through Pre-test and Delayed Recall Post-test. The study also aims at identifying their preferences and challenges in using TMM. The study employed 43 students that were required to take vocabulary tests and participated in interviews to gauge their perceptions of using TMM. Results showed that there was a significant increase in the tests administered. The qualitative findings showed that students preferred the drag-and-drop feature in the software; among others. Yet, there were challenges in imitating the native-speaker in pronouncing target words, accessing TMM outside class hours and linking target words with its meaning. These findings provide empirical data for the use of computers in learning vocabulary.

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.

The paper aims at investigating students' learning attitudes after they are exposed to three vocabulary learning methods, namely Contextual Clues, Dictionary Strategy and Computer Assisted Language Learning (CALL). The study involves 123 undergraduates, who were surveyed to identify the factors that affect their attitudes in learning vocabulary using these methods. Findings from the study using ANOVA revealed that students who were exposed to CALL showed more positive attitudes in learning vocabulary compared to other methods. This is due to the tools matching their aptitude for learning. In fact, the tools are regarded as "part and parcel" of the students' lives. The results of the study also showed that the usefulness and limitation of the respective methods depend on students' approaches in using them to learn vocabulary. The implications for language teaching and learning of vocabulary demand practitioners to incorporate the use of computers in their lessons. Nonetheless, they may also integrate the use of Contextual Clues, Dictionary Strategy and CALL in their teaching to accelerate the expansion of students' vocabulary.

The concept of learning while playing to learn language is a pedagogy that can enhance students’ learning interest. In this digital era, the use of board games, for instance, has provided a solution to learning a language. A considerable literature has grown up around the theme of digital board in language learning. Therefore, this paper aims at finding the significance of developing a digital board game for the purpose of vocabulary learning. Fifty-seven (57) students from Universiti Malaysia Pahang (UMP) were selected as samples using purposive random sampling to collect data for the current study. A questionnaire was employed to explore their needs of a digital board game to learn vocabulary. The findings revealed that digital board game has significant needs among students to learn vocabulary, and further support the idea of using digital board game in language classroom. Majority of them believed that digital board game may provide a significant impact on vocabulary learning. Overall, the current study proves to be particularly valuable to language teachers to incorporate digital board game into their instructional activity. Also, these findings suggest a role for interactive learning in motivating language learner to enrich their vocabulary size.

The study investigates an impromptu writing task administered to diploma students studying in one of the technical universities on the East Coast of Malaysia. In particular, it identifies grammatical errors in one-paragraph writing in terms of overall errors, most errors and least errors. The samples were 49 students undergoing the Preliminary Semester taking English as one of the subjects in the particular semester. The study found that students made errors to a certain degree in using articles, tenses, and subject-verb agreement (SVA), among others. More specifically, the highest number of errors students made were in tenses, SVA, and word choices, while the least errors were in possessive and attributive structures, gerunds, and infinitives. The results indicate that assigning students impromptu writing contributed to their performance errors. Despite their low vocabulary knowledge, it also made them less expressive when writing under such conditions. [ABSTRACT FROM AUTHOR]

Motivation is essential for students to study and enhance their academic performance. This study aimed to assess the impact of student motivation on academic accomplishment among undergraduate students in the University Sultan Zainal Abidin, Malaysia. How pupils build motivation in themselves may influence how successful they are academically. Pilot research was conducted on 144 participants using exploratory factor analysis to establish the instrument's reliability and validity. However, the study showed no significant difference in accomplishment motivation between high and poor achievers. Similarly, the data found that males and females differed significantly in achievement desire. Using the Statistics Program for Social Science (SPSS) version 20, the data were analysed using correlation analysis and fundamental linear regression analysis. The findings revealed that students' motivation boosted their academic success. Similarly, the regression analysis revealed that motivation was a strong predictor of greater academic accomplishment (GPA). [ABSTRACT FROM AUTHOR]