Siti Norzaimalina Abd Majid

The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning improvements among students, as the majority of current research concentrates on the fact that AI is generally regarded as a language support tool. This study investigates the relation between students’ beliefs of using AiLA in terms of duration, frequency, familiarity, and user satisfaction to improve their learning of English. Fifty-five (55) undergraduate students between the ages of 21 and 24 participated in the survey. The results showed that the duration of use and perceived English learning improvements had a moderate positive relationship, indicating that extensive use of AiLA aids in language acquisition. Frequency of use, however, had little effect, suggesting that frequent use of AiLA may not be enough. There was a small and statistically insignificant correlation between students’ perceived English learning improvement and their familiarity with AiLA. Additionally, there was a minimal to no significant correlation between user pleasure and perceived improvements in English learning, indicating that enjoyment of AiLA is not closely related to the use of the tools. These findings demonstrate that AiLA needs to be systematically incorporated into instruction, with a focus on interactive and adaptable features rather than passive engagement. To maximize language acquisition, developers should improve AI-driven feedback and adaptive learning pathways, while educators should integrate AiLA into collaborative learning.

One of the components that contribute to learners’ effectiveness in language learning classrooms is their beliefs and notions about language learning. Beliefs about language learning are viewed as the presumptions or assumptions that students hold about their attitudes, motivations, learning strategies, and language learning styles. Engineering students may have different beliefs in contrast with other subjects due to the nature of their work, which focuses more on the scientific and technical parts. Furthermore, the employer always raised the issue that these engineers lack English language skills, which may stem from their beliefs. Thus, in this descriptive study, we intend to examine the engineering students’ beliefs about language learning based on a questionnaire of 34 items developed by Horwitz (1987). This quantitative study involved 258 engineering students in one public university in Malaysia, comprised of 181 males and 77 females. There were five major areas in assessing students’ beliefs namely: foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivations and expectations. Based on the findings, engineering students have strong beliefs that motivations and expectations in language learning are the most important factors in their learning process. To support them in improving their language learning, it is important to tailor programs to their specific needs and integrate technical content with language learning activities. Emphasising motivation and expectations is crucial, alongside addressing misconceptions about language learning and collaborating with employers to align language proficiency with industry needs are also key steps.

The role of a mother alone is very challenging. With an additional role as a student or a worker add more burden to them. It is undeniable that Malaysian women in the 21^st century has more roles than women in the pre-independent era. Nowadays, women have equal opportunities to work and pursue higher education like men. The need to provide quality life to the children has also encouraged women to contribute more in the family income. Despite the multiple roles play by women, the household tasks are still managed by them. For this phenomenological research, in-depth interviews were conducted with two participants who studied in public university in Malaysia. By using thematic analysis, four themes were emerged from this study. The themes were challenges, role management, assistance/support and coping strategies. In this study, the major challenge was to balance the role of mother and student. But whatever challenges they faced; family was their priority. Furthermore, spousal support also helped the mothers in managing their multiple roles. From the findings, it is hoped that it gives some insights on the type of support that student mother needs and ways of coping in challenging situation.