PERTANIKA PROCEEDINGS

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• Alberth. (2019). Use of Facebook, students’ intrinsic motivation to study writing, writing self-efficacy and writing performance. Technology, Pedagogy and Education, 28(1), 21-36. https://doi.org/10.1080/1475939X.2018.1552892

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• Alizadeh, M. (2016). The impact of motivation on english language learning. International Journal of Research in English Education, 1(1), 11-15. https://doi.org/10.5430/ijhe.v2n4p123

• Altunkaya, H., & Topuzkanamış, E. (2018). The effect of using Facebook in writing education on writing achievement, attitude, anxiety and self-efficacy perception. Universal Journal of Educational Research, 6(10), 2133-2142. https://doi.org/10.13189/ujer.2018.061010

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• Brown, E. A., Thomas, N. J., & Thomas, L.Y. (2014). Students׳ willingness to use response and engagement technology in the classroom. Journal of Hospitality, Leisure, Sport & Tourism Education, 15, 80-85. https://doi.org/10.1016/j.jhlste.2014.06.002.

• Choy, S. C., & Troudi, S. (2006). An investigation into the changes in perceptions of and attitudes towards learning English in a Malaysian college. International Journal of Teaching and Learning in Higher Education, 18(2), 120-130.

• Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58.

• Cocca, M., & Cocca, A. (2019). Affective variables and motivation as predictors of proficiency in English as a foreign language. Journal on Efficiency and Responsibility in Education and Science, 12(3), 75-83. https://doi.org/10.7160/eriesj.2019.120302

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• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.

• Henaku, E. A. (2020). Covid-19: Online learning experience of college students: The case of Ghana. International Journal of Multipdisciplinary Sciences and Advanced Technology, 1(2), 54-62.

• Hosseini, S., & Pourmandnia, D. (2013). Language learners’attitudes and beliefs: Brief review of the related literature and frameworks. International Journal on New Trends in Education and Their Implications, 4(4), 63-74.

• Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computer Education, 55(3), 1080-1090.

• Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119(November), 105699. https://doi.org/10.1016/j.childyouth.2020.105699

• Jalleh, C. M., Mahfoodh, O. H. A., & Singh, M. K. M. (2021). Oral communication apprehension among Japanese EFL international students in a language immersion program in Malaysia. International Journal of Instruction, 14(2), 155-178. https://doi.org/10.29333/iji.2021.14210a

• Kassem, H. M. (2018). The impact of student-centered instruction on EFL learners’ affect and achievement. English Language Teaching, 12(1), 134. https://doi.org/10.5539/elt.v12n1p134

• Kaufmann, R., & Vallade, J. I. (2020). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2020.1749670

• Kellerman, D. (2021). Academics aren’t content creators, and it’s regressive to make them so. The World University Ranking. https://www.timeshighereducation.com/opinion/academics-arent-content-creators-and-its-regressive-make-them-so

• Kruk, M. (2019). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2019.1677722

• Kundu, A. (2020). Toward a framework for strengthening participants’ self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351-370. https://doi.org/10.1108/AAOUJ-06-2020-0039

• Lasekan, O. (2019). The role of individual difference factors among early, middle and late immersion undergraduate ESL learners. International Journal of Learning, Teaching and Educational Research, 18(10), 175-190. https://doi.org/10.26803/IJLTER.18.10.11

• Lee, A. (2021). Breaking through digital barriers: Exploring EFL students’ views of Zoom breakout room experiences. English Studies, 21, 510-524.

• Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1).

• Martin, S., & Alvarez Valdivia, I. M. (2017). Students’ feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education, 14(1), Article 18. https://doi.org/10.1186/s41239-017-0056-z

• Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267-277.

• Mohd Yasin, N. M., Ong, M. H. A., & Aziz, N. N. A. (2020). Attitude as mediator of technical usage self-efficacy, online communication self-efficacy, technology access and online media on the blended learning readiness. International Journal of Advanced Science and Technology, 29(6 Special Issue), 713-724.

• Octaberlina, L. R., & Muslimin, A. I. (2020). EFL students perspective towards online learning barriers and alternatives using moodle/google classroom during Covid-19 pandemic. International Journal of Higher Education, 9(6), 1-9. https://doi.org/10.5430/ijhe.v9n6p1

• Pajares, F., & Schunk, D. (2005). Self-efficacy and self-concept beliefs. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), New Frontiers for Self-Research (Vol. 2, pp. 95-122). IAP.

• Petchinalert, S., & Aksornjarung, P. (2016). Reading strategy use and its relation to EFL teachers’ reading self-efficacy. International (Humanities, Social Sciences and Arts), 9(4), 168-183.

• Radia, B. (2019). Approaching a reading course via moodle-based blended learning: EFL learners’ insights. Modern Journal of Language Teaching Method, 9(11), 1-12.

• Rafiee, M., & Abbasian-Naghneh, S. (2019). E-learning: Development of a model to assess the acceptance and readiness of technology among language learners. Computer Assisted Language Learning, 34(5-6), 730-750. https://doi.org/10.1080/09588221.2019.1640255

• Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73. https://doi.org/10.5539/elt.v5n11p60

• Reeve, J. (2009). Understanding motivation and emotion (5th ed.). John Wiley & Sons, Inc.

• Reuters. (2021). Covid-19 Tracker. Malaysia. (2021, August 18). https://graphics.reuters.com/world-coronavirus-tracker-and-maps/countries-and-territories/malaysia/

• Salikin, H., & Tahir, S. B. (2017). The social media-based approach in teaching writing at Jember University, Indonesia. International Journal of English Linguistics, 7(3), 46.

• Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions. Teaching Public Administration. https://doi.org/10.1177/0144739420977900

• Selvaratnam, V. (2019). Malaysia’s national language policy and graduate employability. International Higher Education, 96(28), 16-18. https://doi.org/10.6017/ihe.2019.96.10776

• Sharma, V. (2019). Saudi students’ perspective on social media usage to promote EFL Learning. International Journal of Linguistics, Literature and Translation (IJLLT), 2(1), 129-139. https://doi.org/10.32996/ijllt.2019.2.1.17

• Sobaih, A. E. E., Hasanein, A. M., & Elnasr, A. E. A. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability (Switzerland), 12(16), 1-18. https://doi.org/10.3390/su12166520

• Stern, D. M., & Willits, M. D. D. (2011). Social media killed the lms: Re-imagining the traditional learning management system in the age of blogs and online social networks. Cutting-Edge Technologies in Higher Education (Vol. 1). Emerald. https://doi.org/10.1108/S2044-9968(2011)0000001020

• Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M. & Munthe, A. P. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning? Systematic Reviews in Pharmacy, 11(8), 524-530. https://doi.org/10.31838/srp.2020.8.74

• Taipjutorus, W., Hansen, S., & Brown, M. (2012). Improving learners’ self-efficacy in a learner-controlled online learning environment: A correlational study. In M. Brown, M. Harnett, & T. Stewart (Eds.), Future challenge, sustainable futures. Proceeding Ascilite Wellington 2012 (pp. 907-911). https://www.ascilite.org/conferences/Wellington12/2012/images/custom/taipjutorus%2C_widchaporn_-_improving.pdf

• Ullah, O., Khan, W., & Khan, A. (2017). Students’ attitude towards online learning at tertiary level. PUTAJ-Humanities and Social Sciences, 25, 63-82.

• Vandeyar, T. (2020). The academic turn: Social media in higher education. Education and Information Technologies, 25(6), 5617-5635. https://doi.org/10.1007/s10639-020-10240-1

• Wai Yee, S. L., & Cheng Ean, C. L. (2020). Malaysian private university students’ perception of online discussion forums: A qualitative enquiry. Sains Humanika, 12(2), 31-38. https://doi.org/10.11113/sh.v12n2.1610

• Welser, H. T., Khan, M. L., & Dickard, M. (2019). Digital remediation: Social support and online learning communities can help offset rural digital inequality. Information Communication and Society, 22(5), 717-723. https://doi.org/10.1080/1369118X.2019.1566485

• Williams, V. (2021). Online readiness assessment. Penn State. https://www.scribbr.com/apa-examples/website/

• Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human-Computer Interaction, 35(4-5), 356-373. https://doi.org/10.1080/10447318.2018.1543084

• Wong, M. S. L. (2005). Language learning strategies and language self-efficacy: Investigating the relationship in Malaysia. RELC Journal, 36(3), 245-269. https://doi.org/10.1177/0033688205060050

• Wu, J. Y., & Nian, M. W. (2021). The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach. Computers and Education, 166(January), Article 104120. https://doi.org/10.1016/j.compedu.2020.104120

• Yavuzalp, N., & Bahcivan, E. (2020). The online learning self-efficacy scale: Its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31-44.

• Zamir, S., & Thomas, M. (2019). The effects of university teachers’ perception, attitude and motivation on their readiness for the integration of ICT in classroom teaching. Journal of Education and Educational Development, 6(2), 308-326. https://doi.org/10.22555/joeed.v6i2.2712