Rapid development of Artificial Intelligence (AI), particularly ChatGPT, has transformed online learning motivation and influenced learners' motivation in higher education. With the increasing reliance on AI-assisted tools for academic support, concerns have emerged regarding their influence on learners’ motivation, engagement and learning experiences. Therefore, this study investigated the influence of ChatGPT on learners’ online motivation to learn especially in terms of expectancy, value and social support. This study employed quantitative survey research involving 137 students from various academic fields and levels of study. The research instrument consisted of three sections containing 53 items adapted from Fowler (2018) and Youssef et al. (2024). The findings revealed that learners perceived ChatGPT positively particularly in enhancing critical thinking, academic achievement and student engagement. Furthermore, significant positive relationships were found between ChatGPT and expectancy, value and social support. The findings suggest that when used appropriately, ChatGPT has the potential to support learners’ motivation and engagement in online learning. This study contributes to the growing body of literature on AI-assisted learning and provides useful implications for educators, institutions and further research in regards to the implementation of generative AI in higher education.
Fathimah Razman, Siti Syairah Fakhruddin, S. Idris et al.· International journal of res...· 0 citations
TikTok has rapidly evolved into a dominant communication platform among teenagers, enabling unique forms of language play, identity display, and social interaction. This systematic literature review compares linguistic trends among Malaysian and American adolescents aged 13–19 on TikTok, focusing on slang and viral expressions, code-mixing and translanguaging practices, identity construction, and language–culture relations. Guided by PRISMA 2020, a comprehensive search was conducted across Scopus, Web of Science, ERIC, LLBA and Google Scholar, covering studies published between 2020 and 2025. Twenty-nine peer-reviewed publications met the inclusion criteria. Thematic synthesis reveals that (i) American teenagers drive global slang innovation shaped by pop culture, African American Vernacular English (AAVE), and fandom discourse; (ii) Malaysian teenagers engage in extensive creative code-mixing between English, Malay, and local vernaculars to perform humour, solidarity, and online persona; (iii) TikTok’s multimodal affordances encourage linguistic hybridisation, enabling young users to construct cultural identity and navigate peer norms; and (iv) digital trends increasingly influence offline youth communication in both countries. The review highlights significant gaps in longitudinal data, Southeast Asian representation, AI-mediated captions, and ethical considerations in researching minors on social media. Implications emphasise the need for culturally responsive digital language policies in Malaysian education to recognise youth multimodal repertoires. Future research should include computational linguistic analysis and cross-regional comparison of youth TikTok communication practices.
Daljeet Singh Sedhu, H. Hashim, S. Idris et al.· International journal of res...· 0 citations
Writing remains one of the most challenging skills for many English as a Second Language (ESL) learners, especially in higher education settings. This study examined university ESL learners’ perceptions of writing self-efficacy, writing motivation, and writing strategies, as well as the relationships among these variables across gender, faculty, and SPM English achievement. A quantitative survey design was employed involving 318 university students from different faculties in a Malaysian public university. Data were analysed using descriptive statistics, Pearson correlation, independent samples t-test, and one-way ANOVA. The findings revealed that students generally demonstrated positive perceptions towards writing self-efficacy, writing motivation, and writing strategy use. Students appeared more confident when given sufficient time to complete writing tasks and frequently relied on revising, editing, peer support, and self-encouragement during the writing process. Strong positive relationships were also found between self-efficacy, writing motivation, and writing strategies. In addition, no significant differences were found across gender and faculty. However, significant differences were identified across SPM English achievement, particularly in students’ self-efficacy and writing motivation. Interestingly, students from different achievement groups appeared to use writing strategies at relatively similar levels. These findings suggest that writing performance may be influenced not only by students’ knowledge of writing strategies, but also by their confidence and motivation towards writing. The study highlights the importance of creating supportive ESL writing environments that help students develop both writing skills and self-confidence.
N. Azman, Nur Hazirah Mohd Fuat, Noor Fazrienee Jz Nun Ramlan et al.· International journal of res...· 0 citations