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                <text>M. Rafiq, Karmila Rafiqah</text>
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                <text>Due to the rise of the digital era, various industries demand employees with a proficient communicative English skills, but many are still not up to par with the demands. One solution for this is to provide communicative English trainings for employees, especially support staffs, yet face-to-face trainings have many limitations, which can be overcome through mobile learning. Due to the fact that mobile learning can be accessed anytime and anywhere by anyone, the Massive Online Open Courses (MOOC) is one of the platforms that can be used to curb the issue. This paper aimed to identify the perceptions of support staffs towards using ‘ìSPEAK: English for the Workplace’ in MOOC. A total of 30 respondents were selected through purposive sampling and a survey through a 4-point Likert scale questionnaire was given out. The main findings showed that overall, the support staffs have a positive attitude towards using ìSPEAK. Nevertheless, half of them were unsure of the reliability of the sources available in the course. However, the findings of this study implied that ìSPEAK could be one of the training alternatives for support staffs to improve and increase their communicative ability. Future research can look into designing and developing various modules of communicative English in various mobile learning platforms, which could cater to different levels of proficiency of learners.</text>
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                <text>Copyright (c) 2020 Karmila Rafiqah M. Rafiq, Harwati Hashim, Melor Md Yunus, Helmi Norman</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 14 No. 08 (2020); pp. 19-31</text>
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                <text>ìSPEAK: Using Mobile-Based Online Learning Course to Learn ‘English for the Workplace’</text>
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                <text>CLAWS Journal; Vol. 12 No. 1 (2019): Summer 2019; 200-204</text>
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                <text>Indiana University Robert H. McKinney School of Law</text>
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                <text>Indiana International &amp; Comparative Law Review; Vol. 31 No. 3 (2021); 329-350</text>
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                <text>Indiana International &amp; Comparative Law Review; Vol. 31 No. 1 (2021); 1-34</text>
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                <text>Foreign and security policy have long been removed from the politicalpressures that influence other areas of policymaking. This has led to atendency to separate the analytical levels of the individual and thecollective. Using Lacanian theory, which views the subject as ontologicallyincomplete and desiring a perfect identity which is realised in fantasies, ornarrative scenarios, this book shows that the making of foreign policy is amuch more complex process. Emotions and affect play an important role,even where ‘hard’ security issues, such as the use of military force, areconcerned. Eberle constructs a new theoretical framework for analysingforeign policy by capturing the interweaving of both discursive and affectiveaspects in policymaking. He uses this framework to explain Germany’s oftencontradictory foreign policy towards the Iraq crisis of 2002/2003, and theemotional, even existential, public debate that accompanied it. This bookadds to ongoing theoretical debates in International Political Sociology andCritical Security Studies and will be required reading for all scholars workingin these areas.</text>
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                <text>Czech Journal of International Relations; Vol. 54 No. 4 (2019); 66-68</text>
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