This study seeks to explore the washback effect of the Malaysian University English Test (MUET), a high-stakes compulsory university entry test in the context of Malaysia. As simple and linear as it commonly appears, washback has been found to be far more complex than simply looking at the impact that a test might or might not have on the stakeholders. Therefore, this study aims to fill in this knowledge gap by systematically re-examining the beliefs on washback by investigating the relationship between the students’ perceptions of the MUET in terms of its importance and difficulty, with their language learning strategies whilst preparing for the test and after sitting the test. Using a mixed methods approach, a student questionnaire and student interview were utilised to elicit data from 30 male and 46 female students. The students were further divided into two groups, specifically those who were preparing for the MUET and those who had already sat the MUET. The findings suggest that preparing for the MUET encouraged the students to utilise a certain language learning strategy more compared to the others, specifically focusing on language skills that had not been formally tested before. Although the students’ perception did not significantly shape the students’ course of action when preparing for the test, it still had an impact on their overall view of the whole test-taking matter. This study is intended to add more insights to the less explored areas of washback, specifically the students’ perceptions and washback over time.
The current literature review of second-language learning (SLL) views second-language (L2) development as a complex system comprised of ecological interactions between multi-faceted agents that fluctuate over time, in constantly changing environments. This concept is in contrast with two dominant theories that have framed many existing studies in the field of SLL: the cognitive theory that sees cognition as the nucleus of SLL, and the socio-cultural theory that maintains that SLL occurs as a result of social and cultural forces. However, little research has been done to explore the dynamic nature of SLL in a deeply comprehensive manner, in order to explain the phenomenon. Therefore, this study aims to fill this gap of knowledge via a detailed investigation of how Business students at a Malaysian public university developed their English-speaking abilities in an L2 classroom context. A group of 31 undergraduate Business students (30 females and one male), as well as their English teacher, were involved in this case study, collecting data through classroom observations, interviews, a survey, as well as relevant curriculum documents, including academic records. The findings from the qualitative analysis via a unique model proposed in the study, based on a socio-cognitive theory, have revealed that learning to speak English is a complex process involving the ongoing physiological activities of adaptation and alignment. The notion of co-dependency exists between individual learners and their physical and conceptual resources, constituted in the social environment of the classroom, in order to perform the appropriate learning actions.
The counselling profession plays a pivotal role and is often considered emotionally demanding. However, previously published studies on emotions at work have been limited in terms of research among counsellors. Hence, this study aims to explore (1) how counsellors perceive their profession, (2) how their work emotions come about when dealing with clients, (3) and what are the main job demands and resources of the counsellors. The current study employed qualitative research using a phenomenological research design. Individual in-depth semi-structured interviews with 44 registered professional counsellors in Malaysia were conducted to understand their experience of, and perceptions about, the counsellor’s job. Several themes developed based on the literature review, and discussions among the authors were made to see any disagreements regarding the selected themes. The team properly addressed any inconsistencies that arose. The first finding revealed that counsellors perceived their profession as a challenging occupation. As for the second finding, two themes were associated with the counsellors’ emotions at work: (1) positive and (2) negative emotions. Working conditions were the most recurring theme in the last finding of the study that influenced the job demands. In contrast, emotional support and professional growth were two job resources that helped reduce stress among counsellors.
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