Quality Malaysian English Language Teachers: Examining a Policy Strategy

Kepol, Napisah

doi:10.32890/mjli2017.14.1.8

Cited by 15 publications

(12 citation statements)

References 10 publications

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“…Second, the result regarding the low correlation between ideal self and L2 out-of-class WTC indicates that their identity as future ESL teachers does not significantly motivate them to use and practise the language in out-of-class setting. This is rather worrying because as future ESL teachers they need to master the language well especially in Malaysia where quality among Malaysian ESL teachers is defined as possessing not only sound pedagogical competence, but also high proficiency of the target language (Kepol, 2017). The reluctance to use English in out-of-class context could be understood from the concept of 'agency' where learners are seen as active decision makers who "actively engage in constructing the terms and conditions of their own learning" (Lantolf & Pavlenko, 2001: 145).…”

Section: Discussionmentioning

confidence: 99%

L2 motivational self-system as predictors of out-of-class willingness to communicate

Zulkepli

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Empirical studies have long proven the link between speaking and second language learning. Despite its importance in determining one's success to master the target language, willingness to communicate (WTC) is not always high even among motivated and advanced English language learners. This often leads to them not taking the opportunities to engage in verbal activities that are beneficial for them as language learners. The present study seeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) and out-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESL teachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-class WTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-ofclass WTC. This supports previous findings on the role of ideal self in learners' willingness to communicate. Based on the findings, the present article ends with a pedagogical suggestion.

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Section: Discussionmentioning

confidence: 99%

L2 motivational self-system as predictors of out-of-class willingness to communicate

Zulkepli

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Finally, support from various parties which include educators, parents and the government are essential to ensure that their educational needs are fulfilled. As highlighted by Medina and Salamon (2012) and Patten and Watson (2011), enhancing these children's ability to focus and sustain attention in the classroom requires some approaches, with a highly supportive teaching environment (Kepol, 2017), low-staffto-student ratio, strategies for generalization, support to aid program transition, besides parental involvement (Manukaram, Abdullah, & Hasan, 2013;Othman, Azman, & Mohd Ali, 2008).…”

Section: Discussionmentioning

confidence: 99%

English Morphosyntactic Performance of A High-Functioning ASD Child: Implications on ELT

Yusoff

Salehuddin

Abdullah

et al. 2019

Malaysian Journal of Learning and Instruction

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Purpose – The inclusion of an increasing number of highfunctioning ASD children in mainstream classrooms demands for adequate awareness of autism and effective teaching methods from teachers to ensure that learning takes places efficiently. Hence, this study investigated the atypical language performance of a highfunctioning Malay girl with autism spectrum disorder (ASD), who chose to acquire English as her first language (L1) and eventually spoke the language fluently despite English not being the main language at home. Focus was given on the child’s literate language use of morphology and syntax in present tense English. Methodology – Data was collected from spontaneous speech interactions with an 8-year-old high-functioning ASD child for a period of 12 months. The interactions were conducted at the child’s home. Each session lasted approximately an hour and was video recorded. The data was analyzed using thematic analysis. In this study, focus was given on the morphology and syntax of the child’s present tense structures in English. Findings – The findings revealed four main themes: 1) elaborated noun phrases, 2) adverbs, 3) conjunctions, plus 4) mental and linguistic verbs. The findings indicated the child’s strength in her language performance that was consistent albeit with weak central coherence account and that she was not at the optional infinitive stage of grammatical development. Significance – These findings led to a further understanding of the language acquisition process in high-functioning children with ASD in Malaysia, and called for mainstream teachers to 1) upgrade their skills, enhance their knowledge and develop their awareness of the linguistic ability of high-functioning ASD children, and 2) implement effective teaching methods in managing them.

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“…Therefore, it is possible for language users worldwide to acquire English language to cater for the world's needs. Malaysians too are using English language for all the mentioned transactions especially when it comes to work place interaction (Noor & Murtaza, 2018); (Rauf, & Saeed, 2019) and for school education where the government has strengthen the use of English language to both English for specific purpose and special purpose (Kepol, 2017). However, varied patterns of English language are seen applied in Malaysia as the people (with multi-racial population) are of different backgrounds -in terms of their races, cultures, and also their first languages.…”

Section: Background Of Studymentioning

confidence: 99%

English Grammar Awareness Facilitates L2 Learners’ Writing

Shahabani

Ibrahim

2021

EJEL

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“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. Article visualizations:<img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" />

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Quality Malaysian English Language Teachers: Examining a Policy Strategy

Cited by 15 publications

References 10 publications

L2 motivational self-system as predictors of out-of-class willingness to communicate

L2 motivational self-system as predictors of out-of-class willingness to communicate

English Morphosyntactic Performance of A High-Functioning ASD Child: Implications on ELT

English Grammar Awareness Facilitates L2 Learners’ Writing

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