The Influence of English Second Language Learning on Pakistani University Studentsʼ Identity

Anbreen, Tanzeela

doi:10.1016/j.sbspro.2015.06.054

Cited by 8 publications

(10 citation statements)

References 11 publications

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“…Wearing Islamic Clothing -Hijab (Headscarf), Gamis, etc-The quote of the informants on waring Islamic Clothing and Headscarf confirmed that identity formed by the environment where she/he lives in. its also strengthen the result of earlier discussion that argued identity can be strongly constructed by educational field, in both school or family (Altugan, 2015;Anbreen, 2015;Arzu & Issa, 2014;Villodre, 2014). In this case, family playing a very important role, because children are having more time to interact with parent rather than interact with teacher in school.…”

Section: Believing In God Islamic Rituals and Madzhabsupporting

confidence: 80%

“…Dealing with one informant that has different view on wearing headscarf also confirm the statement of earlier discussion which declare that identity is changing overtime and always undergoes transformation depend on condition and situation (Anbreen, 2015;Çerkezi et al, 2013;Hjörne & Säljö, 2013;Ifrim, 2013;Li, 2008). It"s also strengthened the theory of Hall"s cultural identity on Identity as being that can be defined as the identity that influenced by social environment where the individual firstly live in.…”

Section: Believing In God Islamic Rituals and Madzhabsupporting

confidence: 77%

“…By the case, it is important to see the construction of identity experienced by other Muslim living in non-Muslim society like China. Because, identity always undergoes transformation (Anbreen, 2015;Çerkezi et al, 2013;Hjörne & Säljö, 2013;Ifrim, 2013;Li, 2008), therefore it"s important to see the identity transformation of Muslim in China. In other side, identity is also formed by daily activities (Hjörne & Säljö, 2013;Novakova & Foltinova, 2014), the activities done in different area can be the factor contributing the identity construction.…”

Section: Introductionmentioning

confidence: 99%

“…In other side, identity is also formed by daily activities (Hjörne & Säljö, 2013;Novakova & Foltinova, 2014), the activities done in different area can be the factor contributing the identity construction. Sometimes, identity is also formed in the educational field (Altugan, 2015;Anbreen, 2015;Arzu & Issa, 2014;Villodre, 2014). So that, the educational institution where a person study will influence their construction of identity.…”

Section: Introductionmentioning

confidence: 99%

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Being Muslim in China: Hui Ethnic Perspective

Rosi

2020

JPIPS

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Understanding identity helps individual to understand himself/herself and knows his/her position in the society. It is also expected to lead individual having a better tolerant attitude toward other cultures. Furthermore, ‘Hui’ is a Muslim majority ethnic live in China while Muslim as minority group of the country. This study tries to explore Hui ethnic perspective and experience on being Muslim in China. This study is designed qualitatively. The data is presented in the form of description and explanations. The primary research objects are 3 female and 1 male Hui ethnic who are currently living and studying in Indonesia. The result stated that Muslim in China as represented in many Muslim world who are believing in God and practicing rituals, even there are some different practices experienced by Chinese-Muslim. In term of interaction, Chinese-Muslim are more open with other non-Muslim ethnic, and they develop and construct dual identity in order to live in harmony within ‘Han’ majority ethnic group. This study will enrich the sociological analysis of identity within minority group.Keywords: Muslim Identity; Chinese-Muslim; Hui Ethnic

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Section: Believing In God Islamic Rituals and Madzhabsupporting

confidence: 80%

Section: Believing In God Islamic Rituals and Madzhabsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Being Muslim in China: Hui Ethnic Perspective

Rosi

2020

JPIPS

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“…According to Rasheed et al (2017) to involve the students in this learning enterprise teachers should play their role (Khan, 2016). The way the English language teachers materialize their theory of teaching is an area that should be explored to measure the learning outcomes and find what support they offer to students to improve the situation of language learning in Pakistan (Raza, 2015;Anbreen, 2015;.…”

Section: High Social Status Of English and Problematic Pedagogymentioning

confidence: 99%

Expectations and Reality of Learner Autonomy and Communicative Competence in Pakistani Higher Education Institutions: A Review

Shahid

Ong

Wong

et al. 2020

IJEPC

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The primary aim of this study is to analyse the main factors affecting the learner autonomy and communicative competence of the EFL learners at higher education level in Pakistan. Nowadays, the English language is considered a language of education, business, and research, moreover, English is a medium of instruction in higher education institutions in Pakistan and communication ability and autonomy are regarded highly important skills for the students’ academic success and professional development in the university context. This study has used the literature review and situational analysis approach in order to explore the teaching and learning of the English language at the tertiary level in Pakistan. This study will discuss the present situation of English Language teaching in Pakistan, and the main challenges hindering the skill development of the students. This study has recommendations for the policymakers, teachers, trainers, and students struggling to develop communicative competence and learner autonomy at higher education level in Pakistan. The finding of the study indicates that gap in skill development, low proficiency, improper evaluation, and problematic pedagogy are the main factors affecting skill development in the Pakistani EFL context. Students’ skills can be promoted incompetence and autonomy areas by providing them with interpersonal and physical space in learning the target language.

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