In 2013, Malaysia ranked first in the English Proficiency Index (EPI)[6]. However, a shocking discovery revealed that only 27.8% teachers met the minimum standards of the Cambridge Placement Test (CPT) [7],[8]. This was reflected on the students' performance revealing a distinct failure in English language subjects in every major examination in Malaysia (UPSR= 25%, PMR= 23%, and SPM= 22%). 50% failed English 1119 and the performance of MUET revealed that 52% candidates getting only band 1 and band 2[7]. Language attrition is a phenomenon where one's proficiency in a language deteriorates due to several factors. One of the most prominent factors is the disuse of the language itself. The phenomenon can be seen as a threat to teachers or instructors of a language as the quality of their instructions can be deemed questionable should they experience the phenomenon. The research aims to investigate factors that hinder teachers' use of English in their workplace and daily lives. The study employing the qualitative method took place in the municipal of Machang, Kelantan, Malaysia. The decision to conduct the study in the municipal of Machang, Kelantan, was due to the uniqueness of the state itself for its prevalent EV[121],[13],[14]. The principal results revealed that the factors hindering the use of English language among informants were vastly related but not limited to EVT[25]. There were also factors related to policy. The study tapped into a new dimension linking language attrition, language maintenance, teaching and learning, sociolinguistics, and policy, where the results were interrelated to one another.
Abstract-Interaction is regarded as a fundamental requirement of second language acquisition (SLA). The study investigated the provision of corrective feedback and learner repair of errors following feedback in interactional context of peer-to-peer conversations, particularly in a group setting. A total of four students in their early twenties participated in the study. These students are participants of the "Friends of English" (FoE) programme conducted by Centre of Teaching and Learning, Universiti Teknologi Malaysia. The relationship among error types, feedback types and learner repairs were examined. The interaction between these students in a group setting was recorded using Sony Sound Forge. The recorded interactions were transcribed and coded for types of errors (Syntactic / Lexical / L1), types of negative implicit feedback (Negotiation / Recasts) and learner repairs. Findings indicate that the mentor focused on recasts. He provided implicit negative feedback in the form of recasts to all three types of learner errors while engaging in the discussions. The majority of L1 errors were corrected followed by Lexical errors. Syntactic errors had the least number of repairs. Lexical error was the focus of the mentor as over half of Lexical errors received feedback followed by Syntactic error and L1 use.Index Terms-peer-to-peer, group discussion, implicit negative feedback, recasts, lexical error, syntactic error, L1 use, learner repair
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