English in Malaysia

Foo, Bernadette; Richards, Cynthia

doi:10.1177/003368820403500209

Cited by 29 publications

(22 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The English Language Secondary (KBSM) and Primary School Syllabus (KBSR) which can be referred to as a notional-functional syllabus, has its theoretical base in the communicative language teaching (CLT) approach (Foo & Richards, 2004). Its intent is to equip students with communicative ability and a competency to perform language functions, using correct language forms and structures.…”

Section: English In Malaysia: a Case Of Schism Between Planning And Imentioning

confidence: 99%

Rethinking English Language Education in Malaysia

Badiozaman¹

2019

The Journal of AsiaTEFL

View full text Add to dashboard Cite

Section: English In Malaysia: a Case Of Schism Between Planning And Imentioning

confidence: 99%

Rethinking English Language Education in Malaysia

Badiozaman¹

2019

The Journal of AsiaTEFL

View full text Add to dashboard Cite

“…Therefore, the Education Ordinance (1957) proposed the Malay-medium and the National-type Chinese and Tamil primary schools with English taught as one of the language subjects. The 1957 constitution declared Malay as the national language with special provision for the official use of English (Foo & Richards, 2004).…”

Section: A Review Of Malaysian Efl Educational Policiesmentioning

confidence: 99%

The Malaysian Efl Language Planning and Policy and the Impact on Efl Reading Proficiency: A Review

Sidek¹

2018

IJAEDU- International E-Journal of Advances in Education

View full text Add to dashboard Cite

Within the Malaysian setting, the English language is a foreign language that is widely used and has gained its status as a prominent linguistic liaison not only in the political, economic and social domains, but also within the educational context. Hailed as a lingua franca, the English language maintains its significance at the global level and due to such status, it has been made a mandatory subject at the elementary, secondary and tertiary educational institutions in Malaysia. The purpose of this paper is to present the review of English as a foreign language (EFL) in terms of its historical path and its connection to EFL literacy issues within the Malaysian educational context. The historical review of the Malaysian education with regards to EFL reveals that the mandatory inclusion of the English language in the school and higher institutions' curriculum could be traced back as a linguistic culturalization effect of the British colonization. The review also indicates that the pattern of inclusion of the EFL in the Malaysian educational system seems to be developmental in nature but with some patterns of consistency at the initial stage of its inclusion. As with regards to the EFL literacy issues, the review shows that the shifting from the English medium to the Malay medium in Malaysian public schools could be inferred as one of the causes of the emergence of issues in the EFL literacy amongst Malaysian learners. The outcomes of the review have implications on EFL policy and curriculum development as well as their future revisions in the Malaysian context.

show abstract

“…The history of English in Malaysia began when the British came to colonize the country and now English is taught as one of the compulsory subjects at all levels of education in Malaysian from the primary to the tertiary level (Foo & Richards, 2004). Earlier, English education in Malaysian schools was based on KBSR for primary schools and KBSM for secondary schools.…”

Section: English Learning In Malaysiamentioning

confidence: 99%

Untitled

Samad

Husin

Zali

et al. 2018

MJLTM

View full text Add to dashboard Cite

This present study was conducted to reexamine motivation and attitude of language learners and its correlation to their learning achievement. Low English language proficiency among Malaysian students has drawn researchers' attention to conduct the study within higher learning institution. This cross-sectional study was carried out involving 329 participants those were required to respond for selfadministered questionnaire and taking four language skills test which was developed by researchers with the assistant of experience language lecturers. Descriptive and inference analysis were adopted to answer the research objectives. The finding has demonstrated that participants of the study have higher integrative motivation (8.07) and moderate level attitudes towards the learning of English language (6.81). However correlation test has shown a there is a low correlation (r = 0.111) between students' motivation and English language achievement tests. Whereby there is a moderately low correlation (r = 0.224) between students' attitude and English language achievement tests. In future investigations it might be possible to study other types of motivation such as intrinsic and extrinsic motivation in order to determine the success for language learners. 1. Introduction Many Malaysian students have poor command of English even after graduation (Engku Suhaimi, E.A., Zailani, J., Alia Nabila, A., 2012). Poor English proficiency may affect employment prospect since English is undoubtedly widely used in IT Communication and in commerce and industry not only internationally but also locally (The Star, Sept. 11/2013). Following this statement, The Federation of Malaysian Manufactures (FMM) requested that English be made a must-pass subject by 2018 (The Star, Sept. 11/2013). Low English language proficiency among Malaysian students is a never ending issue. Marlyna, Siti Hanim and Mohamad Subakir (2012) indicate that through their study a majority of the students' proficiency levels in English were below the entry level of the university's requirement. Education Minister II Datuk Seri Idris Jusoh claims that many English language teachers are "incapable" or "unfit" to teach the subject in schools when the results for the English Language Cambridge Placement Test sat by them showed that 70% out of the 60,000 performed poorly (The Star, Sept. 11/2013). Therefore this research is carried out to observe students' English language achievement in terms of their four basics English skills (listening, speaking, reading and writing) at one of the universities in Terengganu. Many researchers have shown that students' attitudes towards the learning of English language are negative and less interest (

show abstract

English in Malaysia

Cited by 29 publications

References 1 publication

Rethinking English Language Education in Malaysia

Rethinking English Language Education in Malaysia

The Malaysian Efl Language Planning and Policy and the Impact on Efl Reading Proficiency: A Review

Untitled

Contact Info

Product

Resources

About