Examining the role of language on students achievement: a study on the use of second language as a medium of instruction in teaching science subject in Malaysia

Rahman, Saemah; Mazlan, Mailatulsyima; Kummin, Saadiah; Yasin, Ruhizan Mohammad; Meerah, T. Subahan Mohd

doi:10.1016/j.sbspro.2010.12.317

Cited by 6 publications

(6 citation statements)

References 1 publication

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“…Such findings implicate that attention need to be given for building up students' selfefficacy and/or confidence in language, while taking into account students' prior knowledge and experience related to the disciplinary content in an EMI context. Previous studies already showed the impact of enhancing English language learners' self-efficacy beliefs and other factors affecting learners' motivation such as the need for autonomy, competence and belonging (Chen et al, 2015;Haerens et al, 2015;Vansteenkiste et al, 2004), and their WTC such as choice of a topic, interlocutors' interaction, and interaction patterns (Rahman et al 2010;Wong et al, 2005;Zarrinabadi, 2014). Such findings also support the complex and dynamic nature of the interplay between self-confidence, anxiety and perception of the learning environment as highlighted by Leger and Storch (2009).…”

Section: Discussionsupporting

confidence: 59%

“…Wong (2005) found that students who have high writing self-efficacy beliefs are more motivated in earning a good grade and participating in L2 writing tasks. Rahman et al (2010) found strong relationships between self-efficacy in English (L2) and achievement motivation in the subject taught in English. C. Wang et al (2013) argued that it is crucial to enhance English language learners' self-efficacy beliefs in classroom teaching approaches.…”

Section: Self-efficacy and Motivationmentioning

confidence: 99%

“…Motivation in L2 is defined as "referring to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity" (Gardner, 1985, p. 10). Motivation is closely related to self-efficacy; students who have high self-efficacy tend to have high motivation for tasks and for producing better results (Rahman et al, 2010). Dörnyei (2003, p. 23) highlighted the need of focusing on instructor's role in language classroom, and provided a framework of a motivational teaching practice consisting of four main dimensions: (a) creating the basic motivational conditions, (b) generating initial student motivation, (c) maintaining and protecting motivation, and (d) encouraging positive retrospective self-evaluation.…”

Section: Self-efficacy and Motivationmentioning

confidence: 99%

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A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students

Chien

Valcke

2020

JERAP

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The use of English as a medium of instruction (EMI) in higher education is considered a vehicle in non-English speaking countries for the purpose of internationalization, enhancing students’ employability, and international competition. Many higher education institutions in Europe adapted their curriculum and started teaching in English, while enrolling international students from Erasmus programs and non-European countries. This study builds on an EMI course set within a Belgian university. Six L2 (English as a second Language) students were interviewed to identify and explore their motivation, difficulties, and instructional support as it relates to their spoken interaction during the class. The findings revealed that: (1) students’ motivation and Willingness To Communicate (WTC) during L2 spoken interaction was related to their English language self-efficacy, the study topic, and the learning environment; (2) students’ spoken interaction seemed restricted due to difficulties including academic language use, understanding the academic content, and their attitudes towards the learning activity; and (3) instructional support, namely, social-emotional, cognitive and language support, was perceived by students to boost their WTC and confidence to be involved in spoken interaction.

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Section: Discussionsupporting

confidence: 59%

Section: Self-efficacy and Motivationmentioning

confidence: 99%

Section: Self-efficacy and Motivationmentioning

confidence: 99%

See 1 more Smart Citation

A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students

Chien

Valcke

2020

JERAP

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“…Concerning the psychological barriers LOI can raise, research proved the existence of a relationship between the LOI for scientific subjects and students' levels of motivation and self-efficacy. Rahman, et al (2010) conducted a study on the effect of LOI on Malaysian students' motivation and self-efficacy. They found that the students who were taught in their native language were more motivated, and they scored better than the ones taught in English.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Language of Instruction on Middle School Students’ Achievement, Academic Self-concept and Comprehension Abilities in Science Learning

Ouchaib

2021

IJLLT

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Starting from 2019, Morocco has implemented a new language policy on the medium of instruction for science education. This policy stipulates that scientific and technical subjects should be taught in French. Research has unveiled numerous problems regarding the adoption of foreign or second languages as mediums of instruction .This being the case; the purpose of this study is to investigate the effect of language of instruction on the quality of science education. The researcher deployed an explanatory sequential design. Research instruments consisted of a Likert-scale questionnaire distributed among 114 9th grade middle school students, classroom observations, and interviews with science instructors. The results revealed that the French-medium participants are disadvantaged in learning scientific subjects as they showed lower achievement scores, lower levels of academic self-concept, and they relatively encountered more difficulties with the comprehension of scientific courses. By conclusion, this paper provides a number of pedagogical implications addressed to middle school students, middle school science teachers, school counselors, and finally to language policy decision-makers.

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“…Research by Caprara et al (2006), for example, shows that a teacher's self-efficacy becomes a determining factor for the success of students, classrooms, and educational institutions. In Malaysia, Rahman et al (2010) examined that students' self-efficacy of English language skills has a strong positive relationship with the results of their science learning taught in English. In Venezuela, Chacón's research (2005) shows that English teachers' self-efficacy is positively related to their English skills.…”

Section: Introductionmentioning

confidence: 99%

Self-efficacy of General English Lecturers after a Home-base Policy Change in an English Department in an Indonesian University

Munir

2020

scr. j. j. linguist. engl. teach.

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Background: Teachers' self-efficacy has a role in the success of the teaching and learning process in the classroom. Yet, the self-efficacy of general English lecturers in the context of higher education has rarely been investigated. Methodology: This article reports a study that describes the self-efficacy of former general English lecturers as an implementation of the general English lecturers' home-based policy in the English Department in a university in Surabaya and explains the reasons why they have such self-efficacy. Eight former general English lecturers who had been assigned as skills and contents lecturers in the English department participated in this study. Data were collected through three questionnaires and focused group discussions. Findings: The results of this study indicated that the participants reported high self-efficacy in engaging with students, managing classes, using instructional strategies, using English, and using pedagogical competence, even though there was different self-efficacy, from low to moderate, for some items in the questionnaires. These lecturers reported that they had high self-efficacy in many items in the questionnaires because of students' English competence, the subject matter factor, students' characteristics, and the working environment in the English department. Conclusion: In conclusion, a change in self-efficacy of the general English lecturers occurred along with the teaching experiences of these lecturers in a new teaching context.

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Examining the role of language on students achievement: a study on the use of second language as a medium of instruction in teaching science subject in Malaysia

Cited by 6 publications

References 1 publication

A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students

A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students

The Effect of Language of Instruction on Middle School Students’ Achievement, Academic Self-concept and Comprehension Abilities in Science Learning

Self-efficacy of General English Lecturers after a Home-base Policy Change in an English Department in an Indonesian University

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