Students’ perception and use of English in higher education institutions

Abstract

Purpose The purpose of this paper is to explore students’ perception and use of English in higher education (HE) institutions in Malaysia. In doing so, it aims to better understand the relationship between students’ perception of English and academic self-efficacy, particularly since English is used as a medium of instruction in HE institutions. Design/methodology/approach Approximately, 980 questionnaires were distributed to four HE institutions to explore relationships and patterns of students perceived English language proficiency and academic self-efficacy as potential variables shaping their academic performance. About 838 students participated. Findings The findings revealed that although students did not rate their English proficiency very highly, they placed high value on English in regards to their academic performance and job prospects upon graduation. More importantly, the findings also show that the majority of the students had high academic self-efficacy beliefs in L2, and were more accurate at calibrating their efficacy beliefs with subsequent performance in academic settings, unlike typical research findings on Asian students as generally holding lower self-efficacy beliefs. This finding was evidenced by the strong and positive relationship between perceived English language competence and academic self-efficacy in L2. Practical implications It is imperative that students’ academic self-efficacy beliefs be enhanced as it has been revealed to mobilise motivation and cognitive resources. It is also necessary to offer targeted support services specifically designed to further help students to improve their English academic skills. Originality/value In this study, rewards offered by instrumental motivation in terms of increased academic literacy and career appear to supersede the motive of identification with the L2 language community. It is likely that students in Malaysian HE institutions are becoming increasingly motivated to study due to their own visions and desires, rather than as a result of external requirements. Such findings should be capitalised since self-efficacy is predictive of academic performance.

Non-English Majored Learners' Perception, Expectation and Difficulties Towards ELT Classroom

“…Moreover, in the last item, 12 out of 16 learners also showed their confidence and belief in the term of English mastery. Their agreement to the statement that English mastery was not difficult indicated that they had high self-efficacy to English and thus would bring positive outcome to their learning achievement (Badiozaman, Leong & Jikus (2019).…”

“…These scopes were proven to be contributive to improve the quality and the success of an ELT classroom as shown in some research findings, i.e. perception (Iftanti & Maunah, 2021;Yuntao, 2019;Badiozaman, Leong & Jikus, 2019;Emiliasari & Kosmajadi, 2019;Budianto, 2019), expectation (Loveta, Loeneto, & Vianty, 2020;Eriani, Pratolo, Nailufer & Astuti, 2019;Gadu & Mahsun, 2018), perception and expectation (Halim, et. al, 2021), difficulties (Hajar & Rahman, 2022;Ngoc & Mai, 2020: Patau, 2018.…”

Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia

“…In the Malaysian context, Badiozaman et al (2019) explained that the 838 undergraduates from four universities generally have a positive perception regarding their academic capabilities in learning ESL although they rated their English language proficiency as low. This study also reported on the strong and positive relationship between students' academic self-efficacy in ESL and their English language competence.…”

The Effects of Code Switching in English Language Classroom during Online Distance Learning and its Effects on Executive Function Performance

“…This situation has gradually influenced the shift toward English as the medium of instruction in higher education since the passage of the Education Act of 1996, which permitted the use of English as the medium of instruction for technical areas in tertiary education courses (Wan & Sirat, 2018). Consequently, English has emerged as the language of communication and instruction in tertiary education and employment globally (Badiozaman et al, 2019;Chen & Kraklow, 2014;De Costa et al, 2021;Rao, 2019). Since then, English language has been the primary medium of instruction for teaching and learning in most universities in Malaysia, owing to the fact that proficiency in the language is deemed inevitable and fundamental.…”