The implementation of industrial training in tertiary education in Malaysia: Objectives, realisations and outputs in the case of foreign language students

Machart, Regis

doi:10.1007/s11159-017-9623-8

Cited by 4 publications

(5 citation statements)

References 18 publications

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“…English was used in formal situations, such as writing emails and attending meetings, as reported by Int R, "but umm when we want to submit an email, to towards someone then err from there we have to communicate in English or in umm really formal meeting" (Itv Int R). As reported by Machart (2017), with sufficient direction and assistance not just from the supervisor, but also from co-workers, an internship is considered beneficial to interns. The workplace, specifically the boss and/or coworkers, appears to be the point of entry for undergraduate integration (Machart, 2017).…”

Section: (B) Communicating With Colleaguesmentioning

confidence: 97%

“…As reported by Machart (2017), with sufficient direction and assistance not just from the supervisor, but also from co-workers, an internship is considered beneficial to interns. The workplace, specifically the boss and/or coworkers, appears to be the point of entry for undergraduate integration (Machart, 2017).…”

Section: (B) Communicating With Colleaguesmentioning

confidence: 97%

“…According to Mikkola and Valo (2020), the process of building communication with the workplace community and among its members begins with "a shared understanding of job responsibilities and then progresses to the identification of communication practices and the analysis of both work and communication processes" (p. 179). Machart (2017) wrote about interns' experiences in Malaysian tertiary language education and reported of an intern whose internship was beneficial because she received sufficient direction and assistance not just from her supervisor, but also from her co-workers. The workplace, specifically the boss and/or coworkers, appears to be the point of entry for undergraduate integration, according to Machart (2017).…”

Section: B English Communication At Workplacementioning

confidence: 99%

“…Machart (2017) wrote about interns' experiences in Malaysian tertiary language education and reported of an intern whose internship was beneficial because she received sufficient direction and assistance not just from her supervisor, but also from her co-workers. The workplace, specifically the boss and/or coworkers, appears to be the point of entry for undergraduate integration, according to Machart (2017).…”

Section: B English Communication At Workplacementioning

confidence: 99%

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The English Communication Experiences of Accounting Undergraduates During Internships

Musa

Yunus

Othman

2023

tpls

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The issue of poor communication skills among undergraduates, which hamper their performance during internship and employment, has been researched extensively in the literature. However, empirical studies on what the interns have gained and learnt from the internship have not been widely explored. This paper presents the findings of a study of Accounting interns’ experiences in their English communication during their six-month internship at respective companies in Kuala Lumpur, Malaysia. The study employed a qualitative research method using semi-structured interviews with five undergraduate interns from the Faculty of Economics and Management of a public university in Malaysia. Interviews with the managers and supervisor who were in charge of the respondents were also carried out. The interview data was transcribed verbatim, coded and analyzed into specific themes and subthemes using Braun and Clarke’s (2006) six-step thematic analysis. The interns’ data was triangulated with supervisor and managers’ views and validated by three independent coders using the Cohen’s Kappa Reliability Test. The findings of the study show that during the internship, the accounting interns gained valuable experience in practicing their English communication skills, which included opportunities to communicate with clients, colleagues and supervisors, enhance professional communication, learn new terms and knowledge and lastly improve their self-confidence. The language and communication skills in which the interns were still lacking need to be addressed by the university in its efforts to produce Accounting graduates who are competent in English communication.

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Section: (B) Communicating With Colleaguesmentioning

confidence: 97%

Section: (B) Communicating With Colleaguesmentioning

confidence: 97%

Section: B English Communication At Workplacementioning

confidence: 99%

Section: B English Communication At Workplacementioning

confidence: 99%

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The English Communication Experiences of Accounting Undergraduates During Internships

Musa

Yunus

Othman

2023

tpls

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“…In fact, L3 language acquisition is uncommon in many parts of the world because foreign language skills are not required for career development and university admission. Some studies have investigated students' L3 learning behaviours, but most of those studies examined the situations and behaviours in West Asia (Arıbaş & Cele, 2021), Europe (Kartushina & Martin, 2019;Santana-Quintana, 2018), and Southeast Asia (Machart, 2017). Although a recent study (Chen, 2019) asserted that many Chinese residents decided to go to South Korea for entertainment-industry training, the results tended to outline the learning motivations and fans' behaviours instead of their strategies for learning a foreign language.…”

Section: Introduction Research Background: Populations Of Korean Lang...mentioning

confidence: 99%

The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students

Santos¹

2022

INT J INSTRUCTION

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This study aimed to understand the language learning strategies of L3 Chinese university students who were taking a year-long university exchange programme in one of the South Korean universities and who had learning experiences with both the Chinese and English languages. Based on the constructivist learning theory, this qualitative study sought to identify the elements and factors that could influence their language learning strategies based on previous and current experiences from 72 Chinese-as-the-first language international students with interviews, focus group activities, and remarkable-item sharing. Two questions guided this study: 1) what are the major applications and strategies of language learning used by the L3 language learners of the Korean language, and 2) what elements and factors influence the language learning strategies that are based on the L3 language learners' previous and current experiences? The results indicated that interests in Korean popular culture and entertainment, contemporary teaching and learning materials, and bridge my previous knowledge with new ideas were the main themes. The study's results outline the preferred teaching and learning strategies and reveal how the participants absorb their foreign language knowledge based on their previous experiences, current experiences, and contemporary situations.

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Human Capital Development in Malaysia: Issues and Challenges

Azizan¹,

Pangil²,

Zin³

2021

Modeling Economic Growth in Contemporary Malaysia

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The implementation of industrial training in tertiary education in Malaysia: Objectives, realisations and outputs in the case of foreign language students

Cited by 4 publications

References 18 publications

The English Communication Experiences of Accounting Undergraduates During Internships

The English Communication Experiences of Accounting Undergraduates During Internships

The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students

Human Capital Development in Malaysia: Issues and Challenges

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