The Implementation of Personalised Learning to Teach English in Malaysian Low-Enrolment Schools

Abstract

The implementation of personalised learning in teaching English has become one of the effective approaches to cater learners’ needs in education. The educators in Malaysia, as in many countries, are interested in exploring the implementation of personalised learning in their lessons. However, the study on personalised learning to teach English in Malaysian schools is scarce. The prevalence of low academic achievement, especially in rural and low-enrolment schools, has led to teacher reluctance to adopt personalised learning approaches, potentially denying students the vital benefits of tailored education essential for their future success and development. Hence, this study aims to explore the implementation of personalised learning to teach English, particularly in Malaysian lowenrolment schools, as well as the challenges and ways to overcome the challenges. Personalised learning is implemented based on the SelfDetermination Theory in this study. This qualitative research used a narrative approach via oral history. Purposive and convenience sampling were used to select a total of four participants for this study. Online semistructured interviews were conducted with the participants to collect the data. The result analysis was trifold, including data transcription, data coding and data analysis to explore the research questions. Findings show that the implications of personalised learning in low-enrolment schools, grounded in the principles of Self-Determination Theory, are vast and promising. Personalised learning in English language education has the potential to transform Malaysia’s educational landscape by nurturing intrinsic motivation, enhancing language skills, engaging students culturally, supporting teacher development, and fostering systemic changes, ultimately improving academic achievement, engagement, and well-being.

Evaluation of Teacher-Student Interaction

“…These rural areas were primarily marked by unfavorable conditions, such as economic constraints, cultural limitations, and challenges in transportation. Families in these rural areas generally exhibited a lower socioeconomic status, and schools were often situated in remote regions where access to information technology and educational opportunities was comparatively insufficient compared to urban schools (Zakaria et al, 2024). Karal et al (2011) identified key factors influencing students' perceptions of synchronous distance education: technological issues, instructors, environment, curriculum, and distance.…”