Date of Award

2010

Thesis Type

Masters

Document Type

Dissertation

Divisions

Faculty of Languages and Linguistics

Institution

Universiti Malaya

Abstract

Among the cognitive and affective variables thought to influence language learning are language learning beliefs (Horwitz, 1987; Wenden, 1998; Ellis, 2008). These assumptions influence learners’ strategy choices and, as a result, their potential success. Therefore, it is necessary for language teachers and language programme administrators to understand the language learning beliefs of each new group of learners. One relatively new group of English language learners in Malaysia is the international student population. Since recent research in language learning beliefs, as well as in second language acquisition, has advocated a contextual, socio-cultural approach to studying the language learning process, the contextual aspects of the language learning experience of international students learning English in Malaysia should be considered when examining their language learning beliefs. This study utilized Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) to measure the language learning beliefs of 102 international students who were learning English to prepare for admission into Malaysian universities. In addition, contextual factors related to the participants’ language learning experience were studied using a specially-designed questionnaire called the Perceptions of English Language Learning Experience in Malaysia (PELLEM) to measure participants’ perceptions of their language learning experience in Malaysia. Data collected from these Likert-type questionnaires was analysed using SPSS for descriptive analysis and factor analysis. Furthermore, the quantitative data collected using the PELLEM was supplemented with semi-structured interviews for more insight into the factors influencing the learners’ perceptions of their language learning experience. Findings of the study reveal that the language learning beliefs of the participants were similar to those of other groups of learners in previous studies in terms of items concerning the general process of language learning. However, although the international students in this study were more confident and optimistic than learners in other studies, they seemed to have more misconceptions on what language learning comprises and unrealistic estimations of the difficulty of language learning. With regard to participants’ perceptions about learning English in Malaysia, findings show that participants have an overall positive perception of Malaysia as a destination for learning English when compared to their home countries, mainly because of the presence of foreign teachers and the increased opportunity to practice speaking English in Malaysia. However, participants perceived Malaysia as being a less favourable place to learn English when compared to native English speaking countries like the U.S. and the U.K. This was largely due to factors outside the classroom, including a lack of opportunity for authentic English communication and negative perceptions of Malaysian English. The international students in this study also underestimated the level of English proficiency needed to succeed at university. The findings of this study show that English courses for international students in Malaysia should include aspects of learner training, in order to dispel learners’ misconceptions which may hinder their language learning. Opportunities for social interaction and authentic practice outside the class are also necessary components in English courses for international students.

Initial

khm

Additional Information

Dissertation (M.A.) – Faculty of Languages and Linguistics, Universiti Malaya, 2010.

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