The purpose of this study is to investigate the factors affecting the level of English proficiency among International Islamic University Malaysia (IIUM) undergraduate students. A set of questionnaires were distributed online and data from a sample of 75 students were collected through Google Forms. Two demographic factors, namely gender and years of learning English, were used as the variables.
The finding of the study suggests that the factors affecting the level of English proficiency among IIUM undergraduate students were not affected by gender but were affected by the duration of learning English. The factors that were contributing to the level of English proficiency among IIUM undergraduate students were language anxiety, students’ attitude and also peers, parental and teacher influences. Besides, the study also revealed that there is no significant relationship between cultural stereotypes and students’ performance in second language acquisition.
The level of English proficiency among Malaysian students are often questioned. Despite learning English for almost 10 years in school, the majority of Malaysian students still encounter difficulties in using the language effectively especially in tertiary education. Many local graduates are still unemployed due to their lack of fluency in English.
Table of Contents
1.0 INTRODUCTION
2.0 STATEMENT OF PROBLEM
3.0 RESEARCH QUESTIONS
4.0 LITERATURE REVIEW
5.0 METHODOLOGY
6.0 FINDINGS
7.0 DISCUSSION
8.0 CONCLUSION AND RECOMMENDATION
9.0 REFERENCES
Research Objectives and Topics
This study investigates the various factors that influence the English language proficiency of undergraduate students at the International Islamic University Malaysia (IIUM), focusing specifically on internal and external determinants.
- The impact of language anxiety on speaking performance and communication confidence.
- The role of cultural stereotypes and societal perceptions regarding foreign language acquisition.
- Student attitudes and perceptions toward bilingual education and career-related goals.
- The influence of external support systems, specifically parents, peers, and academic staff.
- Quantitative analysis of demographic variables and their relationship to language learning duration.
Excerpt from the Book
Language Anxiety
One of the factors affecting the level of proficiency in English language among university students is language anxiety. Language anxiety can be defined as the feeling of anxiety towards second language acquisition (Gardner & MacIntyre, 1994). Students who faced language anxiety often fear of negative evaluation by their educators or native speakers. Humphries R. stated in her paper that fear of negative evaluation greatly affected students when they tried to practice their target language. A study conducted by Crookall & Oxford (1991) as cited in Humphries, R.(2011), a little anxiety can be motivating and gives benefit for the students, however if it passes a certain limit, it will affect students’ focus towards language learning which resulting in poorer performance. Furthermore, the study done by Humphries R. reveals that it would be less intimidating if the instructor was more friendly and encouraging rather than be an authority figure. This is because students feel more comfortable to interact using the target language with their friends rather than their instructor.
Summary of Chapters
1.0 INTRODUCTION: This chapter highlights the status of English as a global lingua franca and the necessity of English proficiency for Malaysian graduates in the competitive job market.
2.0 STATEMENT OF PROBLEM: This section details the persistent struggle students face with English fluency despite years of prior schooling, emphasizing the urgent need for investigation into causal factors.
3.0 RESEARCH QUESTIONS: This chapter outlines the two primary inquiries regarding factors contributing to proficiency levels and the role of attitudes toward bilingual education.
4.0 LITERATURE REVIEW: This section provides a theoretical background on language anxiety, cultural influences, and the role of motivation and attitudes in second language learning.
5.0 METHODOLOGY: This chapter explains the quantitative research design, specifically the use of online questionnaires distributed to 75 IIUM undergraduate participants.
6.0 FINDINGS: This section presents the empirical data collected through figures, illustrating the impact of anxiety, cultural perception, and parental, peer, and teacher influence.
7.0 DISCUSSION: This chapter interprets the statistical results, identifying that anxiety and external support systems are significant factors, whereas cultural stereotypes show little influence.
8.0 CONCLUSION AND RECOMMENDATION: This chapter summarizes the study's conclusions and suggests that future research should expand beyond the specific IIUM undergraduate population.
9.0 REFERENCES: This section lists all academic sources and literature cited to support the study’s theoretical framework and methodology.
Keywords
English proficiency, language anxiety, second language acquisition, university students, bilingual education, parental influence, peer influence, teacher influence, cultural stereotypes, quantitative research, communication skills, student attitude, IIUM, motivation, academic performance.
Frequently Asked Questions
What is the primary focus of this research?
The study primarily investigates the key factors that affect the English language proficiency of undergraduate students at the International Islamic University Malaysia (IIUM).
What are the core thematic fields covered?
The core themes include language anxiety, cultural stereotypes, student attitudes toward bilingualism, and the roles of parents, peers, and teachers.
What is the main objective or research question?
The research aims to identify the factors contributing to English proficiency levels and understand how student attitudes toward bilingual education impact their language expertise.
Which scientific methodology was utilized?
The study employed a quantitative research methodology by distributing online questionnaires to 75 undergraduate students via Google Forms.
What does the main body of the work address?
The main body examines statistical findings from survey data to determine which specific variables—such as anxiety or social influence—have the most significant impact on student English proficiency.
Which keywords characterize this work?
Key terms include English proficiency, language anxiety, second language acquisition, student attitudes, and external social influences like parental or peer support.
Did cultural stereotypes influence the students' performance significantly?
The results of the study indicated that cultural stereotypes were not a significant contributing factor to the level of English proficiency among the students surveyed.
How do parents and peers impact the students' English proficiency?
The study found that parental encouragement and positive peer interaction play crucial roles in motivating students to practice the language and reducing feelings of intimidation.
- Arbeit zitieren
- Nazurah Abdul Rahman (Autor:in), 2016, Factors Affecting the Level of English Proficiency, München, GRIN Verlag, https://www.hausarbeiten.de/document/383545
