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A CONCEPTUAL FRAMEWORK TO EXPLORE THE ENGLISH LANGUAGE LEARNING EXPERIENCES OF INTERNATIONAL STUDENTS IN MALAYSIA

Yıl 2016, , 453 - 464, 09.12.2016

Noor Saazai Mat Saad Harison Hanisa Mohd Sidek Hazleena Baharun Mohd Mudzafar Idrus Melor Md Yunus

https://doi.org/10.18768/ijaedu.281043
Cited By: 1

Öz

This conceptual paper
addresses the information lacuna in the amalgamation between the areas of
language learning strategies and international students in Malaysia. Malaysia
is considered a hybrid or mixed setting environment where English as a Second
Language (ESL) meets English as a Foreign Language (EFL). Thus in dissecting
the big areas of language learning strategies and international students in
relation to Malaysia, it gives rise to four notions – hybrid environment,
agency, out-of-class language learning strategies and acculturation strategies.
Underpinned by tenets derived from four flagship theories/model – Experiential
Learning Theory by Kolb, Sociocultural Theory by Vygotsky, Social Cognitive
Theory by Bandura, and Second Language Acquisition Model by Ellis – a framework
is conceptualised. The conceptual framework elucidates the interplay of the
four notions and their connections which will inform the main purpose of the
study that is to explore the English language learning experiences of the
international students in Malaysia. 

Anahtar Kelimeler

conceptual framework international students language learning strategies Malaysia

Kaynakça

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  • Alavi, M., & Mansor, S. M. S. (2011). Categories of Problems among International Students in Universiti Teknologi Malaysia. Procedia- Social and Behavioral Sciences, 30, 1581-1587. doi: 10.1016/j.sbspro.2011.10.307
  • Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131-154.
  • Arkoudis, S., & Love, K. (2008). Imagined communities in senior school mathematics: Beyond issues of English language ability. The Asia Pacific Communication: Special issue Chinese students: Perspectives on their social, cognitive, and linguistics investment in English medium interaction, 18 (1), 71-90.
  • Arkoudis, S., & Tran, L.T. (2007). International students in Australia: Read ten thousand volumes of books and walk ten thousand miles. Asia Pacific Journal of Education, 27(2), 157-169.
  • Atkinson, D. (2011). A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages. In: Atkinson, D. (ed.). Alternative approaches to second language acquisition. New York: Routledge, 143–166.
  • Ballard, B. & Clanchy, J. (1997). Teaching international students : A brief guide for lecturers and supervisors, Deakin: IDP Education Australia.
  • Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review Psychology, 52, 1-26.
  • Bandura, A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.), Great Minds in Management (pp. 9-35). Oxford: Oxford University Press.
  • Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180.
  • Beard, C., & Wilson, J. P. (2007). Experiential Learning: A Best Practice Handbook for Educators and Trainers (2nd ed.). New Delhi: Kogan Page.
  • Bell, M. (2008). Exploring fieldwork for study abroad sojourners. In M. Hellsten & A. Reid (Eds.), Researching international pedagogies (pp. 129- 150), Dordrecht : Springer.
  • Bernat, E., Davies, M., & Ritchie, C. (2009). Language learning strategies of international students: Five Australian universities investigated. A study funded by Australian Learning & Teaching Council (A. L. T. Council, Trans.). Australia.
  • Berry, J.W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29, 697-712.
  • Berry, J.W., Kim, U., Minde, T., & Mok, D. (1987). Comparative studies of acculturative stress. International Migration Review, 21(3), 491-511.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning 28: 69-83.
  • Birrel, B. (2006). Implications of low English standards among overseas students at Australian universities. People and Place, 14(4), 53-64.
  • Bradley, D., & Bradley, M. (1984). Problems of Asian students in Australia: Language, culture and education. Canberra: Government Publishing Service.
  • Caroll, J. (2005). 'Lightening the load': Teaching in Enlgish, learning in English. In J. Caroll & J. Ryan (Eds.), Teaching International Students: Improving Learning for all (pp. pp. 35-42). NY: Routledge.
  • Cuthbert, D., Smith, W., & Boey, J. (2008). What do we really know about the outcomes of Australian international education? A critical review and prospectus for future research. Journal of Studies in International Education, 12, 255-275.
  • Davies, B. (1990). Agency as a form of discursive practice. A classroom scene observed. British Journal of Sociology of Education, 11(3), 341-361.
  • Dawson, J., & Hacket, J. (2006). Developing service quality for international students. Paper presented at the Australian International Conference 2006. Retrieved February 15, 2010, from www.idp.com/aiec
  • Doherty, C., & Singh, P. (2005). How the West is done: Simulating Western pedagogy in a curriculum for Asian international students. In P. Ninnes & M. Hellsten (Eds.), Internationalizing higher education: Critical explorations of pedagogy and policy (pp. pp. 53-74). Hong Kong: Comparative Education Research Centre.
  • Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
  • El-Saleh, A. H. E.-O. (2002). Language Learning Strategies employed by Jordanian Secondary School Students Learning English as a Foreign Language. PhD, Universiti Kebangsaan Malaysia.
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  • Ferman, T. (2003). Ways forward in developing the writing skills of international students. In A. J. Liddicoat, S. Eisenchlas & S. Trevaskes (Eds.), Australian perspectives on internationalising education (pp. pp. 39-52). Melbourne: Language Australia.
  • Foo, B., & Richards, C. (2004). English in Malaysia. RELC Journal, 35(2), 229-240.
  • Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55-67. doi: 10.1016/j.system.2005.04.003
  • Gao, X., Cheng, H. & Kelly, P. (2008). Supplementing an uncertain investment? Mainland Chinese students practicing English together in Hong Kong. The Asia Pacific Communication: Special issue Chinese students: Perspectives on their social, cognitive, and linguistics investment in English medium interaction, 18 (1), 9-29.
  • Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367-383. doi: 10.1016/s0346-251x(03)00048-4
  • Gu, M. (2008). Identity construction and investment transformation: College students from non-urban areas in China. The Asia Pacific Communication: Special issue Chinese students: Perspectives on their social, cognitive, and linguistics investment in English medium interaction, 18 (1), 49-70.
  • Gu, Y. (2002). Gender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl Learners. RELC Journal, 33(1), 35-54. doi: 10.1177/003368820203300102
  • Guilfoyle, A. M., & Harryba, S. (2009). Understanding Seychelles internationa students' social and cultural experiences during transition to an Australian university. The International Journal of Learning, 16(11), 1-22.
  • Gul, V., & Kolb, S. (2009). Acculturation, bicultural identity and psychiatric morbidity in young Turkish patients in Germany. Turkish Journal of Psychiatry. 1-7.
  • Harman, G. (2005). Internationalization of Australian higher education: A critical review of literature and research. . In P. Ninnes & M. Hellsten (Eds.), Internationalizing higher education: Critical explorations of pedagogy and policy (pp. pp. 119-140). Hong Kong: Comparative Education Research Centre.
  • Hellsten, M. (2008). Researching international pedagogy and the forming of new academic identities. In M. Hellsten & M. Reid (Eds.), Researching international pedagogies (pp. pp. 83-98). Dordrecht: Springer.
  • Irgin, P. (2011). Listening strategies used by Turkish students learning English as a foreign language: The development of 'Listening Strategy Inventory'. Master, Mersin University, Turkey, Mersin.
  • Izawati @ Siti Zawiyah, I. (2008). English Language Strategies Used by Polytechnic Students. Master, Universiti Kebangsaan Malaysia.
  • Jiang, M., Green, R. J., Henley, T. B., & Masten, W. G. (2009). Acculturation in relation to the acquisition of a second language. Journal of Multilingual and Multicultural Development, 30(6), 481-492.
  • Johari Afrizal. (2005). Language Learning Strategies of EFL University Students at an Indonesian Private University. Master, Universiti Kebangsaan Malaysia.
  • Kamarul Shukri, Mohamed Amin, Nik Mohd Rahimi, & Zamri. (2009). Language learning strategies and motivation among religious secondary school students. The International Journal of Language Society and Culture(29), 71-79.
  • Kashefian-Naeeini, S., & Nooreiny, M. (2010). A Study of the Use of Language Learning Strategies among Students in Iran. Malaysian Journal of ELT Research, 6, 195-233.
  • Kashefian-Naeeini, S., Nooreiny, M., & Hadi, S. (2011). Malaysian ESL Learners’ Use of Language Learning Strategies. Paper presented at the 2011 International Conference on Humanities, Society and Culture, Singapore.
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Yıl 2016, , 453 - 464, 09.12.2016

Noor Saazai Mat Saad Harison Hanisa Mohd Sidek Hazleena Baharun Mohd Mudzafar Idrus Melor Md Yunus

https://doi.org/10.18768/ijaedu.281043
Cited By: 1

Öz

Kaynakça

  • Adel, A. R. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. Asian EFL Journal Quarterly, 13(1), 114-162.
  • Alavi, M., & Mansor, S. M. S. (2011). Categories of Problems among International Students in Universiti Teknologi Malaysia. Procedia- Social and Behavioral Sciences, 30, 1581-1587. doi: 10.1016/j.sbspro.2011.10.307
  • Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131-154.
  • Arkoudis, S., & Love, K. (2008). Imagined communities in senior school mathematics: Beyond issues of English language ability. The Asia Pacific Communication: Special issue Chinese students: Perspectives on their social, cognitive, and linguistics investment in English medium interaction, 18 (1), 71-90.
  • Arkoudis, S., & Tran, L.T. (2007). International students in Australia: Read ten thousand volumes of books and walk ten thousand miles. Asia Pacific Journal of Education, 27(2), 157-169.
  • Atkinson, D. (2011). A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages. In: Atkinson, D. (ed.). Alternative approaches to second language acquisition. New York: Routledge, 143–166.
  • Ballard, B. & Clanchy, J. (1997). Teaching international students : A brief guide for lecturers and supervisors, Deakin: IDP Education Australia.
  • Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review Psychology, 52, 1-26.
  • Bandura, A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.), Great Minds in Management (pp. 9-35). Oxford: Oxford University Press.
  • Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180.
  • Beard, C., & Wilson, J. P. (2007). Experiential Learning: A Best Practice Handbook for Educators and Trainers (2nd ed.). New Delhi: Kogan Page.
  • Bell, M. (2008). Exploring fieldwork for study abroad sojourners. In M. Hellsten & A. Reid (Eds.), Researching international pedagogies (pp. 129- 150), Dordrecht : Springer.
  • Bernat, E., Davies, M., & Ritchie, C. (2009). Language learning strategies of international students: Five Australian universities investigated. A study funded by Australian Learning & Teaching Council (A. L. T. Council, Trans.). Australia.
  • Berry, J.W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29, 697-712.
  • Berry, J.W., Kim, U., Minde, T., & Mok, D. (1987). Comparative studies of acculturative stress. International Migration Review, 21(3), 491-511.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning 28: 69-83.
  • Birrel, B. (2006). Implications of low English standards among overseas students at Australian universities. People and Place, 14(4), 53-64.
  • Bradley, D., & Bradley, M. (1984). Problems of Asian students in Australia: Language, culture and education. Canberra: Government Publishing Service.
  • Caroll, J. (2005). 'Lightening the load': Teaching in Enlgish, learning in English. In J. Caroll & J. Ryan (Eds.), Teaching International Students: Improving Learning for all (pp. pp. 35-42). NY: Routledge.
  • Cuthbert, D., Smith, W., & Boey, J. (2008). What do we really know about the outcomes of Australian international education? A critical review and prospectus for future research. Journal of Studies in International Education, 12, 255-275.
  • Davies, B. (1990). Agency as a form of discursive practice. A classroom scene observed. British Journal of Sociology of Education, 11(3), 341-361.
  • Dawson, J., & Hacket, J. (2006). Developing service quality for international students. Paper presented at the Australian International Conference 2006. Retrieved February 15, 2010, from www.idp.com/aiec
  • Doherty, C., & Singh, P. (2005). How the West is done: Simulating Western pedagogy in a curriculum for Asian international students. In P. Ninnes & M. Hellsten (Eds.), Internationalizing higher education: Critical explorations of pedagogy and policy (pp. pp. 53-74). Hong Kong: Comparative Education Research Centre.
  • Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
  • El-Saleh, A. H. E.-O. (2002). Language Learning Strategies employed by Jordanian Secondary School Students Learning English as a Foreign Language. PhD, Universiti Kebangsaan Malaysia.
  • English Language History (n.d) Retrieved 18 August 2012, 2012, from http://www.englishlanguageguide.com/english/facts/history
  • Ferman, T. (2003). Ways forward in developing the writing skills of international students. In A. J. Liddicoat, S. Eisenchlas & S. Trevaskes (Eds.), Australian perspectives on internationalising education (pp. pp. 39-52). Melbourne: Language Australia.
  • Foo, B., & Richards, C. (2004). English in Malaysia. RELC Journal, 35(2), 229-240.
  • Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55-67. doi: 10.1016/j.system.2005.04.003
  • Gao, X., Cheng, H. & Kelly, P. (2008). Supplementing an uncertain investment? Mainland Chinese students practicing English together in Hong Kong. The Asia Pacific Communication: Special issue Chinese students: Perspectives on their social, cognitive, and linguistics investment in English medium interaction, 18 (1), 9-29.
  • Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367-383. doi: 10.1016/s0346-251x(03)00048-4
  • Gu, M. (2008). Identity construction and investment transformation: College students from non-urban areas in China. The Asia Pacific Communication: Special issue Chinese students: Perspectives on their social, cognitive, and linguistics investment in English medium interaction, 18 (1), 49-70.
  • Gu, Y. (2002). Gender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl Learners. RELC Journal, 33(1), 35-54. doi: 10.1177/003368820203300102
  • Guilfoyle, A. M., & Harryba, S. (2009). Understanding Seychelles internationa students' social and cultural experiences during transition to an Australian university. The International Journal of Learning, 16(11), 1-22.
  • Gul, V., & Kolb, S. (2009). Acculturation, bicultural identity and psychiatric morbidity in young Turkish patients in Germany. Turkish Journal of Psychiatry. 1-7.
  • Harman, G. (2005). Internationalization of Australian higher education: A critical review of literature and research. . In P. Ninnes & M. Hellsten (Eds.), Internationalizing higher education: Critical explorations of pedagogy and policy (pp. pp. 119-140). Hong Kong: Comparative Education Research Centre.
  • Hellsten, M. (2008). Researching international pedagogy and the forming of new academic identities. In M. Hellsten & M. Reid (Eds.), Researching international pedagogies (pp. pp. 83-98). Dordrecht: Springer.
  • Irgin, P. (2011). Listening strategies used by Turkish students learning English as a foreign language: The development of 'Listening Strategy Inventory'. Master, Mersin University, Turkey, Mersin.
  • Izawati @ Siti Zawiyah, I. (2008). English Language Strategies Used by Polytechnic Students. Master, Universiti Kebangsaan Malaysia.
  • Jiang, M., Green, R. J., Henley, T. B., & Masten, W. G. (2009). Acculturation in relation to the acquisition of a second language. Journal of Multilingual and Multicultural Development, 30(6), 481-492.
  • Johari Afrizal. (2005). Language Learning Strategies of EFL University Students at an Indonesian Private University. Master, Universiti Kebangsaan Malaysia.
  • Kamarul Shukri, Mohamed Amin, Nik Mohd Rahimi, & Zamri. (2009). Language learning strategies and motivation among religious secondary school students. The International Journal of Language Society and Culture(29), 71-79.
  • Kashefian-Naeeini, S., & Nooreiny, M. (2010). A Study of the Use of Language Learning Strategies among Students in Iran. Malaysian Journal of ELT Research, 6, 195-233.
  • Kashefian-Naeeini, S., Nooreiny, M., & Hadi, S. (2011). Malaysian ESL Learners’ Use of Language Learning Strategies. Paper presented at the 2011 International Conference on Humanities, Society and Culture, Singapore.
  • Kerr, I. (2011). Championing the MY Education Brand. Paper presented at the The 15th Malaysia Education Summit 2011, Bandar Sunway, Malaysia.
  • Khairi, O. A.-Z., & Rechards, C. (2010). Arab Postgraduate Students in Malaysia: Identifying and overcoming the cultural and language barriers. Arab World English Journal, 1(1), 107-129.
  • Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193-212.
  • Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development: Prentice-Hall.
  • Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential Learning Theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on Cognitive, Learning, and Thinking Styles. New Jersey: Lawrence Erlbaum.
  • Lantolf, J. P. (2000). Introducing Sociocultural Theory Sociocultural Theory and Second Language Learning (pp. 1-26). Oxford: Oxford University Press.
  • Lee, K. O. (2003). The relationship of school year, sex and proficiency on the use of learning strategies in learning English of Korean junior high school students. ASIAN EFL Journal, 1-36.
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Toplam 100 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Noor Saazai Mat Saad

Harison Hanisa Mohd Sidek

Hazleena Baharun

Mohd Mudzafar Idrus

Melor Md Yunus

Yayımlanma Tarihi 9 Aralık 2016
Gönderilme Tarihi 24 Aralık 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

EndNote Mat Saad NS, Sidek HHM, Baharun H, Idrus MM, Yunus MM (01 Aralık 2016) A CONCEPTUAL FRAMEWORK TO EXPLORE THE ENGLISH LANGUAGE LEARNING EXPERIENCES OF INTERNATIONAL STUDENTS IN MALAYSIA. IJAEDU- International E-Journal of Advances in Education 2 6 453–464.

Cited By

THE MALAYSIAN SECONDARY SCHOOL EFL SPEAKING CURRICULUM: A THEORETICAL FOUNDATION ALIGNMENT ANALYSIS
IJAEDU- International E-Journal of Advances in Education
Hazleena Baharun
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