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|Title:||PROBLEMS OF LEARNING ENGLISH IN NATIONAL SCHOOLS IN JOHOR, MALAYSIA : AN INVESTIGATION OF ATTITUDINAL-MOTIVATIONAL VARIABLES, LEARNING STRATEGIES AND EXPOSURE TO ENGLISH||Authors:||ANTONIA CHANDRASEGARAN||Issue Date:||1980||Citation:||ANTONIA CHANDRASEGARAN (1980). PROBLEMS OF LEARNING ENGLISH IN NATIONAL SCHOOLS IN JOHOR, MALAYSIA : AN INVESTIGATION OF ATTITUDINAL-MOTIVATIONAL VARIABLES, LEARNING STRATEGIES AND EXPOSURE TO ENGLISH. ScholarBank@NUS Repository.||Abstract:||This study set out to investigate the relation of some learner factors to outcome in learning English as a second language among upper secondary school students in Johor, Malaysia. The learner factors were attitude, intensity of motivation, orientation of motivation, learning strategies and techniques, and exposure to English. The main focus was on students who had studied English as a subject for ten years in schools where the medium of instruction has always been Bahasa Malaysia - students termed "Group A" in this report. A sample of 477 Group A students from urban and rural schools in Johor was studied. Also involved were 163 students from schools where the language of instruction had been English until the introduction of the programme to replace it with Bahasa Malaysia. These 163 students are referred to as "Group B" in this report. The purpose of including Group B students was to see if the learner factors relate differently to competence at a more advanced stage of second language learning. The method of data collection was the questionnaire. In addition, each respondent's competence in English was rated by his/her English language teacher using a five point scale devised for the purpose. The results indicate that motivational intensity is the best predictor of variance in English language competence in Group A. As to orientation of motivation an instrumental orientation seems to be as relevant as an integrative orientation in Group A. In Group B, however, of the attitudinal-motivational variables, instrumental motivation accounts for the highest proportion of variance in competence and is decidedly more strongly related to success than integrative orientation. The evidence pertaining to learning strategies suggests that the strategy of searching for meaning is the best predictor of competence in both Groups A and B. Constant practice and inductive learning are also significant predictors of competence in Group A. The techniques of practice that contribute most to progress seem to be vocabulary learning in context and pattern practice. There is strong evidence to justify considering the degree of exposure to English as a factor contributing to English language competence, especially at an elementary level of competence.||URI:||https://scholarbank.nus.edu.sg/handle/10635/175586|
|Appears in Collections:||Master's Theses (Restricted)|
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