Undergraduate's perception of the English Language Proficiency Courses…
Undergraduate's perception of the English Language Proficiency Courses at Tertiary Level
Main Idea : Abstract
Competency in English language is one of the most important requirement
Main idea : Introduction
English language is an important language for undergraduates.
Main idea : Relevant scholarship
Paragraph 1: English is recognized and used as the language of living and learning
Paragraph 2: Graduates had poor English language and communication skill
Paragraph 3: English has become a globally accepted language of communication and networking at present time
Paragraph 4: Malaysian government's support for the enhancement of English proficiency and graduate employability
Main idea: Focus of the Study
investigate the undergraduates perception of the English language courses
Main idea : participant Characteristics
The participants in the study were 130 who were attending English language proficiency courses
Main Idea : Sampling Procedures
All participants has taken a Malaysian University Entrance Test (MUET). Some dd not have MUET qualification.
Main idea : attitude toward English
Paragraph 1: The respondent showed a positive attitude towards attending the compulsory English language courses at the university.
Paragraph 2: English is an important subject.
Paragraph 3: English is important to get a job.
Paragraph 4: high level of intrinsic motivation exist in the undergraduates for their self improvement and betterment.
Main idea : self Assessment
speaking is one of the most
important language skills
that need to be mastered.
Learning of English
Main idea: Objectives of the English Language Course
English language courses do help them to improve their English language
Main idea: Teaching Methodology in the English Language Classroom
teacher domination in terms of communication and talk time in the English
Main idea: Teaching and learning Activities.
A lot of activities can used in the teaching of English are confined to the use of a prescribed book/module, additional materials and use of role play
Main idea: Teaching and learning of English
Teachers give them sufficient writing, speaking, listening and reading skills based activities.
Main idea: Material.
Paragraph 3: Each type of skill (listening, writing, reading and speaking) need module or book.
Paragraph 2: Module and book should be change or not be change
Paragraph 1: Module and book was interesting or not interesting
Main idea: Open Ended Question.
identify the language weaknesses of
the students and implement sustainable measures to improve the English language proficiency level of
Main idea: Recommendation
through professional development activities, teachers will be
able to diversify
their teaching methodology and not only be dependent on their module.
Main idea: Conclusion
the undergraduates at this particular tertiary institution do have positive
attitude towards the English language courses and English language learning