undergraduate's perception of the english languange proficiency course…
undergraduate's perception of the english languange proficiency course at tertiary level
Be acknowledged that english language is important language that undergraduates are exposed to in their study at tertiary level.
It aims to identify whether the English language course at tertiary level benefit them as individuals and also future workforce
FOCUS OF STUDY
To investigate the undergraduate's perception of english language course that are offered at a tertiarry level institution in Malaysia
Participants in the study were 130 student who were attanding english language proficiency course at a tertiary level institution for a particular academic session
Band 1 indicated lowest level of English language proficiency and band 6 indicates the highest level of English language proficiency
The questionnaire in this research was designed by researcher based on literature review in field and written in english
ATTITUDE TOWARD ENGLISH
The number of samples that stated that they would not be taking the English language course if it not compulsory for graduation is 22.3%. 67% stated that they will still be interested to take the
english language courses even though the course were not compulsory for graduation.
The undergraduates have voiced that speaking is one of the most important language skill that need to be mastered. However, the question that needs to be analyzed is the
weakness of our graduates in their speaking skill.
LEARNING OF ENGLISH
OBJECTIVES OF THE ENGLISH LANGUAGE COURSE
78.5% of the samples agreed that English language courses do
help them to improve their English language proficiency. Apart from that, 65.4% said that English language courses help them
in their study of other courses.
In relationship with job preparation, 77.7% agreed completely
that the english language courses help to equip them with the language skill required for job purpose.
TEACHING METHODOLOGY IN THE ENGLISH LANGUAGE CLASSROOM
This is evident in the data whereby 83.8% of samples said that the language teacher speaks
most of the time in the class. 15.3% said that the language teacher speaks sometimes only. The evidence is
further supported with 70.8% saying that the discussion in the class is always led by the teacher. 27.7% indicated
that the teacher only sometimes lead the discussion in class.
TEACHING AND LEARNING ACTIVITIES
It is evident that a prescribed book or
module is the primary source of teaching material for teachers. This is followed by additional or supplementary
materials and use of visual aid such as the overhead projector (OHP). The other activities that interest students
such as role play, language games, drama, debate, use of internet and computer software are limited.
TEACHING AND LEARNING OF ENGLISH
72.3% said the teachers always gave clear
instructions. In terms of increasing their general knowledge, 65.4% of the sample indicated that the teacher helps
to increase their general knowledge. As for organizing activities in the classroom efficiently, 47.7% said always,
34.6% said sometimes, 14.6% said seldom and 3% said never. encouraging the respondents to learn on their own, 47.7% said always and 41.5% said sometimes. 50.8%
stated that the teacher encourages them to ask questions in class and 34.6% said sometimes.
39.2% agreed that the module/book used was interesting and only 55.4%
agreed to some extent that the module/book was interesting. 5.4% said that the module/book was not interesting
at all. On whether the content of the module/book was easy to understand, 56.2% agreed to some extent only and
40% agreed completely that the content was easy to understand.
OPEN ENDED QUESTION
Teacher needs to identify the language weaknesses of
the students and implement sustainable measures to improve the English language proficiency level of
Teachers should embed new media and other teaching methods in the teaching and learning
process. They should also be given allowance and encouragement to improve their teaching methodology and
skills through in-house and external training on language teaching and learning as well as contemporary issues in
This small scale research has proven that the undergraduates at this particular tertiary institution do have positive
attitude towards the English language courses and English language learning. It can be noted that the students are
encouraged to take the language courses for their personal improvement and for job purposes.
The recognition of role or function of English in the university curriculum has great impact on curriculum planning and organization