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THE INFLUENCE OF SELF-DRIVE ON THE DEVELOPMENT OF MALAY LANGUAGE PROGRAMME: NON-NATIVE ADULTS’ PERSPECTIVE
Corresponding Author(s) : Punitha Vathi Muniandy
Humanities & Social Sciences Reviews,
Vol. 6 No. 2 (2018)
Abstract
Purpose: The purpose of the study is to analyse non-native adults’ self-drive and ways that has influenced towards the development of Malay language programme in which the programme caters to their needs, expectations and self-drive in University of Malaya for Continuing Education.
Methodology: This study aims to analyse non-native adults’ self-drive in an informal adult education at a higher learning institution in Malaysia using an action research method comprising 58 non-native adult learners which was implemented from January 2014 to December 2017. The evidence gathered through feedback, observation and continuous assessment.
Findings: The outcome of this study reveals that strong self-drive among non-native adult learners encouraged and increased the effort towards the introduction of a Malay language programme that suits their needs and expectations.
Research Limitations/Implications: It was reported that the development of new Malay programme would have been more successful and benefits more language instructors and academicians. Their involvement would provide more support and critical views in the research in order to validate the formulation of the Malay programme.
Social Implications: The improvement in teaching and learning process undertaken has also accelerated adult learners’ attainment and competency in Malay language. As a result of non-native adult leaners’ excellent attainment has reinforced the Malay language educator to attract and increase the enrolment for continuing education at higher learning institutions that offer Malay programme as lifelong learning programme.
Originality/Value: The study on self-drive among non-native adults and how it has influenced towards the development of a Malay programme that caters to their needs, interests and expectations is still new, and it is a first-hand study of its kind. The results will be useful for those who are involved in adult teaching and in steering Malay as Modern Foreign Language programme at higher education.
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19. Irvine, J.J , & York, D.E. (1995). Learning styles and culturally diverse students: A literature review. Handbook of research on multicultural education. New York: Macmillan.
20. Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved July 04, 2014 from http://tip.psychology.org
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23. Macaro, E. (2006). Strategies for language learning and for language Use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337.
24. Maehr, M.L. (1998). Confronting Culture With Culture: Creating Optimum Learning Environments For Students of Diverse Sociocultural Backgrounds. San Diego, CA.
25. Marshall, B. (2002). Preparing for success: A guide for teaching adult English language learners. Washington, DC, & McHenry, IL: Center for Applied Linguistics & Delta Systems.
26. McNair, Stephen (2000) Learner Autonomy in a Changing World in Boundaries in Adult Education. Editors, Edwards, Hanson & Raggett. Routledge/OU Press: London 2000.
27. Noels, K. A., Clement, R., & Pelletier, L. G. (2003). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34. https://doi.org/10.1111/0026-7902.00003
28. Oxford, R. L. & Ehrman, M. E. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23, 359-386. https://doi.org/10.1016/0346-251X(95)00023-D
29. Pogadaev, V.A. (2007). Motivational factors in learning foreign languages: The case of Russian. Educational Problem, 30(2), 149-159.
30. Rueda, R., & Chen, C. B. (2005). Assessing motivational factors in foreign language learning: Cultural variation in key constructs. Educational Assessment, 10(3), 209-229.
31. Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26,173–199.
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33. Smith, J., & Spurling, A. (2001). Understanding motivation for lifelong learning. Leicester, UK: National Institute of Adult Continuing Education.
34. Stringer, E. T. (1999). Action research (2nd edn). Thousand Oaks, CA: Sage
35. Wan Zarina Wan Zakaria, Azizah Rajab, Norfazila Sayuti & Nur Al-Huda Hashim. (2007). Kajian tahap keresahan di kalangan pelajar bahasa asing terhadap mata pelajaran bahasa asing [Research on the anxiety among learners of foreign languages towards foreign languages]. Universiti Teknologi Malaysia. http://eprints.utm.my/5784/ [29 Mac 2010].
36. Weddel, K., & Van Duzer, C. (1997). Needs assessment for adult ESL learners. Washington, DC: National Center for ESL Literacy Education. Available from www.cal.org/caela/esl_resources/digests/Needas.html Wesche,
37. Zippert, C. P. (1985). The effectiveness of adjusting teaching strategies to assessed learning stvles of adult students. Doctoral dissertation. University of Alabama.
References
2. Alis Puteh. (2006). Language & Nation Building A Study of the Language Medium Policy in Malaysia. Petaling Jaya: SIRD
3. Azani Ismail @ Yaakub, Azman Che Mat, Mat Taib Pa. (2012). Membina kemahiran pertuturan menerusi aktiviti lakonan dalam pengajaran bahasa Arab [Developing oral skills through acting activities in Arabic language teaching. GEMA Online Journal of Language Studies. http://journalarticle.ukm.my/3278/1/pp_325_337.pdf
4. Bachman, L. F., & Palmer, A. S. (2010). Language testing in practice. Oxford: Oxford University Press.
5. Bernat, E. (2004). Investigating Vietnamese ESL learners’ beliefs about language learning. English Australia Journal, 21, 40–54.
6. Black, T (1999) Doing Quantitative Research in the Social Sciences: An Integrated Approach to Research Design, Measurement and Statistics, London, Sage
7. Brophy, J. (2004). Motivating Students. To Learn. Second Edition. Michigan State University. Lawrence Erlbaum Associates, Publishers. New Jersey.
8. Clement, R., Dsrnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
9. Condelli, L. & Wrigley, H.S. (2004). Identifying Promising Literacy Interventions for Adult ESL Literacy Students: A Review of the Literature. Washington DC: U.S. Department of Education.
10. Daines, C. & J., Graham, B. (1993) Adult Learning Adult Teaching. University of Nottingham, Department of Adult Education.
11. Darkenwald, G. G. (1980). Continuing education and the hard-to-reach adult. In G. G. Darkenwald & G. A. Larson (Eds.), Reaching hard-toreach adults (pp. 1-10). New Directions for Continuing Education, No. 8. San Francisco: Jossey-Bass.
12. European Commission (2003). “Implementing Lifelong Learning strategies in Europeâ€. ETF
13. Fidishun, D., (2000), Andragogy and Technology: Integrating Adult Learning Theory as we Teach with Technology: Middle Tennessee State University.
14. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.
15. Ghazali Yusri, Nik Mohd Rahimi, Parilah M. Shah, Wan Haslina Wah, & Ahmed Thalal Hassan. (2011). Kepercayaan jangkaan keupayaan kendiri dalam kalangan pelajar kursus bahasa Arab [Self esteem among students of Arabic language course]. GEMA Online Journal of Language Studies. http://www.ukm.my/ppbl/Gema vol 11 (1)2011/pp81_96.pdf [15 Mac 2012].
16. Hismanoglu, Murat (2000). Language learning strategies in foreign language learning and teaching, Hacettepe University.(Ankara, Turkey).The Internet TESL Journal, 8.
17. Hyman, R., & Rosoff, B.(1984). Matching learning and teaching styles: The jug and what's in it. Theory into Practice, 23, 35-43, https://doi.org/10.1080/00405848409543087
18. Illeris, K. (2011). Contemporary Theories of Learning. New York, NY: Routhledge
19. Irvine, J.J , & York, D.E. (1995). Learning styles and culturally diverse students: A literature review. Handbook of research on multicultural education. New York: Macmillan.
20. Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved July 04, 2014 from http://tip.psychology.org
21. Knowles, M.S. (1980) The Modern Practice of Adult Education: From Pedagogy to Andragogy. 2nd ed. New York: Cambridge Books.
22. Lee, K. (2008). Are you memorizing words alphabetically? English Language Teaching, 20(3), 75-95.
23. Macaro, E. (2006). Strategies for language learning and for language Use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337.
24. Maehr, M.L. (1998). Confronting Culture With Culture: Creating Optimum Learning Environments For Students of Diverse Sociocultural Backgrounds. San Diego, CA.
25. Marshall, B. (2002). Preparing for success: A guide for teaching adult English language learners. Washington, DC, & McHenry, IL: Center for Applied Linguistics & Delta Systems.
26. McNair, Stephen (2000) Learner Autonomy in a Changing World in Boundaries in Adult Education. Editors, Edwards, Hanson & Raggett. Routledge/OU Press: London 2000.
27. Noels, K. A., Clement, R., & Pelletier, L. G. (2003). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34. https://doi.org/10.1111/0026-7902.00003
28. Oxford, R. L. & Ehrman, M. E. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23, 359-386. https://doi.org/10.1016/0346-251X(95)00023-D
29. Pogadaev, V.A. (2007). Motivational factors in learning foreign languages: The case of Russian. Educational Problem, 30(2), 149-159.
30. Rueda, R., & Chen, C. B. (2005). Assessing motivational factors in foreign language learning: Cultural variation in key constructs. Educational Assessment, 10(3), 209-229.
31. Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26,173–199.
32. Shirbagi, N. (2010). Orientation and attitudes of Iranian University Students for English Language Learning. PEDAGOGIKA. 2010. 99. [Retrieved05/2013 From] www. biblioteka. vpu.Il /pedagogical /PDF/2010/99/sbr53-61.pdf.
33. Smith, J., & Spurling, A. (2001). Understanding motivation for lifelong learning. Leicester, UK: National Institute of Adult Continuing Education.
34. Stringer, E. T. (1999). Action research (2nd edn). Thousand Oaks, CA: Sage
35. Wan Zarina Wan Zakaria, Azizah Rajab, Norfazila Sayuti & Nur Al-Huda Hashim. (2007). Kajian tahap keresahan di kalangan pelajar bahasa asing terhadap mata pelajaran bahasa asing [Research on the anxiety among learners of foreign languages towards foreign languages]. Universiti Teknologi Malaysia. http://eprints.utm.my/5784/ [29 Mac 2010].
36. Weddel, K., & Van Duzer, C. (1997). Needs assessment for adult ESL learners. Washington, DC: National Center for ESL Literacy Education. Available from www.cal.org/caela/esl_resources/digests/Needas.html Wesche,
37. Zippert, C. P. (1985). The effectiveness of adjusting teaching strategies to assessed learning stvles of adult students. Doctoral dissertation. University of Alabama.