INTERNATIONAL STUDENTS BELIEFS AND PERCEPTIONS OF LEARNING ENGLISH IN MALAYSIA

SHARIFAH AYESHAH BINTI SYED MOHD. NOORI

DISSERTATION SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENGLISH AS A SECOND LANGUAGE

FACULTY OF LANGUAGES AND LINGUISTICS UNIVERSITY OF MALAYA KUALA LUMPUR 2011

UNIVERSITY OF MALAYA ORIGINAL LITERARY WORK DECLARATION Name of Candidate: Sharifah Ayeshah binti Syed Mohd. Noori I/C No.:730927-14-5366 Matric No.: TGB070009 Name of Degree: Master of English as a Second Language Title of Dissertation (this Work): International Students Language Learning Beliefs and Perceptions of Learning English in Malaysia Field of Study: Second Language Acquisition do solemnly and sincerely declare that:(1) I am the sole writer/author of this Work; (2) This Work is original; (3) Any use of any work in which copyright exists was done by way of fair dealing and for permitted purposes and any excerpt or extract from, or reference to or reproduction of any copyright work has been disclosed expressly and sufficiently and the title of the work and its authorship have been acknowledged in this Work; (4) I do not have any actual knowledge nor do I ought reasonably to know that the making of this work constitutes an infringement of any copyright work; (5) I hereby assign all and every copyrights in this Work to the University of Malaya (UM), who henceforth shall be the owner of the copyright in this Work and any reproduction or use in any form or by any means whatsoever is prohibited without the written consent of UM having been first had and obtained; (6) I am fully aware that if in the course of this Work, I have infringed any copyright whether intentionally or otherwise, I may be subject to legal action or any other action as may be determined by UM.

Candidates Signature

Date:

Subscribed and solemnly declared before,

Witnesss Signature

Date:

Name: Dr. Ng Lee Luan Designation: Supervisor

ii

Abstract Among the cognitive and affective variables thought to influence language learning are language learning beliefs (Horwitz, 1987; Wenden, 1998; Ellis, 2008). These assumptions influence learners strategy choices and, as a result, their potential success. Therefore, it is necessary for language teachers and language programme administrators to understand the language learning beliefs of each new group of learners. One relatively new group of English language learners in Malaysia is the international student population. Since recent research in language learning beliefs, as well as in second language acquisition, has

advocated a contextual, socio-cultural approach to studying the language learning process, the contextual aspects of the language learning experience of international students learning English in Malaysia should be considered when examining their language learning beliefs. This study utilized Horwitzs (1987) Beliefs about Language Learning Inventory (BALLI) to measure the language learning beliefs of 102 international students who were learning English to prepare for admission into Malaysian universities. In addition, contextual factors related to the participants language learning experience were studied using a speciallydesigned questionnaire called the Perceptions of English Language Learning Experience in Malaysia (PELLEM) to measure participants perceptions of their language learning experience in Malaysia. Data collected from these Likert-type questionnaires was analysed using SPSS for descriptive analysis and factor analysis. Furthermore, the quantitative data collected using the PELLEM was supplemented with semi-structured interviews for more insight into the factors influencing the learners perceptions of their language learning experience. Findings of the study reveal that the language learning beliefs of the participants were similar to those of other groups of learners in previous studies in terms of items concerning the general process of language learning. However, although the international students in this study were more confident and optimistic than learners in other studies, they seemed to have more misconceptions on what language learning comprises and unrealistic estimations of the difficulty of language learning. With regard to participants perceptions
iii

about learning English in Malaysia, findings show that participants have an overall positive perception of Malaysia as a destination for learning English when compared to their home countries, mainly because of the presence of foreign teachers and the increased opportunity to practice speaking English in Malaysia. However, participants perceived Malaysia as being a less favourable place to learn English when compared to native English speaking countries like the U.S. and the U.K. This was largely due to factors outside the classroom, including a lack of opportunity for authentic English communication and negative perceptions of Malaysian English. The international students in this study also underestimated the level of English proficiency needed to succeed at university. The findings of this study show that English courses for international students in Malaysia should include aspects of learner training, in order to dispel learners misconceptions which may hinder their language learning. Opportunities for social interaction and authentic practice outside the class are also necessary components in English courses for international students.

iv

Abstrak Kepercayaan tentang pembelajaran bahasa adalah salah satu daripada variabel minda dan afektif yang dianggap mempengaruhi proses pembelajaran bahasa (Horwitz, 1987; Wenden, 1998; Ellis, 2008). Kepercayaan ini mempengaruhi pelajar dalam pemilihan strategi

pembelajaran, dan ini seterusnya mempengaruhi prestasi pelajar dalam pemerolehan bahasa asing. Oleh sebab itu, guru bahasa serta pengurus kursus bahasa perlu memperolehi maklumat yang lebih mendalam mengenai kepercayaan tentang pembelajaran bahasa yang dipegang oleh setiap kumpulan pelajar baru yang mengambil sesuatu kursus bahasa. Pelajar antarabangsa merupakan sekumpulan pelajar bahasa Inggeris yang agak baru di Malaysia. Oleh kerana penyelidikan terkini di bidang kepercayaan mengenai pembelajaran bahasa, mahupun di bidang pemerolehan bahasa kedua, telah mengutamakan pendekatan dari segi konteksual and sosio-budaya, aspek konteksual dalam pengalaman pembelajaran bahasa yang dialami oleh pelajar antarabangsa di Malaysia tidak boleh di abaikan. Penyelidikan ini mengguna Beliefs about Language Learning Inventory (BALLI) oleh Horwitz (1987) untuk mengkaji kepercayaan tentang pembelajaran bahasa yang dipegang oleh 102 orang pelajar antarabangsa yang sedang mempelajari Bahasa Inggeris di Malaysia untuk tujuan pendidikan tinggi. Seterusnya, faktor konteksual yang berkaitan dengan pengalaman pembelajaran pelajar-pelajar tersebut dikaji dengan menggunakan soal-selidik Perceptions of English Language Learning Experience in Malaysia (PELLEM), yang telah dirangka khusus untuk kajian ini. Maklumat yang dikumpul dari kedua soal-selidik ini telah dianalisi dengan SPSS untuk analisa data deskriptif serta analisis faktor. Data kuantitatif yang dihasilkan oleh kedua soal-selidik tersebut telah ditambah dengan data kualitatif dari temuramah mengikut kaedah semi-struktur. Hasil dari penyelidikan ini menunjukkan bahawa dari segi pembelajaran bahasa asing secara am, terdapat banyak persamaan di antara kepercayaan tentang pembelajaran bahasa yang di pegang oleh sampel dibanding dengan penyelidikan terdahulu. Namun begitu, walaupun pelajar antarabangsa yang diselidik mempunyai tahap kepercayaan diri dan sifat optimis yang tinggi, mereka mempunyai
v

miskonsepsi tentang proses pembelajaran bahasa asing. Sampel ini juga membuat perkiraan yang terlalu rendah tentang tahap kesusahan dalam mempelajari bahasa asing. Dari segi persepsi pelajar tentang mempelajari Bahasa Inggeris di Malaysia, hasil penemuan menujukkan bahawa secara am, pelajar tersebut mempunyai anggapan positif mengenai Malaysia sebagai destinasi untuk pembelajaran Bahasa Inggeris jika dibanding dengan negara asal mereka kerana terdapat guru-guru yang tidak boleh bertutur dalam bahasa pertama pelajar tersebut, serta peluang yang lebih tinggi untuk berinteraksi dalam Bahasa Inggeris. Tetapi pelajar dalam penyelidikan ini juga memegang persepsi bahawa Malaysia adalah destinasi pembelajaran Bahasa Inggeris yang kurang baik jika dibanding dengan negara di mana Bahasa Inggeris adalah bahasa pertama, seperti Amerika Syarikat dan United Kingdom. Ini disebabkan oleh faktor di luar kelas terutamanya kekurangan peluang untuk berkomunikasi dalam Bahasa Inggeris serta persepsi yang negatif terhadap Bahasa Inggeris yang digunakan di Malaysia. Hasil penemuan dari penyelidikan ini juga menunjukkan bahawa kursus Bahasa Inggeris untuk pelajar antarabangsa harus mengandungi aspek pelatihan pelajar, di mana pelajar diajar mengenai proses

pembelajaran bahasa serta cara-cara efektif untuk mempelajari bahasa asing untuk tujuan membetulkan miskonsepsi yang dipegang pelajar tersebut mengenai pembelajaran bahasa asing. Kursus Bahasa Inggeris untuk pelajar asing juga harus mengandungi aktiviti yang memberi peluang kepada pelajar untuk berinteraksi-sosial dan untuk menjalankan komunikasi yang sahih di luar kelas.

vi

Acknowledgements This dissertation may have been written by me, the researcher, but it could not have been completed without the support and guidance of many family members, friends and colleagues. In addition, there were several very important individuals without whom this dissertation may not even have been started, let alone finished. First of all, I would like to thank my parents, Syed Mohd Noori and Farida Jamal for their encouragement, love and home-cooked dinners that sustained me through this period, and throughout my life. I would also like to extend my gratitude to Dr. Ng Lee Luan, who went above and beyond her responsibilities as a supervisor. In addition to her time and guidance, she gave me a valuable learning experience and taught me a great deal about the process of research. To my husband, Holky Priadi: thank you for your love and understanding. Big hugs also go out to Chewy, who kept me company through all those all-night writing sessions. This study was also made possible by the management of Kasturi College International (KCI), where I worked while I was completing my dissertation. I greatly appreciate the support given to me by KCI management and staff during this period. I would also like to express my appreciation to all the academic and administrative staff of the Faculty of Languages and Linguistics, University Malaya who assisted and guided me throughout my time in the Masters of English as a Second Language programme. Finally, I should also acknowledge all my students, who are tackling the challenging task of acquiring the English language. Their comments, observations and actions over the years have taught me a tremendous amount about the many different aspects that comprise the process of learning English, and particularly, of learning English in Malaysia.

vii

TABLE OF CONTENTS Original Literary Work Declaration.................................................................................ii Abstract............................................................................................................................iii Abstrak..............................................................................................................................v Acknowledgements..........................................................................................................vii Table of Contents...........................................................................................................viii List of Figures.................................................................................................................xii List of Tables..................................................................................................................xiii List of Terms & Abbreviations.........................................................................................xv List of Appendices...........................................................................................................xvi

Chapter 1-Introduction ............................................................................................... 1

1.1. Introduction................................................................................................................ 1 1.2. Background ................................................................................................................ 4 1.2.1. World Englishes .................................................................................................. 5 1.2.2. International Students Learning English in Malaysia ......................................... 7 1.3. Statement of the Problem.................................................................................... 01 08 1.4. Objectives of the Study............................................................................................ 11 1.4.1. Research Questions ........................................................................................... 12 1.5. Significance of the Study ......................................................................................... 12 1.5.1. The Education Industry in Malaysia ................................................................. 13 1.5.2. Research into Learner Beliefs & Perceptions ................................................... 15 1.6. Scope and Limitations of the Study ......................................................................... 16 1.7. Conclusion ............................................................................................................... 16

Chapter 2-Literature Review................................................................................... 17

2.1. Introduction.............................................................................................................. 17 2.2. Beliefs, Knowledge and Learning ........................................................................... 18 2.3. The Importance of Language Learning Beliefs in Second Language Acquisition Research ................................................................................................................... 19 2.4. Definitions of Language Learning Beliefs in Second Language Acquisition Research ................................................................................................................... 21 2.4.1. The Issue of Stability of Language Learning Beliefs ....................................... 22 2.4.2. Culture, Context and Language Learning Beliefs ............................................. 23 2.5. Approaches to Measuring Beliefs about Language Learning.................................. 24 2.5.1. Normative Approach ......................................................................................... 25 2.5.2. Metacognitive Approach ................................................................................... 26 2.5.3. Contextual Approach ........................................................................................ 27 2.5.4. Metaphorical Approach..................................................................................... 27 2.5.5. Conceptual Framework ..................................................................................... 29 2.6. Beliefs about Language Learning Inventory (BALLI) ............................................ 33 2.6.1. BALLI Studies .................................................................................................. 34 2.6.2. BALLI Studies of English Learners in Other Countries ................................... 34 2.6.3. BALLI Studies in Malaysia .............................................................................. 37 2.6.4. BALLI studies with Other Factors .................................................................... 38 2.6.5. Weaknesses & Criticisms of the BALLI........................................................... 39 2.7. Learner Perceptions and Language Learning .......................................................... 40 2.7.1. Perception Studies involving International Students in a Host Country ........... 41 2.7.2. Perception Studies in ESL and FL Classrooms ................................................ 42 2.7.3. Perception Studies on Learning Environment in Higher Education ................. 43
viii

2.8. Studies on International Students in Malaysia ......................................................... 44 2.9. Studies on English Language Learning in Outer Circle Countries .......................... 47 2.10. Conclusion ............................................................................................................. 49

Chapter 3-Research and Methodology ................................................................. 51

3.1. Introduction.............................................................................................................. 51 3.2. Research Methods used in SLA Research on Beliefs and Perceptions ................... 51 3.2.1. Questionnaires ................................................................................................... 52 3.2.2. Interviews .......................................................................................................... 55 3.2.3. BALLI Studies Featuring a Second Variable ................................................... 56 3.3. Overview of Research Design Used in Present Study ............................................. 57 3.4. Participants .............................................................................................................. 59 3.4.1. Selection of Participants.................................................................................... 61 3.4.2. The English Language Programme at a Malaysian College ............................. 62 3.5. BALLI...................................................................................................................... 64 3.5.1. Rationale for Using the BALLI ........................................................................ 64 3.5.2. Amendments made to the BALLI ..................................................................... 65 3.6. PELLEM .................................................................................................................. 66 3.6.1. Rationale for Using the PELLEM ..................................................................... 67 3.6.2. Development of the PELLEM .......................................................................... 67 3.6.3. Pilot Studies ................................................................................................... 69 3.7. Translation of the BALLI and PELLEM Questionnaires ........................................ 73 3.8. Interview .................................................................................................................. 74 3.8.1. Rationale for Using Interviews ......................................................................... 74 3.8.2. Selection of Interview Participants ................................................................... 75 3.8.3. Interview Questions .......................................................................................... 78 3.9. Data Collection Procedures ..................................................................................... 79 3.9.1. Questionnaire Administration ........................................................................... 79 3.9.2. Interview Administration .................................................................................. 79 3.10. Summary of Data Analysis .................................................................................... 80 3.10.1. Quantitative Data Analysis ............................................................................. 80 3.10.2. Qualitative Data Analysis ............................................................................... 81 3.11. Ethical Considerations ........................................................................................... 81 3.12. Conclusion ............................................................................................................. 82

Chapter 4-Quantitative Results and Discussion ................................................. 83

4.1. Introduction.............................................................................................................. 83 4.2. Results of BALLI questionnaire .............................................................................. 83 4.2.1. Foreign Language Aptitude .............................................................................. 84 4.2.2. Difficulty of Language Learning ...................................................................... 88 4.2.3. The Nature of Language Learning .................................................................... 91 4.2.4. Learning and Communication Strategies .......................................................... 94 4.2.5. Motivation and Expectations ............................................................................ 97 4.2.6. Reliability of the BALLI ................................................................................... 99 4.2.7. Factor Analysis of BALLI Results.................................................................. 100 BALLI Factor One-Motivational and Affective Aspects of Learning English....... 104 BALLI Factor Two-Confidence and Assessment of Difficulty of Learning English107 BALLI Factor Three-Formal Learning Beliefs ..................................................... 109 4.3. Results of the PELLEM Questionnaire ................................................................. 112 4.3.1. General Opinion of Learning English in Malaysia ......................................... 113 4.3.2. Out-of-Class Experience ................................................................................. 115
ix

4.3.3. Perceptions of English in Malaysian Universities .......................................... 119 4.3.4. Learning English in a Malaysian Educational Institute .................................. 122 4.3.5. Reliability of the PELLEM ............................................................................. 125 4.3.6. Factor Analysis of PELLEM Results .............................................................. 126 PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond ............................................................................................................ 128 PELLEM Factor Two-Perceptions of Malaysian English & its Speakers and Expectations about English Use at University ...................................................... 130 PELLEM Factor Three-Motivation for and Benefits of English Proficiency in Malaysia ................................................................................................................ 131 4.4. Correlation Between the BALLI and PELLEM .................................................... 133 4.4.1. Itemized Correlation of BALLI Factor Two and PELLEM Factor One......... 136 4.4.2. Itemized Correlation of BALLI Factor One and PELLEM Factor Three....... 140 4.5. Conclusion ............................................................................................................. 144

Chapter 5-Qualitative Results and Discussion ................................................. 146

5.1. Introduction............................................................................................................ 146 5.2. Overview of the Semi-structured Interview Stage................................................. 146 5.3. Analysis of Interview Transcripts .......................................................................... 146 5.4. Summary of Themes Emerging from the Interviews ............................................ 147 5.5. Theme One: Perceptions of Malaysia as an English Language Learning Destination148 5.5.1. Malaysia offers Better Opportunities to Learn English than My Home Country ................................................................................................................................... 148 5.5.2. Learning English in Malaysia is Good, but I Would Rather Learn English in an English Speaking Country ........................................................................................ 151 5.6. Theme Two: Communication and Interaction Outside Class ................................ 153 5.6.1. Limited Opportunities for Communication..................................................... 153 5.6.2. Perceptions of Malaysian English and the English proficiency of Malaysians155 5.6.3. Social Isolation and Limited Access to English-speaking Malaysians ........... 160 5.7. Theme Three: Perceptions of English in Malaysian Universities ......................... 164 5.7.1. Underestimation of Importance of English in an Academic Programme ....... 165 5.7.2. Optimism and Overconfidence-Expectations about Academic Programmes . 167 5.8. Theme Four: Language Learning .......................................................................... 171 5.8.1. What Makes a Good Language Learner? ........................................................ 171 5.8.2. Language Learning Strategies ......................................................................... 175 5.8.3. Learning English in a Malaysian Educational Institute .................................. 176 5.9. Conclusion ............................................................................................................. 178

Chapter 6-Conclusion ............................................................................................. 180

6.1. Introduction............................................................................................................ 180 6.2. Summary of Findings ............................................................................................ 180 6.2.1. Key Findings: Inside the Classroom ............................................................... 182 6.2.2 Key Findings: Outside the Classroom ............................................................. 185 6.2.3. Key Findings: Individual Learner Factors ...................................................... 187 6.3. Theoretical Implications ........................................................................................ 189 6.4. Methodological Implications ................................................................................ 190 6.5. Pedagogical Implications ....................................................................................... 195 6.6. Suggestions for Future Studies .............................................................................. 198 6.6.1. Studies on English Language Learning Destinations Outside the Inner Circle198 6.6.2. Studies on International students Learning English in Malaysia .................... 200 6.7. Conclusion ............................................................................................................. 201
x

Bibliography................................................................... ..............................................203 Appendices Appendix A-Beliefs about Language Learning Inventory (BALLI) ............................209 Appendix B-Perceptions of English Language Learning Experience in Malaysia Questionnaire (PELLEM)........................................................................214 Appendix C-List of Questions for Semi-structured Interview.......................................218 Appendix D-Consent Form...........................................................................................223 Appendix E-BALLI: Initial Factor Solution & Scree Plot............................................227 Appendix F-BALLI: Final Factor Solution ..................................................................230 Appendix G-PELLEM: Initial Factor Solution & Scree Plot .....................................232 Appendix H-PELLEM: Final Factor Solution .............................................................235

xi

List of Figures Figure Title Page 30

Figure 2.1. Ellis (2008) Framework for Investigating Individual Learner Differences

Figure 3.1. Research Design Flowchart............................................................ 58 Figure 6.1. Summary of Key Findings............................................................. Figure 6.2. Key Findings- Factors Inside the Classroom................................. 180 184

Figure 6.3. Key Findings- Factors Outside the Classroom............................... 186 Figure 6.4. Key Findings: Individual Learner Characteristics......................... 188

xii

List of Tables Table Table 3.1. Table 3.2. Title Page

The PELLEM Questionnaire.......................................................... 68 Changes Made to the PELLEM based on the Item Reliability Test................................................................................................. Results of Inter-Item Reliability of Pilot Study II......................... Demographics of Interview Participants....................................... Frequency of Participant Responses to BALLI items on Foreign Language Aptitude........................................................................ 71

Table 3.3. Table 3.4. Table 4.1.

73 77 85

Table 4.2.

Frequency of Participant Responses to BALLI items on the 89 Difficulty of Language Learning................................................ Frequency of Participant Responses to BALLI items on the Nature of Language Learning........................................................ Frequency of Participant Responses to BALLI items on Learning and Communication Strategies....................................... 92

Table 4.3.

Table 4.4.

95

Table 4.5.

Frequency of Participant Responses to BALLI items on 97 Motivation and Expectations.......................................................... Rotated Factor Structure of the BALLI variables.......................... BALLI Factor One: Motivational and Affective Aspects of Learning English............................................................................ BALLI Factor Two: Confidence and Assessment of Difficulty of Learning English............................................................................ BALLI Factor Three: Formal Learning Beliefs............................. Frequency of Participant Responses to items on General Opinion of Learning English in Malaysia.................................................... Frequency of Participant Responses to items on Out-of-Class Experience ..................................................................................... 103 105

Table 4.6. Table 4.7.

Table 4.8.

108

Table 4.9. Table 4.10.

109 113

Table 4.11.

116

Table 4.12.

Frequency of Participant Responses to items on Perceptions of 119 English in Malaysian Universities ................................................. Frequency of Participant Responses to items on Perceptions of Learning English in a Malaysian Educational Institute ................ 123

Table 4.13.

xiii

List of Tables-continued Table Table 4.14. Table 4.15. Title Rotated Factor Structure of the PELLEM variables.................... PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond ........................................ PELLEM Factor Two-Perceptions of Malaysian English and its Speakers and Expectations about English Use at Malaysian Universities................................................................................... PELLEM Factor Three-Motivation for and Benefits of English Proficiency in Malaysia ............................................................... Page 128 130

Table 4.16.

131

Table 4.17.

132

Table 4.18. Table 4.19. Table 4.20.

Summary of BALLI and PELLEM Factors.............................. 134 Correlations of BALLI and PELLEM Factor Scores................... 135

Itemized Correlation of BALLI Factor Two and PELLEM 137 Factor One..................................................................................... Itemized Correlation of BALLI Factor One and PELLEM 142 Factor Three.................................................................................. Statistical Analysis of PELLEM Structure .................................. 193

Table 4.21.

Table 6.1.

xiv

List of Terms and Abbreviations BALLI CALL CEFR EFL ESL EAP IELTS PELLEM Beliefs about Language Learning Inventory Computer Aided Language Learning Common European Framework English as a Foreign Language English as a Second Language English for Academic Purposes International English Language Testing System Perceptions of English Language Learning Experience in Malaysia Questionnaire Second Language Acquisition Times Higher Education Universities and Colleges Admissions Service

SLA. THE UCAS

xv

List of Appendices Table Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Title BALLI Questionnaire............................................................. PELLEM Questionnaire......................................................... Page 209 214

Semi-Structured Interview Questions..................................... 218 Consent Form.......................................................................... 223 BALLI: Initial Factor Solution & Scree Plot.......................... 227 BALLI Final Factor Solution.................................................. 230 PELLEM: Initial Factor Solution & Scree Plot...................... 232

PELLEM: Final Factor Solution............................................. 235

xvi

Chapter 1-Introduction
1.1. Introduction In recent years, researchers in the area of language learning and teaching have become increasingly interested in the various demographic, cognitive and affective variables that make up an individual learners contribution to the process of language learning. Among the variables thought to influence language learning are age, ethnicity, learning style and personality; and motivation, beliefs and perceptions. Of these variables, beliefs are one of the few that are susceptible to manipulation by teachers, considering that many individual learner differences appear to be more stable constructs, for example, personality, learning style and intelligence. By understanding how learners view the language learning process, a teacher can identify beliefs that contradict what is currently accepted by language educators and attempt to correct these beliefs. For example, Bernat (2004) found that more than half the Vietnamese migrants learning English in her study believed that You shouldnt say anything in English until you can say it correctly. This contradicts a commonly held view among language teachers that mistakes are an essential part of language learning. The significance of language learning beliefs is that they are said to influence the way a learner approaches the task of language learning (Horwitz, 1988; Ellis, 2008), which in turn has implications on the outcome (Horwitz, 1988). For example, a student who believes mistakes are detrimental to ones language proficiency may be less likely to participate in communicative classroom activities and may even be dissatisfied with a teacher who does not correct every mistake he makes. If teachers are aware of the misconceptions held by their learners, they can set out to correct them, for example, by explaining why these beliefs are misconceptions, or by conducting activities that demonstrate the flaws in these beliefs. On the other hand, other variables like personality and learning style are inherent to learners and are difficult to change, whether through the actions of teachers or those of learners themselves.
1

The term beliefs about language learning is used to refer to a learners preconceived ideas about the language learning process that can be formed by past experience, socio-cultural context (Horwitz, 1999; Nikitina & Furuoka, 2006a) and other factors like gender (Bernat & Lloyd, 2007) stage of learning and learning environment (Tanaka & Ellis, 2003; Horwitz, 1999). Horwitz, who is often credited with pioneering the systematic study of learner beliefs about language learning, studied these beliefs as stable cognitive constructs, utilising closed-choice Likert-type questionnaires, in a survey instrument called the Beliefs about Language Learning Inventory, or BALLI (Horwitz, 1987, 1988). However, more recently, other researchers such as Barcelos (2000) have argued that language learning beliefs should not be studied in isolation from the socio-cultural context in which they were formed. Researchers who take a socio-cultural perspective on beliefs about language learning advocate the examination of these beliefs as socially-constructed contextualised in the classroom and experience-based (Barcelos 2000; Bernat & Gvozdenko, 2005). These researchers believe that studies on learner beliefs should focus on learning more about how and why certain beliefs are constructed instead of simply measuring them as numbers on a scale. While the term beliefs is often used in Second Language Acquisition (SLA) research to refer to the notions a learner has about the language learning process, perceptions is generally used in reference to participants views or feelings about a wide range of issues, including matters related to the language learning process. For example, while Horwitz uses the term beliefs in the BALLI, she also uses the term perceptions, in another paper focusing on the role of beliefs and language learning anxiety (Horwitz, 1989). In this study, the term beliefs is used to refer to learners ideas about the language learning process, while the term perceptions refers to learners opinions about factors outside the classroom in their experience of learning English in Malaysia. The study of learner beliefs and perceptions is in line with the shift of focus in language learning and teaching, moving away from generalized views of language learning and
2

towards deeper investigation of individual factors in language learning. In addition, examining language learning beliefs is the starting point in the process of encouraging learner autonomy, or self-directed learning, which should be the final goal of any good language course. Therefore, the value of studying learner beliefs and perceptions lies in the insight they give us on how learners view the learning process as well as how they view their present learning situation, with the goal of informing teaching practices and learner training activities. Learner training, which is the explicit teaching of language learning strategies to improve their ability to learn a language, goes hand in hand with the encouragement of learner autonomy. After a language course has ended, it is often necessary for learners to continue developing their language skills, particularly in the context of learning English prior to enrolment in an English medium academic programme. Because of this, learner training has become a component of language courses which is gaining importance along with the usual components of language input and skills practice. Since beliefs are thought to affect

language learning success through their influence on a learners choice of learning strategies, beliefs and strategies have been studied together by researchers such as Yang (1999), who studied the language learning beliefs and strategy use of Taiwanese ESL learners, and Mokhtari (2007), who studied the language learning beliefs and language learning strategies of Americans learning Persian. On a related topic, Wenden (1998) states that metacognitive knowledge, or beliefs about language learning should be a component of learner training, in addition to teaching learners about effective language learning strategies. Knowing how learners view the language learning process is useful for both teachers and administrators. Language teachers can identify unrealistic, or misguided, beliefs which are affecting a learners progress and strategy use while both teachers and administrators may be able to increase learner satisfaction with a course by adapting classroom activities and materials to meet, to a certain extent, learner expectations.
3

1.2. Background English language learning and teaching is becoming an increasingly significant part of Malaysias education industry, as it is in many other parts of the world. The Malaysian population is made up of three major ethnic communities, with more than three languages or dialects being spoken widely. Bahasa Malaysia is the official language of Malaysia. In addition, English, which was the language of the former British colonials, is spoken quite widely and is the language used in many offices and institutes of higher education, both public and private. The English spoken by Malaysians is commonly referred to as Malaysian English, and, even in its standard form, it has numerous differences from British or American English in terms of vocabulary use, structure and pronunciation. However, many Malaysians speak a colloquial or low dialect of Malaysian English, that has been referred to as a patois or pidgin (Baskaran, 1994), and this variety is often hard for foreigners to understand due to its lexical, syntactical and phonological variations. Due to concerns about the standard of English among Malaysian students, various measures have been taken to improve English proficiency among locals at both the school and tertiary levels. Not only is Malaysia a multilingual country with its own host of language related complications, but the increasing number of international students coming to Malaysia poses another language-related situation that has become a matter of concern to educators and administrators in public and private institutes of higher learning. Most international students will enrol in English medium academic programmes and, in many cases, they may need to undergo language proficiency courses before being accepted into their intended academic programme. As beliefs about language learning are considered to influence a learner's approach, and possibly ultimate success, in language learning, these learners assumptions about the language learning process could have implications on their success in learning English.

In addition, the fact that Malaysia is not considered a country where English is a native language means that these learners will be learning English in a situation that is far different from that of international students learning English in countries such as the United States, Australia and the United Kingdom. It is also a slightly different situation from that of learners of English as a foreign language in their native countries, for example, Taiwanese learners of English in Taiwan or Turkish learners of English in Turkey. The context of foreign learners of English in Malaysia differs from that of learners of English in their home countries as they are learning English whilst simultaneously adapting to a new environment, both inside and outside the classroom. In addition, when compared to international students learning English in an English-speaking country, international students in Malaysia face the added challenge of learning English in an environment in which the variety of English they encounter outside the classroom may not be the same as the variety they are being taught in their language course. 1.2.1. World Englishes Kachru (1985) proposed a model of English language use as being made up of three circles: namely, the Inner Circle, the Outer Circle, and the Expanding Circle. In Kachrus model, the Inner Circle comprises what is known as English-speaking countries: the U.K., the U.S., Canada, New Zealand and Australia, while the Outer Circle comprises countries in which English holds a special place in government and commerce, in other words, former British colonies such as Malaysia, Singapore, India and Kenya. Furthermore, Expanding Circle countries are defined as all other countries, in which languages other than English are used but in which English is steadily gaining importance as a link to international communication (Kachru, 1985). A key difference between the Outer Circle and Expanding Circle countries is that the former have adopted the English language and made grammatical, lexical and phonological
5

variations leading to the creation of distinct local varieties of English (Kachru, 1985). The Expanding Circle, on the other hand, prefer to emulate the Inner Circle countries in terms of grammar, vocabulary and, more significantly, pronunciation. In Expanding Circle countries, such as Japan, Iran and China, accent training and teaching of colloquialisms are a popular part of English language teaching. In contrast, in Outer Circle countries acceptance of the local variety of English is gaining acceptance and people no longer look towards the Inner Circle countries as a model. In the past, English language training in Expanding Countries was largely to prepare students for overseas education in countries such as the United States and the United Kingdom. These countries, and others such as Canada, New Zealand and Australia, were the traditional destinations for overseas education. However, in recent years, factors such as foreign exchange values, post-911 immigration regulations and improving standards in developing nations, have led students around the world to consider other destinations. Among the countries that have been receiving international students is Malaysia, which has seen an increase in international student enrolment. In terms of Kachrus Circles of English, this has brought about an interaction between the Outer and Expanding Circles. Learners of English from countries such as Iran, China and Libya, who may have undergone English language training in their own countries, are now learning English in order to use it in an Outer Circle country. Often, they are taught by Outer Circle teachers. These students are then put in a situation where certain factors, such as accent, which were previously considered important, are no longer valued as much. In addition, they may be exposed to variants from standard British or American English in their interactions with locals. This unique situation may have brought about an interesting phenomenon that is significant in the learning and teaching of English, for example, changes in learner beliefs and conflicts in learner perceptions about their learning context, teachers and language use.

1.2.2. International Students Learning English in Malaysia The international student group in Malaysia is a mixed group of students. In 2008, Chinese students made up the largest group of international students followed by Indonesian and Middle Eastern students (Foreign students turn, 2009). However, recent reports have stated that Iranian students are now the largest student group (New 120,000-foreign student target, 2010). According to statistics from the immigration department, at the end of 2008, there were at least 12 nations which had more than 500 students each in the country, while the overall student population came from 148 different countries. In the institution where this study was conducted, however, the majority of students were from Libya, followed by Sudan, Somalia and Iraq. Moreover, the faculty at this institute was equally diverse, with teachers from more than eight different countries, and many of these teachers were teaching African and the Middle Eastern learners for the first time. Based on the discussions held in teachers meetings, the teachers have found that learner expectations of the language course and their beliefs about what language learning should involve are often at odds with teaching practices and classroom activities. For example, many Libyan students profess they prefer to learn grammar rules than engage in speaking practice and, against their teachers advice, will often take two days study leave to revise for a simple progress test. As an administrator and a teacher, I listen to the concerns of these learners on a daily basis and have found, contrary to my expectations, few learners talk to me about language points or skills development. Their worries usually concern how various aspects of their learning situation do not conform to their expectations of what language learning is, or should be. Some examples of learner comments I have heard include the following: I am too old for this. If I could talk to native-speakers every day, I would not be in the Beginner level. and If my teacher spoke my first language, learning would be easier. From listening to students concerns, it has become apparent that the success of a particular teaching technique or activity is influenced by learner opinions and beliefs. If learners
7

expectations are not met or if they have negative perceptions of a particular method or teacher, they may not engage fully in the learning process. It then becomes a self-fulfilling prophecy, whereby the learners lack of engagement in the learning process leads to poor results. Learning a second language is an emotional process, particularly for international students, who are far from home and under pressure. Examining their beliefs and perceptions will allow instructors to better understand these learners and others like them and, hopefully, make changes to teaching practices that will help them face the challenges of language learning. 1.3. Statement of the Problem It is generally accepted that a learners view of the language learning process, of language use and of his own ability to learn a language can determine the steps a learner takes to learn the target language. In addition, as learners are the end-users or clients of language learning courses, the beliefs a learner has about the language learning process are important because they can also affect a learners satisfaction with the course (Horwitz, 1989). When learners have realistic beliefs and positive perceptions about their language learning experience, they are more likely to make good progress in their attempts to learn a language. Likewise, unrealistic beliefs and negative perceptions can result in failure to learn a language well because they can lead learners to approach the task of language learning in ineffective ways. As experience is among the factors thought to play a role in shaping beliefs and sociocultural context (Barcelos, 2000; Ellis, 2008), teachers and administrators dealing with international students may not have an understanding of the experiences and socio-cultural background that these students bring into the classroom, in the form of their beliefs about language learning. Because of this, identifying learners beliefs about the language learning process places teachers and administrators in a better position to provide instruction, not only on the target language, but also on how students should approach language learning.
8

As with other areas of SLA research, research into language learning beliefs has recently emphasised the socio-cultural approach towards examining the language learning beliefs held by different groups of learners. This approach highlights the need to understand language learning beliefs as grounded in the context of individual learners current learning experience, past language learning experiences as well as individual, social and cultural factors. Therefore, it is necessary to pay attention to the learning environment of each learner group when examining any aspect of their learning experience, for example, their language learning beliefs. The language learning experience of international students learning English in Malaysia involves not only their past learning experiences, but also their experiences and perceptions related to using the English language, both inside and outside the classroom. Since the development of language skills depends largely on practising the target language in authentic situations, factors outside the classroom may play an important role in these learners overall learning experience. Thus, the perceptions held by international students about Malaysia as an English learning destination will have an impact upon their language learning beliefs as well as their overall performance and their satisfaction with their language learning course. In addition, because English proficiency has far reaching implications on an international students academic and social life, the beliefs and perceptions held by these learners can determine whether a student has a positive or negative learning experience in Malaysia. Existing studies on international students in Malaysia have already identified language issues as being a particularly significant concern to these students and their educators. For example, Hamzah, Moloudi, and Abdullah (2009) found that international postgraduate students at a local university were dissatisfied with their language course. Another study by Kaur (1999) found some dissatisfaction among international postgraduates at another university with regards to their English placement test. Social issues were also identified by another researcher, Pandian (2008), who reported that many international students wanted
9

more opportunities to interact with locals, while a few participants also reported discrimination from local students. Since language is a significant part of international students learning experience, an examination of this groups beliefs and perceptions about learning English in Malaysia could provide useful insights that might lead to a better understanding of the challenges faced by these students. In addition, with more information about how these learners view language learning and their experience of learning English in Malaysia, language course providers would be better equipped to design language programme that cater to this specific group. In conducting a literature search on international students learning English in Malaysia, it was found that there is a paucity of data, particularly on international students from Middle Eastern and African nations, which is an increasingly significant demographic to Malaysian higher education.. Since little is known about how these students view the process of language learning, or how they perceive their learning experience, there could be many social, cultural or educational differences that Malaysian English language teachers will have to become acquainted with. In addition, most of the recent studies on international English learners in Malaysia have centred on students who are already enrolled at university, yet there is a large number of international students undertaking English courses in various local language schools and colleges for the purpose of applying to Malaysian universities. Because these language schools and colleges serve as feeders to universities around the country, the successful teaching and learning of English in these programmes will have implications not only for those students and teachers in the language centres and colleges, but also for the educators and university administrators who will eventually be responsible for proving instruction to these international students. The research context of this study serves to fill gap in existing research by providing data on the beliefs and perceptions of international students learning English in Malaysia, in addition to providing more data on the learning of English by Middle Eastern and African
10

students in this country. Since the participants were enrolled in an English programme at a local college with the aim of applying to Malaysian universities, this study will also provide insight into the learning experience of English language learners in this particular context. 1.4. Objectives of the Study This study aimed to identify the language learning beliefs held by international students learning English at a local college in addition to exploring their perceptions about learning English in Malaysia. The objectives of the study were to: 1) to investigate the language learning beliefs of international students learning English at a college in Kuala Lumpur, 2) to explore the participants perceptions of learning English in Malaysia. 3) to identify whether there is a statistical relationship between the participants language learning beliefs and their perceptions of leaning English in Malaysia. 4) to explore the underlying factors that influence participants perceptions of learning English in Malaysia. Although the terms beliefs and perceptions are sometimes used interchangeably, for the purpose of this study, the term beliefs will refer to the beliefs learners have about the language learning process in general. On the other hand, the term perceptions will be used to refer to learners opinions about their language learning experience, more specifically, about learning English in Malaysia and the learning and teaching activities at the institution. Data was collected using Elaine K. Horwitzs Beliefs about Language Learning Inventory (BALLI) (Horwitz, 1987), a questionnaire about learners perceptions of learning English in Malaysia (PELLEM) and a semi-structured interview in order to answer the research questions which are listed in the next section.

11

1.4.1. Research Questions In order to fulfil the objectives of the study, four research questions were formulated. With these research questions, the focus of the research was narrowed to two variables, language learning beliefs and perceptions of learning English, in the context of international students learning English in Malaysia. The research questions are listed below. 1) What are the language learning beliefs of international students learning English at a local college in Kuala Lumpur? 2) What are their perceptions of learning English in Malaysia? 3) Is there a statistically significant relationship between their language learning beliefs and their perceptions about learning English in Malaysia? and 4) What are the other factors that influence the learners perceptions of learning English in Malaysia? The research questions above aim to guide the study in finding out more information about the beliefs and perceptions held by international students learning English in Malaysia. While a number of similar studies have been conducted in other contexts, the significance of this study lies in its context, which is that of international students learning English in Malaysia. The next section will describe the significance of this study. 1.5. Significance of the Study The context of English as a second language (ESL) learning in Malaysia provides an interesting opportunity to look at learner beliefs and attitudes in a country where English holds a special position although it is not a native language to most. ESL studies in Malaysia have focused largely on Malaysian students; however, there is also a growing number of international students enrolled in ESL courses. These international students are an important learner group to the Malaysian Education Industry, which has experienced a large amount of growth in the past decade. The data collected from the study could be of direct benefit to the participants of the study as it will identify any beliefs that might have a
12

negative impact on their language learning and highlight specific problems the participants are facing as English learners in Malaysia. The teachers in the college would be able to address participants misconceptions about language learning as well as suggest ways in which they could better develop their language skills outside the classroom. In addition, since most international students enrolled at the college in question are of the same nationalities as the participants, the teachers and administrators at this college would be able to use the findings to improve the Intensive English course that the participants were enrolled in. This study would also be invaluable to other language teachers and administrators dealing with this student group and the universities to which these students are applying. In addition, the study will also provide data that will have implications for the education industry in Malaysia. The next sub-section will give a brief overview of the internationalisation of the Malaysian Education Industry and the role of English in Malaysias goal to develop this industry into an education hub for students from around the world. 1.5.1. The Education Industry in Malaysia In March 2009, Malaysia surpassed its target of 80,000 international students, prompting the Higher Education ministry to set a higher target of 120,000 international students by 2015 (New 120,000-foreign student target, 2010). According to the Minister of Higher Education, there were 75,000 international students enrolled in Malaysian colleges and universities in 2008, which was a forty percent increase from the previous year (Foreign students turn, 2009). The Ministry has also announced the governments intention to develop the country into an education hub in the region. While the majority of international students in Malaysia come from Asian countries, an increasing number of students from the Middle East (Foreign students turn, 2009) and Africa are enrolling in undergraduate, postgraduate and other tertiary level academic courses. According to Sirat (2008), the post911 visa requirements in countries like the United States and the United Kingdom have
13

resulted in an opportunity for the Malaysian Education industry to grow. The country now sees a much higher influx of students from the Middle East and Africa, and, according to the most recent reports, students from Iran have now overtaken those from China and Indonesia as the largest population of international students (New 120,000-foreign student target, 2010). Regardless of their country of origin, many of these students will need to take language courses to meet university language proficiency requirements. However, there is a paucity of data about aspects of ESL learning by international students in Malaysia. In addition, there have been very few studies on the language learning beliefs and perceptions of this student group. As language proficiency has academic and social implications, understanding the beliefs and attitudes of the different groups of foreign ESL learners in Malaysia will enable educators to better meet their needs; thereby, facilitating their entry to academic programmes as well as their interactions with the local and expatriate communities. The ultimate success of these international students in acquiring the level of proficiency necessary to cope with academic study in English and life in Malaysia has long-term implications. Firstly, from the monetary aspect, the tuition fees paid by international students make up a significant portion of the potential earnings of both public and private institutes. In addition, other industries, such as housing, automobile, entertainment and leisure, will also benefit from catering to this group of consumers, who will bring foreign exchange into the country. More importantly, the positive experiences and academic achievements of international students in Malaysian educational institutes will attract students from other nations. Increased internationalisation of local campuses will not only enhance global recognition of local institutes but also promote an increase in the standards of local colleges and universities, which will benefit local students as well. The success of existing international students is a key factor that will determine whether Malaysia is to succeed in becoming an education hub which attracts well-qualified students from around
14

the world. Considering the social and academic functions of language, the effective learning and teaching of English as a second language to this student group would play a major role in this equation. Therefore, this study will provide useful information not only on the participants language learning beliefs, but also on their perceptions of context and course specific factors related to learning English in Malaysia. While this section has described the importance of this study in relation to the Malaysian education industry, the following section looks at the significance of this study in terms of research into learner beliefs and perceptions. 1.5.2. Research into Learner Beliefs & Perceptions Language learning beliefs have been studied in a variety of cultural contexts, with different learner groups and target languages. For example, using the BALLI and other

questionnaires, researchers have examined the language learning beliefs of international ESL learners in the United States (Horwitz, 1988), English for Academic Purpose (EAP) learners in Australia (Bernat, 2006) and English as a Foreign Language (EFL) learners in Taiwan (Yang, 1999), Turkey (Altan, 2006) and Finland (Rantala, 2002). In Malaysia, the BALLI has been used by Nikitina and Furuoka (2006, 2006a, 2007) to examine the language learning beliefs of Malaysian university students learning Russian as a foreign language. Up to the time of writing, the language learning beliefs of international students learning English in Malaysia have yet to be described. Although this study will generate useful information for stakeholders in the Malaysian education industry and researchers looking at learner beliefs and perceptions, there are also certain limitations to the applicability of the data collected. These limitations, as well as the scope of the study, will be outlined in the next section.

15

1.6. Scope and Limitations of the Study This study involved a small group of participants studying in one college in Kuala Lumpur. In addition to the relatively small sample of 102 participants, the results were also limited by the nationalities of the participants, who were largely from the Middle East and Africa. Thus, the results of this study cannot be generalised to the greater population of international students in Malaysia. Another limitation of the study was that it largely depends on self-reports from participants. Both the questionnaires and interviews relied on the responses provided by participants. In such situations, there is always the risk that participants respond in the way they believe they should respond, and not in the way they really feel. Nevertheless, using both questionnaires and interviews enabled triangulation of the data. 1.7. Conclusion This chapter has outlined the background to the study as well as provided a statement of the problem. In addition, the objectives of the study along with the research questions were presented in this introductory chapter. Finally, the significance of the study was discussed. The following chapters are ordered as follows: Chapter Two reviews the relevant literature on language learning beliefs as well as learner perceptions. Next, Chapter Three presents a discussion of the methodology used in this study, including the research design, the participants, instruments, data collection methods, research questions and data analysis methods. The results of this study have been divided into two chapters, Chapter Four and Chapter Five. Chapter Four presents the quantitative results and discussion of the BALLI and PELLEM questionnaires. This is followed by the qualitative results and discussion of the semi-structured interviews in Chapter Five. The final chapter, Chapter Six, summarises the key findings of the study and their implications as well as recommendations for future research.
16

Chapter 2-Literature Review

2.1. Introduction The objectives of this study, as described in the previous chapter, are to explore the beliefs about language learning held by learners of English as a second language, and examine the perceptions they have of their language learning experience in Malaysia. The study takes its cue from existing research into learner beliefs and perceptions. The notion that the cognitive and affective aspects of individual learners play a significant role in both the process and product of language learning (Horwitz, 1987; Ellis, 2008) has prompted investigations into learner beliefs about the language learning process as well as into learner attitudes or perceptions towards contextual aspects of their learning situation. This chapter presents the theoretical framework of this study and reviews the literature related to the beliefs and perceptions held by language learners regarding different aspects of the language learning process. To begin with, the review of literature summarizes existing research on beliefs about language learning, starting with a discussion of beliefs and learning. Within the same topic of language learning beliefs, the summary of research moves on to cover different definitions of beliefs about language learning, which leads to an overview of the approaches used to measure this construct. The sections on beliefs about language learning close with a detailed discussion of the BALLI questionnaire (Horwitz, 1987) and the findings of several relevant BALLI and BALLI-inspired studies in different learning contexts. After the discussion of literature related to beliefs about language learning, the literature review proceeds to discuss the second variable in this study, learner perceptions. Since studies on learner perceptions have focused on a wide range of aspects, both inside and outside the classroom, only perception studies related to international students, classroom factors and learning environment in higher education were considered relevant to the focus of this study. Finally, the literature review ends by reviewing several studies which are pertinent to

17

the context of international students learning English in Malaysia: studies on international students in Malaysia and studies on learning English in Outer Circle countries. 2.2. Beliefs, Knowledge and Learning In Chapter One, a distinction was made between the terms beliefs and perceptions as used in this study, with the former being used to describe learners notions about language learning in general, and the latter referring to the way learners view the specifics of their learning context. However, what is termed as beliefs in this study has been studied under many different terms by various researchers. Bernat & Gvozdenko (2005) cite a number of different terms used by researchers who have studied language learning beliefs, including conceptions of learning (Benson & Lor, 1999), assumptions (Riley, 1980), and minitheories (Hosenfeld, 1978). Wenden (1998) has also referred to the same construct as metacognitive knowledge. While these terms have been used specifically in terms of language learning, learning psychology has also looked at learner beliefs about knowledge and knowing in general, also known as epistemic beliefs (Beuhl, 2008). In terms of language learning and teaching, however, the terms metacognitive knowledge and language learning beliefs are the most commonly used terms to refer to the preconceived ideas about learning a language that learners bring into a language course. Beliefs can be defined as an individuals representations of the world, whether correct or incorrect. According to Nola and Gurol (2005), most of our beliefs are not constantly present in our minds. Instead, they are accessed only when a certain stimulus, such as a question, evokes them (Nola & Gurol, 2005). Essentially, there is no clear way of distinguishing beliefs and knowledge, as beliefs are independent of truth. In addition, Nola and Gurol (2005) state that beliefs can be affected (by experience) and can affect (our actions). It is this feature of beliefs that has the greatest bearing on learning and teaching because what learners believe about the language learning process will influence the way
18

they approach it (Horwitz, 1988; Ellis, 2008), particularly in the strategies they choose. Consequently, strategy choice determines how well learners progress in their attempts to learn a language. Thus, conceptions of how languages are learned are invisible, but highly influential, factors in the language learning classroom, on the part of both teachers and students. In the case of teachers, language learning beliefs influence the methods and activities they use to teach a particular language. Similarly, how learners view the language learning process and their learning context determines the way they respond to and participate in teaching and learning activities in the classroom and during self-study. It is understandable then, that learner beliefs have captured the attention of many researchers in the field of second language acquisition. The importance of learner beliefs about language learning to this field of study will be discussed in further detail in the following section. 2.3. The Importance of Language Learning Beliefs in Second Language Acquisition Research The move away from teacher-centred classrooms towards a learner-centred approach has shifted the focus of research in language learning and teaching towards the learner as an individual. Individual learner differences thought to influence language acquisition have included various physical, cognitive and affective factors, such as age and gender, aptitude and beliefs, as well as anxiety and attitudinal factors. Horwitz (1989:62) defines beliefs about language learning as preconceived ideas about the language-learning process rather than attitudes toward the target language and the target language group. The examination of these beliefs as a key factor in language learning seems to be of particular relevance to the context of foreign language learners learning English because of the special status of English as a language of commerce and education around the world. The international status of English and its multitude of speakers mean that socio-cultural theory, such as Schumanns Acculturation model for second language acquisition (Schumann, 1978), would
19

be somewhat unsuited to application in many English language learning contexts around the world. This is because the concept of social distance from the community which speaks the target language has limited relevance to the context of learners who are trying to improve their English language skills to communicate with other non-native speakers of English, for example, in English-medium education in a country where English is not the native language. In situations like these, there is no clear target language group; therefore, acculturation may not come into play in the process of language learning. On the other hand, belief theory, which connects a priori beliefs to ultimate success in the language learning classroom, could be of particular importance in explaining the problem of variable success in language learning by English language learners around the world. Also, as beliefs are among the few individual learner differences that can be modified by teachers (Horwitz, 1987), research in this area could translate into improvements in the teaching and learning of languages. Flavell (1979) describes metacognitive knowledge as being a determining factor in a variety of cognitive activities related to language learning, language acquisition and selfinstruction. He further states that beliefs can be deliberately activated, for example, when tasks are new or when learning has been incorrect or incomplete; beliefs can also be automatically activated when evoked by cues within a task (Flavell, 1979). Research on language learning beliefs across various contexts has pointed to a clear link between the beliefs held by learners and the strategies they choose. From her study of EFL learners in Taiwan, Yang (1999) suggested that there was a close relationship between learner beliefs and strategy. Other studies, such as those conducted by Hong (2006) on ESL learners, also found a relationship between language learning beliefs and strategies. Park (1995), on the other hand, found a medium link between the two variables and stated that the relationship varied based on individual beliefs and strategies. Other areas in which language learning beliefs are thought to play a significant role include learner training and
20

autonomy. Wenden (1986) and Coterall (1995) advocate the investigation of learner beliefs as a first step towards improving learner autonomy, while Mantle-Bromley (1995) linked positive attitudes and realistic beliefs to learner proficiency. 2.4. Definitions of Language Learning Beliefs in Second Language Acquisition Research While researchers working in this area tend to agree on the link between language learning beliefs and how learners approach the learning process (Horwitz, 1987, 1999; Wenden, 1998; Coterall, 1995; Ellis, 2008), they differ in their views on the nature of learner beliefs as well as the ways in which they conceptualise and measure them. The main approaches to studying language learning beliefs will be described in this section. The conceptualisation of beliefs in SLA research largely derives from different schools of psychological theory. Cognitive theory views learner beliefs as a part of metacognitive knowledge, but this definition was adopted by Wenden (1999) and is used interchangeably with beliefs in second language acquisition research. Constructivist psychology, on the other hand, contributes the notion of learning as a construction of theories (Wenden, 1999). The term learner representations is used when beliefs are seen to be constructed from a learners representation of an experience, according to the way he perceives it. Other terminology used in second language acquisition to refer to beliefs, such as, naive psychology of learning and mini-theories are also derived from constructivist psychology (Wenden, 1998; Sakui and Gaies, 1999). Social psychology, conversely, highlights the socio-cultural context in belief formation as a result of a persons life and educational experiences (Sakui and Gaies, 1999). In second language acquisition research, beliefs are widely viewed from the cognitive perspective. For example, Wenden (1999) uses Flavells cognitivist definition of metacognitive knowledge as the specialised portion of a learners acquired knowledge base, which consists of what learners know about learning and to the extent a learner has
21

made distinction, language learning (Wenden, 1999:44). Furthermore, Wenden (1999) provides three dimensions of metacognitive knowledge: task knowledge, person knowledge and strategic knowledge. In other words, language learning beliefs can be classified as those which focus on the learning task, the learner, or the process of learning (Wenden, 1999). Horwitz (1989), on the other hand, restricts her definition of learners language learning beliefs as referring only to beliefs related to the language learning process in particular and pays little attention to the role of beliefs about learning in general to a learner's beliefs about language learning. Another conceptualization of language learning beliefs comes from Yang (1999), who studied language learning beliefs and strategies of ESL learners in Taiwan. She proposed a theoretical construct of beliefs as comprising metacognitive and motivational aspects. Beliefs have also been distinguished based on type and level of analysis, in other words, whether the beliefs are generalised or specific. In addition to differing conceptualisations of language learning beliefs, researchers also hold different views on certain aspects of beliefs. Among the commonly debated aspects are the stability of beliefs and the extent to which they are influenced by culture and context. The following sub-sections present an overview of the discussions on these elements of beliefs. 2.4.1. The Issue of Stability of Language Learning Beliefs Initially, beliefs about language learning were thought to be stable constructs and were distinguished from knowledge by their idiosyncratic and value-related nature, which Wenden (1998) interpreted as meaning that they would be less likely to change (Wenden, 1998). However, research is beginning to show that there is more variability in these beliefs, depending on the type of beliefs they are and the level of analysis involved in their formation. Studies that attempt to examine shifts in language learning beliefs, for example those conducted by Lee (2007) and Peacock (2001), have shown that beliefs do change as a result of learning experience. Lees (2007) study on the metacognitive beliefs of Korean
22

learners of English at different stages of a study abroad programme found changes in beliefs as a result of experience; however, Peacocks study on the language learning beliefs held by pre-service English teachers over a three year period identified three key beliefs that remain the same (Peacock, 2001). As described in this section, there has been some difference in findings about whether beliefs are static or whether they change over time. In addition, researchers have also disagreed on whether culture and context have an influence on language learning beliefs. Several studies in this area will be summarised in the next section. 2.4.2. Culture, Context and Language Learning Beliefs Since the first implementation of the 34-item BALLI in 1987, it has been applied to many different contexts by researchers around the world. The findings of these BALLI studies have prompted debate on another aspect of language learning beliefs: Do culture and context influence beliefs? More than a decade after the BALLI was introduced, Horwitz (1999) reviewed seven BALLI studies involving different groups of learners to identify patterns of similarities and differences across cultures and groups. She found certain differences from one group to another, for example, the American foreign language learners had different beliefs about the difficulty of language learning when compared to the Asian and Turkish ESL learners (Horwitz, 1999). In addition, the ESL learners were more likely to view learning vocabulary as being crucial to good language learning than the American groups. Despite these and other differences, Horwitz concluded that there was still not enough evidence to suggest that language learning beliefs are culturally influenced. In addition, there was quite a lot of variation within groups, leading Horwitz to propose that contextual differences, such as learning situation, may have a greater influence on learner beliefs.

23

Siebert (2003) conducted a BALLI study on a group of mixed nationality students learning English for Academic Purposes in the United States. Although her results showed many similarities to other BALLI studies, Siebert noted that Middle Eastern students tended to underestimate the time it takes to learn a language (Siebert, 2003). This was noted by Bernat (2006), who compared the beliefs of EAP learners in Australia to those of EAP learners in America as studied by Siebert. Despite noting that her study included more Asian students, Bernat (2006) concluded that learner beliefs were not context-specific as the beliefs of both groups of learners were similar in all categories. In cautiously rejecting the influence of context, or any single factor, on learner beliefs, Bernat suggests that it is the individual's complex metacognitive structure, as affected by a number of social, cultural, contextual, cognitive, affective and personal factors, that is responsible for shaping the nature and strength of these beliefs" (Bernat, 2006: 222). This view is more compatible with the sociocultural or contextual perspective, used by researchers such as Barcelos (2000), Rantala (2002) and Alanen (2003), which will be discussed later in this chapter. To summarize, the last few sections have described various ways of conceptualizing beliefs about language learning, by describing how different perspectives differ in the way they define beliefs, different views on the stability of beliefs, and perspectives on the influence of culture and context on beliefs about language learning. 2.5. Approaches to Measuring Beliefs about Language Learning A researchers approach to measuring beliefs is shaped by his or her definition of beliefs. In general, there are three methods that have been used in the identification and classification of learners beliefs about language learning: the normative approach, the metacognitive approach and the contextual approach (Ellis, 2008; Barcelos, 2000). In this section, these three approaches will be discussed along with an additional approach referred to by Ellis (2008) as the metaphorical approach. The discussion on approaches to studying language
24

learning beliefs will begin with one of the most commonly used approaches, which is the normative approach. 2.5.1. Normative Approach The normative approach views beliefs primarily as determinants of future actions and tends to describe language learning beliefs as misconceptions, preconceived notions, and even myths (Horwitz, 1989), where the fallibility of learners ideas is often highlighted. In addition, this approach tends to disregard the evolutionary nature of beliefs, by measuring them as stable entities on a Likert-type scale of responses. Most studies using the normative approach have measured language learning beliefs quantitatively by using the BALLI, adaptations of the BALLI and other closed-choice questionnaires. Furthermore, the

normative approach reports findings in the form of patterns of similarities and differences across groups using statistical description. Horwitz (1999) has stated that the focus of her studies has been to find commonality across groups. Although this approach has been criticised for reducing what is essentially a rich and messy construct (Beuhl, 2008; Pajares, 1992) to numerical form and limiting responses to a set of statements, the normative approach is still widely used as it offers the opportunity to study large quantities of data and facilitates the identification of patterns of beliefs within student groups. In addition, it allows statistical correlation to identify links between beliefs and other factors such as proficiency, gender and nationality. In the present study, the normative approach has been used as the basis for identifying the beliefs of a learner group that has not been studied much. To provide more context-specific data and to address the weaknesses of the normative approach of measuring beliefs about language learning, the BALLI questionnaire has been supplemented with qualitative research methods. As the BALLI provides the theoretical framework for this study, BALLI and BALLI-inspired studies will be discussed in more detail in later sections of this chapter. The following section, however, continues

25

our discussion on the main approaches to studying beliefs with a discussion of the metacognitive approach. 2.5.2. Metacognitive Approach The metacognitive approach views beliefs in generally the same way as in the normative approach. Wenden, who pioneered the metacognitive approach at around the same time as Horwitzs formulation of the BALLI, based much of her conception of beliefs on theories of knowledge about learning proposed by cognitive psychologist, Flavell (Wenden, 1999). As in the normative approach, learners knowledge about language learning is viewed as an indicator of success and autonomy (Barcelos, 2000). Wenden (1998) also refers to Vygotskian socio-cultural theory, which highlights the social setting. This comprises socially-acquired assumptions of roles, means and goals, as being the main contributors to the development of higher-order mental functions. However, Wenden points out that the socio-cultural perspective often overlooks the role of these assumptions in shaping the setting, while highlighting the influence of the social setting in shaping the assumptions. Studies of learner beliefs from the metacognitive perspective usually employ open-ended interviews as a means of data collection (Ellis, 2008). However, Rantala (2002) used a questionnaire comprising statements representing the two of the three components of metacognitive knowledge as defined by Wenden and Flavell: strategic knowledge, person knowledge and task knowledge. In her study, person knowledge and task knowledge were broken down further into components such as universal attributes of learners; family factors; personality and motivation, and purpose of learning English; nature of learning English; learning in different settings and learning in classroom settings (Rantala, 2002). The advantage of the metacognitive approach to measuring language learning beliefs is that the semi-structured interviews and self-report data collection techniques often used in this approach allow learners beliefs to be stated in their own words. In addition, they are not restricted to expressing opinions on beliefs selected by a researcher, as in the Likert-type
26

questionnaires used in the BALLI. However, this approach has been criticised for using learner statements as the only source of data, thereby isolating learner beliefs from their context and treating them as abstract mental states (Barcelos, 2000). Critics of both the normative and metacognitive approach have advocated measuring learner beliefs using the contextual approach which will be discussed in the next section. 2.5.3. Contextual Approach The contextual approach, or the socio-cultural approach (Bernat, 2008), advocates a holistic approach to measuring learner beliefs, by viewing them as embedded in students contexts (Barcelos, 2000:60), instead of as metacognitive states that can be measured by questionnaires and presented as quantitative data. Beliefs are viewed as sociallyconstructed representation systems and therefore cannot be studied in isolation from context. This approach usually utilises qualitative research methods, which most often comprise multiple data collection methods including diaries, observation, journals and ethnography. The purpose of combining different methods, allows researchers to examine learner beliefs in their context. The contextual approach provides rich data, going beyond the measurement of beliefs to examining the experiences that lead to conception of beliefs. Studies using this approach are usually conducted on a small-scale because the focus is more on a deep understanding of several learners beliefs and their underlying factors, rather than measuring the beliefs of large groups of learners. In addition to the three approaches already discussed, there have been a number of studies which use metaphor to get an understanding of learners conceptions of matters related to language learning. This approach will be discussed in the next section. 2.5.4. Metaphorical Approach According to Ellis (2008), a fourth approach to measuring learner beliefs involves using metaphors to draw out learner beliefs about language learning. This approaches views
27

beliefs as being covert and best studied indirectly (Ellis, 2008). Ellis (2008) describes metaphors as the windows through which learner beliefs can be viewed. Studies using this approach generally apply qualitative research methods in metaphor analysis to examine language learning beliefs, for example, studies by Ellis (2002), Nikitina & Furuoka (2008) and Farrell (2006). The metaphorical approach most often utilises questionnaires and journals to collect data, from which metaphors are identified during analysis. Metaphors are then grouped under main themes. Nikitina and Furuoka (2008), for example, gave a list of incomplete sentences (e.g. A language teacher is like....) to 23 learners of Russian at a Malaysian university to identify learner perceptions of language teachers. The 27 metaphors that resulted, which included items such as vitamins, discovery channel and big lorry, were then grouped according to four emergent aspects: social order, cultural transmission, learner-centred growth and social reformer. Ellis (2008) reports on his 2002 metaphor study in which six adult learners of German kept language learning diaries. These diaries were later analysed for metaphorical language to examine learner perceptions of the language learning process (Ellis, 2008). The most common metaphors found in the data were of Learning as a Journey and Learning as a Puzzle. Metaphors are also used in the contextual approach to measuring language learning beliefs. The metaphorical approach is less commonly used when studying language learning beliefs; however, its use is becoming more common. This section has discussed the four main approaches to studying language learning beliefs, which are the normative approach, the metacognitive approach, the contextual approach and the metacognitive approach. SLA researchers who look at the language learning process from a constructivist and socio-cultural perspectives have criticised the cognitive approach for what they consider a simplistic view of and approach to studying beliefs. Barcelos (2000), who advocates a socio-constructivist approach, states that the metacognitive, or mainstream, approach isolates learner beliefs from the environment and experiences which
28

played a role in their formation (Barcelos, 2000). Dufva (2003, as cited in Gabillon, 2005) also rejects the cognitive approach stating that too much emphasis is given to individual mental states without any consideration for the influence of external contextual factors on the formation of these mental states, or beliefs. The socio-cultural context referred to here not only includes classroom interaction among learners and teachers, but also encompasses the socio-cultural forces at play in terms of the language being learned and its speakers, as well as all the experiences that have shaped the learner prior to beginning the learning process. While many researchers have opted to investigate learner beliefs exclusively from one side of the cognitive-sociocultural divide, other researchers are now advocating a more inclusive perspective using both normative or metacognitive approach and the socio-cultural approach. This is done through mixed methods research, for example, by combining a questionnaire with interviews or observation and allows group patterns in learner beliefs to be identified while facilitating the examination of learner beliefs on an individual level. Bernat & Gvozdenko (2005) trace the development of various perspectives on studying learner beliefs and parallels these perspectives to the major approaches in SLA research; cognitive, socio-cultural and ecological approaches. While acknowledging the major contribution that the psycho-cognitive perspective has made in initiating a systematic method of studying beliefs, Bernat & Gvozdenko propose a more holistic approach towards studying language learning beliefs and other aspects of SLA in general (Bernat & Gvozdenko, 2005). Similarly, Gabillon (2005) asserts that no single approach is sufficient to account for the complexity of learner beliefs. 2.5.5. Conceptual Framework In SLA research, beliefs and perceptions fall within a broad category usually referred to as individual learner differences. As stated earlier in this dissertation, individual learner
29

differences include biological factors such as age and gender, cognitive factors such as beliefs and aptitude, and affective factors such as anxiety, perceptions and attitudinal factors. Many researchers have attempted to categorise the individual learner differences, for example, Altman (1980, as cited in Ellis, 2008b), Skehan (1989) and Larsen, Freeman and Long (1991). According to Ellis (2008b), although the researchers examining individual learner differences agree on the importance of these factors in second language learning, they often differ in their classification of these differences, as well as the terms used to define different constructs. Ellis (2008b) further contends that in comparing the categorization of individual learner differences as proposed by Altman (1980, as cited in Ellis, 2008b), Skehan (1989) and Larsen, Freeman and Long (1991), ...the constructs...are often vague and overlap in indeterminate ways, (Ellis, 2008b: 171). In order to solve this problem, Ellis (2008b) put forward a Framework for Investigating Individual Learner Differences, which is depicted in Figure 2.1.

(1) Individual Learner Differences -beliefs about language learning -affective states -general factors

Learning Processes and Mechanisms

(2) Learner Strategies

(3) Language Learning Outcomes -on proficiency -on rate of learning -on rate of acquisition

Figure 2.1. Ellis (2008b)s Framework for Investigating Individual Learner Differences. Elliss framework creates a model for the assertions of researchers who have been investigating various individual learner differences. For example, Elaine Horwitz, who was among the pioneers of language learning beliefs research, states that language learning beliefs have an effect on language learning outcome (Horwitz, 1987). In Elliss (2008b)
30

model, there are three main components which interact with each other in second language learning: individual learner differences, learning strategies and learning outcomes. The relationship among the three components occurs within the context of learning processes and mechanisms (Ellis, 2008b). Ellis further states that individual learner differences, learning strategies and learning outcome are interrelated in many different ways. For example, while language learning beliefs can affect learning outcomes through the learners choice of strategy, learning outcomes could also cause learners to change their strategies and beliefs, or have an impact on their affective states. In the context of this study, it is Elliss categorization of individual learner differences that is deemed to be relevant. In his model, Ellis divides individual learner differences into three types: beliefs about language learning, affective states and general factors. The first type of individual learner difference in Elliss model (Ellis, 2008b) is beliefs about language learning, which have been studied by Horwitz (1987, 1988, 1999) in the BALLI and Wenden (1988, 1989). The next type of individual learner difference is affective states, which covers a broad range of emotive and psychological aspects including learner anxiety, confidence and perceptions of progress. Finally, the third type of individual learner beliefs is what Ellis described as general factors, which is also very broad-ranging and includes age, gender, personality, learning style and foreign language aptitude. According to Ellis, the first two categories of individual learner differences: beliefs about language learning and affective states are affected by experience, while general factors differ depending on the specific variable. For example, age is a stable factor but learning styles could be modified either by the learners themselves or their environments. Ellis further states that in addition to the interrelation between learner strategies, individual learner differences and learning outcome, the three categories of individual learner differences are also interrelated (Ellis, 2008b). He puts forward the example of how personality factors might affect a learners language learning beliefs and affective response to their learning context. According to Ellis
31

(2008b) while language learning beliefs tend to be stable, affective states can vary from one day to another, or even from one moment to another in response to aspects of their learning context, for example, the activities conducted in class. In discussing individual learner differences, Ellis contends that it is these factors that provide insight into why language learners achieve variable success, both in terms of speed of learning as well as the level of proficiency they are able to achieve. He states that A full account of how learners differ with regard to how, how much, and how fast they learn a L2 will need to take account of both social and psychological factors, and how these interact(Ellis, 2008b:169). In this study, Elliss (2008b) framework provides a foundation for the exploration of two individual learner differences of international students in Malaysia, namely their language learning beliefs and perceptions of their learning experience. Although Ellis (2008b) discusses affective states as being responses to specific classroom factors, he also highlights the relationship between learning context and affective states. Therefore, it can be concluded that in the case of the international students involved in this study, their perceptions of learning English in Malaysia, both inside and outside the classroom, are linked to their affective states. These perceptions, along with participants language learning beliefs, are likely to play a role in their learning strategies and learning outcomes. In addition, there is a need to investigate the possibility of a relationship between these two variables in order to better understand how they are linked to the participants success or failure in learning English. This section has discussed Elliss (2008b) framework for investigating individual learner differences in order to provide the basis for investigating the beliefs about language learning and perceptions of the international students learning English in Malaysia. As demonstrated by Ellis (2008b), the individual differences of learners are interrelated with their success or
32

failure and these individual differences include language learning beliefs as well as learner perceptions. In the following sections, relevant studies that have been conducted on the two variables, learner beliefs and learner perceptions, will be discussed. To begin with, the following section will focus on the BALLI instrument, which was based on the normative approach as discussed in section 2.5.1. The BALLI is of particular significance to this study as it was used to collect data on participants beliefs about language learning. 2.6. Beliefs about Language Learning Inventory (BALLI) One of the most extensively used instruments for measuring the language learning beliefs of learners, is the Beliefs about Language Learning Inventory (BALLI), a questionnaire developed by Elaine K. Horwitz in the 1980s to measure the language learning beliefs of language teachers in the United States. The Teacher BALLI initially comprised 27 statements on various aspects of the language learning process, and was later developed into two other versions the Foreign Language BALLI and the ESL BALLI. The version most often used is the ESL BALLI (Horwitz, 1987) which lists 34 statements on five different themes identified by Horwitz, as a result of brainstorming sessions with teachers, and later with language students. The themes in the BALLI questionnaire are: Foreign Language Aptitude, Difficulty of Language Learning, the Nature of Language Learning, Language Learning Strategies and Learning and Communication (Horwitz, 1987). Applying this instrument to different groups of language learners at the University of Texas, Horwitz identified learner beliefs and found commonality across learner groups (Horwitz, 1987). Although Kuntz (1996) points out that the BALLI originated from teachers opinions of what language learners believed, and, therefore is not entirely appropriate for measuring the language learning beliefs held by learners, Horwitz (1987) states that the later versions of the BALLI were tested in focus groups which included both foreign language and ESL learners from a variety of countries. Since the BALLI offered researchers the opportunity to
33

measure the language learning beliefs of large groups of learners, it has been used on a variety of learner groups throughout the world over the last two decades. Some of these studies will be reviewed in the next section. 2.6.1. BALLI Studies Since Horwitzs early BALLI studies, the BALLI has been used by many researchers to investigate the language learning beliefs of different learner groups, with varied target languages and learning contexts. These include foreign language learners in the United States (Horwitz, 1988), EAP learners in the U.S. (Siebert, 2003) and Australia (Bernat, 2006), and EFL learners in Turkey (Altan, 2006), Korea (Park, 1995; Hong, 2006) and Finland (Rantala, 2002). Due to the extensive use of the BALLI, it would be timeconsuming and unnecessary to list all the studies that have used this questionnaire to measure learner beliefs. Therefore, only those studies conducted on learners of English or considered relevant to the context of this study will be focused on. These studies will be outlined in the following sub-sections in two categories: BALLI studies of ESL and EAP learners in Other Countries and BALLI studies in Malaysia (ESL and Foreign Language). For the purpose of this study, no distinction will be made between ESL and EFL, and the term ESL will be used to refer to the learning of English regardless of the context. 2.6.2. BALLI Studies of English Learners in Other Countries There have been several BALLI studies in countries such as the United States, Australia, Korea and Turkey. First, BALLI studies in the United States and Australia, both countries in which English is a native language, will be discussed. This will be followed by a review of several BALLI studies in Korea and Turkey. Siebert (2003) conducted a study on the language learning beliefs of EAP learners North American universities and colleges. The purpose of Sieberts study was to identify commonly held beliefs as well as variations among the group, in addition to establishing whether variables such as gender and
34

nationality had an influence on the beliefs (Siebert, 2003). Findings showed that gender had a significant effect on beliefs as there were marked differences in the language learning beliefs held by male students when compared to those held by female students. For instance, male students were more confident of their language learning abilities and more optimistic about their potential success in the course they were taking (Siebert, 2003). There were also some common beliefs held by students of the same culture or nationality, which differed from those of other nationality groups, for example, the higher confidence levels of the Middle Eastern students in Sieberts study (Siebert, 2003). Bernat (2006) conducted a BALLI study of international students learning EAP in Australia, and compared her results to those of Siebert (2003) in order to identify whether learning context had any influence on language learning beliefs. Overall, Bernats (2006) findings corresponded with those of Siebert (2003), which led her to conclude that there is not enough evidence to conclude that learner beliefs are context-specific. However, this view is contradicted by the findings of other researchers, for example, Tanaka & Ellis (2003), who studied the shift in beliefs of Japanese learners of English using a questionnaire they had developed specifically for the Japanese context. In addition to BALLI studies in English-speaking countries, researchers have used the BALLI to measure the language learning beliefs of English learners in countries including Turkey (Altan 2006; Oz 2007), Lebanon (Diab, 2006) and Korea (Park, 1995; Truitt, 1995; Hong, 2006). In these studies, learning English is conducted more as learning a foreign language since it is not widely spoken outside the classroom. In Turkey, Oz (2007) administered an adaptation of the BALLI to 407 learners of English in Turkish secondary schools. In general, findings showed that Turkish learners held some beliefs in common with the learners studied in other contexts. However, there were also some differences. In addition, Oz found intra-group differences based on certain variables such as grade at school, city of residence and gender. Diab (2006) studied the beliefs of university students
35

learning English and French in Lebanon, using their BALLI responses to see whether there was any difference in their beliefs according to target language. In her study, Diab found that socio-cultural and political factors related to each of the languages being learned influenced the students beliefs about learning that language. For example, English was viewed as an easy language while French was seen as a difficult one, perhaps due to the history of the country as a former part of the French Mandate. Diabs findings provide proof that beliefs about language learning are not uniform across all contexts; thus, sociocultural, political and individual factors cannot be completely overlooked when studying language learning beliefs. Several BALLI studies conducted in Korea by Park (1995), Truitt (1995) and Hong (2006) are of particular relevance to this study since they also involve factor analysis of the BALLI. Truitt (1995) used the BALLI to measure the language learning beliefs of 204 Korean university students who were learning English. When compared to previous studies of foreign language learners, ESL learners in the U.S. and EFL learners in Taiwan, there were a number of differences in the learners beliefs. Participants beliefs were also found to be linked to other factors such as academic experience and major. Because of this, Truitt (1995) concluded cultural background and experience could potentially cause variations in learner beliefs. Another BALLI study in Korea was conducted by Park (1995), who studied the relationship between language learning beliefs and strategy use of 322 university students learning English in two Korean universities. Park used the BALLI to measure learner beliefs, and the Strategies Inventory of Language Learning (SILL) (Oxford, 1990 as cited in Park, 1995) to measure learners strategy use. The results of both questionnaires were analysed using descriptive statistics as well as factor analysis, to describe the learner beliefs and strategy choice. Finally, the factors resulting from each questionnaire were correlated using Pearson r correlation, to see whether there were any significant relationships between the different factors for the beliefs and strategies. Park found that
36

learner beliefs and strategies were generally related, and these finding were echoed by Hong (2006). Hong (2006) also studied the learner beliefs and strategies of Korean EFL students, but looked at two different groups of English language learners, comprising 428 monolinguals and 420 bilinguals. Using the same methods as Park (1995), for the first part of her study, Hong (2006) went a step further by comparing the data for both groups using Multiple Analysis of Variance and found that the bilingual Korean learners appeared to be more adept language learners since they reported a higher rate of strategy use (Hong, 2006). Parks (1995) and Hongs (2006) studies are not only relevant to the present study in terms of the methodology used, but also since they reinforce the influence of beliefs on strategy choice. In addition, Hongs (2006) findings that bilingual Korean learners tend to use more language learning strategies may have implications on this study since many of the participants are monolingual Arabic speakers. Overall, the BALLI studies in different learning contexts also reinforce the assertions of several researchers that factors such as nationality, socio-cultural factors and previous languages learned influence learner beliefs and as a result, can affect language learning. In addition to the BALLI studies in Turkey, Lebanon and Korea which were described in this section, there have also been several BALLI studies in Malaysia. These are presented in the following section. 2.6.3. BALLI Studies in Malaysia In Malaysia, Nikitina and Furuoka (2006, 2006a, 2007) have conducted BALLI studies with Malaysian university students learning Russian as a foreign language. While they had many findings in common with other BALLI studies, Nikitina and Furuoka also found that there were some contextual constraints (Nikitina & Furuoka, 2006) which indicated that perhaps socio-cultural factors may influence language learning beliefs. For example, beliefs about foreign language aptitude were less salient in Malaysian subjects, than among the American learners in Horwitzs study (Horwitz, 1987). The researchers suggest that the multilingual nature of Malaysian society could have resulted in the differing beliefs, as many of the
37

Malaysian students were bilingual, or at least know bilingual or multilingual individuals. Another local study that utilised the BALLI was conducted by Mary, Chong, Hanisah and Tan (2006), who examined the beliefs of pre-service teachers of English at the Institut Perguruan Bahasa Asing (Institute of Foreign Language Teaching), Malaysia. The findings of this study in relation to beliefs about foreign language aptitude strengthen the findings of Nikitina & Furuoka (2006) that Malaysian students do not have strong beliefs in foreign language aptitude, which may be related to the multilingual society in this country. The students in Mary, et al.s (2006) study had strong beliefs in the other BALLI themes, and the female students tended to see learning English as easier than did the male students. However, while there have been several BALLI studies in Malaysia, no BALLI studies of international students learning English were found in the literature search. As depicted in the review of BALLI studies in Malaysia, the BALLI has been applied in several contexts, including that of foreign language learners of Russian and pre-service English teachers. The versatility of this instrument has also made it possible for researchers to include other factors in their studies of language learning beliefs. A number of these studies will be reviewed in the next section. 2.6.4. BALLI studies with Other Factors In addition to using the BALLI to identify learners beliefs about language learning, researchers have studied other variables alongside measuring language learning beliefs, often with the purpose of identifying possible links between these variables. Among the variables that have been studied are gender (Bernat & Lloyd, 2007), learning stage (Tanaka & Ellis, 2003) and strategy use (Park, 1995; Truitt, 1995; Yang, 1999; Hong, 2006; Shen, 2006; Mokhtari, 2007). Many researchers have also modified the BALLI or used it with other instruments to gain more insight into learner beliefs and any other variables being studied. Truitt (1995), for example, added open-ended questions to the BALLI in her study. Hong (2006) and Park (1995) used the BALLI along with Oxfords Strategy Inventory of
38

Language Learning (SILL) to investigate the relationship between the beliefs and learning strategies of ESL learners in Korea. Shen (2006) conducted a similar study on school children in remote areas of China. Her findings also showed that there was a moderate relationship between learner beliefs, as measured by the BALLI and learner strategies, as measured by the SILL (Shen, 2006). In addition, Shen (2006) also found that gender and time spent learning English had some influence on the participants language learning beliefs. All the studies summarised in this section found some relationship between learner beliefs and learner strategies. In addition, other variables such as gender have also been found to influence learner beliefs about language learning. The BALLI studies cited in this section, and the ones before it, have contributed some important knowledge in the area of learner beliefs about language learning. However, over the years, certain weaknesses of this instrument have been highlighted by several researchers. The following section will described the criticisms that have been made of the BALLI. 2.6.5. Weaknesses & Criticisms of the BALLI The BALLI has been credited with providing researchers with a useful tool to systematically investigate learners beliefs, in addition to bringing attention to what was then an often overlooked phenomenon. However, some issues have been raised about its development and other potential weaknesses in the instrument. For example, Kuntz (1996) pointed out that the initial version of BALLI was generated from brainstorming sessions with language teachers not learners, and, therefore, the statements on the BALLI comprise language teachers perceptions of what learner beliefs are. However, Horwitz (1988) states that The BALLI was developed in several stages from free-recall protocols of foreign language and ESL teachers of different cultural backgrounds, students (both foreign language and ESL) focus groups, and additional beliefs supplied by teacher educators from a variety of culture groups (Horwitz, 1988:284). The second criticism that has been brought up by a number of researchers (Kuntz, 1996; Nikitina & Furuoka, 2006) was that
39

Horwitzs five themes were not statistically generated from learner responses. Furthermore, Kuntz (1996) points out that the labelling of the BALLI themes was not explained. In response to these criticisms, researchers such as Yang (1999) and Nikitina & Furuoka (2006) have conducted factor analysis of BALLI results to determine the statistical structure of the BALLI. Other researchers such as Truitt (1995), Yang (1999) and Hong (2006) have conducted a factor analysis on the BALLI and found different results and themes than those proposed by Horwitz. Factor analysis of Truitts (1995) adapted BALLI study on ESL learners in Korea also resulted in certain statements loading under different themes than they did in Horwitzs study. These differing results could be indications that culture and ethnicity influence the shaping of beliefs. In addition, they suggest the structure and sets of beliefs may differ from one sample to another (Nikitina & Furuoka, 2006, 2007). In Nikitina and Furuokas BALLI study of the beliefs of Malaysian students learning Russian at university, four factors were extracted: motivation; aptitude; strategy and ease of learning, which correspond with four of the five BALLI themes. Only one of Horwitzs themes, nature of language learning, did not form a separate factor in Nikitina and Furuokas study, which led them to conclude that the BALLI could be considered suitable for conducting research on language learning beliefs in different cultural contexts (Nikitina & Furuoka, 2007). The previous sections have looked at past research on the language learning beliefs of learners as well as examined various relevant theoretical issues in the investigation of this construct. The remainder of this chapter will focus on available literature on the second variable in this study, learner perceptions. 2.7. Learner Perceptions and Language Learning Perceptions and beliefs are both essentially representations in an individuals mind about an abstract or physical thing. As has been stated in Chapter One of this study, the term beliefs is used to refer to the assumptions made about language learning in general, while
40

perceptions is used to refer to how the participants view various aspects of their learning experience as international students learning English in Malaysia. In this study, the aspects of the learning context being investigated are those that are relevant to this particular group of participants, namely their perceptions of Malaysia as an English language learning destination, their out-of class experience, their perceptions of English in Malaysian universities as well as of learning and teaching in a local English language course. To find studies on learner perceptions that have involved the same factors would be very unlikely, considering the relatively unique context of these participants. However, although the studies reviewed in the following section examine learner perceptions on different aspects of their learning situation, all their findings indicate that learner perceptions provide useful information about a learner group, which can be used to inform educational and administrative practices, and that these perceptions also play an important role in learners ultimate success in language learning. 2.7.1. Perception Studies involving International Students in a Host Country The learning context and learning environment have been suggested as factors in the formation of language learning beliefs. Horwitz (1999:575) stated that learner beliefs could be influenced by ...contextual differences in the language learning situation as well as specific classroom practices. A number of studies have investigated the beliefs of international students learning English in a new country; however, there are few studies which have examined the perceptions held by this group about their learning environment both inside and outside the classroom. One such study was conducted by Christison and Krahnke (1986), who measured the perceptions held by non-native learners of English at US universities in terms of their language learning experience and use of English in academic settings. Through open-ended interviews on aspects such as their language learning course as well as the effects of out-of-class experience on language learning, Christison and Krahnke (1986) found that the learners were generally satisfied with their intensive English
41

course; however, they emphasised the need for more skills practice. An interesting observation was that students tended to rate their teachers based on personality attributes rather than technical ones (Christison & Krahnke, 1986). The study also found that 68% of the participants spoke at least an hour of English outside the class every day and 12% did not speak English out of class. 2.7.2. Perception Studies in ESL and FL Classrooms Many of the studies found in the literature search focused on learners perceptions of aspects directly related to their learning and teaching experience such as classroom activities and teachers experience. According to Tse (2000), learners perceptions may include a broad range of factors related to their language learning experience. She explains how learners perceptions of the foreign language classroom can fit into Gardners socioeducational model of second language acquisition as a non-linguistic outcome and also as individual learners indicators of motivation and anxiety. Tses study of learner autobiographies found that learners desired more oral communication in their courses and tended to give low estimations of their language proficiency (Tse, 2000). Barkhuizen (1998) conducted a study with the aim of learning how South African schoolchildren viewed the different activities they participated in as part of their ESL lessons. Both Barkhuizen and the teachers at the school where the study was conducted were surprised by some of the results, for example, that the students rated mechanical aspects of language study such as spelling very highly in terms of enjoyment, learning English and usefulness after school (Barkhuizen, 1998). He also found that students were not so keen on communicative activities such as class discussions and debates and preferred more traditional classroom activities. Despite the different learning contexts in Tses and Barkhuizens studies, it is relevant to the present study to note that finding out about learner perceptions can often provide the instructors with information that may help increase learners satisfaction and motivation.
42

2.7.3. Perception Studies on Learning Environment in Higher Education Other studies outside the area of language learning and teaching have also examined learners perceptions of their learning environment. For example, perception studies in the area of higher education such as those by Lizzio, Wilson & Simmons (2002) and Wierstra (1999) also focused on learner perceptions of their academic environment. In their study which links learner perceptions to academic outcomes, Lizzio et al. (2002) review Biggss 3 P model which describes the learning process as being made of up 3 interacting components: the learning environment and student characteristics (presage), students approach to learning (process) and learning outcomes (product). According to this model, learner perceptions are part of the presage factors, which can affect both the process and the product aspects of the learning process (Lizzio et al., 2002). This view is similar to how belief theory views the influence of beliefs about language learning on the language learning process. The result of the study involving 624 university students of various subjects found a strong relationship between learners perceptions of various aspects of their learning experience, such as academic workload, appropriateness of assessment and quality of teaching, and their approach to learning. In addition, it was found that how learners perceived their learning environment was a stronger predictor of academic success when compared to prior academic achievement (Lizzio et al., 2002). Based on the strong relationship found between learners perceptions and academic outcome, it can be concluded that learners perceptions are a significant part of their learning experience and may even determine their ultimate success. Other researchers have looked at how

international students perceive the learning environment within their academic institutions. For example, Robertson, Line, Jones & Thomas (2000) studied the perceptions held by 408 undergraduates from various countries who were enrolled in academic programmes in an Australian university. Three main categories were identified as part of the participants learning environment: activities inside the university, activities outside the university and
43

language-related issues. Robertson et al. (2000) found that international students had feelings of isolation and perceived many instances which they interpreted as racist or noninclusive, both outside the university and in the classroom. In addition, language related issues were as significant as academic ones, with many of the participants citing the need for additional support given to international students. A study by Wang, Singh, Bird and Ives (2008) involving Taiwanese nursing students in Australia also found the need for further support to help international students navigate the academic, cultural and languagerelated problems that they face. Overall, these studies in higher education have found that perceptions held by university students and international university students about their learning environment play an important role in their overall learning experience and their academic achievement. For international students in particular, issues that appear to be outside the realm of academia also factor into their overall learning experience. As this study focuses on international students learning English in Malaysia, studies on this particular group are particularly significant. Several studies on international students in Malaysia will be covered in the next section. 2.8. Studies on International Students in Malaysia While international students learning English in Malaysia are a relatively new learner group, several studies have been conducted on various aspects of their language learning. Hamzah, Moloudi, and Abdullah (2009) conducted a study on international postgraduate students in University Putra Malaysia to identify their perceptions of the English language course they were required to take. The study conducted by Hamzah et al. (2009) differed from the present study since the researchers focussed only on learner perceptions about issues related to their language course, including teachers, materials and course content. Overall, most of the students had less than positive views about their language teachers and one student was quoted as saying that Malaysia was not an English speaking country (Hamzah et al., 2009). Another study on international students conducted by Ali (2007) also found similar views
44

among international students at another Malaysian university. This study looked at the speaking and learning motivations of international students enrolled in an intensive English programme in UNITEN, Selangor. However, the students in the study by Ali (2007) had overall positive perceptions of their language course, despite implying that their opportunity to practice speaking English outside the university was limited. Kaur (1999) reports on the problems of assessing the English proficiency of international postgraduate students at University Sains Malaysia (USM). According to Kaur (1999), at the time of the study, the English proficiency of international students applying for admission into the postgraduate programmes at USM was evaluated on an individual basis by the Dean of the Institute of Postgraduate Studies. Following this assessment, some students would be required to sit for an English placement test to determine whether they would have to enrol in a remedial English course. Kaur (1999) spoke to around 50 students who had taken the placement test and discovered that although most students were satisfied with the speaking and listening sections of the test, most were dissatisfied with the reading and writing sections. Most of their concerns were to do with the reading selections featured on the test, saying that the subject matter of the selections were biased towards some areas of study. Kaur (1999) concludes that assessing the English language proficiency of the international postgraduate students must be based on a comprehensive needs analysis to determine the type of communicative tasks that the students will need to carry out. She also suggests that, in assessing the English of international students, the construct of proficiency should be defined by taking into consideration the perspectives of all the stakeholders involved, for example, supervisors, lecturers, test developers and the students themselves. While Kaurs study was conducted more than a decade ago, it underlines the need for valid and reliable English placement tests in order to accurately assess the proficiency of international students before they enter university and in order to deal with any limitations in students English proficiency levels by providing English language courses.
45

Another study on international postgraduate students at USM was conducted by Pandian (2008). However, the study conducted by Pandian (2008) focussed on the social relationships of these students, rather than directly on their language skills. Pandian (2008) examined the social ties between international and local students and documented the perceptions held by 200 international postgraduate students from Middle Eastern countries about matters related to their interpersonal relationships with Malaysians. Using a questionnaire, Pandian sought to discover the extent to which multicultural relationships were fostered between the international students and the local students and whether the international students involved had positive or negative perceptions about the way they were treated by the Malaysian students at that university. Around 77% of the participants did not report having any problems in socialising with local students from other programmes (Pandian, 2008). In addition, more than half the participants disagreed that they faced discrimination from the local students and the local community. Nevertheless, some participants did relate incidents in which they had encountered prejudicial treatment from locals and several students perceived that local students were reluctant to include international students in their discussions inside and outside the classroom (Pandian, 2008). Furthermore, it was found that international students with higher levels of English proficiency tended faced fewer difficulties in interacting with the local students. While the international postgraduate students in Pandians (2008) study had generally positive views on their experience of multicultural interaction, they indicated that they would welcome more opportunities to interact and build relationships with local students. Kaur and Sidhu (2009) conducted a study on postgraduate students at USM and UiTM, another public university, this time focusing on both local and international students and their perceptions of their learning experience. While the scope of this study was different to that of the present study, Kaur and Sidhu (2009) found that English proficiency was a significant issue in the learning experience of international postgraduate students, although language-related
46

difficulties were also faced by some of the local participants of the study. The international students in Kaur and Sidhus study reported that language problems inhibited their participation in class and communication with their classmates (Kaur & Sidhu, 2009). The existing literature on international students in Malaysia has examined several aspects of their learning context, including their perceptions of their language course (Hamzah, 2009), matters in the ESL classroom (Ali, 2007), the assessment of their English proficiency (Kaur, 1999) and their perceptions of multicultural interaction (Pandian, 2008) and learning experience (Kaur & Sidhu, 2009). One common thread that runs through all these studies is the undeniable significance of English proficiency in these students academic and social experience as international students in Malaysia. For international students in Malaysia, and other Outer Circle countries, having a local variety of English in their environment also poses its own challenges. In the following section, research on English learners in Outer Circle countries will be reviewed. 2.9. Studies on English Language Learning in Outer Circle Countries In Chapter One of this study, Kachrus (1985) model of the Concentric Circles of English has already been discussed. In this model, English speakers are divided into Inner Circle countries (or native English speaking countries such as the U.K. and the U.S.), Outer Circle (former British colonies such as Malaysia and Singapore) as well as Expanding Circle countries (the rest of the world) (Kachru, 1985). Since the international student group in Malaysia tends to come from Expanding Circle countries, there now exists a situation where learners from Expanding Circle countries with a high regard for the Inner Circle variety of English are learning the language in a country which has its own indigenized variety of English. Coetzee-Van Rooy (2008), who conducted a study on Korean learners of English in South Africa, states that more Expanding Circle learners are turning to Outer Circle countries as a destination for learning English, which brings the need for more research into the special circumstances that arise from this situation. For example, in Coetzee-Van Rooys
47

study, one participant pointed out that variations in the local variety of English made the situation less than favourable. However, for other participants, South Africa provided a good alternative to the United Kingdom and America for learners to acquire the English language (Coetzee-Van Rooy, 2008). Closer to the Malaysian context, Young (2003) conducted a study involving international students from China studying English in Singapore, which sought to identify changes in their views towards Singapore English. These participants initially viewed Singapore English as a non-standard variety of English, and unfavourable when compared to American or British English. Yet, they eventually grew more accepting of the local variety of English towards the later stages of their stay in the country (Young, 2003). Another study in Singapore was conducted by Sng, Pathak and Serwe (2009). This study described the English learning process of international students from Indonesia, China and Cambodia. The first year Engineering students in this study were clearly aware that the English used by local Singaporeans was different from the English they were taught in their language course. Further, they had to traverse the differences between standard Singapore English, the low variety called Singlish, and communication which included code-switching (Sng et al., 2009). As in the study by Young (2003), several students did not have a high regard for Singapore English, with one student mentioning that the international students did not like the Singapore English accent. Since the context of the present study presents a similar challenge to the participants in the form of Malaysian English, the findings of these studies indicate that the local variety of English is a significant factor in the language learning experience of international students who learn English in an Outer Circle country. The summary of research conducted on English language learners in Outer Circle countries presented in this section has concluded the review of literature that is relevant to the context of the study. The next section will present a conclusion to the second chapter of this study.

48

2.10. Conclusion This chapter has reviewed the theoretical framework guiding this study as well as looked at relevant literature on language learning beliefs and learner perceptions. Horwitzs work with the BALLI questionnaire in the eighties and nineties, along with that of other researchers studying learner beliefs from different perspectives (Wenden, 1986; Benson & Lor, 1999), spurred research into learner beliefs in various contexts. Although the BALLI is still being used by researchers around the world (Diab, 2006; Nikitina & Furuoka, 2006, 2007; Bernat, 2006; Bernat & Lloyd, 2007), research into learner beliefs is increasingly moving towards a contextual approach as advocated by researchers such as Kalaja (2003) and Barcelos (2000). In the present study, the contextual factors of the participants as learners of English in Malaysia were not overlooked. While the present study aimed to identify learners perceptions of both the academic and situational aspects of their experience of learning English in Malaysia, it was difficult to find existing literature on perception studies in a similar context. Thus, the studies reported in this chapter were selected as they shared certain traits with the context of the present research. Classroom aspects such as teaching and learning undoubtedly have a strong effect on the learning experience. However, the findings of studies on international students described in this chapter indicate that, in the case of international students, how learners perceive the conditions outside the classroom could possibly affect their overall perception of their language learning experience, as found in various studies on international students in Malaysia, other Outer Circle countries and traditional destinations for international students such as Australia and the United States. While language learning is situated in the class-room, the classroom itself is also situated within a larger context of the host-country, Malaysia. In addition, the participants learning experience is also contextualised within their purpose of learning English in order to join local academic programmes. Therefore, learner perceptions of both the micro (class-room) and macro (country) aspects of their learning experience were examined in order to get a
49

broader perspective of how participants viewed their language learning experience in Malaysia as well as to explore the various factors that could be of significance in forming their beliefs about and perceptions of language learning in Malaysia. The next chapter will present the research methodology used in this study.

50

Chapter 3-Research and Methodology

3.1. Introduction This chapter describes the research design, instruments and process of data collection used in this study. To begin with, various methods used in research on language learning beliefs are reviewed. Next, the methods selected for this study are outlined along with the rationale for their selection. This is followed by a description of the setting, participants, instruments, interview and pilot studies related to the present study. A detailed explanation of the data collection procedures used in this study is also presented at the end of this chapter with a brief discussion of the studys ethical considerations. As stated in the first chapter of this dissertation, this study aims to explore and identify international students language learning beliefs and the perceptions they have with regard to their experience of learning English in Malaysia. This study focused on the following research questions: What are the language learning beliefs of international students learning English at a local college in Kuala Lumpur?, What are their perceptions of learning English in Malaysia?, Is there a statistically significant relationship between their language learning beliefs and their perceptions about learning English in Malaysia?, and What are the other factors that influence the learners perceptions of learning English in Malaysia? To begin the discussion of the research methods used in this study, a summary of commonly used methods used in research on learner beliefs and perceptions in second language acquisition will be presented in the next section. 3.2. Research Methods used in SLA Research on Beliefs and Perceptions To address the focus of this study, as described in the previous section, a review of previous studies on learners beliefs and perceptions was conducted. In terms of research on

learners beliefs, methods used to collect data are generally dictated by how beliefs are viewed by researchers. As discussed in Chapter Two, when beliefs are viewed as stable
51

mental constructs, as they are in the normative approach (Ellis 2008), they are generally studied through quantitative approaches, mainly closed-choice questionnaires of which the BALLI is one of the most widely used. On the other hand, when the researcher is working from the contextual or socio-cultural approach, more weight is given to the context in which the beliefs are formed; thus, qualitative methods, such as classroom observations, interviews and journal studies are preferred. Similarly, a variety of methods have been used to

measure learners perceptions about various aspects of their learning environment. When the focus of a study is on collecting data from a large sample, then researchers have preferred to use questionnaires such as the BALLI (Horwitz, 1987, 1988; Nikitina & Furuoka, 2006, 2007 and Bernat, 2006) and other questionnaires such as those developed by Sakui and Gaies (1999), Tanaka and Ellis (2003) Piquemal and Renaud (2006) and Mori (1999). However, when the research aims to collect multiple layers of data from a relatively small group of learners, more varied methods are chosen, including metaphor analysis (Guerrero & Villamil, 2002; Farrell, 2006; Ellis, 2002; Nikitina & Furuoka, 2008), interviews (Christison & Krahnke, 1986; Alanen, 2003; Barkhuizen, 1998; Barcelos, 2000), observation (Barcelos, 2000, Barkhuizen, 1998) and journals (Tse, 2000). Although a variety of methods have been used to collect data on learner perceptions and beliefs, questionnaires and interviews are the most commonly used and will be discussed in greater detail in the following section. 3.2.1. Questionnaires Many studies on learner beliefs and perceptions, particularly large-scale studies, have used questionnaires. According to Creswell (2008), a questionnaire is a form which is completed by participants involved in a study, after which the form is returned to the researcher. In Chapter Two, the BALLI questionnaire, its development by Horwitz and subsequent use by other researchers have been discussed. In this section, other available questionnaires to measure learner beliefs and perceptions will be summarised briefly.
52

Sakui and Gaies (1999) developed their own 45-statement questionnaire from the analysis of existing beliefs questionnaires and the addition of statements that would improve the context-specificity of their questionnaire to be used on Japanese learners of English. Their questionnaire also went through a panel of English teachers at various levels of the Japanese education system. Their study is of particular relevance as one of its objectives was to test the consistency of responses to belief questionnaires in order to determine whether questionnaires were a reliable method of collecting data on learners beliefs (Sakui & Gaies, 1999). The researchers found that although participants responses may vary with the repeated administration of a questionnaire, these differences were usually related to an actual change in their beliefs or to their learning context. Another closed-choice questionnaire was the 27-item Learner Belief Questionnaire developed by Tanaka and Ellis (2003) to measure the change in beliefs about language learning held by Japanese learners of English before, and after, participating in a study abroad programme. This questionnaire was developed by examining and analysing other available instruments and selecting the relevant items. To examine the beliefs and attitudes of 1,305 French university students learning English and other languages, Piquemal and Renaud (2006) developed a questionnaire comprising 69 closed-choice items and 6 open-ended items. These items were compiled from existing questionnaires such as BALLI and SILL as well as from individual interviews and focus group discussions. On other hand, Rantala (2002) modified Victori & Lockharts (1995) Assumptions about Language Learning instrument, which was based on Flavells conception of metacognitive knowledge, to study the language learning beliefs of 148 learners of English in Finland. Questionnaires have also been used widely in studies on learner perceptions of learning activities and classroom environment such as the ENLEAS Q, which was used along with other methods by Barkhuizen (1998) in his study of the perceptions held by South African high school learners of English with regard to language teaching and learning activities. O
53

Fathaigh (1997) used the seven-dimension ACES questionnaire in his study of adult Irish learners perceptions of their learning environment. In addition, studies on learners perceptions of situational aspects of their learning environment have employed questionnaires such as the Inventory of Perceived Study Environment, used by Wierstra et al. (1998) to gather data on 851 European students perceptions of their learning experiences in study abroad programmes. Similarly, Lizzio et al. (2002) administered the Course Experience Questionnaire to 5,000 university students in Canada to study the relationship between academic success and learners perceptions of their learning environment. The variety of instruments available to measure learners beliefs and perceptions, whether about language learning or about various aspects of their learning experience, indicate that the survey method of data collection is widely-used and much relied upon by researchers working in this area. Questionnaires offer researchers the opportunity to efficiently collect large quantities of data on the variables being studied. In addition, opting for a questionnaire that has already been used to measure a particular construct helps researchers bypass the time-consuming process of developing a valid and reliable instrument. Furthermore, closedchoice questionnaires are an efficient way of collecting quantitative data that can then be analysed statistically to look for patterns and relationships among variables. However, some researchers have pointed out the limitations of questionnaires in studying learners beliefs and perceptions. Firstly, a closed-choice questionnaire limits the responses learners can give and only measures their responses towards those items that have been listed on the instrument (Barcelos, 2000; Benson & Lor, 1999). Moreover, learners may have different beliefs and perceptions for different situations (Benson & Lor, 1999), but questionnaires force a learner to choose one response for all situations. More significantly, Barcelos (2000) argues that questionnaires take beliefs out of context, which may lead to misinterpretation, and therefore, are not an ideal method of studying learners beliefs. Because of the limitations of questionnaires, some researchers have opted for other methods
54

of data collection, while others have used multiple methods in addition to using questionnaires. Another common method of data collection in the study of learners beliefs and perceptions is interviews, which will be discussed in the next section. 3.2.2. Interviews Many studies have used interviews to explore learners beliefs and perceptions. While some researchers have relied completely on interviews, many have used interviews alongside questionnaires, observations and other methods of data collection. Using semi-structured interviews to study learners beliefs about language learning has generally been associated with the metacognitive approach. In her study of the language learning beliefs and strategies of 25 adult ESL learners in a U.S. university, Wenden (1986) provided them with a list of topics to think about before the interview. When the findings of this study were compared with the items on the BALLI questionnaire, Wenden (1986) found that there were some items that were not included in the BALLI while other items were different to those on the BALLI. This led Wenden to conclude that providing participants with a limited list of items may lead to the missing out of certain beliefs that may be important to learners, but that have been overlooked by researchers (Wenden, 1986). Sakui and Gaies (1999) found that interviews were a useful way of triangulating and explaining questionnaire data. Their study involved administering the same questionnaire twice to assess the consistency and reliability of questionnaires in measuring learner beliefs. In their interview sessions, they found that some inconsistencies in learner responses were actually due to beliefs changing since the first stage of data collection. In other cases, different responses to the same item could have been because the learner was thinking about a different situation at each time. Interviews can overcome the inability of closed-choice questionnaires to represent the reasons behind learners beliefs and perceptions as well as to record the factors that contribute towards a learners selection of a particular response.

55

This section has outlined the various data collection methods used in research on learners beliefs about language learning and learners perceptions of their learning environment. While many methods were mentioned, this section primarily discussed the two most common methods used by previous researchers: questionnaires and interviews. In the following section, the research design of the present study will be outlined. 3.2.3. BALLI Studies Featuring a Second Variable As mentioned in the previous chapter, several studies have used the BALLI to study the relationship between beliefs and another variables such as gender (Bernat & Lloyd, 2007), stage of learning (Tanaka & Ellis, 2003) and personality (Bernat, Carter & Hall, 2009). There have also been several BALLI studies which aimed to identify the relationship between learner beliefs and their learning strategy choice (Hong, 2006; Truitt, 1995; and Park, 1995), using the BALLI and a second questionnaire SILL, or Strategies Inventory of Language Learning (Oxford, 1990 as cited in Park, 1995). According to Horwitz, The BALLI was not designed to elicit a single, delineated construct in the way measures of anxiety or motivation are. Thus it is not possible to compute a correlation of the BALLI as a whole with other measures such as strategy use or learning style (Horwitz, 2007:6). Horwitz goes on to describe the procedures used by Hong (2006), Truitt (1995) and Park (1995) to identify the relationship between beliefs and other variables. In all the studies mentioned, the results of both the BALLI and SILL were analysed using factor analysis, which reduces the individual items within each questionnaire to groups of beliefs or strategies. The resulting factors were then named according to the researchers' interpretation of the items within each factor. For example, Hong named the first BALLI factor in her study Motivation for and Nature of Learning English because the items that loaded under the first factor contained items related to participants motivation as well as items related to participants beliefs about the nature of learning English. After the factors for both questionnaires were identified, the relationship between beliefs and strategies was
56

determined using Pearson r correlation analysis between the BALLI and SILL factors (Hong, 2006). 3.3. Overview of Research Design Used in Present Study This section will present an overview of the research design of the present study, as summarised in Figure 3.1. on the next page. As can be seen in the figure, data collection was carried out in two stages. The first stage involved the administering of the BALLI and the PELLEM questionnaires to all participants. In addition, a section on personal information was added to the first questionnaire in order to collect demographic data as well as information about how long participants had been learning English and the length of their stay in Malaysia thus far. This study utilized mixed methods of data collection, by combining the quantitative data collection methods through the use of Likert-type questionnaires and qualitative data collection through the use of semi-structured interviews. Creswell and Plano Clark (2007) state that synthesising or merging both qualitative and quantitative data enables a more integrated understanding of a particular phenomenon or research problem, compared to using a single approach. Therefore, it was felt that using both quantitative and qualitative research methods would give the researcher a better understanding of the beliefs and perceptions of this group of international students learning English in Malaysia. As depicted in Figure 3.1., the first stage of the study applied the quantitative approach to data collection. At this stage, the BALLI questionnaire was used to measure participants beliefs about language learning in general, while the PELLEM questionnaire was used to measure their perceptions about context-specific aspects of their experience of learning English in Malaysia. Both questionnaires provided quantitative data about the participants beliefs and perceptions. According to Creswell (2008) quantitative research involves narrowing down the questions being asked in order to obtain measures or scores on a scale..
57

Figure 3.1. Research Design Flowchart

Preparation of Interview Questions
& Translation of Questionnaire

Sampling of Participants S P T I U L D O I T E S

Administration of Pilot Study I & II Review and Make Changes to Instrument/Procedures

D A T A

C O L L E C T I O N

Questionnaire (I)-BALLI Questionnaire on learner beliefsBALLI 34 items with a Likert-type scale response bilingual (Arabic/English) completed in class, collected by researcher quantitative data on learner beliefs about language learning demographic data & data on participants language learning background

Questionnaire (II)-PELLEM
Questionnaire on (learner) Perceptions of their English Language Learning Experience in Malaysia 30 items with a Likert-type scale response bilingual (Arabic/English) completed in class, collected by researcher quantitative data on learner perceptions about English language

learning in Malaysia

Interview
Semi-structured interview to explore further language learning beliefs & learner perceptions of learning English in Malaysia Participants selected from different proficiency levels and varying lengths of stay in Malaysia quantitative data about participants language learning beliefs and perceptions

D A T A

A N A L Y S I S

Statistical Analysis of Quantitative Data (BALLI questionnaire) with SPSS -Descriptive Statistics - Factor Analysis of BALLI & PELLEM data Qualitative Analysis of Interview Responses -transcription, categorisation and tracking of emergent themes

Findings

Analysis of Results

58

Both questionnaires used in this study provided participants with answer choices on Likerttype scales to collect data which could be analyses quantitatively In order to overcome the limitations of quantitative data collection methods, a second, qualitative, data collection stage was included in the research design. As mentioned earlier, mixed methods research is believed to provide a deeper understanding of the variables being studied and it also serves to triangulate data (Bryman, 2008). Therefore, a second stage of data collection, featuring semi-structured interviews provided the opportunity to examine the factors that influenced these beliefs and perceptions. Semi-structured interviews were selected as the most suitable instrument for this stage of the study because working with a list of questions provided standardization from one interview to another (Bryman, 2008). However, participants would also have a certain amount of latitude in which to respond (Bryman, 2008). In addition, the researcher would also be able to ask further questions depending on the issues that arose in each interview. The following sections of this chapter will present details about the participants, the language course they were enrolled in at the time of the study, the questionnaires and interviews. In addition, the rationale behind the selection of each of the three data collection methods will be discussed in sections 3.5.1., 3.6.1. and 3.7.1. 3.4. Participants The study involved 102 participants, all of whom were international students enrolled in an intensive English programme at a local college in Kuala Lumpur. Other than two participants, who were learning English for personal reasons, all the participants were in Malaysia to pursue academic programmes in various fields at local educational institutions, with levels of intended study ranging from Diploma to PhD programmes. In this aspect, there were slightly more participants headed for post-graduate study than those headed for undergraduate study. Out of the 100 participants headed for university, 41 were planning to
59

enrol in Masters degree programmes, 13 were headed for PhD programmes and 46 were preparing for Bachelors degree programmes. Participants were also at different levels of language learning and were enrolled at various proficiency levels from Beginner to Academic Skills for IELTS. The distribution of participants according to level was as follows: Beginner-17, Elementary-15, Pre-intermediate-36, Intermediate-27 and Academic Skills for IELTS-7. The participants ranged in age from 15 to 42, with the majority (n=67) falling within the ages of 20-29. There were 13 participants were in their mid-to-late teens, 19 were in their thirties and 4 were over 40 years old. The majority (n=74, 72.5%) of these participants were male. Participants were of various nationalities, with Libyan students making up the largest group (n=45, 44.1%), followed by Somali students (n=30, 29.4%). Other nationalities represented were Sudanese (n=13), Iraqi (n=3) and Uzbek (n=2). There was one participant from each of the following countries: Kazakhstan, Kyrgyzstan, Algeria, Morocco, Guinnea Bissou, Iran, Indonesia, Spain and Yemen. The majority of participants (n=65, 63.7%) spoke Arabic as a first language. Another common first language was Somali (n=27, 26.5%). Around onethird (n=38, 37%) spoke only one language (other than English); however, a few spoke two languages. Some participants had already learned another foreign language due to immigration to another country or studying a foreign language in their own country. For example, three participants spoke Russian and another three spoke Italian. Participants were also asked about the length of time they had spent learning English, including their English language learning experience prior to enrolling in the present course. This ranged from 3 months to about 15 years with the majority (n=72) having spent less than 5 years learning English. This includes time spent learning English in Primary and Secondary school, which according to the interview participants, was taught as one of many subjects in school using their first language. At the time of the study, participants were

60

enrolled in various levels of the language course, from Beginner to Academic Skills for IELTS (Upper-Intermediate) level. 3.4.1. Selection of Participants In the preliminary stages of this study, it was decided that the sample would include all the international students who were enrolled in the English language programme. The total population varied from month to month since this course was a short term programme, but since the total student number was less than 200, it was decided that the entire student population would be included in the study. During the time data was collected (September to October 2009), the total number of students was 137. Questionnaires were administered to all students enrolled in the English language programme who were attending class during the days that the questionnaires were administered and who also agreed to voluntarily participate in the study. The final total of this convenience sample was 111. Bryman (2008) defines convenience samples as those that are available or accessible to the researcher. While using a convenience sample, reduces the ability to generalize findings to the greater population, convenience samples are valuable as a source of information to answer research questions and hypotheses (Creswell, 2008). In addition, the total of 111 amounted to 80% of total enrolment. According to Creswell (2008), survey response rates of 50% or higher are considered acceptable; therefore the involvement of 80% of the student body in this study leads to the conclusion that the sample could be sufficient in order to draw conclusions about the beliefs and perceptions of this group of learners. After the questionnaires were administered, participant demographics, as reported in the Personal Information section added to the BALLI questionnaire, were analysed and only those students who had been in Malaysia for more than 2 months were selected. This criterion had been predetermined in order to ensure that participants perceptions of learning English in Malaysia had been formed over a reasonable length of time and also so that any initial adjustment issues would not cloud participants overall perceptions of their learning
61

context. Nine participants were excluded from the final sample as they had been in the country for less than 2 months, leaving a total of 102 participants as the sample in the present study. Participants had been in Malaysia for varying durations, ranging from 2 months to 28 months. Participants were distributed widely over this range as follows: 2-6 months (51 participants) 7- 12 months (42 participants) and 13-28 months (9 participants). In the following section, the language programme in which the participants were enrolled is described briefly in order to provide a complete picture of the setting and context in which this research was conducted. 3.4.2. The English Language Programme at a Malaysian College Chapter One of this dissertation included an overview of English language learning and use in Malaysia as well as a brief explanation of the learner group being studied: international students learning English in Malaysia. The learning experience of this group of learners is contextualised not only in the host country, Malaysia, at the macro level, but also within the language learning classroom, at the micro level. Because of this, it is necessary to outline the specifics of the language course they were enrolled in as classroom learning experience is related to how the participants view both the language learning process and how they perceive their language learning experience in Malaysia. Participants were enrolled in an intensive English programme designed to improve learners general English proficiency, in the early stages, with the long-term goal of equipping them with the necessary skills to cope in English medium academic programmes. Upon enrolment, learners undergo a written and oral placement test after which they are placed in the most suitable of 6 levels, ranging from Absolute Beginner to Academic Skills for IELTS/Upper Intermediate. The Common European Framework/ IELTS band

approximations to these levels range from Pre A1/Band 1 at Absolute Beginner to C1C2/Band 5-6 at Upper Intermediate. All levels run for 9 weeks excluding the Absolute Beginner level which lasts 5 weeks. Learners attend class for 20 hours a week, which is
62

made up of 15 hours of integrated skills and grammar lessons and 5 hours of reading and writing lessons. In class, learners participate in a variety of activities using the New Cutting Edge series of course books as their principal text. Teaching and learning activities aim to increase opportunities for interaction in the classroom, for example, through pair-work and group activities; however, grammar is also taught. Learners also have access to a Computer Aided Language Learning (CALL) lab for self-study. In the CALL lab, learners can choose either to use Longman Interactive software, which features four levels of language learning activities in all four skill components, or to access the internet for reading and listening practice with authentic materials. For the duration of a level, learners are taught by two teachers, one of whom teaches the class for 15 hours a week using the New Cutting Edge book while the other teaches reading and writing skills twice a week. The teaching faculty at the college is made up of both native-speakers from the United Kingdom, the U.S. and Australia as well as local English teachers and one teacher each from India, Pakistan and Iran. The teaching schedules are planned in such a way to enable students to experience both native and non-native language teachers. Learners are assessed at the end of each level with a final exam for each of the following components: Grammar, Listening, Speaking, Reading, and Writing. An average of 70% is required to progress to the next level. In addition to providing language instruction to students, the college also plays the role of preparing learners for further study by educating them on the social expectations that they will face as students in local universities. The previous sections have provided a description of the participants as well as their learning context. Next, the methods of data collection used in this study will be presented in detail, beginning with the instruments used and followed by the interview stage. As mentioned in earlier sections of this chapter, two questionnaires were used in this study: the BALLI (Horwitz, 1987) and the PELLEM, which was developed for this study to measure

63

learners perceptions of their language learning experience in Malaysia. The discussion of the instruments will begin in the next section, with a discussion of the BALLI. 3.5. BALLI In this study, the 34-item version of Horwitzs BALLI (Horwitz, 1987) was administered to participants. The BALLI has already been discussed at length in Chapter Two, so this chapter will present the rationale for using the BALLI to measure participants language learning beliefs and the modifications made to this instrument. 3.5.1. Rationale for Using the BALLI Limitations of the BALLI, namely its lack of statistically generated themes, have already been described in Chapter Two, in section 2.6.9. However, there are many strengths to the BALLI, which have led researchers to find it a useful tool for measuring learners beliefs in different contexts. As stated by Creswell (2008) using a suitable existing instrument is far less complicated compared to developing an instrument. For this study, the BALLI was deemed to be suitable because of two main reasons. Firstly, using an existing questionnaire was preferable to the development of a new one for practical reasons and because an existing questionnaire, like the BALLI, would already have been tested in other contexts, thereby increasing its reliability. Secondly, the BALLI was selected over other existing instruments as many of the other instruments developed by researchers such as Sakui & Gaies (1999), Tanaka & Ellis (2003) and Kuntz (1996b) were designed by analysing various instruments and adding or removing items either based on the researchers understanding of the research context or based on interviews and focus groups. Thus, these other questionnaires were developed for use in specific contexts such as that of Japanese learners of English (Sakui & Gaies, 1999), Japanese participants in English study abroad programmes (Tanaka & Ellis, 2003) and learners of less commonly taught languages in the United States (Kuntz, 1996a).
64

The BALLI, on the other hand, has been used in a variety of contexts, to measure the language learning beliefs of both learners and teachers in foreign language, ESL and EFL contexts. In addition, the BALLI has been successfully used to study the language learning beliefs of learners of English in the United States (Horwitz, 1987; Siebert, 2003), Australia (Bernat, 2004; 2006; Bernat & Lloyd, 2007), Lebanon (Diab, 2006), Turkey (Oz, 2007) and Korea (Hong, 2006; Park, 1995; Truitt, 1995), among other countries. The fact that the BALLI was designed to find commonality across different groups of language learners, as opposed to context-specific idiosyncratic beliefs, made it a suitable instrument for preliminary investigations into the beliefs of a group of learners which has not been studied much, such as in the present study. 3.5.2. Amendments made to the BALLI In terms of content, minimal changes were made to the original version of the 34-item BALLI as used by Horwitz (1987). Only one change of wording was made, to statement number 32. This statement originally read I would like to have American friends and was initially changed to I would like to have Malaysian friends. After the first pilot study, this statement was changed again to I would like to have English-speaking friends. The change in wording was made to keep with Horwitzs (1987) purpose of including this item as a measure of a learners integrative motivation. Through the interviews conducted during the first pilot study, it was discovered that the participants did not necessarily view Malaysians as being speakers of English. Because of this, the phrase Malaysian friends was replaced with English-speaking friends. In addition, the change of wording maintained the separate focus of the two questionnaires, according to the research design. In other words, the BALLI was included with the intention of measuring the participants beliefs about learners about language learning in general, while the PELLEM was included to measure participants context-specific perceptions about learning English in Malaysia. The final version of the BALLI questionnaire used in this study is presented in Appendix A.
65

As the BALLI only measures learners beliefs about the language learning process in general, another questionnaire was needed to examine the learners views about contextspecific variables related to their present experience of learning English in Malaysia. This questionnaire will be discussed in the next section. 3.6. PELLEM While an using an existing questionnaire is a more straightforward option than developing an instrument to be used in a study (Creswell, 2008), the lack of a suitable instrument for measuring the perceptions of international students learning English meant that one would have to be developed. The Perceptions of English Language Learning Experience in Malaysia (PELLEM) questionnaire was developed by the researcher for this study with the purpose of collecting learners views on their English language learning experience in Malaysia. As the influx of international students into Malaysia is a relatively new phenomenon, more data is needed about how the local education industry is perceived by this new group of learners. One area of particular importance is the teaching of English to international students in preparation for entrance into academic programmes at local institutes of higher learning. As a language teacher and administrator at the English department of a local college which provides intensive English courses for international students, the researcher is familiar with the views of international students, both positive and negative, about different aspects of learning English in Malaysia. Among the many comments made by these students include that they have trouble finding the opportunity to practice English outside class and that they feel their present language proficiency is good enough to succeed in a local academic programme, even though they may only have minimal levels of English proficiency. To study the language learning beliefs of participants within the context of their experience of being international students learning English in Malaysia, a second questionnaire was required.

66

3.6.1. Rationale for Using the PELLEM It was hoped that the PELLEM would be a starting point in the collection of scientific data on the perceptions held by international students with regard to learning English in Malaysia. In addition, the PELLEM was created as a complement to the BALLI in terms of providing a contextual background to the language learning beliefs held by the participants. As current research in learner beliefs is moving towards a more holistic, contextual approach, the combination of these two questionnaires and the interviews used in the second stage of data collection were expected to provide multiple layers of data to answer the research questions of this study. 3.6.2. Development of the PELLEM The PELLEM was developed from a list of themes identified by the researcher based on discussions with students and amended after two pilot studies were conducted to verify the reliability and validity of the instrument. Initially, the PELLEM covered four themes: 1) General Opinion of Learning English in Malaysia, 2) Out-of-Class Experience 3) English in Malaysian Academic Programmes and 4) Learning English as an International Student and included 17 statements. After the results of the first pilot study, which is described at the end of this section, the final version of the PELLEM was prepared. The PELLEM was finalised with four themes, which included a combination of two of the earlier themes and an additional theme. These are: 1) General Opinion of Learning English in Malaysia, 2) Out-of-Class Experience 3) Perceptions of English in Malaysian Universities and 4) Learning English in a Malaysian Educational Institute. The final theme was added because participants perceptions of the language course they were enrolled in were expected to influence how they perceive their learning experience in Malaysia. The final version of the PELLEM comprised 30 statements to which learners were required to record responses on a 5 point Likert-type scale (1=Strongly Agree to 5=Strongly Disagree). The themes, subthemes and corresponding statements are detailed in Table 3.1. below.
67

Table 3.1. The PELLEM Questionnaire

Theme 1-General Opinion of Learning English in Malaysia Subtheme a-general I would recommend learning English in Malaysia to my family and friends. My English has improved since I came to Malaysia. Malaysia is a good place to learn English. The English language instructors in Malaysia are qualified and experienced. My lack of proficiency in English causes me many problems in Malaysia. Subtheme b-compared to home country Learning English in Malaysia is better than learning English in my own country. People who want to come to Malaysia to study should learn English in their own countries first. Subtheme c-compared to other countries I would be happier if I could learn English in another country (not Malaysia). You can only learn English well in a country where it is a native language (e.g. the U.S., the U.K, Australia, Canada, New Zealand & Ireland). Theme 2- Out-of-Class Experience Subtheme a-interaction/practice opportunities I have lots of opportunities to practice speaking English in Malaysia. The only time I speak English now is when I am in class. Subtheme b-perceived value of practising with locals Speaking English to Malaysians does not help me improve my English. I face problems understanding English when talking to Malaysians. Subtheme c-value of English proficiency in facilitating life in Malaysia I find it hard to use English when I go shopping or when dealing with daily events( for example paying bills, at the doctors). Living in Malaysia is easier if your English is good. Theme 3- Perceptions of English in Malaysian Universities Subtheme a-perceived necessity to master English to succeed in local university I dont need to be very good in English to do well in a Malaysian university. If I can communicate well in English, my results at a Malaysian university will be good. I am worried about facing language problems when I start university. Students who are going to do courses need to be better in English than those who are going to do research studies. Subtheme b-perceived value of language for social/practical reasons in local university If I can communicate well in English, I will make more friends at a Malaysian university. All the information international students need at Malaysian universities is available in English. I dont expect to have any problems interacting with my lecturers or supervisor. Total-9 Total-5 Item 1 Item 2 Item 9 Item 8 Item 12 Total-2 Item 4 Item 11 Total 2 Item 10 Item 7

Total-6 Total-2 Item 3 Item 14 Total-2 Item 13 Item 6 Total 2 Item 15 Item 18 Total-8 Total-5 Item 5 Item 16 Item 20 Item 21 Total-3 Item 17 Item 22 Item 23

68

Table 3.1. continued Theme 4- Learning English in a Malaysian Educational Institute Subtheme a-effectiveness of language course The language course I am taking has helped improve my English language skills. The skills I am learning in this English course will help me when I start at a local university. Subtheme b-materials & course book The course book and materials we use in the English language class are useful and interesting. Subtheme c-classroom activities The activities we use in the English language class give me the chance to practice my language skills. I learn something new in my English class every day. Subtheme d-teaching The teachers in my class can show me how to improve my language skills. The way English is taught in my language course is easy to understand.

Total-7 Total-2 Item 24 Item 25 Total-1 Item 26 Total-2 Item 27 Item 28 Total-2 Item 29 Item 30

For the actual version of the PELLEM used in the study, please refer to Appendix B. In the following section, the pilot studies and resulting changes to the PELLEM and data collection procedures are summarised. 3.6.3. Pilot Studies Creswell (2008) states that pilot studies help researchers test whether the questions on a interview or questionnaire can be comprehended and completed by the intended participants. In order to test the PELLEM as well as the administrative procedures of both the questionnaires and the interviews, two pilot studies were conducted. The first pilot study (I) was conducted in April, 2009, while the second pilot study (II) was conducted in June 2009. The participants of the first pilot study were not included in the main study. However, the participants in the second pilot study were included in the final data since the PELLEM questionnaire administered was the final version, and no further changes were made to it. For both pilot studies, participants were selected using convenience sampling, by requesting permission from the college administration. In addition, the questionnaires were administered only in classes whose teachers agreed to participate. For example, some classes were approaching their mid-terms and their teachers declined participation. According to Creswell, (2008), convenience sampling involves the selection of participants
69

who are available and willing to participate in a study. Although a convenience sample cannot be said to be representative of the population, Creswell (2008) states that a convenience sample can provide useful information for answering questions and hypotheses. In the case of the pilot studies conducted in this research, the purpose was to perform statistical testing on the PELLEM questionnaire as well as test administrative procedures and the accuracy of the translation of both the PELLEM and the BALLI and the convenience sample fulfilled these objectives. Pilot Study I The main objectives of Pilot Study I were: a) to test the PELLEM questionnaire in terms of item reliability and language and b) to test the tentative list of questions for the semistructured interview. The first pilot study involved 36 participants from the Pre-

intermediate, Intermediate and Academic Skills for IELTS levels. There were 22 male and 16 female participants, with the youngest aged 17 and the oldest aged 42. Questionnaires were administered in three different classes by the researcher, either at the beginning or at the end of the class. Completed questionnaires were collected and three participants were selected for the interview stage about one week later. Results of Pilot Study I The original version of the PELLEM, which was used in the first pilot study along with the BALLI, had 17 items under four themes: General Opinion of Learning English in Malaysia, Out-of-Class Experience, English in Malaysian Academic Programmes and Learning English as a Foreign Student. An item-reliability test was conducted to ascertain whether the construct of each theme was statistically sound. Several changes were made to the PELLEM. These changes generally involved the rewording of several items which seemed to have been misinterpreted by participants of the pilot study and the addition of several

70

items to the theme on English use in Malaysian universities. The details of these changes are presented in the following section. Changes to Items based on Item Reliability Statistical analysis of the results of Pilot Study I was performed, including inter-item correlations as well as computation of the Cronbachs Alpha for each theme. Table 3.2 summarises the changes made. Table 3.2. Changes Made to the PELLEM based on the Item-Reliability Test
Findings Weak correlation of Item 7-There arent enough good English teachers in Malaysia with other items in Theme 1. Weak correlation of Item 6-I cant understand the English that is spoken by Malaysians with other items in Theme 2. The Cronbachs Alpha for Theme 3 was 0.320, which was considered very low Changes Made Wording of this item was changed from negative to positive to avoid misinterpretation by participants: The English teachers in Malaysia are qualified & experienced. This item was reworded as a positively oriented item: I face problems understanding English when talking to Malaysians.

It was found that Theme 3 comprised only 3 items related to different aspects of English use in Malaysian Academic programmes. Five new statements were added to this theme. The Cronbachs Alpha for Theme 4 Theme 4 comprised only two items related to Learning was 0.240, which was considered English as a Foreign Student: item 11-People should learn very low. English in their own country before going abroad to study and item 12- I face many problems as a foreign student in Malaysia and this affects how I perform in my language course. It was decided that this theme overlapped with the first theme-General opinion of learning English in Malaysia. Item 11 was retained and placed under Theme 1, with some changes to the wording while Item 12 was deleted.

Addition of New Theme & Items A new theme, Learning English in a Malaysian Educational Institute, was added to the final version of the PELLEM. This was done as it became clear from the interviews conducted in Pilot Study I that participants opinions about language learning in Malaysia could not be studied in isolation from how they viewed aspects of their current language course. A new item was also added to Theme 2: item 18- Living in Malaysia is easier if your English is good.

71

Changes to Data Collection Procedure Many of the statements which had proved problematic in the item-reliability test were those which were negatively worded. It had been observed that participants were rushing through the questionnaire, particularly when it was administered at the end of a class. It was suggested that participants be allowed to take their questionnaires home during the second pilot study. Pilot Study II A second pilot study was conducted involving 32 students who were enrolled in the English programme at the college. All except for three participants in Pilot Study II were enrolled in the Pre-intermediate, Intermediate and Academic Skills for IELTS levels. The remaining three comprised two Beginners and one Elementary level student. There were 23 male and 9 female participants, with the youngest aged 15 and the oldest aged 42.The main objectives of Pilot Study II were a) to test the item reliability of the amendments to the PELLEM as well as b) to refine the questionnaire administration procedure in order to ensure that the maximum number of completed questionnaires would be collected. Thus, the participants in the second pilot study were allowed to take their forms home to be completed at their leisure. The change of procedure had been made in an attempt to remove the time pressure on students, as it was found in the first pilot study that some participants had rushed through the questionnaire. However, in the second pilot study, a new problem arose in that many questionnaires were not returned. As a result, the initial data collection method of administering questionnaires in class was deemed the more effective method and used in the actual data collection of the study.

72

Table 3.3. Results of Inter-Item Reliability of Pilot Study II Theme Cronbachs Alpha Theme 1:General Opinion of Learning English in .761 Malaysia (9 items) Theme 2:Out of Class Experience (6 items) .672 Theme 3: Perceptions of English in Malaysian .552 Universities (8 items) Theme 4: Learning English in a Malaysian .875 Educational Institute(7 items)

In terms of item reliability tests performed on the results of Pilot Study II, it was found that there was sufficient reliability among items in each theme of the revised PELLEM. The Cronbachs Alpha for each of the PELLEM themes are listed in Table 3.3 below. Although the value for Theme 3 appears a little low, upon further analysis of the items within this theme, it was decided that this was due to the nature of the theme. According to Landau & Everitt (2004) the acceptable Alpha level is 0.60 or above, while other statisticians advocate a Cronbachs Alpha level of 0.80 to be considered statistically significant (Nunnally & Bernstein, 1994 as cited in Bailey, 2005). However, like the BALLI, the themes of the PELLEM include items which cover a broad range of issues; thus, a lower Alpha level is not unexpected. 3.7. Translation of the BALLI and PELLEM Questionnaires One of the challenges in collecting data from English language learners is the possibility that participants miscomprehend the questions or statements used in questionnaires. As the participants were at different levels of English language proficiency ranging from Beginner to Upper Intermediate levels, it was decided that a bilingual questionnaire would increase participants comprehension of the items, thereby increasing the reliability of the data being collected. Because more than 60% of the students in the college spoke Arabic as a first language, it was decided that the questionnaires used in this study would be bilingual, in Arabic and English.
73

The BALLI and PELLEM were initially translated into Arabic by a native speaker of Arabic, who is also an English language instructor. This individual was selected to do the translation because of his high proficiency in both languages as well as his experience in translating for an international news agency. After the questionnaires had been translated into Arabic, back-translation was conducted. A second Arabic speaker was given only the Arabic version of the questionnaires and asked to state in English what he understood from each statement. The researcher then checked that this corresponded with the original statement in English. In addition, a few typing errors were found during the process of the pilot studies and were amended. The previous sections have presented information about the two questionnaires used in the first stage of data collection. In the following section, the interview stage of data collection will be discussed. 3.8. Interview Upon completion of the questionnaires, the results were analysed in order to select participants for the interview stage. Sixteen participants were chosen to represent various levels of English proficiency, age, gender and education level. 3.8.1. Rationale for Using Interviews As stated earlier in this chapter, using qualitative research methods in addition to quantitative methods is believed to enhance the understanding a researcher can gain on a particular phenomenon or research question (Creswell & Plano Clark, 2007). The purpose of the interview stage was to gain further insight into the beliefs about language learning and perceptions held by the participants in terms of their learning experience. In addition, interview data enabled the triangulation of data collected from the questionnaire stage while at the same time addressing some of the limitations of questionnaires used in the first stage of data collection. Although the BALLI and PELLEM questionnaires were considered the most appropriate instruments to measure the two variables being studied, there remained the
74

problem of the limitations in the use of closed-choice questionnaires, as discussed earlier in this chapter. A semi-structured interview enabled further investigation of participants beliefs and perceptions and allowed participants to express responses beyond agreement or disagreement. According to Bryman (2008), semi-structured interviews help to encourage standardization in the kinds of questions that are asked as well as in the way answers are recorded by the researchers. This helps minimize the possibility of errors on the part of the researcher. However, in using open-ended questions and by allowing the interview to progress naturally according to the topics that might be brought up, interviewees also have a certain amount of freedom in their responses (Bryman, 2008). Creswell (2008) also states that open-ended questions allow participants to relay their opinions or talk about their experiences without any limitations imposed by the researchers views or the findings of past studies, as might occur in the use of questionnaires. In the interviews conducted for this study, participants were asked about the factors that had led them to respond in a particular way to certain items of interest on the questionnaires. In addition, the reasons behind what seemed to be contradictory or unexpected responses were examined in the interview sessions. Participants were also given the opportunity to talk about other beliefs or perceptions they may have had that were not on either of the questionnaires. Thus, the interview stage was an essential part of the study as it provided additional, qualitative data in the participants own words, which allowed much deeper examination of their beliefs and perceptions. 3.8.2. Selection of Interview Participants After the questionnaire data had been collected and tabulated, 16 participants were selected to participate in a semi-structured interview. Initially, participants were selected using maximum-variation sampling in order to have as diverse a group as possible in terms of proficiency levels, gender, nationality and education. Interview participants were first selected to represent the different levels of proficiency: Beginner, Elementary, Pre75

intermediate, Intermediate and Academic Skills for IELTS/Upper Intermediate. Proficiency level was deemed a significant factor as those students with limited English skills were bound to have a very different experience of learning English compared with those who were more proficient. In addition, those at the higher levels were closer to achieving the language requirement for university admission than the others, which would likely affect their emotions and attitudes. Another difference related to proficiency levels was that the ability to interact with English speakers outside class would probably be greater for participants at the higher levels, which would lead to varying experiences outside the classroom. As has been described in section 3.6.2. of this chapter, the intensive English course at the college where the participants were studying was divided into classes according to the following levels: Beginner, Elementary, Pre-intermediate, Intermediate and Academic Skills for IELTS/Upper Intermediate. Initially, four participants were targeted for each proficiency level. However, in the end, this was only feasible for the Beginner and Pre-intermediate levels. One interview with an Elementary level participant had to be excluded due to a corrupt sound file, while for the Intermediate and Academic Skills for IELTS levels, only two and three participants, respectively, were available and willing to be interviewed. This was because many of the participants at the higher levels had already left the college for university by the time the interview stage commenced. Within each level, an effort was made to represent the three major nationalities present in the sample: Libyan, Somali and Sudanese as well as the other less-represented nationalities. In addition, interview participants were also chosen to represent the different levels of intended academic study. The purpose of setting these parameters was to ensure that different student groups were represented in order to gain insight into the perceptions held by different types of international students in Malaysia. Of all the students invited, 16 students agreed to participate in the interviews. Their demographics are listed in Table 3.4 below.
76

Table 3.4. Demographics of Interview Participants

NO 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 GENDER Male Male Male Male Male Male Male Female Male Male Female Female Male Male Male Male Age 25 23 21 23 33 26 17 25 22 23 27 27 21 20 27 27 NAT Libyan Sudanese Somali Iraqi Libyan Sudanese Sudanese Kyrgyz Somali Somali Moroccan Libyan Somali Somali Somali Sudanese LEVEL AT QUESTIONNAIRE STAGE Beginner Beginner Beginner Beginner Elementary Elementary Elementary Pre-intermediate Pre-intermediate Pre-intermediate Pre-intermediate Intermediate Intermediate Academic Skills for IELTS Academic Skills for IELTS Academic Skills for IELTS HIGHEST EDUCATION Bachelor Degree Bachelor Degree Bachelor Degree Bachelor Degree Bachelor Degree High School High School Bachelor Degree High School High School High School Bachelor Degree High School High School Bachelor Degree Higher Diploma

Overall, the demographics of the interview participants were representative of the sample. In addition, all the main nationality groups were represented: Libyan, Somali and Sudanese, although in the overall sample, the largest nationality group was Libyan. Participants were also chosen from the less common nationalities, with one participant each from Iraq, Kyrgyzstan, and Morocco. The percentage of female participants was 19%, whilst in the sample it was somewhat higher, at 28%. Of the interview participants, 14 were still enrolled in the English programme, while two (Participants 12 and 16) had already started academic programmes at Malaysian universities. Participant 12 had already been accepted to university, where she planned to do a Masters degree in Mathematics. However, at the time of the interview, she was enrolled in the universitys English programme for students who had received conditional acceptance without the IELTS band required for direct entry into academic programmes. Participant 16 had just started a degree programme at a local university and had been able to enter the academic programme directly based on his results
77

on the university English placement test. Participants 7, 9, 13, 14 and 15 had also been accepted into various university programmes but were still enrolled in the colleges language course while waiting for the programmes to start. Upon registration, these students would be expected to produce an IELTS test result of the band required by the university (ranging from 4.5 to 6.5) or would have to take an English placement test. Based on the results of the test, these students would either begin their academic programmes, like participant 16, or be required to complete their respective universities English course which could last from three months to a year. Because the tertiary education system in Malaysia does not have a centralized application system for international students, unlike the Universities and Colleges Admissions Services (UCAS) used in the U.K. system, each Malaysian university or college applies its own methods for processing and evaluating applications from international students. While university websites usually list an IELTS or TOEFL requirement, most universities also practise conditional acceptance and administer their own English placement tests to assess new students language skills. Based on the researchers experience, many students feel intimidated by the IELTS test and prefer to attempt the universitys own placement test, which is perceived as being easier. 3.8.3. Interview Questions With the aim of guiding the semi-structured interview process, a list of questions was prepared according to the five BALLI and four PELLEM themes. Many of the prepared questions asked for reasons behind responses to questionnaire items, for example, What makes you believe that some people have a special ability to learn languages? and In the questionnaire you stated that you would/would not recommend learning English in Malaysia to your family & friends. Why/not? Others presented questionnaire items in different ways in order to verify earlier responses, for example One of your friends is planning on coming to Malaysia to learn English, what would you tell him or her? or, "If you had started this course ten years ago, do you think it would be easier?. However, not all questions were
78

asked to every participant and the topics covered in the interviews were administered to progress naturally based on the participants responses to earlier questions. The complete list of prepared interview questions is available in Appendix C at the end of this dissertation. 3.9. Data Collection Procedures The two stages of the data collection for the present study were conducted over a six week period from September to October 2009. In the following sections, the administrative procedures for the questionnaire and interview stages will be discussed. 3.9.1. Questionnaire Administration The questionnaires were administered in the last half hour of class in all the twelve classes running at the college at the time of the study over the course of three weeks. The researcher and class teacher were present in the room while the questionnaires were being filled. Before administering the questionnaire, the researcher explained the nature and purpose of the study while going through the consent form with the participants. Students who declined to participate were then allowed to leave. As the participants completed the questionnaires, the researcher was at hand to answer any questions and to make sure that questionnaires returned were as completely-filled as possible. In the case of students who had been in Malaysia for fewer than two months, their completed forms were collected, but not included in the data analysis or findings. During the pilot studies, it was found that participants often rushed through the questionnaires, particularly if they were administered at the end of the day. Therefore, for the main data collection stage, questionnaires were administered at the beginning of class. The administrative procedures of the interview stage are discussed in the next section. 3.9.2. Interview Administration After the results had been tabulated, 16 individuals were selected to be part of the interview stage. This group comprised individuals who represented different types of students in terms
79

of level of English but was also restricted by availability as some participants had left the college to enter academic programmes in Malaysia. Most of the one-to-one interviews were conducted in the college by the researcher, and two interviews were conducted over the telephone. All the interviews were recorded as digital audio files using an MP3 recorder. They lasted between seven and twenty-five minutes. Interviews were recorded and later transcribed into text documents. After each interview was transcribed, participants were given a copy of the transcript along with a compact disc containing the recording. Participants were then asked to verify the content of the transcript, after which the transcript was analysed as described in section 3.10.2. 3.10. Summary of Data Analysis Since the research design for this study used a mixed-method approach, two types of data were collected. The first stage of data collection utilised the BALLI and PELLEM questionnaires, which produced quantitative data in the form of participants responses on a Likert-type scale. The second stage of data collection was the interview stage. During this stage, qualitative data was collected in the form of participants responses to the questions asked by the researcher during the semi-structured interviews. The data analysis of the quantitative data and the qualitative data is summarized in the following sections. 3.10.1. Quantitative Data Analysis Quantitative data was analysed using the Statistical Package for Social Sciences software version 17.0. Descriptive statistics, including frequencies, means and standard deviations were computed for participants responses to the items on the BALLI and PELLEM, to answer Research Question One, on the participants language learning beliefs and Research Question Two, on participants perceptions of learning English in Malaysia. Next, factor analysis was performed on the data, using principle component analysis. An initial solution was determined for both the BALLI and PELLEM factors. Using the scree plot test, the
80

number of factors was then determined and the factor analysis was performed once again for a final factor solution. As both questionnaires are built up of themes which cannot be summed up into a total composite score, the factor scores for the factors identified by the factor analysis of the BALLI and the PELLEM were used as a basis for the Pearson r correlation coefficient tests to determine whether there was a relationship between the participants language learning beliefs and their perceptions of learning English in Malaysia (Research Question Three). 3.10.2. Qualitative Data Analysis The analysis of interview data was conducted according to the steps of qualitative data analysis outlined by Creswell (2008). According to these steps, data collection is followed by the transcription of data, after which the data is coded by the researcher (Creswell, 2008). After the participants had attested to the accuracy of the interview transcripts, the researcher read through all the interviews several times to get an idea of the possible themes within the interview data. Following this, each transcript was coded individually and these codes were then placed under four main themes: 1) Perceptions of Malaysia as an English Language Learning Destination; 2) Communication and Interaction Outside Class; 3) Perceptions of English in Malaysian Universities; and 4) Language Learning. The results of the

interview stage are presented in detail in Chapter Five, in order to answer Research Question Four. 3.11. Ethical Considerations The main ethical consideration involved in the study was the confidentiality of participant data. Prior to participation in the study, participants were given a consent form which explained the details of the study in both English and Arabic. A copy of the consent form is in Appendix D of this dissertation. After signing the form to indicate voluntary participation, participants then filled in both the questionnaires. Participants names were
81

only known to the researcher, who assigned a number to each participant in the discussing of the results. As the researcher was holding an administrative position in the department, participants were repeatedly assured that their honest responses to both the questionnaires and interviews would have no implications on their performance on the language course or any other aspects of their stay as students at the college. 3.12. Conclusion This chapter has presented the research methodology used in this study along with other information relevant to selection of the methods used. Beginning with a short summary of the various methods used in previous research on language learning beliefs and learner perceptions, the chapter then included a summary of the research design used in the present study. This was followed by detailed descriptions of the participants, their learning context, and data collection methods used in this study, with particular attention given to the development of the PELLEM questionnaire over the course of two pilot studies. The research design and data collection procedures used in this study were also discussed. Finally, this chapter includes a section on the ethical considerations related to the study. The next two chapters will present the results of both the questionnaires and the interview sessions as well as the analysis of these results.

82

Chapter 4-Quantitative Results and Discussion

4.1. Introduction In the previous chapter, the research design used in this study was described in detail. This included both the quantitative data collection involving the two questionnaires: BALLI and PELLEM, and the qualitative data collection which entailed a semi-structured interview. For the results section of this dissertation, the quantitative and qualitative results will be presented separately, in Chapter Four and Chapter Five, respectively. This chapter presents the results of the BALLI and PELLEM questionnaires in order to answer the first three research questions. The first section of this chapter will present the descriptive statistics and factor analysis results of the BALLI questionnaire, thereby answering the first research question: What are the language learning beliefs of international students learning English at a local college in Kuala Lumpur? The next section will address the second research question: What are their perceptions of learning English in Malaysia?, with the descriptive statistics and factor analysis results of the participants responses to the PELLEM questionnaire. The final section will show the results of the Pearson r Correlation analysis of the factor scores from the BALLI and PELLEM factor analysis in order to answer the third research question: Is there a statistically significant relationship between their language learning beliefs and their perceptions about learning English in Malaysia? 4.2. Results of BALLI questionnaire As mentioned in the previous section, the discussion of the results of this study will begin with the descriptive BALLI results, since this study uses the instrument by Horwitz (1987) as a framework. The literature review in Chapter Two of this study has already established the significance of language learning beliefs in terms of their relationship to various aspects of language learning such as learners choice of learning strategies and course satisfaction
83

(Horwitz, 1987; Ellis, 2008). Thus, the investigation into the learning beliefs and perceptions of international students learning English in Malaysia began by measuring the beliefs held by participants about language learning in general, using Horwitzs 34-item BALLI (1987). The results of the BALLI questionnaire are presented in this section according to the five themes as identified by Horwitz: 1) Foreign language aptitude; 2) Difficulty of Language Learning; 3) Nature of Language Learning; 4) Learning & Communication Strategies and 5) Motivation and Expectations. The frequencies and percentages of participants responses to items on the BALLI are presented in Tables 4.14.5 with responses presented as follows: 1-Strongly Agree (SA); 2-Agree (A); 3-Neither Agree or Disagree (N); 4-Disagree (D); and 5-Strongly Disagree. Only two items, 4 and 15 in theme two, offer different response choices. Item 4 requires participants to estimate the difficulty of English and offers them choices ranging from a-a very difficult language to e-a very easy language. Item 15, on the other hand, measures participants estimation of the time it would take someone to learn a language well, if he or she spent an hour a day learning it. Possible responses for item 15 range from a-less than a year to d-5 to 10 years and e-You cant learn a language in one hour per day. The detailed results of participants responses to items in the five BALLI themes are presented in Tables 4.1-4.5 over the next five sections. The number of participants who selected a particular response is noted, followed by the percentage of participant responses in brackets. To facilitate discussion, percentages have been rounded up; and thus may not add up to 100%. The mean and standard deviation of each item are also reported. The results for each theme of the BALLI are presented according to their order identified by Horwitz, beginning with Theme 1, Foreign Language Aptitude, in the next section. 4.2.1. Foreign Language Aptitude The descriptive results of participants responses to the BALLI items will begin with the first theme, Foreign Language Aptitude, which relates to participants beliefs about foreign
84

language aptitude and inherent individual characteristics that facilitate successful language learning, such as age and gender. In addition, two items, 11 and 30, aim to measure whether respondents ascribe to the notion of different types of intelligence. For example, item 11 states that people who are good at mathematics are not good at learning foreign languages, requiring participants to decide whether being good at mathematics means that one is not good at learning languages, or whether both abilities are related to overall intelligence. Table 4.1 shows participants responses to BALLI items within this theme and the mean and standard deviation for each item. Table 4.1. Frequency of Participant Responses to BALLI items on Foreign Language Aptitude
1 2 3 4 5 M S.D. 1. It is easier for children than 74(73%) 20(20%) 5(5%) 2(2%) 1(1%) 1.39 0.760 adults to learn a foreign language. 2. Some people have a special 37(36%) 49(48%) 11(11%) 2(2%) 3(4%) 1.87 0.897 ability for learning foreign languages. 6. People from my country are 12(12%) 44(43%) 32(31%) 12(13%) 2(2%) 2.49 0.919 good at learning foreign languages. 10. It is easier for someone who 20(20%) 43(42%) 29(28%) 8(9%) 2(2%) 2.31 0.941 already speaks a foreign language to learn another one. 11. People who are good at 3(3%) 9(9%) 24(24%) 35(34%) 31(30%) 3.80 1.063 mathematics or science are not good at learning foreign languages. 16. I have a special ability for 7(7%) 30(29%) 44(43%) 18(18%) 3(3%) 2.80 0.912 learning foreign languages. 19. Women are better than men at 8(8%) 14(14%) 46(45%) 18(18%) 16(16%) 3.20 1.108 learning languages. 30. People who speak more than 24(24%) 32(31%) 28(28%) 15(15%) 3(3%) 2.42 1.094 one language are very intelligent. 33. Everyone can learn to speak a 30(29%) 42(41%) 19(19%) 9(9%) 2(2%) 2.13 1.002 foreign language 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

A majority of the participants believed that children were superior language learners, with 93% (n=94) strongly agreeing or agreeing with the item. In addition, the belief that foreign language aptitude exists appeared to be common, as 84% (n=86) responded positively to this item. However, a much smaller percentage of participants (36%, n=37) felt that they had this special ability and 43% responded neutrally to item 16-I have a special ability for learning foreign languages. Thus, even though most participants believed that some people have a natural talent for learning languages, most of them did not consider themselves as having this talent.
85

These findings closely resemble those of other BALLI studies in similar contexts. For example, a study of international EAP learners in Australia (Bernat, 2006) found that despite 92% of participants agreeing that some people have a special ability to learn foreign languages, less than a third (22%) agreed that they had this ability (item 16), with most responding neutrally. A similar pattern was also found by Siebert (2003), who administered the BALLI to a mixed group of foreign EAP learners studying English, as well as by Park (1995), who used the BALLI to measure the beliefs of English learners in Korea. However, in Truitts (1995) study of Korean EFL learners, a rather large percentage (55%) disagreed that they had a special language learning ability. In addition, both the Korean EFL groups (Park, 1995; Truitt, 1995) found lower rates of belief in the foreign language aptitude, with only a slight majority (50-60%) endorsing this belief, compared to more than 70% in both the EAP studies and the present study. While the participants in the present study seemed to believe that age was a factor in language learning, most tended not to believe the same about gender. The most common response to item 19-Women are better than men at learning languages was neutral (43%, n=44), and a slightly lower number (34%, n=34) disagreed. Only around 23% agreed with the statement. This pattern could be related to the gender of the majority of the participants, of whom 73% were male. Earlier, Bernat (2006) had suggested that respondents believed their gender was superior in language learning; her sample had a female majority and were more likely to accept item 19 (42% agreement) than Sieberts group, which had a male majority (28% agreement). The present findings seem to support Bernats suggestion as the agreement to item 19 of 23% was roughly equivalent to the percentage of female representation in the sample. Like Sieberts (2003), Parks (1995) and Truitts (1995) groups, participants in the present study were mostly male and they generally rejected the statement on female superiority in language learning. In addition, most of the participants in this study came from male-dominated cultures. For example, the female participants from
86

Libya were not allowed to travel alone to Malaysia and had to be accompanied by a male relative. Also, the Somali male students in the college often told the researcher that they faced difficulties in performing household chores in Malaysia, because these chores had always been performed by either their mothers or sisters. For these participants, the idea that women might be superior in language learning, something they connected with academic ability or intelligence, was something that they clearly rejected. In fact, during the pilot study, a number of participants had expressed dissatisfaction about this item to the researcher, asking her why such an item had been included in the questionnaire. In terms of the items about different types of intelligence, participants responses appeared to reject the idea that there are different kinds of intelligence. Most (64%) disagreed that people who are good at mathematics and science were not good at learning languages. Before Gardner introduced his theory of multiple intelligences, psychologists tended to view intelligence as comprising two forms, linguistic and logical mathematical (Brown, 2000). It is still a commonly held belief, particularly in Western cultures that people who are naturally good at mathematics tend not to be so good at languages and vice-versa. In addition, it is often said that girls tend to do better at language related subjects, while boys tend to perform better in mathematics and science, a notion that was rejected by the participants as can be seen by their responses to item 19 as described earlier in this section. Perhaps the notion of separate intelligences is one that is uncommon in the participants cultures. In fact, 55% (n=56) of participants considered people who speak many languages as being intelligent, which could indicate that participants view the ability to succeed in language learning as being a sign of intelligence. Many of the participants were from countries where one language is dominant such as Libya, Iraq and Sudan; thus, they may not have been regularly exposed to multilingual people. In addition, as 37% of participants were monolingual, speaking multiple languages may be connected to having international

87

exposure through overseas education or travel. Thus, participants may associate being multilingual with being educated or intelligent. Another significant finding was that the participants in the present study were far more enthusiastic about the language learning abilities of their countrymen when compared to past studies, with more than half responding positively to item 6. However, the most common response to this item in Bernats (2006) and Sieberts (2003) studies was neutral and in Truitts (1995) study, 47% of participants disagreed with this item. Overall, the items in the first theme of the BALLI measured participants views about inherent traits which might make a person a more successful language learner. The next section, however, asks participants to assess aspects related to the difficulty of language learning. 4.2.2. Difficulty of Language Learning The second BALLI theme aims to measure learner beliefs about the difficulty of language learning, in general, and the specific difficulty of learning English. In addition, participants are asked to estimate how long it takes to learn a language and to compare the difficulty of various language skills. The majority of participants (80%, n=82) agreed or strongly agreed that language learning varied in difficulty according to the target language and considered English a language of medium difficulty (56%, n=57). Most participants (54%, n=55) felt it would take between one and two years to speak English well if they spent an hour a day learning it. In terms of the comparative difficulty of language skills, participants had mixed views. Roughly one third of participants responded positively, neutrally and negatively to item 25-It is easier to speak than to understand a foreign language, which positioned a productive skill as being easier than a receptive one. However, slightly more participants disagreed with the item, with 39% choosing response 4 or 5, while 32% chose the neutral response and 30% agreed.
88

Participants views were more cohesive when asked to compare reading and writing to speaking and understanding, whereby 46% disagreed with item 34 that positioned reading and writing as being easier than conversational skills. A significant proportion of around 30% also responded neutrally to this item, indicating perhaps that contextual details may be a factor in participants assessment of the relative difficulty of the communicative skills. Table 4.2 shows the frequency of participant responses, means and standard deviations for BALLI items in this theme. Table 4.2. Frequency of Participant Responses to BALLI items on The Difficulty of Language Learning
1 2 3 4 5 M S.D. 3. Some languages are easier to 36(35%) 46(45%) 13(13%) 7(7%) 0(0%) 1.91 0.869 learn than others. 4. English is*: 1=a very difficult 1(1%) 23(23%) 57(56%) 18(18%) 3(3%) 2.99 0.752 language; 2=a difficult language; 3= a language of medium difficulty; 4= an easy language; 5= a very easy language. 15. If someone spent 1 hour a day 14(14%) 55(54%) 20(20%) 5(5%) 8(8%) 2.39 1.043 learning a language, how long would it take them to speak the language very well*: 1=less than a year; 2= 1-2 years; 3= 3-5 years; 4=5-10 years; 5= you cant learn a language in 1 hour per day 25. It is easier to speak than to 7(7%) 23(23%) 33(32%) 25(25%) 14(14%) 3.16 1.132 understand a foreign language 34. It is easier to read and write 7(7%) 18(18%) 31(30%) 32(31%) 14(14%) 2.73 1.121 English than to speak and understand it. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

Participant responses to several items were similar to those found in previous studies in EAP (Siebert, 2003; Bernat, 2006) and EFL contexts (Truitt, 1995; Park, 1995). Participants in all these studies also believed that languages varied in difficulty and rejected the idea that speaking is easier than comprehending. However, there was some variation in how different learners viewed the difficulty level of English. In this aspect, the present findings more closely resemble the EAP groups studied by Bernat (2006) and Siebert (2003), who also mostly rated English as a language of medium difficulty. The Korean ESL participants, in Truitts (1995) and Parks (1995) studies, however, tended to perceive English as being more difficult. One exception was the Lebanese learners in a BALLI study conducted by Diab (2006), of whom 66% considered English an easy or very easy language.
89

A similar trend is also seen in the present group, which had a much larger percentage of 23% selecting either of these responses than in the EAP (Bernat, 2006; Siebert, 2003) and Korean EFL studies (Park, 1995; Truitt, 1995), in which 14% or fewer considered English as being easy or very easy. In addition to rating English as being less difficult when compared to previous EFL studies (Park, 1995; Truitt, 1995), the participants in the current study significantly underestimated the time it would take to learn a language well, when compared to the studies carried out by Bernat (2006) and Siebert (2003) on mixed-nationality groups learning academic English. In Sieberts study, more than 40% of participants thought it would take between 4-10 years to learn a learn a language well if someone spent an hour a day learning it, while in Bernats (2006) study, responses were distributed along all the possible responses, with around 20% selecting each response option. In contrast, close to 70% of participants in this study selected responses of 2 years or less. The most common time estimation selected by the Korean EFL students in Truitts (1995) study was 3-5 years, which was not as conservative as the EAP studies (Bernat 2006; Siebert, 2003), but still more conservative than the present findings. In her study of mixed-nationality international students, Siebert found that the Middle Eastern students tended to underestimate the time it takes to learn a language (Siebert, 2003). The present findings corroborate her assumptions because, although the majority of the participants were from North African nations, they shared a language, religion and certain cultural aspects with Middle Eastern students. However, this suggestion does not explain why other EFL groups such as the Taiwanese students in Yangs study (Yang, 1999) also responded similarly by underestimating the length of time necessary to learn English. This may indicate other factors, such as learning context or teaching and learning activities, or more specific factors including personality and past experience, play a role in learners estimations of language learning difficulty. In addition, financial and time
90

constraints may lead learners to underestimate the amount of time needed to learn a language well. For example, the participants who were government sponsored students from Libya, were given eight months in which to improve their English prior to enrolling in academic courses regardless of their language proficiency upon beginning the programme. Underestimating the time needed to become proficient in English can cause the learner to minimize the challenges posed by their particular time and financial constraints. This could work in a positive way by keeping them motivated, but it could also affect them negatively by giving them unrealistic expectations which may lead to disappointment. Overall, participants beliefs about the difficulty of learning English depict the learners in the present study as highly confident and optimistic, especially when compared to previous studies. This optimism was also echoed in participants responses to the semi-structured interview, which will be presented in the following chapter. Whether these characteristics are due to socio-cultural factors or due to the learning context is unclear; however, these key findings have certain implications which will be discussed in more detail in Chapter Six. While this section has presented the descriptive results of the participants responses to BALLI items on the difficulty of language learning, the next section presents the results of the third BALLI theme, which comprises items related to the nature of language learning. 4.2.3. The Nature of Language Learning The fourth BALLI theme refers to various issues related to learning English, including whether knowledge of English-speaking cultures and being in an English-speaking country are necessary to learn the language. Other items concern the perceived importance of vocabulary, grammar and translation in language learning. Table 4.3 presents participants responses to items on the nature of language learning along with the mean and standard deviation for each item.

91

Overall, the participants tended to agree on some of the items concerning the nature of language learning. An overwhelming majority (92%, n=93) agreed that the ideal context for learning English is in an English-speaking country and 75% (n=76) felt that learning a foreign language was different from learning other subjects. In addition, 61% of participants agreed or strongly agreed that knowledge of English-speaking cultures was a necessity in learning English while 26% responded neutrally to this item. Table 4.3. Frequency of Participant Responses to BALLI items on The Nature of 1 2 3 4 5 M S.D. Language Learning
8. It is necessary to know about 17(17%) 45(44%) 26(26%) 11(11%) 3(3%) 2.39 0.987 English speaking cultures to speak English. 12. It is best to learn English in an 76(75%) 17(17%) 4(4%) 3(3%) 2(2%) 1.41 0.860 English speaking country. 17. The most important part of 34(33%) 47(46%) 10(10%) 10(10%) 1(1%) 1.99 0.961 learning a foreign language is learning new words. 23. The most important part of 35(34%) 32(31%) 21(21%) 11(11%) 3(3%) 2.17 1.107 learning a foreign language is learning grammar. 27. Learning a foreign language is 20(20%) 56(55%) 20(20%) 6(6%) 0(0%) 2.12 0.787 different than learning other academic subjects. 28. The most important part of 18(18%) 37(37%) 18(18%) 21(21%) 8(8%) 2.65 1.216 learning English is learning how to translate from my own language. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

The Korean EFL students in Park (1995) and Truitt (1995) also agreed that it is best to learn English in an English-speaking country, with similar response rates of over 90% agreement. Interestingly, the Australian EAP students (Bernat, 2006) showed a slightly lower rate of agreement (83%-89%) and a slightly higher rate of disagreement with item 12. Perhaps, because the Korean groups and the present group had not experienced learning English in an English-speaking country, they tended to idealize it more. In contrast, the participants in the present study also considered cultural knowledge less important than both the EAP learners in English-speaking countries (Siebert, 2003; Bernat, 2006) and EFL learners in Korea (Park, 1995; Truitt, 1995). This could be due to their learning context, in which they are learning English to enroll in a Malaysian university; thus, knowledge of English-speaking cultures would not provide much of an advantage. Although the learners surveyed by Park
92

(1995) and Truitt (1995) were also not learning English in an English-speaking country, unlike those in the studies by Bernat (2006) and Siebert (2003), perhaps they had some long term goals of travelling to native English-speaking countries or of using English with native speakers. Other items in the third BALLI theme were related to participants beliefs about the importance of various language components in the language learning process. Participants responses to items 17, 23 and 28 showed that they considered vocabulary, grammar and translation as important parts of language learning. Many participants rated vocabulary as being the most important part of language learning (79%), when compared to those who responded similarly about grammar (65%); and only around half (55%) felt translation was the most important part of language learning. These findings indicate that the learners could have misconceptions about effective ways to learn a language, preferring to focus on memorizing vocabulary lists and grammar rules instead of spending their time on real communicative practice. Moreover, very low percentages of participants rejected these statements, particularly those about the importance of vocabulary and grammar learning, with 11% and 14%, respectively, disagreeing with items 17 and 23. A little under one-third (29%) disagreed that translation was the most important part of language learning, which is a little more encouraging when compared to their views on grammar and vocabulary. Yet, it is clear that these participants have a view of language learning that may not be conducive to success in their efforts to learn English. Overall, the beliefs of the English language learners in Malaysia were far more inconsistent with current teaching practices when compared to previous studies, particularly those in the EAP context (Bernat, 2006; Siebert, 2003). For example, although previous research also found a high regard for the role of vocabulary when compared to grammar and translation, the participants in this study were far more likely to consider these three items as being very important. In addition, 79% of the participants in the present study considered vocabulary
93

learning very important, compared to around 50% in the studies by Bernat (2006) and Siebert (2003). The study done by Park (1995) in an EFL context had roughly the same results (61%), while Truitts (1995) findings were around 42%. Further, only 30% or fewer of the participants in the studies conducted by Bernat (2006), Siebert (2003), Park (1995) and Truitt (1995) agreed that grammar was important while the present study found a far higher agreement rate of 65%. In addition, slightly more than half the present sample considered translation important, while only the Korean EFL learners studied by Park (1995) and Truitt (1995) responded similarly, although with a lower rate of 38%. In contrast, more than half of the participants in the studies by Bernat (2006) and Siebert (2006) did not view translation as being important to language learning. Based on the findings in this theme, it can be concluded that the participants in the present study have certain beliefs that could be detrimental to language learning. It is interesting to note that the participants who participated in the interviews contradicted these findings since many of them expressed a definite preference for communicative activities instead of vocabulary or grammar learning, as will be described in Chapter Five dissertation. However, this could be due to the small sample of interview participants, which accounted for 16% of the overall participants. The results discussed in this section have described the participants beliefs about the nature of language learning. In the following section, participants beliefs related to the strategies for language learning and communication will be discussed. 4.2.4. Learning and Communication Strategies The previous three sections presented participants beliefs about certain aspects of language and language learning. In other words, the previous three sections have attempted to describe learners beliefs about the way things are, in terms of language learning. Items in the fourth BALLI theme, however, represent participants conceptions on what they do as
94

language learners, or, at least, what they believe they should do. Although what a learner believes may not always translate into his or her actions, the items in this part of the BALLI can provide a glimpse of how learners approach language learning. For example, item 13 is about practicing English in social situations and items 18 and 26 concern repetition and practice with audio cassettes. Other items in this theme measure participants views about accuracy, making mistakes and guessing. Participants responses as well as the mean and standard deviation for each item are shown in Table 4.4. Table 4.4. Frequency of Participant Responses to BALLI items on Learning and Communication Strategies
1 2 3 4 5 M S.D. 7. It is important to speak 69(68%) 29(28%) 1(1%) 2(2%) 1(1%) 1.40 0.707 English with an excellent pronunciation. 9. You shouldnt say 12(12%) 15(15%) 16(16%) 34(33%) 25(25%) 3.44 1.324 anything in English until you can say it correctly. 13. I enjoy practising English 45(44%) 43(42%) 9(9%) 5(5%) 0(0%) 1.75 0.817 with the people I meet. 14. It is okay to guess if you 32(31%) 44(43%) 16(16%) 5(5%) 5(5%) 2.09 1.055 dont know a word in English. 18. It is important to repeat 78(77%) 22(22%) 0(0%) 1(1%) 1(1%) 1.28 0.619 and practise a lot. 21. I feel shy speaking 2(2%) 17(17%) 18(18%) 32(31%) 33(32%) 3.74 1.133 English with other people 22. If beginning students are 20 (20%) 20(20%) 17(17%) 31(30%) 14(14%) 2.99 1.361 allowed to make mistakes in English, it will be difficult for them to speak correctly later.. 26. It is important to practise 32(31%) 50(49%) 16(16%) 2(2%) 2(2%) 1.94 0.854 with cassettes. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

The results in this theme show some contradictory beliefs among the participants. For example, most participants are highly confident, particularly when it comes to verbal communication; 63% disagreed that they felt shy when speaking English and 86% said they enjoyed speaking English with other people. Another positive finding is that participants have consistent beliefs with at least one aspect of ESL methodology, with a majority (74%, n=76) agreeing that guessing is an acceptable strategy of dealing with unknown words. In addition, most (58%) participants also rejected item 9-You shouldnt say anything in English until you can say it correctly and item 22 (44%) about the need to correct beginners errors to avoid fossilization. However, the participants who disagreed with these items were not an
95

overwhelming majority, which indicates that many participants may be anxious about making mistakes. This can also be seen in the way participants value accuracy in pronunciation; 96% percent agreed that excellent pronunciation was important. This anxiety about mistakes could hinder learners attempts at communication for fear of making pronunciation errors. The present findings differed quite significantly from the EAP studies conducted by Siebert (2003) and Bernat (2006) while having more similarities with past BALLI studies involving EFL learners. For example, studies of EFL learners in Korea, Taiwan, and Cyprus (Park, 1995; Yang, 1999; Kunt, 1998) found a similar overwhelming concern for correct pronunciation. However, in Bernats and Sieberts studies, only 69% and 77%, respectively, expressed a high regard for excellent pronunciation. One explanation could be that learners of English in English-speaking countries may have encountered a larger variety of native accents than those in EFL contexts, and may therefore be more accepting of accent and pronunciation variations. Based on their responses to item 13 and 21, participants in the present study were similar to those in the studies by Bernat (2006) and Siebert (2003) in terms of confidence. Moreover, they were also slightly more confident about speaking English than the EFL learners in Korea (Park, 1995; Truitt, 1995). Around 20% of the participants in the present study felt shy when speaking English compared to around 40% of the Korean EFL learners (Park, 1995; Truitt, 1995). This section, has discussed the participants responses to the BALLI items in the fourth theme on language and communication strategies. Thus far, the BALLI responses presented in the four previous sections reflected participants views on various aspects directly related to the language learning process. However, the fifth and final BALLI theme attempts to identify the motivations behind participants decisions to learn a language as well as their expectations of success. The results of the last BALLI theme are presented in the next section.
96

4.2.5. Motivation and Expectations While Horwitzs BALLI (1987) is viewed as an instrument to measure learners beliefs about language learning, only four of its five themes directly measure beliefs related to language learning. The participants responses to these four themes have already been discussed in the previous sections. The fifth BALLI theme, which will be discussed in this section, takes into account the role of learner motivations and expectations as an influential factor in their overall beliefs about language learning. Items in this theme cover various types of motivation as well as participants own assessment of their potential success in language learning. For example, Item 31-I want to learn to speak English very well seeks to measure participants degree of motivation, while items 24, 29 and 31 measure the type of motivation participants have to learn English. For example, item 24-I would like to learn English so that I can get to know its speakers better and item 29-If I learn English very well, I will have better job opportunities address integrative and instrumental motivation, respectively, while item 5 refers to participants expectations of success in learning English. Table 4.5 shows participants responses to the BALLI items in this theme. Table 4.5. Frequency of Participant Responses to BALLI items on Motivation and Expectations
1 2 3 4 5 M S.D. 5. I believe I will learn to speak 50(49%) 46(45%) 4(4%) 1(1%) 1(1%) 1.60 0.707 English very well. 20. People in my country feel that 39(38%) 40(39%) 12(12%) 8(8%) 3(3%) 1.98 1.043 it is important to speak English. 24. I would like to learn English 30(29%) 50(49%) 16(16%) 5(5%) 1(1%) 1.99 0.862 so that I can get to know its speakers better. 29. If I learn English very well, I 53(52%) 40(39%) 5(5%) 2(2%) 2(2%) 1.62 0.831 will have better job opportunities. 31. I want to learn to speak 84(82%) 15(15%) 2(2%) 0(0%) 1(1%) 1.23 0.579 English very well. 32. I would like to have English44(43%) 47(46%) 7(7%) 1(1%) 3(3%) 1.74 0.864 speaking friends. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

Overall, participants responses were generally positive. All the items had agreement rates of 77% or more, showing that participants had positive expectations and were highly motivated to learn English. Participants were optimistic about their ultimate success in learning English; 94% (n=96) believed that they would learn to speak English very well,
97

and only two participants disagreed with the statement. In addition, participants were highly motivated, with 97% agreeing that they wanted to learn to speak English very well. In terms of types of motivation, an equally high proportion (91%, n=93) believed that proficiency in English would lead to better job opportunities and the four participants who disagreed were all government-sponsored Libyan students, headed for postgraduate degrees in Malaysia. As these participants were all university lecturers in their countries, perhaps they considered the main purpose of learning English was to complete their postgraduate qualifications and return to their jobs. The items concerning integrative motivation, items 24 and 32, in addition to item 20 on the value of English, registered slightly lower rates of agreement when compared to most of the other items in this theme, which had more than 90% agreement. About 89% of participants stated that they would like to have English-speaking friends. Item 24, on integrative motivation, was one of the items with the lowest percentage of agreement in this theme, with 78% of participants agreeing that getting to know English speakers better was one of the reasons they were learning English. A similar response was recorded in the item about the value of English in participants home country. While a high rate of agreement would be expected, considering the world-wide use of English, only 77% agreed that people in their country valued English proficiency. However, those who disagreed with the item were from different countries, such as Libya, Somalia and Sudan. As many participants of the same nationality also agreed with this item, the variance could be more a matter of individual perception than a representation of how English is viewed in these countries. Participants in previous studies also registered a high level of motivation and expectation. With regard to items on motivation and expectation, findings varied mainly in the degree to which participants agreed to the items. When compared to previous studies, the present group was far more optimistic about their language learning success. More than 90%
98

believed they would eventually learn to speak English well, compared to the results of past studies: 88% (Bernat, 2006), 75% (Siebert, 2003), 72% (Park, 1995) and 59% (Truitt, 1995). Another interesting feature is that, in terms of items on integrative motivation, the participants in the studies conducted by Bernat (2006) and Siebert (2003) indicated a similarly low level of integrative motivation, although they were learning English in English-speaking countries where friendship opportunities with native English speakers would be more abundant. 4.2.6. Reliability of the BALLI Although the BALLI themes were not statistically generated, and the items within one theme may refer to a wide range of language learning aspects, a reliability test of the BALLI results was performed to determine the overall reliability of the instrument. The individual themes showed low reliability with Cronbachs Alpha values ranging from 0.237 to 0.668. As discussed in Chapter Two of this study, the low reliability of BALLI themes has been attributed to its being designed by Horwitz (1987) without the use of statistically generated themes (Kuntz, 1996) in addition to the broad range of topics covered by items within each theme. However, several researchers, such as Nikitina and Furuoka (2006), have attempted to verify the reliability of this instrument and have concluded that despite certain weaknesses, the BALLI remains a reliable instrument for measuring learner beliefs. Overall, a Cronbachs Alpha of 0.728 was recorded for the BALLI, which is above 0.60, the acceptable Alpha level, according to Landau & Everitt (2004). While other statisticians advocate an Alpha level of 0.80 to be considered statistically significant (Nunnally & Bernstein, 1994 as cited in Bailey, 2005), the very nature of the BALLI suggests that a lower Alpha would still indicate reliability because the instrument encompasses a wide range of beliefs about language learning, even within a single theme. The Cronbachs Alpha for the BALLI questionnaire in this study was slightly higher than those found by other researchers including Yang (1999), Park (1995), Truitt (1995) and Kunt (1998), who all
99

found values of between 0.60 and 0.70. One exception was the study by Hong (2006), who administered the BALLI and SILL to two groups of Korean EFL learners and found slightly higher Cronbachs Alpha levels of 0.74 and 0.77 for the BALLI results of her study. In summary, the first part of this chapter has presented the descriptive results of the BALLI survey administered to a group of international students learning English in Malaysia. In the next section, the results of the factor analysis performed on participants responses to the BALLI will be discussed. 4.2.7. Factor Analysis of BALLI Results While descriptive statistics of BALLI responses, as presented in the previous section of this chapter, have been widely used by researchers to describe the language learning beliefs of a group of learners, several researchers have also performed factor analysis of BALLI results. For example, Nikitina and Furuoka (2006) performed factor analysis on the BALLI responses of 107 Malaysian students learning Russian as a foreign language and found four factors that roughly corresponded to four of Horwitzs themes. As discussed in Chapter Two, their purpose of performing this type of statistical analysis was to verify the statistical strength of the BALLI in view of criticisms by researchers, such as Kuntz (1996), who pointed out that the five themes of the BALLI were not generated through statistical analysis but from focus group discussions with language teachers and learners. While Nikitina and Furuoka (2006) conducted factor analysis of BALLI result to determine the validity of the instrument, several other researchers, such as Hong (2006), Park (1995) and Truitt (1995) have used factor analysis as a means of reducing the BALLI responses to factors that could then be correlated to a second variable. These studies have already been reviewed in Chapters Two and Three and are relevant to the present study since it also involves the performance of factor analysis on both the BALLI and PELLEM results. In the present study, the main purpose of performing the factor analysis on the results of both questionnaires was to enable the correlations between the resulting factor scores to address
100

Research Question Three: Is there a statistically significant relationship between the language learning beliefs of international students learning English in Malaysia and their perceptions of learning English in Malaysia? However, the factor analysis results also provide more detailed answers to Research Questions One and Two since they show the strongest beliefs and perceptions among the participants of this study, as measured by the BALLI and the PELLEM. In this section, the factor analysis of the BALLI results will be presented. Participants responses to the BALLI items were analyzed using principal component analysis, to find an initial solution. This is the first step in the performance of a factor analysis, wherein the results of the initial solution are used to determine the number of factors upon which to perform the final factor analysis. The initial solution for the principal component analysis of the BALLI resulted in 13 factors based on those with an Eigenvalue of more than 1. Next, a scree plot test was applied to reduce the factors further, resulting in a final factor extraction of three factors which accounted for 31% of the total variance. A varimax rotation test allowed for easier interpretation of the factors. Table 4.6 presents the final factor loading of the BALLI items. The detailed results of the principle components analysis and factor analysis of the BALLI results, including the initial factor statistics and the scree plot are available in Appendices E and F of this dissertation. Items with factor loadings below 0.4 in the BALLI were eliminated from the factor analysis because items with loadings of under 0.40 are not considered to be significant. There were ten such items as listed below: 1. Item 14-It is okay to guess if you dont know a word in English. (0.380); 2. Item 2-Some people have a special ability for learning foreign languages. (0.354); 3. Item 8-It is necessary to know about English speaking cultures to speak English. (0.323); 4. Item 21-I feel shy speaking English with other people. (-0.347);
101

5. Item 15-If someone spent an hour a day learning English, how long would it take them to speak the language very well. (0.230); 6. Item 11- People who are good at mathematics and science are not good at learning foreign languages. (0.270); 7. Item 19-Women are better than men at learning foreign languages. (0.268); 8. Item 27-Learning a foreign language is different than learning other academic subjects. (-0.267); 9. Item 25- It is easier to speak than to understand a foreign language. (0.206); 10. Item 34-It is easier to read and write English than to speak and understand it. (0.79); There was also one item which loaded above 0.40 on more than one factor. Item 30-People who speak more than one language are very intelligent loaded above 0.40 on Factor One and Factor Two. Although this item was included in the list of items for Factor One, the nature of the item was not taken into consideration when naming this factor. Nikitina and Furuoka (2006) also found a number of items which had high loadings on more than one variable in their factor analysis study on the language learning beliefs of Malaysian students learning Russian as a foreign language. These findings indicate complex structures and as a result affect the interpretation of the factor results (Coakes, 2005 as cited in Nikitina & Furuoka, 2006). Thus, item 30 was removed from the analysis to prevent problems in analysing and naming the factors. Table 4.6 presents the final rotated structure of the BALLI items. As can be seen, three factors were identified for the BALLI. The first factor, Motivational and Affective Aspects of Learning English, included thirteen items with loadings of above 0.40, while the second factor, Confidence and Assessment of Difficulty of Learning English, comprised six items which loaded at 0.40 or higher. The third and final factor included five items related to Formal Learning Beliefs. Each of the three BALLI factors will be described in detail in the
102

following sections, with Tables 4.7 to 4.9 presenting the items which loaded at 0.4 or more for each of the three factors. Each section includes the name of each factor, the content of the items in the factor and their loadings, as well as a discussion of each factor with reference to previous findings. Table 4.6. Rotated Factor Structure of the BALLI Variables
Rotated Component Matrix
BALLI ITEM
a

Component Factor 1 797 .681 .678 .578 .573 .515 .468 .464 .461 .454 .441 .419 .415 .380 .354 .323 -.040 .155 .312 -.219 .151 -.159 .013 .075 .269 .328 -.048 .105 .129 .028 -.156 .096 -.138 -.019 Factor 2 -.112 .239 .144 -.060 .042 .173 -.063 -.102 .208 .287 .438 .257 -.035 .220 .217 .168 .818 .571 .548 .522 .515 -.479 -.347 .230 .116 -.135 .000 .352 -.070 .021 .029 .071 -.014 -.038 Factor 3 -.128 .129 .068 .059 -.190 .007 -.308 .003 -.094 .198 .244 .038 .121 -.213 -.227 .162 .165 -.225 -.092 -.039 -.198 -.008 -.028 .221 .725 .585 .585 .559 .551 .270 .268 -.267 .206 .157

31 7 29
Factor OneMotivation and Affective Factors of Learning English

12 18 33 26 1 32 24 30* 13 20 14 2 8 16 3 5 6 10 4 21 15 23 17 22 9 28 11 19 27 25 34

Factor TwoConfidence and Assessment of Difficulty of Learning English

Factor ThreeFormal Learning Beliefs

Note: Extraction method: Principle Component Analysis Rotation Method: Varimax Rotation Item 30-loaded above 0.40 on Factors 1 and 2 The following items were not included in the analysis and discussion because their factor loadings were less than 0.40: 14, 2, 8, 16, 21, 15, 11, 19, 27, 25 & 34.
103

BALLI Factor One-Motivational and Affective Aspects of Learning English The first factor contains items related to two major aspects: motivational and affective aspects and beliefs about spoken communication. Firstly, six items were related to affective aspects of learning English, for example motivation, optimism and positive feelings. Most of these items were related to motivation; for

example item 31-I want to learn to speak English very well had the highest loading of 0.797. Other items related to motivation were: item 29, which referred to the job-related benefits of English proficiency; item 32, about participants desire to have English-speaking friends and item 20, about the value of English proficiency in participants countries. Item 33-Everyone can learn to speak a foreign language, can also be considered as representing an affective construct as it indicates participants have an optimistic outlook towards their potential success in language learning. Finally, item 13 refers to participants enjoyment of speaking English. The second aspect represented in Factor One-Motivational and Affective Aspects of Learning English is beliefs about spoken communication. Items such as item 7, on the need for excellent pronunciation; item 18, on the need for repetition, and item 26, which refers to using audio cassettes for speaking practice, are all related to participants views on the development of speaking skills. Items in these areas also appear to be related to the notion of a standard English pronunciation and accent. The second highest factor loading was for item 7-It is important to speak English with an excellent pronunciation and the fourth highest loading was for item 12-It is better to learn English in an English-speaking environment. When combined with the other items in this factor which are related to integrative motivation (32, 24), these items can be interpreted as a representation of participants beliefs about the need for regular spoken communication in order to develop their language skills. The high loading of these items under one factor may also be related to participants desire for exposure to standard British or American English and their desire to
104

have the opportunity to interact with proficient English speakers. On one hand, when compared to participants countries, Malaysia offers more of these opportunities. However, when compared to countries such as the U.K. and the U.S., participants may find Malaysia lacking in this aspect. Table 4.7 lists the items which had factor loadings of above 0.40 in Factor One of the BALLI results. Table 4.7. BALLI Factor One: Motivational and Affective Aspects of Learning English
Item Description 31. I want to learn to speak English very well. 7. It is important to speak English with an excellent pronunciation. 29. If I learn English very well, I will have better job opportunities. 12. It is best to learn English in an English speaking country. 18. It is important to repeat and practise a lot. 33. Everyone can learn to speak a foreign language 26. It is important to practise with cassettes 1. It is easier for children than adults to learn a foreign language. 32. I would like to have English-speaking friends. 24. I would like to learn English so that I can get to know its speakers better. 30. People who speak more than one language are very intelligent.* 13. I enjoy practising English with the people I meet. 20. People in my country feel that it is important to speak English. * Item 30-Loaded highly on more than one factor Loading .797 .681 .678 .578 .573 .515 .468 .464 .461 .454 .441 .419 .415 M 1.23 1.40 1.62 1.41 1.28 2.13 1.94 1.39 1.74 1.99 2.42 1.75 1.98 S.D. 0.579 0.707 0.831 0.860 0.619 1.002 0.854 0.760 0.864 0.862 1.094 0.817 1.043

These findings closely resemble those found in other studies, despite the factors being given different names by other researchers. According to Horwitz (2007), factor analysis is both a science and an art, in that the statistical analysis performed is quantitative in nature; however, the naming of factors is qualitative. Thus, while the items in factors found by different researchers might be similar, the factor names given by each researcher could differ. The first factor in the factor analysis conducted by Hong (2006) on the beliefs held by monolingual and bilingual Korean ESL students was almost identical to the present findings. Hong named this factor Motivation for and the Nature of Learning English. Items 18, 31, 29, 20, 7, 32, 26 and 33 were all found in the first factor for both groups in Hongs (2006) study as well as in the present study. However, Hongs (2006) results also included some items more directly related to the language learning process such as whether guessing the meaning of unknown words was an acceptable strategy, the need to know about Englishspeaking cultures, learning vocabulary and memorization. Oz (2007) also had similar
105

findings in his BALLI study of Turkish ESL learners. The first factor, called Beliefs about Social Interaction and Learning Spoken English, contained several of the same items as in the present study, for example, items on the motivational aspects of learning English, as well as those items related to pronunciation and listening to audio cassettes (Oz, 20007). One difference was that items related to integrative motivation factored much higher in the Turkish ESL learners beliefs when compared to the present study (Oz, 2007). Nikitina and Furuoka (2006), who conducted a factor analysis on the BALLI responses of Malaysian learners of Russian as a foreign language also found that motivational items formed the first factor of participants beliefs. However, they only found three items in the first BALLI factor. Overall, the present findings are very similar to the first BALLI factors found by Hong (2006) and Oz (2007), who performed factor analysis on the BALLI responses of ESL learners in Korea and Turkey, respectively. In addition, several items which were dropped from the first factor of this studys results due to a low factor loading or loading under more than one factor, also loaded under factor one in the previous studies mentioned. For example, the items on guessing (14) and knowledge of English-speaking cultures (8) found in factor one by Hong (2006) were dropped from the factor analysis in the present study as they had factor loadings below 0.40. Item 5-I believe that someday I will learn to speak English very well, found in factor one by Oz (2007) also loaded under factor one in this study, but was excluded from analysis since it also loaded under Factor Three-Formal Learning Beliefs. Thus, it can be concluded that motivational beliefs and those related to speaking skills are among the most significant constructs in the language learning beliefs of ESL learners.

106

BALLI Factor Two-Confidence and Assessment of Difficulty of Learning English The second factor comprised six items which were related to participants confidence and assessment of difficulty with regards to learning English. The item with the highest loading in factor two was item 16, about participants belief about whether they possessed a special ability for learning foreign languages. Although the descriptive results showed that participants were more likely to believe that other people had this ability (item 2-84% agreement) than believe the same thing about themselves (item 16-36% agreement), participants in this study had a higher rate of agreement with item 16 when compared to previous studies by Hong (2006), Park (1995) and Truitt (1995). Also, the descriptive results showed that participants in this study appeared to be more confident and optimistic about their language learning success when compared to those of other studies. They also tended to underestimate the difficulty of learning English when compared to other studies, as described earlier in this chapter. The loading of items related to confidence and assessment as the second factor confirms the earlier descriptive findings. In addition to item 16, other items in this factor which measured participants confidence were item 5-I believe I will learn to speak English very well and item 6- People from my country are good at learning. The other items, for example item 4, are related to the difficulty of learning English, which can also be said to be influenced by confidence. Highly confident learners would be more likely to assess a task as being less difficult when compared to less confident learners. Item 4 corresponded negatively to all other items in this factor, with a loading of 0.497 because the response choices ranged from very difficult (1) to very easy (5). Thus, those participants who tended to agree with the items on confidence (responses 1 or 2) would be more likely to select responses on the opposite end of the scale, (4-easy or 5-very easy) when responding to item 4. While the descriptive results show that the most common response for item 4 was 3-neutral, the negative factor loading of this item in relation to the other items in this scale shows that the participants confidence is negatively correlated with
107

how difficult they perceive English language learning to be. Table 4.8 lists the items in factor two with the corresponding factor loadings, means and standard deviations. Table 4.8. BALLI Factor Two: Confidence and Assessment of Difficulty of Learning English
Item Description 16. I have a special ability for learning foreign languages. 3. Some languages are easier to learn than others. 5. I believe I will learn to speak English very well. 6. People from my country are good at learning foreign languages. 10. It is easier for someone who already speaks a foreign language to learn another one. 4. English is*: 1=a very difficult language; 2=a difficult language; 3= a language of medium difficulty; 4= an easy language; 5= a very easy language. Loading .818 .571 .548 .522 .515 -.479 M 2.80 1.91 1.60 2.49 2.31 2.99 S.D. 0.912 0.869 0.707 0.919 0.941 0.752

When compared to past research, the second factor identified in this study has certain similarities with past research. Hongs (2006) study, mentioned earlier, also found similar items in the second factor of her participants BALLI results, but only for the monolingual group. Hong named this factor Self-efficacy and Confidence in Learning English. However, many of the items are similar to those in the second factor of the present study. Items 16, 4, 5 and 6 also loaded in Hongs (2006) second factor for monolingual Korean ESL learners, and her findings also included item 21-I feel timid(shy) speaking English with other people, which also loaded under factor two in this study but was excluded from analysis as factor score was below 0.40 (-0.347). Furthermore, there were items on the enjoyment of speaking English with others and getting to know native speakers of English that fell within the second factor of Hongs study, which loaded on the first factor in the present study. On the other hand, the second factor for the bilingual Korean learners in the same study included items related to Formal Learning Beliefs (Hong, 2006). Other studies also had similar results as the present study in terms of items related to self-efficacy, or what is referred to in this study as confidence. For example, Truitt (1995) who conducted a factor analysis of the BALLI responses of Korean English learners also named the second factor as Self-efficacy and Confidence in Speaking, but only one item (16) was the same as those in this study. The results of Parks (1995) study also had a second factor with a similar name Self-efficacy and
108

Confidence in Learning English, although there were only two similar items in this factor when compared to Hong (2006) and the present study. There were also several studies which found different results. For example, Nikitina and Furuoka (2006), Campbell (1993, as cited in Kuntz, 1996) and Mantle-Bromley (1995) all found items related to Aptitude in the second factor of their factor analysis studies of BALLI responses of foreign language and English learners in different contexts. The following section presents the third and final factor of the BALLI responses of the international students learning English in Malaysia who were part of this study. BALLI Factor Three-Formal Learning Beliefs The third factor included items related to the importance of grammar, learning vocabulary and translation (items 23, 17, 22) in the language learning process. This factor was named Formal Learning Beliefs, using the same title proposed by Hong (2006). Two items on the importance of accuracy were also included in this factor: item 9-You shouldnt say anything in English until you can say it correctly and item 22-If Beginner students are allowed to make mistakes, it will be hard to correct them later on. Table 4.9 presents the BALLI items in Factor Three of this study and the corresponding factor loadings, means and standard deviations for each item. Table 4.9. BALLI Factor Three: Formal Learning Beliefs
Item Description 23. The most important part of learning a foreign language is learning grammar. 17. The most important part of learning a foreign language is learning new words. 22. If beginning students are allowed to make mistakes in English, it will be difficult for them to speak correctly later on. 9. You shouldnt say anything in English until you can say it correctly. 28. The most important part of learning English is learning how to translate from my own language. Loading .725 .585 .585 .559 .551 M 2.17 1.99 2.17 3.44 2.65 S.D. 1.107 0.961 1.107 1.324 1.216

Of note is the item with the highest factor loading, which was item 23 about the importance of learning grammar as part of language learning. One of the issues highlighted in the descriptive results of the BALLI responses was that the number of participants of the
109

present study who responded in agreement to item 23 was almost double those of studies by Bernat (2006), Siebert (2003), Park (1995) and Truitt (1995). Incidentally, the factor

loading for this item (0.725) was much higher than those of the other items in this factor, which were between 0.551 and 0.585. In addition to the item on the importance of

grammar, there were also items on the importance of vocabulary and translation, of which the former had the second highest loading and the latter had the lowest loading. The other two items in this factor were related to making mistakes. Earlier in this chapter, the descriptive results showed that participants in this study were quite concerned about making mistakes, which could be a matter of concern if it restricts their participation in conversation. Once again, the present findings were almost identical to those found by Hong (2006) with regard to the learner beliefs of the monolingual Korean learners of English in her study. All the five items in the third factor of the present study also loaded under the third factor in Hongs study. There were also two other items in the third factor found by Hong (2006). One was item 34, which was dropped from the present studys findings due to a factor loading of 0.157, and the other was an additional item added by Hong to the BALLI questionnaire (Hong, 2006). In contrast, the second factor in the bilingual students surveyed by Hong was also called Formal Learning Beliefs, yet only three items were similar to the factor of the same name for the monolingual learner group in her study. Another BALLI study conducted in Korea (Truitt, 1995) also found similar items in the third factor called Correct and Formal Language Learning. Four of the five items (items 9, 17, 22, 23) found in this study also loaded under the third factor in Truitts (1995) study. Tumposky (1991), who studied the learning beliefs of EFL learners in the USSR and French and Spanish learners in the U.S., also had three items (items 17, 23, 28) in common with this study under the third factor called Nature of Language Learning. Despite the similarities to the studies by Hong (2006), Truitt (1995) and Tumposky (1991), the present findings differed from the
110

third factors found by other researchers, which comprised items on different constructs such as Foreign Language Aptitude (Yang, 1999); Nature of Language Learning (MantleBromley, 1995) and Learning Spoken English (Park, 1995). Overall, the factor analysis of the BALLI responses of the international students learning English in Malaysia offered some insight on the structure of the language learning beliefs held by this learner group. The three factors showed that motivational beliefs and other beliefs related to affective factors, such as enjoyment and confidence, play a major role in participants language learning beliefs. In addition, participants have strong beliefs about formal learning, with beliefs related to grammar, vocabulary, accuracy and translation making up a significant part of their belief structure. When compared to past research, the findings of this study bore a close relationship to those of one study in particular, that of monolingual Korean ESL learners (Hong, 2006). There were also some similarities to other BALLI studies of ESL learners in Asia (Tumposky, 1991; Truitt, 1995). However, the belief structures of the learner groups in other previous studies were both slightly and significantly different from the present findings. This confirms the contentions of researchers such as Nikitina & Furuoka (2007) that despite the common findings among the many BALLI studies in various contexts, there seem to be other factors, whether contextual, cultural or individual, that influence the beliefs about language learning held by language learners. This section of Chapter Four has attempted to address the first research question by describing the language learning beliefs of the participants, who are international students learning English in Malaysia. This was followed by the results of the factor analysis of the BALLI responses, which shed some light on the construct of these learners beliefs. The factor scores from the factor analysis were also used in the Pearson r Correlation to answer Research Question Three about the relationship between learner beliefs about language learning and their perceptions of learning English in Malaysia. The results of the Pearson r Correlation will be presented in the last section of this chapter. In the next section, the
111

results of the PELLEM questionnaire will be discussed, with the aim of answering the second research question of this study: What are international students perceptions of learning English in Malaysia? 4.3. Results of the PELLEM Questionnaire While the BALLI questionnaire looked at participants language learning beliefs, the PELLEM measured the participants context-specific perceptions about various aspects of their language learning experience in Malaysia. Items were generated according to four themes related to the participants experience as language learners in Malaysia: General Opinion of Learning English in Malaysia; Out-of-Class Experience; Use of English in Malaysian Universities and Learning English in a Malaysian Educational Institute. In this section, the frequencies and percentages of participants responses to items within each theme are presented in Tables 4.10-4.13. In section 4.2, the descriptive results of the BALLI also included comparison of the present results to those of previous BALLI studies. On the other hand, there are few relevant studies that can be referred to for comparison to the PELLEM findings as this questionnaire was specifically designed for use in this study. In the following sections, the discussion of the PELLEM results for each theme is followed by a brief comparison to past studies in two broad areas. Firstly, several relevant findings were found in previous studies which focused on international students learning English in Malaysia (Ali, 2007; Hamzah et al., 2009), Singapore (Young, 2003) and in Englishspeaking countries such as the United States (Christison & Krahnke, 1986). Secondly, the discussion included relevant findings of a number of studies on the learning experience of international students in the United Kingdom (Mehdizadeh & Scott, 2005), Australia (Sawir, 2005; Ransom et al, 2005, Robertson et al., 2000); and New Zealand (Ho, Li, Cooper & Holmes, 2007; Wang et al., 2008).

112

4.3.1. General Opinion of Learning English in Malaysia The items in this theme measured participants overall perception of learning English in Malaysia. In addition, the items also sought to measure participants perceptions of learning English in Malaysia when compared to their home countries and to English-speaking countries. The details of participants responses are given in Table 4.10. Table 4.10. Frequency of Participant Responses to items on General Opinion of Learning English in Malaysia
1 2 3 4 5 M S.D. 1. I would recommend learning 10(10%) 43(42%) 29(28%) 12(12%) 8(8%) 2.66 1.067 English in Malaysia to my family and friends. 2. My English has improved since I 31(30%) 61(60%) 6(6%) 3(3%) 1(1%) 1.84 0.741 came to Malaysia. 4. Learning English in Malaysia is 36(35%) 34(33%) 17(17%) 11(11%) 4(4%) 2.15 1.138 better than learning English in my country. 7.You can only learn English well 35(34%) 23(23%) 17(17%) 20(20%) 7(7%) 2.42 1.323 in a country where it is a native language (e.g. the U.S., the U.K., Australia, Canada, New Zealand & Ireland) 8. The English language instructors 21(21%) 51(50%) 24(24%) 5(5%) 1(1%) 2.16 0.841 in Malaysia are qualified and experienced. 9. Malaysia is a good place to learn 7(7%) 38(37%) 41(40%) 10(10%) 5(5%) 2.68 0.922 English. 10. I would be happier if I could 13(13%) 29(28%) 43(42%) 12(12%) 5(5%) 2.67 1.006 learn English in another country (not Malaysia) 11. People who want to come to 25(25%) 40(39%) 23(23%) 12(12%) 2(2%) 2.27 1.026 Malaysia to study should learn English in their own countries first. 12. My lack of proficiency in 16(16%) 35(34%) 26(25%) 19(19%) 5(5%) 2.65 1.131 English causes me many problems in Malaysia. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

Overall, participants responses were mixed in terms of whether they viewed their language learning experience in Malaysia positively or negatively. For example, 90% (n=92) agreed that their English had improved since arriving here; 68% (n=70) considered learning English in Malaysia as preferable to learning English in their own countries and 71% (n=72) felt that the English language instructors in Malaysia were qualified and experienced. However, despite positive perceptions in these areas, only 52% (n=53) would recommend learning English in Malaysia to their family and friends. In addition, less than half (44%, n=45) agreed that Malaysia was a good place in which to learn English (item 9) and a slightly lower percentage (40%) responded neutrally to this item.
113

One possible reason for these contradictory findings could be Malaysias status as a country where English has a historical and official role, but is not a native language. This is corroborated by the current findings in which 57% of participants agreed with item 3-You can ONLY learn English in a country where it is a native language. In addition, 41% (n=42) stated that they would be happier if they could learn English in another country, while 42% neither agreed nor disagreed. Only 17% (n=10) disagreed with this item. Evidently, learning English amidst speakers of what participants consider non-standard English, is viewed as inferior when compared to learning English in countries such as the U.K. or the U.S.A. Despite the fact the participants were engaged in learning English within a classroom setting, the opportunity to practice the language being learned outside the classroom is likely to be one of the components that make up their language learning experience. In fact, the extent to which they are able to engage in real life communication outside the classroom is likely to influence their perceptions of Malaysia as an English language learning destination. Hamzah et al. (2009) also studied the perceptions held by international students of their English language course at a Malaysian university. As their study focused mainly on matters related to the language course, their findings will be discussed in more detail in the next few sections. A student in Hamzah et al.s study also referred to Malaysia as not being an English-speaking country, and stated that although his English had improved, it did not meet his expectations (Hamzah et al., 2009). It appears that a similar sentiment could be felt by the participants in this study because despite the improvement in their English skills perceived by a majority of participants, they did not appear to be enthusiastic about Malaysia as a place to learn English. Ali (2007), who studied the speaking and learning motivations of international students in an intensive English programme in a university in Selangor, also found that participants held somewhat positive perceptions of learning English in Malaysia. However, participants in her study also made comments that implied
114

they did not have many chances to practice speaking English, particularly outside the university (Ali, 2007). Participants perceptions of whether living in Malaysia offers sufficient opportunity to practice English on a daily basis, may be an underlying factor in their seemingly

contradictory responses to items in Theme 1. Therefore, the second theme in the PELLEM focuses on the participants perceptions of their experiences of using English outside the classroom. Participants responses to items within this theme are presented in the following section. 4.3.2. Out-of-Class Experience The second theme of the PELLEM examines participants perceptions about issues related to English language use outside the classroom. Being in a country where English proficiency tends to be limited to the educated middle and upper classes, participants access to Malaysians who are proficient in English depends on where they live and the kinds of Malaysians they meet. Items in this theme examine participants perceptions of the English language communication they experience outside the classroom, for example, whether they have enough opportunities for authentic interaction and whether they face problems in interacting with locals in English. Participants perceptions on the local variety of English may also affect how they view their interaction opportunities. For this reason, items 6 and 13, which measure participants perceptions on Malaysian English, were included. Table 4.11 shows their responses to items in this theme as well as the means and standard deviations.

115

Table 4.11. Frequency of Participant Responses to items on Out-of-Class Experience

1 2 3 4 5 M S.D. 3. I have lots of opportunities to 15(15%) 31(30%) 30(29%) 21(21%) 5(5%) 2.71 1.104 practice speaking English in Malaysia. 6. I face problems understanding 20(20%) 44(43%) 20(20%) 13(13%) 5(5%) 2.40 1.091 English when talking to Malaysians. 13. Speaking English to Malaysians 25(24%) 32(31%) 25(25%) 17(17%) 3(3%) 2.42 1.121 does not help me improve my English. 14. The only time I speak English 12(12) 28(28%) 19(19%) 22(22%) 21(21%) 3.12 1.337 now is when I am in class. 15. I find it hard to use English 10(10%) 13(13%) 19(19%) 43(42%) 17(17%) 3.43 1.198 when I go shopping or when dealing with daily events( for example paying bills, at the doctors) 18. Living in Malaysia is easier if 24(24%) 44(43%) 21(21%) 12(12%) 1(1%) 2.24 0.977 your English is good 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

In terms of opportunities to speak English, less than half (45%, n=46) agreed that they had ample opportunity to practice English in Malaysia, as measured by their response to item 3, and 40% (n=40) said that they only used English in the classroom (item 14). Moreover, a higher proportion indicated that they had problems with Malaysian English, with 63% (n=64) agreeing that they faced problems understanding the local variety of English (item 6). In addition, more than half (55%, n=55) felt that speaking English with locals did not benefit their English proficiency (item 13) and only 19% (n=13) disagreed with the same item. Despite results which indicated some issues in their everyday communication, only 23% of participants agreed that they had trouble using English for their daily needs. However, this could be a result of the wording of item 15, which places the focus on the participants own ability to communicate in English. On the other hand, the other items such as item 6 and 13 focused on their perceptions of Malaysian English speakers and their English proficiency. Based on the participants responses to the items in this theme, a perceived lack of communicative opportunities combined with a negative perception of the local variety of English were major issues for the respondents in this study. Firstly, only a little over half of the participants felt that learning English in Malaysia offered them the chance to practice
116

speaking English outside the class. This might be particularly true for certain types of student groups such as the ones surveyed, many of whom were postgraduate students who were in Malaysia with their families and, therefore, had little time to spend socializing outside class. In addition, many of the students reported that they lived with other students of the same nationality, which not only limited their chance of speaking English outside class, but also isolated them from the local community. Moreover, these participants were enrolled in a small local college, which did not offer the social activities associated with campus life. Secondly, participants were very conscious of the differences between standard British or American English and the variety of English used in Malaysia, and their responses to the related items indicate that the local variety of English was seen as inferior and flawed. Despite their limited interaction with locals, as reported by the interview participants, many participants felt that they could not benefit from speaking English with Malaysia or had problems understanding them. This may prevent them from actively pursuing interaction in English outside the class, as most would not have access to the native English-speaking expatriate communities that they seek to practice with. The findings in this theme can be compared with existing research in a number of aspects. Firstly, one of the main findings in this theme concerns the opportunity to speak English outside class, which the participants find lacking. In addition, 12% strongly agreed that the only time they spoke English was in class. It is interesting to note that Christison & Krahnke (1986) who surveyed the perceptions of foreign ESL learners at a U.S. university also found 12% of participants stating that they never spoke English outside class. Another 20% said that they spoke less than an hour of English a day. However, the present study had higher rates of students who perceive a lack of speaking practice outside class, which is probably due to the different status of English in Malaysia when compared to the United States, as well as participants perceptions of the local variety of English. In addition to linguistic
117

factors, this lack of opportunity for English conversation may also be due to social isolation, which has been a recurring theme in studies of international students learning experiences in countries including Australia (Robertson et al., 2000; Wang et al., 2008). Secondly, the perceptions held by the participants with regard to Malaysian English and the English proficiency of Malaysians echo the results of another study in a similar context. As mentioned in Chapter Two, Young (2003) studied how Singapore English was viewed by students from China. The students in Youngs study were in a similar situation as those in the present study in that they were also enrolled in an intensive English programme in preparation for university. Young (2003) also found that students had trouble comprehending the local variety of English and initially believed that Singaporeans should learn American or British English. The similarity between her findings and those of the second PELLEM theme show that perceptions of the local variety of English are significant issues for international students learning English in countries other than those commonly referred to as English-speaking countries. Interestingly, Young (2003) also found that respondents perceptions of spoken Singapore English changed over a five-month period and that the students from China showed an increasing acceptance of the Singaporean variety of English. However, the shared ethnicity and the use of Mandarin by both the students from China and many Singaporeans could be a contributing factor in the accommodation of these Chinese students towards Singapore English. In contrast, many international students in Malaysia are ethnically different from most Malaysians and do not speak any common language with Malaysians other than English. Thus, their perceptions towards Malaysian English may or may not change over the time that they spend here. While the second PELLEM theme focused on participants experiences outside the classroom, the next theme was centred on participants perceptions of English in Malaysian universities.

118

4.3.3. Perceptions of English in Malaysian Universities The third theme of the PELLEM involves learners perceptions regarding the use of English in Malaysian universities. As participants were learning English to prepare for enrolment in Malaysian universities, their perceptions of matters related to academic life in Malaysia were expected to play a role in their approach to learning English. Among the issues looked at were the perceived importance of English proficiency for academic success and social integration at university. Items in this theme also focused on participants expectations about language use at university, including whether they anticipated having language problems. The responses of participants, mean and standard deviation for each item are shown in Table 4.12. Table 4.12. Frequency of Participant Responses to items on Perceptions of English in Malaysian Universities
1 2 3 4 5 M S.D. 5. I dont need to be very good in 7(7%) 26(26%) 24(24%) 22(22%) 23(23%) 3.27 1.260 English to do well in a Malaysian university. 16. If I can communicate well in 48(47%) 41(40%) 9(9%) 3(3%) 1(1%) 1.71 0.828 English, my results at a Malaysian university will be good. 17. If I can communicate well in 40(39%) 47(46%) 10(10%) 2(2%) 3(3%) 1.83 0.902 English, I will make more friends at a Malaysian university. 19. My language skills are already 11(10%) 34(33%) 29(28%) 24(24%) 4(4%) 2.76 1.055 good enough to join an academic programme at a Malaysian university. 20. I am worried about facing 13(13%) 31(30%) 29(28%) 18(18%) 11(11%) 2.83 1.186 language problems when I start university. 21. Students who are going to do 13(13%) 27(27%) 31(30%) 25(25%) 6(6%) 2.84 1.115 courses need to be better in English than those who are going to do research. 22. All the information foreign 21(21%) 45(44%) 27(27%) 6(6%) 3(3%) 2.26 0.954 students need at Malaysian universities is available in English. 23. I dont expect to have any 16(16%) 37(36%) 35(34%) 10(10%) 4(4%) 2.51 0.999 problems interacting with my lecturers or supervisor. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

Participants responses to items in this theme appeared contradictory. Most significantly, less than half (45%) of the participants disagreed with item 5-I dont need to be very good in English to do well in a Malaysian university. Of the remainder, 33% agreed with this statement and 24% were neutral. Thus, it could be said that many of the participants were
119

not convinced that a high level of language proficiency is necessary for academic success. Conversely, 87% agreed that if they could communicate well in English, they would get good results in a Malaysian university. A possible explanation for this incongruity could be that participants made a distinction between very good and well, and felt that while good language skills would help them academically, it was not necessary to be very good. Participants also appeared quite confident about their present language skills as nearly half (43%) felt that they were already proficient enough in English to enrol in academic programmes. More participants agreed with item 19-My language skills are already good enough to join an academic programme at a Malaysian university, when compared to those who disagreed or were neutral (both 28%). Only 7% of participants were enrolled in the Academic Skills for IELTS (Upper Intermediate) level, which would place them at an estimated IELTS band of 5.5 after successful completion. Considering that 93% of the participants had language skills below this level, the results for item 19 show that participants either overestimated their language skills or underestimated the role that language skills will play in their future academic success. In Malaysia, the English entry requirement for university admission varies between band 4.5 and band 6.5, depending on the type of course and subject area. However, the average IELTS band required by most universities is around 5.5. As only 7% of participants had completed the Intermediate level at the time of the survey (estimated band 4 5), the fact that almost half the participants felt ready for university is a significant concern. In addition more than 50% of participants did not anticipate having problems in communicating with their lecturers or supervisors when they enrolled at university. These findings could be due to the high confidence of this particular group of students as shown by the BALLI results. Another possible reason is the participants underestimation of the need for English in a Malaysian university as a result of their low regard for Malaysian English and the English proficiency of Malaysians. Regardless of the underlying factors that have contributed to the participants optimism and
120

overconfidence, unrealistic expectations or overconfidence in ones language skills can have negative implications if the participants face academic problems once they start university. The participants in the study by Hamzah et al. (2009) had already been accepted into university, but were required to take the English course offered by the university as they did not have the required IELTS result for direct admission into academic programmes. In addition, Hamzah et al.s (2009) study focused on respondents perceptions about teaching and learning in the English course, while the present study also examined factors outside the classroom. One interesting difference between the findings of this study and those of Hamzah et al.s (2009) is in participants self-assessment of their proficiency level and readiness for academic study. While a little under half of the international students surveyed in this study felt that that their language skills were already good enough for university, close to 60% of the students in Hamzah et al.s (2009) study were unhappy with their English proficiency. While this difference may be due to the difference in wording of the items being compared, it can be said that the participants in this study were more confident about their language proficiency. This confidence could be because the participants in this study had not been admitted into university yet and may not have a clear idea of the type of tasks they would be required to perform. On the other hand, students in the study by Hamzah et al. (2009) were already in a university setting and had already started their academic courses. Therefore, they may have a better idea of the level of English expected of them. Previous studies of international students in English-speaking countries such as Australia (Ransom et al., 2005 ) and New Zealand (Wang et al., 2008) also showed similar results in the perceived importance of English for academic success as those found by Hamzah et al. (2009). For example, 99% of the 377 international students in an Australian university felt that English language skills were very important to do well academically (Ransom et al., 2005). The nursing students in Wang et al.s (2007) study also felt that language issues were a problem that affected their academic achievement.
121

The importance of English proficiency as a factor in academic success seems to be widely accepted among groups of international students, whether in Malaysia or in Englishspeaking countries. The participants in the present study also recognized that being

proficient in English can help them do well at university. However, they may have unrealistic views on the level of English proficiency that is necessary to perform academic tasks at university level. The qualitative results presented in Chapter Five also reflect a similar underestimation among participants with regard to the level of English needed to do well at university. This is a matter of concern, because students should at least have attained the minimum level of proficiency needed to cope with academic tasks before they commence their studies. Students who face language problems after they start academic programmes may not receive the support they need or may fail and repeat courses several times, which will cost them time and money. While all the areas covered in each of the four PELLEM themes play a role in forming the participants perceptions of their language learning experience, the next, and final, theme looks directly at matters related to the participants language course. It is undeniable that participants views of Malaysia as a place to learn English will be largely influenced by whether they are satisfied with their language course itself. In section 4.3.4, the results of final PELLEM theme, Perceptions of Learning English in a Malaysian Educational Institute, are presented. 4.3.4. Learning English in a Malaysian Educational Institute As participants perceptions of their language learning experience in Malaysia would undoubtedly be influenced by their views of the language course they were enrolled in, the fourth theme involves participants perceptions on various aspects of the language course. Items 24-30 aim to gauge whether participants had positive or negative perceptions about their course, teachers, course book and class activities and how effective they considered the

122

course in preparing them for academic programmes. Table 4.13. presents participants responses to the items in theme four with the means and standard deviations for the items. Table 4.13. Frequency of Participant Responses to items on Perceptions of Learning English in a Malaysian Educational Institute
1 2 3 4 5 M S.D. 24. The English language course I 29(29%) 62(61%) 7(7%) 3(3%) 1(1%) 1.87 0.740 am taking has helped improve my English language skills. 25. The skills I am learning in this 36(35%) 51(50%) 15(15%) 0(0%) 0(0%) 1.79 0.680 English course will help me when I start at a local university. 26. The course book and materials 23(23%) 56(55%) 18(18%) 5(5%) 0(0%) 2.05 0.776 we use in the English language class are useful and interesting. 27. The activities we use in the 32(31%) 52(51%) 13(13%) 5(5%) 0(0%) 1.91 0.797 English language class give me the chance to practice my language skills. 28. I learn something new in my 41(40%) 45(44%) 13(13%) 3(3%) 0(0%) 1.78 0.779 English class every day. 29. The teachers in my English 39(38%) 49(48%) 12(12%) 2(2%) 0(0%) 1.77 0.730 class can show me how to improve my language skills. 30. The way the English language 24(24%) 53(52%) 22(22%) 2(2%) 1(1%) 2.05 0.788 is taught on this course is easy to understand. 1-Strongly Agree; 2- Agree; 3-Neither Agree nor Disagree; 4-Disagree; 5-Strongly Disagree; M-Mean; S.D.-Std Dev

Overall, participants perceptions of their language course were positive. A vast majority strongly agreed or agreed that the course had helped them improve their language skills (90%, n=91) and that the skills they were learning would help them in their academic programmes at a local university (85%, n=87). In fact, none of the participants disagreed with the latter. In addition, all the other items related to participants present language course had a response rate of 76% and above. The item with the lowest rate of agreement was item 30The way English is taught on this course is easy to understand, to which only 76% responded in agreement. The highest disagreement rate, on the other hand, was for item 26The course book and materials we use in the English language class are useful and interesting, and item 27-The activities we use in the English language class give me the chance to practice my language skills, to which 5% of participants disagreed. While only a small percentage indicated negative perceptions of items in this theme, the neutral responses
123

to six of the seven items ranged from 12% to 22%, with the highest neutral response rate being for item 30, on teaching methodology. When combined with the negative responses, the relatively high rate of neutral responses could point towards areas that could be improved on the course. The PELLEM results in this theme are significantly different from those found by Hamzah et al. (2009) in which a larger proportion of students had negative perceptions of their English course when compared to those with positive perceptions. Out of the 130 respondents in Hamzah et al.s (2009) study who had taken the English course, only 19 had positive things to say, while 51 made negative comments about their course. Among the negative remarks included references to the teachers accent, teaching style, the course book and the grouping of mixed-level students in one class (Hamzah et al., 2009). An item on the electronic questionnaire distributed by Hamzah et al. (2009), which stated The course highly improved my English language skills, was directly comparable to PELLEM item 24-The English language course I am taking has helped improve my English language skills. While the agreement rate on the PELLEM was 90%, the most common response from the group surveyed by Hamzah et al. (2009) was neutral (41%) followed by disagreement (37%). Although Hamzah et al. (2009) did not give details of the participants nationalities, the group they surveyed were all postgraduate students. Comparatively, more than 50% of the present group were also headed for postgraduate study. However, the learning context of both groups were quite different as the participants in the present study were working on improving their English for university admission, while those in Hamzah et al.s (2009) study had already been accepted. Thus, the positive responses given by the participants in this study may also have been influenced by their overall motivation levels. On the other hand, the participants in the study by Hamzah et al. (2009) may already have passed through the earlier stage of taking an English course outside the university and may not have
124

expected to be required to take another English course after being accepted into university. According to Hamzah et al. (2009), students who failed the English course twice would be suspended from their academic programmes until they were able to pass it (Hamzah et al., 2009). This situation could have led to frustration and low motivation which may have caused the participants in Hamzah et al.s (2009) study to have a higher level of dissatisfaction about their English course. In addition to the contextual differences, differences in teachers, teaching practices and classroom activities could also have been the reason for the differences in the findings between this study and that of Hamzah et al. (2009). For example, more than a third of their participants had a low perception of the spoken English of their teachers, leading to the assumption that many of the teachers referred to were Malaysians or non-native speakers. In the present study, half the classes in the English programme were taught by native speakers from the U.K., the U.S. and Australia. As seen in the results of the second PELLEM theme, the international students in this study did not have a very positive perception of Malaysian English, which could also be true for other international students learning English in Malaysia. In this case, factors such as the nationality of teachers and students perceptions of their teachers accents would certainly influence their overall satisfaction with their language course. 4.3.5. Reliability of the PELLEM The PELLEM questionnaire was developed through two pilot studies in which the reliability of the four themes was tested with item reliability tests, as described in Chapter Three of this study. After the final data was collected, a reliability test of the PELLEM was carried out to test the overall reliability of the instrument. The reliability of individual themes was quite varied, ranging from 0.340 to 0.844. However, the only theme which recorded a Cronbachs Alpha of less than 0.60 was theme 3, Perceptions of English in Malaysian
125

Universities. During the pilot study, it had already been established that this theme had a low reliability score, which was probably due to the many different issues covered with the theme. Nevertheless, a relatively strong Cronbachs Alpha of 0.831 was recorded for the overall instrument, which is well above 0.60, the acceptable Alpha level, according to Landau & Everitt (2004). As this questionnaire was developed for use in this study, there are no comparable statistics; however, the Cronbachs Alpha for the PELLEM was higher than that recorded for the BALLI (0.728). This indicates that the PELLEM is at least as reliable as the BALLI. 4.3.6. Factor Analysis of PELLEM Results Factor analysis of the PELLEM was conducted with the main purpose of generating factor scores to be used in the regression analysis to address Research Question Three. As both the BALLI and the PELLEM questionnaires could not be reduced to a single score, reducing the dimensions was deemed as a necessary first step in order to determine whether there was a relationship between the language learning beliefs and perception of the participants. In addition, the results of the factor analysis of the PELLEM responses provide a glimpse of the underlying structure of participants perceptions of learning English in Malaysia. The initial solution for the principal component analysis of the PELLEM resulted in 9 factors based on those with an Eigenvalue of more than 1. These dimensions were reduced further by applying the scree plot test, which resulted in a final extraction of three factors which accounted for 39% of the total variance. A varimax rotation test allowed for easier interpretation of the factors. The detailed results of the principle components analysis and factor analysis of the PELLEM results, including the initial factor statistics and the scree plot, are available in Appendices G and H of this dissertation. Items with factor loadings below 0.4 in the PELLEM were eliminated from the factor analysis as they are considered not to have strong significance. There were six such items:
126

1. Item 24-The language course I am taking has helped me improve my language skills. (0.360) 2. Item 22-All the information foreign students need at Malaysian universities is available in English. (0.328); 3. Item 23-I dont expect to have any problems interacting with my lecturers or supervisor. (0.265); 4. Item 19-My language skills are already good enough to join an academic programme. (0.250); 5. Item 10-I would be happier if I could learn English in another country (not Malaysia). (0.351); and 6. Item 5-I dont need to be very good in English to do well in a Malaysian university. (0.316) There was also one item which loaded above 0.40 on more than one factor. Item 9-Malaysia is a good place to learn English loaded above 0.40 on Factors One and Two. As items with high loadings on more than one factor complicate the analysis, this item was removed. Table 4.14 presents the final factor loading of the PELLEM items. The first PELLEM factor, Perceptions of Learning English in Malaysia: The Classroom and Beyond, comprised twelve items with factor loadings above 0.40. Factor Two of the PELLEM included six items related to participants views on Malaysian English and two items related to participants expectations about English use at university. Because of this, the second factor was given the name Perceptions of Malaysian English & its Speakers and Expectations about English Use at University. The third PELLEM factor, Motivation for and Benefits of English Proficiency in Malaysia, included four items with factor loadings of above 0.40. Each of the three PELLEM factors will be discussed individually in the following sections. Tables 4.15 to 4.17 present the three PELLEM factors with details of the items which loaded at 0.40 or more, their contents, factor loadings, means and standard deviations as well as a discussion of each factor.

127

Table 4.14. Rotated Factor Structure of the PELLEM variables

Rotated Component Matrix
PELLEM ITEM
a

Component Factor 1 Factor 2 .104 .082 .182 .013 -.029 .125 -.053 .332 .300 .209 .495 .085 .250 -.094 .046 .101 .665 .661 .633 .566 .515 .491 .483 -.404 .351 Factor 3 -.024 .011 .187 .082 .023 -.008 .319 .101 .190 .346 .084 -.004 .250 .032 -.142 -.125 .193 .087 .080 .089 -.334 -.189 -.070 -.153 .025 -.122 .792 .759 .733 -.478

Factor OnePerceptions of Learning English in Malaysia: The Classroom and Beyond

29 27 26 28 8 30 25 1 3 2 9* 4 24 22 23 19 13 7 14 15 20 11 6 21 10

.816 .776 .717 .694 .638 .588 .583 .574 .533 .528 .505 .403 .360 .328 .265 .250 .105 .067 .285 -.099 .063 .291 -.024 .322 .170

Factor TwoPerceptions of Malaysian English & Its Speakers and Expectations about English Use at University

5 .085 .316 Factor Three17 .102 .093 Motivation for and 16 .160 .016 Benefits of English & Proficiency in 18 .101 .098 Malaysia 12 .118 .321 Expectations about English Use at Note: Extraction method: Principle Component Analysis, Rotation ItemUniversity above 0.40 on Factors 1 and 2 9-loaded

Method: Varimax Rotation

The following items were not included in the analysis and discussion because their factor loadings were less than 0.40: 24, 22, 23, 19, 10, 5.

PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond The first PELLEM factor contained twelve items which covered two main areas: items related to the specifics of the language course that participants were enrolled in and items related to participants overall perceptions of learning English in Malaysia. Six of the items with the highest loading were related to participants perceptions of the teaching and learning activities in their local English language course. The highest loading of 0.816 was for item 29, which concerned the teachers of the language course and their ability to help
128

learners improve their language skills. While most of the items in Factor One were from the fourth theme of the PELLEM, item 8-The English language instructors in Malaysia are qualified and experienced was from Theme 1-General Opinion of Learning English in Malaysia. Other items included those on the classroom activities, course book and teaching method in the present language course. While the first group of items in this factor were related to participants views about their present language course, the second group comprised four items from Theme 1-General Opinion of Learning English in Malaysia and one from Theme 2-Out of Class Experience. The items from Theme 1 covered areas such as whether participants would recommend Malaysia to family or friends who wanted to learn English, participants perceptions of improvement in their English and whether Malaysia was a preferable place to learn English when compared to their home countries. One item on the practice opportunities available to English learners in Malaysia was also grouped with these items. The findings from the factor analysis of the PELLEM confirm the descriptive results of the study in which the fifth theme-Learning English in a Malaysian Educational Institute had the highest rate of agreement because these items also had the highest loadings under the first factor of the PELLEM. The grouping of items related to the participants language course with items related to their general opinion of learning English in Malaysia also reinforces the assumption that participants overall opinion of Malaysia as a language learning destination is closely tied to their satisfaction with the English course in which they are enrolled. One interesting finding is the loading of the item related to communication opportunities (item 3) under Factor One. This leads to the conclusion that life outside the classroom is also a significant part of the participants perceptions of their language learning experience in Malaysia. Table 4.15. presents the items in Factor One of the PELLEM along with their factor loadings.

129

Table 4.15. PELLEM Factor One- Perceptions of Learning English in Malaysia: the Classroom and Beyond
Item Description 29.The teachers in my class can show me how to improve my language skills. 27.The activities we use in the English language class give me the chance to practice my language skills. 26.The course book and materials we use in the English language class are useful and interesting. 28.I learn something new in my English class every day. 8.The English language instructors in Malaysia are qualified and experienced. 30.The way English is taught in my language course is easy to understand. 25.The skills I am learning in this English course will help me when I start at a local university. 1.I would recommend learning English in Malaysia to my family and friends 3.I have lots of opportunities to practice speaking English in Malaysia 2.My English has improved since I came to Malaysia 9.Malaysia is a good place to learn English* 4.Learning English in Malaysia is better than learning English in my own country *Item 9-Loaded highly on more than one factor Loading .816 .776 .717 .694 .638 .588 .583 .574 .533 .528 .505 .403 2.05 1.79 2.66 2.71 1.84 2.68 2.15 0.788 0.680 1.067 1.104 0741 0.922 1.138 M 1.77 1.91 2.05 1.78 S.D. .730 0.797 0.776 0.776

PELLEM Factor Two-Perceptions of Malaysian English & its Speakers and Expectations about English Use at University Factor Two of the PELLEM results contained items related to participants views on Malaysian English as well as their perceptions of communicating in English with Malaysians. Several items also reflected participants expectations of English use at Malaysian universities. Earlier in this chapter, the descriptive results of the PELLEM had shown that participants tended to be very confident, perhaps unrealistically so, of their English language proficiency and appeared to underestimate the importance of English proficiency in Malaysian universities. Many of these participants felt that their language skills were already good enough for university, despite most of them not having achieved Intermediate level English proficiency at the time of the survey. One possible explanation given was the low estimation of Malaysian English held by international students. In the second factor of the PELLEM, items related to participants perceptions of the local variety of English and local English speakers communicative abilities and items related to participants expectations about English use at university loaded on the same factor. The item with the highest factor loading was item 13-Speaking English to Malaysians does not
130

help me improve my English. Other related items include items 14, about lack of English speaking practice outside class, 15, about difficulties in using English for everyday transactions and 6, about difficulties in understanding Malaysian English. Item 7, also appears to be related to perceptions of Malaysian English as it states that English can only be learned well in one of the countries which are normally associated with Standard English, e.g. the U.S.A. and the U.K, in other words, not Malaysia. Two items related to the second construct in this theme were items 20 and 21. The first item was related to whether participants were worried about facing language problems at university and the other item asked participants to decide whether students who are going to do course work need to be more proficient in English than those who plan to do research. This last item was negatively correlated to the others, with a factor loading of -.0404. Table 4.16. PELLEM Factor Two- Perceptions of Malaysian English and its Speakers and Expectations about English Use at Malaysian Universities
Item Description 13.Speaking English to Malaysians does not help me improve my English 7.You can only learn English well in a country where it is a native language (e.g. the U.S., the U.K., Australia, Canada, New Zealand & Ireland) 14.The only time I speak English now is when I am in class 15.I find it hard to use English when I go shopping or when dealing with daily events( for example paying bills, at the doctors) 20.I am worried about facing language problems when I start university. 11.People who want to come to Malaysia to study should learn English in their own countries first. 6.I face problems understanding English when talking to Malaysians. 21. Students who are going to do courses need to be better in English than those who are going to do research Loading .665 .661 .633 .566 .515 .491 .483 -.404 M 2.42 2.42 3.12 3.43 2.83 2.27 2.40 2.84 S.D. 1.121 1.323 1.337 1.198 1.186 1.026 1.091 1.115

PELLEM Factor Three-Motivation for and Benefits of English Proficiency in Malaysia The third and final factor of the PELLEM appears to contain items related to motivation for learning English as well as the benefits of English proficiency in Malaysia. As depicted in Table 4.17 on the next page, three of the four items in this theme present English proficiency as a factor in social and academic success as well as a skill that facilitates life in Malaysia. The final item refers to whether participants have faced problems in Malaysia due
131

to their weakness in English. The loading for this item was a negative loading of -0.478, which seems unsurprising because higher levels of motivation would naturally result in participants being less likely to perceive problems with their proficiency. When the wording of item 12 is examined, it can be seen that the statement attributes problems in Malaysia to the participants own lack of English proficiency. As has been seen in the descriptive results and factor analysis of the BALLI and PELLEM, participants in this study were highly confident and highly motivated. Thus, they were not likely to view their language skills as being a problem. In addition, the descriptive results of the PELLEM showed that while participants viewed the local English speakers as being less proficient, when it came to their own language skills, they did not seem to perceive a problem. Table 4.17 shows the four items that loaded under theme three with the corresponding factor loadings. Table 4.17. PELLEM Factor Three-Motivation for and Benefits of English Proficiency in Malaysia
Item Description 17.If I can communicate well in English, I will make more friends at a Malaysian university 16.If I can communicate well in English, my results at a Malaysian university will be good 18.Living in Malaysia is easier if your English is good. 12.My lack of proficiency in English causes me many problems in Malaysia Loading .792 .759 .733 -.478 M 1.83 1.71 2.24 2.65 S.D. 0.902 0.828 0.977 1.131

The previous sections of this chapter have addressed the first two research questions of this study: What are the language learning beliefs of international students learning English in Malaysia? and What are their perceptions of learning English in Malaysia? The descriptive results of both questionnaires were presented followed by the results of the factor analysis for each questionnaire. In addition to describing the structure of learner beliefs and perceptions held by international students about their English language learning experience in Malaysia, the factor scores of both questionnaires also form the basis for the statistical analysis used to answer the third research question of this study: Is there a statistically significant relationship between the language learning beliefs of this group of participants
132

and their perceptions of learning English in Malaysia? The following section presents the results of the Pearson r Correlation of the factor scores of the BALLI and PELLEM. 4.4. Correlation Between the BALLI and PELLEM Several studies have aimed to explore the relationship of language learning beliefs and other variables such as age and gender (Bernat & Lloyd, 2007) languages taught (Kuntz, 1996a, Diab 2006) learning strategy choice (Mokhtari, 2007; Hong, 2006) and stage of language learning (Nikitina & Furuoka, 2007; Tanaka & Ellis, 2003). In recent years, research into learner beliefs has moved beyond merely measuring and describing these beliefs as was done in the earlier BALLI studies by Horwitz and other researchers (Bernat & Gvozdenko, 2007; Ellis, 2008). Current research into learner beliefs has adopted a deeper and more contextual approach, viewing beliefs as more than stable constructs that can be measured by a number on a scale (Bernat & Gvozdenko, 2005; Ellis, 2008). Recent learner beliefs studies, whether using the BALLI, other questionnaires or more qualitative approaches, have attempted to study beliefs in context by exploring their relationship to other facets of individual learners such as their proficiency levels, personality types (Bernat et al., 2009) and past experience (Barcelos, 2000). Researchers who take the contextual approach to investigating these beliefs have also attempted to understand how these beliefs are formed. To do this, researchers have taken approaches to examine these beliefs in action in the classroom, by observing learners and using the think aloud approach to documenting beliefs as they are experienced by learners. Other researchers, such as Riley (2009) have sought to examine changes in beliefs as a result of manipulation by teachers and trainers. This change in approach to studying learner beliefs is a reflection of current trends in SLA research, which recognizes the learner as a complex, multifaceted being with affective and cognitive aspects. These learner variables not only affect their learning experience, but are themselves affected by other variables in the learning environment. Thus, the relationship between learner variables is the focus of the third research question of this study. With this question,
133

the researcher aimed to examine the relationship between learner beliefs and learner perceptions that are the focus of this study. More specifically, Research Question Three aims to investigate whether there is a relationship between participants language learning beliefs, as measured by the BALLI, and their perceptions of learning English in Malaysia, as measured by the PELLEM. The nature of these questionnaires was a determining factor in the method of statistical analysis used to answer Research Question Three. As described in Chapter Three of this study, Horwitz (2007) states that factor analysis has been used by a number of researchers to reduce the many items of the BALLI and the SILL into a smaller number of salient factors. Correlation analysis is then performed on the factors representing both variables in order to determine whether there is a statistical relationship. Both

questionnaires are made up of items within themes, and neither the whole instrument, nor individual themes can be summed up into a total composite score. Because of this, the factor scores resulting from the factor analysis of the BALLI and the PELLEM were used as a basis for the Pearson r correlation coefficient tests. These tests were performed using the three belief variables and three perception variables, which are summarized in Table 4.18 below. Table 4.18. Summary of the BALLI and PELLEM Factors
Instrument BALLI Factor 1 Motivational and Affective Aspects of Learning English Perceptions of Learning English in Malaysia: the Classroom and Beyond Factor 2 Confidence and Assessment of Difficulty of Learning English Perceptions of Malaysian English & its Speakers and Expectations about English Use at Malaysian Universities Factor 3 Formal Learning Beliefs

PELLEM

Motivation for and Benefits of English Proficiency in Malaysia

As described in section 4.2.8 on the factor analysis results for the BALLI, there were several similarities between the factors found in this study and those of previous studies, such as Oz (2007), Truitt (1995) and Park (1995). More significantly, there were similarities between all three BALLI factors found in this study and those found by Hong (2006) in her study of Korean EFL learners language learning beliefs and learning strategies. Table 4.19 on the
134

next page presents the correlations of the three factors of the BALLI and three factors of the PELLEM for the international students learning English in Malaysia. The Pearson r values showed that there is a statistical relationship between the three categories from both questionnaires, with correlation coefficients ranging from 0.219 to 0.457. The highest correlation coefficient was recorded between BALLI Factor Two-Confidence and Assessment of Difficulty of Learning English and PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond with a Pearsons r value of 0.457. This was closely followed by BALLI Factor One-Motivational and Affective Aspects of Learning English and PELLEM Factor Three-Motivation for and Benefits of English Proficiency in Malaysia, which correlated at an r value of 0.415. Both themes are related to motivational factors, so it is not surprising that they would be strongly correlated. This is because a participant who scored highly on the PELLEM items for motivation would also be expected to express the same motivation level on the relevant BALLI items. Weaker correlations were also recorded between BALLI Factor One-Motivational and Affective Aspects of Learning English and PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond (r=0.219). Additionally, BALLI Factor Three-Formal Learning Beliefs was negatively correlated with PELLEM Factor Two-Perceptions of Malaysian English & its Speakers and Expectations about English Use at Malaysian Universities (r=-0.250). Table 4.19 presents the correlation table of the BALLI and PELLEM factor scores. Table 4.19. Correlations of BALLI and PELLEM Factor Scores
REGR factor score 1 for BALLI .219(*) -.140 .415(**) REGR factor score 2 for BALLI .457(**) .106 -.122 REGR factor score 3 for BALLI .101 -.250(*) -.056

REGR factor score 1 for PELLEM REGR factor score 2 for PELLEM REGR factor score 3 for PELLEM

Pearson Correlation Pearson Correlation Pearson Correlation

* Correlation is significant at the 0.01 level (2 tailed) ** Correlation is significant at the 0.0.5 level (1 tailed)

135

In sections 4.2.8. and 4.3.8 only items with factor loadings of above 0.40 were included in the discussion of BALLI and PELLEM factors. In contrast, the correlations of factor scores included reported in this section included all items which fell within a particular factor. Based on the correlation values of the BALLI and PELLEM factors, further statistical analysis was carried out to identify specific items which contributed significantly to the correlations and to enhance interpretability of the data. In order to identify exactly which beliefs and which perceptions had a strong relationship, item-by-item correlations were performed. These correlations focused only on items within the BALLI and PELLEM themes with significant Pearson r values, of above 0.40, as shown in Table 4.19. The next section presents the results of the itemized correlations between the results of the items in BALLI Factor Two and PELLEM Factor One (r= 0.457) and BALLI Factor One and PELLEM Factor Three (r = 0.415). 4.4.1. Itemized Correlation of BALLI Factor Two and PELLEM Factor One The itemized correlation table of the BALLI Factor Two and PELLEM Factor One is presented in Table 4.20 on the next page. The items for each of the factors below also include those items with factor loadings of less than 0.40 which were left out of the discussion of the factor analysis results in sections 4.2.8. and 4.3.8. As mentioned in the previous section, the correlation between BALLI Factor Two-Confidence and Assessment of Difficulty of Learning English and PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond had the highest Pearsons r value of all the correlations performed in this study. When analysed at the macro level, the correlation of 0.457 can be interpreted to mean that participants with higher confidence levels are more likely to have a positive view of their language learning experience in Malaysia. An itemized correlation of the two factors was performed to identify which items contributed the most to the high correlation coefficient. As described in Section 4.3.8. of this chapter, the items in PELLEM Factor One can be divided into two broad areas, namely those items
136

related to participants perceptions of matters related to their language course (items 25, 26, 27, 28, 29, 30) and items related to their language learning experience in Malaysia (items 1, 2, 3, 4, 9). Item 8 of the PELLEM-The English language instructors in Malaysia are qualified and experienced, can be said to refer to participants language course as well as to Malaysia as a language learning destination because it refers to participants perceptions about English teachers in Malaysia, rather than those in the participants language course. Table 4.20: Itemized Correlation of BALLI Factor Two and PELLEM Factor One
Correlations P29 P27 P26 P28 P8 P30 P25 P1 P3 P2 P9 P4 P24 P22 P23 P19 Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation B16 .334** .316** .238** .288** .273** .261** .078 .164 .276** .144 .126 -.001 -.008 .060 .162 .456** B3 .265** .189 .168 .279*** .141 .194 .153 .159 .169 .163 .150 .063 .059 .064 .176 .236* B5 .360** .253** .289** .380** .323** .231* .156 .222* .240* .200* .078 .013 .166 .101 .175 .217* B6 .122 .276** .216* .025 .092 .089 -.059 .052 .202* .070 .230* .044 -.082 -.070 .075 .385* B10 .014 .010 .047 .117 -.123 .020 .006 -.004 .058 .055 .020 -.079 -.001 .163 -.005 .172 B4 .185 .200* .203* .258** .123 .116 .120 .103 .075 -.015 .162 .091 -.051 .259** .112 .153 B21 -.057 -.112 -.087 -.011 -.073 -.186 -.144 -.113 -.119 -.071 -.161 -.190 -.032 -.030 -.155 -.157 B15 .269** .145 .135 .184 .223* .217* .129 .086 .036 .012 -.009 -.014 .080 .151 .151 .036 B23 .097 .118 .071 .148 .216* .104 .020 .125 .218* .033 -.045 .155 -.056 .107 .077 -.076

* Correlation is significant at the 0.01 level (2 tailed) ** Correlation is significant at the 0.0.5 level (1 tailed)

Overall, the PELLEM items related to participants present language course were more highly correlated to the BALLI items, which were related to participants confidence and assessment of difficulty of language learning. Of the nine BALLI items in Factor TwoConfidence and Assessment of Difficulty of Learning English, item 16-I have a special ability to learn a foreign language, item 3-Some languages are easier to learn than others and item 5-I believe I will learn to speak English very well had significant correlations with several PELLEM items, as can be seen in Table 4.20. For example, BALLI item 16 had correlations of between 0.261 and 0.456 with eight PELLEM items and item 3 had correlations of between 0.20 and 0.380 with ten PELLEM items. This could be interpreted to indicate that participants who had a positive perception of their language learning course were more likely to be confident about language learning. Incidentally, the highest item correlation of 0.456 was found between PELLEM item 19-My language skills are already
137

good enough to join an academic programme and BALLI item 16-I have a special ability to learn a foreign language. PELLEM item 19 was among those items with factor loadings below 0.40 and was not discussed under Factor One for the PELLEM (Perceptions of Learning English in Malaysia: the Classroom and Beyond) in the results of the factor analysis in section 4.3.8. This is because items with factor loadings of below 0.40 are considered not to be significant items in a particular factor. The high r value between PELLEM item 19 and BALLI item 16 explains the high overall correlation between BALLI Factor Two- Confidence and Assessment of Difficulty of Learning English and PELLEM Factor One-Perceptions of Learning English in Malaysia: the Classroom and Beyond. The highly confident nature of the participants has been a key finding that has been discussed earlier in this chapter, in section 4.2.1. on the descriptive results of the BALLI and it will also be discussed again in section 5.7.2. of the following chapter, in which the analysis of the semi-structured interview data is presented. In addition to the highest correlations between items 19 and 16, several other significant correlations were identified. Pearsons r values of 0.30 and above were found between several PELLEM items concerning participants perceptions of their language course and BALLI items connected to confidence and assessment of language learning difficulty. For example, item 28-I learn something new in my English class every day on the PELLEM and item 5-I believe I will learn to speak English very well on the BALLI correlated significantly at 0.38. In addition, PELLEM item 29-The teachers in my class can show me how to improve my language skills had r values of more than 0.30 with BALLI items 16 and 5. As can be seen in Table 4.20, these two BALLI items, which were connected to participants confidence in language learning also had significant correlations to several other PELLEM items, including item 27-The activities we use in the English language class give me the chance to practice my language skills, item 26-The course book and materials we use in the English language class are useful and interesting, item 8-The English
138

language instructors in Malaysia are qualified and experienced, item 30-The way English is taught in my language course is easy to understand, and item 3-I have lots of opportunities to practice speaking English in Malaysia. These correlations indicate some link between participants confidence and their perceptions of learning English in Malaysia, particularly in terms of their classroom experience. Although the cause-effect relationship between these constructs cannot be determined from the results of the Pearson r correlation, the results discussed in this section lead to the conclusion that highly confident participants are more likely to have positive views about their language learning experience in a Malaysian language course. The highest individual correlations were recorded between BALLI items on confidence and PELLEM items related to perceptions of teaching and learning in a Malaysian language course rather than those related to participants out-of-class experience. Only one PELLEM item on factors outside the classroom had a high correlation with the items in BALLI Factor Two. This was item 3, on the availability of opportunities to communicate in English to learners in Malaysia. Since this item correlated significantly with item 16 (0.276) and 5 (0.240), this could be interpreted to mean that participants who are more confident about their language learning abilities are more likely to perceive that they have plenty of chances to practice speaking English in Malaysia. It would appear that confident learners are more likely to seek interaction opportunities, which may have led them to perceive Malaysia as offering many opportunities to communicate in English. Conversely, less confident learners may find it hard to seek out practice opportunities. The relationship between participants confidence and assessment of difficulty of language learning and their perceptions of learning English in Malaysia may also have been mitigated by their use of language learning strategies. In previous studies by Hong (2006) and Park (1995), the BALLI items related to self-efficacy, or referred to in this study as Confidence and assessment of difficulty of learning English were found to have significant correlations
139

to learner strategies as measured by the SILL. For example, Hong (2006) found a weak correlation of 0.17 between the same BALLI items and the reported use of cognitive strategies. She also found a moderate correlation of 0.24 between these items and reported use of social strategies of language learning. Park (1995) also found significant correlations between the BALLI items in the factor she named Self Efficacy and Confidence in Speaking and the reported use of metacognitive, memory and practice strategies (Park, 1995). These findings could provide an explanation of why participants with higher confidence levels had more positive perceptions of learning English in Malaysia. The use of language learning strategies such as social strategies or practice strategies may help improve their language proficiency and create more opportunities for practice. This, in turn, would give them a better perception of their language learning experience. However, the present study did not set out to measure participants strategy use; therefore, the possible influence of learning strategies cannot be determined within the scope of this study. This section has presented the item-by-item correlations of the BALLI and PELLEM factors with the highest factor correlations. In the following section, the itemized correlation of the two themes with the second highest overall correlation will be presented. 4.4.2. Itemized Correlation of BALLI Factor One and PELLEM Factor Three The factors with the second strongest correlations following those discussed in the previous section were BALLI Factor One-Motivational and Affective Aspects of Learning English and PELLEM Factor Three-Motivation for and Benefits of Learning English in Malaysia. As both factors were related to participants reasons for learning English, it is expected that there should be a significant correlation between them. As can be seen in Table 4.19, a Pearsons r value of 0.415 was recorded between these two factors. Since this value is close to 0.50, it is considered quite a strong correlation. As described earlier in this chapter, the items in Factor One of the BALLI (Motivational and Affective Aspects of Learning English) actually fall into two broad areas, motivational and affective aspects as well as items related
140

to speaking and pronunciation. However, since the most significant loadings were for the items related to motivation, the factor was given a name that reflected this. On the other hand, the items in PELLEM Factor Three focused on participants perceptions of what benefits they could gain from English proficiency as students in Malaysia. For example, item 17 stated If I can communicate well in English, I will make more friends Malaysian university, Item 16- If I can communicate well in English, my results at a Malaysian university will be good, was related to English proficiency and academic success, while item 18-Living in Malaysia is easier if your English is good was related to the overall benefit of English proficiency with regards to life in Malaysia. In 4.3.8 of this chapter, the factor analysis results for the PELLEM showed that Item 12-My lack of proficiency in English causes me many problems in Malaysia was negatively related to the other items in PELLEM Factor Three-Motivation for and Benefits of Learning English in Malaysia based on its negative factor loadings. Thus, this item did not correlate significantly with any of the items in BALLI Factor One. Overall, the three PELLEM items on the motivation for and benefits of speaking English in Malaysia (items 16, 17, 18) correlated highly with BALLI items 31, 7, 29 and 13. These items cover both motivational factors, for example item 31-I want to learn to speak English very well and item 29-If I learn English very well, I will have better job opportunities, and speaking, for example item7-It is important to speak English with an excellent pronunciation and item 13-I enjoy speaking English with the people I meet. The correlation of PELLEM items on motivation and BALLI items on motivation and speaking further strengthens the suggestion made in the previous section that there is a strong relationship between participants motivation and their attitude towards practicing speaking English. In the previous section, one of the minor findings was that participants who were more confident in their ability to learn languages tended to perceive that they had plenty of opportunities to practice speaking English in Malaysia. In this section, both BALLI items 7 and 13 had Pearsons r values above 0.2 in their correlations with PELLEM items 16-18
141

concerning participants motivations for learning English as international students in Malaysia. The significance of participant motivation has been a recurring theme in the findings of this study, since items related to motivation loaded strongly in the factor analysis of both the BALLI and PELLEM. Thus, it is interesting to note the relationship between the PELLEM items on motivation and the BALLI items which focused on learner beliefs about speaking and communication. Table 4.2.1 presents the itemized correlation values of BALLI Factor One and PELLEM Factor Three. The itemized correlations below include all items which loaded under each factor, including those with factor loadings below 0.40. Because of the large number of BALLI items which fell within Factor One, the table was divided into two parts. Table 4.2.1: Itemized Correlation of BALLI Factor One and PELLEM Factor Three
P17 P16 P18 P12 Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation B31 .338** .326** .413** -.017 Correlations B7 B29 B12 .277** .233* .217* ** ** .339 .271 .311** .277** .328** .296** .007 .046 .042 B18 .210* .203* .199* .053 B33 .188 .177 .242* -.119 B26 .103 .003 .041 .165 B1 .111 .217* .155 -.117

P17 P16 P18 P12

Pearson Correlation Pearson Correlation Pearson Correlation Pearson Correlation

B32 .339** .171 .306** .123

Correlations B24 B30 B13 .189 .132 .224* .204* .160 .240* * .215 .110 .275** .044 -.033 -.030

B20 .133 .119 .063 .065

B14 .078 .030 .105 -.043

B2 .279** .176 .091 -.004

B8 .074 .131 .078 -.045

* Correlation is significant at the 0.01 level (2 tailed) ** Correlation is significant at the 0.0.5 level (1 tailed)

In addition to the BALLI items discussed earlier, one other BALLI item had significant correlations with items 16-18 on the PELLEM. BALLI item 12-It is best to learn English in an English speaking country, was highly correlated with PELLEM items 16 and 18, with Pearsons r values of more than 0.25, at 0.311 and 0.296, respectively. This item was also significantly correlated to PELLEM item 17 with an r value of 0.217. In addition, item 32 of the BALLI, which was related to participants desire to have English speaking friends, was also significantly correlated to PELLEM items 17 and 18, with r values of more than 0.3. Both BALLI item 32 and 12 could also be related to participants beliefs about speaking and
142

communication since the interview data showed that participants viewed the advantages of learning English in an English speaking country was largely the access they would have to native speakers for speaking practice. In general, the itemized correlation of BALLI Factor One and PELLEM Factor Three indicate that motivational factors play a role in participants approach to speaking and communication. The strongest correlations found by Hong (2006) in her correlations between beliefs and strategies were for BALLI items related to motivation for and beliefs about the nature of learning English. For the monolingual students in Hongs study, these BALLI items had a strong correlation of 0.48 to the reported use of compensation strategies, while the bilingual group had a strong correlation of r=0.47 between BALLI items on motivation for and the nature of learning English and cognitive strategies. Hongs first BALLI factor included items related to the nature of language learning unlike the first BALLI factor in this study; however, her first BALLI factor also included 8 of the 16 BALLI items that fell within the first BALLI factor of this study, as has been described in section 4.2.8. of this chapter. This means many of the items which fell under the first BALLI factor in this study, as depicted in Table 4.21, were found by Hong (2006) to have strong correlations to reported language learning strategy use (Hong, 2006). Park (1995) also found significant positive correlations between items the BALLI factor comprising items on motivation and the reported use of metacognitive strategies and communication strategies (Park, 1995). As discussed in the previous section, this link between beliefs and strategy use could also explain the link between the BALLI and PELLEM factors found in the Pearson r Correlations reported in this section. As language learning beliefs are said to affect the language learning process through the learners choice of strategy (Ellis, 2008), it seems plausible that learner strategy choice could be the bridge that links participants beliefs about language learning and their perceptions of learning experience in Malaysia. A participant who is using effective language learning strategies is more likely to succeed in language learning and this
143

improvement in language proficiency not only gives learners better perceptions of their language course, but also opens up more opportunities for social interaction and academic success. In conclusion, the statistical analysis performed in this section has further emphasized the importance of motivation, confidence and other affective factors in the participants experience of learning English. Significant relationships were found between participants language learning beliefs and their perceptions of learning English in Malaysia. Previous research by Hong (2006) and Park (1995), which found links between language learning beliefs and strategy use, provide a possible explanation for the relationship found between BALLI and PELLEM items through the Pearson r Correlations. 4.5. Conclusion In this chapter, the quantitative results of the study were discussed in detail. These included the frequency and percentage rate of responses to items on the BALLI and PELLEM questionnaires, along with a discussion of these results and comparison to previous studies in similar and different contexts. In addition, factor analysis was performed on these results to identify the underlying factors of participants beliefs about language learning and perceptions of learning English in Malaysia. Finally, a Pearson r Correlation Analysis was performed to identify whether there was a statistically significant relationship between the participants beliefs and perceptions. The results showed that participants beliefs about language learning were statistically related to their perceptions of learning English in Malaysia. The descriptive statistics, factor analysis, and the Pearson r Correlations of the BALLI showed that motivation, confidence and individual learner characteristics play a more significant role in the participants beliefs when compared to beliefs related to the language learning process. The PELLEM results showed that, in addition to matters related to participants language course, factors outside the classroom such as opportunities for
144

interaction and perceptions of Malaysian English are important aspects of the participants experience as learners of English in Malaysia. Certain characteristics that defined this particular group of learners also emerged from the BALLI and PELLEM results. More specifically, the learners in this study were found to be highly motivated, more confident than learners in some previous studies and likely to underestimate the task of learning English. They were also very optimistic about their language skills and felt that they were ready to cope with the language demands of academic programmes at Malaysian universities. In the next chapter, the qualitative results of the semi-structured interviews will be presented and discussed.

145

Chapter 5-Qualitative Results and Discussion

5.1. Introduction The previous chapter, Chapter Four, presented the quantitative results of this study on international students language learning beliefs and their perceptions of their experience as English language learners in Malaysia. However, the numerical data only represents half the story. While the data collected through the BALLI and PELLEM questionnaires provides an overall numerical picture of the beliefs and perceptions held by this learner group, it also leads to more questions: What factors, experiences or events led participants to circle a particular response to the questions on the PELLEM? This chapter aims to answer these questions, by analyzing and discussing the qualitative results of the semi-structured interviews conducted in the second stage of data collection. More specifically, this chapter addresses Research Question Four: What are the other factors that influence the learners perceptions of learning English in Malaysia? This chapter is organized as follows 1) Overview of the Semi-structured Interview Stage, 2) Analysis of the Interview Transcripts 3) Factors Emerging from the Interviews. 5.2. Overview of the Semi-structured Interview Stage As described in Chapter Three of this study, semi-structured interviews were conducted with 16 participants to collect qualitative data related to participants perceptions of different aspects related to their experience of learning English in Malaysia. 5.3. Analysis of Interview Transcripts After transcribing the interviews, the researcher read through all the interviews several times to get an idea of the possible themes within the interview data. Codes were assigned to reveal the potential themes and each transcript was coded individually, with additional codes being created as they emerged from the interview data. Finally, a list of all the codes and their corresponding sub-themes was compiled and this list was analysed to identify the
146

major themes found in the interview data. Finally, within each of the major themes, salient sub-themes were identified. 5.4. Summary of Themes Emerging from the Interviews The analysis of the interview transcripts identified four major themes that made up the participants perceptions of their English language learning experience in Malaysia. Although the semi-structured interviews were guided by the areas identified in the PELLEM, the researcher adopted an open approach while conducting the interview, allowing the flow of topics covered to develop naturally based on the responses provided by the interviewees. As can be expected, participants spoke about a broad variety of areas during the interviews because their experience as international students not only encompassed matters related to learning and using general and Academic English, but also included financial concerns, visa regulations, experiences with authorities and difficulties in adjusting to the local weather, food culture and norms. However, as the focus of this research was on their specific context of being English language learners in Malaysia, the researcher attempted to keep the interviews focused on matters related to participants perceptions of learning and using English in Malaysia. This focus also guided the analysis of the interview data, to ensure that the qualitative findings of the study would be relevant to the objectives determined at the beginning of the study. Upon analysis, the themes emerging from the interview data corresponded to the four PELLEM themes, which covered most aspects of the participants overall experience as international students learning English in Malaysia. The four themes emerging from the interview data were: 1) Perceptions of Malaysia as an English Language Learning Destination; 2) Communication and Interaction Outside Class; 3) Perceptions of English in Malaysian Universities and 4) Language Learning. Each of these themes and their underlying sub-themes will be discussed in detail in the following section.
147

5.5. Theme One: Perceptions of Malaysia as an English Language Learning Destination Overall, the participants had a positive perception of their experiences as international students learning English in Malaysia, especially when compared to their country of origin. This was true of participants from all the countries represented: Libya, Sudan, Somalia, Iraq, Kyrgyzstan and Morocco. However, while participants perceived Malaysia as being a better place to learn English than their home countries, they believed that their potential for learning English in Malaysia was limited by the countrys status as a non-native English speaking country. Although English is more widely used in Malaysia when compared to the native countries of participants, they felt that being in a country where it is a native language, for example, the United Kingdom, would be far more beneficial to them as language learners. Participants perceptions within this theme are divided into two general areas, which will be covered in the following sections. The first sub-theme under the first theme is participants overall positive perceptions of Malaysia as an English language learning destination due to the related benefits offered to English language learners in Malaysia, when compared to participants countries of origin. The second sub-theme is related to a negative aspect of participants overall perceptions of Malaysia as a destination for learners of English, which is mainly due to the fact that it is not seen as an English-speaking country by most participants. In the following section, a discussion of participants positive perceptions of Malaysia as a place to learn English will be discussed. 5.5.1. Malaysia offers Better Opportunities to Learn English than My Home Country When asked what advice they would give to a friend from home who was considering coming to Malaysia to learn English, all participants said that they would encourage their friends to do so. The main reasons cited by participants were: 1) more opportunities to
148

practice speaking English, when compared to their home countries,

2) access to native-

speaker teachers and teachers of other nationalities and 3) differences in teaching practices. In addition, as all the participants were learning English in order to pursue tertiary education in Malaysia, the educational opportunities offer by local colleges and universities played a big role in their overall perceptions of their learning experience in this country. One of the main advantages of learning English in Malaysia, according to the participants, was that they were forced to communicate in English both inside and outside the classroom. Participant 062, F, Morocco: Because few people (here), they talk Arabian, but Malaysian people, they speak English. You can learn English in Malaysia. Participant 051, F, Libya: for studying English, its okay. Because for studying English, here is better than in my country. And you have to speak English with people, but in Libya people they all speak Libyan so they cant learn very fast. Several compared their English lessons here favourably to those in their countries, where it was commonly taught as one of many school subjects and usually taught in their mothertongue. Participants perceived language learning as being faster and easier in Malaysia because only English was spoken in the classroom, as teachers could not communicate in the students mother tongues, unlike in their English language classes back home. Access to native speaker teachers who worked in the college was also seen as a benefit. Participant 035, M, Libya: In my country, because the teacher speak like Arabic, but in Malaysia, they teach English using English. Can you (you can) learn English faster and can you (you can) like this language. Participant 071, M, Somalia: But nowour teachers are foreign teachers. We talk to them in English. We dont try to speak Somali...beforewe just order our teacher to explain with us in Somali. Participants also perceived a great deal of improvement in their language abilities, which contributed to their positive perceptions of their language learning experience in Malaysia. Six participants spoke about how they had arrived in the country with little or no English skills and had been unable to perform even basic functions in English. After being in
149

Malaysia for a period of time, however, they felt more confident in their ability to communicate in English since their language skills had improved. Two participants mentioned that they would be good examples to other students who were considering learning English in Malaysia. Participant 049, M, Sudan: When I come to Malaysia, I cant speak two words together. Now I can speak good, and improve and I can enjoy and joking with my teacher. In general, this improvement was attributed to the factors mentioned above: the increased practice and the differences in teaching practice. As the latter concerns language learning, it will be discussed later in this chapter. One significant point was that several participants mentioned that their view of learning English had changed since coming to Malaysia. Participants who had initially felt an aversion to the English language, when learning in their countries, now felt positively about the language. In general, these were the participants who had started out in Malaysia as very low level language learners. As their ability to communicate in English increased, their negative views towards the language were replaced by positive ones. Participant 013, M, Sudan: In Sudan, when I find, this book is English, I will run away. Because I didnt like any English language when I live in Sudan. At that time, I hate English language..and now, became I love English language and every time, I would like to speak to any people by English language. Ali (2007) studied international students from countries including Sudan, Somalia, Saudi Arabia and Iran who were learning English at a Malaysian university. Although her study aimed to investigate the students lack of participation in classroom speaking activities, some of the data collected through journals and interviews corresponds with interview data from this theme. Alis (2007) participants also generally felt positively about learning English in Malaysia, particularly when compared to learning English in their countries. In Alis study of ESL learners in a preparatory English programme at a local university, one learner pointed out a view similar to that voiced by participants of the present study, saying
150

that he was forced to speak English in Malaysia, at the shops and with friends of other nationalities (Ali, 2007). However, another participant in Alis study also stated that the university environment was a better place for English language learners when compared to outside the university (Ali, 2007). This indicates that the learner perceived that English was less widely spoken outside the university environment. In summary, it can be said that most interview participants in this study felt that Malaysia was a better place to learn English than their own countries. As discussed in this section, the factors which contributed to these positive perceptions were: having more opportunities to speak English, being taught only in the target language and perceiving an improvement in their English language skills. However, from the process of the interviews, it also transpired that although participants found Malaysia preferable to their countries as a place to learn English, most felt that their language learning experience would be better in a country where English is spoken as a native language, for example, the United Kingdom and the United States. Findings related to this negative aspect of participants perceptions of their learning experience will be discussed in the following section. 5.5.2. Learning English in Malaysia is Good, but I Would Rather Learn English in an English Speaking Country Although participants found Malaysia a better place to learn English when compared to their countries, most of them felt that the aspects that made Malaysia preferable to their own countries, particularly the opportunity to speak English, would be even better in an English speaking country. The participants view of Malaysia as a country where English was more a second or foreign language than a first language meant that they expected more opportunities for interaction in countries with more native speakers of English. In Chapter Four of this study, the results of the PELLEM questionnaire showed that 40% of students agreed that the only time they spoke English was in the college. In the interviews, participants expressed their view that lack of communication opportunities they faced in
151

Malaysia would not be a problem for English learners in the U.S. or the U.K. Other factors, such as the opportunity to work part-time, as well as the use of Bahasa Malaysia on street signs and notices, were also cited as factors that would make Malaysia, more conducive to foreign learners of English. Participant 051, F, Libya: To be honest, ya , its (Malaysia) quite good, but if I have the chance, and I could, I prefer to study in , United States. Participant 048, M, Libya: Malaysia has many international students here, and a lot of tourisms here. A change for signs on the street, use word English not...thats good for student when he on a road, in a street. He read some word English not Bahasa. Participant 053, M, Somalia: Of course, I would be happy, for example if I get the university in the U.S.A or in Australia, I would be happyBecause they are the native English countries. I need English and to speak it fluently and I need, while I am studying to get a part-time job. To summarize, participants perceived that the improvement in their English since coming to Malaysia would have reached greater levels if they had been learning English in an Inner Circle country, such as the U.S. or the U.K. To the participants, being in those countries would ensure that they could speak English at every opportunity and give them more access to native speakers of English, both inside and outside class. The many languages in their present environment, for example, Bahasa Malaysia and Tamil, also contributed to this view, since they were exposed to many languages other than English in their daily lives. Had they been learning English in the U.K., for example, participants felt that they would only be exposed to English and, thus, would improve much more quickly. In addition, Malaysias status as a developing nation, compared to that of developed nations such as the U.K and the U.S. may also have contributed to the participants perceptions that Malaysia was comparatively a less favourable English language learning destination when compared to an English-speaking country. Section 5.5 has included a discussion of participants overall perceptions of Malaysia as a destination for English language learners. Generally speaking, participants were happy with
152

their language learning experience in Malaysia and found that there were many benefits to learning English in this country when compared to their countries. However, when compared to native English-speaking countries, participants found Malaysia lacking and would rather be in a country where English was more widely spoken, This negative aspect is related to the second theme identified in the interview data, Communication and Interaction Outside Class, since the main benefit cited by participants as an advantage of learning English in a native English-speaking country is the increased opportunity to use English outside the classroom. Participants perceptions with regard to communication and interaction outside class will be discussed in more detail in the following section. 5.6. Theme Two: Communication and Interaction Outside Class Although the interview participants were generally positive about their learning experience in Malaysia, they had a number of negative perceptions when it came to matters related to communication and interaction with locals outside the college. Participants perceptions in this theme were generally related to the lack of practice opportunities, which could also be linked to their lack of access to English-speaking Malaysians and negative perceptions of Malaysian English. The findings within this theme will be presented in the following sections, beginning with the first sub-theme which focuses on the limited opportunities for communication as perceived by the interview participants. 5.6.1. Limited Opportunities for Communication One of the most notable observations in participants perceptions of their experience outside the classroom was a lack of opportunity to use English in real communication outside the class. Only three of the sixteen participants had social interaction with Malaysians. One Iraqi and one Moroccan participant had Malaysian friends and another Somali participant had Malaysian friends, as he had already started studying at university by the second stage of data collection. The other participants spent most of their day in English classes attended only by other international students, and would return to their homes which they shared with
153

other students from the same country. In fact, for many of the interview participants, a large number of their neighbours were also from the same country. This limited their chances of interaction in the English language as depicted in the following quote. Participant 045, M, Sudan: (I speak English) Just in college, for me, when I come back to my condominium, all my condominium live Sudanese, so I can speak Arabic. Since participants spent most of their time with other international students, their main interaction with locals was in carrying out everyday transactions such as ordering food in restaurants, going shopping and buying bus or rail tickets. According to the participants, they only spoke minimal English on these occasions. Participant 062, F, Morocco: In Malaysia, the important thing is you have catalogue. You can see everything, you can pick. I need this one, okay. The findings in this sub-theme showed that most of the interview participants felt that they did not have enough opportunities to interact in English outside their language classes. This lack of real communication is also related to the negative perceptions reported under the first theme, discussed earlier, in which participants felt they would have a better English language learning experience in an English-speaking country since there would be more chance to use the English language in daily life. Because the second theme involves participants perceptions of their experience outside the classroom, the limited chances to use English outside class was a significant issue in the participants learning experience. However, as can be seen from the first quote above, this was not only due to participants learning environment, but also due to their living arrangements. Contrary to what the participants of this study believed, research on international students in English-speaking countries also show that they faced the same problems. For example, as discussed in Chapter Four, around a third of the students in Christison and Krahnkes study of ESL students in the U.S. spoke an hour or less of English each day (Christison & Krahnke, 1986). However, most participants in this study seemed to view the lack of practice opportunities as a result of being in Malaysia, rather than of being international students.
154

This perceived lack of practice opportunities is also probably related to participants perceptions of Malaysian English, since this is the variety of English that is spoken outside the classroom, in contrast to the Standard British or American English that is taught inside participants English classes. The interview findings related to this sub-theme will be discussed in the following section. 5.6.2. Perceptions of Malaysian English and the English proficiency of Malaysians While some participants said that the types of interactions they had with locals only required minimal English, other participants said that they could not speak proper English in these situations because they would not be understood. In this aspect, most participants were conscious that the variety of English spoken locally was different from what they were being taught in class. The differences in the local variety of English, as viewed by participants were mainly connected to accent and pronunciation, but also encompassed grammatical and vocabulary differences. As all the students came from countries in which English is a foreign language, they valued the standard United Kingdom or United States variety of English and tended to view any variations from these varieties as being wrong. Participant 035, M, Libya: The pronunciation, the soundno.no clear. Participant 074, M, Sudan: When I want to talk with someone for them, I feel that...like...accent not clearly. The pronunciation, I dont understand. Sometimes also, they use different words, some Malay mix with English, or lah. Even grammar is wrong sometimes. As discussed in Chapter Two and Four, Young (2003) also found similar perceptions among students from China studying English in Singapore. When these students had newly arrived in Singapore, they generally felt that Singaporeans should learn American or British English and stated that Singapore English was not a standard variety of English. However, unlike the present participants, those in Youngs study did not necessarily consider Singaporean English as being incorrect. One interesting aspect of Youngs study was that it investigated the changes in the Chinese students perceptions towards Singapore English and found
155

students grew more accepting of the variety over time (Young, 2003). Although the Chinese students in Singapore may be more likely to adjust to Singapore English due to the ethnicity, culture and language they share with the majority group in Singapore, the fact that the international students in Malaysia did not share these similarities with the local population does not necessarily mean that the same change of attitude will not occur. The participants in this study were in the early stages of their stay in Malaysia, like those in Youngs (2003) study and continued exposure to Malaysian English as well as increasing opportunities for contact and social relationships with Malaysians may result in an increasingly positive view of Malaysian English. On the other hand, the fact that international students from Africa and the Middle East do not have the same ethnic, cultural and linguistic similarities with Malaysians, as the Chinese students in Youngs study had with Singaporeans, could result in their negative perceptions of the local variety of English remaining unchanged, even after years of study in Malaysia. Another study in a comparable context looked at Korean learners of English in South Africa, highlighting that learners from the Expanding Circle are increasingly looking toward Outer Circle countries as places in which to learn English (Coetzee-Van Rooy, 2008). Using the terminology proposed by Kachru in his model of World Englishes (Kachru, 1985), Coetzee-Van Rooy proposes that the increasingly global use of English may influence the relative importance of Inner Circle countries such as the United States, the United Kingdom and Australia as models of English language learning by offering other, often cheaper, destinations for learning English in the form of Outer Circle countries such as South Africa. The differences between the local variety of English and standard English was also an issue for the Koreans who were learning English in South Africa as surveyed by Coetzee-Van Rooy and one student stated the town in which the study was based was not a good place to learn English, as the English spoken by locals was very Afrikaans (Coetzee-Van Rooy, 2008: 6).
156

The negative perceptions held by the participants in the present study about the local variety of English is also related to the low estimation the participants have towards the English proficiency of Malaysians. In other words, not only did they view Malaysian English as a non-standard variety of English, but they also felt that most Malaysians were unable to use English for more than very basic communicative functions. Participant 017, M, Iraq: But in the street or shop, no, I cannot use any sentence. Because Chinese, or Malay or Indian cannot speak very good English. Maybe a little, but the same with me. 053, M, Somali: I dont speak much English outside classI speak little bit easy language, not difficult. Because if you speak the language correctly, they will not understand. Participant 038, M, Somalia: Malaysia is not an English-speaking country. Most Malaysians cannot use English for a lot of things. I mean, they can ask for things in shops, but I cannot speak to them about the same things I would speak to my friends. Another factor that may have contributed to participants negative perceptions of Malaysian English is the fact that Malaysia is a multilingual country. With three main languages spoken, in addition to English, there is a fair bit of code-switching that occurs when Malaysians are speaking any language, including English (Baskaran, 2002). The presence of unfamiliar words may further add to the confusion faced by the international students, especially those who are not proficient users of English. Also, as a majority of the participants in this study were monolingual, code-switching may seem like inappropriate language use to these learners and they may interpret code-switching as a language used by low-proficiency users of English. Despite the generally negative view on Malaysian English speakers, there were mixed perceptions on whether practicing with locals would help participants in improving their speaking skills. Although two participants expressed concern that they would learn the wrong type of English or acquire incorrect pronunciation through interaction with locals, for

157

most participants, any communicative practice, whether with a Malaysian, or a native speaker, was considered beneficial. Participant 008, F, Kyrgyzstan: If you speak in English you can speak, if this person who speak with me, if he knows English language of course (whether) its Malaysian, or African or any person I must speak with them in English and my English will improve. Participant 013, M, Sudan: I think anyone from any country just speak a little English, I will learning from him anything. Any country. When the comments made by participants are analysed, it appears that participants have a poor opinion of Malaysian English and do not rate the English language skills of Malaysians very highly. However, when asked whether they knew any Malaysians socially, participants mostly said that other than the staff at the college, they did not know many locals. This indicates that participants views related to locals and the English language were formed based on their limited interaction with service industry workers. In many cases, these workers may not even be Malaysians, but what is more significant is that service workers tend not to be from the educated or middle-income classes of Malaysians, where high levels of English proficiency are usually found. Thus, participants views of Malaysian English and the English proficiency of Malaysians have been formed without much exposure to Malaysians, other than service industry workers and clerical staff. Although problems with the local variety of English appear to particularly relevant to students who learn English in countries outside the traditional English learning destinations, such as the United Kingdom, the United Kingdom, Australia, New Zealand and Canada, referred to as the Inner Circle countries by Kachru (1985), international students in these countries have also encountered problems understanding English spoken by the locals. East (2001) states that international students in Australia also face problems related to the local variety of English, echoing the findings of this study as depicted in the interview excerpts on the previous page.

158

As the British and American variety of English are more commonly taught around the world, international students in Australia have to adjust to variations in vocabulary, accent and speed of talking, while trying to improve their English for university. Wang, Singh, Bird & Ives (2008) found similar problems in their study of Taiwanese nursing students in Australia. In another English speaking country, Mehdizadeh & Scott (2005) explored the adjustment issues faced by international students from Iran when they attended university in Scotland. They recommended that students undergo language training to increase their exposure to the Scottish accent before going to Scotland (Mehdizadeh & Scott, 2005). This indicates that the local accent posed an issue to international students studying at Scottish universities, as they did in this study. While the Australian and Scottish accents are often regarded as harder for learners of English to comprehend when compared to British English, a survey study of international students in London also found problems dealing with English accents. In a study by Lord & Dawson, (2002), the international students reported that the broad variety of English accents they encountered made communication in English challenging. Lee (1997) also states that international students in American universities often have trouble comprehending their lecturers if they are not familiar with American English, or if there is a lot of idiomatic language used in lectures. As international students face problems adjusting to local English variety in countries where it is a native language, the problem has also been noted by those doing research on English learners in Outer Circle countries where English has historical significance, but where an indigenized variety of the language is spoken widely. As mentioned previously, Young (2003) reported that Chinese students had trouble understanding Singapore English. This finding was echoed by the participants of a study by Sng et al. (2009) on a mixed nationality group of international students in Singapore. Among other things, these students found the Singapore English accent, which is comparable to the Malaysian English one, unappealing (Sng et al., 2009). In another similar context, a study of Korean ESL learners in South
159

Africa also found issues with the local variety of English (Coetzee-Van Rooy, 2008). The wide variety of Englishes spoken in both native English speaking countries and Outer Circle countries poses communication challenges for international students. However, since Malaysian English does not have the same global acceptance as American or British English, there is probably less motivation on the part of participants to understand or learn about this local variety. In addition, their negative perceptions of Malaysian English are probably directed towards the low colloquial variety of English, rather than towards standard Malaysian English. These negative perceptions probably affect participants communication outside the classroom, further limiting their interaction opportunities. When participants begin their academic programmes at university, there is a possibility that their perceptions of Malaysian English could change, particularly if they build relationships with Malaysians who are proficient in English. On the other hand, participants existing negative perceptions could limit their interaction with local students since the participants may not be very motivated to seek out interaction opportunities if they feel that speaking English with Malaysians will not be beneficial in terms of improving their proficiency. A lack of social interaction and limited access to English-speaking Malaysians, which will be discussed in the following section, could also have contributed to participants perceptions of Malaysian English. 5.6.3. Social Isolation and Limited Access to English-speaking Malaysians Being in an English programme designed for international students, participants had limited access to English-speakers other than their teachers and college staff. This was exacerbated by their living arrangements, whereby almost all participants lived among people from their home country. Thus, their exposure to Malaysians outside the classroom was limited to workers in shops, restaurants and public transportation workers. English proficiency in Malaysia is generally higher among the middle and upper classes and among the educated and professional segments of society. However, like international students in other
160

countries, these participants generally had limited budgets, which did not allow them to live in areas where the English-speaking communities live. All these factors combined to create a situation in which the participants had little or no access to Malaysians who were proficient in English, other than those they encountered at the college. This social isolation not only made for a learning context in which participants had very limited interaction opportunities outside the classroom, but may also have contributed to participants negative views towards Malaysian English. Since their experience of Malaysian English speakers was largely limited to those with low English proficiency, it is not hard to see why participants perceived Malaysian English as an incorrect variety of English. For example, Participant 038 said that most Malaysians were unable to communicate in English beyond basic daily transactions, yet when asked whether he knew any Malaysians socially, he replied in the negative. His perceptions of the English proficiency of Malaysians were based on short interactions with service industry workers and clerical staff at the universities to which he was applying. In addition to their language problems with locals, some participants felt that the Malaysians they met did not like speaking to foreigners or did not like speaking English. Participant 072, M, Sudan: I dont knowmost of them dont like to speak English. They are not social people. I think for foreigners, they dont like to speak with the foreigners, either. Participant 071, M, Somalia: when I want to go to the supermarket or when I want to I try to speak English as much as I can and I try to joking with the person. But unfortunately, to be honest, Malay people dont want to speak English more than just one word. (It doesnt matter)whether Malaysian or other foreign, but the problem is if the other people dont want to speak English. That is the problem. In summary, the findings related to participants out-of-class experience fall into two main areas. Firstly, participants had limited opportunities for authentic language practice outside their English class. This is largely due to their learning and socio-cultural contexts as participants in an English course catering to international students and as international
161

students in Malaysia. Secondly, participants had a negative perception of Malaysian English, which could be a result of their limited communication outside class as well as their limited access to Malaysians. Limited opportunity for communication is a common issue in many language learning situations. This is particularly true in an English-as-a-Foreign-Language (EFL) situation and is seen to be less of a concern in an English-as-a-Second Language (ESL) context. Learning English in Malaysia can be either an EFL or an ESL situation, depending on context specifics. Based on the data collected from the interviews, participants are learning English in an EFL context as their communication in the language is largely limited to the classroom. Although they are forced to use English to interact with Malaysians, their actual need to do so is limited due to contextual reasons. Once they progress to academic programmes, this situation is likely to change as participants will be enrolled in programmes among local students and will have more opportunity to use English, at least in carrying out their academic tasks. However, whether their social access to English speaking Malaysians increases depends on their ability and willingness to build relationships with their local classmates and, of course, on whether this is reciprocated by their future classmates. In a study of international postgraduate students at a Malaysian university, Pandian (2008) found that they had mostly positive perceptions of their social interactions with their local classmates and the local community. However, several participants mentioned that local students tended to avoid communication with them and did not behave in a friendly manner (Pandian, 2008). A few participants in Pandians study also perceived discrimination from Malaysians. Overall, the participants felt that they did not have as many social interactions with local students as they would have liked (Pandian, 2008) and many socialised mainly among students from their own countries. As described earlier, Pandians (2008) findings were echoed by several participants, who perceived that locals did not want to communicate

162

with them. For example, when asked whether he faced problems in communicating with Malaysians, one participant responded as follows: Participant 072, M, Sudan: (Communication problems with)Malaysians?, yes definitely. Yes, the Malays(Malaysians) to me is like, I dont know. Most of them they dont like to speak English. They are not social people. I think they dont like to speak with the foreigners either. For me I am afraid to talk to them...I was be friendly like I used to be in my country and I was surprised. They dont like to speak to others, to foreigners and this kind of stuff. And particularly in this, in other language. Not Malay language. According to this student, the main communication problems with Malaysians were due to two factors: the reluctance of Malaysians to be social with foreigners as well as their avoidance of speaking in English. This particular student was talking about interacting with locals in public place. Therefore, it could be assumed that in situations where there was a context to communicate, for example, at university, the situation would be different. However, Pandians (2008) study shows that similar problems are faced by international students who have already started university. In addition, language difficulties were also cited by the international students in Pandians (2008) study as well as in another study conducted by Kaur & Sidhu (2009) as a factor that hindered their communication and social relationships. While the issues discussed in this theme appear to the students to be a result of being in Malaysia, they are actually common in the context of international students in other countries including those where English is a native language, for example, as found by Christison and Krahnke (1986), mentioned earlier in this section. Having limited social contact with locals is also a common theme in studies of other international student groups. For example, Robertson et al. (2000) found feelings of isolation were ranked as being among the most significant problems faced by 48 international students in an Australian university. The participants in Christison and Krahnkes (1986) study, discussed above, also had problems in creating interaction opportunities with Americans. Therefore, certain
163

challenges faced by the participants of this study are common to international students in general, for example social isolation and trouble making friends with locals. In addition, lack of opportunity to practice speaking a target language is an issue for language learners everywhere. However, the participants learning context as students in a language programme populated entirely by international students might intensify these problems. Once the students begin university, it is expected that there will be more opportunity to interact with Malaysians; thus, leading to more practice opportunities and social interaction. The findings in the second theme identified in the interview data have been discussed in this section. In this theme, the participants perceptions in relation to their experience outside the classroom as learners of English in Malaysia were discussed. Most participants had opted to study English in Malaysia as they had expected more opportunities for practice when compared to their own countries. While this expectation was met, participants still found that they did not have many chances for meaningful interaction in English outside their classroom. They also had to deal with the Malaysian variety of English, which was a different variety than the standard British or American English that they valued. This section has discussed participants perceptions related to factors outside the classroom, in terms of real communication with Malaysians. In the following section, the findings related to participants perception of English use in Malaysian universities will be discussed. 5.7. Theme Three: Perceptions of English in Malaysian Universities Since all but two of the 102 participants in this study were learning English in preparation for academic programmes, their perceptions about the use of English in Malaysian universities were considered an important factor in their overall perceptions of their learning experience. However, as only two of the interview participants had started university by the time the interviews were conducted, the participants perceptions of English in Malaysian universities were largely derived from the opinions and experiences of people they knew. All of them had friends or family studying at local universities, and their perceptions were
164

undoubtedly influenced by the stories they had heard from them. The main findings in this area centred around participants tendency to underestimate the level of English proficiency necessary to cope in a Malaysian academic programme. This corroborated the findings from the related PELLEM items as discussed in Chapter Four. In addition, most participants were very confident, perhaps even over confident, about the adequacy of their present language skills in view of the language demands they would face upon enrolling at university. Ransom, Larcombe and Baik (2005), who studied the perceptions and expectations of international students at the University of Melbourne, found that there was a significant gap between the students expectations and the support services offered to ESL learners. A similar situation could be occurring in the Malaysian context, particularly when international students enter universities with unrealistic conceptions of the need for proficiency in the language that will be the medium of instruction. Their success at university depends not only on the students own ability to cope with these difficulties, but also on the measures taken by host institutions to support them. 5.7.1. Underestimation of Importance of English in an Academic Programme Interview participants were asked to estimate the level of language proficiency necessary to do well at university. The interview participants had varied views in this area, ranging from completion of the Pre-intermediate course (IELTS band 3-4) up to completion of the Academic Skills for IELTS course (IELTS band 5-6). This was generally influenced by the level that they were enrolled in. In general, those students in the higher levels tended to estimate a higher level of proficiency when compared to those who were in the lower levels. Considering that the Pre-intermediate level is when students are first introduced to a four paragraph essay in the writing component of the course, participants expectations that this would be sufficient to cope in an English-medium academic programme appears to be a great underestimation.

165

In most cases, participants estimations were also influenced by university entry requirements. As many Malaysian universities accept an IELTS band of 5.5 or 6, participants tended to cite this as the necessary level of proficiency in order to do well academically. Participant 053, M, Somalia: I think the one who get 5.5 can start university, can understand everything, can read books, can make some researches or projects, yes... On the topic of university entry requirements, one participant who was headed for a postgraduate degree said that the entry requirement for university entrance into Malaysian universities was too high. He pointed out that the entry requirement for Malaysian universities should be much lower than that of universities in English- speaking countries such as Australia and the U.K. This could mean that perceptions held by these students with regard to Malaysian English and the English proficiency of Malaysians could play a role in the participants low estimation of the need for English in academic programmes. While participants generally underestimated the need for English proficiency at university, most were aware that international students often face language problems at university. In fact, at least three mentioned people that they knew who had started academic programmes with only Beginner or Elementary level English proficiency and had then faced problems. Participant 074, M, Sudan: Yes, yes. I know someone when I came to Malaysia. Before study course language English, he applied already in university and accept him. But after he started, he faced big problem. Now he dropped semester and he study English language. I think all the problems like this Another participant mentioned that many international students plagiarized their university projects because of weak language skills. Participant 038, M, Somalia: they paste and copy, they copy from the Internet, from other papers and, they just paste them to their work, but the problem is if they write it themselves, its gonna be difficult. They are gonna have grammatical mistakes.

166

Interestingly, this participant felt that students like those he was describing were academically ready for university, but only faced language problems. This illustrates that many participants did not understand the close connection between language skills and academic skills and may be ill-prepared to handle the language demands of university. The participants perceptions that being prepared for university was more an academic issue than a language related issue may have lead to their optimism and overconfidence in terms of the adequacy of their own language skills. This significant finding is the second subtheme related to participants perceptions of English use at university and will be covered in the following section. 5.7.2. Optimism and Overconfidence-Expectations about Academic Programmes The group of participants for the interview stage of data collection was generally very confident about their language skills and had high expectations about their potential success in the academic programmes they planned to enrol in, which is representative of the responses to items on the PELLEM by the larger group of participants. Only three of the 16 interview participants expressed any worries about facing language problems at university. The others generally felt that their English language skills would enable them to cope with the language demands of an academic programme. Generally, the higher the English proficiency level of student, the more confident they were. However, there were also students who had yet to complete the Pre-intermediate level course who felt ready for university. Participant 043, M Somalia: No, I am not worried. Because when the university accepted for me. Yes, UNISEL university accepted for me. I will go in May. When they accepted for me, they make me, they test for language. If I pass for language, I began for my faculty. For that faculty, there is a subject which is English I am not worried, because in my secondary, I was adapted to studying in English but I cant speak only...

167

Overall, participants in this study differed significantly from those in studies of international students in countries such as Australia, New Zealand and the U.K. In Ransom et al. (2005), 70% of the 377 ESL students in the study felt that English language skills were very important to academic success, while 29% felt it was somewhat important (Ransom et al., 2005). Another study of international students in Australia by Sawir (2005) also found a similar appreciation for the value of English proficiency for academic and social reasons. Whether the participants are viewed as being optimistic or as being unrealistic, it can be concluded from the findings that they are likely to minimize the role of English in academic performance. This could be due to a number of factors. Firstly, the participants low regard for Malaysian English and the English proficiency of Malaysians, as discussed in Theme Two, could have led to their overestimating their language skills or minimizing the potential challenges at university. They could be judging their future classmates and lecturers English skills based on their interactions with service workers. Also, participants may view the variation in Malaysian English accents, when compared to British or American English, as being a sign of low proficiency. In studies conducted by Pandian (2008) and Kaur & Sidhu (2009) on international students in Malaysian universities, language difficulties were reported to be a factor in the students social and academic lives. However, it is interesting to note that the international students in Pandian and Kaur & Sidhus studies cited their own limitations in English rather than focusing on the low proficiency of locals. The international postgraduates in Kaur & Sidhus (2009) study reported being conscious of their own accents and language proficiency when interacting with local students. Moreover, several students in Pandians (2008) study stated that the local students laughed at the way they spoke. This is in contrast to the perceptions reported by the participants in the present study, who tended to focus more on what they perceived as deficiencies in the English spoken by Malaysians, rather than focusing on their own weaknesses in English. This could corroborate the contention
168

made earlier in this chapter, that the international students overconfidence in their English could be caused by their lack of exposure to educated Malaysians. Their generalisation of Malaysians English proficiency based on limited interactions with shop assistants other service workers may have given the participants in the present study a false sense of security about the sufficiency of their language abilities. This could be part of the reason why the participants in the present study tended to be highly confident and to underestimate the level of English proficiency they will need at university, for example, as expressed by in the excerpt below. Participant 071, M, Somalia: I didnt worry about it because I am self-confident. Because when I finished most of the course at (this college), I am very confident.

Another possible reason for this phenomenon could be socio-cultural factors. As discussed in Chapter Four, the results of the BALLI survey showed that these participants tended to be more confident that those in previous BALLI studies. This confidence would influence their expectations of success at university. In Chapter Four, socio-cultural factors were offered as a possible reason for high confidence levels, as a previous BALLI study by Siebert (2003) proposed that Middle Eastern students appeared to be more confident than Asian students based on their responses to BALLI items on difficulty of language learning and time required to study a language. This was corroborated by the BALLI and PELLEM findings of this study, as presented in Chapters Four and Five, where the participants tended to underestimate difficulty levels, overestimate their own abilities and have high expectations of success. It appears that the high confidence levels of Middle Eastern students could also be an influential factor in the interview findings in this theme. Finally, Malaysias status as a developing nation and a non-native English speaking country may also play a role in participants underestimation of the language demands at a local university. It is highly probable that participants from Africa and the Middle East would be
169

more intimidated by the prospect of coping in a British university than a Malaysian university. As seen in previous research on international students in Australia and the U.K., the international students were very concerned about their English skills, which is contradictory to the present findings. Students from one developing nation moving to another developing nation are less likely to feel intimidated by their lecturers and local classmates when compared to students from a developing nation who study in a developed nation, such as the U.S., the U.K. and Australia. As proposed in Chapter Four, in explaining participants confidence and optimism with regard to their beliefs about language learning, certain contextual factors could also be contributing reasons for the participants views. More learner training is required, not only to correct misconceptions about language learning and teach participants about effective language learning strategies, but also to educate participants on the nature of language use at universities so that they will be better prepared to face the challenges ahead. For example, participants may not be aware of the types of tasks they will be required to complete at university and may assume that the kinds of tasks in the ESL classroom are similar to what they will be doing at university. If language teachers demonstrate the kinds of texts participants will be required to read and produce, then perhaps they will have a more realistic idea of the level of English proficiency that is required for an academic programme. In addition, having some sort of standardized measure to assess applicants English language proficiency for admission into Malaysian universities and colleges would also help give participants a greater understanding of the necessity for language proficiency to succeed at university. At present, universities and colleges have various ways to accept those applicants who do not achieve the necessary IELTS band, for example, by applying their own English placement test, and allowing international students to begin their academic programmes while taking English proficiency courses at the same time, for example, as described in Hamzah et al. (2009). This reinforces participants misconception
170

that English proficiency of a certain standard is nothing more than a requirement that has to be fulfilled in order to be accepted into and to graduate from university, instead of a necessity to function well in academic programmes. In this section, the participants interview responses with regard to their expectations and perceptions of English in Malaysian universities have been discussed. In general, it can be said that this group of learners is not fully aware of the implications that English language proficiency has on their future academic performance at university. In addition, participants seemed to overestimate their language abilities and had few concerns about facing language problems when they start university. The first three themes resulting from the semistructured interviews looked at participants perceptions of factors outside the classroom, namely, General Opinion of Malaysia as an English language learning destination, Out-ofclass experience and Perceptions of English in Malaysian universities, the final theme focuses on the language learning process itself. The results related to this theme are discussed in the following section. 5.8. Theme Four: Language Learning While the interviews mainly focused on participants opinions about issues directly related to learning and using English in Malaysia, some questions also sought participants views about matters related to language learning itself. These questions were more related to the BALLI than the PELLEM, and sought further information about the strategies employed by participants to improve their English and their opinions on factors that contribute to language learning success. 5.8.1. What Makes a Good Language Learner? Based on the data in the earlier themes, it was evident that many participants were learning English mainly to achieve a certain score on the IELTS test or university English placement tests, rather than to have the necessary skills to pursue academic study in the English171

medium. Despite varying ideas on what they considered successful language learning, participants had clear ideas on what a learner should do to improve their English language skills as they had spent two months or more in the intensive English programme. Participants were well aware of individual differences in language learning, as many said success in language learning depended on individual learners. As reported in Chapter Four, in their responses to the BALLI items on foreign language aptitude and individual characteristics that influence language learning, a majority of the 102 participants in this study had endorsed the belief in foreign language aptitude and age as having a positive effect on language learning. However, in the interviews, participants tended to value other types of individual characteristics. Most participants cited attitudinal factors such as being motivated, being dedicated and putting in a lot of effort as the primary factors. Although one or two participants also acknowledged the role played by natural ability, they mentioned it alongside attitude. Therefore, despite the belief in foreign language aptitude as found in the BALLI survey, participants were more likely to attribute the success of language learners to motivation and the willingness to work towards acquiring a language. Participant 072, M, Sudan: Everyone can learn a language, but it is the effort that makes a difference. Participant 071, M, Somalia: Some of the students, they always read and write every time. And some of them, they dont they dont like to make practice anything, but other people, they practice all the time. Participant 053, M, Somalia: It depends on how, the effort, that he paid and the time he spends to study hard. It depends the hard-working student. In the interviews, when participants spoke about how students can be successful at language learning, they often used the phrase hard-working or contrasted it with lazy to describe the types of learners who succeed in learning English and those who fail. When asked to elaborate on the types of actions carried out by a good language learner, participants spoke mainly about communicative practice. This contrasts with the quantitative BALLI results, as discussed earlier, which appeared to indicate that a large percentage of the 102
172

participants in this study had a high regard for vocabulary learning, grammar learning and translation as the most important parts of language learning. As depicted in the quotation below, while participants acknowledged the importance of learning about grammar, they considered communicative practice the key to developing language skills. Participant 013, M, Sudan: The first time, you have to know any rule about grammar and about writing about anything. And you learn more vocabulary and anything and after that you have to do a lot of practice. Without practice, you can't learn English language. In comparison, the data collected from the semi-structured interviews presents a very different picture from the results in Chapter Four, as far as participants views of language learning are concerned. The interview participants were clearly aware that practice was necessary if they wanted to improve their English. One explanation for the contradictory results is that the 16 interview participants had different perceptions when compared to the whole sample of 102 participants. However, the more likely explanation for this discrepancy is the limitations of the closed-choice questionnaire. On the BALLI, the items related to formal learning beliefs were worded in a way that did not allow participants to rank different language components in relation to each other. For example, item 17 states The most important part of language learning is learning new vocabulary. It is likely that participants who strongly agreed with this item, as well as the ones on grammar and translation, were only indicating that they found these components important. However, this does not necessarily mean that they think grammar or learning vocabulary is more important to language learning than communicative practice. During the interview, many participants described successful language learners as those who were motivated and hard-working enough to seek ways to practice the four skills of reading, writing, listening and speaking. It is heartening to note that many interview

participants also tied language learning success closely to self-directed learning, pointing

173

out that the five hours of lessons per day would not suffice if someone wanted to learn a language well. Participant 052, M, Somalia: Yea, the first advice is to be hard working, to work hard and to learn all your studies. And some students they don't care. They just want to study what they took from this school, only just the book, they read the book. That is not enough. Participant 049, M, Sudan: Because when you study at college that is not enough. Because you must be improve your English at house. Because there is many things you cant say at college because that is social (sic) life. Participant 051, F, Libya: Also some students feel that class work is enough. They come to the class, listen to the teacher and do the activities, but outside class they forget about English. This type will not improve fast. If you want to improve fast, you must plan your learning. In class is for guidance only, but you must use the things from class and the book, by speaking, reading, writing and listening. Look for different ways to practice, correct your own mistakes. Otherwise, there is no meaning. You will know the language only in your head, as a subject. Participants view that practice is necessary to succeed in language learning corresponds with representations of the good language learner as described by other researchers. In their summary of research into successful language learners, Norton & Toohey (2001) state that previous research depicted several aspects of good language learners, including that they were actively involved in the language learning process and that they used the target language to communicate and interact. However, Norton & Toohey (2001) also point out that the recent socio-cultural perspective in SLA research highlights the importance of access to different types of communication, or communities of practice, in order for learners to be successful (Norton & Toohey, 2001). In other words, even though a learner has the traits that may have previously been identified as being those of a good language learner, without the socio-cultural context in which to use a language, it will be hard for learners to develop much fluency in their target language. The absence of such a context for the learners in this present study has already been discussed, not only in Chapter Four, but also in the second theme of the interview results.

174

Despite the lack of opportunity in which to use English in real-life, the participants show an awareness of the importance of practice in order to improve their English. In addition to clear ideas on what makes a good language learner, participants put these ideas into practice as can be seen from the learning strategies they employed. The following section covers the various methods participants used in their attempt to improve their language skills. 5.8.2. Language Learning Strategies From participants views on the factors that contribute to successful language learning, the interviews moved on to the participants themselves and the various strategies they used to develop their English language skills. As described in the previous section, participants viewed practice as being the most crucial factor in language learning success, and this was reflected in the types of examples of things they did to improve their English. Most interview participants stated that they tried to speak English as much as possible, both inside and outside the college, despite the limitations described in the second theme, Out-of-Class Experience. Participant 062, F, Morocco: I read, no important books, but, like reading one paragraph about some inventor, about someone. Um question, and I answer the question, like reading in exam. Participant 051, F, Libya: I try to focus on speaking because I have a problem of speaking. I cant speak very well, but grammar is okay, my listening is okay. So I do a lot of reading and writing. Participant 043, M , Somalia: I do reading at home, more writing to practice at home. On diff topics, my daily routine, my family, my classmates., my teachers. I do this things. I listen movies, watch movies. These things I improve my skills. Participant 053, M , Somalia: I need more practice inside class and outside class. Always I try to communicate the people, also I wrote something. At home I study hard and I communicate with my friends and my roomie to practice the English language. Overall, participants felt that language practice was a very good way to improve their English. Based on their interview responses, they put in a lot of work outside class and also enjoyed listening to English music and watching English movies. A study of international ESL learners at a private college in Malaysia found similar strategy preferences among
175

learners (Othman, 2005). Most participants in Othmans study reported speaking in English, listening to English music and watching English movies as their preferred ways to use English (Othman, 2005). In the fourth theme related to language learning, the first two sub-themes were related to participants perceptions about language learning, as far as their ideas about what a good language learner should do, as well as their choice of learning strategy. The third, and final, sub-theme looks at participants perceptions of the English language course they were taking at the time of the study, as presented in the following section. 5.8.3. Learning English in a Malaysian Educational Institute Data from the interview participants supported the quantitative results from the fourth PELLEM theme on Learning English in a Malaysian Educational Institute. In both the PELLEM and the interviews, participants had positive perceptions of the language course they were enrolled in and made positive remarks about their teachers, the teaching method, curriculum and materials. Nevertheless, they also made suggestions on certain

improvements they would like to see. Generally, most participants felt that there should be less focus on grammar and more on reading and writing skills. Participants also felt that the syllabus should move away from General English to encompass more aspects of Academic English. A few students also pointed out the need for more interaction opportunities outside the classroom. Participant 052, M, Somalia: (this college) need to change the system, the system, especially as we know a lot of students come here to study the university. And universities academic about reading writing. In (this college) focus mainly on grammar, when you start at beginner until intermediate, focus on grammar. So I think its a good idea to focus on reading writing is better. And many students, you are manager and you know what the students are saying. The students complain about reading writing, no one complain about grammar, no one complain about speaking.

176

Participant 035, M, Libya: Yes, some points. Mmm, you have long free time. Andwriting and reading every day more. Some teachers dont make some conversation in the class. Participant 008, F, Kyrgyzstan: I hope to change to spend in the college more time, than now. Because when I finish my class, I go directly to the library and I sit here. But most students they cant speak in English and of course I cant get from them some information about English. If we stayed here a long time, with teachers and with students, maybe we can speak more easier and more faster. We need to speak more. Two other studies of international students learning in Malaysia, Ali (2007) and Hamzah et al. (2009) had contradictory results from those found in this study. Both studies differed from the present one in terms of learning context as they involved students who had already been accepted into university programmes but were required to complete an English course. In contrast, the students in the present study were at an earlier stage of their learning experience in Malaysia and were in a local college learning English while applying to university. Alis (2007) study, which aimed to investigate the reasons behind the reluctance of ESL learners to participate in speaking activities, found generally positive perceptions of the language course, especially when compared to participants previous language courses. However, since Alis (2007) study did not aim to identify learners perceptions of the language course, perhaps any negative views that arose during data collection were not reported. Conversely, as described in Chapter Four, those in Hamzah et al.s (2009) study were less positive about their language course. They were postgraduate students who had not fulfilled the English entry requirements and were required to take and pass a language course. Only 15 out of the 130 students surveyed by Hamzah et al. (2009) made positive comments about their language course, while 51 had negative things to say about the teaching methods, teachers speaking skills, course materials, and suitability of course and facilities. Hamzah et al. concluded that many of these problems were because the students were not placed in different levels according to proficiency, but grouped together, which meant that higher level learners were not sufficiently challenged, while lower level learners
177

were not equipped to deal with the materials being covered (Hamzah et al., 2009). The large size of classes may also have been a contributing factor. In addition, the fact that the learners had already been accepted into university may have contributed to their negative perceptions since they might have lost motivation. In contrast, the learners in the present study were still working towards being accepted into university, so their motivation levels were still high. 5.9. Conclusion This chapter has presented the qualitative results of the interviews conducted with 16 participants. Overall, participants have positive views about Malaysia as a destination for learners of English. However, participants also perceive Malaysia as a country where English is a foreign language, although it is more widely spoken in this country than in their own countries. Thus, they are not able to practice English in outside class as much as they would like to. Furthermore, the local variety of English is viewed by these international students as being inferior to British or American English. This can be traced to two possible contributing factors. Firstly, participants do not have access to English-speaking Malaysians, due to their living situations among others from their home country and the fact that all their classmates in the English course are international students. This limits their chances of interaction with the kinds of Malaysians who are proficient in English. In addition, it could be that regardless of their access to Malaysians, these participants would still consider Malaysian English as inferior because it does not sound like the Standard English that is highly valued in their countries. While administrators and teachers may not be able to do much about the perceptions of Malaysia and Malaysian English, another significant finding from the interviews can be addressed by those dealing with international students. This issue is the participants tendency to underestimate the importance of English proficiency in Malaysian academic programmes. The interview results showed that participants were largely influenced by
178

university admission requirements in forming their estimations of the language proficiency needed to succeed in an English-medium academic programme. If local universities continue to accept students who have minimal levels of English proficiency, international students will continue to minimize the role of language skills in academic success. While confidence and optimism are generally positive things, unrealistic expectations will lead to disappointment and an overall dissatisfaction with both their language learning and academic experiences. The following chapter will present the conclusion of this study and discuss the various implications of its findings.

179

Chapter 6-Conclusion
6.1. Introduction This study focused on a group of 102 international students from Libya, Somalia, Sudan and several other countries, who were enrolled in an English course at a Malaysian college to prepare for admission into Malaysian university programmes. The aim of this study was to explore participants beliefs about language learning and their perceptions of their language learning experience in Malaysia. The BALLI questionnaire, which was designed by Horwitz (1987) to measure beliefs about language learning, was used as the framework for measuring language learning beliefs and this was supplemented by a specially-designed questionnaire called the PELLEM. The purpose of the using the PELLEM in this study was to enable the examination of participants beliefs about language learning within the context of their learning experience as international students in Malaysia, since factors outside the classroom are thought to play a role in the language learning process. To investigate participants beliefs and perceptions in greater detail, semi-structured interviews with 16 participants were also held. In the following section, the key findings of the study are briefly outlined. 6.2. Summary of Findings The key findings of the study are presented in Figure 6.1., 6.2., 6.3 and 6.4. on the following pages. In general, the findings of the study can be divided into two major areas: beliefs about matters pertaining to classroom language learning (Inside the Classroom) and perceptions about factors outside the classroom related to learning English in Malaysia (Outside the Classroom). Individual learner characteristics, namely the motivational and affective aspects of the learners, constitute the third major area of findings, and these factors play an influential role in learners beliefs and perceptions both inside and outside the classroom. Figure 6.1 depicts an overview of the findings of this study.

180

INSIDE THE CLASSROOM

OUTSIDE THE CLASSROOM

BELIEFS ABOUT NATURE OF LANGUAGE LEARNING

PERCEPTIONS OF MALAYSIA AS AN ENGLISH LEARNING DESTINATION

BELIEFS ABOUT DIFFICULTY OF LANGUAGE LEARNING

BELIEFS & PERCEPTIONS OF INTERNATIONAL STUDENTS LEARNING ENGLISH IN MALAYSIA

PERCEPTIONS OF COMMUNICATION OUTSIDE THE CLASS

BELIEFS ABOUT FOREIGN LANGUAGE APTITUDE

INDIVIDUAL LEARNER CHARACTERISTICS: AFFECTIVE & MOTIVATIONAL FACTORS

PERCEPTIONS OF ENGLISH USE IN MALAYSIAN UNIVERSITIES

Figure 6.1. Summary of Key Findings Figure 6.1 depicts the interrelation among the beliefs, perceptions and individual learner characteristics of the international students learning English in Malaysia. The key factors in participants beliefs with regard to matters related to language learning inside the classroom can be divided into three areas: (i) beliefs about the nature of language learning; (ii) beliefs about the difficulty of language learning; and (iii) beliefs about foreign language aptitude. These areas correspond to three of the five BALLI themes identified by Horwitz (1987). Participants perceptions about learning English in Malaysia with regard to factors outside the classroom can also be divided into three major areas, namely: (i) perceptions of Malaysia as an English learning destination; (ii) perceptions of communication outside the classroom; (iii) and perceptions of English in
181

Malaysian universities. In addition, individual learner characteristics, comprising motivation and affective factors, such as optimism and confidence were found to be related to both beliefs about language learning and perceptions of their English language learning experience in Malaysia. Because these factors were a significant part of the findings from the BALLI, PELLEM and semi-structured interviews, they have been treated as a separate area. When combined, the key findings from these three areas give us a clearer picture of the salient factors in the experience of the international students learning English in Malaysia who were involved in this study. While this section has presented a brief outline of the key findings, the following sections will examine each area of the findings in more detail. 6.2.1. Key Findings: Inside the Classroom In general, the findings related to factors inside the language classroom were collected from items on the BALLI survey as well as from the semi-structured interviews. One of the major BALLI findings was participants high regard for grammar, vocabulary and translation, as important aspects of the language learning process. These beliefs are a matter for concern, particularly when contrasted with the communicative language teaching approach that is considered to be the most effective in English language teaching these days. According to Brown (2000), communicative language teaching places more importance on developing learners communicative competence rather than emphasising linguistic or grammatical competence. Under this approach, techniques used in the classroom aim to give learners the chance to engage in functional and authentic use of language in contexts that are meaningful to them, rather than focus on teaching grammatical structures and vocabulary as the final goal (Brown, 2000). In addition, direct translation from the first language is not considered an effective way to learn a foreign language. Therefore, the participants high regard for grammar, vocabulary and translation could indicate that they are using ineffective methods to learn English. Another finding was that participants had an unrealistic view of the
182

demands of language learning when compared to previous BALLI studies. This group of English language learners had a much lower estimation of the difficulty level of English and the time needed to learn it. In terms of beliefs about the inherent traits that affect language learning, the participants in this study tended to agree with those of previous BALLI studies, except in a few areas. Firstly, the malemajority sample, who came from what are considered male-dominated cultures like Sudan and Libya, were far less likely to consider women as being better in language learning, as discussed earlier in Chapter Four. In addition, the participants tended to rate their countrymens natural language learning abilities much more favourably than participants in other studies, for example, those by Bernat (2006), Siebert (2003) and Truitt (1995). This could be related to another key finding in this theme, which was that participants appeared to associate language learning abilities with intelligence. Based on the results of the Pearson r correlations performed on the BALLI and PELLEM factors, it was found that participants with higher motivation levels were more likely to have strong beliefs about speaking and communication. For example, they were more likely to believe that it was necessary to have excellent pronunciation. Highly motivated participants were also more likely to enjoy speaking English in social situations. Items related to motivational and affective factors were salient aspects of participants beliefs since these items loaded highly on the first BALLI factor, Motivational and Affective Aspects of Learning English. The nature of the items which loaded under the second BALLI factor, Confidence and Assessment of Difficulty of Learning English, also indicates that affective, or emotional aspects, also factor strongly in participants language learning beliefs. Items in this factor included participants assessment of whether they possessed the special ability to learn languages, participants expectations of their ultimate success in learning English, and their assessment of the language learning abilities of their countrymen, in addition to their estimates of the difficulty level of English. On the other hand, items directly related to language learning, for example, about the
183

importance of learning grammar or the role of mistakes in language learning, loaded on the third BALLI factor, which indicates that they are less salient beliefs than those which loaded on the first and second BALLI factors. The factor analysis results of participants BALLI responses, thus, indicate that among these participants, motivation, confidence and beliefs about spoken communication are more significant beliefs compared to beliefs about formal language learning. Figure 6.2. summarises the key findings related to factors inside the classroom that have been discussed in this section.
INSIDE THE CLASSROOM

Inconsistent with currently accepted ELT practices Overly concerned with grammar, vocabulary learning, translation & accuracy

BELIEFS ABOUT NATURE OF LANGUAGE LEARNING

INDIVIDUAL LEARNER CHARACTERISTICS: AFFECTIVE & MOTIVATIONAL FACTORS

Underestimated the difficulty of English and the time needed to learn a language well compared to past studies

BELIEFS ABOUT DIFFICULTY OF LANGUAGE LEARNING

INTERNATIONAL STUDENTS LEARNING ENGLISH IN MALAYSIA

Generally similar to past studies, but ..less likely to believe in superiority of female language learners ..much higher estimation of countrymens LL ability ..associate LL abilities with intelligence

BELIEFS ABOUT FOREIGN LANGUAGE APTITUDE

Figure 6.2. Key Findings: Factors Inside the Classroom While formal language learning occurs inside the classroom, it is commonly accepted that other external factors play a role in the language learning process. This is particularly significant in the context of the present study because the learners in question are also international students, who are learning English in a new environment. For many international students, learning English in Malaysia is seen as preferable since there are more English speakers in this country when compared to their home countries. However, because learners are encouraged to practice English outside the class in order to develop
184

their language skills, they also have to contend with the local variety of English, which is different from that which they are taught in the classroom. Thus, in the language learning experience of these international students, classroom factors interact with factors outside the classroom. While this section has presented the key findings related to participants language learning experience inside the classroom, the following section will discuss the factors outside the classroom that make up the key findings of this study. 6.2.2 Key Findings: Outside the Classroom The BALLI findings discussed in the previous section provided some insight into participants beliefs about the language learning process in general. The PELLEM and interview findings, on the other hand, provided another important piece of the puzzle the participants perceptions of their experience as English language learners outside the classroom, in the context of Malaysian society. Overall, participants were happy to be learning English in Malaysia as the language is more widely spoken here than it is in their countries; however, there was the perception that Malaysia was somehow inferior as an English learning destination when compared to native English speaking countries. This was apparent in both the PELLEM responses, described in Chapter Four as well as the interview data, presented in Chapter Five. Participants views of Malaysian English were closely tied to their perceptions of English communication outside the class. Figure 6.3 presents the details of major findings related to participants perceptions of factors outside the classroom which played a role in their learning environment.

185

OUTSIDE THE CLASSROOM

INDIVIDUAL LEARNER CHARACTERISTICS: AFFECTIVE & MOTIVATIONAL FACTORS

PERCEPTIONS OF MALAYSIA AS AN ENGLISH LEARNING DESTINATION

Malaysia is a good place to learn English Learning English in Malaysia is not as good as in an English speaking country

INTERNATIONAL STUDENTS LEARNING ENGLISH IN MALAYSIA

PERCEPTIONS OF COMMUNICATION OUTSIDE THE CLASS

Perceptions of Malaysian English Limited interaction opportunities Social isolation Underestimation of importance of English in academic programmes High optimism about adequacy of present language skills to deal with the language demands of university

PERCEPTIONS OF ENGLISH USE IN MALAYSIAN UNIVERSITIES

Figure 6.3. Key Findings Factors: Outside the Classroom As can be seen in Figure 6.3, negative perceptions towards Malaysian English combined with participants limited interaction opportunities and their social isolation from Englishspeaking Malaysians made for unfavourable perceptions of their out-of- class experience. The third major finding in the participants perceptions is their underestimation of the need for English proficiency to succeed in local universities. Most participants felt that their language skills were already good enough to start university and many did not necessarily feel that language proficiency had a strong influence on academic achievement. Only seven of the 102 participants were enrolled in the Academic Skills for IELTS level, whereby successful completion of this level would place students at an estimated IELTS band score of 5.5. Since Malaysian university entry requirements usually require a band score of between 4.5 and 6.5, it can be concluded that most participants do not have the necessary English proficiency to cope with the language demands of academic programmes. Nevertheless, 43% of participants felt they were ready for university, in terms of language proficiency and only three of the 16 interview participants expressed any concerns about
186

facing language problems at university. As discussed in Chapters Four and Five, participants underestimation of the language skills needed to cope at university could be due to several factors, including a lack of understanding of the kinds of tasks they will be required to complete at university, a tendency to be confident, and their low regard for Malaysian English. This section has presented a discussion of the key findings in relation to participants beliefs about perceptions about factors outside the classroom, as summarized in Figure 6.3 on the previous page. As discussed in the earlier sections, in both the factors outside the classroom and the factors inside the classroom, certain affective and motivational characteristics of this learner group were found to have a strong influence on their language learning beliefs and perceptions of their language learning experience. This leads to the third major area of findings, individual learner characteristics, which will be discussed in more detail in the following section. 6.2.3. Key Findings: Individual Learner Factors In the previous sections, individual learner characteristics have already been discussed in terms of their relationship to the participants beliefs about language learning and perceptions of learning English in Malaysia. For example, highly motivated learners were found to have more positive perceptions of Malaysia as a language learning destination and of their language course itself. In addition, the participants confidence was found to be related to their beliefs about the difficulty of language learning. These findings underline the fact that the learners themselves are an important part of the overall learning experience that cannot be ignored, especially since personality traits and emotional factors invariably influence a persons beliefs and perceptions. An underlying theme was evident from participants responses to various items on the PELLEM, BALLI and the interview questions. This group of learners was highly motivated, but even more significant was their confidence and optimism about their potential success in learning English and their present
187

language skills. The exact relationship among these learner factors and those resulting from the BALLI and PELLEM is still unclear. It is likely that participants high self-confidence causes them to underestimate the difficulty of language learning and the importance of English at university, but it is also likely that their low estimation of Malaysian English could lead participants to underestimate the level of English necessary to succeed at a local university. Although the causal relationship between the factors cannot be determined at this point, there are a number of theoretical, methodological and pedagogical implications of this studys significant findings. Figure 6.4 presents the findings related to individual learner characteristics.

Highly Confident Low assessment of language learning difficulty and time needed to learn English High regard for language learning ability of countrymen Believe that their language skills are good enough for university
INDIVIDUAL LEARNER CHARACTERISTICS: AFFECTIVE & MOTIVATIONAL FACTORS

Highly Optimistic Expect success in language learning Do not expect to face language problems at university Do not expect to have communication problems with lecturers

Highly Motivated Instrumentally motivated: work, academic success, Would like to speak English very well

Figure 6.4. Key Findings: Individual Learner Characteristics Based on the findings of this study, a significantly cohesive profile of the learners in this group emerged. These learners were highly motivated, confident and optimistic about their English proficiency in terms of ultimate success as well as their readiness to cope with the language demands of university study in Malaysia. Section 6.2 of this chapter has provided a summary of the key findings of this study in relation to factors inside the classroom, factors outside the classroom and individual learner characteristics. These findings are useful not only in the information collected about the participants language learning beliefs and perceptions of their learning experience, but also
188

in terms of the implications they hold for the teaching and learning of English as well as research in this area. The implications of these findings will be discussed in the following sections. 6.3. Theoretical Implications The final chapter of this study began with a discussion of the key findings of this investigation into the language learning beliefs held by international students learning English in Malaysia and their perceptions of their language learning experience in Malaysia. In this section, the theoretical implications of these findings will be discussed. The findings of the BALLI survey, which were summarized in the previous section, provide further evidence for Horwitzs (1999) assertion that there are some beliefs that are common across all learner groups. However, the variance between certain beliefs of the present group of participants and those of other BALLI studies raises several questions. Firstly, although the idea of cultural influences on language learning beliefs has been refuted by Horwitz (1999) and Bernat (2006), it is premature to conclude that culture has no bearing on language learning beliefs. The factor analysis of the BALLI findings showed a strong thematic relationship between items related to confidence and those related to perceived difficulty of language learning. Moreover, the findings of this study corroborated Sieberts earlier supposition that Middle Eastern students were more likely to have lower estimates of the time it takes to learn a language when compared to Asian students (Siebert, 2003). It is a logical step of reasoning that an overconfident individual is more likely to assess a task as being less difficult; thus, confidence and beliefs on difficulty could be culturally influenced. The socio-cultural aspect of language learning beliefs has long been a contention of researchers working towards a more multilayered representation of language learning beliefs, for example, Barcelos (2000) and Kalaja (2003). The statistical relationship found in this study between some aspect of learners perceptions of learning English in Malaysia
189

and their language learning beliefs further reinforces the preliminary conclusion that factors outside the classroom can influence how learners view the language learning process. Furthermore, the circumstances of the learning context, for example, as in the participants negative views towards Malaysian English and its possible relationship to their beliefs about the difficulty of language learning, indicate that contextual factors have the potential of affecting their beliefs about language learning. Therefore, a broader examination of language learning beliefs within a particular context and in relation to an individual learners experience of the language learning process appears to have the potential of producing more useful findings. The normative approach to measuring learner beliefs, such as in the BALLI (Horwitz, 1987), remains a very useful way to begin an investigation into the language learning beliefs of a particular group of students, as has been done in this study. However, for a deeper understanding of this variable, the various aspects of the learning experience must be taken into account. Several theoretical implications that can be concluded from the findings of this study have been discussed in this section. In addition to these, there are implications on methodological aspects of research in second language acquisition, which will be outlined in the following part of this chapter. 6.4. Methodological Implications Based on the application of this studys research methods, several implications can be identified. Firstly, in the collection of questionnaire data from English language learners, the provision of a bilingual instrument greatly enhanced the data collection procedure, which leads to several conclusions about the preparation of instruments when surveying learners of English. In this study, the variables being studied were relatively abstract; thus, many of the items required participants to make evaluative decisions, for example, deciding whether women are better language learners or whether Malaysia is a good place to learn English. Having the survey instruments in Arabic and English enabled the collection of data
190

from learners at all levels of proficiency. Since the original BALLI was used with a mixednationality group of English learners, providing a first language translation of the BALLI would not have been a practical method for Horwitz (1987). However, other researchers focusing on learner groups which shared a first language, for example, Sakui and Gaies (1999) and Hong (2006) also used questionnaires in the first language of the English language learners being studied. Even if the researcher shares a first language with the subjects, for example, as Hong (2006) did with her Korean subjects, the problem of subjects misunderstanding of items can still be significant, particularly with large samples. Therefore, translation and back-translation are valuable steps in instrument preparation, not only for ease of administration but also to increase the accuracy of the data. Secondly, the statistical analysis of the quantitative data from the BALLI and PELLEM led to some implications with regard to these instruments. To prepare the data for analysis, several statistical procedures were performed, including the generation of descriptive statistics, factor analysis and Pearson r correlations. Based on the statistical analysis of the BALLI and PELLEM results, a number of conclusions can be made. Firstly, the low reliability scores on the BALLI themes, ranging from 0.237 to 0.668, can be attributed to the nature of the instrument. Items within a certain theme and within the BALLI itself cover a broad range of issues related to language learning. The BALLI was designed so that items could be interpreted individually (Hong, 2006; Horwitz, 2007). The factor analysis of the BALLI results showed items loading on three different themes compared to Horwitzs five themes. Researchers who have conducted factor analysis of the BALLI have come up with varying results, for example, many of these studies found four BALLI themes with different items loading under each theme (Nikitina & Furuoka, 2006; Tumposky, 1991; Yang, 1999; Mantle-Bromley, 1995; Park, 1995, Hong, 2006). Others, such as Truitt (1995), Kuntz (1996), Bernat et al. (2009) and Rieger (2009) have found five BALLI factors. In addition, different constructs loaded on different factors
191

in many of the studies, for example, items related to motivation were the first factor in this study and those conducted by Hong (2006), Nikitina & Furuoka (2006) and Park (1995), yet for Truitt (1995), motivation was the fifth factor. This has led some researchers to propose that the structure of beliefs may vary from one group of learners to another. On the other hand, there are several things that previous studies seem to have in common. In many of these studies, as in this one, motivational factors seem to be a core structure in learner beliefs; moreover, factors related to difficulty, formal learning beliefs and spoken communication were also found. Although Horwitz (1999, 2007) seems to have responded to criticisms raised by other researchers with regard to the statistical validity of the BALLI, the low reliability within each theme as well as the factor analysis results found in this study indicate that the items and themes within the instrument could be refined to enhance its usefulness. While the BALLI has been used widely in a variety of contexts, the PELLEM was designed for use in this study and, therefore, there are no previous studies to which the present findings can be compared. As described in the third chapter of this dissertation, reliability tests of the themes in the initial version of the PELLEM were performed, after which a number of changes were made. Next, when the finalized PELLEM had been administered and the results tabulated, the Cronbachs Alpha for each theme was computed with the results depicted in Table 6.1 on the next page.

192

Table 6.1. Statistical Analysis of PELLEM Structure Theme Cronbachs Factor, items Alpha:

Theme 1-General Opinion of Learning 0.752 English in Malaysia: 9 items Theme 2-Out of Class Experience: 0.607 6 items Theme 3-Perceptions of English Use in 0.340 Malaysian Universities: 8 items Theme 4-Teaching & Learning in a 0.844 Local Language Course: 7 items

Items dropped from factor analysis Factor 1: 5 items 1 item Factor 2: 1 item Factor 3:1 item Factor 1: 1 item 0 items Factor 2:4 items Factor 3:1 item Factor 3: 2 items 4 items

Factor 1: 6 items 1 item

As can be seen from the table above, five of the nine items in Theme 1 loaded on the first factor of the PELLEM, Perceptions of Learning English in Malaysia-the Classroom and beyond. Incidentally, four of these items loaded on the lower end of the theme, in terms of factor loadings. Of the items from the second theme, four out of six loaded on the second factor of the PELLEM-Perceptions of Malaysian English & its Speakers and Expectations of English Use at University. Of the third theme, very few items actually loaded above 0.40 in the factor analysis. The two items that loaded above 0.40, loaded under Factor ThreeMotivation for and Benefits of English Proficiency at Malaysian Universities. These two items were related to motivational factors in terms of the benefits that English proficiency would offer participants at university, namely social and academic rewards. Finally, six of the seven items in Theme 4 loaded on the first factor of the PELLEM, with all six items loading at the higher end of the factor. From Table 6.1, several conclusions can be made about the structure of the PELLEM, based on the Cronbachs Alpha and final factor loadings of the PELLEM. Firstly, perceptions of matters related to the teaching and learning activities on the present course are significant constructs in the structure of participants perceptions of learning English in Malaysia. Also, certain factors outside the classroom including practice opportunities and learners
193

perceived improvement of their language skills also play a role in their perceptions. In addition, items previously thought to be related to out-of-class experience appear to be connected to participants perceptions of the local variety of English. These perceptions also form participants view of Malaysia as an English language learning destination. Moreover, motivational factors, in terms of the social and academic benefits that come with English proficiency, also play a role. Finally, the third theme, which includes various items on perceptions of English use at Malaysian universities, is not as strong a factor in participants overall perceptions of English language study in Malaysia when compared to Factors One and Two. In addition, the Cronbachs Alpha for this theme was the lowest of all the PELLEM themes. These statistical findings could be used to make revisions to the PELLEM in order to increase its reliability and validity as a potential instrument for measuring the learning experience perceptions of foreign English language learners in Malaysia. In addition, the revised versions of this instrument could be further applied to other contexts in which international students from Expanding Circle countries are learning English in Outer Circle countries such as Singapore, Malaysia and India. Thus far, the theoretical and methodological implications of this studys findings have been discussed. While the theoretical and methodological implications of this study contribute to research in the field of language teaching and learning, neither of these directly affect the learning experience of language learners in the classroom. However, the pedagogical implications resulting from this study can be used to improve the courses provided to international students learning English as well as language learners in general. In the following section, the pedagogical implications of this study will be presented.

194

6.5. Pedagogical Implications The results of the study show that learners have very clear ideas about what language learning constitutes, which will likely affect the strategies they choose and even the amount of effort they expect to put into to the process. As learners of English in Malaysia, participants also face specific challenges particularly in getting sufficient practice opportunities outside class. These findings can be used to improve the teaching and learning of English for the participants, future students at the college, as well as other international students in Malaysia. The findings of this study have significant implications for the participants of the study as well as the teachers and administrators of the Intensive English programme they were enrolled in. The participants of this study could benefit from being informed about their language learning beliefs and perceptions, especially those that are unrealistic or that affect their language learning negatively. For example, the participants lack of awareness with regard to the importance of English in their academic programmes is of particular importance. In addition, the learners misconceptions about the language learning process, evident in their high regard for grammar, vocabulary and translation as important parts of the language learning process, are issues of significance to their teachers. These misconceptions imply that learner training should be included in the language course at the college. Learner training involves the explicit teaching of language learning strategies as well as a discussion of learner beliefs about language learning with the main objective of improving learners effectiveness at language learning and preparing them for self-directed language learning. Researchers such as Ellis (2008) have already proposed that learner training be a part of all language teaching syllabi. Yet, most general English course books either ignore this aspect of the learning process, or focus on prescribing specific strategies such as dictionary skills and the recording of vocabulary.

195

What is needed is a means of finding out what students think about language learning at the onset, so that appropriate measures can be taken. For example, the first day of the language course could include an activity for teachers to identify students language learning beliefs, followed by a discussion to correct any disabling misconception. Throughout the course, instructors can refer back to these beliefs and the students preferred learning strategies and, perhaps, demonstrate more beneficial ways of improving ones language skills. Teachers could also show learners real examples of the types of assignments that they will be required to produce at university. Learner training is also a potential solution to another important finding of this study, which was the participants underestimation of the importance of English proficiency at university level. An important part of language learning is for learners to know what their goals are. As found by Pandian (2008), Hamzah (2009), and Kaur & Sidhu (2009), language difficulties are a significant issue in the learning experience of international students in Malaysia. However, the previous studies mentioned involved participants who had already started university. On the other hand, the participants in this study were preparing for university admission and were found to underestimate the language demands that they would face at university in relation to their present language proficiency. With the participants of this study, at least, it appears that the learners understanding of their final goal, which is to improve their English for university, is not consistent with the reality of the situation. The ESL instructors at the college could consider initiating a discussion on learners expectations about the language skills they will need for university. This would enable them to assess whether their learners have realistic expectations, and allow them to demonstrate to the learners the type of tasks they will be required to perform as university students. One of the most significant implications of this study is the important role played by factors outside the classroom on the overall learning experience of foreign English language learners. Administrators and instructors at the college could attempt to address this problem
196

by incorporating activities which increase the opportunity for authentic communication outside the classroom. For example, the international students in the English programme could be paired up with Malaysian students from other programmes so that they would have the opportunity to practice speaking English. This would also reduce the social isolation perceived by participants of the study. More trips and talks can be scheduled so that learners will have a chance to practice speaking outside the confines of the classroom. The school could also prepare a guidebook to provide learners with more information about English language facilities and practice opportunities in the city where they live. For instance, information on English language radio channels may seem an insignificant detail, but an international student who is new to the country may not even know of their existence. If possible, activities which give English learners the opportunity to build relationships with English-speaking locals should be arranged. The pedagogical implications of this study, namely the need to identify learners beliefs and perceptions, the need for learner training, as well as the need to increase opportunities for social interaction could also provide useful information to other stakeholders involved in the teaching of English to international students. For example, language schools, colleges and universities providing similar courses would be able to tailor their courses to these students needs, both inside and outside the classroom by incorporating some of the suggestions above. These findings could also be used by the universities which these students are headed to, for example, by providing language support programmes and social programmes for international students. English language programmes for international students in other regions where another variety of English may be dominant outside the classroom, may also use the findings of this study to better understand the difficulties faced by their students and to find ways to overcome these limitations. Sections 6.3, 6.4 and 6.5 have given a detailed account of the theoretical, methodological and pedagogical implications arising from the findings of this study. While the findings of
197

this study have answered some questions about the language learning beliefs and perceptions held by international students learning English in Malaysia, they have also pointed towards certain areas in which there is a paucity of data. These areas can be studied further in order to answer many of the questions, which have come to light in view of knowledge collected during this study. In the following section, several suggestions for future studies are made. 6.6. Suggestions for Future Studies The findings of this study have answered some preliminary questions about the language learning beliefs and perceptions of English learning experience held by a group of international students learning English in Malaysia. This group of learners is very much under-studied although it is becoming an increasingly significant client base of the local education industry. Thus, there is the need for further studies, particularly with regard to the learning of English in countries outside the Inner Circle, as well as specifically on international students learning English in Malaysia. The following sections, 6.6.1 and 6.6.2, summarize the potential for various research projects in these two areas. 6.6.1. Studies on English Language Learning Destinations Outside the Inner Circle The demand for English language instruction continues to grow around the world with nonnative speakers of English long ago outnumbering native-speakers. English proficiency is not only a necessity for immigrants into English-speaking nations; it is also the language of education and commerce in Outer Circle Countries like Malaysia and India. Expanding Circle countries, such as China, Iran and Korea, have also seen a huge growth in their English Language Teaching industries due to the increased globalisation of education and commercial interests. For this reason, learners of English from the Expanding Circle countries are increasingly looking for more effective ways to improve their English proficiency, rather than attending courses in their home countries. English language learning
198

in countries other than the Inner Circle countries are becoming an increasingly attractive option due to financial reasons as well as greater restrictions on immigration into native English-speaking countries such as the U.S.A. and the U.K. In the past, students learning English for university were either headed for English-medium academic courses in countries where English is the native language, for example, Australia and the U.K., or for English-medium academic courses in their own countries. However, as Coetzee-Van Rooy (2008) suggests, the increasing number of Korean ESL learners coming to South Africa indicates a potential trend in English language learning. This is also reflected in the efforts of many nations, such as Malaysia, the U.A.E., and Singapore, to establish education hubs that will attract international students. This means there will be an increase in the number of international students learning English in destinations other than their home country or English speaking countries. If the host country already has an indigenized version of English, then factors outside the classroom must be taken into consideration when planning English language instruction for these learners. This study has identified several challenges faced by English language learners as a result of learning English in a country where English is not a native language, whereby authentic practice opportunities are limited and negative perceptions of the local variety of English may be affecting language learning. With the potential for a large number of English language learners in various countries around the world, more research is needed to identify the contextual factors that might play a role in their language learning success. Studies could examine factors such as the effects of efforts to increase out-of-class communication opportunities, and the perceptions held by learners towards different varieties of English. In addition, the influence of the local variety of English on English learners from Expanding Circle countries could also be investigated. As an increasing number of international students commence English language study in countries like Malaysia, India, Singapore and South Africa, research focusing on this new context of English language learning and
199

teaching will improve the ability of instructors and course providers to cater to these students needs. 6.6.2. Studies on International students Learning English in Malaysia The enrolment of international students in Malaysian universities and colleges has reached an all-time high, with the governments target of 80,000 international students in 2010 achieved within the first half of the year. Currently, the Malaysian government is aiming for international student enrolment of 120,000 by 2015 (New 120,000-foreign student target, 2010). The financial and political instability of many developing nations around the world, combined with the tightening visa regulations of traditional student destinations, have resulted in a new student population entering Malaysias tertiary education industry. In addition, the increasing significance of university ranking bodies, which award marks for an internationally-diverse student body, among other criteria, has prompted bureaucratic measures to increase the enrolment of international students. For example, the Times Higher Education (THE) -World University ranking awards 5% of the total points given to any university based on a category called International Mix, which comprises the international diversity of both faculty and students. Since the Ministry of Education places a heavy importance on the THE ranking achieved by Malaysian universities, many universities have increased their targets for international student enrolment in both undergraduate and graduate programmes. With universities already struggling to increase the English proficiency of local students and staff, the entry of a new student group with varying levels of exposure to English will surely have an impact on teaching and learning practices, affecting all parties involved: international students, local students and their lecturers. Because of this, it is essential for administrators and policy makers to rethink the English language support and instruction provided to international students as well as the current practices used to evaluate the
200

language proficiency of international students who are applying for university admission. As described in Chapter Five of this study, the different, and sometimes contradictory, English language requirement policies practiced by Malaysian universities at present, may contribute to the tendency of the participants of the present study to underestimate the language-related challenges that they will face at university. For example, many universities still accept students who do not meet the English requirement and require them to take English courses, often while taking their academic courses at the same time. This sends the message that English proficiency is not a necessity for academic success. 6.7. Conclusion Overall, this study has provided further evidence on learners beliefs about language learning, by applying the widely-used BALLI (Horwitz, 1987) questionnaire to a new context, that of international students learning English in Malaysia. While the findings show some commonality in language learning beliefs across learner groups, the variances found in the beliefs of this group of learners indicate that it is necessary for teachers to explore the language learning beliefs of each new group of students. While the link between language learning beliefs and strategy choice found by other researchers such as Hong (2006), Park (1995) and Truitt (1995) has strengthened the notion that individual learner factors should not be overlooked in the teaching and learning of any language, the possible influence of ethnicity and learning context also indicate that teachers cannot afford to ignore factors outside the classroom when planning and conducting language courses. This is particularly true when the language learners in question are international students in a host country, like the participants in this study. The PELLEM results and interview data of this study show that although participants may be satisfied with the specifics of their language course, their out-of-class experience, for example, the lack of communication opportunities and exposure to another variety of English, can lead to negative perceptions and can also influence the way they view the language learning process. As seen in this study, participants lack of
201

access to English-speaking Malaysians and a social-context or community of practice in which to use English may have caused them to turn to grammar and vocabulary learning, rather than communicative practice, as a means of improving their language skills. In addition, participants negative views about Malaysian English may have led them to underestimate the need for English proficiency to do well at university. For institutions involved in the teaching of English and academic subjects to international students, this study has provided further evidence that specific measures must be taken to address the needs of this student group. Learner training appears to be the logical solution to addressing the problem of ineffective learning strategies, which can result from the potentially harmful language learning beliefs held by learners. In addition, international students who are learning English in an environment like that in Malaysia need additional help to ensure they have access to opportunities for meaningful, authentic communication outside the classroom. Unlike students in English- speaking countries, it takes a little more effort for international students in countries like Malaysia to locate proficient English speakers with which to practice. Enabling international students to have venues for interaction with Malaysians who are proficient in English will also go a long way in improving their negative perceptions of the local variety of English. The lessons learned from this study are applicable across a wide range of contexts, for example, that of language learners around the world, as well as that of English language learners in Outer Circle countries such as Malaysia, India, Singapore and South Africa. In addition, the key findings of this study echo the current climate in language learning and teaching, in that it further emphasizes the powerful role of individual learner characteristics as well as socio-cultural factors of the learning context in the process of language learning. Ultimately, a good language course will have to find the right balance of classroom teaching and learning activities which are useful for most learners, while at the same time accounting for individual learner factors and the specifics of the language learning context.
202

Bibliography Alanen, R. (2003). A socio-cultural approach to young language learners beliefs about language learning. In P. Kalaja, and A.M.F. Barcelos (Eds.), Beliefs about SLA: New Research Approaches (pp. 55-85). The Netherlands: Kluwer Academic Publishers. Ali, Z. (2007). Willing Learners Yet Unwilling Speakers In ESL Classrooms. Asian Journal of University Education, 3(2), 57-73. Retrieved 3 July 2010 from http://eprints.ptar.uitm.edu.my/333/ Altan, M. Z. (2006). Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education, 31(2), 45-52. Bailey, F.B. (2005). Overseas language learning experience: Student beliefs about their teachers qualifications. Masters Dissertation. The University of Texas at Arlington, TX, USA. Barcelos, A. M. F. (2000). Understanding teachers and students language learning beliefs in experience: A Deweyan Approach. PhD Dissertation. The University of Alabama, Tuscaloosa, AL, USA. Barkhuizen, G. P. (1998). Discovering Learners Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context. TESOL Quarterly, 32 (1), 85-108. Baskaran, L.M. (2002).Whose English? Whose/what standard/the role of English in Malaysia. Paper presented at the International Conference IPBA. 24 -26 September, 2002. Retrieved 6 November, 2010 from http://apps. emoe.gov.my/ipba/rdipba/cd1/article131.pdf Baskaran, L. (1994). The Malaysian English Mosaic. English Today, 10, 27-32. Benson, P. & Lor, W. (1999). Conceptions of Language and Language Learning. System,27, 459-472. Bernat, E. (2004). Investigating Vietnamese ESL learners' beliefs about language learning. EA Journal, 21(2), 40-54. Bernat, E. & Gvozdenko, I. (2005). Beliefs about language learning: Current knowledge, pedagogical implications and new research directions. TESL Electronic Journal, 9(1). Retrieved 15th January, 2009 from http://tesl-ej.org/ej33/a1.html Bernat, E. (2006). Assessing EAP learners' beliefs about language learning in the Australian context. P. Robertson, & J. Jung (Eds.) Asian EFL Journal, 8(2). Retrieved 15th January, 2009 from http://www.asian-efl-journal.com/June_06_eb.php Bernat, E. & Lloyd, R. (2007). Exploring the gender effect on EFL learners beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, 77-91. Bernat, E. (2007a). Bridging the Gap: Teachers and Learners Diversity of Beliefs. Proceedings of the 20th English Australia Education Conference, Sydney, September 14 -15. Bernat, E. (2008). Beyond beliefs: Psycho-cognitive, socio-cultural and emergent ecological approaches to learner perceptions in foreign language acquisition. Asian EFL Journal, 10 (3). Retrived 15th January, 2009 from http://www.asian-efljournal.com/September_08_eb.php Bernat, E., Carter, N. & Hall, D. (2009). Beliefs about Language Learning:Exploring Links to Personality Traits, University of Sydney Papers in TESOL, 4, 115- 148. Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Pearson Education. Bryman, A. (2008). Social research methods (3rd ed.). Oxford: Oxford University Press Buehl, M. M. (2008). Assessing the multidimensionality of students epistemic beliefs

203

across cultures. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies across Diverse Cultures (pp. 65-112). The Netherlands: Springer Science + Business Media B.V. Christison, M.A. & Krahnke, K. J. (1986). Student Perceptions of Academic Language Study. TESOL Quarterly, 20 (1), 60-80. Coetzee-Van Rooy, S. (2008). From the Expanding Circle to the Outer Circle: South Koreans learning English in South Africa. English Today, 24(4), 3-10. Coterall, S. (1995). Readiness for autonomy: Investigating learners beliefs. System, 23(2), 195-205. Creswell JW & Plano Clark VL 2007. Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. Creswell, W.J. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. (3rd ed.) New Jersey: Pearson Education, Inc. Diab, R. L. (2006). University students beliefs about learning English and French in Lebanon. System, 34(1), 80-96. East, J. (2001). International students identified as customers: Their expectations and perceptions. Paper presented at the Changing Identities. Language and Academic Skills Conference, University of Wollongong. Retrieved 22 August, 2010, from http://learning. uow.edu.au/LAS2001/index.htm. Ellis, R. (2002). A metaphorical analysis of learner beliefs. In P. Burmeister, T. Piske and A. Rohde (Eds.), An integrated view of language development: Papers in honor of Henning Wode. Trier, Germany: Wissenschaftlicher Verlag. Ellis, R. (2008). Learner beliefs and language learning. The Asian EFL Journal Quarterly, 10 (4), 7-25. Ellis, R. (2008b). The study of second language acquisition. Oxford, New York: Oxford University Press. Farrell, T. S. E. (2006). The teacher is an octopus: Uncovering Pre-service English language teachers prior beliefs through metaphor analysis. RELC Journal, 37(2), 236-248. Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist, 34(10), 906911. Foreign Students Turn to Malaysia (2009, Apr 5). The New Straits Times, pp 5. Gabillon, Z. (2005). L2 Learners Beliefs: An Overview. Journal of Language and Learning, 3(2), 233-260. Guerrero, M. C. M. & Villamil, O. S (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6 (2), 95-120. Hamzah, S. G. Moloudi, M., & Abdullah, S. K. (2009). Exploring perceptions and expectations of the international postgraduates regarding with the English course at University Putra Malaysia. European Journal of Social Sciences, 11(1), 7-25. Ho, E. S., Li, W.W., Cooper, J., & Holmes, P. (2007). The Experiences of Chinese International Students in New Zealand. Migration Research Group, University of Waikato, Auckland: Education New Zealand: Hong, K. (2006). Beliefs Cabout language learning and language learning strategy use in an EFL context: A comparison study of monolingual Korean and bilingual KoreanChinese university students. PhD Dissertation. University of North Texas, Denton, Texas, USA. Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A.L. Wenden & J. Robbins (Eds.), Learner strategies in language learning (pp. 119-132). London: Prentice Hall. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal , 72 (3), 283-294. Horwitz, E. K. (1989). Facing the blackboard:Student perceptions of language learning and the language classroom. ADFL Bulletin 20 (3), 61-64.
204

Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners beliefs about language learning: A Review of BALLI studies. System, 27 (4), 557576. Horwitz, E.K. (2007). Why student beliefs about language learning matter. Issues in the development and implementation of the Beliefs about Language Learning Inventory. In Siskin, H. J. (Ed.) AAUSC 2007 From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program. (pp. 2-7). Boston: Thomson Heinle. Hosenfeld, C. (1978). Students' mini-theories of second language learning. Association Bulletin, 29, 2. Jani, R. & Zubairi, Y. Z. (2010). International students views of Malaysian higher education. Paper presented at the Internationalisation and Marketing of Malaysian Higher Education Seminar, Putrajaya, Malaysia. 17th June, 2010. Retrieved on 6th November 2010 from http://jpt.mohe.gov.my/PENGUMUMAN/mohe%20 seminar%202010/SPEAKER%206%20International%20Students%20Views%20of %20Malaysian%20Higher%20Education.pdf Kachru, B. B. (1985). Standards, codication and sociolinguistic realism: the English language in the outer circle. In R. Quirk & H.G. Widdowson (Eds.), English in the world: teaching and learning the language and literatures (pp.11-30). Cambridge: Cambridge University Press. Kalaja, P. (2003). Researching Beliefs about SLA: A Critical Review. In P. Kalaja, and A.M.F. Barcelos (Eds.), Beliefs about SLA: New Research Approaches (pp 7-32). The Netherlands: Kluwer Academic Publishers. Kaur, S. (1999). Problems in assessing proficiency in English among foreign postgraduate students. Paper presented at the "Sixth International Literacy and Education Research Network Conference on Learning", Bayview Beach Resort, Penang, Malaysia 27 - 30 September, 1999. Retrieved 19 May, 2009 from http://ultibase.rmit.edu.au/Articles/may00/kaur1.htm Kaur, S. & Sidhu, G. K. (2009). A qualitative study of postgraduate students learning experiences in Malaysia. International Education Studies, 2(3), 47-56. Kunt, N. (1998). Anxiety and beliefs about language learning: A study of Turkish-speaking university students learning English in North Cyprus. Dissertation Abstracts International, A: The Humanities and Social Sciences. 59 (1). Kuntz, P. S. (1996). Beliefs about language learning: The Horwitz model. Unpublished manuscript. University of Wisconsin-Madison, Retrieved 22 September 2010 from the ERIC Document Reproduction Service database. (ED397658) Kuntz, P. S. (1996a). University students beliefs about foreign language learning with a focus on Arabic and Swahili at US HEA Title V1 African Studies Centres. Dissertation Abstracts International A: The Humanities and Social Sciences, 57(8). Kuntz, P.S. (1996b). Students of "easy" languages: Their beliefs about language learning. Retrieved 22 September 2010 from the ERIC Document Reproduction Service database, (ED397658). Landau, S. & Everitt, B. (2004). A Handbook of Statistical Analyses Using SPSS. Chapman & Hall: Boca Raton, Florida. Larsen-Freeman, D. & M.H. Long (1991). An Introduction to Second Language Acquisition Research. London: Longman. Lee, D. S. (1997). What Teachers Can Do to Relieve Problems Identified by International Students. New Directions for Teaching and Learning. 1997 (70), 93-100. Lee, E. H. (2007). An investigation of learner beliefs at two stages of study abroad. Masters Thesis. Department of Linguistics, Germanic, Slavic, Asian and African Languages, Michigan State University, Michigan, USA. Lee, M.C. (2008). Learning English language: experiences, perceptions, beliefs and
205

motivation of adult English language learners in an ESL program. PhD Dissertation. State University of New York, New York, USA. Lizzio, A., Wilson, K., & Simons, R. (2002). University Students Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. Studies in Higher Education, 27(1), 27-52. Lord, P. & Dawson, C. (2002). The Induction needs of international students at postgraduate level. London: TVU. Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79 (3), 372-386. Mary, A., Chong, V.S., Hanisah, M.F. & Tan, B.F. (2006). IPBA Students Beliefs in Learning English as a Second Language. IBPA Journal, 6 (3) Retrieved 24 May 2009 from http://apps.emoe.gov. my/ipba/rdipba/cd1/article139.pdf Mehdizadeh, N. & Scott, G. (2005) Adjustment problems of Iranian international students in Scotland. International Education Journal, 6(4), 484-493. Mohamed, B. (2010). Managing international students in Malaysia-Issues & strategies. Paper presented at the Internationalisation and Marketing of Malaysian Higher Education Seminar, Putrajaya, Malaysia. 17th June, 2010. Retrieved on 6th November 2010fromhtp://jpt.mohe.gov.my/PENGUMUMAN/mohe%20seminar%202010/SPE AKER%203%20Managing%20International%20Students%20in%20Malaysia.pdf Mokhtari, A. (2007). Language learning strategies & beliefs about language learning: a study of university students of Persian in the United States. Unpublished Dissertation. Austin, TX: The University of Texas. Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What dolanguage learners believe about their learning? Language Learning, 49, 377415. New 120,000-foreign student target for varsities. (2010, April 18). The Star, pp. N3. Nikitina, L. & Furuoka, F. (2006). Re-examining Horwitz's Beliefs about Language Learning Inventory(BALLI) in the Malaysian Context. Electronic Journal of Foreign Language Learning, 3(2), 209-219, Retrieved on 18 January 2009, from http://eflt.nus.edu.sg/v3n22006/nikitina.htm Nikitina, L., & Furuoka, F. (2006a). Beliefs about Language Learning: A Case Study of Students Learning the Russian Language at Universiti Malaysia Sabah (UMS). MANU, Jurnal Pusat Penataran Ilmu & Bahasa, 11 (Special Issue on Language), 79-93. Nikitina, L. & Furuoka, F. (2007). Beliefs about language learning: a comparison between novice and intermediate level students learning Russian at a Malaysian university. The Linguistics Journal , 2 (1), 7-27. Nikitina, L. and Furuoka, F.(2008). A language teacher is like Examining Malaysian students perceptions of language teachers through metaphor analysis. Electronic Journal of Foreign Language Teaching 5(2), 192205, Retrieved on 18 January 2009, from http://eflt.nus.edu.sg/v5n22008/nikitina.pdf Nola, R. & Gurol, I. (2005). Philosophy, Science, Education and Culture, (pp 51-90). Springer Academic Publications: The Netherlands. Norton, B. & Toohey, K. (2001). Changing Perspectives on Good Language Learners. TESOL Quarterly, 35 (2), 307-322. O Fathaigh, M. (1997). Irish Adult Learners' Perceptions of Classroom Environment:Some Empirical Findings. International Journal of University Adult Education, 36 (3), 922. Othman, J. (2005). English Language Use Among EFL Learners in Sunway University College. Sunway Academic Journal, 2,. 93-100. Oz, H. (2007). Understanding Metacognitive Knowledge of Turkish ESL Students in Secondary School. Novitas-ROYAL, 1(2), 53-83. Pajares, M. F. (1992). Teachers beliefs and educational research: Cleaning up a messy
206

construct. Review of Educational Research, 62(2), 307-332. Pandian, A. (2008). Multiculturalism in Higher Education: A Case Study of Middle Eastern Students Perceptions and Experiences in a Malaysian University. IJAPS Journal, 4 (1), 33-57. Park, G. P. (1995). Language Learning Strategies and Beliefs about Language Learning of University Students Learning English in Korea. Unpublished Doctoral Dissertation. University of Texas at Austin. Peacock, M. (2001). Pre-service ESL teachers beliefs about second language learning:a longitudinal study. System, 29, 177-195. Piquemal, N. & Renaud, R. (2006). University Students Beliefs and Attitudes Regarding foreign language learning in France. TESL Canada Journal/Revue TESL Du Canada, 24(1), 113-133. Ransom, L., Larcombe, W. & Baik, C. (2005). The English language needs and support: International-ESL students perceptions and expectations. Language and Learning Skills Unit, University of Melbourne, Victoria, 3010, Australia. Retrieved 18 March, 2010 from http://www.services.unimelb.edu.au/llsu/ Rantala, M. (2002). Beliefs about Learning English as a Foreign Language: Comparison of Two Groups of Finnish University Students. Unpublished Thesis, Department of English, University of Jvaskyla, Finland. Rieger, B. (2009). Hungarian university students beliefs about language learning: a questionnaire study. Working Papers in Language Pedagogy, 3, 97-113. Riley, P. (1980). Mud and stars: Personal constructs sensitization and learning. Melanges Pedagogiques C.R.A.P.E.L., 2, 137-156. Retrieved 27 September 2010 from the ERIC Document Reproduction Service database. No. ED20198). Riley, P. (1989). Learners Representations of Language and Language Learning. Melanges Pedagogiques C.R.A.P.E.L., 2, 65-72. Riley, P. A. (2009). Shifts in beliefs about second language learning. RELC Journal, 20, 102-124. Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International Students, Learning Environments and Perceptions: a case study using the Delphi technique, Higher Education Research & Development, 19(1), 89-102. Sakui, K. and Gaies, S. J. (1999). Investigating Japanese learners' beliefs about language learning. System, 27(4), 473-492. Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6 (5), 567-580. Schumann, J. H. (1978). The acculturation model for second language acquisition. In R.C. Gingras, Ed., Second Language Acquisition and Foreign Language Learning. Washington, D.C.: Center for Applied Linguistics. Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7, 379-392. Shen, M.C. (2006). The Relationship between Beliefs about Language Learning and Learning Strategy Use of Junior High School Students in Remote Districts. Masters Dissertation. Department of Applied English, Leader University, Tainan, Taiwan, Republic of China. Siebert, L. L. (2003). Student and teacher beliefs about language learning. The ORTESOL Journal, 21, 7-39. Singh, R.J.K.B. (2004). Students beliefs in learning English as a second language. Unpublished dissertation. Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur, Malaysia. Sirat, M. (2008). The Impact of September 11 on International Student Flow into Malaysia: Lessons Learned. IJAPS, 4(1), 79-95. Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward
207

Arnold. Sng, B. B., Pathak, A., Serwe, S. K. (2009). Modelling the English Learning Process of Foreign Students in Singapore: Thematic Analyses of Student Focus Groups, Humanising Language Teaching, 11(4). Retrieved on 23 March 2010 from http://www.hltmag.co. uk/aug09/mart01.htm Tanaka, K. and Ellis, R. (2003). Study abroad, language proficiency and learner beliefs about language learning. JALT Journal, 25 (1), 63-85. Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. Masters Dissertation, University of Glasgow, Glasgow, Scotland. Retrieved 4 April 2009 from http://www.asian-efljournal.com/thesis_M_Tanveer.pdf Truitt, S. (1995). Beliefs about Language Learning: A Study of Korean University Students Learning English. Texas Papers in Foreign Language Education, 2 (1), 1-14. Tse, L. (2000) Student Perceptions of Foreign Language Study: A Qualitative Analysis of Foreign Language Autobiographies. The Modern Language Journal, 84 (1). Tumposky, N. R. (1991). Student beliefs about language learning: A cross-cultural study. Carleton Papers in Applied Language Studies, 8, 50-65. Victori, M. & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23 (2), 223-234. Wang, C.W., Singh, C, Bird, B. & Ives, G. (2008). The Learning Experiences of Taiwanese Nursing Students Studying in Australia. Journal of Transcultural Nursing.19(2), 140 150. Wenden, A. L. (1986). How to be a successful language learner: Insights and prescriptions from L2 Learners. In A.L. Wenden & J. Robbins (Eds.), Learner strategies in language learning (pp. 103-117). London: Prentice Hall. Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19 (4), 515-537. Wenden, A. L. (1999). An introduction to metacognitive knowledge and language learning: Beyond the basics [Special Issue]. System, 27(4), 435-441. Wierstra, R.F.A., Kanselaar, G., Linden, J.L. Van Der & Lodewijks, H.G.L.C. (1998). Learning Environment Perceptions of European University Students. Learning Environments Research, 2, 79-98. Yang, N. D. (1999). The Relationship between EFL Learners' Beliefs and Learning Strategy Use. System, 27 (4), 515-535. Young, C. (2003). You dig tree tree to NUS: Understanding Singapore English from the perspectives of international students. In G. L. Lee, L. Ho, L. Meyer, C. Varaprasad & C. Young (Eds.), Teaching English to students from China, (pp. 94-106). Singapore: Singapore University Press.

208

APPENDIX A BALLI QUESTIONNAIRE

209

APPENDIX A-BALLI QUESTIONNAIRE

SURVEY NO_________________

PERSONAL INFO

AGE:______

GENDER: M/F NATIONALITY:______________ LEVEL: Beginner Elementary Pre-intermediate Intermediate Academic Skills for IELTS

HIGHEST EDUCATION SO FAR(CIRCLE ONE):

:
Elementary school / High School / Bachelors Degree / Masters Degree FIRST LANGUAGE: _______________

:
OTHER LANGUAGES (IF ANY)

1)__________________ 2)__________________ 3)__________________

HOW LONG HAVE YOU BEEN LEARNING ENGLISH? (including in your country, school etc)

_________________________________________ WHEN DID YOU COME TO MALAYSIA? ___________________

Please rate each statement according to the numbers below.

:
1 2 3 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

STATEMENT CIRCLE JUST ONE PLEASE

It is easier for children than adults to learn a foreign language.

1 2 3 4

210

Please rate each statement according to the numbers below.

:
1 2 3 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

2 Some people have a special ability for learning foreign languages. 1 2 3 4 5

3 4 Some languages are easier to learn than others. 1 2 3 4 a b c d 5 e

English is

:
a. A very difficult language. b. A difficult language . c. Language of medium difficulty d. An easy language . e. A very easy language . I believe I will learn to speak English very well.

5 6 7 8

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5 5 5 5

People from my country are good at learning foreign languages.

It is important to speak English with an excellent pronunciation.

It is necessary to know about English speaking cultures to speak English.

9 You shouldnt say anything in English until you can say it correctly. 1 2 3 4 5

10 It is easier for someone who already speaks a foreign language to learn another one. 1 2 3 4 5

11 People who are good at mathematics or science are not good at learning foreign languages. 1 2 3 4 5

12 13 It is best to learn English in an English-speaking country. 1 2 3 4 1 2 3 4 5 5

I enjoy practising English with the people I meet.

211

Please rate each statement according to the numbers below.

:
1 2 3 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

14 15 Its OK to guess if you dont know a word in English. 1 2 3 4 a b c d 5 e

If someone spent one hour a day learning a language, how long would it take then to speak the language very well?

, a. Less than a year . b. 1-2 years . c. 3-5 years . 3 5 d. 5-10 years . 5 10

e. You cant learn a language in one hour per day

.
16 17 I have a special ability for learning foreign languages. 1 2 3 4 1 2 3 4 5 5

The most important part of learning a foreign language is learning new words.

18 19 20 21 22 It is important to repeat and practise a lot. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5 5 5 5 5

Women are better than men at learning languages.

People in my country feel that it is important to speak English.

I feel shy speaking English with other people.

If beginning students are allowed to make mistakes in English, it will be difficult for them to speak correctly later on.

,
23 The most important part of learning a language is learning grammar. 1 2 3 4 5

24 I would like to learn English so that I can get to know its speakers better. 1 2 3 4 5

25 It is easier to speak than to understand a foreign language. 1 2 3 4 5

212

Please rate each statement according to the numbers below.

:
1 2 3 26 27 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

1 2 3 4 1 2 3 4 5 5

Its important to practise with tapes.

Learning a foreign language is different from learning other academic subjects.

28 The most important part of learning English is learning how to translate from my own language. 1 2 3 4 5

29 30 31 32 33 34 If I learn English very well, I will have better job opportunities. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5 5 5 5 5 5

,
People who speak more than one language are very intelligent.

I want to learn to speak English well.

I would like to have English-speaking friends.

Everyone can learn to speak a foreign language.

It is easier to read & write English than to speak & understand it.

213

APPENDIX B PELLEM QUESTIONNAIRE

214

APPENDIX B-PELLEM QUESTIONNAIRE

NAME: _____________________ (NO__________)

:
Please rate each statement according to the numbers below.

Questionnaire on Perceptions of Language Learning Experience in Malaysia (P.E.L.L.E.M)

:
1 2 3 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

STATEMENT

1. I would recommend learning English in Malaysia to my family and friends.

CIRCLE JUST ONE PLEASE

1 2 3 4 5

2. 3. My English has improved since I came to Malaysia. 1 2 3 4 1 2 3 4 5 5

I have lots of opportunities to practice speaking English in Malaysia

4. Learning English in Malaysia is better than learning English in my country. 1 2 3 4 5

5. I dont need to be very good in English to do well in a Malaysian university. 1 2 3 4 5

6. 7. I face problems communicating in English with Malaysians. 1 2 3 4 1 2 3 4 5 5

You can only learn English well in a country where it is a native language. (e.g. the U.S.A & U.K, Australia, Canada, New Zealand & Ireland)

( )),,,,

215

Please rate each statement according to the numbers below.

:
1 2 3 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

8. The English language instructors in Malaysia are qualified and experienced. 1 2 3 4 5

9. Malaysia is a good place to learn English. 1 2 1 2 3 3 4 5 4 5

10. I would be happier if I could learn English in another country (not Malaysia).

( )
11. People who want to come to Malaysia to study should learn English in their own countries first. 1 2 3 4 5

12. My lack of English proficiency causes me many problems in Malaysia. 1 2 3 4 5

13. Speaking English with Malaysians does not help me improve my language skills. 1 2 3 4 5

14. The only time I speak English is when I am in class. 15. I find it hard to use English when I go shopping or when dealing with daily events( for example paying bills, at the doctors) 1 2 1 2 3 3 4 5 4 5

) ( ,
16. If I can communicate well in English, my results at a Malaysian university will be good. 1 2 3 4 5

,
17. If I can communicate well in English, I will make more friends at a Malaysian university. 1 2 3 4 5

,
18. Living in Malaysia is easier if your English is good. 19. My language skills are already good enough to join an academic programme in a Malaysian university. 1 2 1 2 3 3 4 5 4 5

216

Please rate each statement according to the numbers below.

:
1 2 3 =Strongly agree 4 5 = Disagree

=Agree

.
= Strongly disagree

=Neither agree nor disagree

20. I am worried about facing language problems when I start university. 1 2 3 4 5

21. Students who are going to do courses need to be better in English than those who are going to do research studies. 1 2 3 4 5

22. All the information foreign students need at Malaysian universities is available in English. 1 2 3 4 5

23. I dont expect to have any problems interacting with my lecturers or supervisor. 1 2 3 4 5

24. The language course I am taking has helped improve my English language skills. 1 2 3 4 5

25. The skills I am learning in this English course will help me when I start at a local university. 1 2 3 4 5

26. The course book and materials we use in the English language class are useful and interesting. 1 2 3 4 5

27. The activities we use in the English language class give me the chance to practice my language skills. 1 2 3 4 5

28. I learn something new in my English language class every day. 1 2 1 2 3 3 4 5 4 5

29. The teachers in my English language class can show me how to improve my language skills.

30. The way English is taught in my language course is easy to understand. 1 2 3 4 5

217

APPENDIX C LIST OF QUESTIONS FOR SEMI STRUCTURED INTERVIEW

218

APPENDIX C-LIST OF QUESTIONS FOR SEMI STRUCTURED INTERVIEW

Interview Questions by Theme BALLI Theme 1-Foreign Language Learning Aptitude 1. If you had children, would you like them to start learning English at a very young age? Why/not? 2. Are there any students in your class who you feel are better at language learning than you are? 3. If you had started this course ten years ago, do you think it would be easier? 4. What makes you believe that some people have a special ability to learn languages? Theme 2-Difficulty of Language Learning 1. If a Beginner student learns English for 20 hours a week, do you think he will be able to attain sufficient proficiency to do an academic programme within a year? 2. How long have you been learning English? Has it gotten easier, or harder? 3. Do you think it is easier for you to learn English or for a foreigner to learn your first language? 4. Have you learned any other language? Did you find it easier or more difficult? Why? Theme 3-Nature of Language Learning 1. Is this your first foreign/second language learning experience? (details if No) 2. Compare your present LLE to the past one? 3. Should a language learner spend more time on learning grammar or on practicing speaking? Theme 4-Language Learning Strategies 1. What do you do to improve your English? In class, out of class 2. Do you think you should be doing other things? If so, what? 3. Which skill do you spend the most time practicing? Theme 5-Learning & Communication
219

1. English today is not connected to any particular culture. Do you agree with this statement? Why/not? 2. Do you feel that it English teaching is culture-specific? Why/not? General 1. Are there any other views you have about language learning that you would like to share with us? If so, please elaborate.

2. Have any of your views about language learning changed since you started learning English? If so, please elaborate. PELLEM Theme 1-General Opinion of Learning English in Malaysia 1. If one of your friends is planning on coming to Malaysia to learn English, what would you tell him/her? 2. Have you got any friends in university here? What have they told you about the language problems they face as students? 3. In the questionnaire you stated that you would/would not recommend learning English in Malaysia to your family & friends. Why/not? 4. Although you stated that your English had improved, why did you state that you would not recommend learning English in Malaysia to your family & friends? 5. You said you would be happier if you could learn English in another country. Which country and why do you think it would be better? Theme 2-Out-of-class Experience 1. Who do you speak English to? In what situations? 2. What problems do you face in communicating with locals? 3. How do you communicate when you are shopping or doing other events? 4. Tell me about an experience in which you have faced language-related problems in Malaysia 5. Do you have/ Would you like to have Malaysian friends? Why/not? 6. Do you feel welcome here?
220

7. What types of problems do you face as a foreign student in Malaysia? 8. Why are you happy/unhappy here in Malaysia? Theme 3-Perceptions of English in Malaysian Universities 1. Have you got any friends in university here? What have they told you about the language problems they face as students? 2. What do you think your biggest challenge will be at university? 3. In the questionnaire, you stated that you did not need English to do well at university. Why? 4. In the questionnaire, you stated that you were a little worried about having language problems at university. What type of problems are you worried about? Theme 4- Learning English in a Malaysian Educational Institute 1. If you could change anything about your language course, what would it be? 2. For those who have learned English prior to this course-Which course did you feel was more effective? Your present English course, or the one you did in the past? Why? What are the differences between the teaching methods? What about the materials? 3. For those who have learned another language prior to this course-Which course did you find more useful? Why? 4. Do you find the teaching method used in your present course helpful? Why or why not? 5. Do you have sufficient interaction with other students in class? 6. Which skill would you like more practice of? Why? 7. Do you find the coursebook suitable? Why or why not? 8. You said that English teachers in Malaysia were/not qualified to teach English. What makes you say that? 9. Was your teacher able to explain language points in a way that you could understand? 10. Would you recommend this course to any other students? Why/not? General 1. Are there any other views you have about learning English in Malaysia that you would like to share with us? If so, please elaborate.

221

2. What did you expect from your English language learning experience in Malaysia before you arrived here? How are your expectations different to your experience?

3. Have any of these views changed in the time that you have been here? Which ones and why?

222

APPENDIX D CONSENT FORM

223

APPENDIX D-CONSENT FORM

INFORMED CONSENT FORM

Title of Study: An Investigation of International Students Language Learning Beliefs and Perceptions of Learning English in Malaysia

:
Researchers Statement

I am a student at the University of Malaya in the Master of English as a Second Language programme. I am asking you to be part of a research study that I am conducting in order to write my dissertation. The purpose of this consent form is to give you the information you will need to help you decide whether you would like to be in the study or not. Please read this form carefully. You may ask questions about the purpose of the research, what I would ask you to do, the possible risks and benefits, your rights as a volunteer and anything else about the research or this form that is not clear. When I have answered all your questions, you can decide if you want to be in the study or not. This process is called informed consent. I will give you a copy of this form for your records.

. . . . , , , . , . " . ".
PURPOSE OF THE STUDY

I am inviting you to participate in a research study about the language learning beliefs and perceptions of learning English in Malaysia as held by international students who are learning English in Malaysia. I want to know more about what international students believe about the process of language learning and also find out how they feel about (perceive) their experience of language learning in Malaysia. I want to record students beliefs so that there is information about international students in Malaysia similar to the information about students beliefs about language learning that have been recorded in other countries around the world. I also hope that learning more about international students beliefs and perceptions will help language teachers like me to understand students like you better and improve our courses to better fulfil their needs.
224

 . . . .
You have been selected to participate in this study because you are an international .student learning English in Malaysia

.
STUDY PROCEDURES .If you choose to take part in this study, you will be asked to take part in two sessions The first session will require you to read and respond to two questionnaires. The first 71 questionnaire has 34 statements about language learning and the second has statements about learning English in Malaysia. You will read each statement and decided whether you agree or disagree with these statements. Both these questionnaires will be in English AND Arabic. It should take less than 30 minutes for you to complete the first session. We will also record information about you such as age, nationality, languages spoken, how long you have been in Malaysia as well as your language learning .background The second session is an interview session. Only 10% of the participants will be chosen for this session, so you may or may not be involved in the second session. This session will take no more than 20 minutes and will be recorded. The interview questions will ask about .the same topics as the questionnaire, but in more detail

, . . 34 17 . . . 34 . ,, , . .37% , . 30 . .
You may not benefit directly from taking part in this study. However, by recording information about international students beliefs about language learning and their perceptions of their experience of learning English in Malaysia, we hope to know more
522

about foreign students like you. Knowing more about foreign students may lead to changes that will improve the courses that we offer them.

., , . .
OTHER INFORMATION All the information you provide will be confidential. Each participant will be given a code and will not be referred to by name in the dissertation or any other work that results from this study. Only the researcher will have your name. All data from the study will be safeguarded by the researcher and stored in a secure place.

. . . .
You may refuse to participate or may withdraw from the study at any time.

.
For further information about this study, you may contact the following people: Sharifah Ayeshah Syed Mohd. Noori (Researcher) ayeshah@perdana.um.edu.my CONSENT FORM Dr. Ng Lee Luan (Supervisor) ngleeluan@um.edu.my

I volunteer to take part in this research. The study has been explained to me and I have had a chance to ask questions. If I have questions later about the research, I can ask one of the researchers listed above. I will receive a copy of this consent form.

. . , . .
________________________________ ___/___/09 NAME OF SUBJECT DATE ______________________ SIGNATURE

226

APPENDIX E BALLI: INITIAL FACTOR SOLUTION & SCREE PLOT

227

APPENDIX E-BALLI: INITIAL FACTOR SOLUTION & SCREE PLOT BALLI: Initial Factor Solution
Total Variance Explained Initial Eigenvalues Total 5.403 2.680 2.420 1.776 1.724 1.500 1.426 1.420 1.282 1.188 1.126 1.054 1.016 .918 .892 .859 .729 .718 .630 .598 .576 .532 .501 .429 .393 .340 .325 .294 .283 .260 .232 .194 .148 .135 % of Cumulative Variance % 15.892 7.881 7.117 5.225 5.071 4.412 4.193 4.175 3.772 3.493 3.311 3.100 2.989 2.699 2.623 2.526 2.144 2.111 1.854 1.758 1.694 1.566 1.474 1.261 1.157 .999 .956 .864 .832 .764 .681 .571 .436 .397 15.892 23.773 30.890 36.114 41.186 45.598 49.791 53.966 57.738 61.231 64.543 67.643 70.631 73.330 75.954 78.480 80.624 82.735 84.589 86.347 88.041 89.607 91.081 92.342 93.499 94.498 95.454 96.318 97.150 97.914 98.595 99.166 99.603 100.000 Extraction Sums of Squared Loadings Total 5.403 2.680 2.420 1.776 1.724 1.500 1.426 1.420 1.282 1.188 1.126 1.054 1.016 % of Cumulative Variance % 15.892 7.881 7.117 5.225 5.071 4.412 4.193 4.175 3.772 3.493 3.311 3.100 2.989 15.892 23.773 30.890 36.114 41.186 45.598 49.791 53.966 57.738 61.231 64.543 67.643 70.631 Rotation Sums of Squared Loadings Total 3.306 2.546 2.336 1.858 1.744 1.733 1.602 1.579 1.520 1.482 1.451 1.432 1.425 % of Cumulative Variance % 9.723 7.490 6.872 5.464 5.130 5.098 4.710 4.644 4.472 4.360 4.268 4.210 4.191 9.723 17.212 24.084 29.548 34.678 39.776 44.487 49.131 53.602 57.962 62.230 66.440 70.631

Com pone nt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Extraction Method: Principal Component Analysis.

228

BALLI: Scree Plot

229

APPENDIX F BALLI: FINAL FACTOR SOLUTION

230

APPENDIX F-BALLI: FINAL FACTOR SOLUTION

Total Variance Explained Initial Eigenvalues Total 5.403 2.680 2.420 1.776 1.724 1.500 1.426 1.420 1.282 1.188 1.126 1.054 1.016 .918 .892 .859 .729 .718 .630 .598 .576 .532 .501 .429 .393 .340 .325 .294 .283 .260 .232 .194 .148 .135 % of Cumulative Variance % 15.892 7.881 7.117 5.225 5.071 4.412 4.193 4.175 3.772 3.493 3.311 3.100 2.989 2.699 2.623 2.526 2.144 2.111 1.854 1.758 1.694 1.566 1.474 1.261 1.157 .999 .956 .864 .832 .764 .681 .571 .436 .397 15.892 23.773 30.890 36.114 41.186 45.598 49.791 53.966 57.738 61.231 64.543 67.643 70.631 73.330 75.954 78.480 80.624 82.735 84.589 86.347 88.041 89.607 91.081 92.342 93.499 94.498 95.454 96.318 97.150 97.914 98.595 99.166 99.603 100.000 Extraction Sums of Squared Loadings Total 5.403 2.680 2.420 % of Cumulative Variance % 15.892 7.881 7.117 15.892 23.773 30.890 Rotation Sums of Squared Loadings Total 4.745 3.053 2.704 % of Cumulative Variance % 13.956 8.980 7.954 13.956 22.936 30.890

Com pone nt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Extraction Method: Principal Component Analysis.

231

APPENDIX G PELLEM: INITIAL FACTOR SOLUTION & SCREE PLOT

232

APPENDIX G-PELLEM: INITIAL FACTOR SOLUTION & SCREE PLOT PELLEM: Initial Factor Solution
Total Variance Explained Initial Eigenvalues Total 6.540 2.735 2.291 1.780 1.723 1.429 1.321 1.161 1.083 .948 .910 .823 .762 .706 .635 .608 .574 .487 .478 .450 .405 .331 .316 .306 .297 .263 .206 .156 .149 .125 % of Cumulative Variance % 21.801 9.117 7.637 5.934 5.744 4.765 4.404 3.870 3.609 3.161 3.033 2.742 2.541 2.355 2.116 2.027 1.915 1.624 1.594 1.499 1.349 1.103 1.052 1.021 .991 .876 .687 .518 .496 .418 21.801 30.918 38.555 44.490 50.233 54.998 59.402 63.273 66.882 70.042 73.076 75.817 78.358 80.713 82.829 84.857 86.772 88.395 89.989 91.488 92.836 93.940 94.992 96.012 97.004 97.880 98.568 99.086 99.582 100.000 Extraction Sums of Squared Loadings Total 6.540 2.735 2.291 1.780 1.723 1.429 1.321 1.161 1.083 % of Cumulative Variance % 21.801 9.117 7.637 5.934 5.744 4.765 4.404 3.870 3.609 21.801 30.918 38.555 44.490 50.233 54.998 59.402 63.273 66.882 Rotation Sums of Squared Loadings Total 4.348 2.586 2.562 2.391 1.858 1.724 1.656 1.627 1.314 % of Cumulative Variance % 14.492 8.619 8.541 7.970 6.194 5.745 5.519 5.424 4.379 14.492 23.111 31.652 39.622 45.816 51.561 57.079 62.503 66.882

Com pone nt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Extraction Method: Principal Component Analysis.

233

PELLEM: Scree Plot

234

APPENDIX H PELLEM: FINAL FACTOR SOLUTION

235

APPENDIX H-PELLEM: FINAL FACTOR SOLUTION

Total Variance Explained

Com pone nt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Initial Eigenvalues Total 6.540 2.735 2.291 1.780 1.723 1.429 1.321 1.161 1.083 .948 .910 .823 .762 .706 .635 .608 .574 .487 .478 .450 .405 .331 .316 .306 .297 .263 .206 .156 .149 .125 % of Cumulative Variance % 21.801 9.117 7.637 5.934 5.744 4.765 4.404 3.870 3.609 3.161 3.033 2.742 2.541 2.355 2.116 2.027 1.915 1.624 1.594 1.499 1.349 1.103 1.052 1.021 .991 .876 .687 .518 .496 .418 21.801 30.918 38.555 44.490 50.233 54.998 59.402 63.273 66.882 70.042 73.076 75.817 78.358 80.713 82.829 84.857 86.772 88.395 89.989 91.488 92.836 93.940 94.992 96.012 97.004 97.880 98.568 99.086 99.582 100.000

Extraction Sums of Squared Loadings Total 6.540 2.735 2.291 % of Cumulative Variance % 21.801 9.117 7.637 21.801 30.918 38.555

Rotation Sums of Squared Loadings Total 5.439 3.496 2.632 % of Cumulative Variance % 18.129 11.653 8.774 18.129 29.782 38.555

Extraction Method: Principal Component Analysis.

236