10/10/2016

Englishproficiencylowdespiteefforts|DailyExpressNewspaperOnline,Sabah,Malaysia.

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English pro ciency low despite e orts

Published on: Monday, May 11, 2015

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MANY ask whether the time allocated for English lessons in school is enough.

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Are teachers trained properly and competently? Is the infrastructure and surrounding environment adequate and conducive enough to

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ensure the effectiveness of teaching and learning English?

When we say infrastructure and surrounding environment, we mean classroom setting, teaching visual aids and books.
Are teachers and parents providing support, motivation and encouragement to learn English? These are but only a few factors that must

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be considered in the learning of English as a second language.

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An initial report last year by the Cambridge English Language Assessment indicated that there has been an improvement on the
prociency in English among Malaysians from the pre-school to pre-university level.
This study was done under the Malaysian Cambridge Baseline Project, Measuring the English Language Standard and Establishing an

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Evidence-based Baseline for Malaysian School. This study was conducted to assess students level of prociency.
The aim was benchmark their prociency level against the English Framework Reference, which is the international yardstick.

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The nal report will be tabled this month and an English Language Rating Council will study this report and propose measures that
might affect the education systems.
We pray for the best.
Many studies have been conducted to address this problem since the early 1990s.
The ndings should have provided insights into our educational planners and strategists, especially in Malaysia, where English is a
second language.
However, we are still blighted by this phenomenon.
The preceding deliberations will make an attempt to redene the factors that should be considered in reconceptualising and rethinking
the need to enhance English prociency among students and undergraduates.
It is not something new but has been thought through and elaborated by those of the education periphery. Since independence, English
is seen as a tool to gain knowledge, particularly in the eld of science and technology. The Education Act 1996 further reafrmed the
role of Inggeris, and the recent deliberation of Memartabatkan Bahasa Melayu Memperkukuhkan Bahasa Inggeris (MBMMBI
Upholding Bahasa Melayu, Strengthening English) policy aims to strengthen the English language so that it would enable Malaysian to
explore various disciplines and compete internationally.
Sadly, the deteriorating standards of English among Malaysians will hinder this countrys aspirations of becoming a developed nation by
2020.
The degradation of English language prociency has been studied.
Many studies have looked onto the issue at various levels of education system, from the perspective of language learning approaches,
motivation and attitude, classroom setting, geographical context, Facebook and dialogue journals, computer technologies and parental
encouragement.
The ndings address these factors as having impactful consideration on the English language prociency among students in schools,
colleges and universities.
In the education system, English is taught as a second language in all schools.
The ability to master English is not only viewed as a sign of ones intellectual development but also as a means by which students
respond to their experiences through improved thinking and communication skills.
This means that the acquisition of English could contribute to the knowledge, understanding and skills of students to prepare for more
complex problems in the future.
There must be a holistic approach to study this downward spiral of English prociency. It must start from students themselves to like,
love and possess the right attitude and motivation in learning this language.

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10/10/2016

Englishproficiencylowdespiteefforts|DailyExpressNewspaperOnline,Sabah,Malaysia.

Right attitude means accepting the reality that learning English is important for career enhancement and employability, and its
prominence as a global language.
The curriculum must be crafted with these deliberations and concerns mounding the right attitude and motivation. A conducive
learning environment competent teachers, right books and visual aids, classroom setting must be available and consistent.
Students must be infused with the crucial context motivation a vision of the rewards that they will receive in terms of a good career in
the emerging English oriented job employment market that has great preference for those with a mastery of the English language.
Teachers must be trained to provide the best learning experience to students. Parents must provide support by providing
supplementary English reading materials, motivation and by conversing with them in English.
The main concern now should be to examine why students do not seem to be able to attain reasonable English prociency even after
going through 11 to 13 years of learning English in school.
Whatever is said and done, the declining standards of English prociency is of concern to parents, and expecially so to the government,
which is pressured to address this dilemma quickly before it becomes endemic.
English is a global language, and quick apprehension and mastery are imperative to steer Malaysia towards internationalisation and
prosperity, and the capability to be relevant and contribute in this globalised era.

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