INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Acknowledgement

We really appreciate the opportunity being given to do such a research which has
broadens our horizons to such an extent. Thanking our course instructor Prof: Dr. Cdr.
Aurangzeb, without whom this would not have been possible. Her complete guidance and
teachings made us able to complete our research with ease and proper understanding.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Abstract
This study examined inhibitions of university students towards English language. We

choose quantitative research method and the total sample size comprised to the level of

70. The collected data were analyzed by using the statistical techniques in order to

generate correlation. The result of the study highlighted a number of issues such as

medium of instruction, schooling background, faulty assessment criteria and fear of being

ridiculed. With the findings of this study researchers analyze the relations among these

factors and values. Researcher elaborated these factors and observed that how necessary

element they are to comprehend with educational activities. The result reveals the

inhibitions among the students of higher level of education towards the English language.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Introduction

English is a major international language. To be able to take part in both regional and
global academic and professional communities, people’s needs to be proficient in
English. People all over the world in non-English speaking countries take English as a
foreign language to develop their proficiency in English language. The higher the level of
education is being pursued, the greater the command of English is required, especially in
language skills such as reading, writing, speaking, and listening in order to access
academic resources.

Different languages are spoken in different parts of the world. English however, is the
second most common first language with around 340 million native speakers worldwide.
In addition, it is used as a second language in a number of countries. This is the reason, it
has lingua franca (diplomatic language) status in many parts of the world due to the
military, economic, scientific, political and cultural influence of the United Kingdom and
United States, (www.en.wikpedia.org/ wiki/pakistan.html). Furthermore, as Lovgren
(2005) indicates, English has established itself as the preferred world language for
science. The future will certainly see a continuous expansion of English use in science
especially in international settings. That is why; more than 90 percent of journals and
literature in scientific fields are printed in English.

It is also very likely that English will play a crucial role in shaping the new linguistic
order as English is becoming a major mechanism for social and economic exclusion and
creating new divides. (www.news.nationalgeorgraphic.com.html).
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Learning English language skills is a great challenge for English as secondary students,
especially when it is mostly for academic purposes. One way to envision the steps in
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

English as secondary language learner must take is to consider the nature of their
language learning on a continuum. According to Cummins’ (2000), attaining advanced
levels of performance in academic second language learning requires highly cognitively
demanding skills. First, students are not required only to have general communicative
language proficiency, but they also need to be able to understand the instruction of
contents being learned through the language. Second, academic language proficiency
involves knowing language records and principles of schooling (e.g., scholastic language
usage and styles are more formal than casual, everyday life conversations). Third,
generally language learning requires a great deal of circumstances, but unlike basic
interpersonal communicative skills, academic language learning is supported mainly by
“linguistic cues that are largely independent of the immediate communicative context”
(Cummins, 2000, p. 59).

To be successful in acquiring intellectual academic language proficiency, students need

to have proficiency in thinking and learning English language skills. Regarding the
problem of language skills students must enhance their knowledge capabilities with
reference to it.

In our culture there is a big lack of competency in learning English language skills in the
academic principles. We live in socio economic system where parents or mentors usually
concerned in providing good education to the children but they failed to provide such
facility to their children because they lack sufficient funds in order to cater their child
basic academic principles. Researcher founds that because of such uncertainty good
talented students failed to expose their talent and they reflects their deficiency in higher
academic activities, because of lacking quality education and English language skills they
mainly lack of proficiency in every academic status. Sometimes identity issues usually
appear in front of students as they referred preferences to their native language.

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From the starting periods of kindergarten there are no proper criteria to improve English
language skills with proficiency, because of such context mostly students lack and reflect
fear to being ridiculed in higher level of education. Here, the inhibition appears as they
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

feel hesitation to expose their talents. Students appear to be exhibit in their academic
performance in gaining higher percentages rather than learning cognitively. So, they fear
of being ridiculed as they unable to exhibit their feelings or ideas. Teachers are the main
motivational assets to students but research indicates that they lack in influencing the
students with proficiency as they unable to give importance to English language as it
requires.

In view of its vital position in all areas of life, English is used as a second language in
Pakistan. It possesses a powerful place because of its significant role in our country. Its
supremacy in every field of life reflects its importance. Maqbool (2001) accounts it in the
following way, “English is a second language because it fulfills some functions in the life
of the Pakistani community”.

Moosa and Rasheed (2002) have indicated the factors contributing to the importance of
English in Pakistan. They indicate many reasons for that. However, according to them,
the most important among those are:

• English is a language of government officials, and business community,

• English is taught as a compulsory subject from class one to the graduation level,
• English is a language of science and technology.

Although, Urdu and English are both recognized as the official languages of Pakistan,
English is used in government and corporate business and by the educated urban elite and
public universities use English as the medium of instruction.
(www.en.wikipedia.org/wiki/pakistan.html).

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

The Research Process

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

STEP-1
OBSERVATION
In our culture there is a big lack of competency in learning English language skills in the
academic principles. We live in socio economic system where parents or mentors usually
concerned in providing good education to the children but they failed to provide such
facility to their children because they lack sufficient funds in order to cater their child
basic academic principles. Researcher founds that because of such uncertainty good
talented students failed to expose their talent and they reflects their deficiency in higher
academic activities, because of lacking quality education and English language skills they
mainly lack of proficiency in every academic status. Sometimes identity issues usually
appear in front of students as they referred preferences to their native language.

Identification of problem

Problem is that University Students are inhibitions due to medium of instruction,

schooling background, faculty assessment criteria, and fear of being ridiculed. For further
elaborate the problem followings are questions of research.

Research Question
1. Do university students have inhibitions towards English language?
2. Do university students fear of being ridiculed in higher level of education
in reflecting English language skills?
3. Does class environment develop inhibitions towards university students?

Significance
The significance of this research is to better understand and help to inform teachers and
Educators about what academic considerations needs to be taken when developing or
Implementing instruction to promote students’ strategic knowledge and expertise in
English language skills.

Eventually, this research would help University students to become strategic and

7
proficient in English language skills. Also, the findings and discussions of the theoretical
and practical implication from this study should contribute to the body of research
knowledge in the field of English literacy development for University students.
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

STEP-2
PRELIMINARY DATA GATHERING

Literature Review

Language is very important for human society because it facilitates communication

between people. It is an easy way to communicate with each other. All the normal and
mentally healthy people cannot make their ways into life without language because it
plays a vital role in the life of a man (Moosa and Rasheed, 2002).That is why we are so
intimately familiar with it that we take it for granted as we do breathing or walking (Haq,
1999).

Many people consider one of globalization’s greatest inequities is English, one of the
world’s hardest languages, has become the international one. English is almost
everywhere. The need to be proficient in the use of English among non-native speakers
has become a global phenomenon. Today, educators are faced with the challenge of
addressing the needs of the growing number of students whose primary language is not
English (Gibbons, 2003). While mastering other skills and content in other subject areas,
there is the necessity for these learners to gain proficiency in English.

Many of the students think that reading and writing are the essential English skills But
once you enter what English speakers like to call “the real world” or if that’s the only
place you need English, as is the case with most people who work in the world’s largest
industry, hospitality and tourism, it’s listening and speaking that are likely to be the most
important. (Alternative Shopping Info’s » Learning English.htm)

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Shankar (2003) has indicated some factors affecting students’ achievement in English in
India as given under (as similar situation is found in Pakistan).

1. Non conducive physical environment.

2. Huge strength of students.
3. No use of audio visual aids.
4. Poorly designed textbooks.
5. No clear objectives of teaching.
6. Different syllabi for different schools and levels.

In the similar context, Haq (1999) highlights some factors of poor achievement of
students in English in Pakistan, as given here,

(I) Lack of precise and clear-cut policy for syllabi

(ii) Little understanding of objectives of teaching English
(iii) Dearth of competent teachers
(iv) In-effective methods of teaching
(v) Defective text-books
(vi) Faulty system of examination
(vii) No use or in-adequate use of teaching aids
(viii) Over-crowded classes
(ix) English is taught as a subject not as a language

English is used as a second language in Pakistan. It possesses a potent position because of

its significant role in our country. Its dominance in every field of life reflects its
importance. “English is a second language because it fulfills some functions in the life of
the Pakistani Community” Maqbool (2001). Although, Urdu and English are both

9
recognized official languages of Pakistan. English is used in government and corporate
business, not only to meet the needs of Pakistan as a developing country for the purpose
of adopting modernization and technology but also because of linguistic, political and
social considerations and by the educated urban elite and public universities use English
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

as the medium of instruction.

Since, English is one of the compulsory subjects in the national curricula from Primary
level to university level in Pakistan. It is natural that it has gained great Importance in our
education system but paradoxically, the achievement level and the performance of
students in the subject is generally poor which is mainly due to poor academic and
professional quality of teachers of this subject.

Most of the students in Pakistan face difficulties in spoken and written English. One of
the reasons may be that English teachers are not competent enough to teach effectively.
Of course, there may be very good English teachers but if the overall situation in Pakistan
is examined, very few teachers would be capable enough to teach English is an effective
way.

In Pakistan, it is generally believed that English is a difficult and alien language and
resultantly, majority of students fail in different examinations only because of their
failure in English (Haq, 1999).

Mansoor (2005) states that learning of English for Pakistani students are a complex
phenomenon. As second language learner, the teaching and learning of English has
different implications for native and foreign language learner.

Nasir (2005) indicates that in schools where the medium of teaching is Urdu, the
importance of learning English is highly under-rated and students from such institutions
face enormous problems when they join mainstream higher education levels
(www.dawn.com/weekly/education.html #2). So keeping in view the above situation, the
present study was designed to explore the situation regarding teaching of English and to
compare the academic achievement of the students in private and government schools.
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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Using direct and indirect measures of attitude (subjective vitality questionnaire and a
matched-guise instrument), El-Dash and Busnardo (2001) conducted a study on
international level attitudes toward English. Results reveal that the majority of
adolescents favor English to the other languages in terms of status and solidarity.
Favoring the English language over the other native languages is attributed to the general
perception of English as a prestigious international language and as symbolic use among
adolescent examine group.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

STEP-3
PROBLEM DEFINITION

Statement of the Problem

This study looked how university students reflect inhibitions as inhibitions are just not
about right and wrong. It’s about the proficient manner, as of particular focus English is
not native but a second language so university students appear to reflect fear of being
ridiculed. To configure the inhibitions of English language in university student facts
such as: Lack of competency in English language skills and lack of proficient manner in
academic purposes and studied to develop in-depth understanding of the problem.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

STEP-4
THEORETICAL FRAMEWORK

Theoretical Frame Work

A theoretical framework is a conceptual home work which discusses the interrelationship among
the variables that are assumed to be integral to the dynamics of the situation being investigated.
In our theoretical framework we have following variables.

Independent Variable

 Medium of instruction
 Schooling background
 Faculty assessment criteria
 Fear of being ridiculed

Dependent Variable

 Inhibitions of university students towards English language.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

STEP-5
HYPOTHESIS DEVELOPMENT

HYPOTHESIS DEVELOPMENT

Null Hypothesis

Due to medium of instruction, Schooling background, Faculty assessment criteria and

Fear of being ridiculed university students are inhibited towards English language.

Alternate Hypothesis

Medium of instruction, Schooling background, Faculty assessment criteria and Fear of

being ridiculed do not affected university students to being inhibited towards English
language.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

STEP-6
SCIENTIFIC RESEARCH DESIGN

SCIENTIFIC RESEARCH DESIGN

Under scientific research design we’ll take a look at following titles, which gives us the
details of the study.

 Purpose of the study

 Types of investigation

 Extend of researchers interference

 Study Setting

 Units of Analysis

 Sampling Design

 Time horizon

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

PURPOSE OF THE STUDY

The purpose of this study is to determine, describe and explore inhibitions of university
student’s awareness, knowledge and various strategies regarding English language skills
as second native language.

TYPES OF INVESIGATION

We tried to explore the various variables which are affecting the main variable i.e.
Inhibitions of university students towards English language.

EXTENT OF RESEARCHER’S INTERFERNCE

While conducting this research our participation in investigation was minimal and the
entire research work was conducted with in normal setting

STUDY SETTING

We have conducted this research with in non-contrived setting that is neither any variable
was manipulated nor controlled. As our study is descriptive normal settings are chosen
for research work.

UNIT OF ANALYSIS

The unit of analysis is Individual, since we are measuring responses of individual for our
research.

SAMPING DESIGN

We have a sample size of 70. The sample was taken from Karachi. It includes students of
higher education.

TIME HORIZON
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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

We have collected the data and have conducted the research at one point in time hence
our research work is cross-sectional in nature.

STEP-7
DATA COLLECTION, ANALYSIS,
INTERPRETATION, AND
METHODOLOGY

Sample Size

We have a sample size of 70. The sample was taken from Karachi. It includes students of higher
education.

Sources of Variable

In our research we have used primary source of data i.e. Interviews, Surveys in which we
used Questionnaires and secondary source i.e. Literature Review.

Types of variable

We have used two types of variables dependent and independent.

Medium of communication

Our medium of communication was personal interviews by which we get the questionnaire
filled. This method facilitates us to give them brief description about our research and more over
what the questionnaire contains and how it has to be filled. Certain respondent needed further
help in filling the questionnaire.

The main disadvantage of this method is only time. It takes more time as compare to telephonic
survey.
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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Methodology

Introduction

A set or system of methods, principles, and rules for regulating a given discipline, as in
the arts or sciences or The study or theoretical analysis of such working methods or The
branch of logic that deals with the general principles of the formation of knowledge.

Methodology includes the following concepts as they relate to a particular discipline or

field of inquiry:
• A collection of theories, concepts or ideas;
• Comparative study of different approaches; and
• Critique of the individual methods.

Methodology refers to more than a simple set of methods; rather it refers to the rationale
and the philosophical assumptions that underlie a particular study.

Research Method

Qualitative Research

Qualitative Research is collecting, analyzing, and interpreting data by observing what

people do and say. Whereas, quantitative research refers to counts and measures of

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things, qualitative research refers to the meanings, concepts, definitions, characteristics,
metaphors, symbols, and descriptions of things.
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Quantitative Research

“A Formal, objective, systematic processes in which numerical data are utilized to obtain
information about the world” (Burns and Grove cited by Cormack 1991 p 140).

Quantitative research is research involving the use of structured questions where the
response options have been predetermined and a large number of respondents is involved.
By definition, measurement must be objective, quantitative and statistically valid. Simply
put, it’s about numbers, objective hard data.

Researchers choose Quantitative research as compared to Qualitative as Both designs,

quantitative and qualitative are said to be systematic. In fact having a system or following
a process is a defining principle of research but broadly speaking, quantitative research is
thought to be objective whereas qualitative research often involves a subjective element.
It is thought that in gaining, analyzing and interpreting quantitative data, the researcher
can remain detached and objective. Often this is not possible with qualitative research
where the researcher may actually be involved in the situation of the research.

A quantitative study, measuring how long people wait, can be purely objective.
Quantitative research is inclined to be deductive. In other words it tests theory. This is in
contrast to most qualitative research which tends to be inductive. Quantitative designs of
research tend to produce results that can be generalized. However, qualitative studies tend
to produce results that are less easy to generalize. Generally, it is difficult to generalize
with qualitative results. Therefore, objectivity, deductiveness, generalizability and
numbers are features often associated with quantitative research.
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The main data collection instrument will be questionnaires for the students. The students’
questionnaire will arranged in multi-option question pattern and where the assessment of
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

attitude and beliefs will require a limited number of scaled questions would include
achieving this end. The questionnaire is ‘useful for surveying a lot of people in many
different locations’ (Wray & Bloomer 2006:158). This was the main reason for choosing
questionnaire as the aim was to involve maximum number of students from all most all
educational institutes. Quantitative research generates reliable population based and
gereralizable data and is well suited to establishing cause-and-effect relationships.

Research Design

Researchers choose Descriptive design as descriptive designs are designed to gain more
information about a particular characteristic within a particular field of study. A
descriptive study may be used to, develop theory, identify problems with current practice,
justify current practice, make judgments or identify what others in similar situations may
be doing. There is no manipulation of variables and no attempt to establish causality.
Correlation studies as already mentioned are not universally accepted as a form of
quantitative research.

The basic purpose of this form of study is to determine the relationship between variables.

Sample Selection

According to (Graziano and Raulin, 1997) it is not possible to collect and gain data from
all the available sources to solve the research problems and to find the solutions. By using
a small number of units of a given populations as a basis to make conclusions about the
whole population is called sampling (Zikmund, 2000).

The research is using quantitative approach that is the reason surveys strategy has been
chosen because this is the most fast and convenient way to conduct the research. As far

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as the sample selection is concern, the study will take the male population of the Karachi.
Data would be definitely collected from the students of higher level of education. So that
the data could be analyzed and meaningful information can be extracted from analyzed
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

data. In order to, reach on a reasonable conclusion of the study that is the main objective
of the research. The research will use the “stratified random sampling” because it is the
process of selecting a sample in such a way that identified subgroups in the population.

Sample Size

The size of the sample depends, according to Chisnall (1997), on the basic characteristics
of the population, the type of information required from the survey and the cost involved.
The application of an arbitrary percentage to populations in calculating size fails to
acknowledge the individual requirements of different surveys. The sample size for the
study will be 70 students of higher level education of Karachi.

Data Collection

Two types of data can be collected, primary and secondary data. Primary data is
recognized as data is assembled and collected particularly for the research at hand with
interviews, questionnaires, survey or observations. While secondary data can be collected
from various documents such as, books, periodical, articles, on the Internet. Secondary
data can be assembled faster than primary data. (Zikmund, 2000)

The research designer has a wide variety of methods to consider, either singly or in
combination. They can be grouped first according to whether they use secondary or
primary source of data. Secondary data are already available, because they were collected
for some purpose other than present problem. Primary Data are collected to address
specially a specific research objective. (Aaker et al, 1998)

According to (Saunders, 2003) questionnaire can be used for descriptive and explanatory
research. Descriptive research helps to identify and describe the variability in different
21
phenomena through attitude, opinion and questionnaire of organizational practices. He
further explains that there are two types of questionnaires, self-administered and
interviewer administered. Self-administered questionnaires cab be sent and returned by
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

using the email or Internet. Interviewer administered questionnaires are recorded by the
interviewer.

The primary data source of the research will be the feedback from the students of higher
level of education via survey questionnaires. In order to answer those research questions,
the research report will use primary source as data collection method. The secondary data
may be collected from different sources such as columns in news paper, reports, and
research papers from internet. This will give the feedback and helps to continue the
research and ultimately draw conclusion from the data collected from different sources.

Data Analysis

Data analysis consists of three concurrent flows of activities: reducing the data, display,
and conclusion drawing. The data reduction stage of the analysis helps the researcher to
sort and compress the data in order to verify conclusions. The data display is the way to
arrange the data to make easier conclusion. In the conclusion drawing stage the
researcher notes patterns, explanations and propositions (Miles and Huberman, 1994).

Pilot Study
The aim of the pilot study was to determine the possible problems that might occur
during the design and instruments. A further aim of the pilot study was to make the
researchers gain experiences, as they were involved, for the first time, in a project.
Furthermore the pilot program made the researchers gain expertise in the application of
the data collection tools with the participants (Harun ŞimŞek, 2007).

A detailed and comprehensive pilot study was conducted. The purpose of pilot study was
to check the validity & reliability of the research design and instrument. The results of
pilot study suggested few changes in the design and the final study was carried and after
making amendments in the research design. 22
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Data Analysis

“In Quantitative research if researchers have collected any quantitative data, for example
from questionnaires, researchers will start with apparently a great deal of data in the form
of completed questionnaires, but this will reduce rapidly after analysis, to a relatively
small number of descriptive statistics and statistical relationships”(Paul Oliver, 2004).

In this chapter the statistical software of SPSS was used to analyze the data the technique
of factor analysis descriptive (frequencies) were used to find out the relation of variables.
There were 70 questionnaires filled by the respondents on the bases of those
questionnaires the data analysis was concluded.

All statistical analyses were performed with SPSS 13.0. Statistical techniques of data
reduction and descriptive were used for finding the factors influencing inhibitions among
university students towards English language. Descriptive analyses are reported using
means, median, mode, standard deviations and correlation matrix respective to the type of
statistical test.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Factor Analysis

Factor analysis is a statistical method used to describe variability among observed

variables in terms of fewer unobserved variables called factors. The information gained
about the interdependencies can be used later to reduce the set of variables in a dataset.
(http://en.wikipedia.org/wiki/Factor_analysis)

In this study researchers illustrate highly correlated values which help to form a group of
components and forming 4 factors. These factors are namely as Component matrix.

Table 1

Component of Matrix
Questions Medium of Schooling Faulty Fear of being
instructions Background assessment ridiculed
criteria
I face difficulty in
understanding lecture
0.57 ___ ___ ___
if it's in English
language.
Chances/probability of
being insulting
0.58 ___ ___ ___
increases when I enter
in my classroom.
It embarrassed me to
volunteer answers in
0.60 ___ ___ ___
my class.
I get nervous and
confused when
speaking in English in
0.71 ___ ___ ___ 24
front of huge class.
I fear of giving
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

presentations in front 0.76 ___ ___ ___

of huge class.

I'm afraid of being

embarrassed that the 0.68 ___ ___ ___
other students will
laugh at me during
class participation.
Teachers of English
language are not
0.52 ___ ___ ___
competent enough to
teach effectively.
Discouraging attitude
of teacher de-motivates
___ 0.44 ___ ___
students to learn
English.
Class room
environment makes
___ 0.67 ___ ___
positive impact in
English language skills
among students.
Listening and speaking
is the most important
___ 0.61 ___ ___
tool to gain proficiency
in English language.
Medium of instruction
plays major role in
___ 0.61 ___ ___
creating inhibitions
among students.
Performance of
students in English is
___ 0.48 ___ ___
generally poor due to
poor academic and
professional quality of
teaching.
I think our text books
used at SSC & HSC are
___ 0.43 ___ ___
not up to international
standard.
I understand well if
teacher delivers lecture
in Urdu.
___ ___ 0.47 ___
25
Faulty system of
examination de-
___ ___ 0.51 ___
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

motivates students to
learn English language.

English should be only

___ ___ ___ 0.49
spoken language during
the lecture.
Students start to panic
when he/she have to
__ ___ ___ 0.58
participate in
discussion in English
Language.
Students shivered when
he/she know that I'm
___ ___ ___ 0.54
going to be called to
express views in
English in Class room.

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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Factor 1 (Medium of Instruction)

Researchers use statistical tool and illustrate output that is highly correlated with
instrument which the researchers use. In this factor that is namely as Medium of
instruction researchers found that students not feel difficulty in understanding lecture if
it’s medium of instruction is in English language and researchers get results from
students and observing them as in table 1 [Agree=23% and Disagree=67%] indicate that
students of higher level of education are in favor of English language medium. But
complexity occurs when students usually enter in class room environment feelings of lack
understanding occurs in the mind of students and these thoughts leads the student towards
the feelings of getting embarrassed in front of classmates. So much complexity
determined by researchers in this factor while analyzed it by statistical tools. In table 2
students point about medium of instruction exhibit mix sort of views such as students
don’t feel any problem in class but some student have. As the teachers perform routine
academic activities but students felt uncomfortable in contributing his effort related to
academic activities of higher level of education. Academic activities such as class
participation student's confidence levels decrease so much that student unable to give
answers of the questions which are familiar to him but unable to cater it in appropriate
way.

Another issue that uses to be appeared in factor of medium of instruction is about getting
nervous and confused in academic activities in higher level of education. Researchers
found that students reflect inhibition of panic and fear of getting insulted after visualizing
the class atmosphere of higher level of education. A mix complexity found by researchers
when they analyzed data by using statistical tools that students not reflect similar outputs
27
regarding to issue of getting insulted. Due to this they feel humiliation in order to give
volunteer answers in level of higher level of education. Researchers also observe from the
analysis via statistical tools that students point out issue of teacher’s competence
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

especially relating towards English language. Researcher analyze from data that teachers
are not unable teach students of higher level of education English with effectiveness and
in table 2 [Agree=52% and Disagree=29%] means that students inhabit inhibitions from
issue as well.

Table 2
Medium of instruction

Questions SA A N DA SD
% % % % %
I face difficulty in understanding lecture if
5.71 18.5 8.57 50.0 17.1
it's in English language.
7 0 4

Chances/probability of being insulting

17.1 8.57 17.1 31.4 25.7
increases when I enter in my classroom.
4 4 3 1

It embarrassed me to volunteer answers in

12.8 18.5 7.14 44.2 17.1
my class.
6 7 9 4

I get nervous and confused when speaking in

8.57 35.7 5.71 34.2 15.7
English in front of huge class.
1 9 1

I fear of giving presentations in front of huge

15.7 28.5 5.71 32.8 17.1
class.
1 7 6 4

I'm afraid of being embarrassed that the

15.7 32.8 7.14 30.0 14.2
other students will laugh at me during class
1 6 0 9
participation.
Teachers of English language are not
18.5 34.2 17.1 22.8 7.14
competent enough to teach effectively.
7 9 4 6
28
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Factor 2 (Schooling Background)

Researchers use statistical tool and illustrate output that is highly correlated with
instrument which the researchers use. In this factor that is namely as Schooling
Background researchers found that Listening and speaking is the most important tool to
gain proficiency in English language but it is possible when a student get right schooling
background and proper teaching aid from their schools. A better school and a better class
room environment encourage and motivate student to do well in four main skills; reading,
writing, speaking and listening. It has been a great influence on the students’ approach to
learning and their learning outcomes. The analyzing output which researchers indicate
towards the level of student understanding that teacher can take some added preventative
measures in advance, such as remedial courses or re-planning the content and method of
the teaching (Herera,1995). Some of the students proceed to the next stage some may
have to take the course again. Therefore; it helps to make a distinction between these
students.

On the other hand, factor analyzing via statistical tool shows the discouraging attitude of
teacher de-motivates students to learn English. As in table 3 [Agree=78% and
Disagree=15%] shows that majority of the student population is in favor of this issue.
Researchers observed that De-motivated learners are those who lost their motivation
because of negative external elements. Researchers very deeply figure out that Student
referred teachers could be classified into two main groups: teachers’ style, i.e. the way
they taught and presented the material to students, and personality traits, i.e. the way they
behaved with students. The whole scenario revealed that both aspects of the teacher can
play a negative role if perceived negatively. Many students were uncomfortable with both
aspects, while linking them together. 29
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

While in this factor some more issues regarding to class environment also step-in as
students spend about one fourth of his life in school, and hence what they are taught in
school, influences a lot in their professional and student life and which generates positive
impact amongst the students. In table 3 [Agree=78% and Disagree=19%] student exhibit
their ideology so researcher analyzed this issue of class room environment with statistical
tools and determine the positive relation among the class room environment and students.
This positive attitude of class room environment makes some good adjustments among
the students to understand English language. But some of the students not agree that it's
good to understand English language but the medium of instruction i.e. English is
somehow hard to understand as some students coming from government institutions
where medium of instruction is in native language and teachers are good in English
language even though they use native language medium even in English courses.

Comparing government institutions with private institutions, private institutions are

expensive but they provide good atmosphere of education as well as put some extra on
English language. So researchers figure out those students from weak schooling
background and having medium of instruction of English un-match with standardized
English language shows development of inhibitions among the students of higher level of
education. In table 3 [Agree=73% and Disagree=11%] clarify the issue by students in
quantity. These inhibitions leads towards the performance of students as their
performance get poor and poor in higher level of education. Researchers also put some
light on the performance of students as become worst when teachers are not effective in
providing good quality of teaching from education’s point of view. In table 3
[Agree=78% and Disagree=9%] indicates the significance of poor quality of teaching by
students of higher level of education.

Last issue that also occurs in this factor via applying statistical tools that books which are
in the curriculum of SSC (Secondary School Certificate) and HSC (Higher Secondary
Certificate) are not up to the international standard as in table 3 [Agree=80% and
Disagree=15%] and afterwards when students indulge in the higher level of education
30
they found difficulty in understanding it, because in every institution of higher level of
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

education, English language is the significant medium. Slight increase of inhibitions

increases the difficulties of student in learning English language.

Table 3
Schooling Background

Questions SA A N DA SD
% % % % %

Discouraging attitude of teacher de-motivates

41.43 37.1 5.71 10.00 5.71
students to learn English.
4

Class room environment makes positive impact in

28.57 48.5 2.86 17.14 2.86
English language skills among students.
7

Listening and speaking is the most important tool

64.3 30.0 2.9 ___ 2.9
to gain proficiency in English language.
Medium of instruction plays major role in creating
27.14 47.1 14.29 10.00 1.43
inhibitions among students.
4

Performance of students in English is generally

40.00 38.5 11.43 7.14 2.86
poor due to poor academic and professional
7
quality of teaching.
I think our text books used at SSC & HSC are not
40.0 40.0 4.3 10.0 5.7
up to international standard.

31
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Factor 3 (Faulty Assessment Criteria)

In this study, researchers point out factor namely as Faulty Assessment Criteria. In this
factor issues regarding to faulty system of examination come under as inhibitions usually
appears among the students as they get de-motivated in examination. In the table 4
student clarify their sayings [Agree=65% and Disagree=21%]. This issue relates with the
assessment criteria of examination where lack of understanding from teachers and no
consideration towards the honesty policy by teachers performs the faulty tasks in
assessing the academic activities especially the level of HSC (Higher Secondary
Certificate) and SSC (Secondary School Certificate). When students get themselves
admit in higher level of education they reflect de-motivation and due to this fact
inhibition generates among the students of higher level of education when teachers give
lecture in English medium but most of the students of higher level of education felt
comfortable in understanding lecture in native language as compared to English
language. In table 4 researchers observed the students and they reflect after analyzing the
data via statistical tool and figures out [Agree=57% and Disagree= 34%]. They consider
English language is just become an alien medium which is not understandable and they
reflect interest in attending lectures in native language.

32
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Table 4
Faulty Assessment Criteria
Questions SA A N DA SD
% % % % %
I understand well if teacher delivers lecture in
15.71 42.8 7.14 25.7 8.57
Urdu.
6 1
Faulty system of examination de-motivates
25.7 40.0 11.4 15.7 7.1
students to learn English language.

Factor (Fear of Being Ridiculed)

In this study, the most common factor which is deeply considered to be the most
significant factor is namely as fear of being ridiculed. As from the component matrix of
factor analysis researchers viewed the correlated values which mostly reflect that students
of higher level of education at some extent are not in favor of English should be the only
spoken language medium during the lectures of higher level of education as shown in
table 5 [Disagree =58 % and Agree=30%] due to this they develop a kind of anxiety
among them when they are called to perform regular academic activities such as take part
in class participation, sharing ideas with class mates and contributing the ideas in
discussion. In the table 5 [Agree=59% and Disagree=24%] shows that majority of the
students have arousal of anxiety amongst them. In this factor, this inhibition figures out
by researchers after analyzing the study via statistical tools.

The anxiety which appears in the students researchers give the name to this degree of
state of students as they fear of being ridiculed. Students feel great complexity in their

33
minds about their self as if they deliver any wrong information or idea, rest of the class
will laugh on them and they fear from attacking of insulting attitude which other students
adopt. In table 5 students reflect their ideology [Agree=57% and Disagree=32%] towards
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

English language in class room of higher level of education. This kind of arousals which
usually comes in their mind leads the students to tremble as they are called to answers in
front of their class mates. Most importantly they fear that they have to answers in English
language as they are the students of higher level of education and they agree that English
should be the only medium of instruction between the lectures but students unable to
cope with English language in lights of providing feedback in English language.
Researchers also found evidence that most of the students of higher level of education
indicate that they fear of being ridiculed among the students.

Table 5
Fear of Being Ridiculed
Questions SA A N DA SD
% % % % %
English should be only spoken language
12.86 18.5 10.00 47.1 11.43
during the lecture.
7 4

Students start to panic when he/she have to

17.14 42.8 15.71 18.5 5.71
participate in discussion in English Language.
6 7

Students shivered when he/she know that I'm

12.86 45.7 8.57 28.5 4.29
going to be called to express views in English
2
7
in Class room.

34
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Conclusion

After analyzing and interpreting it proved that Due to medium of instruction, Schooling
background, Faculty assessment criteria and Fear of being ridiculed university students
are inhibited towards English language; therefore we accept the null hypothesis.

35
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Findings

The questionnaire for this research is distributed among the students of higher level of
education. At the same time, students were asked to fill this questionnaire with their
experiences which they possessed. 70 student of population size completed the
questionnaire, and the data obtained was analyzed quantitatively. With the results from
the questionnaires highlighted a number of issues. Also, in addition factors developed by
the statistical tool that includes problems of medium of instruction, schooling
background, faulty assessment criteria and fear of being ridiculed. As results of issues
were connected with the inhibitions which are also discussed in the chapter two, at the
same time, researchers highlighted the points that lead the students to anxiety of
considering English language as not universal language.

Factors/Issues Arising From the Findings

Pertinent issues arising from the findings are now discussed.

The questionnaire for this research is distributed among the students of higher level of
education. At the same time, students were asked to fill this questionnaire with their
experiences which they possessed. 70 student of population size completed the
questionnaire, and the data obtained was analyzed quantitatively. With the results from
the questionnaires highlighted a number of issues. Also, in addition factors developed by
the statistical tool that includes problems of medium of instruction, schooling
background, faulty assessment criteria and fear of being ridiculed. As results of issues
were connected with the inhibitions which are also discussed in the chapter two, at the
same time, researchers highlighted the points that lead the students to anxiety of
considering English language as not universal language.
36
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Firstly, the factor which is significant in nature related to the inhibition of students of
higher level of education. Researcher identify this factor as medium of instruction, it’s a
necessary element for understanding and learning academic activities. Researchers
discuss this factor briefly in the chapter 4 and also figure out relation with classroom
environment and fear of contributing the ideas within the class room environment of
higher level of education. Students reflect the signs of nervousness and weakness in
locating participation of sharing their knowledge among the class room.

Secondly, researchers also indicate an issue of schooling background, where actually

students develop symptoms of inhibitions which they usually reflect in higher level of
education. English is universal language with no hesitations but students coming from
different standards understand English as different perspective. There is a difference
between the private education institutes and government affiliated education institutes.
Students are familiar with English language from kindergarten and that makes a positive
impact among them in class room environment of higher level of education but due to the
medium of communicating they lack general space and further more their performance
level get worst as they unable to cater the environment of higher level of education with
proficient manner. Researchers describe the relation of this factor with a brief discussion
in chapter 4, where they also mention the standards of curriculum which student
possesses in the SSC (Secondary School Certificate) and HSC (Higher Secondary
Certificate).

Thirdly, researchers point out the factor with the consideration of statistical tool i.e. faulty
assessment criteria. This factor relate with the faulty examination system that helps in de-
motivating the students. Students having the medium of native language with wrong
assessment activity they get feeling of discouragement towards English language and
consider English language as incomprehensible language. In higher level of education
they reflect the side-effects of this issue.

37
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Lastly, English language is being observed that it’s the language of higher level of
education as students have to face the challenges of the world regarding to their education
activities. So via statistical tools researchers identified factor which states as the anxiety
of being ridiculed or fear of being ridiculed. Students understood English language in
class but when the terms of sharing and contributing comes they shivered and arousal of
panic start within them, they fear that if they contribute any wrong ideas or if they know
that they can participate but they lack manner of delivering. This lead students towards
the fear and there confidence level comes at very low and this fear become a form of
inhibition.

Recommendations

After analyzing this research, researcher suggests some recommendations to overcome on

the inhibition of higher level of education students towards English language are as
follows:

1. For proficiency in English language, foundation of betterment can achieve by

using less-difficult and understandable effective English learning books.
2. For overcoming on the difficulties of language comparison mode of instruction
should be consider practical and academic activities mostly perform in practical
manner.
3. English language proficiency cannot be overemphasized until teacher’s high
proficiency about target language is accommodated with students.
4. Government should set-up such policies to improve the SSC (Secondary School
Certificate) and HSC (Higher Secondary Certificate) curriculum where medium
of instruction should be focused on English medium.
5. People need to change their attitude so that they can handle with the anxiety

38
which researchers figure out in this research namely as fear of being ridiculed.
6. Standard should me maintain at every educational level. Most importantly in case
of text books. Text book designed should be similar with international standard.
INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

Recommendations for Further Research

Recommendations for Further Study Based on the findings of this study, the researcher
recommended following items for further research:

1. Students who refuse to speak the English language in classroom situations can
speak significantly in the online environment. Online environment reduces the
level of inhibition that the students face. When inhibitions are lowered, students
are more willing to engage the discussion as if it is truly English language
discussion. Each student feels that s/he has less to lose through using the English
language in the online environment. This will helps students in lowering down the
Peer pressure of classroom and guided towards the fear of making mistakes
(James M. Hudson and Amy Bruckman).
2. If we accept that reduction of inhibition occurs in online foreign language
earning conversations, we are still left with the difficulty of explaining this
process.
3. In face-to-face conversations, individuals have clearly designated turns at which
they must speak. These turns come from a complex intermingling of factors such
as gesture, expression, and eye contact (Kendon, 1967; Vertegaal, Slagter, Veer,
& Nijholt, 2000).
4. People must change their attitude as to become remedy of fear of being ridiculed.

39