The document discusses a study on the readiness of technical instructors in using English as the medium of instruction in non-language classrooms at Banting Polytechnic. It aims to determine the instructors' readiness levels, identify any language anxieties in terms of confidence and proficiency, and understand training needs. A literature review covers related studies on perceptions, training needs, and strategies to overcome language anxiety. The methodology involves questionnaires adapted from previous studies and interviews to collect data on readiness, anxieties, and training needs. The findings will help identify support required to improve instructors' English competency and reduce anxieties when teaching in English.
3.
This research attempts to study the technical
instructors’ readiness in using English as a medium of
instruction in a non-language classroom.
4. Syllabus
and teaching in polytechnic compulsory in
English from 2008
Training and Career Development Division, Department
of Polytechnic and Community College Education
(DPCCE) - a training programme based on the Training
Needs Analysis done in 2006 to train non-language
lecturers to use English
Two interventions namely the PPMSTI and EEP were
conducted since 2006 up till 2010.
5. Producing
a global and competent students
Polytechnic’s students ; it is important that the technical
instructors must not only be skilful and knowledgeable but
also good in their communication skills in order to deliver in
English.
Technical instructors are not language specialist and from
Malay medium
Difficulties in expressing, find meaning to new terms, unable
to get the concepts across in English – not proficient
Leads to anxiety in terms low confidence – not ready.
6. 1.2 Purpose of the Study
The purpose of this study is to find out the readiness of the technical instructors in using English-medium instruction in non-language classroom at Banting Polytechnic. The following research objec
The purpose of this study is to find out the readiness of the
technical instructors in using English-medium instruction
in non-language classroom at Banting Polytechnic.
7. To
study the readiness of the Technical Instructors in
English-Medium Instructions in a non-language
classrooms.
To identify language anxiety faced by Technical
Instructors in using English-Medium Instruction in a nonlanguage classroom in terms of confidence and
proficiency.
To identify the needs on training and support to
overcome their language anxieties in terms of
confidence and proficiency in using EMI in a nonlanguage classroom.
8. What
is the level of readiness of the technical instructors
towards using English-Medium instruction in nonlanguage classroom?
What are the language anxiety faced by the technical
instructors in English-medium instructions in the nonlanguage classrooms in terms of confidence and
proficiency?
What are the needs on training and support to
overcome their language anxieties in terms of
confidence and proficiency in using EMI in a nonlanguage classroom?
9. 2.0 Introduction
2.1 The readiness factors.
2.2 Language anxiety.
2.3 Perception on confidence and proficiency
2.4 Needs on training and support to overcome language anxieties
2.4.1 Zone of Proximal Development (ZPD) and Scaffolding Learning
10. 2.0 Introduction
This chapter is concerned with reviewing the literature
that is relevant to this study which is about the technical
instructors’ readiness in using English-medium instruction
in a non-language classroom in the polytechnic.
11. Researcher
Year
Place of Study
Scope
Sanmugam.T. et al.
2013
Polytechnic,
Malaysia
Perception & Training needs on lecturer’s
readiness using EMI
Mansoor Ahmed
Channa
2012
University of
Pakistan
Perception’s of science teacher in using EMI
Masita Misdi
2008
UTHM, Malaysia
Readiness of future technical teachers to
teach in English
Mandie Uys et.al
(2007)- (South Africa)
2007
South Africa
Need for specialised training for English
second language medium of instruction
teachers.
Camilla Vizconde
(2006) – (Phillipines)
2006
Phillipines
Attitudes of student teachers towards the
use of English as the medium of instruction
for science and mathematics
12. Researcher
Sanmugam
T.et al
Year
2013
Scope OF Study
Lecturers are aware of technical
discourse but are unable to
communicate the linguistic elements
to their students. Difficulties to
explain concepts in English
Relevance to Study
Technical Instructors good in content
but unable to deliver and explain new
terms as well new words accurately in
English
Mansoor
Ahmed
Channa
2012
English Language Medium Instruction Many at times code switching
in classroom is opposed and
happens in order to finish the
encourage use L1 or local language
lesson/syllabus in given time.
Camilla
Vizconde
2006
The respondents adhere to use of
English language-do not agree sole
use of English as medium of
instruction as the students’
comprehension is affected.
Worried (anxiety) students may not
understand. Starts elaborating
examples in the lessons in Malay
language (L1)
13. Researcher
Year
Scope
Relevance to Study
Butler
2004
Found gap between self-perceived
language proficiency (3 countries –
South Korea, Japan & Taiwan)
Proficient technical instructors can
teach the subjects using in English
well.
Medges
et.al
1994-2004 Proficiency as an interest in NNES –
impact on self-esteem and
confidence
Not able to speak like a native
speaker – creates lack of
confidence/shyness - anxiety
Lange
1990
Language Competence –most
important
A competent lecture fairs very well
in using English
Berry
1990
3 components – method, theory,
language teaching or language
improvement. 3rd – faired most – worst
is theory.
Language teaching and constant
improvement is important for the
lecturers – need to relate students
well.
Doff
1987
Teacher’s confidence undermined by
poor command of English.
Students label lecturers who have
poor command of English.
14. Researcher
Year
Scope
Relevance to Study
Masita Misdi
2008
Efforts to improve English found is peer
support and find materials in much
cheaper, fun and easy method.
Needs improvement : requires
proper guide from capable peers
to gain confidence and be
proficient in English
Mandie Uys
et.al
2007
Need for specialised training for ESL
medium of instruction teachers (South
Africa)
Constant training industry experts
on learning concepts and ideas
to deliver new found terms and
words
Camilia
Vizconde
2006
Respondents adhere to the use of English Practicing , Mentoring – so that
– but not sole use as comprehension of
the students would be getting
students affected.
used to the language of
teaching.
Hauck & Hurd
2005
List o 11 strategies to cope with
language anxiety.
Effective way to peer/buddy
system – support system.
Sherman
1995
Constructive approach – model of
learning – active participation
(dialogues/speeches)
Effective way to peer/buddy
system – support system.
15. Researcher
Year
Scope
Relevance to Study
Hauck &
Hurd
2005
Relevant strategies to cope
with language anxiety.
Increases the level of
confidence and proficiency mentoring by capable peers.
Van Lier
2004
Independent problem solving
& level of potential
development through
guidance or in collaboration
with more capable peers.
(Vyjotsky)
Highlights the level of
confidence and proficiency - to
be taught and guided by English
lecturers.
1. Instruction learning takes
place
2. Provide meaningful
“context & situation”
Peer support and training from
English Unit - short courses,
workshops and guidance
(mentoring)
Australian
2002
Government
16. Anxiety
Behaviour
Cognition
Figure: Recursive relations among anxiety, cognition and behaviour
Source: MacIntyre 1995, p. 93,
Figure shows that anxiety, behaviour and cognition are mutually inter-related. MacIntyre (1995) explains this
relationship as follow:
For example, a demand to answer a question in a second language class may cause one to
become anxious; anxiety leads to worry and rumination. Cognition performance is diminished
because of the divided attention and therefore performance suffers, leading to negative selfevaluations and more self deprecating cognition which further impairs performance, and so on.
(p. 92)
From this study, lack of confidence as well low proficiency in the language
itself causes anxiety in technical instructors which affects their readiness.
17. Title
Mode
Questionnaires
Interviews
Technical
Instructor’s
Readiness in
using EnglishMedium
Instruction in
non-language
classroom.
Mix
Mode
Adapted from a study entitled “The
Professional Preparation of
Malaysian Teachers in the
Implementation of Teaching and
Learning of Mathematics and
Science in English”
Questions on
readiness on using
English as a mode
of instruction in
teaching the
technical subjects.
3 sections
Section (a) Technical lecturers’
professional readiness to teach
technical modules
18. Title
Mode
Questionnaires
Interviews
Technical
Instructor’s
Readiness in
using EnglishMedium
Instruction in
non-language
classroom.
Mix
Mode
Section (b) Technical lecturers
language anxieties
Questions
language anxiety
faced in terms of
confidence and
proficiency.
Adapted from Horwitz, 1986 systematic instrument–the 33-item
Foreign Language Classroom
Anxiety Scale (FLCAS) – adapted
for the study. (not all items are
used)
19. Title
Mode
Questionnaires
Interviews
Technical
Instructor’s
Readiness in
using EnglishMedium
Instruction in
non-language
classroom.
Mix
Mode
c)Needs on training and support
to overcome language anxiety in
terms of confidence &
proficiency
Questions on their:
a) Confidence
b) Proficiency
Items 2, 8 & 9 in terms confidence
Noraini (2007) “The Professional
Preparation of Malaysian
Teachers in the Implementation
of Teaching and Learning of
Mathematics and Science in
English”
(Adapting from Faiz
(2008)- Students
Academic Needs &
Hauck and Hurd (2005) eleven strategies to deal
with language
anxiety )
20. Objective
RQ
Method
Method of
Analysis
To investigate the readiness of the
Technical Instructors in using EnglishMedium Instructions in non-language
classrooms.
Technical lecturers’
readiness
8 questions : Strongly
Disagree
Strongly
Agree
Questionnaire & Frequency
Face to Face:
Percentage
Open Ended
QuestionsInterview
Session
To identify the language anxieties
faced by Technical Instructors in using
English-Medium Instruction in the nonlanguage classroom in terms of
confidence and proficiency.
Language anxieties – 3
questions : Strongly
Disagree
Strongly
Agree
Confidence – 13 questions
Proficiency – 4 questions
Questionnaire & Frequency
Face to Face
Percentage
: Open Ended
QuestionsInterview
Session
To identify the needs on training and
support to overcome their language
anxieties in terms of confidence and
proficiency in using English- Medium
Instruction in non-language classes.
Needs on Training &
Support– 11 questions.
Strongly Disagree
Strongly Agree (Hauck &
Hurd)
Questionnaire & Frequency
Face to Face:
Percentage
Open Ended
QuestionsInterview
Session.
21. Appendix
Items from the study Noraini (2007) “The Professional Preparation of Malaysian Teachers in the Implementation of
Teaching and Learning of Mathematics and Science in English Teachers.”
1. I am ready to speak in English (R)
2. I feel confident to speak in English (C/P)
3. I am ready in understanding reading materials in English (R/C)
4. I am ready in writing instructional materials in English (R/C/P)
5. I am ready in constructing test items in English (R/C/P)
6. I am ready in delivering instruction in English (R/C)
7. I am ready in guiding students to use English (R/C)
8. I am ready in enabling students to understand my teaching in English medium. (C)
9. I feel confident in teaching in English (C)
10. I am ready in ensuring the instructional objectives are achieved (R/C)
11. I am ready to pose questions to students in English (A/C)
12. I dare to answer students’ questions in English (A/R/C)
13. I am ready to handle learning problems of students who are weak in technical subjects to learn in English
(A/C)
14. I am ready to handle learning problems of students who are weak in English to learn in English (A/C/P)
* Readiness (R) Confidence (C), Proficiency (P), Anxiety (A)
22. Appendix
Hauck and Hurd (2005) offered a list of eleven strategies to deal with language
anxiety to their research respondents (n=48). They were asked to tick strategies that
applied to them and then select the most important one. The strategies were:
1. Use positive self-talk (e.g. I can do it; it doesn't matter if I make mistakes; others
make mistakes)
2. Actively encourage myself to take risks in language learning, such as guessing
meanings or trying to speak, even though I might make some mistakes
3. Imagine that when I am speaking in front of others, it is just a friendly informal chat
4. Tell myself when I speak that it won't take long
5. Give myself a reward or treat when I do well
6. Be aware of physical signs of stress that might affect my language learning
7. Write down my feelings in a day or notebook
8. Share my worries with other students (Adapted: Share my worries with other TI)
9. Let my tutor know that I am anxious
(Adapted : Let my mentor……)
10. Use relaxation techniques e.g. deep breathing, consciously speaking more slowly, etc.
11. Other