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Santhy Subbarau
P66831
1.0 Introduction
2.0 Related Literature Review
3.0 Methodology


This research attempts to study the technical
instructors’ readiness in using English as a medium of
instruction in a non-language classroom.
 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.
 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.
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.
 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.
 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?
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
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.
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
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)
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.
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.
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
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.
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
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)
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 )
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.
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)
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
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Rm 21dec13

  • 2. 1.0 Introduction 2.0 Related Literature Review 3.0 Methodology
  • 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