Addressing the Challenges of English Language Acquisition among Social Science Students in Resource Constrained Environments

syafiwana syafriwana

doi:10.56209/badi.v2i3.104

Authors

syafiwana Sekolah Tinggi Agama Islam Yayasan Pendidikan Islam, Takalar, Indonesia

DOI:

https://doi.org/10.56209/badi.v2i3.104

Keywords:

English, Competency, Approach

Abstract

A portrayal of pedagogical, motivational and resource dilemmas that hinder students in the acquisition of English language is discussed in this study. The study shows that students hardly bothered to learn English because they do not see any relevance of the language to their future professions. This is made worse by conventional theories which have insisted on mechanical language acquisition, memorization, drilling for grammar rules and structures without the development of communicative efficiency, and lack of instruction based on the individual learning abilities of the learners. Also, extreme scarcity of resources such as the English texts and technological facilities sufficiently affect opportunities of student language practice beyond the classroom. The study suggests that it is necessary to use more comprehensive approaches for overcoming these challenges such as changes is curricular in order to align it to English and students and their career needs, using more communicative and interactive methods, and supporting teachers for the implementation of differentiation. The study brings out important information that aligns well with other research done on language education especially in the developing countries so a policy maker or a practitioner you will find useful information to act on.

References

Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019(1), 3745406. https://doi.org/10.1155/2019/3745406

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 1362168820965510. https://doi.org/10.1177/1362168820965510

Akram, H., Yang, Y., Ahmad, N., & Aslam, S. (2020). Factors contributing low English language literacy in rural primary schools of Karachi, Pakistan. International Journal of English Linguistics, 10(6), 335-346. https://doi.org/10.5539/ijel.v10n6p335

Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449

Alvi, A., & Alvi, R. (2019). Text, Reader & Pedagogy: A Reflection Upon Teaching English Poetry to EFL Female Students at a Saudi Arabian University. Arab World English Journal. https://dx.doi.org/10.24093/awej/efl1.12

Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC journal, 53(3), 519-533. https://doi.org/10.1177/0033688220945418

Bertram, C. A., Mthiyane, C. C. N., & Naidoo, J. (2021). The tension between curriculum coverage and quality learning: The experiences of South African teachers. International Journal of Educational Development, 81, 102353. https://doi.org/10.1016/j.ijedudev.2021.102353

Borsatti, D., & Riess, A. B. (2021). Using machine translator as a pedagogical resource in English for specific purposes courses in the academic context/O uso do tradutor automático como recurso pedagógico na aula de inglês para propósitos específicos no contexto acadêmico. Revista de estudos da linguagem, 29(2), 829-858. http://dx.doi.org/10.17851/2237-2083.29.2.829-858

Borzova, E., & Shemanaeva, M. (2019). A university foreign language curriculum for pre-service non-language subject teacher education. Education Sciences, 9(3), 163. https://doi.org/10.3390/educsci9030163

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027

Bradfield, K. Z., & Exley, B. (2020). Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform. The Curriculum Journal, 31(4), 757-774. https://doi.org/10.1002/curj.56

Cremin, T. (2022). Teaching english creatively. In Teaching English Creatively (pp. 1-11). Routledge. https://doi.org/10.4324/9781003055372

Dack, H. (2019). Understanding teacher candidate misconceptions and concerns about differentiated instruction. The Teacher Educator, 54(1), 22-45. https://doi.org/10.1080/08878730.2018.1485802

de la Fuente, M. J., & Goldenberg, C. (2022). Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research, 26(5), 943-962. https://doi.org/10.1177/1362168820921882

El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students' engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4

Fajriah, Y. N., & Septiyanti, S. N. A. (2021). The challenges encountered by EFL teachers in developing students’ 4c skills in 21st-Century education. JEPAL (Journal of English Pedagogy and Applied Linguistics), 1(2), 106-121. https://doi.org/10.32627/jepal.v1i2.38

Famuji, T., & Sunarti, S. (2022). Literature Review Gaya Belajar untuk Berpikir Kritis dan Hasil Belajar Siswa. Proceedings Series on Social Sciences & Humanities, 3, 591–595. https://doi.org/10.30595/pssh.v3i.345

Fraile-Fernández, F. J., Martínez-García, R., & Castejón-Limas, M. (2021). Constructionist learning tool for acquiring skills in understanding standardised engineering drawings of mechanical assemblies in mobile devices. Sustainability, 13(6), 3305. https://doi.org/10.3390/su13063305

Garzón-Díaz, E. (2021). From cultural awareness to scientific citizenship: Implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism, 24(2), 242-259.https://doi.org/10.1080/13670050.2018.1456512

Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184

Hosseini, S. M. H. (2019). Cognitive socio-political language learning theory, multiple input-output hypothesis and competitive team-based learning. Theory and Practice in Language Studies, 9(4), 411-423. http://dx.doi.org/10.17507/tpls.0904.08

Jølle, L., & Skar, G. B. (2020). “Digging for Gold” or “Sticking to the Criteria”: Teachers’ Rationales When Serving as Professional Raters. Scandinavian Journal of Educational Research, 64(2), 283-299. https://doi.org/10.1080/00313831.2018.1541821

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031

King, A. E., McQuarrie, F. A., & Brigham, S. M. (2021). Exploring the relationship between student success and participation in extracurricular activities. SCHOLE: A Journal of Leisure Studies and Recreation Education, 36(1-2), 42-58. https://doi.org/10.1080/1937156X.2020.1760751

Lindner, K. T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019, July). Perceived differentiation and personalization teaching approaches in inclusive classrooms: Perspectives of students and teachers. In Frontiers in Education (Vol. 4, p. 58). Frontiers Media SA. https://doi.org/10.3389/feduc.2019.00058

Mahmud, R., & Legiman, L. (2021). Kompetensi Bahasa Inggris Mahasiswa Pendidikan Agama Islam. At-Tafkir, 14(2), 178–189. https://doi.org/10.32505/at.v14i2.3493

Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, learning, and instruction (pp. 223-254). Routledge. https://doi.org/10.4324/9781003163244

Mathrani, A., Sarvesh, T., & Umer, R. (2022). Digital divide framework: online learning in developing countries during the COVID-19 lockdown. Globalisation, Societies and Education, 20(5), 625-640. https://doi.org/10.1080/14767724.2021.1981253

Merga, M. K. (2020). “Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395. https://doi.org/10.1080/04250494.2019.1672502

Minasi, R. (2022). Teaching Practices From a Theoretical Perspective. In Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms (pp. 565-582). IGI Global. https://doi.org/10.4018/978-1-7998-8405-7.ch032

Motulsky, S. L. (2021). Is member checking the gold standard of quality in qualitative research?. Qualitative Psychology, 8(3), 389. https://psycnet.apa.org/doi/10.1037/qup0000215

Nobre, C., Meyer, M., Streit, M., & Lex, A. (2019, June). The state of the art in visualizing multivariate networks. In Computer Graphics Forum (Vol. 38, No. 3, pp. 807-832). https://doi.org/10.1111/cgf.13728

Nychkalo, N., Lukianova, L., Bidyuk, N., Tretko, V., & Skyba, K. (2020). Didactic aspects of teachers' training for differentiated instruction in modern school practice in Ukraine. International Journal of Learning, Teaching and Educational Research, 19(9), 143-159. https://doi.org/10.26803/ijlter.19.9.8

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y

Ruman, M. A. K. (2021). Challenges of teaching English listening, speaking, reading and writing skills at Qawmi Madrasas under BEFAQ in Bangladesh. International Journal of Linguistics, Literature and Translation, 4(7), 125-138. https://doi.org/10.32996/ijllt.2021.4.7.14

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524

Sifakis, N. C. (2019). ELF awareness in English language teaching: Principles and processes. Applied linguistics, 40(2), 288-306. https://doi.org/10.1093/applin/amx034

Skilling, K., Bobis, J., & Martin, A. J. (2021). The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 33(3), 469-493. https://doi.org/10.1007/s13394-020-00313-2

Spencer, S., Samateh, T., Wabnitz, K., Mayhew, S., Allen, H., & Bonell, A. (2022). The challenges of working in the heat whilst pregnant: insights from Gambian women farmers in the face of climate change. Frontiers in Public Health, 10, 785254. https://doi.org/10.3389/fpubh.2022.785254

Van De Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100

Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. https://doi.org/10.1080/13670050.2016.1231773

Xie, W., & Curle, S. (2022). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585-597. https://doi.org/10.1080/13670050.2019.1703898

Xu, K., Ottley, A., Walchshofer, C., Streit, M., Chang, R., & Wenskovitch, J. (2020, June). Survey on the analysis of user interactions and visualization provenance. In Computer Graphics Forum (Vol. 39, No. 3, pp. 757-783). https://doi.org/10.1111/cgf.14035

Zairul, M. (2021). Can member check be verified in real time? Introducing ARC (asking, record, confirm) for member checking validation strategy in qualitative research. Engineering Journal, 25(1), 245-251. https://doi.org/10.4186/ej.2021.25.1.245