Examining the interrelationship between levels of differing English language competence and approaches to learning among PHEI students in Malaysia

Abstract

Despite its obvious importance, the effect of English Language as the medium of instruction at Private Higher Educational Institutions (PHEI) in Malaysia on students' approaches to learning has been very little researched. Students come from a complex hybridity of ability in the English language, differing competence in the use of English and with divergent ages when they enter the PHEI. Although English language is taught as a very important second language in Malaysia and other Asian countries, students report that they do not use the English language at home but prefer to converse in their regional languages and dialects. Nevertheless, students undergo their tertiary education in PHEI with instructions, reading materials, and tutorials completely in the English language. The study investigated the relationship between students' perceived competence in the use of English Language and their approaches to learning by using questionnaire surveys and interviews. The study indicated that there is a relationship between English language competence and their approaches to learning. Students who are low in their English language competence report a high surface motive and surface strategy. There is also an implication that students who adopt a deep learning approach have higher educational goals and aspirations. The study will also suggest possible identification of reasons PHEI students adopt a deep approach versus a surface approach to learning. Implications for teachers are discussed, with consideration given to appropriate classroom practice.