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All Journal Studies in English Language and Education
R. Malatesha Joshi
Texas A&M University
Education Languange, Linguistic, Communication & Media

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Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Sakhiyyah A. Rahim
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.014 KB) | DOI: 10.24815/siele.v10i1.25740

Abstract

For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.
Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Sakhiyyah A. Rahim
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25740

Abstract

For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.
Academic and recreational reading attitudes among primary students in a rural Malaysian village Astri Yulia; R. Malatesha Joshi; Nor Azilah Husin; Na~Thinamalar Magiswary Nadarajan; Norhayati Mohd Zin; Cheli Nadarajan
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35011

Abstract

Reading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between childrens reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the programs environment and involvement of reading partners may significantly shape childrens reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between childrens positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing childrens academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development.
Co-Authors Astri Yulia Cheli Nadarajan Na~Thinamalar Magiswary Nadarajan Nor Azilah Husin Nor Azilah Husin Norhayati Mohd Zin Sakhiyyah A. Rahim