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All Journal International Research Based Education Journal International Journal of Pedagogy and Learning Community (IJPLC)
Zakaria, Noor Asma Iffah
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Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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‘Am I good at this?’ Connecting ESL learners’ interest and perceived competence in grammar learning. Zakaria, Noor Asma Iffah
International Research-Based Education Journal Vol 6, No 2 (2024)
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um043v6i2p171-186

Abstract

The accumulation of evidence suggests that the role of interest to serve as a crucial building block for both initial motivation and ongoing engagement. The psychological state that one is in while engaging in an activity or content (such as mathematics, music, or language), as well as the motivation to continue engaging in the activity or content, are both referred to as interest. Hence, interest describes the ways in which individuals partake and indulge with activities or content. In this study, we validated Hidi and Renninger’s (2006) interest development scale (IDS) in the context of grammar learning among ELLs, which depicts “interest” as a multidimensional concept. We then consider the relation of interest to perceived competence as informed by the expectancy-value theory. Having established a model of interest and perceived competence, we tested the associations with the learners’ performance of the course. Finally, our studies' findings reaffirm the centrality of interest as a motivating factor, stimulator for engagement, and influence how they perceive themselves in relation to their learning performance.
Home Literacy Environment and Domain-Specific Early English Literacy Outcomes in a Multilingual Context Zakaria, Noor Asma Iffah; Md. Nor, Mariani
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.38

Abstract

This paper reports findings from one component of a larger research project examining ecological influences on early English literacy development among Malaysian preschool children. Grounded in Bronfenbrenner’s bioecological theory and Ajzen’s theory of planned behaviour, the study investigates how multiple dimensions of the home literacy environment (HLE): parents’ literacy beliefs, parents’ literacy habits, parent–child literacy interactions, and frequency of English use at home, are associated with children’s early English literacy outcomes. Participants comprised 207 preschool children aged five to six years, their parents from registered preschools in urban districts of Selangor, Malaysia. Data were collected using a parent-report HLE survey and a standardized early English literacy assessment battery measuring English decoding skills and expressive English vocabulary. Findings revealed hierarchical and domain-specific relationships among the constructs. Parent–child literacy interaction and frequency of English use at home were directly associated with children’s English vocabulary knowledge, while parents’ literacy beliefs and literacy habits exerted significant indirect effects through literacy interactions. No direct association was found between HLE variables and children’s English decoding skills. English vocabulary, however, was strongly associated with decoding, suggesting interrelated but distinct developmental pathways. The findings extend existing HLE models by explicating belief–practice–outcome mechanisms in a multilingual English as a second language (ESL) context and by highlighting the differential roles of home influences in early English literacy development.
Co-Authors Md. Nor, Mariani