ESL Learning Environment for B40 Primary School Pupils: Issues, Challenges and Strategies

Abstract

Purpose: The aim of this study is to explore the perceptions of low-income parents and pupils in a primary school on improving the current policy management with regard to financial assistance, and other related aids to improve students’ academic performance including the English Language. Method/design/approach: A case study qualitative study design was employed. Data was collected by a semi-structured individual interview involving 40 pupils from Sarawak, Malaysia. The data from the interview responses were triangulated using observation and document analysis. The data gathered was analysed thematically. Results and conclusion: The findings were divided into three themes which are the Current Policy for B40 pupils in Improving ESL Learning, the challenges faced and the support that pupils require to improve ESL Learning. The findings indicate that parents face difficulties meeting the pupils’ demands at school, which go beyond fundamental necessities that include providing adequate updated resources to assist 21st-century education, mental and emotional support for today’s generation. B40 pupils are concerned with demanding resources such as devices connected to the internet, reference books in English and motivational workshops. The limitations of B40 pupils are more apparent now, due to vast technological advancements in education. Research implications: This study could assist the relevant authority in developing a policy on managing support to B40 households for educational purposes by producing a new outline to assist B40 in the education atmosphere nowadays. Originality/value: This study explores low-income parents and pupils' perceptions of educational support policies in Sarawak, Malaysia, focusing on ESL learning. It provides insights into challenges faced by B40 households, offering recommendations for policy development and improved educational outcomes.