Http://www.journals.aiac.org.au/index.php/alls/article/view/2037/1834

doi:10.7575/aiac.alls.v.7n.1p.161

Abstract

The level of awareness of the importance of mastering ESL among the local community is poor, particularly in rural areas. A study was conducted to gather information from English as a Second Language (ESL) learners pertaining to the impediments of English Language learning (ELL) by specifically focusing on the four language skills namely listening, speaking, reading and writing. The study involved 30 Intermediate Year 5 pupils from a rural primary school. The method involved the use of note books as the medium for the learners to channel various problems which they feel hinder the effectiveness of their ESL learning in the four language skills. The pupils were also asked to suggest ways they think these problems can be solved by themselves, their ESL teachers and their fellow ESL peers. The analysis revealed varying viewpoints on the contributing factors that trigger various problems in learning the four skills as well as measures for mutual language improvement among them. It is hoped that ESL educators, particularly in rural areas will place importance on the various impediments which their ESL learners face and strive to make their learners’ ELL more effective and meaningful. Keywords : ESL, ELL, note books, impediments, language skills

Highlights

In this second decade of the 21st century, English as a Second Language (ESL) learners in some parts of Malaysia, be it at primary or secondary level are still being taught using exam-oriented methods whereby the teacher focuses his or her lesson by giving great emphasis on getting the students to pass their exams with flying colours
The situation is even worse especially for those who are studying in rural areas where the level of awareness on the importance of mastering ESL among the local community is extremely poor
The main purpose of the study is to gather information from English as a Second Language (ESL) learners pertaining to the impediments of their English Language learning (ELL) by focusing on the four language skills namely listening, speaking, reading and writing

Summary

Introduction

In this second decade of the 21st century, ESL learners in some parts of Malaysia, be it at primary or secondary level are still being taught using exam-oriented methods whereby the teacher focuses his or her lesson by giving great emphasis on getting the students to pass their exams with flying colours. At the primary level, English is treated as merely a subject to be passed in the exam, lessons would be conducted by focusing on reading and writing skills since only those two skills are being tested in the exams. English is taught as a second language in all Malaysian primary and secondary schools in the country. The terminal goal of the English Language curriculum for schools is to help learners acquire the language so that they can use it in their everyday life, to further their studies, and for work purposes

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Conclusion