Abstract
The Relationship between English Language Fluency and Learning Engagement: A Case Study among First-Year Undergraduates
Highlights
The English language is no longer limited to a linguistic and cultural phenomenon but a sociopolitical reality
Students' learning engagement measured by self-reported questionnaire was the dependent variable while English language fluency was the independent variable
The distribution of Malaysian University English Test (MUET) bands is reflective of the nationwide distribution with the majority of the test takers fall into Bands 2 and 3 (Rethinasamy & Chuah, 2011; Zaini, 2018)
Summary
The English language is no longer limited to a linguistic and cultural phenomenon but a sociopolitical reality. English is known as the language of information and international affairs (Andrew, 2017) In education, factors such as globalization and internalization of education and the desire to compete internationally have given rise to the growth of the English language in higher education worldwide (Gill & Kirkpatrick, 2013). Malaysia is among Asian countries to implement a bilingual education system to ensure that national and international needs and challenges are balanced through language education policy (Darmi & Albion; 2013; Gill & Kirkpatrick, 2013) By offering both undergraduate and postgraduate programs through the medium of English, students and faculty members have the opportunity to participate in an international research community where a substantial amount of scientific work is published in English (Macaro et al, 2017). It is essential for students to be fluent in English in order to understand complex academic materials, generate critical views, and exchange ideas with instructors and peers
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