International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
second language learning (L2) or English language learning held by non-native speakers of English in Malaysia
and the United Kingdom (UK). It further examines the subjects’ views as related to language learning attitudes
and language academic perceptions. This study compares the responses elicited from the Malaysian subjects and
the UK subjects, as well as from the male and female respondents. This investigation addresses the following
research questions (RQ): RQ (1) Is there a significant difference between the UKM and SHU non-native
speakers with respect to language learning attitudes and academic skills?; and RQ (2) Is there a significant
difference between the male and female non-native speakers with respect to language learning attitudes and
academic skills?
Review of Literature
Two theoretical perspectives of second language learning and acquisition that form the basis of this study.
The first one is Gardner's Socio-Educational Model and second, it is Cummin’s Model of Academic Language.
Previous studies related to this investigation were also discussed. Gardner's Socio-Educational Model (1985)
asserts that second language acquisition takes place in a social and cultural context. It proposes that the cultural
beliefs and the community that the individuals are in, may influence the general language proficiency. For
instance, if the cultural belief is that second language learning is difficult, then there would be low level of
achievement. The model also indicates that there are four different kinds of individual differences, for instance
intelligence, language aptitude, motivation and situational anxiety. Attitudes and personality would have their
effect through one of these four components. Cummin’s Model of Academic Language (Cummins, 1992 cited in
Short, 2002; Snow, Met & Genesee, 1992) considers the integration of language and content instruction.
According to Snow, Met and Genesee (1992), Cummins posits a paradigm in which the language tasks may be
characterized as context reduced or context embedded and in which the tasks addressed through language may
be cognitively demanding or undemanding. This model is based on the basic interpersonal communication skills
(BICS) and cognitive academic language (CALP) distinction. BICS refers to the language proficiency in
everyday communication context while CALP concerns the manipulation of language in decontextualized
academic situations (Cummins, 1992, 2003).
Related literature generally agrees that a measure of attitudes and motivation toward L2 learning would relate
to achievement in that language (Gardner, 1985). In general, positive attitudes towards the L2, its speakers, and
its culture can be expected to improve and enhance learning. (Ellis, 1994; Gardner, 1985). Tremblay and
Gardner (1995) found positive language attitudes orient Canadian students toward developing specific learning
goals and thus improved achievement in French courses. Among the results found by Shah (1999; 2002) was
that the research subjects showed lack of positive attitude and low motivational intensity due to minimal effort
put on L2 learning; this led to low English as a Second Language (ESL) achievement and academic
achievement.
Sidek and Maher (2009) conducted a study on language learning attitudes and English language proficiency
of first year Quranic students at KUIM. The research aimed to identify language learning attitude and its
relationship with English Language proficiency amongst second language learners of English in KUIM. The
results indicated that the learners showed less favourable language learning attitude as portrayed by the
inclination of personality traits towards the less favourable attitude zones. It could be inferred that language
learning attitude did influence the subjects’ performance in their English language examination as pointed out by
their final English examination results at the end of the first semester of their freshman year. The researchers
recommended cooperative learning strategies in the English language activities conducted in the classroom as to
improve the students’ language learning attitude.
A study on motivation and attitude in learning English among UiTM students was carried out by Bidin,
Jusoff, Aziz, Salleh and Tajudin (2009) in the northern region of Malaysia. The purpose of the investigation was
to describe the relationship between the students’ motivation and attitude and their English language
performance. The questionnaires were distributed to the part two students from three UiTM campuses in the
northern part of Malaysia. It was found that:
…the mean scores analysis of the motivation and performance revealed that the students were more
extrinsically than intrinsically motivated when learning English. Nevertheless, the one-way ANOVA test
indicated no significant differences. To test the students’ attitudes and their performance, the Spearman Rho
Rank-Order Correlation Coefficient was used and the analysis revealed a significant correlation between attitude
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