Options
20 years of research into L1 use in Malaysian ESL classrooms : a qualitative analysis
Author
Tan, Grace Huimin
Supervisor
Tupas, T. Ruanni F.
Abstract
This study examines research on the use of the first language (L1) in the Malaysian English as a Second Language (ESL) classroom through qualitative analysis. In particular, it aims to discover the themes which have dominated this field of research and to identify their key findings as well as issues found in the studies.
The data comprised of 16 studies that were conducted between 1998 and 2018 in Malaysian primary and secondary schools. These studies were subjected to several cycles of coding based on the constructivist grounded theory approach (Charmaz, 2006) which allowed for the dominant themes, key findings and issues to emerge from the data. From the qualitative analysis, three dominant themes were found in the data: (1) beliefs of L1 use in the Malaysian ESL classroom, (2) L1 use in the Malaysian ESL classroom, and (3) issues found in research on L1 use in Malaysian ESL classrooms. Key findings from the three themes revealed a mixture of negative and positive beliefs towards L1 use and classroom functions which the L1 was used for. The analysis also discovered effects of L1 use on teachers and students found by the studies. From the data, three types of contradictions became apparent. These were: (1) contradictions between beliefs and practices, (2) contradictions between beliefs and (3) contradictions between policies and practices. The analysis revealed issues regarding the lack of theory and evidence-based principles, the stigma of L1 use and the ambiguous stand of the Ministry of Education (MOE) regarding L1 use.
The findings of this study reveal a need for relevant parties in the Malaysian English language teaching (ELT) circle to reexamine their beliefs on L1 use in the ESL classroom and call for the MOE to clarify its position on L1 use in ELT. These findings also point at the need for more experimental research that would rigorously examine effects of L1 use in L2 learning. In sum, three key observations have surfaced from a critical understanding of this area:
1. The monolingual principle is problematic and impractical for the present-day Malaysian ESL context.
2. Teachers are unaware of literature and research legitimising strategic L1 use which could increase their knowledge and confidence in using the L1 to benefit L2 learning.
3. There is a purpose and place for the L1 in the Malaysian ESL classroom.
The data comprised of 16 studies that were conducted between 1998 and 2018 in Malaysian primary and secondary schools. These studies were subjected to several cycles of coding based on the constructivist grounded theory approach (Charmaz, 2006) which allowed for the dominant themes, key findings and issues to emerge from the data. From the qualitative analysis, three dominant themes were found in the data: (1) beliefs of L1 use in the Malaysian ESL classroom, (2) L1 use in the Malaysian ESL classroom, and (3) issues found in research on L1 use in Malaysian ESL classrooms. Key findings from the three themes revealed a mixture of negative and positive beliefs towards L1 use and classroom functions which the L1 was used for. The analysis also discovered effects of L1 use on teachers and students found by the studies. From the data, three types of contradictions became apparent. These were: (1) contradictions between beliefs and practices, (2) contradictions between beliefs and (3) contradictions between policies and practices. The analysis revealed issues regarding the lack of theory and evidence-based principles, the stigma of L1 use and the ambiguous stand of the Ministry of Education (MOE) regarding L1 use.
The findings of this study reveal a need for relevant parties in the Malaysian English language teaching (ELT) circle to reexamine their beliefs on L1 use in the ESL classroom and call for the MOE to clarify its position on L1 use in ELT. These findings also point at the need for more experimental research that would rigorously examine effects of L1 use in L2 learning. In sum, three key observations have surfaced from a critical understanding of this area:
1. The monolingual principle is problematic and impractical for the present-day Malaysian ESL context.
2. Teachers are unaware of literature and research legitimising strategic L1 use which could increase their knowledge and confidence in using the L1 to benefit L2 learning.
3. There is a purpose and place for the L1 in the Malaysian ESL classroom.
Date Issued
2019
Call Number
PE1068.M4 Tan