LETTER | English teachers in the country are mostly non-native speakers of the language. But they as teachers and facilitators can still be resourceful in helping students improve their language proficiency.
It’s a fact that Malaysian students despite going through many years of education are generally not proficient in the English language. Employing foreign English language teachers to teach the subject in schools may not resolve this problem.
The country has enough resources to handle the lack of English proficiency among students and also the workforce, except that the education policy is hampering the process and teachers may not be resourceful enough to create the learning environment for students in schools.
English, undoubtedly, can best be acquired when it’s used across the curriculum from primary to tertiary level of education.
A good command of functional English is required for academic study and career development. Students generally speak and perform better in English in countries where English is used across the curriculum in their education system.
The integration of the English language across the curriculum has contributed a lot to students’ cognitive development, critical thinking skills, and overall academic success. This is when they are exposed to the language right from their primary level of education that they do not even need English to be taught as a separate subject.
In the local context, research has shown that students who have gone through the Science, Technology, Engineering, and Mathematics subjects in English under the Dual Language Programme can speak better English compared to those who have not chosen this path.
Not all schools, ill-advisedly, are offering Stem subjects in English for some contentious reasons relating to the education policy.
A change in approach
Be it as it may, what the country needs now is a change in approach to acquiring the English language. Instead of formal and conventional teacher-centric teaching why not encourage students to use the mass media platform extensively for this purpose?
This can be done with less effort made by teachers who may not be fluent enough in the language. In fact, students can be exposed to timely English learning resources without taking up much curriculum space.
Students are more engaged in learning when they have access to media in the classroom. Research has shown that students who use various types of mass media have a more extensive vocabulary, are more fluent in English, have higher levels of motivation, and have a more positive outlook about learning the English language.
They do not even have to be taught in a formal way as they tend to acquire the all-round language skills naturally.
English is considered a global or international language, and its significance lies in effective communication and understanding. Media, such as television, movies and the internet, utilise English as a medium to convey information and provide authentic language exposure for learners.
The mass media will help bridge the communication gap between teachers and students. It helps English language teachers reduce the amount of talking and thus make learning more student-centric, interesting and successful.
Most people do most of their reading on social media these days. Much of what they read and hear every day comes from the language used in the media. This is because the content is often short and highly entertaining.
Simplest, most affordable aid
As such, social media platforms are effective instruments for students to learn the English language and share their thoughts in the classroom.
Audio-visual media, in particular, can create a positive atmosphere and improve students’ comprehension of the material, as it is considered the simplest and most affordable aid.
Research has found that social media sites like YouTube, WhatsApp, Facebook, Instagram, and X can be effective teaching tools that increase students’ motivation, proficiency, and interest in learning English.
By interacting with native speakers through direct messaging or language exchange groups, learners gain exposure visually and auditorily to authentic native-like language usage.
Platforms like YouTube, Instagram, and TikTok can be used to improve pronunciation and make learning English more motivating. It provides a renewed method of interacting with peers and teachers.
The media too is an effective way to have access to up-to-date information and new vocabulary.
Practice makes perfect
The primary benefits of social media for schools are that it aids in learning, collaboration, and communication. Learners can use the various platforms through the Internet to connect with native speakers and practise their language skills.
These are reasons why social media plays a key role in making language learning convenient these days, and at the same time minimises the teachers’ role.
Teachers can be the facilitators to keep on motivating students to practise using the language. It’s the lack of continuous practice and inhibition among students that hampers the language acquisition process.
The country with its existing resources and access to audio-visual media is not in desperate need to have foreign teachers to teach English in Malaysian schools.
The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.
