The Study of Self-Esteem, Academic Self-Image and Oral Skills with Reference to English As a Second Language in Malaysia

The study of Self-Esteem, Academic Self-Image and Oral skills with reference to English as a Second Language in Malaysia. Thesis submitted for the degree of Doctor of Philosophy at the University of Leicester by Azizah Bte Rajab School of Education University of Leicester July 1996 UMI Number: U084521 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U084521 Published by ProQuest LLC 2015. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 CTo tfie memory o f my Cate motfier Acknowledgements I owe my sincere thanks to my supervisor Dr. Martin Cortazzi for his guidance during the course of this study; Ms. Sylvia McNamara who taught me much about self-esteem and group-work with the children; Dr. Linda Hargreaves who has been very kind to comment critically on this thesis at the early stage and Dr. Clive Sutton who provided valuable help and assistance in co-ordinating the academic matters. Julie Thompson, secretary in the Research Office assisted me enthusiastically during the tenure of this study. All the above are in the School of Education, University of Leicester, UK. I am indebted to Universiti Teknologi Malaysia for funding my studies abroad. I am particularly grateful to Dr. Kamal Basha, Associate Professor at Universiti Teknologi Malaysia who has helped me with the statistical work and many others collègues and friends who helped to make this work possible. I am particularly thankful to Hadina Habil for her help and generosity during the pilot work of this study. I take the opportunity to express my gratitude to Dr. Sonia Bathla for her friendship and for supporting me during my illness and Hapriza Ashaari for standing by me throughout this research. I am thanlcful to my family members who have faith in my abilities and have kindly encouraged me with my work. My father has been most supportive for my whole journey through. My sisters and brothers lent me advice and encouragement throughout. My nephews and nieces (Awin, Adli, Wan, Wani, Nurul etc) showered their love, thoughtfulness and taught me the meaning of life. Above all, my brother Baharudin came to the rescue when it really counted. His commentaries helped me to retain at least some perspective on the thesis and his extensive love was indispensable. Finally, words can hardly express my eternal debt to my late-mother. The ihemory of her love, spirit and strength had been inestimable and helped me these past years. She is still greatly missed. To her, this thesis is dedicated. The Study of Self-Esteem, Academic Self-Image and Oral skills with reference to English as a Second language in Malaysia. Abstract by Azizah bte Rajab The aim of this study was to ascertain the nature of the self-esteem, academic self-image and oral skills of the first year students at the Universiti Teknologi Malaysia (UTM) and to examine how these variables were associated with a number of independent variables; sex, age, ethnicity and English SPM scores (examination at a upper secondary level). These variables are related to the complex background of Malaysian society and the learning of English. The sample consisted of 212 first year students from UTM. The short version of the Coopersmith Self-Esteem inventory - 1967 (Bahasa Malaysia and English version) was used as the measure for students’ self-esteem; the Barker-Lunn Academic Self-Image - 1970 (Bahasa Malaysia and English version) was used as the measure of academic self- image and the ARELS Oral Examination was used as the measure of students’ oral skills. Eight research questions were formulated and a number of statistical analyses were employed to analyse the data gathered. They included descriptive statistics, the Pearson product-moment correlation, t-tests, one-way analysis of variance (ANOVA) and stepwise multiple regressions. The Pearson product-moment correlation coefficent revealed a direct relationship between self-esteem and academic self-image. The results also showed a direct relationship between academic self-image and ethnicity and between oral skills and English SPM scores. There was no evidence to show that sex or age had any effect on the self-esteem, academic self-image and oral skills of the students. The stepwise multiple regression results demonstrated that sex, age and ethnicity were poor predictors of students’ self-esteem and oral skills. In conclusion, this study emphasises the need to enhance students’ self-esteem, academic self-image and oral sldlls to assist them to achieve excellence at the highest level. Table of Contents Pages Chapter One-Introduction and Objectives 1.0 Introduction 01 1.1 Problem Statement 02 1.2 Justification for the study 09 1.3 Significance of the study 11 1.4 Objectives of the study 14 1.2.0 Summary 16 1.3.0 Chapter Outlines 16 Chapter Two-Historical Background of Malaysia: The Development of Education and English Language Teaching (ELT). 2.0 Introduction 18 2.1 Background of Malaysia 19 2.2 Government 20 2.3 Economic Affairs 20 2.4 People 20 2.1.0 History of Education in Malaysia 23 2.2.0 Education in British Malaya before Independence - Before 1945 24 2.2.1 Malay Vernacular Education 25 2.2.2 Chinese Vernacular Education 25 2.2.3 Indian Vernacular Education 26 2.2.4 English Medium Schools 27 2.3.0 Education in Malaya Between 1941-1945 29 2.4.0 Education in Malaya after 1946 29 2.4.1 The Barnes Report (1951) 31 2.4.2 The Fenn-Wu Report (1951) 31 2.4.3 The Education Ordinant 1952 32 2.4.4 The Razalc Report (1956) 33 2.4.5 The Rahman Talib Report (1960) 35 2.4.6 Effect of the Rahman Talib Report and Formation of Malaysia 36 2.4.7 Comprehensive Education 39 2.5.0 National Language and Education System After Independence 41 2.5.1 Primary Education 41 2.5.2 Lower Secondary Education (Forms I - III) 42 2.5.3 Upper Secondary Education (Forms IV - V) 42 2.5.4 Post Secondary Education (Forms VI - VII) 43 2.5.5 Tertiary Education 44 2.5.6 University Acts 47 2.5.7 Examinations 47 2.6.0 Expansion of Education After 1970 49 2.6.1 The status of English in Malaysia 51 2.6.2 Current Perceptions of English Proficiency 55 2.7.0 Historical Background of Universiti Teloiologi Malaysia (UTM) 58 2.7.1 Brief History of UTM 59 2.7.2 Development of UTM 60 2.7.3 Admission into UTM 61 2.7.4 Faculty of Management and Human Resource Development 61 2.7.5 Objectives of the Faculty 61 2.7.6 Facilities of the Faculty 62 2.7.7 Languages in UTM 62 2.7.8 Student Population 63 2.7.9 First Year Preparatory Courses at UTM 63 2.7.10 Objectives 63 2.7.11 Course Structure 64 2.7.12 Syllabus Outline 64 2.7.13 Reorganisation of the English Language Programme (R.E.L.P) at UTM 65 2.8.0 Summary 67 Chapter 3-Literature Review: Language Acquisition and Self-Esteem. 3.0 Introduction 68 3.1 Definition of Language 72 3.2 Second and Foreign Languages 75 3.3 First and Second Language Acquisition 77 3.4 First Language Acquisition 78 3.5 Second Language Competence 80 3.6 Second Language Acquisition 83 3.7 Language and Society 92 3.8 Language and Behaviour 94 3.2.0 Definition of Self-Esteem 95 3.2.1 Theories of Self 96 3.2.2 What is Self-Concept? 98 3.2.3 What is Self-Image? 102 3.2.4 What is Ideal Self? 104 3.3.0 Self Esteem 105 3.3.1 Nature of Self Esteem in Childhood and Adulthood 107 3.3.2 Academic Self-Esteem 110 3.3.3 Self Esteem and its relation to academic performance 110 3.3.4 Self Esteem and Language Learning 112 3.3.5 Motivation 114 3.3.6 Self Esteem and Second Language Acquisition 118 3.3.7 Relationship between Self Esteem and Performance 119 3.3.8 Culture and Self 121 3.3.9 National Identity 123 3.3.10 Communication Skills 126 3.3.11 Instruments 130 3.4.0 Conclusion 132 Chapter 4-Methodology, Materials and Procedures 4.0 Introduction 134 4.1 Pilot Study 136 4.2 Data Collection for the Pilot Study 137 4.3 Reliability Test for the Pilot Study 140 4.2.0 Instruments-Measures of Self Esteem 142 4.2.1 Translation/Adaptation of the Instrument 143 4.3.0 The Speaking Instrument ARELS Oral Examination 144 4.3.1 Standardisation of the Oral Test 146 4.4.0 The Main Study-Description of the Subjects 148 4.5.0 Data Collection Procedures for the Main Study 153 4.5.1 Scoring of the Measures 154 4.5.2 Time 156 4.5.3 Test-Retest Reliability 156 4.5.4 Interviews 157 4.5.5 Averaging of the Scores 158 4.6.0 Techniques of Data Analysis 159 4.7.0 Summary 161 Chapter 5-Results and Interpretations 5.0 Introduction 162 5.1 Background Information 162 5.1.1 Sex 163 5.1.2 Age 163 5.1.3 Ethnic group 164 5.1.4 English SPM score 164 5.1.5 Course 165 5.1.6 Self-Esteem scores 166 5.1.7 Academic Self-Image scores 168 5.1.8 Speaking scores 169 5.2.0 Cross-tabulation 170 5.3.0 Mean scores of Independent Variables and Significant Difference Test of T-test and One-Way Analysis of Variance (ANOVA) 189 5.4.0 Summary of the T-Test and One-Way Analysis of Variance 207 5.5.0 The Relationships among the variables of Spealdng, Self-Esteem and Academic Self-Image 208 5.6.0 Stepwise Multiple Regression 211 5.7.0 Cross-tabulation Tables 215 5.7.1 Means of Independence Variables and Significant Difference Test of T-Test and Anova 226 5.7.2 Stepwise Multiple Regression 248 Chapter 6-Interview Analysis 6.0 Introduction 253 6.1.

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