Factors Influencing Malaysian Preschool Teachers’ Use of the English Language as a Medium of Instruction

This study investigated Malaysian preschool teachers’ self-efficacy and attitudes toward the use of the English language as a medium of instruction (EMI) and proposed a model of how different variables were related to their use of English in the classrooms. In order to obtain a broad picture of the...

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Vydáno v:	SAGE open Ročník 11; číslo 4
Hlavní autoři:	Goh, Pauline Swee Choo, Luen Loy, Chee
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Los Angeles, CA SAGE Publications 01.12.2021 SAGE PUBLICATIONS, INC SAGE Publishing
Témata:	Attitudes Classroom management Classroom Techniques Classrooms Early Childhood Teachers Educational activities English English (Second Language) English language Foreign Countries Influences Language attitudes Language of Instruction Language usage Medium of instruction Negative Attitudes Positive Attitudes Preschool Children Preschool Teachers Self Efficacy Tasks Teacher Attitudes Teachers Teaching Malaysia ECCE Malaysian preschools English as a medium of instruction attitudes-beliefs preschool teachers self-efficacy
ISSN:	2158-2440, 2158-2440
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Shrnutí:	This study investigated Malaysian preschool teachers’ self-efficacy and attitudes toward the use of the English language as a medium of instruction (EMI) and proposed a model of how different variables were related to their use of English in the classrooms. In order to obtain a broad picture of the nature and scope of preschool teachers’ use of EMI, a survey study was undertaken. The research instrument was a questionnaire that was distributed to randomly-selected preschool teachers throughout Malaysia. The process of modeling was based on the empirical data and a theoretical model that was constructed on the basis of the two theoretical aspects, that is self-efficacy and attitudes-behavior relation. The theoretical model served as a bridge between the abstractions from theory and the development of the model. The model suggested that strong self-efficacy influenced preschool teachers’ use of English to teach. In addition, the model also indicated that those preschool teachers with positive attitudes also felt self-efficacious in using English to teach and negative attitudes had the opposite effect. Those preschool teachers who had a positive attitude that teaching using English would be useful for the children perceived that they had greater ability toward handling classroom management issues. In addition, they believed too, that they were confident to use appropriate assessment tasks in the classroom when English was used as the medium of instruction. It would appear that self-efficacy and attitudes were mutually related to preschool teachers’ use of English to teach.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	2158-2440 2158-2440
DOI:	10.1177/21582440211067248