Home / Special Issue / JSSH Vol. 30 (S1) 2022 / JSSH(S)-1538-2022

 

Challenges in Academic Speaking for Non-Native Speakers: The Case of Libyan Students Studying in Malaysia

Ahlam Ali Salim Halali, Lilliati Ismail, Arshad Abd Samad, Abu Bakar Razali and Nooreen Noordin

Pertanika Journal of Social Science and Humanities, Volume 30, Issue S1, December 2022

DOI: https://doi.org/10.47836/pjssh.30.S1.03

Keywords: Academic practice challenges, academic speaking, international students, language anxiety, prior learning experience

Published on: 22 December 2022

Malaysian universities’ adoption of English as a medium of instruction provides Libyan international students, who have been reported as the seventh largest ethnic group enrolled in those institutions, with opportunities to pursue various fields of study. However, Libyan students struggle with academic speaking resulting from inadequate prior EFL learning experience characterised by a lack of speaking practice. Consequently, causing communicative incompetency that contributes to language anxiety. Therefore, this study investigates the academic speaking challenges of Libyan students in Malaysian academic settings using an explanatory mixed-mode research design. Data were collected through an online questionnaire, interviews, and a focus group discussion. The research found that Libyan international students faced challenges in academic speaking due to insufficient linguistic knowledge and a lack of prior academic speaking practice. The study further found that the Libyan students’ speaking challenges in the academic setting were affected by cognitive inhibition resulting from communicative incompetency. The qualitative phase of the study revealed that the students were reluctant to engage in academic discourse because of their incompetency in academic speaking skills, which caused anxiety and embarrassment. The study results could inform stakeholders such as the Libyan Ministry of Education about the academic speaking challenges of Libyan students studying abroad. Furthermore, it could lead to improvements in preparatory programs, English teaching practices and materials, and exposure to academic settings in foreign universities to prepare students to further their studies abroad and achieve international academic success.

  • Abduljalil, O. (2018). Decision of the Minister of Education No. 63 of 2018 regarding the conditions for issuing delegations to study abroad (No. 63 of 2018). Libya, Ministry of Education Libya. Retrieved February 10, 2019, from https://moe.gov.ly/

  • Adarkwah, M. A., & Zeyuan, Y. (2020). Perceptions of the effect of an EAP course on English self-efficacy and English proficiency: Voices of international students in China. World Journal of English Language, 10(2), 1–17. https://doi.org/10.5430/wjel.v10n2p1

  • Al-Zubaidi, K. O., & Richards, C. (2010). Arab postgraduate students in Malaysia: Identifying and overcoming the cultural and language barriers. Arab World English Journal, 1(1), 107–129. https://doi.org/10.24093/awej/vol1no1.5

  • Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161. https://doi.org/10.1080/17501229.2017.1394307

  • Andrade, M. S. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131–154. https://doi.org/10.1177/1475240906065589

  • Attrill, S., McAllister, S., & Lincoln, M. (2016). Predictors of professional placement outcome: Cultural background, English speaking and international student status. Perspectives on Medical Education, 5(4), 222–230. https://doi.org/10.1007/s40037-016-0289-x

  • Brown, J. D. (2005). Testing in language programs. Prentice-Hall, Inc.

  • Brown, L., & Holloway, I. (2008). The adjustment journey of international postgraduate students at an English university. Journal of Research in International Education, 7(2), 232–249. https://doi.org/10.1177/1475240908091306

  • Chen, B., Tabassum, H., & Saeed, M. A. (2019). International Muslim students: Challenges and practical suggestions to accommodate their needs on campus. Journal of International Students, 9(4), 933–953. https://doi.org/10.32674/jis.v9i3.753

  • Cohen, A. D. (1996). Second language learning and use strategies: Clarifying the issues (3rd ed.). Minneapolis: Center for Advanced Research in Language Acquisition.

  • Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE Journal, 4(3), 25–59. https://doi.org/10.1080/08855072.1980.10668382

  • Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners’ speaking difficulties. Procedia - Social and Behavioral Sciences, 232, 338–345. https://doi.org/10.1016/j.sbspro.2016.10.032

  • Dochy, F., Moerkerke, G. & Segers, M. (1999). The effect of prior knowledge on learning in educational practice: Studies using prior knowledge state assessment. Evaluation & Research in Education, 13(3), 114-131. https://doi.org/10.1080/09500799908666952

  • Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of hong kong tertiary students. Journal of English for Academic Purposes, 6, 3–17. https://doi.org/10.1016/j.jeap.2006.11.005

  • Glew, P. J. (2013). Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: Challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia. Collegian, 20(2), 101–108. https://doi.org/10.1016/j.colegn.2012.04.002

  • Halali, A. A. S., Ismail, L., Arshad, A., Razali, A. B., & Noordin, N. (2021). Mediating effects of communication language anxiety and prior learning experience on academic listening of Libyan students in Malaysian Higher Education. Review of International Geographical Education (RIGEO), 11(12), 1830–1848. https://doi.org/10.48047/rigeo.11.12.165

  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

  • Hymes, D. (1976). Towards linguistic competence. Sociologische Gids, 23(4), 217–239.

  • Jalleh, C. M., Mahfoodh, O. H., & Singh, M. K. (2021). Oral Communication apprehension among Japanese EFL international students in a language immersion program in Malaysia. International Journal of Instruction, 14(2), 155–178. https://doi.org/10.29333/iji.2021.14210a

  • Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 1–16. https://doi.org/10.1016/j.jeap.2020.100945

  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.

  • Krause, S., Kelly, J., Corkins, J., Tasooji, A., & Purzer, S. (2009). Using students’ previous experience and prior knowledge to facilitate conceptual change in an introductory materials course. In 2009 39th IEEE Frontiers in Education Conference, 1–5. https://doi.org/10.1109/fie.2009.5350761

  • Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.

  • Kurum, G., & Erdemli, O. (2021). Challenges encountered by academicians in international students’ education: Turkey case. Eurasian Journal of Educational Research, 91, 145–172. https://doi.org/10.14689/ejer.2021.91.8

  • Lee, B., Farruggia, S. P., & Brown, G. T. L. (2013). Academic difficulties encountered by East Asian international university students in New Zealand. Higher Education Research & Development, 32(6), 915–931. https://doi.org/10.1080/07294360.2013.806444

  • Lee, M. N. (2004). Global trends, national policies and institutional responses: Restructuring higher education in Malaysia. Educational Research for Policy and Practice, 3(1), 31-46. DOI 10.1007/s10671-004-6034-y

  • Lyytinen, K. J. (1985). Implications of theories of language for information systems. MIS Quarterly, 9, 61–75. https://doi.org/10.2307/249274

  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x

  • Mahfoodh, O. H. (2014). Oral academic discourse socialisation: Challenges faced by international undergraduate students in a Malaysian public university. International Education Studies, 7(2), 10–17. https://doi.org/10.5539/ies.v7n2p10

  • Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K., & Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717–736. https://doi.org/10.29333/iji.2021.14342a

  • Oxford, R. L., & Ehrman, M. (1992). Second language research on individual differences. Annual Review of Applied Linguistics, 13, 188–205. https://doi.org/10.1017/s0267190500002464

  • Piaget, J., & Ackermann-Valladao, E. (1987). Possibility and necessity: The role of possibility in cognitive development -159 S. University of Minnesota Press

  • Pourfarhad, M., Ahmad Azmey, F. L., & Hassani, L. (2012). Perceptions of international students on academic literacy focusing on speaking and listening skills in Malaysia. Procedia - Social and Behavioral Sciences, 69, 197–205. https://doi.org/10.1016/j.sbspro.2012.11.399

  • Razak, N. A., Yassin, A. A., & Moqbel, M. S. (2019). Investigating foreign language reading anxiety among Yemeni international students in Malaysian universities. International Journal of English Linguistics, 9(4), 83–92. https://doi.org/10.5539/ijel.v9n4p83

  • Saad, N. S. M., Naif, A. H., & Hanisa, H. (2017). The ISLES (International Students’ Learning Experiences): The human touch. IJAEDU- International E-Journal of Advances in Education, 344–355. https://doi.org/10.18768/ijaedu.336462

  • Said, I. A., & Yassin, M. A. (2014, February 20). Malaysia top destination for Libyan students to further studies - ENVOY, pp. 1–2.

  • Salkind, N. J. (2012). Exploring research (8th ed.). Pearson Education, Inc

  • Sandhu, R. K. (2017). A qualitative study of asian american Indian international students’ anticipated and actual experiences (Doctoral dissertation). Capella University, United States.

  • Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567–580.

  • Sax, L. J., Gilmartin, S. K., & Bryan, A. N. (2003). Assessing response rates and nonresponse bias in web and paper surveys. Research in Higher Education, 44(4), 409–432.

  • Shafaei, A., & Razak, N., A. (2016). What matters most: Importance-performance matrix analysis of the factors influencing international postgraduate students’ psychological and sociocultural adaptations. Quality & Quantity, 52, 37–56. https://doi.org/10.1007/s11135-016-0418-y

  • Singh, M. K. M. (2013). Academic speaking practices of international graduate students in a higher education institution in Malaysia: Challenges and overcoming strategies. International Journal of Education and Research, 1(7), 1–14. https://doi.org/10.5539/hes.v4n4p76

  • Singh, M. K. M. (2019). Lecturers’ views: Academic English language-related challenges among EFL international master students article. Journal of Applied Research in Higher Education, 11(2), 295–309. https://doi.org/10.1108/jarhe-07-2018-0117

  • Takac, P. V. (2008). Vocabulary learning strategies and foreign language acquisition. Bristol: Multilingual Matters.

  • VanPatten, B., & Williams, J. (2015). Theories in second language acquisition: An introduction (2nd ed.). New York: Routledge.

  • Wette, R., & Furneaux, C. (2018). The Academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities. System, 78, 186–200. https://doi.org/10.1016/j.system.2018.09.001

  • Wolf, D. M., & Phung, L. (2019). Studying in the United States: Language learning challenges, strategies and support services. Journal of International Students, 9(1), 211–224. https://doi.org/10.32674/jis.v9i1.273

  • Yates, L., & Wahid, R. (2013). Challenges to brand Australia: International students and the problem with speaking. Higher Education Research & Development, 32(6), 1037–1050. https://doi.org/10.1080/07294360.2013.806447

  • Yavari, F., & Shafiee, S. (2019). Effects of shadowing and tracking on intermediate EFL learners’ oral fluency. International Journal of Instruction, 12(1), 869–884. https://doi.org/10.29333/iji.2019.12156a

  • Youssef, S. (2018). International teaching assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation (Doctoral dissertation). Bowling Green State University, United States.

ISSN 0128-7702

e-ISSN 2231-8534

Article ID

JSSH(S)-1538-2022

Download Full Article PDF

Share this article

Recent Articles