Revisiting English Language Learning among Malaysian Children
Bibliographic record
Abstract
Despite learning English language for six years at elementary and five years at secondary levels, Malaysian students’ English language competency has always been the obstacle in securing success at university level as well as in job opportunities. Hence, various interventions have been taken in the teaching and learning process as well as changes in language policy. This paper calls for a revisit on Malaysia’s policy on teaching English English at primary schools. It discusses the findings of English language acquisition as experienced by Azlan, Hazwan and Aida’s (pseudonyms), aged six, and explored through an ethnographic case study. The children’s, their mother’s and teacher’s voices were gathered through interviews. The children’s behaviours in and outside of school and at home were also captured through observations. A grounded theory data analysis approach was employed in analysing the data. Findings illuminated that for these children, the second language was acquired through play and use; and that developing children’s confidence should be the starting point. The implication of this finding is discussed in the light of the English language policy for teaching English to Malaysian primary school children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".