The Interactional Experiences of English Language Learners in the Malay Community: A Malaysian Case Study
Bibliographic record
Abstract
This paper seeks to explore how learners of English who desire mastery of their second language ne-gotiate for access, participation, and acceptance in their various communities. To this end, it draws on the concept of communities of practice and constructivist notions of identity to provide a theoretical framework for understanding the process of adult second language learning beyond the classroom in non-native societies. By focusing on the situated experiences of a group of Malay learners gleaned through the use of first-person narratives in the form of student journals and focus group discussions, the study seeks insights into learners ’ beliefs and experiences as they negotiate their way through conflicting ideologies and practices in their world. Such stories, which are seldom heard and rarely analyzed, offer an important contribution to research on second language learning and teaching, and can help educators bridge the gap between classroom learning and real world experiences. Key words: identity, Malay learners of English, narratives Background Issues of identity and the second language learner have been the subject of much study and debate in recent years. In current research practices, learning a second language is seldom simply regarded as a skill acquired through persistence and practice as was traditionally maintained. Instead, utilizing constructivist frameworks, scholars have highlighted the complex social interactions and power diffe-rentials that engage the identities of language learners. Many of these studies have investigated adult learners of English in the traditional native-speaker countries like Canada, the United States, Australia
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.005 |
| Scholarly communication | 0.003 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".