The study of Self-Esteem, Academic Self-Image and Oral skills with reference to English as a ...

398 Pages·2015·9.59 MB·English

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 of 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. Data Collection for Interview Analysis 254
6.2.0 Issue One: Self-Esteem, Academic Self-Image and Speaking ability Versus Sex
and Age 260
6.3.0 Issue Two: Self-Esteem, Academic Self-Image, Spealdng ability Versus
Ethnicity 263
6.4.0 Issue Three: Self-Esteem and Academic Self-Image Versus English SPM scores 268
6.5.0 Issue Four: Speaking ability Versus English SPM scores 270
6.6.0 Issue Five: Self-Esteem Versus Academic Self-Image 272
6.7.0 Issue Six: Self-Esteem, Academic Self-Image Versus Speaking ability 274
6.8.0 Issue Seven: The role of English 276
6.9.0 Conclusion 279
Chapter 7-Discussion, Implications, Limitations and Conclusions
7.0 Introduction 280
7.1 Summary 281
7.2 .1 Relationships between Self-Esteem and the Independence Variables:
Sex, Age, Ethnicity, English SPM scores and Academic Self-Image 282
7.2.2 Self-Esteem and Sex 283
7.2.3 Self-Esteem and Age 285
7.2.4 Self-Esteem and Ethnicity 286
7.2.5 Self-Esteem and English SPM scores 288
7.2.6 Self-Esteem and Academic Self-Image 289
7.3.1 Relationships between Academic Self-Image and the Independence Variables:
Sex, Age, Ethnicity and English SPM scores 290
7.3.2 Academic Self-Image and Sex 291
7.3.3 Academic Self-Image and Age 292
7.3.4 Academic Self-Image and Ethnicity 293
7.3.5 Academic Self-Image and English SPM scores 296
7.4.1 Relationships between Speaking and the Independence Variables:
Sex, Age, Ethnicity, English SPM scores, Self-Esteem and Academic ^
Self-Image 297
7.4.2 Speaking and Sex 298
7.4.3 Speaking and Age 299
7.4.4 Speaking and Ethnicity 300
7.4.5 Speaking and English SPM scores 304
7.4.6 Speaking and Self-Esteem 306
7.4.7 Speaking and Academic Self-Image 308
7.5.0 The Nature of the Self-Esteem, Academic Self-Image and Speaking abilities
of UTM first year students 309