ACADEMY OF LANGUAGE STUDIES

BACHELOR OF APPLIED LANGUAGE STUDIES (ENGLISH LANGUAGE FOR

PROFESSIONAL COMMUNICATION) (HONS)

ALS630 - ADVANCED READING

ASSIGNMENT 1: LITERATURE REVIEW

TITLE: ESL learning difficulties among secondary school students in Southeast Asia

LG2405B

GROUP MEMBERS:

1. Khaulah Binti Mohd Fitri 2020952413

2. Wardah Muslimah Binti Idris 2020982073

3. Syarifah Zainab Binti Syed Shikh 2020952465

4. Syarifah Nur Arisya Binti Sayed Mohd Ali Saipuddin 2020104397

PREPARED FOR:
PROFESOR MADYA NOREHA BT TAIB
 Title Paper:
‘ESL learning difficulties among secondary school students in Southeast Asia’

Name: Khaulah Binti Mohd Fitri (2020952413)

Research Question 1: What are learning difficulties encountered by students in
Southeast Asia?

Southeast Asian (SEA) countries have been stepping up their efforts to teach English
to pupils due to the global ramifications of what English offers. The learning of English as a
Second Language (ESL) has been established throughout the educational system with the
goal of improving English proficiency among learners. However, among students it is difficult
to obtain due to a variety of learning obstacles. As a result, researchers have discovered some
of the learning difficulties faced by secondary school students in various SEA countries.

Studies have identified students’ learning difficulties in learning ESL. Jahbel (2017),
Asworo (2019), and Bukhori & Hamied (2020) observed that Indonesian students faced
difficulties in speaking and low learning motivation. Filipino students struggle with writing
(Pablo & Lasaten, 2018) and while in Malaysia, there is a lack of desire and teachings that are
not tailored to the level of the students (Zulkefly & Razali, 2019). Studies also revealed
students’ attitude toward learning. Jahbel (2017) and Bukhori & Hamied (2020), found that
Indonesian students lacked the motivation to speak coherently. Contrarily, Pablo and Lasaten
(2018), observed that Filipino students felt that they were not experts as experienced and
competent writers. In Malaysia, a student had little interest in the English language because
of the difficulty (Zulkefly & Razali, 2019). Because of students’ attitude towards learning it is
harder for them to learn. Previous studies also mentioned the environment of learning. Zulkefly
& Razali (2019) mentioned a student who had never utilised English as a medium of
communication within his environment. In Indonesia it was discovered that few resources
available in rural places to students lowered their willingness to learn (Bukhori, Hamied &
Sukyadi 2020). Both studies confirmed that the environment is a factor of difficulty in learning.
Furthermore, studies have mentioned students' poor performances. Pablo and Lasaten
(2018), found the overall quality of Indonesian students' academic essays were poor while
Asworo (2019), found speaking test scores were adequate. Lastly, studies have revealed the
lack of influence. Jahbel (2017) mentioned topical knowledge and confidence had a negative
influence on Indonesian students’ performance while Bukhori & Hamied (2020) found the
students' learning issues are due to the lack of peer influence. Zulkefly & Razali, (2019)
observed that the lack of positive influence in a Malaysian student who was not initially aware
of the importance of English which led him to have difficulty.

In conclusion, the most common issues students confront stem from their attitudes,
such as a lack of motivation and influence. The differences between the studies are one of the
research by Pablo and Lasaten (2018), which focused on the quality of writing. The disparity
between studies may be noticed in the study of Zulkefly & Razali, which only focused on few
participants (2019). Finally, one of the future studies that might be investigated is how to
improve the teaching system to increase student motivation to learn ESL.
 Title Paper:
‘ESL learning difficulties among secondary school students in Southeast Asia’

Name: Wardah Muslimah bt Idris (2020982073)

Research Question 2: What are the causes that lead to learning difficulties among
secondary school students in South Asia?

It has been proven that most secondary schools in Southeast Asia have implemented
English as a second language (ESL) in learning and teaching programmes. However, they
have to face some challenges for them to learn and improve their English. The role of English
is conclusive in maintaining the growth and developing skilled workforces for the students.
Despite that, researchers have uncovered causes and problems that occur for the student's
difficulties in learning English as a Second Language.

The first cause of the problems is educational inequalities which education completion
rates for different wealth quintiles. According to Hoofman & Blecha (2020), the inequality is
shown between the poorest vs the richest where the gap is large. The similarity between the
research may be noticed because the study of Diyanti & Madya (2021), mentioned that
children in the big cities may have all the advantages of education compared to children in the
rural areas. Next, lack of educational resources and access is one of the causes. It has been
proven by the social factors and circumstances, such as wealth, sustainability and ethnicity
that can limit access. This has been noticed and mentioned in research by Hoofman &
Blecha(2020). In addition, the less understanding of the underlying mechanisms which are
noticed in the research by Azman (2020) which emphasises learning language for
communicative purposes and not for grammatical knowledge. Furthermore, the teacher's role
and subject syllabus can be one of the causes. According to Mehar Singh & Rahman (2019),
English language teaching was not carefully planned since the quality of teaching and
teachers is not equal. Similarly, the other cause of difficulties in teachers’ qualifications is
because of the limited pedagogical skills and language, which has been mentioned by Diyanti
& Madya (2021) in their research. In the same way, the unorganizable classroom, resources
and syllabus can be the cause of the difficulties. It has been mentioned by Mehar Singh &
Rahman (2019), to reform the assessment system which ensures the development of learning
needs to be done correctly. According to Diyanti & Madya (2021), inflexible seating
arrangements are an issue because students are not allowed to do the necessary interaction.

In summary, the causes that lead to difficulties in learning are education inequalities, lack of
educational resources and access, less understanding, teacher’s role and qualification and
the environment of learning. The variance between some of the studies is one of the research
by Azman (2020), that focused on journals and articles rather than interviews or surveys in
writing the research. The imbalance between the research may be noticed in the study of
Mohd Tahir & Mohd Arif (2020), which focuses on only one grade (grade four) of secondary
school students instead of every grade. Eventually, in upcoming research studies that could
be investigated is how to train teachers to build an effective and smart classroom for students
without discrimination toward unfortunate students.
 Title paper:
‘ESL learning difficulties among secondary school students in Southeast Asia’

Name: Syarifah Nur Arisya Sayed Mohd Ali Saipuddin (2020104397)

Research Question 3: What are the solutions to ESL learning difficulties among
secondary school students in South East Asia?

English is one of those languages that has the global demand for learners from varied
L1 origins at all levels of communication. However, ESL students' developing speaking skills
are always regarded as complex and challenging, requiring a great deal of effort to maintain.
There are some difficulties and challenges when learning English especially for the students
whose English is not their first language. Hence, researchers have become increasingly
interested in improving learners’ communicative competence in English language teaching
and learning. Therefore, many researchers sought to find a strategy and solution on how
to improve the learners’ speaking ability.

The first solution to improving the learners’ speaking ability is by using online language
games in the classroom. According to Krystalli et al. (2017), online games can be used to
promote better learning for students. With adequate facilitation from the teacher, online tools
are capable to enhance the language of learners. Thus, incorporating games into teaching will
ensure the effectiveness of the learning session. In addition, telling stories has become one
of the ways to learn a new language and it has been proven that Interactive Storytelling is
beneficial in improving ESL learners’ speaking ability. According to Marzuki et al. (2016),
storytelling is an excellent verbal activity to help learners imagine and create plots as well
as improving their speaking performance. Furthermore, brainstorming activities encourage
students to take an active role in the learning process which can result in the improvement of
their speaking ability. Norseha et al. (2016) mentioned that, story -telling provides the
opportunity for students to use their own ideas and bring their own experiences to the
conversation.

It can be concluded that the solutions to improving ESL learners' difficulties are using
online language games as a tool of learning, interactive story-teling and brainstorming
activities. The differences between the studies are one of the research by NorAileen Ibrahim
et al. (2016), which focused on the implementation of collaborative learning. Finally, one of
the future studies that could be further investigated is ways to enhance and sustain students’
motivation better so that the students’ engagement in learning and outcomes will be ensured.
 Title paper:
‘ESL Learning Difficulties among Secondary school students in Southeast Asia’

Name: Syarifah Zainab binti Syed Shikh (2020952465)

Research Question 4: What are the effects of learning difficulties among secondary
school students in Southeast Asia?

Difficulties in learning English are not unusual in Southeast Asian countries. These
countries are learning English as a second language as they are aware of the fact that English
is a widely spoken language which is now used by people all around as a means of
communication and the bridge to the varieties of cultures from all around the world (Keomany
et al., 2020). Since learning English has become very important to several parts of these
Southeast Asian countries, the effects of ESL learning difficulties among secondary school
students in these countries have become very obvious and need to be addressed. The themes
that can be associated with this topic are difficulties in English learning and effects of learning
difficulties among language learners.

According to Malik et al., (2021), some of the learning difficulties faced by the teachers
and students is that the required English hours in elementary schools are still far less than the
demands. This has caused a lack of students’ readiness in vocabulary mastery. In other
research by Keomany et al., (2020), the learning difficulties faced by these students have
caused problems such as inability to speak English with visitors and increased level of anxiety
among these students which make them lose confidence and hinder their ability to speak
English effectively. This was further elaborated by the author as communication problems in
English caused by learning difficulties faced by these students in Laos. Learning difficulties in
English also caused these learners to have low achievement, and this low achievement
causes them to be more anxious in the process of language learning (Zhao, 2007). According
to Azar and Tanggaraju (20200, the end results of learning English affects the students’
motivations and the way they learn the language.

In conclusion, the effects caused by difficulties in learning English are inevitable in

some of these Southeast Asian countries. These effects circled around the themes that are
present in these studies such as motivations in language learning, ways to solve the problems
in speaking problems and types of motivations in language learning. It is important that we
explore solutions to lessen the effects of English learning difficulties on students as it can help
them acquire the language much more effectively once the learning barriers have been
eliminated.
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 LITERATURE REVIEW MATRIX

-STUDENT’S NAME: KHAULAH BINTI MOHD FITRI

Research TITLE: ESL learning difficulties among secondary school students in Southeast Asia

Research Question: What are learning difficulties encountered by students?

Article 1 Article 2 Article 3 Article 4 Article 5

Author, Year, Title, Asworo, C. (2019). The Bukhori M. , Hamied F. Zulkefly F., & Razali A. Pablo J. C., & Lasaten Jahbel K. (2017).
Publication Info, DOI/URL Analysis of Students' A. , & Sukyadi, D. B. (2019). Malaysian R. C. S. (2018). Writing Factors affecting
Difficulties In Speaking (2020). Integrative and Rural Secondary School Difficulties and Quality students’ speaking
English at the Tenth instrumental but low Students’ Attitudes of Academic Essays of performance at High
Grade of SMK N 2 investment: The towards Learning Senior High School Schools in Malang.
Purworejo. Journal of English learning English as a Second Students. Asia Pacific International Journal of
English Education and motivation of Language. Journal of English Education.
Teaching. 3. 533-538. Indonesian senior high International Journal of Multidisciplinary 2278-4012, Volume:6,
10.33369/jeet.3.4.533- school students. Instruction. v12 n1 Research, Vol. 6, No. Issue:3. Retrieved from
538. Retrieved from Indonesian Journal of p1141-1156. Retrieved Retrieved from http://www.ijee.org/ya
https://www.researchg Applied Linguistics. 9. from http://www.apjmr.com hoo_site_admin/assets
ate.net/publication/337 493-507. https://files.eric.ed.gov /wp- /docs/23enclave.17115
686384_The_Analysis_o 10.17509/ijal.v9i3.231 /fulltext/EJ1201367.pd content/uploads/2018/ 3648.pdf
f_Students'_Difficulties 99. Retrieved from f 08/APJMR-2018-
_In_Speaking_English_a https://www.researchg 6.4.06.pdf.
t_the_Tenth_Grade_of ate.net/publication/33
_SMK_N_2_Purworejo 9262151_Integrative_a
nd_instrumental_but_l
ow_investment_The_E
nglish_learning_motiva
tion_of_Indonesian_se
 nior_high_school_stud
ents

Purpose/Aims/Objectives The aims of the study To investigate the To examine rural To determine and The aim of the study is
of Study are mainly to find out motivation of Senior Malaysian students’ analyze the difficulties to investigate the
the students’ difficulties High School (SHS) attitudes towards of Senior High School factors that may affect
in speaking, and to students in West Java learning English as a students in writing students’ speaking
describe strategies used province of Indonesia second language academic essays and performance and the
by teacher to overcome on English learning. the overall quality of problems that the
the speaking problems. the academic essays of students at High
the student Schools in Malang
encounter when they
learn to speak English.
Methodology/ The approach employed Mixed method was Qualitative research Descriptive-qualitative Quantitative study was
Participants/ Data in this study was a used in this study. approach and employ research was used.
collection/ Measurement descriptive qualitative Questionnaires were the case study design employed in this study. The participants of this
data analysis with 36 distributed which were were used in this This study was study were a total of
students from SMK analyzed by both study. Face to face conducted at the (27), 21 students and 6
Negeri 2 Purworejo in descriptive and semi structured Division of Laong City teachers at Kepala
tenth grade. The inferential statistic. interview sessions, which covered 3 public Madrasah Aliyah
technique of analysing 450 students of senior observation sessions, secondary schools, 2 Negeri 3 Malang. All
the instrument of high schools (public and field notes. private secondary were of Indonesian
documentation, and private or Participants: 4 students schools and 1 nationality and native
questionnaire, and religioned-based were (2 students from each laboratory high speakers of Indonesia
interview is known as the participants from class; forms or grade schools. The Bahasa.
analysis. The technique five different cities levels 1 and 2). The participants are a total
of analysing the across West Java researchers used a of 227 students.
instrument of province (Bandung, purposive sampling (School A : 38, School B
documentation, Sukabumi, Kuningan, method. : 13, School C : 22,
questionnaire, and Subang, dan Garut) School D : 30, School E
interview is known as : 47, and School F : 77)
analysis. Calculating the Academic essays were
data and categorising crafted to these
the data are two schools and 227
techniques for students were
examining the randomly selected to
instrument of be analyzed. The
documentation, which Slovin’s formula with a
was the students' margin of error of 0.05
speaking score. were used to
Identifying the data, determine.
tabulating the data, and
calculating the data are
all techniques for
assessing questionnaire
data. Meanwhile, the
technique of assessing
the interview
instrument include
examining and
explaining the interview
results before making a
conclusion based on the
data analysis.
Variables / Description of Independent variable: Independent variable: Independent variable: Independent variable: Independent variable:
Study Students’ speaking Motivation of Senior Students’ attitude Difficulties of Senior Students’ speaking
issues High School (SHS) towards learning High School students in performance
students English as a Second writing academic
Language essays
Dependent variable: Dependent variable: Dependent variable: Dependent variable: Dependent variable:
Teachers’ tactics for Effect on English Effect on English Quality of writing Problems faced by
overcoming the issues. learning language students in speaking
English
Description of Study: Description of Study: Description of study: Description of study: Description of study:
The study's primary Although vital for Students’ attitude The problems of Senior The purpose of this
objectives are to global towards learning High School students in study was to look into
identify students' competitiveness, such English as a second producing academic the elements that may
speaking issues and to as the ASEAN language is an issue essays, as well as the influence students'
outline teacher tactics Economic Society, that has been overall quality of the speaking abilities as
for overcoming these Indonesian students' prolonged in Malaysia. students' academic well as the difficulties
challenges. The English ability is This study was writings, were that students in
participants in the study currently insufficient. constructed for the determined and Malang High Schools
were 36 students from One of the reasons for rural area since they assessed in this have when learning to
SMK N 2 Purworejo's this is a lack of are known to have descriptive-qualitative speak English. There
tenth grade. In this professionalism among poor perceptions and study. were 27 people in the
study, questionnaires, teachers and a lack of performance in It also examined the sample. There are
interviews, and motivation among learning the English quality of students' twenty-one pupils and
documentation were pupils to study English. language. The data academic writings from six professors in this
employed as tools. The Students' motivation were analysed using public and private class. Participants were
writer evaluated the may wane as a result within and cross cases schools. The academic given two
data to identify of their inability to analyses as well was writings of 227 Grade questionnaires in
categories of students' define, drive, and thematic analysis from 11 Senior High School which they were asked
speaking ability, sustain it. Research interview transcripts, students in the Schools to describe the
students' speaking especially addressing identified themes, Division of Laoag City difficulties they have in
issues, and teachers' how learners find developed a coding were selected and speaking classes and to
tactics after gathering motivation triggers assessed for the study express their opinions
it. The average score of synergized into scheme and coded the using a random sample on the factors that
pupils' speaking ability project-based learning data. technique. influence their ability
is 64.8, according to the for sustainable and to learn to speak.
study's findings. It falls ongoing English Teachers were
under the adequate learning is still sparse questioned in an
group. The pupils' among the different interview. According to
speaking issues studies on motivation the findings, students
included both linguistic and obstacles in EFL face a variety of issues
and non-linguistic practise in the when it comes to
issues. Indonesian context. speaking, as well as a
Despite possessing variety of elements
integrative and that influence their
instrumental desire to ability to master the
study English, the skill, such as
participating SHS psychological and
students demonstrate linguistic factors.
low investment as seen
by low learning passion
in the classroom and
poor English
performance,
according to the results
of surveys, interviews,
and document analysis.
Low motivation is
linked to a variety of
socioeconomic factors,
including school
location, classroom
learning environment,
and parental support.
The study suggests that
students participate in
a cooperative learning
project that can guide
and energise their
English learning
motivation, resulting in
enhanced motivation,
good English
proficiency, and high
competitiveness as
global citizens.
Findings:

Theme 1: The pupils' speaking Low investment as The students find it Lack of variety of ideas Students face a variety
issues included both seen by low learning that the lessons are in terms of content and of issues when it
Learning difficulties linguistic and non- passion in the not catered to ideas, lack of comes to speaking, as
linguistic issues. Lack of classroom and poor students’ proficiency connectives in terms well as a variety of
vocabulary, English performance levels and interest and organization, incorrect elements that
pronunciation, and students’ individual word or idiom and influence their ability
grammar understanding reactions to negative word usage in terms to master the skill,
are linguistic issues, and positive vocabulary and word such as psychological
while inhibition, experiences. choice, poor sentence and linguistic factors.
nothing to say, uneven structures in terms of Students' fear of
participation, mother language use, use of making mistakes and
tongue interference, first-person pronoun in feeling bashful, as well
anxiety, shyness, lack of terms of formality and as a lack of desire and
self-confidence, and objectivity, and lack of confidence, are
low motivation are non- citations in terms of psychological issues,
linguistic issues. referencing were whereas linguistic
found amongst the factors include
students employing their
mother tongue as a
result of a lack of
vocabulary and
improper
pronunciation.
Theme 2: All participating He also claimed that he Problem on inadequate Students also stated
students had little interest treatment of topic that they lacked the
Students’ attitudes in tend to have an towards learning or recurred 81 (31%) motivation to talk
learning average score of low using the English times. This means that correctly. Teachers
to medium language because, the topics assigned to frequently believe that
motivation as shown according to him, the students were not a lack of motivation is
by personal and social English was difficult to fully elaborated in their the primary reason for
aspects (4-5 learn. During an writings. Such difficulty students' failure to
in Likert scale). A s interview session done leads to lack of learn or speak another
Table 1 above shows, with him, whenever confidence in writing language. Motivation,
the average of asked for reasons of about the topic. as well as time for
intended efforts in him not showing Students feel that they preparation and
English learning is interest in learning are not as experts as relevant expertise,
4.00 (low), the English, 90% of the those writers who are were cited as factors
ideal self is 4.50 (low), answers would be both experienced and affecting their
the o u gh t -to self is either “It’s hard” or “I intelligent. performance by 57% of
also low 4.00 don’t understand” respondents.
(medium), (Fahim, interview
international posture session, Jan 22, 2017)
is slightly higher 4.50
(low), and
instrumentality 4.75
(low)
Theme 3: The table also shows Fahim never used
a significant English as a medium of
Environment of learning correlation communication with
(p=.032) between anyone in his house,
and not even with
students’ willingness
anybody outside of his
to learn English
house.
very hard and their
school locations.
However, as the
relationship is
negative (r=-.103), it
may mean that the
more rural the
location of the
school, the less
supports
students can receive,
leading to their low
motivation and
achievement in
English
Theme 4 The average of the The overall mean of
students’ score from the students’ academic
Students’ performance the data speaking score essays is 2.44, which
is 64.8. According to the means that the overall
category of ability that quality of the academic
is described in the 2013 essays of the students
curriculum, it belongs ranges from poor to
into sufficient category. fair level. The result
shows that most of the
academic essays do
not observe standards
of academic writing.
Theme 5 Teaching influence is Fahim’s struggle to More than half of the
rather high (4.67), the learn the English teachers 66% viewed
Lack of Influence classroom experience language may explain that topical knowledge
is low (4.00) supported Fahim’s negative and confidence had a
by low peer’s behaviour towards it, negative influence on
influence. there is also perhaps a students’ performance.
possibility that Fahim
was not actually aware
of the importance of
English in the first
place. He could have
just said that English is
important just
because everybody
else around him
seemed to think so,
making him agree that
English is important
for him to get a good
job in the future.
Student’s name: WARDAH MUSLIMAH BT IDRIS - 2020982073

Research TITLE: ESL learning difficulties among secondary school students in Southeast Asia.

Research Question: What are the causes and problems?

Article 1 Article 2 Article 3 Article 4 Article 5

Author, Year, Title, Rahman, M. M., Islam, Diyanti, Y., &

Hoffmann, R., & Azman, H. (2020). Mohd Tahir, M.
Publication Info, M. S., Karim, A., Madya, S. (2021).
Blecha, D. (2020, Implementation H., Mohd arif
DOI/URL Rahman, M. M., Ibna English for Young
February 14). and challenges of albakri, I. S.,
Seraj, P. M., & Learners (EYL) in ASEAN:
Education and English language Mohd Adnan, A.
Mehar Singh, M. K. Policy and
disaster education ... - H., & Karim,
(2019) English language Implementation.
vulnerability in UKM. Retrieved R. A. (2020). The
teaching in Bangladesh Retrieved June 12,
Southeast Asia: June 12, 2022, effects of explicit
today: Issues, outcomes 2022, from
Evidence and from vocabulary
and implications. https://www.google.co
policy http://journalarti instructions on
Retrieved June 12, m/search?q=ESL%2Blea
implications. cle.ukm.my/1072 secondary ESL ...
2022, from rning%2Bdifficulties%2
MDPI. Retrieved 8/1/13527- (n.d.). Retrieved
https://languagetesting Bamong%2Bsecondary
June 12, 2022, 44195-1-PB.pdf June 12, 2022,
asia.springeropen.com/ %2Bschool%2Bstudents
from from
track/pdf/10.1186/s404 %2Bin%2BSouth%2BEas
https://www.md http://journalarti
68-019-0085-8.pdf t%2BAsia.&oq=ESL
pi.com/2071- cle.ukm.my/1515
%2Blearning%2Bdifficul
1050/12/4/1401 6/1/37304-
ties%2Bamong%2Bseco
130399-1-PB.pdf
ndary%2Bschool%2Bstu
dents%2Bin%2BSouth%
2BEast%2BAsia.&a
qs=chrome..69i57.1326
j0j15&sourceid=ch
 rome&ie=UTF-
8#:~:text=English%20fo
r%20Young,article%20
%E2%80%BA%20downl
oad%20%E2%80%BA%2
0pdf

Purpose/Aims/O To study the growing To study the To investigate the effect To analyze the To study the existing
bjectives of Study theoretical and implementation of of explicit vocabulary historical, political, and literature concerning
empirical literature on English as a second instructions on social conditions of the policy of English for
the impact language (ESL) learning students’ vocabulary English in Bangladesh in Young Learners (EYL)
of education on disaster and teaching learning. the first phase. and
vulnerability with a programmes at the Secondly, the article its implementation in
focus on Southeast Asia. primary school level, scrutinizes the existing ASEAN state members.
spanning three decades status of English
of English language language education in
education (ELE) in national education
Malaysia, its reform policies in Bangladesh
initiatives as well as the
arising realities.

Methodology/ Methodology: Methodology: Methodology: Methodology: Methodology:

Participants/ Analytical Research Literature study Qualitative research Literature study Literature study
Data Data collection: Uses Data collection: design. Data collection: Data collection: Peer-
collection/ the facts that have been Collecting references Participants: 60 Collecting references reviewed journal
Measurement confirmed in order to through literature students. through literature articles, conference
form the basis. books, journal articles Data collection: books, journal articles proceedings, book
 and thesis. Questionnaires were and thesis. chapters, research
used to provide answers reports, official
from a relatively large government
number of groups, documents, official
while websites, and
interviews were used to newspaper articles.
examine the opinions,
behaviors, and
experiences of people in
detail.

Variables / Independent variable: Independent variable: Independent variable: Independent variable: Independent variable:
Description of The type of education Inadequate trained and Determine the Education policies and Changing the status of
Study system in school. skilled teachers who are participants’ initial commission reports. English as a compulsory
Dependent variable: not proficient in the vocabulary score. Dependent variable: subject in the primary
Direct and indirect language themselves. Dependent variable: The position of English curriculum and lowering
effects. Dependent variable: Indicate whether there and English education. of age starting English.
Malaysian students are is a significant Dependent variable:
unable to achieve a improvement in their Schools were allowed to
reasonable level of vocabulary learning. provide English subjects
competency. as an elective course to
their students as long as
they can manage the
pedagogical practice.

Findings:
Theme 1: The lower secondary The limited amount Students will be able Children
Educational education completion of exposure to the to learn better if they in the big cities may
inequalities rates for different language saw the start early, meaning have all the
wealth quintiles majority of students in that they get proper advantages of easy
(poorest vs both the national education from access to education
richest population schools as well the kindergarten. compared to children
groups). vernacular schools from in the rural areas.
the rural areas, Some children learn
performing poorly in English as a third
the nationwide English language after their
language Examination. mother tongue and
the national language.

Theme 2: It is strongly It was reported in 2013 Enabled the students The newly The insertion of English
Lack in educational influenced by social that less than 50% of to learn the target adopted language in in primary education
resources and access factors and the students who had words better, thereby education policies may reduce the slot for
to basic education: circumstances, such completed increasing their explicitly indicated other vernacular
as wealth, six years of primary vocabulary knowledge. the significance languages to be taught
sustainability, education was literate of English in at schools.
ethnicity and location. in the English language. Bangladesh and
language proficiency
for its people.

Theme 3: Education can positively It is emphasizing on Enabled the students Language is an essential The three outer circle
Less of and negatively affect learning language for to learn the target component for the countries all have the
understanding the cognitive skills, communicative words better, thereby construction of English as a medium of
Underlying including complex purposes and not for increasing their a unique cultural life instruction (EMI)
Mechanisms: cognitive reasoning. grammatical Vocabulary knowledge. of a region, it is essential policy in the primary
knowledge. to reflect on schools.
the historical
background of
languages in
Bangladesh and
explore how the current
linguistic
reality has emerged.

Theme 4: The overarching The lessons in the English language -Teachers’ under
Teacher's role and educational aim of current study enhanced teaching was not qualification - the
subject syllabus - it's KBSR incorporated the their usefulness as a carefully planned limited pedagogical
either a positive or elements of method for learning since the quality of skills and language
negative outcome. knowledge, skills, new words. A variety teaching and teachers -Primary
and values to bring of fun and stimulating is not equal and is English teachers unclear
about holistic and tasks were presented poor across the country. employment
Integrated to the students where status English teachers
Development of the they had to use either have to pursue
intellect, spiritual, another degree
emotional and physical in Elementary Teacher
aspects of Education or
the students. be full time secondary
school English
teachers with the
additional task of
Teaching English in
 Elementary schools to
acquire a full
employment status.

Theme 5: Providing access to Inappropriate learning Ministry of Education The large number of
The uncomfortable universal and high- resources and (MoE) had decided to students does and the
environment and quality education for all increased fear of reform the curriculum, inflexible seating
lack of resources for population groups can language methodology, textbook, arrangements do not
student: Generate important endangerment. and allow students to do
spill-over effects for assessment system to the necessary
disaster risk reduction. ensure the interaction during
development of English English.
language
learning and teaching
in the country. The
reform was
implemented by the
English Language
Teaching Improvement
Program.
STUDENT’S NAME: SYARIFAH NUR ARISYA BT SAYED MOHD ALI SAIPUDDIN

Research TITLE: ESL learning difficulties among secondary school students in South East Asia
Research What are the solutions to ESL learning difficulties among secondary school students in South East Asia?
Question:
Article 1 Article 2 Article 3 Article 4 Article 5
Author, Year, Hashim, H. (2019, August Ibrahim, N., Shak, M. Marzuki, M., Prayogo, Vibulphol, J. (2016). Unin, N., & Bearing,
Title,Publication
Info, DOI/URL 3). Improving ESL S. Y., Mohd, J. A., & Students’ P. (2016).

Learners’ Grammar T., Ismail, N. Wahyudi, A. Motivation and Brainstorming

with Gamified- A., Perumal, P. (2016). Learning and as a Way to

Learning. SSRN. D. A., Zaidi, A., & Improving the Teachers’ Approach

https://papers.ssr Yasin, S. M. A. EFL Learners’ Motivational Student-

n. (2015). The Speaking Strategies in centered

com/sol3/papers.c Importanceof Ability through English Learning in the

f Implementing Interactive Classrooms in ESL

m?abstract_id=343 Collaborative Storytelling. Thailand. Classroom.

1736 Learning in the DINAMIKA English Procedia -

English as a ILMU, 16(1), 15. Language Social and

Second https://doi.org Teaching, 9(4), Behavioral

Language / 64. Sciences, 224,

10.21093/di.v1 https://doi.org 605–612.

/
(ESL) 6i1.307 10.5539/elt.v9n https://doi.org

Classroom in 4p64 /

Malaysia. 10.1016/j.sbsp

Procedia ro.2016.05.450

Economics and

Finance, 31,

346–353.

https://doi.org

10.1016/s2212

5671(15)01208

-3
Purpose/Aims/Obj The study aims to To discuss the present To explore the benefits To investigate second The study explores the
ectives of Study
investigate the teaching and learning of interactive language learners’ use of brainstorming
effectiveness of using experiences in the storytelling motivation and activities to promote
online language games in Malaysian ESL through the learning of English and speaking engagement
improving Malaysian’s classroom, the implementation of the ways in which the in the ESL classroom
secondary school recommended model Interactive Storytelling teachers supported the
students’ English of the collaborative Strategy students’ motivation
grammar. learning method that and learning in natural
can be applied in the classroom settings
Malaysian ESL
classroom, the
 significance of the
collaborative learning
method and its
limitations

Methodology/ The research employed a Qualitative descriptive Qualitative research Mixed methods were This study used both
Participants/ Data
quasi-experimental study, method. The paper approach was used in used in this study. quantitative and
collection/
Measurement which included a pre-test quoted studies from a this study. The Based on Self- qualitative research
with three sessions of lot of different articles participants consisted Determination Theory methods. The
intervention, and a post- and came out with its of 22 of Junior High of (SDT), questionnaires participants include
test. A total of 30 students own findings Indonesian EFL were developed and 321 Form Four
from a suburban learners. A Classroom data were collected students from an urban
secondary school in Action Research in from students and their secondary school in
Malaysia were the two cycles had teachers in twelve Kuching. The data
targeted participants for been conducted within English language were obtained through
this research. The level of 6 meetings for every classrooms around questionnaires
proficiency of the cycle. The meetings Thailand. In addition, completed by the
participants was between were focused each lesson was students, interviews
intermediate to low. The on the interactivity and observed by two with three English
research instruments communicative ability observers. The data teachers, as well as
include giving out a among learners. were triangulated and through classroom
pretest of 20 grammar used to describe the observations
questions, followed by students’ motivation during the
three interventions using and learning and the brainstorming sessions
various online language teacher’s motivational
games such as Socrative, strategies in each class.
PowerPoint Challenge
 Game, and Kahoot! for
three consecutive weeks,
respectively. A week after
the last intervention, a
post-test of 20 grammar
questions was carried out.
Data collected were
recorded in frequency
count and scores from the
tests were converted into
percentages as
standardized by the
Ministry of Education
Malaysia, whereby each
score belongs to a
different grade.

Variables / This study mainly In this article, the This study focused on Second language In this study, the
Description
of Study discussed about the author discussed about how to improve learners’ motivation researchers studied
effectiveness of using the present teaching learners’ and learning of English theuse of
online language games in and learning communicative were considered as brainstorming
improving ESL learners’ experiences in the competence in English research variables and activities to promote
grammar Malaysian ESL language teaching the ways in which the speaking engagement
classroom, the learning through teachers supported the in the ESL classroom
recommended model storytelling students’ motivation
of the collaborative and learning in natural
learning method that classroom settings
 can be applied in the were treated as the
Malaysian ESL background variables
classroom, the
significance of the
collaborative learning
method and its
limitations

Findings: Gamified-learning is Models of The research The findings showed Findings showed that
effective in teaching collaborative learning findings showed the that most students brainstorming
grammar to ESL learners that can be applied in two aspects of the EFL hada relatively high activities using word
the English language learners’ levelof motivation and lists, word mapping,
classroom in Malaysia improvement, they many reported having and also
were the learners’ internal interests in pictures are commonly
classroom activities learning English; utilized in the speaking
and their speaking however, the level of tasks
performance. learning was not
assessed to be as high.

Theme 1 The achievement of The teacher serves as a The The role of English as Brainstorming
students unexpectedly guide or operator implementation of an international contributes to the
increased, in terms of Interactive Storytelling language increase in students’
vocabulary acquisition Strategy increased the motivation,
when students learn EFL learners’ speaking confidence, and
through the use of games. ability and their participation as
classroom activities. reflected by the
positive students’
behaviour during
 classroom observations
Theme 2 Students learn better when Conduct a suitable Storytelling is not only Large number of Students were more
assessment of the
they are aroused in the advantageous for students have internal confident and
progress of students
technology-based teaching classroom activities, interests in learning motivated to express
method used by the but also beneficial for English their ideas when
teacher the curriculum brainstorming in small
enhancement. groups

Theme 3 Many students are able to Define the goals of Improving the Thai students have Brainstorming
particular activity
improve their grammar in learners’ high level of activities encourage
ESL with the aid of online comprehension as well motivation students to become
language games because as their ability to use better learners,
online language games colorful especially when low
condone to the 21st- vocabularies through proficiency students
century learning storytelling can learn from the
better ones

Theme 4 The effectiveness of using Give students a chance Improvement in the Interest alone may not Story-telling can be
games to improve to contribute ideas learners’ fluency in be adequate to enhance used as a
learners’ achievement, lies speaking, the learning brainstorming strategy
in the engagement of understandability of to address
learners towards learning their intention, and students’ reluctance to
and playing at the same accuracy in their speak English more
time speaking performance. voluntarily

Theme 5 Motivation plays a vital Fostering a positive The successfulness of Engagement in the The study provides
role in the success of a network the Interactive academic activities are useful insights for
learner in ESL learning. It Storytelling strategy important teachers to deal with
affects the success of applied in the the reluctance to speak
learners in learning a research was in the ESL
second language determined by the classroom
appropriateness of
steps implemented by
the teacher in
the teaching
procedures.
STUDENT’S NAME: SYARIFAH ZAINAB BINTI SYED SHIKH
Research TITLE: English Learning Difficulties in Southeast Asian Countries

Research Question: What are the effects of English learning difficulties in these Southeast Asian countries?

Article 1 Article 2 Article 3 Article 4 Article 5

Author, Year, Title,

Publication Info, Malik, H., Humaira, Keomany, B., Halder, U. K. (2018). Azar, A. S., & Ramadhan, I.,
DOI/URL M. A., Komari, A. N., Kanokkamalade, V., ENGLISH Tanggaraju, D. Nanda, L. S.,
Fathurrochman, I., & & Klinchan, N. LANGUAGE (2020). Motivation in Alfiona, P. R., &
Jayanto, I. (2021). (2020). The ANXIETY AND second language Nejed, W. S. (2022).
Identification of Problems of English ACADEMIC acquisition among English Education
barriers and Speaking of Grade ACHIEVEMENT. learners in Malaysia. Development Effort
challenges to 12 Students at North Asian Studies in English With A
teaching English at Paktha Secondary International Language and Communicative
an early age in School in Laos. Research Journal of Education, 7(2), 323- Language Teaching
Indonesia: an Journal of MCU Social Science & 333. Received April (CLT) Approach
international Humanities Review, Humanities , 4(3). 24, 2020; Revised Method. DIAJAR:
publication analysis 6(2). https://doi.org/https:// July 24, 2020; Jurnal Pendidikan
study. Linguistics and https://doi.org/https:// www.researchgate.n Accepted August 10, Dan Pembelajaran,
Culture Review, 5(1), so03.tci- et/profile/Ujjwal- 2020 1(1).
217-229. thaijo.org/index.php/ Halder/publication/3 https://doi.org/10.24 https://doi.org/https://
https://doi.org/10.370 human/article/view/2 27237823_English_ 815/siele.v7i2.16506 journal.yp3a.org/inde
28/lingcure.v5n1.148 40309 Language_Anxiety_ x.php/diajar/article/vi
5 and_Academic_Achi ew/236/172
evement/links/5b83a
17292851c1e1234b
28e/English-
Language-Anxiety-
 and-Academic-
Achievement.pdf

Purpose/Aims/Objecti To identify the The purposes of this To explore the To investigate the To identify the
ves of Study barriers and research were: relation between types of motivation English language
challenges of 1) to study the English language which Bachelor status as a foreign
teaching English at problems of English anxiety and students used in language in
an early age in speaking; academic learning English at Indonesia and the
Indonesia. 2) to analyze the achievement of the one of the private best approach that
problems of English students of class XI universities in can be applied in the
speaking; in Malda District. Malaysia. development of
3) to propose ways English education
to solve the there.
problems of English
speaking of grade 12
students at Paktha
Secondary School in
Laos.

Methodology/ Qualitative and The researcher In conducting the This study used This article used
Participants/ Data descriptive study designed both present study, a quantitative data qualitative research
collection/ approaches were quantitative and normative survey because it employed methods with a
Measurement used to analyze the qualitative research, method of an interpretation of literature review
handicaps and the base of descriptive research statistics and approach. The
experienced by the collecting the data is was used to collect mathematical research stages
language of language focused on the data from the counts. A number of were carried out
teachers. The questionnaires and students of class XI, 150 second-year starting from article
qualitative study was in-depth interviews. to find out the TESL students were collection, article
designed under relation between selected from a reduction, article
 control, in the study This research is English language private university in display, discussion,
"Overcoming low mainly on the anxiety and Selangor, Malaysia, and conclusion. The
self-efficacy beliefs in problems of English academic following purposive source of research
teaching English to speaking of grade 12 achievement. sampling. data is in the form of
young learners." students at Paktha The students of A questionnaire was national journal
secondary school, class XI of all higher used, taken from articles in the last 10
Paktha district, secondary schools in Gardner and years.
Bokeo province, Malda district under Lambert (1972)
Laos. the West Bengal Attitude, Motivation
Council of Higher Test Battery (AMTB),
Secondary and modified to fit
Education were with our research
treated as the objectives.
population of this
study.

Variables / This study mainly In this article, the The English This study focuses In this study, the
Description of Study discusses the authors investigate language anxiety on the types of researchers are
barriers and the problems faced and academic motivation and the studying
challenges of by these students in achievement of the level of motivation Communicative
teaching English at speaking English students were among university Language Teaching
an early age for the and come up with considered as the bachelor students. (CLT) in TESL/TEFL
English teachers and ways to solve the research variables and how it can
how it affects their problems faced by and the gender of improve students'
approaches and these Laos the students and communication skills
methodologies in secondary school locality of the in the targeted
delivering the lesson. students. schools were treated language.
as the background
variables.
 Findings: This article focuses In this study, the This research is to This study is to This study
on issues related to researcher would investigate and give determine if students investigates the
teaching English and like to show the detailed analysis on have a high level of effectiveness of
problems that are students on how to the relation between instrumental Communicative
often faced in the be aware of English language motivation towards Language Teaching
educational speaking the English anxiety and learning English as a (CLT) inIndonesian
environment. language which can academic second language students’ English
help them to achievement since it compared to other learning
overcome their is considered to types of motivation. developments while
limitations and have debilitating discussing the
problems in learning effects on students’ importance of the
especially in academic language in the
speaking ability. achievements. region.

Theme 1: The study revealed

Motivation in that the students’
Language learning anxiety for English
language is one of
the major issues for
their academic
achievement as it
was found negatively
correlated with the
academic
achievement of the
students. The
inverse correlation is
an indication for the
decreased academic
achievement for
 those who showed a
higher level of
English language
anxiety.

Theme 2: On the other hand,

Effects of Language for example, due to
Learning Difficulties limited learning hours
in schools. Kaltsum
(2016), the required
English hours in
elementary schools
are still far less than
the demands. At the
same time, there is a
lack of student
readiness in
vocabulary mastery.
Makrifah (2018),
which includes
difficulties in
mastering English
grammar to reduce
students' enthusiasm
for learning.

Theme 3: The finding result Implementation of

How to solve pointed out that CLT in the
problems in speaking there are many classroom.
skills important ways to
 solve the problems Currently, classroom
of English speaking activities require
of the students, at many changes and
first students should innovations in new
make self-motivation methods as an effort
to speak English by to improve the
using various things learning process.
to support them on while still being
learning English designed to focus on
speaking such as; completing tasks
reading more mediated through
English books, language or
listening to English involving negotiating
music, watching information and
English movies, sharing information.
practicing with In its application in
friends, teachers and the classroom, CLT
other every day, uses every activity
which were totaled that involves
rate at high level (x̅ = authentic
4.38, S.D. = 0.50). interactions, both
between teachers
and students and
between students
and students.

Theme 4: The outcome shows

Types of Motivations that the students
in language learning have their more
noteworthy
accentuation on
instrumental
motivation for
learning English as a
second language
including utilitarian
reasons (e.g.
English is necessary
to get a job) and
academic reasons
(e.g. English will
help me to pass my
exams and graduate
from the college).
This holds up the
possibility that the
students’ glance
through English as a
significant role in
their day-by-day
lives, either now or
later on. This
outcome ties well
with the past
examinations by Al-
Ta’ani (2018) that
instrumental
motivation was
higher among
university students
contrasted with
integrative one.