ISSN: 2222-6990
Open access
The aim of the study is to compare of how ethnic differences could affect the students’ English language proficiency by looking at the influences of the students’ mother tongue and the target language exposure at the classroom and home. As such, this study will contribute to a further insight that can enhance teaching strategies, promote inclusivity, and support students in their language learning journey. The research methodology is based on questionnaires which comply the frequency of both language usage in their daily conversation. A total of 70 students from different ethnicities were chosen as the samples of this study. However, the researcher has decided to narrow the number of samples into 60 students as there were only 2 types of ethnic group with the highest number,- Kadazan and Bajau. In addition, both ethnic groups are also the largest population in Sabah. The findings of the study reveal that there is no significant difference in language proficiency between the two ethnic groups, likely due to similar language exposure. However, interference from their respective dialects in their first language (L1) was observed, aligning with the 'weak' form of the Interaction Hypothesis. Additionally, questionnaire responses revealed similar patterns of language use in English classes across both ethnic groups, with most students choosing to speak English with their teachers and some also using English with peers both inside and outside the classroom. This study could be a great source of exploring the teachers' Perspectives on Managing Linguistic Diversity in ESL Classrooms for future research.
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