ISSN: 2226-6348
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There has been extensive research in the field of second language acquisition resulting in the introduction of various methods to help individuals learn ESL. One of the issues addressed related to ESL learning in Malaysia is related to the limited exposure to ESL. It is due to the changes of the English language status in Malaysia since independence. A theoretical framework developed emphasizes five factors in learning process which include implicit and explicit exposure to ESL, the cognitive learning dimensions (CLDs) consist of motivation and memory strategies as the mediating variables, and language ability as the outcome. The question on what factors should be given the priority has been raised in this study to ensure the result on the language ability is optimal. 460 responses were collected from undergraduate students in different public and private higher learning educations in Malaysia. 445 were analyzed in PLS-SEM for structural model analysis. Hypotheses testing revealed that all four factors are having a positive relationship, and the IPMA shows that explicit exposure is the most important factor while motivation has the lowest importance. Memory strategies, among other variables, should be given the priority for further research due to its second highest importance in the framework but the least contribution to language ability performance. One of the reasons is due to the practice of rote memorization among Malaysian ESL learners which should be transformed into an effective memory strategy in ESL learning.
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In-Text Citation: (Fauzi & Yusoff, 2022)
To Cite this Article: Fauzi, T. N. L. T. M., & Yusoff, M. S. A. (2022). The IPMA on Factors Influencing Language Ability of Malaysian Higher Education ESL Learners. International Journal of Academic Research in Progressive Education and Development. 11(2), 1621 - 1631.
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