التحديات التي تواجه الدارسين العرب في تعلم اللغة الإنجليزية في مركز اللغات والتطوير العلمي قبل الجامعي - الجامعة الإسلامية العالمية في ماليزيا

Abstract

Although tremendous efforts have been exerted to improve the teaching-learning process of English, EFL programs in CELPAD at IIUM, still fail to deliver as expected, and the Arab learners’ proficiency in English remains inadequate and below expectation. This research investigates the challenges encountered by these learners in the English programs at CELPAD. It attempts to answer the following question: what are the challenges that Arab learners face in EFL programs at CELPAD from their and their teachers’ point of view? A mixed method research design was adopted which comprises of: (1) quantitative method in which participants responded to a questionnaire; the first questionnaire with 126 items was for learners and the second with 72 items was for teachers. (2) mixed method with open-ended, multiple choice and ordinate questions. (3) qualitative method with open-ended questions and face-to-face interview. One educational model was used; Instructional Model with four dimensions and seventeen variables which are learners (cognitive, psychological and social variables); teacher (effectiveness, efficacy and desire); curriculum (goals, content, process of teaching, instructional aids, time instruction, learning activities and evaluation). Environment including (Implementation, Modernization, follow – up, and adaptation). Questionnaires were circulated to 230 learners and 26 teachers. The statistical analyses indicate that more than 90 challenges from among the demotions and variables which cause difficulties for these learners in learning English at CELPAD were found. Learners indicate that curriculum, environment and teacher dimensions as the most prominent challenges for Arab learners. However, teachers perceived learners problems such as learners’ lack of experience, lack of motivation and self-efficacy as the major challenges. Some recommendations and suggestions were put forward to develop CELPAD EFL project and administrator, teacher and student evaluation.