Exploring the Influence of Imagined Communities on English Language Learning: A Comparative Study of Successful and Unsuccessful Malaysian University Students

Abstract

This study delves into the concept of “imagined communities” within the realm of English language learning among Malaysian university students, distinguishing between successful and unsuccessful learners. Through a qualitative case study approach, employing in-depth interviews and written narratives, this research explores how learners’ perceptions of imagined communities influence their engagement with and acquisition of the English language. The analysis reveals that successful learners tend to have a broader and more global perspective of imagined communities, which motivates their language learning process and fosters a sense of belonging to a global English-speaking world. Conversely, unsuccessful learners often exhibit a more localized view of imagined communities, which may limit their engagement with the language and its perceived utility. These findings underscore the pivotal role of imagined communities in shaping learners' language learning experiences and highlight the need for educational strategies that broaden learners' perceptions of and engagement with these communities. The study contributes to a deeper understanding of the sociocultural factors that underpin language learning and offers insights for educators to enhance language learning curricula by integrating the concept of imagined communities.