Analysing The Factors Influencing English Performance of Islamic-Based University Students

Abstract

As one of the most widely spoken languages in the world, English in Malaysia is also an important language for both national and global operations widely used in the aspects of business, education, and international relations. Due to such importance, there is constant concern towards the English language performance of students at all levels of education, and it is one of the issues addressed in the Malaysian Education Blueprint 2013-2025. This paper sought to answer the question of ‘What are the factors contributing to students’ English language performance?’, with specific reference to students from the religious education background at an Islamic-based public university in Malaysia. Derived from a larger study, this paper reported the qualitative findings gathered from interview sessions with a total of 47 English teachers, English and content subject lecturers as well as students regarding the factors contributing to the students’ English language performance. Findings revealed 4 main themes of internal features or inner components that influence the students’ English achievement which are: (1) teacher attributes (2) learner determination (3) learner beliefs / attitudes and (4) ‘I don’t understand’. The findings of this study reveal the needs to explore new areas to address the issue of students’ English language performance, particularly those of religious background education. It also has broader implications for the global community, which makes it critical for educators and policymakers to collaborate in developing new strategies and resources to help learners overcome the challenges and develop the language skills they need to thrive in today's interconnected world. With that, it is hoped that students are able to access the same opportunities for success as their peers, regardless of their linguistic or cultural background.