Young Learners' Attitudes toward Learning English: A Mixed-Method Study of Rohingya Refugees in Kuala Lumpur

Abstract

This study examined the Emotive, Behavior, and Cognitive Attitudes of Rohingya Refugee Students Learning English in Alternative Learning Centers. Thirty (30) Rohingya refugee children and one (1) teacher from an alternative language center participated in a semi-structured interview and questionnaire as part of a mixed-methods research design. The results of the data analysis revealed three (3) key attitudes toward Rohingya refugees learning English in Kuala Lumpur. The attitudes are centered on students' institutional, educational, and social roles. Poor educational backgrounds, difficulty with the English language, a lack of qualified teachers to cope with the Rohingya refugees, and a lack of enthusiasm were the main causes of educational obstacles. The lack of teachers and volunteers, the need for more instructional materials, the new classroom atmosphere, the low academic standing of Rohingya refugees, and the budget problem are all significant institutional-related issues. This study suggests that the English teaching curriculum should be developed using less advanced and learner-friendly teaching techniques. EFL instructors should focus more on teaching English to Rohingya refugees if necessary. The institution should give extra compensation for making the extra effort.