Exploring investments in English language learning among NNL students of a Malaysian public university / Liu Yang
Drawing on a focused part of the model of investment by Darvin and Norton (2015), this multiple case study explores the English language learning experience of non-native-learner (NNL) university students within the Malaysian context from the perspective of investment. The purpose of this study w...
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| Format: | Thesis |
| Published: |
2019
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| Online Access: | http://studentsrepo.um.edu.my/15806/2/Liu_Yang.pdf http://studentsrepo.um.edu.my/15806/1/Liu_Yang.pdf http://studentsrepo.um.edu.my/15806/ |
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| Summary: | Drawing on a focused part of the model of investment by Darvin and Norton
(2015), this multiple case study explores the English language learning experience of
non-native-learner (NNL) university students within the Malaysian context from the
perspective of investment. The purpose of this study was to provide a better
understanding on these learners’ investments in English language learning (IELL)
through the exploration of activities chosen as IELL, perceived benefits form IELL
and capital used as affordances in IELL. The data collection techniques of this
qualitative study included semi-structured interview and weekly journal writing. The
data were analyzed manually to get the intuition of the data and described in order to
explore the IELL of NNL university students. The study found that the activities
chosen as IELL may be divided into communicative activities and
semi-communicative activities. While communicative activities refer to activities
where two-way communications happen, semi-communicative activities refer to
activities where only one-way communications happen. Additionally, the study
confirmed that learners expect to gain a variety of economic, cultural and social
resources from their IELL, which may be of the construction of their imagined
identity. Moreover, the findings of the study confirmed that economic, cultural and
social capital are all used by learners as their affordances in IELL. This study
concluded that learners use their capital as affordances in investments in English
language learning with the belief that they will get their perceived benefits. Based on the findings, the study discussed the implication of the study to the body of
knowledge, NNL university students’ English language learning, and future research.
The study also holds a significant theoretical implication for English language
learning investment as it contributes to the establishment of Darvin and Norton’s
(2015) model of investment as an effective and constructive conceptual framework
that allows for in-depth insight in understanding NNL university students’ IELL within the Malaysian context.
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