A CONCEPTUAL FRAMEWORK TO EXPLORE THE ENGLISH LANGUAGE LEARNING EXPERIENCES OF INTERNATIONAL STUDENTS IN MALAYSIA

Noor Saazai Mat Saad¹ *, Harison@Hanisa Mohd Sidek2, Hazleena Baharun3,
Mohd Mudzafar Idrus4 & Melor Md Yunus5
¹Dr.,Universiti Sains Islam Malaysia, Malaysia, nmatsaad@gmail.com
³Assoc. Prof. Dr., Universiti Sains Islam Malaysia, Malaysia, harison@usim.edu.my
3Dr., Universiti Sains Islam Malaysia, Malaysia, hazleena@usim.edu.my
4Dr., Universiti Sains Islam Malaysia, Malaysia, muzhafar@usim.edu.my
5Assoc. Prof. Dr., Universiti Kebangsaan Malaysia, Malaysia, melor@ukm.my
* Corresponding Author

Abstract

This conceptual paper addresses the information lacuna in the amalgamation between the areas of language learning strategies and international students in Malaysia. Malaysia is considered a hybrid or mixed setting where English as a Second Language (ESL) meets English as a Foreign Language (EFL). Thus in dissecting the big areas of language learning strategies and international students in relation to Malaysia, it gives rise to four notions – hybrid environment, agency, out-of-class language learning strategies and acculturation strategies. Underpinned by tenets derived from four flagship theories/model – Experiential Learning Theory by Kolb, Sociocultural Theory by Vygotsky, Social Cognitive Theory by Bandura, and Second Language Acquisition Model by Ellis – a framework is conceptualized. The conceptual framework elucidates the interplay of the four notions and their connections which will inform the main purpose of the study that is to explore the English language learning experiences of the international students in Malaysia.

Keywords: conceptual framework, international students, language learning strategies, Malaysia