Essay About Main Findings And State Of English

Organisational Environments PestOrganisational Environments PestSummary / AbstractThis study was to conduct a face-to-face interview with at least 10 Univesity students to find out some information to help answer the following questions (or any other questions related to the matter) in documenting this report.

What is the state of English in Malaysia today?Is English necessary for everyone in Malaysia? Why?What are the problems in using English in Malaysia?What are the problems in implementing English in Malaysia?After all the information has been collected, a report must be written in the format suggested by the supervisor. It was requested by my supervisor, Dr. Supyan Hussin on 26 May 2007 and to be submitted by 30 June 2007. The investigation was done by interviews with 10 OUM students and also research through online websites. The main findings were that the state of English in Malaysia is rather poor. Teachers are not proficient in English – with a weak leader; the students are also unable to follow. The recommendations are that more teachers who are proficient in English and those from strong English-speaking countries should be on board. Additional hours of English language lessons should be introduced in lesson plans. More emphasis has to be given.

Michele Phelan (R). “Dissidentity of English-speaking students in Malaysia. An alternative method.”, KU Press, 23 November 2010

Michele Phelan. “Opportunities for English learning in the Malaysian government”, at The Malaysian Academy, Malaysia, October 2008, http://www.masac.no/~pa/masacs/misc2.asp . . . Malaysia, 11 October 2006

Michele Phelan. “Why the English language is a weak point in Malaysia”, The Malaysian Academy, Malaysia, October 2008, http://www.masac.no/~pa/masacs/masacs-10.html.

Dr. Supyan Hussin, “Dr. Supyan’s report”, KU Press, 26 May 2007.

The investigation was done by interviews with 10 OUM students. The main findings were:”1) that the level of proficiency in English by all OUM students is low (6), and two of the nine OUM students showed a lack of proficiency in English but failed to understand English.” 2) that many OUM students are poor grammar, syntax and grammar as shown above. 3) that many OUM students seem not proficient in English with difficulty in grammar, style and grammar. 4) that OUM students have a low rate of English teacher work. 5) that many OUM students fail to receive a teaching role. 6) that English is not the only language among students. 7) that all OUM students have poor health. 8) more OUM students than OUM students are living in poor housing than are all OUM students. 9) that OUM students sometimes do not earn their own income. 10) that OUM students still have low academic quality. 11) that OUM students often are undernourished. 12) that OUM Students have a low literacy rate. The report’s conclusions were based on findings obtained from 12 OUM exams by Dr. Supyan Hussin of Malaysian Academy of English and Malaysian Language Services. 13) that OUM students do not have the knowledge on English. 14) that OUM students are failing examinations. 15) that OUM students are failing their job. 16) that OUM students have a poor reading and writing test. 17) OUM students are failing a number of health assessments. 19) that OUM students have difficulties working without shoes. 20) that OUM students are failing their work visa application. 21) OUM students fail a number of standardized tests after being born in Malaysia. 22) OUM students are losing work as they fail to complete their education. 23) OUM students are not meeting their eligibility for school or university scholarships. 24) OUM students are failing their tests and/or have difficulty completing a secondary school diploma. 25) OUM students who are from foreign countries cannot qualify for government scholarships. 26) OUM students from abroad are not allowed to join the local school in Malaysia. 27) OUM students fail their examinations, have poor English language skills and/or are in the process of working. 28) OUM students have difficulty completing their school work. 29) OUM students do not like to learn from parents. 30) OUM students are not receiving state education funds. 31) OUM students often cannot afford to travel to foreign countries to learn English or other foreign languages. 32) OUM students are struggling with the transition to modern life. 33) O

Michele Phelan. “Opportunities for English learning in the Malaysian government”, at The Malaysian Academy, Malaysia, October 2008, http://www.masac.no/~pa/masacs/misc2.asp . . . Malaysia, 11 October 2006

Michele Phelan. “Why the English language is a weak point in Malaysia”, The Malaysian Academy, Malaysia, October 2008, http://www.masac.no/~pa/masacs/masacs-10.html.

Dr. Supyan Hussin, “Dr. Supyan’s report”, KU Press, 26 May 2007.

The investigation was done by interviews with 10 OUM students. The main findings were:”1) that the level of proficiency in English by all OUM students is low (6), and two of the nine OUM students showed a lack of proficiency in English but failed to understand English.” 2) that many OUM students are poor grammar, syntax and grammar as shown above. 3) that many OUM students seem not proficient in English with difficulty in grammar, style and grammar. 4) that OUM students have a low rate of English teacher work. 5) that many OUM students fail to receive a teaching role. 6) that English is not the only language among students. 7) that all OUM students have poor health. 8) more OUM students than OUM students are living in poor housing than are all OUM students. 9) that OUM students sometimes do not earn their own income. 10) that OUM students still have low academic quality. 11) that OUM students often are undernourished. 12) that OUM Students have a low literacy rate. The report’s conclusions were based on findings obtained from 12 OUM exams by Dr. Supyan Hussin of Malaysian Academy of English and Malaysian Language Services. 13) that OUM students do not have the knowledge on English. 14) that OUM students are failing examinations. 15) that OUM students are failing their job. 16) that OUM students have a poor reading and writing test. 17) OUM students are failing a number of health assessments. 19) that OUM students have difficulties working without shoes. 20) that OUM students are failing their work visa application. 21) OUM students fail a number of standardized tests after being born in Malaysia. 22) OUM students are losing work as they fail to complete their education. 23) OUM students are not meeting their eligibility for school or university scholarships. 24) OUM students are failing their tests and/or have difficulty completing a secondary school diploma. 25) OUM students who are from foreign countries cannot qualify for government scholarships. 26) OUM students from abroad are not allowed to join the local school in Malaysia. 27) OUM students fail their examinations, have poor English language skills and/or are in the process of working. 28) OUM students have difficulty completing their school work. 29) OUM students do not like to learn from parents. 30) OUM students are not receiving state education funds. 31) OUM students often cannot afford to travel to foreign countries to learn English or other foreign languages. 32) OUM students are struggling with the transition to modern life. 33) O