Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing

다국어 초록 (Multilingual Abstract)

The study examines the factors that shape Malaysian learners’ academic self-concept in a specific subject, academic writing (in L2). Data were generated through a mixed methods approach, with an initial survey of 170 students, followed by two semi-structured interviews with each of eight student participants. The quantitative phase of the study identified that there were different self-concepts involved in the formulation of self-concept in academic writing (e.g., self-concept in English and self-concept as a writer). The qualitative findings from four student participants (selected from the eight) further expanded on these and identified interrelated internal and external factors that shape the L2 learners’ self-concept and engagement in academic writing. The study proposed that that there is a complementary relationship between multiple internal and/or external factors that are available to students, and that this may influence the nature of their actions in the academic writing class. Overall, this study demonstrated that an L2 learner’s self-concept in academic writing is complex and multifaceted and that Malaysia’s socio-historical setting tended to have a direct impact in the formulation of this academic self-concept. In light of these findings from the study, it is recommended that institutions provide a supportive educational environment (i.e., appropriate student-teacher ratio, writing support) in order to develop a positive foundation for self-concept enhancement and student engagement in academic writing.

목차 (Table of Contents)

• ABSTRACT
• Introduction
• Literature Review
• Deconstructing the Self
• The Academic Self-concept
• Methodology
• Data Collection Tools
• Data Analysis Tools
• Participants and Context
• Phase One Findings
• Self-concept in Academic Writing
• Students’ Self-concept as Writers
• Students’ Self-concept of Writing in English
• Phase Two Findings
• English Self-concept
• Beliefs about Language Learning
• The Influence of Academic Writing Perceptions
• The Influence of Past Institutions
• The Lasting Influence of National Educational Policies
• The Influence of the Present Institutional Context
• Social Comparison
• Discussion
• Conclusion
• The Author
• References

참고문헌 (Reference)

1 Rajadurai, J., "“Malays are expected to speak Malay”: Community ideologies, language use and the negotiation of identities" 9 (9): 91-106, 2010

2 Puteh, S. N., "Writing in the second language : Support and help needed by the low achievers" 7 : 580-587, 2010

3 Brewer, M., "Who is this"We"? Levels of collective identity and self representations" 71 (71): 83-93, 1996

4 Marsh, H. W., "Verbal and math self-concepts : An internal/external frame of reference model" 23 (23): 129-149, 1986

5 Ivankova, N. V., "Using mixedmethods sequential explanatory design : From theory to practice" 18 (18): 3-20, 2006

6 Mercer, S., "Towards an understanding of language learner selfconcept" Springer 2011

7 Kivetz, Y., "Tomorrow I’ll be me : The effect of time perspective on the activation of idealistic versus pragmatic selves" 102 (102): 193-211, 2007

8 Hattie, J., "The status and direction of self-concept research: The importance of importance" 2003

9 Brewer, M., "The social self : On being the same and different at the same time" 17 (17): 475-482, 1991

10 Yaacob, A., "The role of the language of unity at higher education institution : Malaysian experience" 15 : 1457-1461, 2011

11 Stoner, J., "The role of identity in extra-role behaviors : Development of a conceptual model" 26 (26): 94-107, 2011

12 Usborne, E., "The role of cultural identity clarity for self-concept clarity, self-esteem, and subjective well-being" 36 (36): 883-897, 2010

13 Powell, K. C., "The role of concept of self and societal expectations in academic and career achievement" 38 (38): 32-40, 2009

14 Lee, J., "The relationship between future goals and achievement goal orientations : An intrinsic-extrinsic motivation perspective" 2010

15 Erten, I. H., "The relationship between academic selfconcept, attributions, and L2 achievement" 42 : 391-401, 2014

16 Turner, J., "The psychology of the social self" LAwrence Erlbaum Associates 11-46, 1999

17 Day, C., "The personal and professional selves of teachers : Stable and unstable identities" 32 (32): 601-616, 2006

18 Fan, W., "The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation" 30 (30): 53-74, 2010

19 Hormuth, S. E., "The ecology of the self" Cambridge University Press 1990

20 Fong, L. L., "The culture of writing of L2 writers in transition from secondary school to postsecondary education" 5 (5): 45-65, 2009

21 Shafie, L. A., "The characteristics of struggling university readers and instructional approaches of academic reading in Malaysia" 8 (8): 2011

22 Mornane, A., "The adolescent students' views of factors influencing their learning" 16 (16): 221-229, 2009

23 Marsh, H. W., "The Big-fish–little-pond-effect stands up to critical scrutiny : Implications for theory, methodology, and future research" 20 (20): 319-350, 2008

24 Dai, D. Y., "The Big-fish-little-pond effect: What do we know and where do we go from here?" 20 (20): 283-317, 2008

25 Rajendran, N., "Teachers teaching students from a multicultural background : The case of Malaysia" 18 (18): 361-374, 2005

26 de Vaus, D. A., "Surveys in social research" Allen & Unwin 2002

27 Boersma, F. J., "Student’s perception of ability scale" University of Alberta 1977

28 Bryman, A., "Social research methods" Oxford University Press 2008

29 Pierce, B., "Social identity, investment and language learning" 29 (29): 9-31, 1995

30 Seta, C. E., "Social identity orientation and social role attributions : Explaining behavior through the lens of the self" 5 (5): 355-364, 2006

31 Alicke, M., "Self-enhancement and self-protection : What they are and what they do" 20 (20): 1-48, 2009

32 Shavelson, R. J., "Self-concept: Validation of construct interpretations" 46 (46): 407-441, 1976

33 Marsh, H. W., "Self-concept : The construct validity of interpretations based upon the SDQ" 45 (45): 173-187, 1983

34 Sedikides, C., "Self-Improvement" 3 (3): 899-917, 2009

35 Marsh, H. W., "Self Description Questionnaire (SDQ II): A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: An interim test manual and a research monograph"

36 Vasquez, N. A., "Seeing future success: Does imagery perspective influence achievement motivation?" 33 (33): 1392-1405, 2007

37 Harklau, L., "Secondlanguage writing in the composition classr" St. Martins 103-130, 2006

38 Komarraju, M., "Role of student–faculty interactions in developing college students’ academic selfconcept, motivation, and achievement" 51 (51): 332-342, 2010

39 Canagarajah, S., "Resisting linguistic imperialism in English teaching" Oxford University Press 1999

40 Marsh, H. W., "Reciprocal effects between academic selfconcept, self-esteem, achievement and attainment over seven adolescent years : Unidimensional and multidimensional perspectives of self-concept" 34 (34): 542-552, 2008

41 Bogdan, R. C., "Qualitative research for education: An introduction to theories and methods" Pearson International Edition 2007

42 Department of Statistics Malaysia, "Population and Demographics"

43 Johnson, E., "Personality, adjustment, and identity style influences on stability in identity and self-concept during the transition to university" 11 (11): 25-46, 2011

44 Molloy, L. E., "Peer influences on academic motivation : Exploring multiple methods of assessing youths’ most"influential"peer relationships" 31 (31): 13-40, 2011

45 Hashim, A., "Not plain sailing : Malaysia's language choice in policy and education" 22 (22): 36-51, 2009

46 Yoshida, R., "Learners' self-concept and use of the target language in foreign language classrooms" 41 (41): 935-951, 2013

47 Zaaba, Z., "Language-in-education policy : A study of policy adjustment strategy in Malaysia" 5 (5): 157-165, 2011

48 Jackson, J., "Language, identity and study abroad" Equinox 2008

49 Mercer, S., "Language learner self-concept : Complexity, continuity and change" 39 (39): 335-346, 2011

50 Skaalvik, E. M., "Internal and external frames of reference for academic self-concept" 37 (37): 233-244, 2002

51 Erkman, F., "Influence of perceived teacher acceptance, self-concept, and school attitude on the academic achievement of school-age children in Turkey"

52 Stake, R. E., "Handbook of qualitative research" Sage 443-466, 2000

53 Mohamed, M., "Globalization and its impact on the medium of instruction in higher education in Malaysia" 1 (1): 89-94, 2008

54 Curtin, N., "Fostering academic selfconcept : Advisor support and sense of belonging among international and domestic graduate students" 50 (50): 108-137, 2013

55 Che Musa, N., "Exploring English language learning and teaching in Malaysia" 12 (12): 35-51, 2012

56 Foo, B., "English in Malaysia" 35 (35): 229-240, 2004

57 Sofie Wouters, "Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept" Informa UK Limited 35 (35): 252-270, 2013

58 Bong, M., "Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating" 76 (76): 191-217, 2008

59 Ratner, C., "Cultural psychology: Theory and method" Plenum 2002

60 Shamsudin, S., "Corpus linguistics based error analysis of first year Universiti Teknologi Malaysia students’ writing" Universiti Teknologi Malaysia Institutional Repository

61 Gill, S., "Change in language policy in Malaysia : The reality of implementation in public universities" 7 (7): 82-94, 2006

62 Hu, S., "Being(dis)engaged in educationally purposeful activities : The influences of student and institutional characteristics" 43 (43): 555-575, 2002

63 Bong, M., "Academic self-concept and self-efficacy: How different are they really?" 15 (15): 1-40, 2003

64 Gest, S. D., "A reputation for success (or failure): The association of peer academic reputations with academic-self-concept, effort, and performance across the upper elementary grades" 44 (44): 625-636, 2008