English Language Obstacles and Academic Performance a Study of PSU ISIP Students, Pattani Campus

Abstract

Prince of Songkla University Pattani Campus students use English as the main official language of instruction. English-based learning environments tend to be difficult for some students. This research was conducted involving 40 students (20 women and 20 men). Data collection was carried out between 5 January 2024 and 10 January 2024 using a form. The aim of this research is to determine the obstacles that cause students' difficulties in learning English and academic achievement. The results of the research conducted show that barriers to learning English have a positive and significant effect on academic achievement at Price Of Songkla University Pattani.

Keywords: English language obstacles, academic performance, students, Pattani

Introduction

Learning English is very necessary. Because English is an international language. that are used all over the world medium of communication For Thailand, English is the most important foreign language. and many Thai people Many people use English for a variety of purposes in their daily lives. At present, it is the era of the ASEAN Community where English is becoming more important. It is defined in the ASEAN rules as English as the language. work of ASEAN people English therefore plays an extremely important role. The Thai government promotes and supports Thai people. study english The Ministry of Education has prepared the 2008 Basic Education Core Curriculum, which includes the foreign language learning subject group. However, most students still lack the knowledge and ability to use English lacks language experience lack of knowledge and understanding and there is a lack of motivation to study English, so there is no practice of English skills before studying at the graduate level, causing English knowledge not to be up to the standards of the graduate level (D.U Srirawat and Ratchadawan Jittbanjong, 2001). There are many factors that affect success in learning English. Learner needs are a factor. One important thing that makes learning English effective. Because it is a factor that affects the organization of the curriculum and format. Appropriate subject content in English. Mohan, 1986 (cited in Teeraporn Saehaew, Sasiwimon Kongmuang, and Chitlada Buraprat, 2009) said that if students study according to their needs, it will make what they learn meaningful to the students. more and more and Learning transfer occurs when students have the intention to apply knowledge to benefit learning in another subject. In addition, Cunningworth, 1995 (cited in Thamonpawee Phetcharat, 2012) surveyed the want to study English and found both skills and situations in using English, including study methods and learning styles That has an effect on the development of knowledge, ability to learn and use in work both now and in the future. Those who organize English language courses and teaching Therefore, a survey should be conducted on the English language needs of the learners. In order to organize the curriculum to meet the needs See the need to study English As for the subject content Students want to study subject matter that is actually applicable in daily life. and beneficial in teaching and learning Working both in present and future (Thamonpawee Phetcharat, 2012). For this reason, the researcher is interested in studying the needs for learning English by choosing to survey the needs for learning English among students in the Faculty of Islamic Science. International curriculum for English language learning objectives English learning content and English learning methods to benefit students and teachers in teaching English better.

 

LITERATURE REVIEW

English language obstacles

Obstacle or difficulty means a concept with objective and subjective validity. It is defined as a task that requires effort or labor to solve. In the light of such observation, obstacle may be measured in many ways as quoted (Newell & Simon, 1972). This study is going to explore the obstacles in learning English academically. But this study does not intend to look at the issue as has been observed. Such obstacles and problems in language learning arise when there is no organism between available data and grammar (Chomsky, N, 1965).

Learning English at Intermediate level is concerned only with the obstacles that a learner faces during reading and writing English for qualifying his public examination. Because, in our context of study, the learners use Saraiki and Urdu respectively as their mother tongue and their home cultures are critical to the development of written language models of reading and writing in English as a second language and compulsory subject. In such situation, the learners are at disadvantage for success because they face many obstacles as (Gay, 1988) and (Snow, 1992).

At intermediate level, English is being taught as a compulsory subject in the context. Obstacles mean the problems, hurdles and difficulties in way of learning English at this level. Examination system, students’ weak position and foundation in English, large classes, passive learning, uninteresting, lengthy, difficult literature based syllabi, the poor performance of the English teachers and old methodologies are considered to be major problems in the learning English (Malik, F.J,1996). The annual results of the students of our country indicate the sheer increase in failure and it is all due to failure in the subject of English.

Academic Performance

Early research in the field suggested that while international students with relatively poor ELP still graduated (Light et al., 1987) , views were mixed as to whether or not weak language skills translated into weak academic performance. (Sugimoto, 1966), (Hwang and Dizney, 1970), (Shay, 1975) and (Odunze, 1982) all found that a ‘deficiency in English was not a significant deterrent to scholastic achievement’ (Mulligan, 1966, p. 313). However, (Burgess and Greis, 1970), (Heil and Aleamoni, 1974), and (Ho and Spinks, 1985) disagreed, finding that international students with a poor command of the English language were at an academic disadvantage in a university setting. Subsequent research by (Kerstjens and Nery, 2000) suggested three commonalities evident in the growing literature relating to the predictive validity of ELP vis-à-vis academic performance tests (and, in particular, IELTS after the 1995 test revision). First, the weaker the student in language proficiency terms, the more profound the impact upon academic performance (Ingram and Bayliss, 2007, Cho and Bridgeman, 2012; Daller and Xue, 2012). Second, there is a stronger likelihood of uncovering a relationship when the area of study (business, engineering, science, etc.) is controlled for (Bellingham, 1993). Third, while this correlation was significant and positive it was, nevertheless, weak (Elder, 1993; Ferguson and White, 1994; Cotton and Conrow, 1998). Their own study of 113 Business and Management students at RMIT University (Melbourne) confirmed this positive but weak relationship, a factor they attributed to the many other variables likely to affect academic performance (Kerstjens and Nery, 2000, p. 82).

Significantly too, despite the proliferation of top-up ELP courses across the UK HEI sector, little academic research has investigated the impact of top-up English language programmes upon subsequent academic outcomes. (Green, 2007) examined whether or not preparatory classes helped non-native English speakers (NNES) improve their writing skills using a neural network approach across 15 UK HEIs (476 participants). Although his research did not extend to asking how such courses impact upon subsequent academic performance it did ‘cast doubt on the power of dedicated test preparation courses to deliver the anticipated yields’ (p. 93). A related paper by (Banerjee and Wall, 2006) explained how pre-sessional assessment practices at the University of Lancaster had evolved to ensure students were linguistically ready to enter their chosen academic pathway. However, only (Ushioda and Harsch (2011, p. 11) to date have examined links between pre-sessional top-up courses and academic performance. Their research found that Warwick University students entering with an IELTS 5.5 were unable to cope with their studies, despite having attended a top-up course. However, they acknowledged that the data (three students) was ‘too scarce’ to draw any definitive conclusions in this area.

In summary, while there is a general consensus that ELP, and specifically IELTS, test scores may weakly impact upon subsequent academic performance, there is much less agreement as to which (if any) of the four test components has the greater predictive validity. Moreover, the low sample sizes employed in many studies have militated against examining the extent to which personal characteristics (i.e. gender), academic orientation (i.e. choice of degree) and cultural background (i.e. nationality) have moderated—or accentuated—the predictive validity of ELP test scores. The present study, by virtue of its greater sample size, seeks to throw further light on these relationships and the role of top-up pre-sessional English language programmes in enhancing academic performance.

Research Objectives

Based on the review of literature, the following objectives are to:

• To find out English language obstacles and academic performance, study of PSU ISIP students, Pattani Campus
• To ascertain we overcome the problem of poor English language obstacles and academic performance, study of PSU ISIP students, Pattani Campus

Research Questions 

Based on the research objectives, the following questions are:

• How does English language affects academic performance in of PSU ISIP students, Pattani Campus
• How can the problem of English language obstacles and academic performance, study of PSU ISIP students, Pattani Campus