The interplay between teacher-centredness and self-critical tendency among malaysian esl learners: New insights for the asian context

Siew Ming Thang, Mohd Jaafar Nurjanah

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Over the last decade, issues regarding attributions for success and failure in the learning of English have garnered much interest among Asian researchers. Of particular interest is the tendency of Asian learners to be self-critical when it comes to attributions for failure in the learning of English. This tendency has commonly been linked to the influence of the socio-cultural context in which the learners have grown up and has been described as a prevalent trait among collectivist societies such as those that exist in many Asian countries. More recently, it has been suggested that a contributory factor for this behaviour is the students' high respect for teachers. The present study was an attempt to investigate to what extent that claim is true. The researchers examined whether or not there is a relationship between self-critical tendency and teacher-centeredness between students of different proficiency levels in the learning of English in a Malaysian context. A mixed-method design comprising questionnaires and individual group interviews was employed. The findings revealed that in general learners who displayed teacher-centred tendency were likely to be self-critical by attributing failure to personal factors. However, difference in proficiency levels did account for some variation in results. Although both tendencies should be seen in a positive light, recommendations with regard to educational implications are outlined.

Original languageEnglish
Pages (from-to)161-178
Number of pages18
JournalInternational Journal of Instruction
Volume10
Issue number2
Publication statusPublished - 1 Apr 2017

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attribution
teacher
learning
respect
student
questionnaire
interview
society
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Keywords

  • Attribution
  • Autonomy
  • English as a second language
  • Self-critical tendency
  • Teacher-centred learning

ASJC Scopus subject areas

  • Education

Cite this

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