Analysing the Factors Influencing English Performance of Islamic-Based University Students

As one of the most widely spoken languages in the world, English in Malaysia is also an
important language for both national and global operations widely used in the aspects of
business, education, and international relations. Due to such importance, there is constant
concern towards the English language performance of students at all levels of education, and
it is one of the issues addressed in the Malaysian Education Blueprint 2013-2025. This paper
sought to answer the question of ‘What are the factors contributing to students’ English
language performance?’, with specific reference to students from the religious education
background at an Islamic-based public university in Malaysia. Derived from a larger study, this
paper reported the qualitative findings gathered from interview sessions with a total of 47
English teachers, English and content subject lecturers as well as students regarding the
factors contributing to the students’ English language performance. Findings revealed 4 main
themes of internal features or inner components that influence the students’ English
achievement which are: (1) teacher attributes (2) learner determination (3) learner beliefs /
attitudes and (4) ‘I don’t understand’. The findings of this study reveal the needs to explore
new areas to address the issue of students’ English language performance, particularly those
of religious background education. It also has broader implications for the global community,
which makes it critical for educators and policymakers to collaborate in developing new
strategies and resources to help learners overcome the challenges and develop the language
skills they need to thrive in today's interconnected world. With that, it is hoped that students
are able to access the same opportunities for success as their peers, regardless of their
linguistic or cultural background.