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The Malaysian Secondary School EFL Speaking Curriculum: A Theoretical Foundation Alignment Analysis

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dc.ConferencedateMAY 23-25, 2016
dc.ConferencelocationIstanbul, TURKEY
dc.Conferencename3rd International Conference on Social Sciences and Humanities (SOCIOINT)
dc.contributor.authorHazleena Baharunen_US
dc.contributor.authorHarison Mohd Sideken_US
dc.contributor.authorNoor Saazai Mat Saaden_US
dc.contributor.authorMohd Muzhafar Idrusen_US
dc.contributor.authorHaliza Harunen_US
dc.contributor.authorRamiaida Darmien_US
dc.contributor.authorNorhana Abdullahen_US
dc.contributor.authorZarina Ashikin Zakariaen_US
dc.date.accessioned2024-05-29T02:56:41Z
dc.date.available2024-05-29T02:56:41Z
dc.date.issued2016
dc.description.abstractGoal achieving curricular are often coherent at their fundamental level. In order for a curriculum to achieve its goals, it is imperative that the curriculum is coherent at all levels. What is presented in a curriculum must align with its theoretical underpinning. The present Malaysian English language curriculum is developed and designed based on the Communicative Language Teaching (CLT). Thus, the purpose of the current study was to examine if the theoretical grounding of the Malaysian form five English language curriculum, in particular the speaking curriculum, is in alignment with its communicative label. In line with its label, the speaking curriculum embedded in the Malaysian form five English language curriculum should be developed and designed based on the CLT. It should reflect the CLT approach. The data for this study were collected from the Form Five English Language Curriculum Specifications document and the Form Five English Language textbook. In analyzing the alignment of the Malaysian form five English language speaking curriculum with the communicative approach, the data were categorized under major second language acquisition (SLA) theories and second language (L2) speaking theories. The findings show that the socio-cognitive and socio-cultural theories are highly reflected in the Malaysian form five English Language speaking curriculum, the two theories which are closely related to the communicative approach. This shows that the Malaysian form five English language speaking curriculum is primarily in alignment with its communicative label. The findings are discussed in relation to their implications on English as a foreign language (EFL) speaking instruction.en_US
dc.identifier.doi10.18768/ijaedu.288042
dc.identifier.epage685
dc.identifier.issn2411-183X
dc.identifier.issue6
dc.identifier.scopusWOS:000400168100085
dc.identifier.spage677
dc.identifier.urihttp://ijaedu.ocerintjournals.org/en/pub/issue/26677/288042
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/11598
dc.identifier.volume2
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherOCERINT International Organization Center of Academic Researchen_US
dc.relation.conference_3rd International Conference On Social Sciences And Humanitiesen_US
dc.relation.ispartofIJAEDU- International E-Journal of Advances in Educationen_US
dc.sourceWeb Of Science (ISI)
dc.subjectCommunicative Language Teachingen_US
dc.subjectL2 speaking theoriesen_US
dc.subjectEnglish language speaking curriculumen_US
dc.titleThe Malaysian Secondary School EFL Speaking Curriculum: A Theoretical Foundation Alignment Analysisen_US
dc.typeArticleen_US
dspace.entity.typePublication

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