The Role of Peer Facilitator in Enhancing English Language Proficiency in a Simulated Environment

For many learners, language class can be anxiety-provoking than other courses. Mostly, university students are seen to have language anxiety especially in their second language learning. They tend to be nervous when using English language in the formal situation like in classroom. English Outdoor Pr...

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Published inEnglish language teaching (Toronto) Vol. 8; no. 2; pp. 78 - 85
Main Authors Ismail, Nur Salina, Atek, Engku Suhaimi Engku, Azmi, Mohd Nazri Latiff, Mohamad, Mahani
Format Journal Article
LanguageEnglish
Published Canadian Center of Science and Education 20.01.2015
Subjects
Anxiety
Case Studies
English (Second Language)
Facilitators (Individuals)
Foreign Countries
Informal Education
Language Proficiency
Malaysia
Mixed Methods Research
Outdoor Education
Peer Relationship
Questionnaires
Role
Second Language Learning
Simulated Environment
Structured Interviews
Undergraduate Students
Malaysia
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Summary:For many learners, language class can be anxiety-provoking than other courses. Mostly, university students are seen to have language anxiety especially in their second language learning. They tend to be nervous when using English language in the formal situation like in classroom. English Outdoor Programme (EOP) in 2011 as part of informal setting was carried out by Universiti Sultan Zainal Abidin (UniSZA) in an effort to improve the standard of English of its students. The study aims to explore the role of peer facilitators in assisting the students learning English during the EOP from the view of participants and the peer facilitators themselves. This research applies mixed method approach using questionnaire and interview with both participants and peers involved in this programme. Data obtained from the questionnaire was analysed using SPSS and data from interview was analysed using thematic coding to answer the research objectives given. A significant finding is the positive role the peer facilitators had in the participants' language learning process; not only for the participants but also the peer facilitators themselves.
ISSN:1916-4742
DOI:10.5539/elt.v8n2p78