The implementation of the Fulbright English teaching assistant program in Malaysia: An evaluation on students’ language proficiency

Abstract

Few research has been conducted to investigate the effectiveness of the ETA Program in enhancing the students' English Language (EL) proficiency since its implementation in 2012. This study aims to evaluate the ETA Program implemented in Malaysian secondary schools. This study employed both qualitative (interviews) and quantitative methods (written and oral tests) in data collection involving a total of nine (9) rural secondary schools in seven (7) states. Additionally, a total of 59 EL teachers and 399 students, were selected for the study. Written and oral tests results showed significant differences between the performances of students who were guided by the ETA (co-teach classes) and students who were not guided by the ETA (non-co-teach classes). However, the written and oral test scores of students from co-teach classes were not significantly better than students from non-co-teach classes. The mean scores for both written and oral tests of students in co-teach classes were low and not at satisfactory level. Although the interviews with the EL teachers revealed that the ETA Program helps in enhancing the students' motivation and interest in using EL, it does not boost the students' academic performances. In conclusion, the ETA Program has a positive impact on the students' confidence level and interest in using English language, this impact however, is still low and does not have a profound effect on the students' overall EL proficiency.