Overcoming Silence: Challenges in English Conversation Among Multilingual and Multi-Ethnic Tertiary Students at University of Technology Sarawak (UTS), Sibu, Malaysia.
DOI:
https://doi.org/10.33102/alazkiyaa193الكلمات المفتاحية:
English conversation، multilingual students، multi-ethnic، tertiary education، Malaysia، communication barriersالملخص
English proficiency, particularly in spoken communication, remains a persistent challenge for multilingual and multi-ethnic tertiary students in Malaysia. This case study investigates the barriers faced by students at University Technology of Sarawak (UTS) in conversing in English, examining the psychological, linguistic, socio-cultural, and environmental factors that influence their communication. Using a mixed-methods approach, data were collected through a survey of 120 students, semi-structured interviews with 10 participants representing diverse ethnic backgrounds, and non-participant observations of classroom and social interactions. Thematic analysis of qualitative data revealed four major themes: psychological barriers (low self-confidence, language anxiety, and negative self-perception), linguistic limitations (limited vocabulary, grammar and pronunciation challenges, and reliance on memorized expressions), socio-cultural influences (ethnic peer group norms, limited cross-ethnic interaction, and perceptions of English as formal), and environmental factors (limited informal English exposure and prior rote-based educational experiences). The findings highlight how multi-ethnic diversity, while enriching, contributes to mother-tongue clustering and limited opportunities for English use outside academic contexts. The study concludes that holistic interventions, including low-pressure conversation spaces, interactive learning strategies, and cross-ethnic collaborative activities, are essential to enhance students’ English conversational competence, confidence, and academic and professional readiness.
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منشور
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الحقوق الفكرية (c) 2026 Stephanie Larry Daniel
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