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INHIBITIONS OF ENGLISH LANGUAGE UNIVERSITY STUDENT

1

Acknowledgement

We really appreciate the opportunity being given to do such a research which has

broadens our horizons to such an extent. Thanking our course instructor Prof: Dr. Cdr.

Aurangzeb, without whom this would not have been possible. Her complete guidance and

teachings made us able to complete our research with ease and proper understanding.




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Abstract

This study examined inhibitions of university students towards English language. We

choose quantitative research method and the total sample size comprised to the level of

70. The collected data were analyzed by using the statistical techniques in order to

generate correlation. The result of the study highlighted a number of issues such as

medium of instruction, schooling background, faulty assessment criteria and fear of being

ridiculed. With the findings of this study researchers analyze the relations among these

factors and values. Researcher elaborated these factors and observed that how necessary

element they are to comprehend with educational activities. The result reveals the

inhibitions among the students of higher level of education towards the English language.




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Introduction

English is a major international language. To be able to take part in both regional and

global academic and professional communities, people¶s needs to be proficient in

English. People all over the world in non-English speaking countries take English as a

foreign language to develop their proficiency in English language. The higher the level of

education is being pursued, the greater the command of English is required, especially in

language skills such as reading, writing, speaking, and listening in order to access

academic resources.

Different languages are spoken in different parts of the world. English however, is the

second most common first language with around 340 million native speakers worldwide.

In addition, it is used as a second language in a number of countries. This is the reason, it

has lingua franca (diplomatic language) status in many parts of the world due to the

military, economic, scientific, political and cultural influence of the United Kingdom andUnited States, (www.en.wikpedia.org/ wiki/pakistan.html). Furthermore, as Lovgren

(2005) indicates, English has established itself as the preferred world language for

science. The future will certainly see a continuous expansion of English use in science

especially in international settings. That is why; more than 90 percent of journals and

literature in scientific fields are printed in English.

It is also very likely that English will play a crucial role in shaping the new linguistic

order as English is becoming a major mechanism for social and economic exclusion and

creating new divides. (www.news.nationalgeorgraphic.com.html).

Learning English language skills is a great challenge for English as secondary students,

especially when it is mostly for academic purposes. One way to envision the steps in




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English as secondary language learner must take is to consider the nature of their

language learning on a continuum. According to Cummins¶ (2000), attaining advanced

levels of performance in academic second language learning requires highly cognitively

demanding skills. First, students are not required only to have general communicative

language proficiency, but they also need to be able to understand the instruction of

contents being learned through the language. Second, academic language proficiency

involves knowing language records and principles of schooling (e.g., scholastic language

usage and styles are more formal than casual, everyday life conversations). Third,

generally language learning requires a great deal of circumstances, but unlike basic

interpersonal communicative skills, academic language learning is supported mainly by

³linguistic cues that are largely independent of the immediate communicative context´

(Cummins, 2000, p. 59).

To be successful in acquiring intellectual academic language proficiency, students need

to have proficiency in thinking and learning English language skills. Regarding the

problem of language skills students must enhance their knowledge capabilities with

reference to it.

In our culture there is a big lack of competency in learning English language skills in the

academic principles. We live in socio economic system where parents or mentors usually

concerned in providing good education to the children but they failed to provide such

facility to their children because they lack sufficient funds in order to cater their child

basic academic principles. Researcher founds that because of such uncertainty good

talented students failed to expose their talent and they reflects their deficiency in higher

academic activities, because of lacking quality education and English language skills they

mainly lack of proficiency in every academic status. Sometimes identity issues usually

appear in front of students as they referred preferences to their native language.

From the starting periods of kindergarten there are no proper criteria to improve English

language skills with proficiency, because of such context mostly students lack and reflect

fear to being ridiculed in higher level of education. Here, the inhibition appears as they




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feel hesitation to expose their talents. Students appear to be exhibit in their academic

performance in gaining higher percentages rather than learning cognitively. So, they fear

of being ridiculed as they unable to exhibit their feelings or ideas. Teachers are the main

motivational assets to students but research indicates that they lack in influencing the

students with proficiency as they unable to give importance to English language as it

requires.

In view of its vital position in all areas of life, English is used as a second language in

Pakistan. It possesses a powerful place because of its significant role in our country. Its

supremacy in every field of life reflects its importance. Maqbool (2001) accounts it in the

following way, ³English is a second language because it fulfills some functions in the life

of the Pakistani community´.

Moosa and Rasheed (2002) have indicated the factors contributing to the importance of

English in Pakistan. They indicate many reasons for that. However, according to them,

the most important among those are:

English is a language of government officials, and business community,

English is taught as a compulsory subject from class one to the graduation level,

English is a language of science and technology.

Although, Urdu and English are both recognized as the official languages of Pakistan,

English is used in government and corporate business and by the educated urban elite and

public universities use English as the medium of instruction.

(www.en.wikipedia.org/wiki/pakistan.html).




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The Research Process




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STEP-1

OBSERVATION

In our culture there is a big lack of competency in learning English language skills in theacademic principles. We live in socio economic system where parents or mentors usually

concerned in providing good education to the children but they failed to provide suchfacility to their children because they lack sufficient funds in order to cater their child

basic academic principles. Researcher founds that because of such uncertainty goodtalented students failed to expose their talent and they reflects their deficiency in higher

academic activities, because of lacking quality education and English language skills theymainly lack of proficiency in every academic status. Sometimes identity issues usually

appear in front of students as they referred preferences to their native language.

Identification of problem

Problem is that University Students are inhibitions due to medium of instruction,schooling background, faculty assessment criteria, and fear of being ridiculed. For further

elaborate the problem followings are questions of research.

Research Question

1. Do university students have inhibitions towards English language?

2. Do university students fear of being ridiculed in higher level of education

in reflecting English language skills?3. Does class environment develop inhibitions towards university students?

Significance

The significance of this research is to better understand and help to inform teachers and

Educators about what academic considerations needs to be taken when developing or

Implementing instruction to promote students¶ strategic knowledge and expertise in

English language skills.

Eventually, this research would help University students to become strategic and

proficient in English language skills. Also, the findings and discussions of the theoretical

and practical implication from this study should contribute to the body of research

knowledge in the field of English literacy development for University students.




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STEP-2

PR ELIMINARY DATA GATHER ING

Literature Review

Language is very important for human society because it facilitates communication

between people. It is an easy way to communicate with each other. All the normal and

mentally healthy people cannot make their ways into life without language because it

plays a vital role in the life of a man (Moosa and Rasheed, 2002).That is why we are so

intimately familiar with it that we take it for granted as we do breathing or walking (Haq,

1999).

Many people consider one of globalization¶s greatest inequities is English, one of the

world¶s hardest languages, has become the international one. English is almost

everywhere. The need to be proficient in the use of English among non-native speakers

has become a global phenomenon. Today, educators are faced with the challenge of

addressing the needs of the growing number of students whose primary language is not

English (Gibbons, 2003). While mastering other skills and content in other subject areas,there is the necessity for these learners to gain proficiency in English.

Many of the students think that reading and writing are the essential English skills But

once you enter what English speakers like to call ³the real world´ or if that¶s the only

place you need English, as is the case with most people who work in the world¶s largest

industry, hospitality and tourism, it¶s listening and speaking that are likely to be the most

important. (Alternative Shopping Info¶s » Learning English.htm)




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Shankar (2003) has indicated some factors affecting students¶ achievement in English in

India as given under (as similar situation is found in Pakistan).

1. Non conducive physical environment.

2. Huge strength of students.

3. No use of audio visual aids.

4. Poorly designed textbooks.

5. No clear objectives of teaching.

6. Different syllabi for different schools and levels.

In the similar context, Haq (1999) highlights some factors of poor achievement of

students in English in Pakistan, as given here,

(I) Lack of precise and clear-cut policy for syllabi

(ii) Little understanding of objectives of teaching English

(iii) Dearth of competent teachers

(iv) In-effective methods of teaching

(v) Defective text-books

(vi) Faulty system of examination

(vii) No use or in-adequate use of teaching aids

(viii) Over-crowded classes

(ix) English is taught as a subject not as a language

English is used as a second language in Pakistan. It possesses a potent position because of

its significant role in our country. Its dominance in every field of life reflects its

importance. ³English is a second language because it fulfills some functions in the life of

the Pakistani Community´ Maqbool (2001). Although, Urdu and English are both

recognized official languages of Pakistan. English is used in government and corporate

business, not only to meet the needs of Pakistan as a developing country for the purpose

of adopting modernization and technology but also because of linguistic, political and

social considerations and by the educated urban elite and public universities use English




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as the medium of instruction.

Since, English is one of the compulsory subjects in the national curricula from Primary

level to university level in Pakistan. It is natural that it has gained great Importance in our

education system but paradoxically, the achievement level and the performance of

students in the subject is generally poor which is mainly due to poor academic and

professional quality of teachers of this subject.

Most of the students in Pakistan face difficulties in spoken and written English. One of

the reasons may be that English teachers are not competent enough to teach effectively.

Of course, there may be very good English teachers but if the overall situation in Pakistan

is examined, very few teachers would be capable enough to teach English is an effective

way.

In Pakistan, it is generally believed that English is a difficult and alien language and

resultantly, majority of students fail in different examinations only because of their

failure in English (Haq, 1999).

Mansoor (2005) states that learning of English for Pakistani students are a complex phenomenon. As second language learner, the teaching and learning of English has

different implications for native and foreign language learner.

Nasir (2005) indicates that in schools where the medium of teaching is Urdu, the

importance of learning English is highly under-rated and students from such institutions

face enormous problems when they join mainstream higher education levels

(www.dawn.com/weekly/education.html #2). So keeping in view the above situation, the

present study was designed to explore the situation regarding teaching of English and to

compare the academic achievement of the students in private and government schools.




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Using direct and indirect measures of attitude (subjective vitality questionnaire and amatched-guise instrument), El-Dash and Busnardo (2001) conducted a study on

international level attitudes toward English. Results reveal that the majority of adolescents favor English to the other languages in terms of status and solidarity.

Favoring the English language over the other native languages is attributed to the general

perception of English as a prestigious international language and as symbolic use amongadolescent examine group.




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STEP-3

PROBLEM DEFINITION

Statement of the Problem

This study looked how university students reflect inhibitions as inhibitions are just not

about right and wrong. It¶s about the proficient manner, as of particular focus English is

not native but a second language so university students appear to reflect fear of being

ridiculed. To configure the inhibitions of English language in university student facts

such as: Lack of competency in English language skills and lack of proficient manner in

academic purposes and studied to develop in-depth understanding of the problem.




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STEP-5

HYPOTHESIS DEVELOPMENT

HYPOTHESIS DEVELOPMENT

Null Hypothesis

Due to medium of instruction, Schooling background, Faculty assessment criteria andFear of being ridiculed university students are inhibited towards English language.

Alternate Hypothesis

Medium of instruction, Schooling background, Faculty assessment criteria and Fear of

being ridiculed do not affected university students to being inhibited towards Englishlanguage.




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STEP-6

SCIENTIFIC R ESEAR CH DESIGN

SCIENTIFIC R ESEAR CH DESIGN

Under scientific research design we¶ll take a look at following titles, which gives us the

details of the study.

Purpose of the study

Types of investigation

Extend of researchers interference

Study Setting

Units of Analysis

Sampling Design

Time horizon




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PURPOSE OF THE STUDY

The purpose of this study is to determine, describe and explore inhibitions of university

student¶s awareness, knowledge and various strategies regarding English language skillsas second native language.

TYPES OF INVESIGATION

We tried to explore the various variables which are affecting the main variable i.e.Inhibitions of university students towards English language.

EXTENT OF R ESEAR CHER¶S INTER FERNCE

While conducting this research our participation in investigation was minimal and theentire research work was conducted with in normal setting

STUDY SETTING

We have conducted this research with in non-contrived setting that is neither any variablewas manipulated nor controlled. As our study is descriptive normal settings are chosen

for research work.

UNIT OF ANALYSIS

The unit of analysis is Individual, since we are measuring responses of individual for ourresearch.

SAMPING DESIGN

We have a sample size of 70. The sample was taken from Karachi. It includes students of higher education.

TIME HOR IZON




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We have collected the data and have conducted the research at one point in time henceour research work is cross-sectional in nature.

STEP-7

DATA COLLECTION, ANALYSIS,INTERPR ETATION, AND

METHODOLOGY

Sample Size

We have a sample size of 70. The sample was taken from Karachi. It includes students of higher

education.

Sources of Variable

In our research we have used primary source of data i.e. Interviews, Surveys in which weused Questionnaires and secondary source i.e. Literature Review.

Types of variable

We have used two types of variables dependent and independent.

Medium of communication

Our medium of communication was personal interviews by which we get the questionnairefilled. This method facilitates us to give them brief description about our research and more over

what the questionnaire contains and how it has to be filled. Certain respondent needed furtherhelp in filling the questionnaire.

The main disadvantage of this method is only time. It takes more time as compare to telephonic

survey.




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Methodology

Introduction

A set or system of methods, principles, and rules for regulating a given discipline, as in

the arts or sciences or The study or theoretical analysis of such working methods or The

branch of logic that deals with the general principles of the formation of knowledge.

Methodology includes the following concepts as they relate to a particular discipline or

field of inquiry:

A collection of theories, concepts or ideas;

Comparative study of different approaches; and

Critique of the individual methods.

Methodology refers to more than a simple set of methods; rather it refers to the rationale

and the philosophical assumptions that underlie a particular study.

Research Method

Qualitative Research

Qualitative Research is collecting, analyzing, and interpreting data by observing what

people do and say. Whereas, quantitative research refers to counts and measures of

things, qualitative research refers to the meanings, concepts, definitions, characteristics,

metaphors, symbols, and descriptions of things.




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Quantitative Research

³A Formal, objective, systematic processes in which numerical data are utilized to obtain

information about the world´ (Burns and Grove cited by Cormack 1991 p 140).

Quantitative research is research involving the use of structured questions where the

response options have been predetermined and a large number of respondents is involved.

By definition, measurement must be objective, quantitative and statistically valid. Simply

put, it¶s about numbers, objective hard data.

Researchers choose Quantitative research as compared to Qualitative as Both designs,

quantitative and qualitative are said to be systematic. In fact having a system or following

a process is a defining principle of research but broadly speaking, quantitative research is

thought to be objective whereas qualitative research often involves a subjective element.

It is thought that in gaining, analyzing and interpreting quantitative data, the researcher

can remain detached and objective. Often this is not possible with qualitative researchwhere the researcher may actually be involved in the situation of the research.

A quantitative study, measuring how long people wait, can be purely objective.

Quantitative research is inclined to be deductive. In other words it tests theory. This is in

contrast to most qualitative research which tends to be inductive. Quantitative designs of

research tend to produce results that can be generalized. However, qualitative studies tend

to produce results that are less easy to generalize. Generally, it is difficult to generalize

with qualitative results. Therefore, objectivity, deductiveness, generalizability and

numbers are features often associated with quantitative research.

The main data collection instrument will be questionnaires for the students. The students¶

questionnaire will arranged in multi-option question pattern and where the assessment of




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attitude and beliefs will require a limited number of scaled questions would include

achieving this end. The questionnaire is µuseful for surveying a lot of people in many

different locations¶ (Wray & Bloomer 2006:158). This was the main reason for choosing

questionnaire as the aim was to involve maximum number of students from all most all

educational institutes. Quantitative research generates reliable population based and

gereralizable data and is well suited to establishing cause-and-effect relationships.

Research Design

Researchers choose Descriptive design as descriptive designs are designed to gain more

information about a particular characteristic within a particular field of study. A

descriptive study may be used to, develop theory, identify problems with current practice,

justify current practice, make judgments or identify what others in similar situations may

be doing. There is no manipulation of variables and no attempt to establish causality.

Correlation studies as already mentioned are not universally accepted as a form of

quantitative research.

The basic purpose of this form of study is to determine the relationship between variables.

Sample Selection

According to (Graziano and Raulin, 1997) it is not possible to collect and gain data from

all the available sources to solve the research problems and to find the solutions. By using

a small number of units of a given populations as a basis to make conclusions about the

whole population is called sampling (Zikmund, 2000).

The research is using quantitative approach that is the reason surveys strategy has been

chosen because this is the most fast and convenient way to conduct the research. As far

as the sample selection is concern, the study will take the male population of the Karachi.

Data would be definitely collected from the students of higher level of education. So that

the data could be analyzed and meaningful information can be extracted from analyzed




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data. In order to, reach on a reasonable conclusion of the study that is the main objective

of the research. The research will use the ³stratified random sampling´ because it is the

process of selecting a sample in such a way that identified subgroups in the population.

Sample Size

The size of the sample depends, according to Chisnall (1997), on the basic characteristics

of the population, the type of information required from the survey and the cost involved.

The application of an arbitrary percentage to populations in calculating size fails to

acknowledge the individual requirements of different surveys. The sample size for the

study will be 70 students of higher level education of Karachi.

Data Collection

Two types of data can be collected, primary and secondary data. Primary data is

recognized as data is assembled and collected particularly for the research at hand with

interviews, questionnaires, survey or observations. While secondary data can be collected

from various documents such as, books, periodical, articles, on the Internet. Secondary

data can be assembled faster than primary data. (Zikmund, 2000)

The research designer has a wide variety of methods to consider, either singly or in

combination. They can be grouped first according to whether they use secondary or

primary source of data. Secondary data are already available, because they were collected

for some purpose other than present problem. Primary Data are collected to address

specially a specific research objective. (Aaker et al, 1998)

According to (Saunders, 2003) questionnaire can be used for descriptive and explanatory

research. Descriptive research helps to identify and describe the variability in different

phenomena through attitude, opinion and questionnaire of organizational practices. He

further explains that there are two types of questionnaires, self-administered and

interviewer administered. Self-administered questionnaires cab be sent and returned by




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using the email or Internet. Interviewer administered questionnaires are recorded by the

interviewer.

The primary data source of the research will be the feedback from the students of higher

level of education via survey questionnaires. In order to answer those research questions,

the research report will use primary source as data collection method. The secondary data

may be collected from different sources such as columns in news paper, reports, and

research papers from internet. This will give the feedback and helps to continue the

research and ultimately draw conclusion from the data collected from different sources.

Data Analysis

Data analysis consists of three concurrent flows of activities: reducing the data, display,

and conclusion drawing. The data reduction stage of the analysis helps the researcher to

sort and compress the data in order to verify conclusions. The data display is the way to

arrange the data to make easier conclusion. In the conclusion drawing stage the

researcher notes patterns, explanations and propositions (Miles and Huberman, 1994).

Pilot Study The aim of the pilot study was to determine the possible problems that might occur

during the design and instruments. A further aim of the pilot study was to make the

researchers gain experiences, as they were involved, for the first time, in a project.

Furthermore the pilot program made the researchers gain expertise in the application of

the data collection tools with the participants (Harun imek, 2007).

A detailed and comprehensive pilot study was conducted. The purpose of pilot study was

to check the validity & reliability of the research design and instrument. The results of

pilot study suggested few changes in the design and the final study was carried and after

making amendments in the research design.




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Data Analysis

³In Quantitative research if researchers have collected any quantitative data, for example

from questionnaires, researchers will start with apparently a great deal of data in the form

of completed questionnaires, but this will reduce rapidly after analysis, to a relatively

small number of descriptive statistics and statistical relationships´(Paul Oliver, 2004).

In this chapter the statistical software of SPSS was used to analyze the data the technique

of factor analysis descriptive (frequencies) were used to find out the relation of variables.

There were 70 questionnaires filled by the respondents on the bases of those

questionnaires the data analysis was concluded.

All statistical analyses were performed with SPSS 13.0. Statistical techniques of data

reduction and descriptive were used for finding the factors influencing inhibitions among

university students towards English language. Descriptive analyses are reported usingmeans, median, mode, standard deviations and correlation matrix respective to the type of

statistical test.




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Factor Analysis

Factor analysis is a statistical method used to describe variability among observed

variables in terms of fewer unobserved variables called factors. The information gained

about the interdependencies can be used later to reduce the set of variables in a dataset.

(http://en.wikipedia.org/wiki/Factor_analysis)

In this study researchers illustrate highly correlated values which help to form a group of

components and forming 4 factors. These factors are namely as Component matrix.

Table 1

Component of Matrix

Questions Medium of

instructions

Schooling

Background

Faulty

assessmentcriteria

Fear of being

ridiculed

I face difficulty in

understanding lecture

if it's in English

language.

0.57 ___ ___ ___

Chances/probability of

being insulting

increases when I enter

in my classroom.

0.58 ___ ___ ___

It embarrassed me to

volunteer answers in

my class.0.60 ___ ___ ___

I get nervous and

confused when

speaking in English in

front of huge class.

0.71 ___ ___ ___




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I fear of giving

presentations in front

of huge class.0.76 ___ ___ ___

I'm afraid of beingembarrassed that the

other students will

laugh at me during

class participation.

0.68 ___ ___ ___

Teachers of English

language are not

competent enough to

teach effectively.

0.52 ___ ___ ___

Discouraging attitude

of teacher de-motivates

students to learn

English.

___ 0.44 ___ ___

Class room

environment makes

positive impact in

English language skills

among students.

___ 0.67 ___ ___

Listening and speaking

is the most important

tool to gain proficiency

in English language.

___ 0.61 ___ ___

Medium of instruction

plays major role in

creating inhibitions

among students.

___ 0.61 ___ ___

Performance of

students in English is

generally poor due to

poor academic and

professional quality of

teaching.

___ 0.48 ___ ___

I think our text booksused at SSC & HSC are

not up to international

standard.

___ 0.43 ___ ___

I understand well if

teacher delivers lecture

in Urdu. ___ ___ 0.47 ___




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Faulty system of

examination de-

motivates students to

learn English language.

___ ___ 0.51 ___

English should be only

spoken language during

the lecture.

___ ___ ___ 0.49

Students start to panic

when he/she have to

participate in

discussion in English

Language.

__ ___ ___ 0.58

Students shivered whenh

e/sh

e know th

atI'mgoing to be called to

express views in

English in Class room.

___ ___ ___ 0.54




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Factor 1 (Medium of Instruction)

Researchers use statistical tool and illustrate output that is highly correlated with

instrument which the researchers use. In this factor that is namely as Medium of

instruction researchers found that students not feel difficulty in understanding lecture if

it¶s medium of instruction is in English language and researchers get results from

students and observing them as in table 1 [Agree=23% and Disagree=67%] indicate that

students of higher level of education are in favor of English language medium. But

complexity occurs when students usually enter in class room environment feelings of lack

understanding occurs in the mind of students and these thoughts leads the student towards

the feelings of getting embarrassed in front of classmates. So much complexity

determined by researchers in this factor while analyzed it by statistical tools. In table 2

students point about medium of instruction exhibit mix sort of views such as students

don¶t feel any problem in class but some student have. As the teachers perform routine

academic activities but students felt uncomfortable in contributing his effort related to

academic activities of higher level of education. Academic activities such as class

participation student's confidence levels decrease so much that student unable to give

answers of the questions which are familiar to him but unable to cater it in appropriate

way.

Another issue that uses to be appeared in factor of medium of instruction is about getting

nervous and confused in academic activities in higher level of education. Researchers

found that students reflect inhibition of panic and fear of getting insulted after visualizing

the class atmosphere of higher level of education. A mix complexity found by researchers

when they analyzed data by using statistical tools that students not reflect similar outputs

regarding to issue of getting insulted. Due to this they feel humiliation in order to give




28

volunteer answers in level of higher level of education. Researchers also observe from the

analysis via statistical tools that students point out issue of teacher¶s competence

especially relating towards English language. Researcher analyze from data that teachers

are not unable teach students of higher level of education English with effectiveness and

in table 2 [Agree=52% and Disagree=29%] means that students inhabit inhibitions from

issue as well.

Table 2

Medium of instruction

Questions SA

%

A

%

N

%

DA

%

SD

%

I face difficulty in understanding lecture if it's

in English language. 5.71 18.57 8.57 50.00 17.14

Chances/probability of being insulting

increases when I enter in my classroom. 17.14 8.57 17.14 31.43 25.71

It embarrassed me to volunteer answers in my

class. 12.86 18.57 7.14 44.29 17.14

I get nervous and confused when speaking in

English in front of huge class. 8.57 35.71 5.71 34.29 15.71

I fear of giving presentations in front of huge

class. 15.71 28.57 5.71 32.86 17.14

I'm afraid of being embarrassed that the other

students will laugh at me during class

participation.

15.71 32.86 7.14 30.00 14.29

Teachers of English language are not

competent enough to teach effectively. 18.57 34.29 17.14 22.86 7.14




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Factor 2 (Schooling Background)

Researchers use statistical tool and illustrate output that is highly correlated with

instrument which the researchers use. In this factor that is namely as Schooling

Background researchers found that Listening and speaking is the most important tool to

gain proficiency in English language but it is possible when a student get right schooling

background and proper teaching aid from their schools. A better school and a better class

room environment encourage and motivate student to do well in four main skills; reading,

writing, speaking and listening. It has been a great influence on the students¶ approach to

learning and their learning outcomes. The analyzing output which researchers indicate

towards the level of student understanding that teacher can take some added preventative

measures in advance, such as remedial courses or re-planning the content and method of

the teaching (Herera,1995). Some of the students proceed to the next stage some may

have to take the course again. Therefore; it helps to make a distinction between these

students.

On the other hand, factor analyzing via statistical tool shows the discouraging attitude of

teacher de-motivates students to learn English. As in table 3 [Agree=78% and

Disagree=15%] shows that majority of the student population is in favor of this issue.

Researchers observed that De-motivated learners are those who lost their motivation

because of negative external elements. Researchers very deeply figure out that Student

referred teachers could be classified into two main groups: teachers¶ style, i.e. the way

they taught and presented the material to students, and personality traits, i.e. the way they

behaved with students. The whole scenario revealed that both aspects of the teacher can

play a negative role if perceived negatively. Many students were uncomfortable with both

aspects, while linking them together.




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While in this factor some more issues regarding to class environment also step-in as

students spend about one fourth of his life in school, and hence what they are taught in

school, influences a lot in their professional and student life and which generates positive

impact amongst the students. In table 3 [Agree=78% and Disagree=19%] student exhibit

their ideology so researcher analyzed this issue of class room environment with statistical

tools and determine the positive relation among the class room environment and students.

This positive attitude of class room environment makes some good adjustments among

the students to understand English language. But some of the students not agree that it's

good to understand English language but the medium of instruction i.e. English is

somehow hard to understand as some students coming from government institutions

where medium of instruction is in native language and teachers are good in English

language even though they use native language medium even in English courses.

Comparing government institutions with private institutions, private institutions are

expensive but they provide good atmosphere of education as well as put some extra on

English language. So researchers figure out those students from weak schooling

background and having medium of instruction of English un-match with standardized

English language shows development of inhibitions among the students of higher level of

education. In table 3 [Agree=73% and Disagree=11%] clarify the issue by students in

quantity. These inhibitions leads towards the performance of students as their

performance get poor and poor in higher level of education. Researchers also put some

light on the performance of students as become worst when teachers are not effective in

providing good quality of teaching from education¶s point of view. In table 3

[Agree=78% and Disagree=9%] indicates the significance of poor quality of teaching by

students of higher level of education.

Last issue that also occurs in this factor via applying statistical tools that books which are

in the curriculum of SSC (Secondary School Certificate) and HSC (Higher Secondary

Certificate) are not up to the international standard as in table 3 [Agree=80% and

Disagree=15%] and afterwards when students indulge in the higher level of education

they found difficulty in understanding it, because in every institution of higher level of




31

education, English language is the significant medium. Slight increase of inhibitions

increases the difficulties of student in learning English language.

Table 3

Schooling Background

Questions SA

%

A

%

N

%

DA

%

SD

%

Discouraging attitude of teacher de-motivates

students to learn English. 41.43 37.14 5.71 10.00 5.71

Class room environment makes positive impact in

English language skills among students. 28.57 48.57 2.86 17.14 2.86

Listening and speaking is the most important tool

to gain proficiency in English language. 64.3 30.0 2.9 ___ 2.9

Medium of instruction plays major role in creating

inhibitions among students. 27.14 47.14 14.29 10.00 1.43

Performance of students in English is generally

poor due to poor academic and professional

quality of teaching.

40.00 38.57 11.43 7.14 2.86

I think our text books used at SSC & HSC are not

up to international standard. 40.0 40.0 4.3 10.0 5.7




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Factor 3 (Faulty Assessment Criteria)

In this study, researchers point out factor namely as Faulty Assessment Criteria. In this

factor issues regarding to faulty system of examination come under as inhibitions usually

appears among the students as they get de-motivated in examination. In the table 4

student clarify their sayings [Agree=65% and Disagree=21%]. This issue relates with the

assessment criteria of examination where lack of understanding from teachers and no

consideration towards the honesty policy by teachers performs the faulty tasks in

assessing the academic activities especially the level of HSC (Higher Secondary

Certificate) and SSC (Secondary School Certificate). When students get themselves

admit in higher level of education they reflect de-motivation and due to this fact

inhibition generates among the students of higher level of education when teachers give

lecture in English medium but most of the students of higher level of education felt

comfortable in understanding lecture in native language as compared to English

language. In table 4 researchers observed the students and they reflect after analyzing thedata via statistical tool and figures out [Agree=57% and Disagree= 34%]. They consider

English language is just become an alien medium which is not understandable and they

reflect interest in attending lectures in native language.




34

English language in class room of higher level of education. This kind of arousals which

usually comes in their mind leads the students to tremble as they are called to answers in

front of their class mates. Most importantly they fear that they have to answers in English

language as they are the students of higher level of education and they agree that English

should be the only medium of instruction between the lectures but students unable to

cope with English language in lights of providing feedback in English language.

Researchers also found evidence that most of the students of higher level of education

indicate that they fear of being ridiculed among the students.

Table 5

Fear of Being Ridiculed

Questions SA

%

A

%

N

%

DA

%

SD

%

English should be only spoken language

during the lecture.

12.86 18.57 10.00 47.14 11.43

Students start to panic when he/she have to

participate in discussion in English Language.17.14 42.86 15.71 18.57 5.71

Students shivered when he/she know that I'm

going to be called to express views in English

in Class room.

12.86 45.72 8.57 28.57 4.29




35

Conclusion

After analyzing and interpreting it proved that Due to medium of instruction, Schooling

background, Faculty assessment criteria and Fear of being ridiculed university studentsare inhibited towards English language; therefore we accept the null hypothesis.




36

Findings

The questionnaire for this research is distributed among the students of higher level of

education. At the same time, students were asked to fill this questionnaire with their

experiences which they possessed. 70 student of population size completed the

questionnaire, and the data obtained was analyzed quantitatively. With the results from

the questionnaires highlighted a number of issues. Also, in addition factors developed by

the statistical tool that includes problems of medium of instruction, schooling

background, faulty assessment criteria and fear of being ridiculed. As results of issues

were connected with the inhibitions which are also discussed in the chapter two, at the

same time, researchers highlighted the points that lead the students to anxiety of

considering English language as not universal language.

Factors/Issues Arising From the Findings

Pertinent issues arising from the findings are now discussed.

The questionnaire for this research is distributed among the students of higher level of

education. At the same time, students were asked to fill this questionnaire with their

experiences which they possessed. 70 student of population size completed the

questionnaire, and the data obtained was analyzed quantitatively. With the results from

the questionnaires highlighted a number of issues. Also, in addition factors developed by

the statistical tool that includes problems of medium of instruction, schooling

background, faulty assessment criteria and fear of being ridiculed. As results of issues

were connected with the inhibitions which are also discussed in the chapter two, at the

same time, researchers highlighted the points that lead the students to anxiety of

considering English language as not universal language.




37

Firstly, the factor which is significant in nature related to the inhibition of students of

higher level of education. Researcher identify this factor as medium of instruction, it¶s a

necessary element for understanding and learning academic activities. Researchers

discuss this factor briefly in the chapter 4 and also figure out relation with classroom

environment and fear of contributing the ideas within the class room environment of

higher level of education. Students reflect the signs of nervousness and weakness in

locating participation of sharing their knowledge among the class room.

Secondly, researchers also indicate an issue of schooling background, where actually

students develop symptoms of inhibitions which they usually reflect in higher level of

education. English is universal language with no hesitations but students coming from

different standards understand English as different perspective. There is a difference

between the private education institutes and government affiliated education institutes.

Students are familiar with English language from kindergarten and that makes a positive

impact among them in class room environment of higher level of education but due to the

medium of communicating they lack general space and further more their performance

level get worst as they unable to cater the environment of higher level of education with

proficient manner. Researchers describe the relation of this factor with a brief discussion

in chapter 4, where they also mention the standards of curriculum which student

possesses in the SSC (Secondary School Certificate) and HSC (Higher Secondary

Certificate).

Thirdly, researchers point out the factor with the consideration of statistical tool i.e. faulty

assessment criteria. This factor relate with the faulty examination system that helps in de-

motivating the students. Students having the medium of native language with wrong

assessment activity they get feeling of discouragement towards English language and

consider English language as incomprehensible language. In higher level of education

they reflect the side-effects of this issue.




38

Lastly, English language is being observed that it¶s the language of higher level of

education as students have to face the challenges of the world regarding to their education

activities. So via statistical tools researchers identified factor which states as the anxiety

of being ridiculed or fear of being ridiculed. Students understood English language in

class but when the terms of sharing and contributing comes they shivered and arousal of

panic start within them, they fear that if they contribute any wrong ideas or if they know

that they can participate but they lack manner of delivering. This lead students towards

the fear and there confidence level comes at very low and this fear become a form of

inhibition.

Recommendations

After analyzing this research, researcher suggests some recommendations to overcome on

the inhibition of higher level of education students towards English language are as

follows:

1. For proficiency in English language, foundation of betterment can achieve by

using less-difficult and understandable effective English learning books.

2. For overcoming on the difficulties of language comparison mode of instruction

should be consider practical and academic activities mostly perform in practical

manner.

3. English language proficiency cannot be overemphasized until teacher¶s high

proficiency about target language is accommodated with students.

4. Government should set-up such policies to improve the SSC (Secondary School

Certificate) and HSC (Higher Secondary Certificate) curriculum where medium

of instruction should be focused on English medium.

5. People need to change their attitude so that they can handle with the anxiety

which researchers figure out in this research namely as fear of being ridiculed.

6. Standard should me maintain at every educational level. Most importantly in case

of text books. Text book designed should be similar with international standard.




Recommendations for Further Research

Recommendations for Further Study Based on the findings of this study, the researcher

recommended following items for further research:

1. Students who refuse to speak the English language in classroom situations can

speak significantly in the online environment. Online environment reduces the

level of inhibition that the students face. When inhibitions are lowered, students

are more willing to engage the discussion as if it is truly English language

discussion. Each student feels that s/he has less to lose through using the English

language in the online environment. This will helps students in lowering down the

Peer pressure of classroom and guided towards the fear of making mistakes

(James M. Hudson and Amy Bruckman).

2. If we accept that reduction of inhibition occurs in online foreign language

earning conversations, we are still left with the difficulty of explaining this

process.

3. In face-to-face conversations, individuals have clearly designated turns at whichthey must speak. These turns come from a complex intermingling of factors such

as gesture, expression, and eye contact (Kendon, 1967; Vertegaal, Slagter, Veer,

& Nijholt, 2000).

4. People must change their attitude as to become remedy of fear of being ridiculed.

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