The Assertion Of THE STUDY Problem English Terminology Essay

English is currently regarded as an important words, not only in the training corporations but also within the culture. Most employers seek employees who are able to communicate competently in British. Unfortunately the typical of British among today's graduates is disappointing. One may claim that emphasize should be placed on the skill needed to do a particular job instead of focusing on being able to speak English well. However, using fields the ability to converse well in English is mandatory. It really is especially important to graduates or students of the TESL course as they are suppose to teach British to others. If they could not take action well, how could they be expected to teach others?

In my practicum coaching experience, I managed to observe that some of the students placed silent constantly during the coaching and learning program. And the primary reason for this situation taking place is the actual fact that they don't want to speak British. Most of the time during classroom coaching, I am the only person explaining and trying to get the student's to speak. Even though they know the response to a straightforward question, they still hesitate to start their mouths, and volunteer in answering the question orally. They are simply indifferent to conversing in British. Although some of these know obviously that they should be competent in the language in order to be eligible themselves for the current competitive profession seeking opportunities that they can face in the future. Besides, the ability to speak in British is required in the population and the Malaysian community since were in a multicultural country. With this demographic qualifications, one common terms that we promote besides Malay is British. Therefore, having assurance to speak the terms is considered necessary.

1. 2 The Declaration of the study Problem

Being able to make ourselves assured, and directing the self-confidence that people have to speak in British is a difficult effort. To have the ability to have this self confidence, individuals need to make sure that they are proficient in the language. Lack of proficiency in English is seen as a major contributor on the student teacher's oral contribution in the school room and during English coaching and learning session. In light of the situation, many factors have been determined as the reason for such issue that occurs among the pupil professors. Thus, these contributing factors will be further looked into in this research in order to come up with opportinity for effective change.

The first problem that results in silence of the sample group during classroom interaction and instruction is because of the fact that the student teacher's degree of English proficiency, in comparison to their senior teachers and lecturers, are relatively different. The sample group has differences included in this in conditions of English effectiveness. Which means that their degree of competency, especially in dental English, differs from one another. Therefore, with this problem, they become more afraid of earning mistakes if indeed they speak, thus hotel to being silent and prevent any dental communication in the class room with the older professor or lecturer. Does this problem connect with the focused band of the research?

Based on the practicum coaching experience, I also discovered that the same problem applies to my B. Ed TESL fellow workers during lecture trainings. Despite the fact that we are already in our final semester of learning and the ability to converse in English should have been sharpened throughout the 7 semesters, many still be reluctant to tone of voice out opinions or provide specific answers voluntarily during lectures. Therefore, I decided to look into this problem and come up with necessary solutions because of this issue.

Based on the issues discussed above, this theme needs me since I will benefit from the findings of the research whereby I can put it to use to conquer any difficulties regarding this issue for the betterment of my teaching and education as a instructor in the class.

1. 3 The Research Objectives

The reason for this research is to investigate trainee teacher's perceptions, problems and activities of speaking British in the school room. By figuring out these three components; students' notion, problems, and ways to conquer this subject, this research generally focuses on how to help the B. Ed TESL Cohort Three students to beat the barrier that is present. Therefore, I hope that this analysis will help these to have the ability to speak in British during their teaching times and in the classroom.

Specifically, the study is conducted to satisfy the following targets

To find out about trainee teacher's conception in speaking English while doing their practicum and during lecture hours in the class room.

To find out about trainee teacher's problems in speaking English while doing their practicum and during lecture time in the school room.

To propose ideas on how barriers and complications of speaking British in the class can be reduced, or taken away.

1. 4 The Research Questions

The pursuing questions were made to fulfill the needs of the research

How does indeed B. Ed TESL trainee professors teach British in class, and how do they action and react during lecture time in the professors' training institute?

What are the complications in speaking British while doing their practicum and during lecture time in the classroom?

What will be the techniques can encourage B. Ed TESL trainee teachers to frequently speak in British in the class room?

1. 5 Limitation of the Study

This study had been conducted to the Cohort Three, B. Ed TESL students of UiTM. The reason for selecting them as the respondents is due to the restriction of sources, era factors, and enough time constraint. Once we are learning in MARA University or college of Technology (UiTM), and the fact that it is hard for all of us to get respondents from other universities, we made a decision to study our very own B. Ed TESL Cohort Three students. Besides that, this review is only limited to B. Ed TESL Cohort Three students because of the small age gap between every single one of my respondents.

In average, the respondents for my study are aged between 23 to 25 years old. This task is bound to only the respondents chosen because it is better to deliver the questionnaire to them and recollect it back again afterwards. Additionally, since we don't have ample a chance to distribute and examine the questionnaire papers, choosing only B. Ed TESL Cohort Three students appeared to be the best answer not only because of the factors explained above, but also because this issue of my research study is meticulously related to the respondents chosen.

1. 5 Value of the study

This study have been carried out with the purpose of knowing why students in higher educational corporations are less thinking about speaking British. As an British language learner, I then found out that a lot of students studying in higher education organizations, especially Mara University or college of Technology (UiTM) lack the eye to speak English, especially outside the classroom.

As English is an important vocabulary nowadays, additionally it is vital for teacher trainees like us to master the terms. One easiest way of learning this language is to apply it inside our daily conversations. By using English language in our daily marketing communications, the B. Ed TESL students are able to enhance their speaking skills during their practicum and also during lecture hours.

Consequently this review can be used to help the students in their talking about English and also to help them to become more confident to make use of the second words. After that, this review also able to aid the lecturers to tackle this subject. Therefore, some procedures will be studied by them in terms of the items of the lesson and the pedagogy found in class. For instance, the lesson completed is more interesting which requires the students to discuss and contribute more in the classroom. In addition, the UiTM administrator should plan workshops that focus on building student's self-confidence to converse in British. This can encourage the students to work with British as their medium of communication.

Unfortunately, B. ED TESL Cohort Three students of UiTM appeared to be unwilling to speak British among their friends, colleagues, peers, and everyone around them. So, this study helps me to think about the reasons resulting in this situation.

CHAPTER TWO

LITERATURE REVIEW

2. 1 British Subject

English is an international language. It is trusted in many situations like business trade, communication, learning process etc. Therefore, English has become a compulsory subject in Malaysian Educational System. It was first applied in 12 months 1979. All students starting from kindergarten until tertiary level have to learn English as one of their things. The major goal of this subject matter is to allow students to build up their level of proficiency in British. This will allow students to work with English for his or her daily life, knowledge acquisition also to prepare them for future jobs.

In KBSM, the training outcome in learning English is dependant on the four skills which can be reading, speaking, writing and tuning in. Those four skills are actually would have to be mastered by the students before they go off the school. Speaking skill is useful for students to deliver their 'thoughts and ideas plainly in speech when they pronounce words properly and observe appropriate stress and intonation' (KEMENTERIAN PENDIDIKAN MALAYSIA SUKATAN PELAJARAN KURIKULUM BERSEPADU SEKOLAH MENENGAH) From Zhao B. (1998) in her article.

2. 2 Determination to Speak English

'How to motivate students to speak English' (Golding, 2007), has provided several conditions that need to be taken into consideration. The first factor is environment. There are several factors that hinder students from speaking English in school like afraid of earning mistakes, and insufficient confidence. Thus, it's the instructors' role to provide 'good environment' so that students will feel safe to converse in English.

Secondly, 'encouragement is necessary'. From time to time teachers should give moral support to the students so that they will increase their level of self-confidence in using the target dialect. Third is 'methods' chosen by the professors. The professors should ensure that the strategy for speaking skill is suitable for students to develop their speaking skill. Last but not least is 'instruction from the tutor'. Teachers should guide their students in order that they will learn something from the lessons and can not duplicate the same blunder again and again. Teachers should make an effort to make their class 'lively and effective' through their assistance and ways of controlling it.

2. 3 Speaking British outside the Classroom

In order to be fluent in speaking English, students must be inspired to put into practice speaking English outside the class room environment. From Pete Marchetto (2007), "only the most encouraged students will take care of" to speak everything enough time. However, why students nowadays feel reluctant to use the language as one of their method of communication? Fluency is one of the factors which may prevent students to speak English outside the school room.

An article entitled 'English outside the Class room' explained that "to develop fluency, we must make a need to speak, to meet the learners want to speak. The learners themselves must be convinced of the necessity to relate to the subject and communicate about it to others. They have to feel that they can be speaking not simply because the professor expects those to, but since there is some strong reason to take action; not only inside the class room but also outside the school room. " (Hawes, 1994) Thus, students need to push themselves to speak in British if they want to be fluent audio system. Fluency may not come without practice.

Fluency may be a factor that hinders students from speaking English, but their personal interest can even be a contributor to this concern. In research done by Shimizu entitled 'Why Japanese Students Unwilling expressing their Views in the School room' shows that, "some students are not interested in British which is natural that they can not express their thoughts during the class". So, this means that, students have to have high fascination with learning the terminology. If indeed they have little interest in the terms, definitely they'll not practice the vocabulary.

Apart from that, students do not speak English because they feel fearful of making mistakes. 'The concern with "losing face" avoids the students from speaking British (Zhu, 2003). These students do not need to feel ashamed before their friends if they tend to speak English incorrectly.

2. 4 Barriers in speaking English

Feeling not positive to speak in British, or reluctance to speak, whether in the school room, or outside may appear due to numerous factors. These factors hinder, or end up being the hurdle in individuals to speak in British. From my experience, my acquaintances rarely speak in English in informal situations especially outside the classroom. For me, this is actually the largest hurdle that deters the speaking of British during lectures in school. Speaking in English outside the school room is important. "Interacting locally is a essential part with their terms learning because terms acquisition occurs when learners have problems interacting and have to negotiate for meaning. " (Ellis, 2005)

Speaking in British outside the class room is important, and has demonstrated to accomplish individuals in becoming confident and able to improve speaking skills. A study done by Cathy Wright (2006) entitled 'SPEAKING British BEYOND THE Class: IDENTIFYING Obstacles AND EFFECTING CHANGE', confirmed that "speaking British outside course was very important (all rather than half) and more certain it might improve speaking, listening, vocabulary and understanding of life. Furthermore, participants had are more positive about their encounters of speaking English in the community. "

First terminology (L1) is also a hurdle to individuals to speak in British in class. This is because in my view and observation, my fellow workers opt to speak among themselves in L1, whether inside the class room, or outdoors. L1 effect on second dialect (L2) is also termed as 'disturbance'. Quoted in Bhela (1999),

"When writing or speaking the prospective vocabulary (L2), second language learners tend to rely on the native words (L1) structures to make a response. When the structures of the two languages are distinctly different, the other could expect a comparatively high consistency of errors that occurs in L2, thus indicating an disturbance of L1 on L2 (Dechert, 1983 and Ellis, 1997). "

Based on the quotation above, the structure of individual's L1 interfere in the production of sentences in L2, thus creating repeated problems in individual's talk and writing in L2. Therefore, the errors may instil lack of motivation and confidence to speak in L2, creating a situation that hinders my fellow workers to apply speaking English in category and beyond your classroom.

CHAPTER THREE

RESEARCH METHODOLOGY

3. 1 Background

One crucial key phrase that can be applied in mastering the English terms is "practice makes perfect". To become competent in British, TESL students should speak the vocabulary every opportunity they get. Interestingly, many TESL students do not use English outside the class. This is why I decided to conduct a review to research this matter. I'd like to determine whether the reason they are not using English outside the school room is innate or related with their surroundings. This is important because we have to recognize and eliminate the inhibitors that prevent TESL students from using British outside the class so that I might find ways to triumph over this issue.

This chapter checks how the study has been completed. In this section, it is mentioned in detail about the content of this review, the tools used to carry out this study, how the data have been collected, and lastly what sort of data have been analyzed.

From this chapter, the complete process, from distributing the device, performing and collecting the data, to just how of analyzing all the info of the study is being referred to precisely.

3. 2 The Subjects of the Study

The subject matter for my analysis are 45 folks. From all the themes, I chose to distribute our equipment to 11 male students, and 34 female students. Furthermore, the subjects of my review are all from B. Ed TESL Cohort Three UiTM students. All the respondents are aged between twenty to 24 years of age. While choosing for the things for this research, I did so not encounter any problems as my survey is not a comparison between men and women. So, the difference in the numbers of men and women respondents had not been a barrier to me to continue the study.

3. 3 The Instruments

In doing this survey, the technique chosen is survey questionnaire. The explanation for choosing this technique is that it is easier to evaluate the data provided. The review questionnaire will be sent out among 45 respondents in March 2010. To be able to accumulate the data the tool is split into three sections that are; (a) Student's Belief, (b) Difficulties, and (c) Ways to Help.

The questionnaire includes ten (10) study questions pertaining to the survey subject matter. From those 10 questions, three questions have been asked in a form of YES/NO, one question as range, and six multiple choice questions. The YES/NO question asks the respondents to tick either Yes or No. The optional choice question in the questionnaire needs all the respondents to find the answers within the answers that were provided for them. The scale question requires the respondent to grade according to their opinion in what the question asks. Meanwhile, the open-ended question asks the respondents to state their reason/s in answering the related question.

3. 4 Data Collection

As this study had been conducted using study questionnaire, the data provided is written in the questionnaire newspaper itself. Therefore, when this questionnaire have been distributed to all or any the respondents chosen, I needed given them about a quarter-hour to finish answering the questions. The questionnaire place is collected when all the respondents completed answering it. The questionnaire was handed to all or any the respondents while these were in school and looking forward to the lecturer to come. Therefore the data collection because of this review has been made at their individual classes

3. 5 Data Analysis

After all the info had been gathered, an evaluation of it has been carried out to conclude all the conclusions and assemblage the info into their ratio. This is done to come out with a set of figures and graphs discussing each question. The info collected is first recounted to ensure all the respondents possessed handed in their questionnaire paper. After that, an analysis of each question is manufactured by grouping the answers, and totaling them up in a form of ratio. Then, the ratio of every data is transmitted into the various charts provided by the computer. For the open-ended question, the info is tabulated into a table and accompanied by appropriate justifications how the respondents reacted to the questions asked.

CHAPTER FOUR

RESULTS AND INTERPRETATION

4. 0 Introduction

The purpose of this research is to investigate trainee teacher's perceptions, problems and encounters of speaking British in the class. This chapter looks into how the results of the findings of the study will be portrayed and discussed.

4. 1 Data Presentation and Analysis

This chapter includes information and the final outcome made regarding each question asked in the questionnaire newspaper. After the data have been analyze and sent into figures and desks, a conclusion for each and every question was created to relate the conclusions and the study topic together. With this section also, the results of the survey is shown and reviewed.

4. 1. 1 Student's Perception

4. 1. 1. 1 QUESTION 1: From your own viewpoint, is English an interesting language?

FIGURE 4. 1

The first question is an over-all question which asks the respondents whether English is an interesting words or not. It is a Yes/No question, which require the respondents to tick in either one of the containers provided. Because of this question, 45 respondents, or a total of 96 percent of the respondents say that English can be an interesting terminology. While a superb total of respondents say that English is interesting. On the other hand, 2 respondents, who carry another 4 percent of the full total ratio, say that English is not an interesting dialect.

4. 1. 1. 2 QUESTION 2: Is British words difficult to be spoken?

FIGURE 4. 2

The second question is a Yes/No question, asking the respondents' perceptions whether British terminology is difficult to be spoken or not. From your pie-chart chart above, it is shown that a high 80 percent of the respondents say that British is not difficult to be spoken. Another 20 percent explained that speaking British is hard. It clearly shows that majority of the respondents consent to the actual fact that British is not really a hard terminology to be spoken.

4. 1. 2 Student's difficulties

4. 1. 2. 1 QUESTION 3: Within the scale of just one 1 to 10, what's your degree of proficiency in the British language?

FIGURE 4. 3

The third question required the respondents to rate their level of skills in the British language. The rational of requesting this question is to learn how well the respondents experience themselves pertaining to the analysis of British. The scale of just one 1 to 10 has been provided to them in three different bins. The first box is scored 1 to 3, the second rated 4 to 7, and the third box is ranked 8 to 10. After inspecting the conclusions provided, 62 percent, with bulk respondents scored their effectiveness in English at 4 to 7 of the level. The next highest percentage is 32 percent, where in fact the respondents rate their British proficiency at 8 to 10 from the range given. Meanwhile, the cheapest ratio is 6 rate their proficiency at the point of 1 1 to 3 on the range.

4. 1. 2. 2 QUESTION 4: How often will you speak British with your friends / peers outside of the school room?

FIGURE 4. 3

The fourth question for this survey is pertaining to the consistency of speaking British for every single respondent. The answers provided for this question is rarely, once a week, everyday, or never spoken in English before. The respondents are asked to choose only ONE answer because of this question. From analyzed data, 50 percent of the respondents answered they seldom speak in English, 14 percent said that they speak English once weekly, another 32 percent of respondents declare that they speak British everyday, while another 6 percent of the rest of the respondents stated that they never spoke in British. From this question, it could be figured the respondents put in less time using British to speak in their daily lives.

4. 1. 2. 3 QUESTION 5: Do your co-workers practice speaking British beyond the school room?

FIGURE 4. 6

Question 6 is a Yes/No, asking the respondents whether their co-workers in the university or college practices speaking British outside the classroom or not. All of the respondents are asked to chose either Yes or No for the solution. The highest percentage because of this question is the solution Yes, with a complete of 60 percent of the respondents stating that their colleagues do practice speaking British outside their school room. Another 40 percent of the respondents say that their co-workers did not practice speaking the vocabulary outside class.

4. 1. 2. 4 QUESTION 6: Will you speak British with your parents / members of the family at home?

FIGURE 4. 7

The above amount is a sent data of the seventh question in the study questionnaire conducted to the B. Ed TESL educator trainee of IPGM-KKB - UiTM. This question is asked with the goal of knowing if the respondents do speak English language using their parents or family at home. Related to the fifth question before, this is another method for me to assemble more information about this issue of my research. To conclude the physique above, 60 percent or a total of 30 respondents do practice speaking the words with their parents or members of the family at home.

4. 1. 2. 5 QUESTION 7: What do you consider is the inhibitor for TESL students to utilize English in the classroom?

TABLE 4. 2

The question asked respondents to provide their judgment on the inhibitor for TESL students to make use of English in the school room. From the data collected, it shows that the majority of the respondents admit that lack of self-confidence is the largest inhibitor for them to use English beyond your classroom, with 57. 7 percent. Besides, 19. 7 percent respondents think that they are lack of practice to use the terms. While, 17 percent of your respondents say that their mom tongue (Malay Terms) inhibits those to speak English in the class room. On the other hand, only 7 percent of the total percentage areas that peers are the inhibitors for them to speak the terminology in school.

4. 1. three ways to Overcome

4. 1. 3. 1 QUESTION 8: Who influence you most in speaking British?

FIGURE 4. 5

This question is requesting the respondents to reveal who inspired them most to speak in British in the class. The answers provided because of this question is peers/friends, parents, their lecturers and their own self-willing. Through the bar graph above, respondents concur that their peers/ friends, and their lecturers will be the most important factor to allow them to speak in British, with the percentage of 28. 9. In the meantime, a 26. 8 percent out of the total percentage state that their own-willing to speak is the most pushing factor in influencing those to speak the terms outside the class room. Another 15. 4 percent of the remaining respondents chose their parents as a person who influence those to speak in English out of category. From this question, it shows that peers or friends, and lecturers play an important part to make us speak in British, even beyond the class.

4. 1. 3. 2 QUESTION 9: From your viewpoint, do a instructor / lecturer play a major role in pushing students to speak English?

FIGURE 4. 8

Question 8 is a multiple choice form of question, which needs the respondents to choose only ONE answer from the list of answers provided to them. The respondents are required to give their views on whether a professor or lecturer plays a major role in stimulating students to speak English. There's a big difference in the amount of ratio between one response to others. A majority of 44 respondents, with the percentage of 88 says that the tutor or lecturer takes on a huge role in pushing them to speak English. From this question, I could make a finish that students depend on their lecturers to make them speak in British outside the classroom environment.

4. 1. 3. 3 QUESTION 10: Within your opinion, what exactly are the factors that donate to someone speaking British fluently?

FIGURE 4. 9

This question is asking for the respondents' opinion on the factors that donate to someone speaking British fluently. Similar to the past question, the respondents need to convey their viewpoint by choosing from the set of answers already provided to them in the questionnaire newspaper. The thoughts asked are the factors that contribute to someone speaking fluent British. The leads to the body above implies that 41 percent of the respondents feel that plenty of practice is the key type in speaking fluent British. Meanwhile, one one fourth of the pie chart, with twenty five percent of the respondents feel that affinity for the language plays a part in someone speaking British fluently.

4. 2 Overview of the findings

Based on the studies of the analysis, there are few conclusions that can be made. Throughout the findings, I then found out that over fifty percent of the respondents possess the rate of 4-7 on the English proficiency scale of 10. I also discovered that 1 / 2 of the entire respondents hardly ever speak English with the friends or peers outside of the class. 60% from the total of respondents declare that their colleague procedures speaking English outside the classroom. However, that will not bring enough determination to cause them to become speak in English. 88% of the respondents have a view that lecturers play a huge role in encouraging students to converse in British in and outside the classroom. From the info collected, I then found out that, almost all of the respondents with a total of 57. 7%, declare that insufficient self-confidence is the greatest inhibitor to converse in English in the class room.

CHAPTER FIVE

CONCLUSION

5. 0 Introduction

One crucial word that can be applied in understanding the English dialect is "practice makes perfect". In order to be competent in English, TESL students should speak the terms every opportunity they get. Astonishingly, many TESL students do not use British outside of the classroom. That is why we made a decision to conduct a review to research this matter. We want to learn whether the reason they are not using English beyond the school room is innate or related with their surroundings. This is important because we need to recognize and eliminate the inhibitors that prevent TESL students from using British outside of the school room so that we may find ways to conquer this problem.

5. 1 Implications to Language Learning

The researcher really prices the insights received from the B. Ed TESL Cohort 3 students on their opinion and belief about English vocabulary, which is our L2. By knowing what they have to say about the British language, it creates awareness of the researcher on the problem of speaking in British among colleagues inside and outside the class.

The current situation of speaking British among colleagues demonstrates though British is the words that we are learning in order to become an English educator in the near future, many inhibitors still prevent us from frequently speaking the words, either inside the classroom or outdoors in informal situation with friends. The importance of English is undeniable. As the language is vital, B. Ed TESL Cohort 3 students should work very difficult to attempt to defeat, or curd the inhibitors that stop them from having the ability to speak in English in virtually any given situation.

As future English instructors, urgency and interior instinct to proficiently improve self in the vocabulary should be buried inside us. In addition, because of the increasing demand on individual's effectiveness in British for education and job potential customer nowadays, to be able to speak English in many situations is known as very good. Therefore, B. Ed TESL students must have their own self-encouragement to become better audio speakers of English, and become a very good role model to the students when they start educating in schools in the near future. By putting effort and finding our own methods to speak English frequently and confidently, not only can we be pleased with ourselves, but also a feeling of pleased and satisfaction sparks in the lecturers who experienced taught us the words for almost 6 years.

This research also shed light to the actual fact that practicing British is a very good effort in order to become fluent and efficient speakers. The only problem that surrounds it is the fact, the sensation of shame to practice speaking and getting caught making errors. It generates embarrassment which led to unwillingness to continue the practice of speaking the terms. Being afraid of earning problems while speaking is only going to put individuals at the current state of the English proficiency. To allow them to move forward and be better, the sensation of shame should be placed aside. This is because making mistakes are part of life. It is also part of the learning process to be someone better. By making mistakes in the conversation uttered in English, we learn by keeping in mind the problem and improve ourselves to be able to not duplicate the same problem again. Therefore, frequently endeavoring to speak in British during lectures in course, and with friends beyond your classroom despite errors made is an alternative to proficient English speaking individuals.

Positively saying 'we can' despite the barriers faced for self applied improvement in speaking British is indeed difficult. But when you are positive and hardworking on the way, the journey to be confident and skillful English loudspeakers is not too abrasive and windy. Following a day's hard work, lovely success awaits.

5. 2 Recommendations

This last section of our research study report enlists some of the suggestions made pertaining to the studies and bottom line of the review conducted.

It is preferred that

5. 2. 1 Since many of the respondents have effectiveness in speaking English, UiTM should find many attractive ways to channel student's effectiveness into speaking the vocabulary outside the class. Out of school activities, for example English Speaking Day could be beneficial to make students used to speaking British just at about anytime.

5. 2. 2 To encourage students to converse in British even when they are simply amongst their friends, students' systems in UiTM can continuously organize English recognition campaigns, which can make students of UiTM more alert to the need to be capable in speaking the words all the time.

5. 2. 3 UiTM administrator should create peer coach system; students who already are capable in speaking British would end up being the coach, motivator, and a friend with whom the less skilled university student can practice conversing with.

5. 2. 4 Lecturers in UiTM should continue steadily to become the strongest encourager, and giving more encouragement for students to speak in British outside the school room.

5. 2. 5 UiTM administrator should plan workshops that concentrate on building student's self-confidence to converse in English. Individuals who are experts in public speaking can be invited to give foretells students.

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