A Conceptual Model of English Language Learning Engagement among Orang Asli Students

This paper proposes a conceptual model of English language learning engagement among Orang Asli students in Pahang, Malaysia. Grounded in Gardner’s Socio-Educational Theory, the proposed model explains the relationships among parental involvement, teacher support, motivation, attitude and English language learning engagement. Drawing on relevant literature and existing empirical findings, the model explains how socio-educational factors influence learners’ psychological orientation and engagement in learning English. Motivation and attitude are conceptualised as the main psychological mechanisms through which parental involvement and teacher support influence learners’ engagement in English language learning. The proposed model suggests that parental encouragement and teacher support are important socio-educational factors that foster learners' motivation and positive attitudes and hence increase their behavioural, emotional and cognitive engagement in English language learning. The proposed model contributes to a better understanding of the language learning processes of marginalised indigenous learners and highlights the need for culturally responsive pedagogical practices. The paper concludes by discussing the theoretical and pedagogical implications of the proposed model and identifying directions for future empirical research on English language learning among Orang Asli students.

culturally responsive; English language learning; Orang Asli; psychological orientation; Socio-Educational Theory

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