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Challenges in Implementing HIP in Classrooms

The document discusses a study on the challenges teachers face in implementing the Highly Immersive Programme in Malaysian classrooms. The study found teachers encounter issues like lack of parental involvement, teachers' attitudes and motivation, inadequate time, lack of self-confidence and resources. Addressing these challenges is important for the programme's success.

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JEEVAREGA A.MARIATHASIE
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4 views1 page

Challenges in Implementing HIP in Classrooms

The document discusses a study on the challenges teachers face in implementing the Highly Immersive Programme in Malaysian classrooms. The study found teachers encounter issues like lack of parental involvement, teachers' attitudes and motivation, inadequate time, lack of self-confidence and resources. Addressing these challenges is important for the programme's success.

Uploaded by

JEEVAREGA A.MARIATHASIE
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Teachers' Challenges in Implementing the Highly Immersive

Programme (HIP) in the Classrooms


Saminathan, Catherine; Yin, Lim Pei; Mustafa, Zarina; Abdullah, Amelia
LEARN Journal: Language Education and Acquisition Research Network, v13 n2 p194-207
Jul 2020
The Highly Immersive Programme (HIP) was introduced into the Malaysian education scenario with
the aims of involving and immersing students in an English environment. Through HIP, it is hoped
that students will have better opportunity and platform to use the language confidently, thus
improving their English proficiency. HIP is aimed to foster positive behaviours towards the learning
of English. Teachers play the main role in the planning, implementation and creating interests
amongst the students. At the same time, teachers are also encouraged to develop tools and aids for the
activities and organise school events in the English language. This study is conducted to find out the
challenges that teachers face in creating a highly immersive English environment. A qualitative case
study involving three teachers was conducted to obtain the data through in-depth interviews. The
findings illustrated that teachers encounter several challenges in the implementation of HIP in the
classrooms, including lack of parental involvements; teachers' attitude and motivation; lack of
adequate time; teachers' self-confidence and self-efficacy; and lack of resources and cooperation.
Therefore, in order for HIP to be fully successful, the challenges need to be addressed seriously
through various solutions which can come from the school, parents and the community.
Descriptors: Immersion Programs, Language Proficiency, Second Language Learning, Second Language
Instruction, English (Second Language), Self Efficacy, Self Esteem, Case Studies, Parent Participation, Teacher
Attitudes, Student Interests, Language Usage, Teacher Motivation, Program Descriptions, Foreign
Countries, Student Role, Administrator Role, Elementary School Teachers, Program
Implementation, Elementary School Students
Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand.
e-mail: learnjournal@[Link]; Web site: [Link]

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