Understanding the Characteristics of Imagined Communities in Low-Proficiency Malaysian Undergraduate ESL Learners

Abstract

This study investigates the characteristics of imagined communities among low-proficiency English as a Second Language (ESL) learners in Malaysia, guided by Norton’s (1997) theoretical framework. A qualitative case study approach was employed, involving 10 Malaysian undergraduate students categorized as low-proficiency based on their Malaysian University English Test (MUET) scores. Data collection methods included in-depth interviews and written narratives, providing a comprehensive exploration of participants' imagined communities and their impact on language learning. The findings reveal that low-proficiency learners often have limited and locally oriented imagined communities, which significantly influence their engagement with English. These learners typically envision using English primarily within local contexts, such as in academic settings or for basic communication needs. Their imagined communities are shaped by immediate social environments, including family and peers, which may not provide strong motivation for extensive language learning. This localised vision contrasts with the broader, more global imagined communities observed in high-proficiency learners. The results imply that the learners' imagined communities can influence their proficiency and engagement with the language. Based on these findings, it is recommended that ESL classrooms focus not only on developing proficiency but also on nurturing learners' imagined communities and identities.