Learning Mathematics in English for Indonesian Students : An Investigation into Code-switching Practices, Obstacles and Attitudes
type: CreativeWork
description: Previous studies have found that learning mathematics in English, where English is a non-native language for students is challenging. Most of the studies have been conducted in countries where English was either a native or second language. Few studies have been conducted in countries where English is a foreign language. More specifically, investigations on aspects of code-switching practice, obstacles and attitudes in learning mathematics in English are still limited. This study attempts to provide evidence on learning mathematics in English as a foreign language by focusing on these three main aspects. The current study was conducted in Indonesian International Standard Schools (ISS), where mathematics is learned in English. A mixed-methods approach was adopted in this study by employing an explanatory research design, sequentially performing surveys, classroom observations and interviews. The survey was distributed to 214 grade-seven students to ask about mathematical term challenges and attitudes towards learning mathematics in English. The classroom observations and interviews with 34 students were conducted in order to compare and contrast survey findings, explore code switching practices, identify the source of challenges for students and discover the resultant impact on attitudes. This study reveals several novel findings. Firstly, code switching by students exists in the ISS context in order to maintain the communication in both informal and formal academic conversations. This practice is influenced by cognitive, affective and social factors. While previous literature found that code-switching is a common feature in learning mathematics in a second language, the findings of the current study found that code switching also exists when students learn mathematics in a foreign language. Secondly, three main sources of difficulty were identified for students when learning mathematics in English: the characteristics of mathematical terms, the complexity of mathem…
abstract: Previous studies have found that learning mathematics in English, where English is a non-native language for students is challenging. Most of the studies have been conducted in countries where English was either a native or second language. Few studies have been conducted in countries where English is a foreign language. More specifically, investigations on aspects of code-switching practice, obstacles and attitudes in learning mathematics in English are still limited. This study attempts to provide evidence on learning mathematics in English as a foreign language by focusing on these three main aspects. The current study was conducted in Indonesian International Standard Schools (ISS), where mathematics is learned in English. A mixed-methods approach was adopted in this study by employing an explanatory research design, sequentially performing surveys, classroom observations and interviews. The survey was distributed to 214 grade-seven students to ask about mathematical term challenges and attitudes towards learning mathematics in English. The classroom observations and interviews with 34 students were conducted in order to compare and contrast survey findings, explore code switching practices, identify the source of challenges for students and discover the resultant impact on attitudes. This study reveals several novel findings. Firstly, code switching by students exists in the ISS context in order to maintain the communication in both informal and formal academic conversations. This practice is influenced by cognitive, affective and social factors. While previous literature found that code-switching is a common feature in learning mathematics in a second language, the findings of the current study found that code switching also exists when students learn mathematics in a foreign language. Secondly, three main sources of difficulty were identified for students when learning mathematics in English: the characteristics of mathematical terms, the complexity of mathem…
author: Setyaningrum, Wahyu
language: eng
date published: 2015
date modified: 2026-07-24T02:08:12Z
provider: University of Dundee
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Dundee