Factors Influencing English Communication Proficiency Development Among B40 Preschool Children in Tanjung Malim, Perak, Malaysia

Radhega Ramasamy; Gurdip Kaur Saminder Singh; Noraini Zainal Abidin

Radhega Ramasamy
Gurdip Kaur Saminder Singh
Noraini Zainal Abidin

Abstract

This study examines the complex variables affecting B40 preschoolers' English communication skills in Tanjung Malim, Perak, Malaysia. The research is based on Malaysia's commitment to excellent education for everyone, especially underprivileged populations. The research goals are to identify and analyze these influential factors, examine B40 families' socioeconomic backgrounds, evaluate preschool quality and accessibility, examine parental involvement, and support, and examine peer interactions and classroom environments. A sample size of 100 respondents B40 preschoolers and their parents are surveyed using quantitative approaches, including a standardized questionnaire. Regression analysis is used to examine the relationships between Socio-economic Status, Preschool Education Quality, Parental Involvement and Support, and English Communication Proficiency Development. Socio-economic Status, Preschool Education Quality, and Parental Involvement and Support significantly affect English language competency in B40 preschool children, according to the research. The results add to the research on language development in Malaysian B40 communities and have implications for policymakers, educators, and stakeholders working to improve language education for vulnerable people. This study helps areas with comparable socioeconomic issues improve English language competency in B40 preschoolers to boost educational achievement and social mobility.

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