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prevalent
discourse
of
examination
throughout
their
school
experience
(Ambigapathy, 2002). The high importance placed on scoring good grades in the
examination further establishes the need to memorize and regurgitate even in the
discourse of assessment in higher learning institutions (Lee King Siong, Hazita Azman
& Koo Yew Lie, 2010; Koo, 2008).
In conclusion, learners perceptions towards the teaching and learning of English
should be taken and reviewed seriously as it is a two way process involving teachers
and learners. Meanwhile, teachers should take the initiative to ensure their teaching
plans are effective while students learning becomes meaningful through a myriad and
mixture of teaching methods to cater to a majority of the students learning styles and
preferences.