Khatib, F. M. M., & Maarof, N. (2015). Self-Efficacy Perception of Oral Communication Ability among English as a Second Language (ESL) Technical Students. Procedia—Social and Behavioral Sciences, 204, 98-104.
https://doi.org/10.1016/j.sbspro.2015.08.121

has been cited by the following article:

• TITLE: The Implementation of Highly Immersive Programme (HIP) Speaking Activities in Malaysian Schools: A Literature Review

  AUTHORS: Siti Rafidah Kamsin, Maslawati Mohamad

  KEYWORDS: English as a Second Language, Highly Immersive Programme (HIP), MBMMBI (Upholding the Malay Language and Strengthening Command of English), English Proficiency

  JOURNAL NAME: Creative Education, Vol.11 No.9, September 24, 2020

  ABSTRACT: English is the second language in Malaysia and it is a compulsory subject to be learnt in all schools. On average, Malaysian pupils spend at least 11 years learning the subject formally in classrooms before pursuing their education at the tertiary level or joining the workforce. However, from numerous reports, it is found that Malaysian pupils are still struggling to master the language thus affecting their performance in studies and depriving them of good job opportunities. Therefore, the Ministry of Education introduced the Highly Immersive Programme (HIP) which was implemented in all schools starting from 2016. It is a programme under the MBMMBI (Upholding the Malay Language and Strengthening Command of English) policy that will enhance pupils’ proficiency in English through increased exposure to the language in schools. This paper provides a literature review on the Highly Immersive Programme (HIP) speaking activities and its implementation in Malaysian schools. It includes reports on pupils’ lack of proficiency in the language, the implementation of the Highly Immersive Programme and previous studies carried out regarding its implementation.