EFL Students' Attitudes towards Learning English Language: The Case of Libyan Secondary School Students
29 Jan 2012-Asian Social Science (Canadian Center of Science and Education (CCSE))-Vol. 8, Iss: 2, pp 119
TL;DR: In this article, the authors investigated Libyan secondary school students' attitudes towards learning English in terms of behavioral, cognitive, and emotional aspects and explored whether there is any significant difference in the students' attitude towards English language based on their demographic profiles i.e., gender, field and year of study.
Abstract: This study investigated Libyan secondary school students’ attitudes towards learning English in terms of the behavioral, cognitive and emotional aspects. It also explored whether there is any significant difference in the students’ attitudes towards English language based on their demographic profiles i.e., gender, field and year of study. A total of 180 participants in the three study years from three specializations of Basic Sciences, Life Sciences, and Social Sciences took a questionnaire as a measuring instrument. Regarding the three aspects of attitude i.e., cognitive, behavioral, and emotional, the participants showed negative attitudes towards learning English. On the demographic profile, there were statistically significant attitudinal differences regarding gender and field of study but not year of study. Based on the research findings, some recommendations are finally presented.
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TL;DR: In this article, the attitude of male and female English as a foreign language learners of Kashan University toward English language learning in terms of behavioral, cognitive, and emotional aspects was investigated.
Abstract: Attitude is considered as an essential factor influencing language performance and received considerable attention from both first and second language researchers. Al-Mamun, Rahman, Rahman, and Hossaim argue that attitude is the feeling people have about their own language. Thus, attitude to language is a construct that explains linguistic behavior in particular. This study aimed at investigating attitude of male and female English as a foreign language (EFL) learners of Kashan University toward English language learning in terms of the behavioral, cognitive, and emotional aspects. To this end, a questionnaire survey administered upon a total of 30 randomly selected samples. Results of qualitative and quantitative data analysis showed a positive attitude toward English learning in three aspects of behavioral, cognitive, and emotional. In addition, there were statistically significant attitudinal differences between the two groups.
65 citations
Cites background or methods or result from "EFL Students' Attitudes towards Lea..."
...However, comparing female and male students, Abidin et al. (2012) revealed the attitudes of female students toward English are slightly higher than that of male ones, which is in line with that in the current study and İnal et al.’s (2005). In contrast, some studies based on gender differences such as Fakeye (2010) are in contrast to our study, which showed that students’ attitude is not genderrelated....
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...…from the Attitude Questionnaire Test employed by Boonrangsri, Chuaymankhong, Rermyindee, and Vongchittpinyo (2004), the Attitude and Motivation Test Battery (AMTB) designed by Gardner (1985), and a Behavioral, Cognitive, Emotional Attitude (BCEA) questionnaire (as cited in Abidin et al., 2012)....
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...However, comparing female and male students, Abidin et al. (2012) revealed the attitudes of female students toward English are slightly higher than that of male ones, which is in line with that in the current study and İnal et al....
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...The ability of students to master a second language is not only influenced by the mental competence or language skills but also on the students’ attitudes and perceptions toward the target language (Abidin et al., 2012)....
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...These findings contradict with the reports given by Abidin et al. (2012), who studied behavioral, cognitive, and emotional attitudes of Secondary School Students toward learning English language. They found that their participants have a negative attitude in all three aspects of behavioral, cognitive, and emotional toward learning English just in line with Shams (2008) and Al-Nofaie’s (2010) studies. Making a contrast, Al-Tamimi and Shuib (2009), and Momani (2009) revealed positive attitudes toward learning English....
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Dissertation•
21 May 2014
TL;DR: Student learning experiences in the English as a Foreign Language (EFL) programme in Qudar University for Health Science in KSA is explored from three perspectives to explore the institutional influence of QU-HS on student learning experiences using aspects of institutional theory and the influence that family educational background has on the students’ learning experiences.
Abstract: In today’s world, knowledge is power; it is the capital that has the ability to transform nations The Kingdom of Saudi Arabia (KSA) has oil, giving it huge revenue that can be invested into the development of the country Despite the massive expenditure to develop Saudi higher education, the question of the quality of teaching and learning is still debatable (Alkhazim, 2003) In particular, the low level of English language competency among the graduates of many higher Saudi higher education institutions is of concern to observers, as these graduates are not confident in using the global lingua franca that is widely used in international higher education as well as in the production of knowledge
The aim of this research is to explore student learning experiences in the English as a Foreign Language (EFL) programme in Qudar University for Health Science (QU-HS) in KSA from three perspectives The first is the institutional influence of QU-HS on student learning experiences using aspects of institutional theory The second analysis examines the students’ family educational background, using the notion of cultural capital The final viewpoint is provided by analysing students’ interaction with the teaching approaches used in the EFL programme in this university
Thus, the main research question of this study is ‘How do students experience teaching and learning in the EFL programme in QU-HS?’ In order to address this research question, a case study approach within the paradigm of interpretivism was used The data was obtained through semi-structured interviews and observations of teachers and students Documents related to the context of the study were gathered and analysed The data was collected and analysed in accordance with the three main themes: the policies of QU-HS in relation to the EFL programme, students’ family backgrounds, and the teaching approaches used by EFL teachers in the programme
The first key findings of this study came from the analysis of the policies that the university adopted in relation to its EFL programme It was found that these policies influence: (1) the use of English language as the medium of instruction and communication, (2) the different provisions of the EFL programme, and (3) the recruitment of EFL instructors These policies have impacted on the EFL programme and this then affects the students’ learning experiences The second set of key findings emphasised the influence that family educational background has on the students’ learning experiences in the EFL programme The absence or presence of a family educational background significantly influences the way students approach their learning The final key findings of this study stress the significant role played by teaching approaches in shaping the students’ learning experiences The Communicative Language Teaching (CLT) approach encourages active engagement and more independent learning practices, whilst the Grammar Translation Method (GTM) ascribes a more passive and teacher-dependent nature to the way students learn Such teaching approaches impact differently on the students depending on how students approach their learning
The findings of this study will contribute to the debate about teaching and learning in Saudi higher education by raising awareness about learning and the factors influencing the students’ learning experiences in this specific context, which could then be used to inform studies in other contexts Also, the conclusion of this study will help to inform future programme planning as well as EFL teacher training in Saudi higher education and elsewhere This study highlights to the research community the importance of exploring teaching and learning in Saudi higher education and suggests avenues for further research which can contribute to theories of teaching and learning in higher education
56 citations
Cites background from "EFL Students' Attitudes towards Lea..."
...The reasons for low English language proficiency among the students is the poor quality of the teachers’ knowledge, the teaching approach and the time allocated to English in the public school curriculum (Al-Jarf, 2008b; Alsaif and Milton, 2012; Rabab’ah, 2005; Zainol Abidin et al., 2012)....
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01 Jan 2015
TL;DR: In this article, a study aimed to explore the attitudes of Umm Al-Qura University students towards learning English as a Foreign Language (EFL), as well as to study factors affecting their attitudes towards learning EFL.
Abstract: This study aimed to explore the attitudes of Umm Al-Qura University students (Al-Qunfudah branch) towards learning English as a Foreign Language (EFL), as well as to study factors affecting their attitudes towards learning EFL. The study also investigated the relationship between the students’ attitudes and their grade point average (GPA). The researchers designed a questionnaire to measure the students’ attitudes towards learning EFL. The researchers also interviewed a number of English major students to explore the factors that affect their attitudes towards learning EFL. The sample of this study consisted of 112 English major students from Umm Al-Qura University / Al-Qunfudah branch. These students were randomly chosen from different levels (second, third and fourth year students), and the results of the study showed that the students have overall positive attitudes towards learning EFL. The results also indicated that students with high GPAs have the highest positive attitudes towards learning English, followed by the medium GPA students and finally the low GPA students.
50 citations
01 Jan 2014
TL;DR: In this paper, the authors investigated FELDA primary school students' attitudes and motivation towards English and the learning of the language and found that students are highly motivated, have positive attitudes towards learning English and are extrinsically motivated although it does not necessarily translate into favorable efforts in improving proficiency.
Abstract: Attitudes and motivation are key factors to successful second language acquisition. The rising importance of English as evidence in the new National Education Blueprint (2013-2025) calls for immediate attention to students‟ low proficiency problems especially among FELDA school students. The problem could stem from primary school students having a lack of motivation and poor attitude towards English and learning of the language. This study investigates FELDA primary school students‟ attitudes and motivation towards English and the learning of the language. A total 40 respondents, age between 10-12 years old took part in this preliminary study. Data was collected via a questionnaire survey and interviews and was analyzed using descriptive statistics. The findings suggest that students are highly motivated, have positive attitudes towards learning English and are extrinsically motivated although it does not necessarily translate into favorable efforts in improving proficiency. Based on the findings, some recommendations are presented.
37 citations
Journal Article•
TL;DR: The findings showed that the vast majority of the subjects of the study had positive attitudes towards learning the English Language and that teacher’s nativity did not influence students’ positive orientation toward the English language.
Abstract: This paper outlines the results of a survey that was carried out, to identify Applied Technology High School students’ attitudes towards learning the English language and to investigate whether the students’ attitude is affected by the teacher’s nativity. The study sample consisted of 196 students at the Applied Technology High School (ATHS). A questionnaire was used for data collection. The findings showed that the vast majority of the subjects of the study had positive attitudes towards learning the English Language. In addition, the findings revealed that teacher’s nativity (native speaker vs non native speaker of English) did not influence students’ positive orientation toward the English language. Finally, some pedagogical implications that would help tap the students’ attitudes were presented.
36 citations
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