scholarly journals Grammar Consciousness-Raising Activities and Iranian EFL Learners' Attitudes toward English Language

2014 ◽  
Vol 8 (3) ◽  
pp. 257-272
Author(s):  
Farrokhlagha Heidari ◽  
Nurullah Mansourzadeh
Keyword(s):  
English Language ◽  
Consciousness Raising ◽  
Efl Learners ◽  
Attitudes Toward Learning ◽  
Before And After ◽  
Students Attitudes ◽  
Iranian Students ◽  
Traditional Approaches ◽  
Grammatical Structures ◽  
Learning English

The first purpose of this study was to investigate the effect of consciousness-raising (C-R) activities on learning grammatical structures by Iranian EFL learners. The second one was to investigate the effect of gender through C-R activities and tasks. Finally, this study wanted to investigate the Iranian students’ attitudes toward learning English prior to and after applying the C-R activities. An attitude questionnaire was use to investigate the participants' attitudes toward learning English before and after applying C-R activities. Data analysis indicated that using C-R activities in is significantly more effective than the traditional approaches. Regarding gender, male outperformed females. Therefore, it is recommended that other teachers consider C-R activities as useful options in teaching other aspects of language. Based on the statistics and findings, Iranian students’ attitudes toward learning English language were not much different prior to and after applying C-R activities.

scholarly journals The Effects of the Use of First Language on Learning English as a Second Language: Attitudes of Arabic EFL Learners

2019 ◽  
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Attitudes ◽  
First Language ◽  
Efl Learners ◽  
Arabic Speakers ◽  
Language Classrooms ◽  
Students Attitudes ◽  
English Language Classrooms ◽  
Learning English

Teachers may wonder whether the use of first language (L1) in the second language (L2) classroom is beneficial or detrimental to L2 learning. The present study investigates the attitudes of L1 Arabic speakers towards the use of English in the L2 classroom. The study examined the following: a) whether Arabic is used in English language classrooms; b) students’ attitudes towards their English teachers’ use of Arabic; c) students’ attitudes towards their classmates’ use of Arabic; d) whether the use of Arabic facilitates L2 English learning. The study was conducted with 149 male Saudi university English as a Foreign Language (EFL) learners studying in a Saudi English department. They were asked to complete two questionnaires: a) a background questionnaire; and b) an attitudinal questionnaire. The findings revealed that the participants believed that: a) Arabic is seldom used by their teachers; b) the use of English is more beneficial than Arabic to learning English; and c) Arabic can be used in some situations by teachers when communicating important information.

scholarly journals Iranian Students’ Attitudes towards English as a Bilingual Language in Iran

2015 ◽  
Vol 3 (2) ◽  
pp. 289-299
Author(s):  
Sajad Faramarzi ◽  
Atefeh Elekaei ◽  
Akbar Afghari
Keyword(s):  
Bilingual Education ◽  
Undergraduate Students ◽  
English Language ◽  
Likert Scale ◽  
Daily Lives ◽  
General Attitude ◽  
Attitudes Toward English ◽  
Students Attitudes ◽  
Iranian Students ◽  
Learning English

The current study examined Iranian students’ attitudes towards English language in social and academic domains, and their attitudes toward English as part of a bilingual system in Iran. A 5-point likert scale questionnaire was used to investigate the extent for which students use English in their daily lives, its significance, students general attitude towards using English and their attitudes towards a bilingual system. The results indicate that a large number of participants (n=200), whom were selected among undergraduate students in Iran, reacted positively towards English language in general and having English as part of a bilingual system in particular. Data from the questionnaire indicates that students are interested in learning English for both social and professional reasons. Additionally, the results of this study highlight the greater preference of students in bilingual education which is statistically significant. Finally, some pedagogical implications related to the use of English are presented.

scholarly journals The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2021 ◽  
pp. 1-35
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

Motivation is one of the crucial aspects of second language acquisition. Students’ motivation can be influenced by their teachers. The present study aims to investigate the impact of the two types of teachers on EFL learners’ motivations to learn English. These are NESTs (Native English-speaking teachers) and NNESTs (native English-speaking teachers). Hence, it examines learners’ attitudes and perceptions towards the two types of teachers. This study employed a mixed method by distributing a questionnaire contains quantitative and qualitative tools. It consists of twenty items of Likert scales and two open-ended questions. The present study subjects are 31 female students at King Abdulaziz University in Jeddah, Saudi Arabia. The results of the study demonstrate that learners have a positive attitude toward NESTs and NNESTs. Despite that, the tendency to learn with NNESTs is higher than NESTs. The findings also show that both types of teachers motivate students to learn English. Moreover, it suggests that the methodology and teachers’ personalities are more important than the teachers’ nativeness.

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

scholarly journals Gamified Learning: Are Vietnamese EFL Learners Ready Yet?

2020 ◽  
Vol 15 (24) ◽  
pp. 242
Author(s):  
Huyen Thi Thanh Phuong
Keyword(s):  
English Language ◽  
English Education ◽  
English Language Teaching ◽  
Focus Group Interviews ◽  
Efl Learners ◽  
Students Attitudes ◽  
Gamified Learning ◽  
Group Interviews ◽  
Game Elements ◽  
The Relationship

Given the strong empirical evidence in the field of education that confirms the relationship between the application of game elements and increased learning motivation, gamification has recently become a concept that starts drawing attention in the field of English language teaching (ELT). However, the topic of gamification is still under-presented in ELT research, especially in English as a foreign language (EFL) contexts. The current research ex-plores the extent to which Vietnamese EFL learners are familiar to online gamification tools and their attitudes toward online-based gamified learn-ing. The study draws on data collected from survey questionnaires and fo-cus group interviews. Participants involved 147 students who participated in the survey; 12 volunteers among the surveyed students joined focus group interviews. The findings indicate that gamification has started taking a certain role in English learning both within and beyond classrooms. Also, students’ attitudes towards gamified learning are positive. Pedagogical im-plications regarding the application of gamified learning in improving the efficacy of English education in Vietnam and similar EFL contexts are also discussed.

scholarly journals Investigation the attitudes of secondary school students towards the use of saying and words of wisdom in learning English at secondary level in Gaza

2021 ◽  
Vol 4 (3) ◽  
pp. 169-199
Author(s):  
Wafaa Ibrahim Alnajjar ◽  
◽  
Reem Yahya Mahmoud Shehadh
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Students ◽  
English Language ◽  
Cultural Knowledge ◽  
School Students ◽  
Efl Learners ◽  
Secondary Female ◽  
Learning English

This paper examined the attitudes of secondary school students towards the use of saying and words of wisdom in learning English as a foreign language in secondary schools in Gaza. Saying and words of wisdom play a significant role in language learning as a part of gaining cultural knowledge. In addition, this study attempted to find out whether they could motivate students to learn English then improve language acquiring through time. 40 secondary female EFL learners were assigned in questionnaires and interviews. Through observation, the researcher convinced that saying and words of wisdom is an important segment in the English Language, and it is a useful piece that has been used to spread wisdom and truths about life. The study reveals the effectiveness and higher rate of retaining of learning vocabulary through the strategy of sayings and words of wisdom compared to the traditional method.

scholarly journals TOWARDS A BETTER EFL LEARNERS’ MANAGEMENT OF THEIR INDEPENDENT ENGLISH LANGUAGE LEARNING AT UNIVERSITY LEVEL

2016 ◽  
Vol 3 (1) ◽  
pp. 85
Author(s):  
NADIA KIES
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Work ◽  
First Century ◽  
Autonomous Learning ◽  
English Language Learning ◽  
Efl Learners ◽  
Before And After ◽  
Ultimate Objective ◽  
Instructional Programme

This paper reports the results of a research work that has sought to investigate the characteristics of students’ management of their English language learning and has attempted to correlate it with effective, independent, autonomous learning. It stresses the importance of improving students ‘learning how to learn skills’ through implementing an instructional programme based on autonomy fostering. It is undeniable that the ultimate objective of Education is targeting quality assurance and enhancement for facing twenty first century education challenges. Therefore, the primary goal of higher education is to prepare learners to function independently and appropriately into this world in constant motion. It is our role as teachers to equip them with the necessary tools and skills so that they manage both content and the way to learn it and use it for future employability objectives. Major researches in the area of learner autonomy in language learning will be reviewed drawing the characteristics of the autonomous learning behaviour as well as the main variables influencing its practice. The research adhered to a descriptive interpretative type of research, where we have attempted to investigate whether students were able to manage, monitor and self-regulate their learning and make it more self-directed and more successful. Both qualitative and quantitative data were collected thanks to a triangulation of research tools used before and after the instruction in learning skills and competencies. Some of the results revealed that while for the majority of learners, autonomy fostering was welcomed and gave significant results, not all students were ready to function independently from a teacher for their language learning.

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