scholarly journals Attitudes of Iraqi Students toward Learning English Language

2019 ◽  
Vol 6 (2) ◽  
pp. 425
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Medium Of Instruction ◽  
Negative Attitudes ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Spss Software ◽  
The University ◽  
Learning English

Over learning foreign language process, learners may have different attitudes toward learning the targeted language. These attitudes could accelerate or weaken the acquisition process. Thus, this study conducted to identify whether students have positive or negative attitudes toward learning the English language as well as the study sought to identify if there is a significant difference among study sample in regard of their gender and college. To do this, a sample of (400) non-major English university students were chosen randomly from three different colleges, which are using English language as a medium of instruction. The study limited to the students at the University of Baghdad/ Al-Jadiriyah branch. SPSS software version (20) was used to analyze the collected data. The findings revealed that students showed positive attitudes toward learning English language. Furthermore, there is no significant difference among the study sample in term of gender and type of college.

scholarly journals ENCOURAGING STUDENTS TO HAVE POSITIVE ATTITUDES TOWARD LEARNING ENGLISH

2017 ◽  
Author(s):  
Ismail Sangkala
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Affective Factors ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Learning Language ◽  
Learning English

In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language. This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language.

scholarly journals Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru

2021 ◽  
Vol 30 (2) ◽  
pp. 27-39
Author(s):  
Román Jesús Marquina Luján ◽  
Edson Jorge Huaire Inacio ◽  
Victor Eduardo Horna Calderón ◽  
Roger Maurice Villamar Romero ◽  
Aakash Kishnani García
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Languages ◽  
Negative Consequences ◽  
Private Institution ◽  
Academic Level ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
The City ◽  
Learning English

The current study has as its objective to analyze the relationship between students’ attitude towards learning English and  the procrastinating behavior at the academic level. Attitudes strengthen people’s motivation to learn a foreign language  (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in  completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational,  and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language  learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that  there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in  bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language.   How to cite this article: Marquina Luján, R. J., Huaire Inacio, E. J., Horna Calderón, V. E., Villamar Romero, R. M., & Kishnani García, A. (2021). Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru. Revista Colombiana de Psicología, 30(2), 27-39. https://doi.org/10.15446/rcp.v30n2.83678

scholarly journals Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 31
Author(s):  
Hualan Tan ◽  
Zhilong Xie
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Learning ◽  
Significant Difference ◽  
English Achievement ◽  
The Relationship ◽  
Learning English

English serves as a bridge of communication for the people from all over the world as it plays an increasingly crucial role in the process of globalization. In accordance with English curriculum standards issued by the Ministry of Education in 2011, the ultimate goal of English language discipline is to communicate. But over these years, China’s English education has been difficult to get out of the dilemma of “Dumb English”. When facing the real oral communication situations, students are still too nervous to speak with a great deal of fluency and accuracy. Therefore, the present study aims to explore the relationship between English language anxiety, gender, years of English learning and final oral English achievement by inviting 41 English major freshmen of foreign language departments of Nanchang Business College. For this purpose, this study adopts a reliable Foreign Language Classroom Anxiety Scale developed by Horwitz and Cope (1986) to measure students’ anxiety. The results reveal that anxiety levels between males and females are similar; there is also no significant difference among years of learning English; however, a significantly negative correlation between college students’ foreign language anxiety and their oral English learning achievement was found.

scholarly journals Teaching in the Garden: School Gardens as a Space for Environmental and English Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 83-106
Author(s):  
Baerbel Turner-Hill ◽  
Christian Ludwig ◽  
Lena Böttger
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Environmental Literacy ◽  
School Gardens ◽  
School Garden ◽  
Learning Groups ◽  
Diverse Learning ◽  
Efl Teacher ◽  
The University ◽  
Learning English

      School gardens as settings for learning outside the classroom are becoming increasingly popular. They allow students to learn in an authentic way as they engage in a variety of activities and materials. More importantly, they also represent a powerful place and tool for environmental education as students are not only exposed to nature but also gain positive environmental experiences. This paper examines school gardens as a place for both enhancing students’ English language competences and fostering critical environmental literacy. The first section of the paper focuses on garden-based education as a type of learning outside the classroom. The ensuing section then provides a brief discussion of school gardens as learning spaces across the curriculum, arguing that school gardens are far more than places for learning about nutrition and healthy living. Following this, the next section then argues for using school gardens also for learning English as a foreign language. Here Gardner’s multiple intelligences model serves to illustrate the potential of school gardens for differentiated instruction regarding content, processes, and products in today’s increasingly diverse learning groups. The main part of the paper then concentrates on garden-based education in the context of EFL teacher training. At the University of Education Karlsruhe (Germany) students have the opportunity to attend a school garden-based seminar which allows them to experience first hand the benefits of learning English as a foreign language in the school garden. The paper concludes by taking a glimpse into the future of school garden learning by reporting on the authors’ experiences with using technology in the context of garden-based education.

scholarly journals Attitudes of Islamic Learning and Education Faculty Students towards English Language at Karachi University

2019 ◽  
Vol 4 (2) ◽  
pp. 83-96
Author(s):  
Nayab Iqbal ◽  
Kaukab Abid Azhar
Keyword(s):  
Null Hypothesis ◽  
English Language ◽  
First Year ◽  
Education Faculty ◽  
First Year Students ◽  
Positive Attitudes ◽  
Significant Difference ◽  
The Difference ◽  
A Minor ◽  
The University

The research paper aims at studying the attitudes of the students of Islamic Learning and Education Faculty towards English Language at the University of Karachi. It is based on testing the hypothesis that the students of Islamic Learning Faculty have less positive attitudes towards English language as compared to the students of Education faculty through a survey on first year students of both the faculties. A five point Likert scale was used to conduct a survey on 151 students of the Islamic Learning faculty and 135 students of the Education faculty. The results were calculated using an independent t-test and standard deviation which reveals that there is a minor difference in the attitudes of the student of both the faculties. The students of the Education faculty show more positive attitudes when asked about the importance of English language as compared to the attitudes of the students of Islamic Learning Faculty. However, the difference in their attitude is negligible. As the results reveal minor association between the attitudes of the learners and their faculty therefore, the study proves the null hypothesis which says that there is no significant difference between the attitudes of the students of both the faculties.

scholarly journals Teachers' Perspectives of Difficulties Face Teaching English Language as a Foreign Language at the Intermediate Schools

2019 ◽  
Vol 6 (3) ◽  
pp. 420
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Teaching English ◽  
Intermediate School ◽  
Intermediate Schools ◽  
Female Teachers ◽  
Significant Difference ◽  
Spss Software ◽  
Teachers Perspectives

The study attempts to determine the most influential difficulties that face Iraqi-English teachers as they have experienced through teaching process and the extent to which the variable of gender could influence teachers’ perspectives toward the difficulties of teaching. A sample of (34) intermediate-school teachers were chosen randomly from different schools at Al-Karkh side of Baghdad city. A questionnaire of (37) items was administered to the study sample to collect the needed data. SPSS software version (20) was run to analyze the collected data. The findings of study revealed that there is no statistically significant difference between male and female teachers at the level (a=0.05) in their perspective toward the difficulties in teaching English. Additionally, the most influential difficulties encounter Iraqi-English teachers are the scarcity of equipment and facilities and difficulties with students. The study came out with a number of recommendations.

scholarly journals Attitudes Of Tertiary Students Towards Using Smart Phone Applications In Learning English

2015 ◽  
Vol 3 (8) ◽  
pp. 47-55
Author(s):  
Abeer Z. Barakat
Keyword(s):  
English Language ◽  
Smart Phone ◽  
Smart Phones ◽  
Language Games ◽  
Freshmen Students ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Teachers And Students ◽  
The University ◽  
Learning English

The Use of mobile phones and smart phones in education has become very popular with the emergence of this technology and its availability among both learners and teachers. The current study attempted to examine the attitudes of the freshmen students registering in the General English Requirement in the University College of Applied Science towards the use of smart phone applications in learning English. The results of the questionnaire analysis indicate that the majority of the students have positive attitudes towards using English language applications to help them learn English. Yet, student's use of smart phone applications is limited to downloading English language games and dictionaries. Therefore, both teachers and students need to be more aware of the beneficial options that these applications offer to the English language classroom.

scholarly journals STUDENTS’ EXPERIENCES OF LEARNING ENGLISH IN INDONESIA: SOME EFFECTIVE AND INEFFECTIVE WAYS

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Azhar Aziz Lubis ◽  
Nopriansah Nopriansah ◽  
Abdul Halim ◽  
Sukma Septian Nasution ◽  
Muhammad Yusuf
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Research Topics ◽  
English Departments ◽  
Effective Strategies ◽  
Self Confidence ◽  
History Of ◽  
The University ◽  
Learning English

<p>Although the study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia has become prominent research topics for decades, little attention is paid to the students’ experiences of learning English. This study aims at researching some of our students’ experiences of learning English both at their junior and senior high schools. The students reflecting the experience were participants of our course unit of General English, Introduction to linguistics, Structure 2, History of English language, and were both from non-English and English departments at the University of Bengkulu and Dehasen University, Bengkulu, Indonesia. Of the eight effective and fourteen ineffective ways to learn English, we found three main issues apparent in our study namely self-confidence and motivation, learning environment, and methods and media in teaching English as a foreign language. Further explication of each issue is discussed.</p><p dir="RTL">على الرغم من أن دراسة الاستراتيجيات الفعالة لتدريس اللغة الإنجليزية كلغة أجنبية (TEFL) في إندونيسيا أصبحت موضوعات بحثية بارزة لعقود من الزمن، إلا أنه لم يتم إيلاء اهتمام كبير لخبرات الطلاب في تعلم اللغة الإنجليزية. تهدف هذه الدراسة إلى البحث في بعض تجارب طلابنا في تعلم اللغة الإنجليزية في مدارسهم الثانوية والإعدادية. كان الطلاب الذين يعكسون التجربة مشاركين في وحدة دوراتنا في اللغة الإنجليزية العامة، ومقدمة في اللغويات، والهيكل 2، وتاريخ اللغة الإنجليزية، وكانوا من أقسام غير الإنجليزية والإنجليزية في جامعة بنجكولو وجامعة ديهاسين، بنجكولو، إندونيسيا. من بين الطرق الثمانية الفعالة والأربعة عشر غير الفعالة لتعلم اللغة الإنجليزية، وجدنا ثلاث قضايا رئيسية واضحة في دراستنا وهي الثقة بالنفس والتحفيز، والبيئة التعليمية ، والأساليب ووسائل الإعلام في تدريس اللغة الإنجليزية كلغة أجنبية. مناقشة المزيد من شرح كل قضية.</p>

scholarly journals A comparative study of the lifelong learning propensities of English language learners: nationality, gender and length of study

2015 ◽  
Vol 12 (1) ◽  
pp. 2-25
Author(s):  
Tanju Deveci
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Lifelong Learning ◽  
Language Learners ◽  
English Language ◽  
Significant Difference ◽  
Development Of Language ◽  
Student’S T ◽  
Learning English ◽  
Length Of Study

Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the Mann-Whitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain sub-skills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.

scholarly journals Investigating Attitude And Motivation Of Iranian University Learners Toward English As A Foreign Language

2010 ◽  
Vol 3 (1) ◽  
pp. 137 ◽  
Author(s):  
Sima Sayadian ◽  
Anita Lashkarian
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Research Area ◽  
English Language Teaching ◽  
Motivational Orientation ◽  
Gender Influence ◽  
Integrative Motivation ◽  
The University ◽  
Attitude And Motivation ◽  
Learning English

This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: ·                  What are the university learners’ attitudes for learning EFL?·                  What are the university learners’ motivations for learning EFL?·                  Does gender influence attitudes of Iranian learners for learning English as a foreign language?·                  Does gender influence motivation of Iranian learners for learning English as a foreign language?·                  Does a major course of the study influence attitudes of Iranian learners for learning English as a foreign language?·                  Does major course of the study influence motivation of Iranian learners for learning English as a foreign language? The investigation also demonstrates that Iranian learners learn English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the dominant motivational orientation for the Iranian learners to learn English as EFL. This study will possibly provide additional insights in better identifying the existing motivational challenges and in taking a more realistic perspective about the English Language Teaching (ELT) situation in the country. Finally, some recommendations on future directions for this research area in Iran have been highlighted.

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