Journal articles: 'Attitudes towards English'

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Syukur, Abdullah. "Encouraging Students to Have Positive Attitudes Toward Learning English." Ethical Lingua: Journal of Language Teaching and Literature 3, no. 2 (2016): 122–30. http://dx.doi.org/10.30605/25409190.v3.02.122-130.

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A positive attitude is a powerful tool that fosters enthusiasm, promotes self-esteem, and creates an atmosphere conducive to learning. Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. Attitudes could be viewed as a tendency to respond positively or negatively towards a certain thing, idea, person, situation etc. The attitudes that the students should have are attitude towards the language, attitude towards learning the language, attitude towards the language teacher, and attitude towards school in general. This study focuses on discussing about encouraging students to have positive attitudes toward learning English.

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Dr. Hanan Dhia Akef Alsalihi. "English Department Students' Attitudes towards Teaching Profession." journal of the college of basic education 25, no. 105 (2019): 376–91. http://dx.doi.org/10.35950/cbej.v25i105.4805.

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Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.

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Chehimi, Ghada M. "Lebanese Students’ Attitudes toward English: An Exploratory Study." English Linguistics Research 10, no. 2 (2021): 20. http://dx.doi.org/10.5430/elr.v10n2p20.

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This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.

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Dako, Kari, and Millicent Akosua Quarcoo. "Attitudes towards English in Ghana." Legon Journal of the Humanities 28, no. 1 (2017): 20. http://dx.doi.org/10.4314/ljh.v28i1.3.

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Schmied, Josef J. "Attitudes Towards English in Tanzania." English World-Wide 6, no. 2 (1985): 237–69. http://dx.doi.org/10.1075/eww.6.2.05sch.

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Faramarzi, Sajad, Atefeh Elekaei, and Akbar Afghari. "Iranian Students’ Attitudes towards English as a Bilingual Language in Iran." Journal of English Language and Literature 3, no. 2 (2015): 289–99. http://dx.doi.org/10.17722/jell.v3i2.64.

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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.

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Iswahyuni, Iswahyuni. "COMPUTER SCIENCE STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING." Education of English as a Foreign Language 1, no. 2 (2018): 43–53. http://dx.doi.org/10.21776/ub.educafl.2018.001.02.05.

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Wati, Setyo. "Language attitude of undergraduate students towards English at English Education Department." LingTera 5, no. 1 (2018): 10–18. http://dx.doi.org/10.21831/lt.v5i1.8583.

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This research aims to: (1) describe the language attitudes of undergraduate students of English Education Department of Surakarta Muhamamadiyah University toward English language in terms of their behavioural, cognitive, and affective aspects; and (2) investigate the differences in language attitudes of undergraduate students towards English across gender and length of study at English education department of Surakarta Muhammadiyah University. This research employed a mixed method research design to collect, analyse and to mix both quantitative and qualitative data in a single study. Researcher used theory in a quantitative study to provide an explanation about the relationship among variables in the study. Thus, it is essential to have grounding in the qualitative study. The results of the study are as follows. The undergraduate students have different language attitudes, in terms of cognitive, behavioural, and affective aspects of language attitudes towards English. There is a statistic difference in the undergraduate students’ language attitudes towards English across gender. The attitudes of male undergraduate students towards English are higher than that of female ones indicating more positive attitudes towards English. It means that there is a rejection of the null hypothesis, because there is a significant difference between male and female undergraduate students’ attitudes towards English. There is a difference among the three groups in terms of length of English study. The freshman group showed slightly higher language attitudes compared with those of the other two groups.

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Nur Patria, Aditya. "Attitudes of Non-native Speakers of English Studying in Australia towards World Englishes." Arab World English Journal 12, no. 2 (2021): 294–305. http://dx.doi.org/10.24093/awej/vol12no2.20.

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The present study explores attitudes of non-native speakers of English studying in a reputable university in Melbourne, Australia, towards world Englishes. In particular, the study investigates different attitudes between students enrolled in a university subject, which indirectly promotes the students’ acceptance towards them and those who have not taken the subject towards world Englishes. The present study uses the direct approach, which allows informants to give an account of their attitudes (McKenzie, 2010). By adopting a questionnaire designed by Yoshikawa (2005), the present study seeks to answer two research questions: (1) Do non-native English students taking the subject have different attitudes from non-native English students who have not taken the subject towards world Englishes? (2) Do the students enrolled in Linguistic-Related majors have different attitudes from the students enrolled in Non-Linguistic-Related majors towards world Englishes? The findings of the study will contribute to the literature on world Englishes and the identification of a possible way to promote the acceptance of world Englishes. The results show that informants who are taking/have taken the subject tend to have more positive attitudes towards non-Inner Circle varieties than those who have not taken the subject. Similar results are also shown among informants grouped based on their majors in which Linguistics-Related ones are more acceptant. However, there is no significant difference regarding their attitudes toward Inner Circle English.

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Ababneh, Sana'. "Attitudes of Jordanian EFL Students towards Learning English Idioms." International Journal of English Language Education 4, no. 1 (2016): 172. http://dx.doi.org/10.5296/ijele.v4i1.9171.

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This paper presents the results of a field study which was carried out to identify Jordanian EFL students' attitudes towards learning English idioms. The study sample consisted of 94 students majoring in Translation and English Language and Literature at Yarmouk University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that the majority of the participants have positive attitudes towards learning English idioms as they believe in their importance for achieving effective communication in English. Moreover, the data show that neither the subjects' gender nor their academic major has a significant effect on their attitudes towards learning English idioms as most of the participants displayed a highly positive attitude towards learning these idioms.

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Astrid, Annisa, Deta Desvitasari, and Aghor Aqdam. "The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School." Ta'dib: Jurnal Pendidikan Islam 25, no. 1 (2020): 32–43. http://dx.doi.org/10.19109/td.v25i1.5253.

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Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.

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Gómez Burgos, Eric, and Sandra Pérez Pérez. "Chilean 12th graders’ Attitudes towards English as a Foreign Language." Colombian Applied Linguistics Journal 17, no. 2 (2015): 313. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a10.

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This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile. Attitude towards a language has been considered as an important factor that influences the process of learning a foreign language (Shams, 2008); for this reason, it is fundamental to identify students’ attitudes since positive attitudes towards English allow the students to have favourable orientation towards learning it (Karahan, 2007). Under this premise, this study corresponds to a case study that includes a quantitative method of data analysis. A survey of five dimensions was conducted amongst 154 students in order to measure their attitudes towards the target language. The results show that their attitudes towards English as a foreign language are favourable; however, the dimensions related to learning English, and English as a subject at school obtained unfavourable attitudes.

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Hekyung Kim. "Korean English Learners’ Attitudes towards Pronunciation." New Korean Journal of English Lnaguage & Literature 52, no. 4 (2010): 241–64. http://dx.doi.org/10.25151/nkje.2010.52.4.011.

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Husseın, Gülşen, Mukaddes Sakallı Demirok, and Hüseyin Uzunboylu. "Undergraduate student's attitudes towards English language." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 431–33. http://dx.doi.org/10.1016/j.sbspro.2009.01.077.

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Huerta, Margarita, Tiberio Garza, Julie K. Jackson, and Manognya Murukutla. "Science teacher attitudes towards English learners." Teaching and Teacher Education 77 (January 2019): 1–9. http://dx.doi.org/10.1016/j.tate.2018.09.007.

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KADT, ELIZABETH. "Attitudes towards English in South Africa." World Englishes 12, no. 3 (1993): 311–24. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00032.x.

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Rai, Ichchha Purna. "Attitudes towards Belhare, Nepali and English." Language Ecology 3, no. 2 (2019): 209–17. http://dx.doi.org/10.1075/le.00003.rai.

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Abstract This paper reports on a sociolinguistic study of the Belhare speech community which is a part of the Belhare language documentation project funded by the Language Commission of the government of Nepal in 2018. This article presents sociolinguistic information on Belhare, a lesser known speech community originally settled in Dhankuta, east Nepal. The main contribution of this paper is to examine domains of language use, language use among generations, attitude towards Belhare, Nepali and English, Belhare speakers as multilingual speakers, languages resources and language proficiency among children.

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Wiwaharini, Yuditha Putri. "Students’ English Lesson Attitudes and Its Effects on their English Achievement." JET ADI BUANA 4, no. 2 (2019): 170–77. http://dx.doi.org/10.36456/jet.v4.n2.2019.2079.

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This research is aimed to analyze students’ English lesson attitude and its effect on their English achievement. This research is a pre-experimental and it was carried out at one joint-cooperation school in Surabaya, Indonesia. Since English is the language that mostly used at the joint-cooperation school, the parents that sent their children there must have high expectations of their children’s English ability. This pressure can affect the students in learning English in the class. Some students will have negative attitudes in learning English because their parents do not want them to fail. Therefore, the researcher took a sample of 17 students in grade 3 as her subjects. The writer used a questionnaire to measure students’ attitude towards English lesson and compare it with students’ English score. The result shows that students’ attitudes do affect their English achievement. Those students who have positive attitudes towards English will stimulate their mood to absorb the information better.

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Purbandari, Prihatini, Etika Rachmawati, and R. Bunga Febriani. "MALE AND FEMALE STUDENTS’ ATTITUDES TOWARD ENGLISH VOCABULARY MASTERY IN LEARNING SPEAKING (A Survey Study at one of MA Islamic Boarding School in Tasikmalaya)." JALL (Journal of Applied Linguistics and Literacy) 2, no. 2 (2018): 89. http://dx.doi.org/10.25157/jall.v2i2.2192.

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This study aimed to explore the attitudes of Senior High School male and female students toward English vocabulary mastery in learning speaking. This study also investigated the factors influence students’ attitudes toward English vocabulary mastery in learning speaking. Attitude is individual’s response towards an object, inferred from individual’s belief or opinion about it. (Gardner, 1985). The writer conducted the questionnaire to measure the students’ attitudes toward English vocabulary mastery in learning speaking. The writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward English vocabulary mastery in learning speaking. The participants of this study consisted of 58 students of eleventh grade of one of MA Islamic Boarding School in Tasikmalaya. They were 25 male students and 33 female students. These students were purposively chosen. The results of the study showed that most of male and almost all of female students have positive attitude toward English vocabulary mastery in learning speaking. The results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking English in front of many people, their needs toward English and support from social environment. In conclusion, students’ attitudes toward English vocabulary mastery in learning speaking is important. It helps students improving their English speaking skill. In addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude. Key words: male and female students, attitude, vocabulary mastery, speaking skill

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Huwari, Ibrahim Fathi. "Language Attitudes of Jordanian Students Towards English Language." Academic Journal of Interdisciplinary Studies 10, no. 4 (2021): 237. http://dx.doi.org/10.36941/ajis-2021-0113.

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This study discussed the language attitudes among EFL students in Jordan society. The present study aimed to investigate the level of language attitude and to discover the relationship between gender, language experience, and the place of learning the language with language attitude. The participants of this study were 300 tenth school students from a private school in Irbid governorate, Jordan. Data was collected through a questionnaire contained 55 statements which were adapted from (Gardener’s, 1985). The descriptive analysis used in this research to discover the level of language attitude. T-test and ANOVA were also used to achieve the second research objective. The results of the study revealed that the participants showed a medium level toward learning the language. Female students reported having a higher level of attitude towards learning the language more than male does. Students who learned English at pre-school have more positive attitude compared with others, students who start to learn the language at the age of 6 and below have more positive attitude that the second group. They can speak with more confident way than other groups. Finally, the findings of this study should be used as starting point for both English instructors and students.  Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

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Almegren, Afnan. "Saudi Students’ Attitude towards World Englishes." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 238. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.238.

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In order to create and adopt better educational and pedagogic policies, it is important to understand students’ attitude towards the varieties of English. This study aims to investigate young Saudi EFL learners’ attitude towards the concept of World Englishes. It also explores Saudi learners’ preference of one English variety over the others. This study is significant since few studies have been done on the awareness of World Englishes among Saudi EFL learners and the present research is designed to fill this gap. The present study will help apply the concept of World Englishes to the teaching of English language in a sample Saudi educational environment. In addition, it will help develop a positive attitude towards cultural understanding and cultural diversity in Saudi Arabia. This study has three objectives: to examine and understand how EFL learners see World Englishes, and varieties of English as a second language in particular, in the Saudi Arabian context; to find out how Saudi EFL learners view the apparent domination of one variety of English over others; and to investigate the reasons why one variety of English is preferred to others. The study uses both direct and indirect techniques of measuring the attitude through interviews and a questionnaire. The questionnaire contained both open-ended and close-ended questions, one of which was a verbal guise test. The samples were obtained from the two largest public educational institutes in Saudi Arabia with both male and female adult students.The findings indicate that Saudi students are aware of some varieties of the English language, though they seem to have varied attitudes towards the diverse varieties of World Englishes. Students generally viewed American and British English as the standard English varieties and did not accept other varieties of World Englishes as standard. The results also showed that in spite of the fact that most of the students generally considered a ‘native’ teacher’s English as superior, they principally favored a Saudi teacher to teach them.

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Pham, Duy Thi Thuy, and Trang Huynh Nguyen. "A study on attitude towards English language learning among non-English majored students at Tra Vinh University." Vietnam Journal of Education 4, no. 2 (2021): 47–54. http://dx.doi.org/10.52296/vje.2020.19.

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Achievement in language learning usually depends on both learners’ ability and attitude. If learners have negative attitude towards language learning, it can lead to some detrimental effects. The objectives of the study are to identify students’ attitude to English language learning, to find out the differences of English attitude by gender and by three specializations, and finally to draw some teaching implications at Tra Vinh university. The participants are 89 respondents from 3 main specializations: Office Administration, Tourism and Medical Physician. The questionnaire has 34 items concerning language attitudes in terms of behavioral, cognitive and emotional aspect of attitude. The results show that the students have average positive attitude towards English and interestingly there are no attitudinal differences by gender. However, the attitudes towards English of the three majors are not similar. Tourism students’ attitude is slightly lower than that of the other two specializations.

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Muhammad Farshad, Uzma Murad Panhwar, Sakina Jumani, and Saddam Sassi. "Students’ Attitude towards Reading in English at Dalian University of Technology, China." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (2020): 140–58. http://dx.doi.org/10.35993/ijitl.v6i1.916.

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The study was set to know, analyze, and finally realize the students’ attitude towards reading, specifically their attitude toward reading in the English language (L2). To find out the students’ attitudes towards reading was the main aim of the study. The participants’ general attitudes towards reading and their reading preferences were investigated through a survey based on a descriptive research design. From the population of 1200 Graduate (Masters/M.Phil.) students, a sample of 641 were selected using random sampling. The data collected by the questionnaire were analyzed by SPSS Statistics 20 program using mean, median, standard deviation, Cronbach’s alpha, and graphical representation. The survey shows that the students of the Dalian University of Technology had healthy reading habits and they had a positive attitude towards reading. Also, it was found that students' reading habits had a significant impact on students' academic performance. Later, the results were discussed. Finally, this study put forward some suggestions to cultivate the reading habits and attitudes of college students and improve their language level. A few of those suggestions are; the teachers should encourage students in participating in reading activities; Parents should promote reading culture at home; the school administration/library should provide all the required materials for reading; Lastly, the students should take reading as a hobby. Keywords: Reading Attitudes, Academic Performance, Reading Preferences

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Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.

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Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.

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Trzeciakowska, Julia. "Non-Native English Speakers’ Attitudes Towards Polish-Accented English." Theoria et Historia Scientiarum 17 (December 29, 2020): 65. http://dx.doi.org/10.12775/ths.2020.003.

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Aliyu, Muhammad Mukhtar, and Gambo A. Danladi. "Attitude of Hausa ESL Secondary School Students Towards Spelling and Writing in English." International Journal of Language Teaching and Education 2, no. 3 (2018): 184–94. http://dx.doi.org/10.22437/ijolte.v2i3.5908.

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Writing skill is described as an essential language tool for students. Studies have shown that Hausa ESL secondary school students commit various errors in their writing in English. Various factors have been identified as responsible for the problems. However, the students’ attitude towards spelling and writing has not been investigated. It is believed that students’ attitude plays an important role in motivating and influencing their second-language learning. Therefore, the aim of this study is to explore the attitude and perception of Hausa ESL secondary school students towards English spelling and writing. The study adopts a survey research design where an intact class of 75 students from a secondary school in north-eastern Nigeria was selected. To collect the data for the study, a questionnaire was employed. The questionnaire comprises two sections: (i) attitudes toward English spelling and (ii) attitudes toward writing in English which include four writing purposes: (a) School Use, (b) Social Use, (c) Official Use, and (d) Creativity. Findings of the study revealed that the participants have a moderate positive attitude and perception towards English spelling and writing. The findings also indicated that the students’ attitude toward the School Use of English is the highest, whereas their Creativity in writing has the lowest means among the four purposes. In addition, the study revealed that there is a significant positive relationship between the participants’ attitude towards spelling and writing. To enhance students’ creative writing and thinking skills, the study suggests that literature in English should be made compulsory to all secondary school students. Story-reading and creative writing should be incorporated into the curriculum. Other extracurricular activities such as spelling completion should be organised to help the students.

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Seraji, Narjes Ebrahimi, Roya Sediq Ziabari, and Seyed Jalal Abdolmanafi Rokni. "Teacher’s Attitudes towards Educational Technology in English Language Institutes." International Journal of English Linguistics 7, no. 2 (2017): 176. http://dx.doi.org/10.5539/ijel.v7n2p176.

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The issue of attitude towards technology is not a new one; it has been around since computers were first placed in the classroom. There appears to be a positive attitude towards technology, so researchers aimed to seek out new information in an effort to find the relationship among teachers’ tenure, age, educational level, experience and teachers’ attitude toward technology. The purpose of this study was to investigate the attitude towards technology among teachers working in several institutes in Mazandaran. A total of 100 teachers including 38 males and 62 females, ranging in age from 22 to 50 and 20 to 42 respectively completed a survey. The non-parametric Spearman Rank-Order Correlation was used to find the relationship between the variables. The result of the research questions showed that: (1) there was a statistically significant relationship between teacher experience and attitude toward technology, (2) there was a statistically significant relationship between teacher tenure and attitude towards technology, and (3) there was a statistically significant relationship between teacher age and attitude toward technology.

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Muttaqin, Wildan Mahir. "The Attitudes of International Students in India towards English." LEKSEMA: Jurnal Bahasa dan Sastra 1, no. 1 (2016): 37. http://dx.doi.org/10.22515/ljbs.v1i1.23.

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English is now considered as global language, and with every single day its users are increasing numerously. The paper aims to investigate the international students attitudes towards English language focusing on a case of International students in India. As the central university, The English and Foreign Lnguages (EFL) University India has many international students from a wide range of countries. The attitudes are in language skills and in other perspectives. Upon the completion of the collection of data, these were analyzed, computed and tabulated using MS Excel.The study incorporates quantitative approach and has used close ended questionnaire to collect data from the participants. A total number of twenty students participated in the study. From the findings of the data, The research shows that they had shown a positive attitude towards use of English or an increase in the use of English. They believed that learning needs process. Motivation and self-confidence are also main factors to master English comprehensively. They also believe that EFL University is the best place in India to study English intensively

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Gökcan, Mustafa, and Derya Çobanoğlu Aktan. "Investigation of the variables related to TEOG English achievement using Language Acquisition Theory of Krashen." Pegem Eğitim ve Öğretim Dergisi 8, no. 3 (2018): 531–66. http://dx.doi.org/10.14527/pegegog.2018.021.

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In this study, the effects of students’ attitude towards English, foreign language anxiety, exposure to English, school type (i.e. state or private), parents’ English proficiency and education level on the students’ English achievement in TEOG exam are investigated. To achieve this goal, a multiple indicators and multiple causes (MIMIC) model has been developed, and tested based on Stephen Krashen’s language acquisition theory and the literature. According to the research results, attitudes towards English, school type, amount of English exposure, parents’ education level and English proficiency have meaningful and positive effects on English proficiency, while language anxiety has a meaningful but negative effect on it. Moreover, it was found that the effects of parents’ education level and English proficiency and the students’ attitudes towards English on English proficiency are mediated by exposure to English. Therefore, Krashen’s second language acquisition theory stating that those who have positive attitudes towards English will seek more comprehensible input and so will be more exposed to English and consequently will acquire English more is validated.

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Sharifi Feriz, Zahra, Khalil Motallebzadeh, and Ma'ssoumeh Bemani Naeini. "EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach." International Journal of Applied Linguistics and English Literature 6, no. 7 (2017): 161. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.161.

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The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

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Savic, Vera, and Danijela Prosic-Santovac. "English language teachers' attitudes towards inclusive education." Inovacije u nastavi 30, no. 3 (2017): 141–57. http://dx.doi.org/10.5937/inovacije1702141s.

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Zhang, Weimin, and Guiling Hu. "Second Language Learners' Attitudes Towards English Varieties." Language Awareness 17, no. 4 (2008): 342. http://dx.doi.org/10.2167/la479.0.

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Saeed Fahady, Shoaib. "COLLEGE STUDENTS' ATTITUDES TOWARDS LEARNING ENGLISH GRAMMAR." International Journal of Language Academy 7, no. 28 (2019): 520–30. http://dx.doi.org/10.18033/ijla.4168.

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Kaur, Paramjit. "Attitudes towards English as a Lingua Franca." Procedia - Social and Behavioral Sciences 118 (March 2014): 214–21. http://dx.doi.org/10.1016/j.sbspro.2014.02.029.

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Hundt, Marianne, Lena Zipp, and André Huber. "Attitudes in Fiji towards varieties of English." World Englishes 34, no. 4 (2015): 688–707. http://dx.doi.org/10.1111/weng.12160.

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TAN, PETER K. W., and DANIEL K. H. TAN. "Attitudes towards non-standard English in Singapore1." World Englishes 27, no. 3-4 (2008): 465–79. http://dx.doi.org/10.1111/j.1467-971x.2008.00578.x.

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TOKUMOTO, MINA, and MIKI SHIBATA. "Asian varieties of English: Attitudes towards pronunciation." World Englishes 30, no. 3 (2011): 392–408. http://dx.doi.org/10.1111/j.1467-971x.2011.01710.x.

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Zhang, Weimin, and Guiling Hu. "Second Language Learners' Attitudes Towards English Varieties." Language Awareness 17, no. 4 (2008): 342–47. http://dx.doi.org/10.1080/09658410802147337.

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Naqibullah Orfan, Sayeed. "Afghan undergraduate students’ attitudes towards learning English." Cogent Arts & Humanities 7, no. 1 (2020): 1723831. http://dx.doi.org/10.1080/23311983.2020.1723831.

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Thang, Nguyen Tat. "ENGLISH-MAJORED STUDENTS’ ATTITUDES TOWARDS PRAGMATIC AWARENESS." VNU Journal of Foreign Studies 37, no. 1 (2021): 120. http://dx.doi.org/10.25073/2525-2445/vnufs.4662.

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Good command of language, e.g. vocabulary, grammar, does not always guarantee success in communication. Learners of language need to be equipped with both language and the knowledge of how to use it, i.e. pragmatics. This paper investigates the attitudes of English-majored students at a university in Vietnam towards the knowledge of pragmatics of language learners. Data was collected via a questionnaire and the software SPSS version 20 was used for the analysis. The results showed that the majority of investigated students were aware of the role of pragmatics in their language classes. First year students and fourth year students differed in 3 issues: 1) whether good knowledge of language being enough for communication; 2) willingness to take a course on pragmatics; 3) teachers presenting the knowledge of how to use language officially in classes of language. This indicates that instruction about pragmatic knowledge should be taken into consideration in material design and in language classes.

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Udu, Titus Terver. "Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?" Studies in English Language and Education 8, no. 1 (2021): 143–56. http://dx.doi.org/10.24815/siele.v8i1.17524.

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This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

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Korumaz, Mithat, and Ali Karakaş. "An investigation of English language instructors' attitudes towards reflective teaching." Pegem Eğitim ve Öğretim Dergisi 4, no. 1 (2014): 27–46. http://dx.doi.org/10.14527/pegegog.2014.002.

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This study is predicated on a descriptive survey of quantitative research designs, which attempts to identify the attitudes of instructors of English towards reflective teaching in Turkey. For the collection of data, Reflective Teaching Attitude Scale, developed by Akbari, Bahzaadpoor and Dadvand, was distributed to 56 instructors of English who comprised the sampling of the study. The instructors were sampled more than ten universities across Turkey. The questionnaire was administered via using the online questionnaire feature of Google documents. The results demonstrate that all instructors tend to hold positive attitudes towards reflective teaching. In addition, when some variables such as gender, types of institutions worked at, faculties graduated from, and finally the last degree they hold are concerned, no statistically significant difference is observed among the participants in relation to their attitudes towards reflective teaching.

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Liu, Guobing, and Ling Zhang. "Study of the Correlation among Junior High Students’ English Learning Motivation, Attitudes and Achievements—From the Perspective of Attribution Theory." Journal of Language Teaching and Research 9, no. 5 (2018): 970. http://dx.doi.org/10.17507/jltr.0905.10.

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The learning motivation and learning attitude are both one’s invisible factors, which can have an impact on the achievements of English learners directly or indirectly. According to the attribution theory, a proper way of attribution will play an active role in arousing the students’ motivation of learning English and forming a better attitude towards learning. This research aims to analyze the correlation among the junior high students’ motivation, attitudes towards learning English and achievements from the perspective of attribution theory. Through the questionnaire, classroom observation and the interview, the researcher mainly investigates the correlation among the English learning motivation, attitudes and achievements of the 112 junior high students of the two classes in Xinxiang, Henan province of China. Furthermore, the researcher also conducts an interview with three teachers in order to have a good knowledge of the correlation among the learning motivation, attitudes and the achievements. It has been found: (1)There is a positive correlation among the achievements, the motivation and attitudes towards learning English of junior high students. (2)There are four main factors which have a significant influence on the learning motivation and attitudes towards English learning of junior high students: school circumstances, classroom atmosphere, teachers and home environment. (3)In order to enhance the academic achievements of the junior high students, the strategies to motivate the students to learn English and improve their attitudes should be put forward and paid more attention to from the aspects of the school, the class, teachers and their parents.

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Popescu, Codruta Alina, Anca Dana Buzoianu, Soimita Mihaela Suciu, and Sebastian Mihai Armean. "Attitudes toward mentally ill patients: a comparison between Romanian and International Medical Students." Medicine and Pharmacy Reports 90, no. 4 (2017): 401–6. http://dx.doi.org/10.15386/cjmed-776.

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Background. Stigmatizing attitudes to mental illness, and especially schizophrenia, are not limited to the general population but are also common among health professionals. Health professionals are in a position to model health related attitudes both in the general public and patients. Medical students are an interesting group to focus upon, since they are future health professionals and correcting stigmatizing attitudes is still possible during their educational curriculum.Methods. This study investigated the attitude toward mental illness in medical students at the Iuliu Hatieganu University of Medicine and Pharmacy. We surveyed first year students, since they have not yet received specific classes or internships in psychiatry; 322 students from the Romanian and English sections participated, representing a response rate of 94.7%. The questionnaire consisted of the Romanian and English versions of Link's Social Distance Scale towards people with mental illness scale.Results. Overall, medical students had a relatively negative attitude towards people with mental illness, with moderate social distance and stereotypical attitudes. The level of personal contact with people with mental illness was correlated with positive attitudes. International students had scored lower then Romanian students on social distance toward mentally ill patients.Conclusions. Medical education can play an important role in the attitudes of students toward mental illness. Medical students have stigmatizing attitudes about mentally ill patients. Personal contact with people suffering from mental illness might contribute to a positive attitude from the medical students toward mentally ill patients.

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Sasayama, Shoko. "Japanese college students' attitudes towards Japan English and American English." Journal of Multilingual and Multicultural Development 34, no. 3 (2013): 264–78. http://dx.doi.org/10.1080/01434632.2013.767341.

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Armijos Monar, Jacqueline Guadalupe, Blanca Narcisa Fuertes Lopez, Jorge Edwin Delgado Altamirano, and Vicente Marlón Villa Villa. "University Indigenous Students’ Perceptions towards Kichwa, Spanish and English." English Language Teaching 11, no. 2 (2018): 131. http://dx.doi.org/10.5539/elt.v11n2p131.

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Even though there has been a significant advancement in human rights, social justice and social practices around the world; some Ecuadorian indigenous students still struggle against many social and linguistic limitations, especially in Chimborazo province. This research was carried out with 30 Ecuadorian indigenous students who studied English as a compulsory subject for five months. The aim of the study is to explore the general attitudes of indigenous university students about Kichwa, Spanish and English languages in the Universidad Nacional de Chimborazo, at the Political and Administrative Science College. It also aims to find out which language demands more of their attention. Quantitative and qualitative data were collected into three-time stages by applying a questionnaire asking for students’ attitudes towards Kichwa, Spanish and English. Participants were asked about their language exposure in each of the mentioned languages. Answers were tabulated using the Statistical Package for the Social Sciences (SPSS) program. The outcomes revealed a substantial difference in the students’ attitudes in favor of Spanish language. Students showed a high exposure and attitude percentage towards Spanish language through social interaction with native speakers. Additionally, they listened and read information in Spanish with the most accuracy. The participants have been exposed to Spanish more than 20 years, as well. Conversely, students do not show a significant attitude towards English or Kichwa. Additionally, their social and academic contexts do not demand that the students to speak Kichwa and English, as a priority in students’ daily communication.

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Marquina Luján, Román Jesús, Edson Jorge Huaire Inacio, Victor Eduardo Horna Calderón, Roger Maurice Villamar Romero, and Aakash Kishnani García. "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, no. 2 (2021): 27–39. http://dx.doi.org/10.15446/rcp.v30n2.83678.

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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

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Dewi, Meiriska Nirmala. "STUDENTS’ ATTITUDE AND PERSONALITY TRAITS TOWARD ENGLISH LEARNING ACHIEVEMENTS." TANJAK: Journal of Education and Teaching 2, no. 1 (2021): 35–44. http://dx.doi.org/10.35961/tanjak.v2i1.134.

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There are some factors that may influence students English learning achievements. They may be internal and external factors. This study focuses on internal factors of students which assumed affecting their English learning achievements; they are students’ attitude and personality traits. To find out the influence of students’ attitude and personality traits towards their English learning achievement, some theories and previous related research have been carried out. Based on the theories, people’ attitudes influence on how they behave, think, and respond to something. Besides, students’ personality traits are also assumed has influence to their English learning achievements. Goldberg (2001) proposes International Personality Item Pool (IPIP) to assess partcipants’ perception of personality traits. This study adopted questionnaires of IPIP about personality traits and provided another questionnaire about attitudes. Design of this study is a correlational research design which used simple and multiple regression analysis. The finding shows that there is significant influence of students’ attitude and personality traits towards their English learning achievements. Keywords: attitudes, personality traits, English achievements.

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Kassem, Hassan M. "Attitudes towards English Literature: The Case of EFL Students at Three Saudi Colleges." Studies in English Language Teaching 8, no. 3 (2020): p1. http://dx.doi.org/10.22158/selt.v8n3p1.

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The primary aim of the study was to investigate the attitudes held by Saudi EFL students and the difficulties they have in studying English literature. Another aim was to explore gender differences in attitudes towards English literature. The relationships between (1) general motivational orientations to learn English and attitudes towards English literature, and (2) general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses were also explored. A cohort of 180 Eighth level majors at three Saudi colleges completed a researcher-developed 28-item questionnaire probing their general motivational orientations to learn English and attitudes towards English literature in terms of emotions associating studying English literature, cultural and religious sensitivities about studying English literature and the importance of studying English literature. Participants were found to hold positive attitudes towards English literature. They reported no cultural or religious sensitivities about studying English literature in their context. The difficulties they reported facing when studying English literature included difficult vocabulary and literary terms, difficult content and long pieces of literature, lack of language proficiency, and having to exert great effort. No gender differences were found in attitudes. Intrinsic motivation was found to be a significant predictor of positive attitudes towards English literature. Finally, a significant positive relationship was found between general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses. Instructional implications and suggestions for further research are provided.

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Al-Adwani, Amel M., and Anaam Al-Fadley. "The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English." English Language Teaching 10, no. 12 (2017): 37. http://dx.doi.org/10.5539/elt.v10n12p37.

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The current study is a quantitative research that examined the mean differences of the students’ attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students’ Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5th grade showed more positive attitude toward reading than those of the 6th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

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Journal articles on the topic 'Attitudes towards English'

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