Abstract
Researchers have proposed many multidimensional frameworks to identify significant and potential factors, e.g., educational background, positive feelings and career aspirations, that impact English learning attitude in second language acquisition. Yet, there is still very little research to graphically describe the interactions between these factors and how these factors directly or indirectly impact learning attitude. To this end, a questionnaire survey was conducted in Changchun University of Technology. Statistical measures and Bayesian network analysis were introduced to quantitatively and qualitatively analyze the collected data. Furthermore, the significant attitudinal differences between students majoring in the Liberal Arts or Sciences were investigated for the case study. Studying the interaction between these factors can help explain how they positively affect students’ attitudes toward English language learning. To stimulate interest, teachers may take targeted pedagogical approaches or strategies.
Highlights
In China, most primary school students begin to learn English as a foreign language (EFL) in the first grade
This paper analyzes English learning attitudes from a multiple interdisciplinary perspective by taking into consideration background characteristic factors, behavioral factors, cognitive factors, emotional factors and future expectation factors as attributes for Bayesian Networks (BNs) analysis
By collecting data through questionnaires, these quantitative measures, e.g., mutual information and conditional mutual information, can measure the extent to which factors independently or jointly impact attitude toward English language learning for EFL students
Summary
In China, most primary school students begin to learn English as a foreign language (EFL) in the first grade. A large number of studies on language attitudes have been conducted over the past 50 years because of the growing relation between the importance of language use and the nature of individuals, such as students’ attitude toward different teaching strategies [5,6,7,8,9,10,11,12], students’ attitude towards reading [13,14], writing [15] and Utilization of iPad [16], relationship between attitudes and motivation [17,18] In his great work “Principles of Language Learning and Teaching”, Brown (1994) [19] stated that “attitudes are the result of parents’ and peers’ attitudes, contact with people
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
