English Learning Attitude Research Articles

ATTITUDES TOWARDS THE LEARNING OF NON-ENGLISH MAJOR AMONG STUDENTS AT THU DAU MOT UNIVERSITY

International integration not only brings opportunities but also challenges for teaching and learning English. Like other universities, Thu Dau Mot University focuses on teaching English for non-majored students of different faculties to meet the curriculum as well as provide knowledge for them to be confident when communicating. However, teaching English to non-majors still faces a lot of difficulties due to a number of factors. This study aims to understand the attitudes of non-English major students toward learning English at TDMU. Quantitative methods are used through survey questionnaires related to students' attitudes toward learning English and factors affecting students' attitudes toward learning English, and also finding out their wishes when participating in English learning activities in class. The questionnaire was sent to 190 students of different levels (levels 4-5). The results of the study show that most students are aware of the importance of learning English but they are not highly motivated to learn. According to the analysis results, students do not have a positive attitude towards learning English for the following reasons: They haven't spent time studying because they have to work part-time job for paying tuition fee; The purpose of using this language after graduation has not been determined, and they haven’t found a suitable learning method. From these findings, some solutions have been discussed to improve students' English learning attitudes, help lecturers make appropriate adjustments to improve students' learning outcomes and meet the standards school output as well as meet the needs of society.

An Exploratory Study on the Relationship between Language Learning Attitude, Engagement, and Communication Skills Among Chinese EFL Learners

Language learning stands as a cornerstone in today’s globally interconnected world, particularly for Chinese learners of English as a Foreign Language (EFL). Nevertheless, the process of language acquisition is intricate and influenced by a myriad of factors. The primary objective of this study is to examine the current status of English learning attitudes, engagement, and communication skills among Chinese EFL learners and to explore the interrelationships among these variables. A total of 402 university students majoring in disciplines other than English, situated in central China, participated in this investigation. Three questionnaires—the Attitudes toward English Learning Questionnaire, the English Learning Engagement Questionnaire, and the English Communication Skills Questionnaire—were administered to assess their learning attitudes, engagement, and communication skills using a 4-point Likert scale. Following data collection, descriptive statistics and correlation analysis were conducted using SPSS. The study revealed positive attitudes and high levels of engagement among students in learning English, along with proficient overall communication skills. Additionally, significant differences were observed in students’ responses regarding attitude, engagement, and communication skills when categorized by demographic profiles. Furthermore, a robust correlation was identified among language learning attitude, engagement, and communication skills. Finally, recommendations have been proposed to assist educators in addressing students’ challenges and facilitating improvements in their attitudes, engagement, and communication skills within their respective English classes.

The Effectiveness of English Writing Teaching in Junior Middle School Based on Production-Oriented Approach

Production-oriented Approach (POA) proposed by Chinese scholar Wen Qiufang has been widely used in English teaching in recent years, but there are few studies on its application in junior middle school English teaching. This study analyzed the impact of the application of Production-oriented Approach on junior middle school students’ English learning attitude and English writing performance. In the experimental design, both quantitative and qualitative methods were adopted. Writing tests, questionnaire, interview were used as instruments. A total of 116 Chinese students from Year 8 of Yangzhou Shiyan Junior Middle School, Jiangsu Province in China were invited to participate in an 8-week pre- and post-test experiment. By comparing the writing scores before and after the test, it is found that the English writing scores of the students in the experimental class are higher than those of the students in the control class. Through the analysis of the results of questionnaires and interview, it is found that the students’ attitude towards English writing teaching in the experimental class has improved significantly. The implications and suggestions for dissemination and implementation of POA for junior middle school students are discussed.

Pengenalan Dasar-Dasar Bahasa Inggris pada Tingkat Sekolah Dasar di Merauke

Finding students in Merauke who still do not understand the basic English, starting from elementary to university students is common. Considering the urgency of mastering English nowadays, the introduction of English recommended form the early age. The preliminary observation at an elementary school revealed that many students were unfamiliar with English. This is the background for the author to conduct this community service, namely the introducing the basics English to students of elementary schools in Merauke. This activity involved two class of grade 4 and 2 teachers in one of elementary schools in Merauke. The stages in this activity, carrying out interview for teachers, observation, pre-test, teaching, post-test and interview for students. From the results it was found that students had a positive attitude in learning English, such as being active, enthusiastic and interested in learning English during the learning process and be able to understand the material well. No human resources capable of teaching English is the challenge faced by the school.

Students’ Perception Towards Teachers Strategies in Teaching Reading Skill

Students' perceptions towards teachers strategies in teaching reading skills are also important to know by teachers, so that they can be used as reflections to improving their strategies in teaching reading. This research different between some previous study because the focus in the some previous is more generally because analyze about students’ perception towards teachers attitude, teaching style and attitude in learning English. Meanwhile, in this research is more specifically because analyze about students’ perception towards teachers strategies and only focus in reading skill. In previous study use a quantitative method but in this study use a qualitative method. The aim of this study was to find out how students' perceptions towards teachers strategies in teaching reading skills.The participants in this study were eleventh grade students at SMAI MU Jatiurip. This study used interviews, observation and documentation to obtain data.The result showed that students’ perception towards teacher’s strategies in teaching reading at SMAI MU Jatiurip is give had positive percepatan with all of the teaching strategies in teaching reading. They are predicting, question and generating and answering, role plays and think pair share except summarizing strategy because they feel boring about learning reading material when the teacher used summarizing strategy. The most of students prefer to predicting strategy because students understand lessons more quickly when using predicting strategies.

Assessing the Impact of the Readers’ Theatre Program on Low-achieving Students: An Inclusive Evaluation Approach

English education should not only focus on listening, speaking, reading, and writing but also emphasize the application of English in real-life situations, linking it to students' life experiences. However, low-achieving students often lag in English literacy, pronunciation, and reading comprehension and lack learning motivation, even giving up engaging in classroom activities and becoming "guests" in the classroom. An inclusive evaluation emphasizes diversity and inclusiveness in program evaluation and concerns marginalized and underserved groups. This study supports the spirit of inclusive evaluation that concerns disadvantaged and underserved groups' rights and interests. Accordingly, this study investigates the impact of the readers' theater program (RTP) on low-achieving students' spoken English fluency, reading comprehension ability, and English learning attitudes. The participants comprised 20 fifth graders: Seven high-achieving students, seven middle-achieving students, and six low-achieving students. The study was conducted over 12 weeks. The study collected data using three instruments: The English oral reading fluency test (pronunciation correctness, reading speed, and expression), the English reading comprehension ability test, and the English learning attitude scale. Descriptive statistics and paired samples t-tests were used to analyze the pre-test and post-test data. The findings of this study indicated that the RTP effectively improves the English oral reading fluency and reading comprehension ability of low-achieving students and enhances their positive learning attitudes through interaction with peers. The reasons contributing to RTP can significantly improve low-achieving students' English learning might be the relaxed learning atmosphere, group cooperation, and the impact of positive feedback.

한국 영어교육 전공 대학생들의 영어학습 동기 변화 양상 비교연구: 회고록을 바탕으로

This qualitative study analyzes the English learning (de)motivation process over the past ten years of 42 university students majoring in English education. The changes in participants’ motivation were categorized into four groups: the upward, ‘V’ pattern, downward, and inverse ‘V’ pattern groups. Students’ retrospective essays on their (de)motivation process of learning English were analyzed based on the Grounded Theory.
 The upward and ‘V’ pattern groups went through gradual English learning motivation due to positive language attitudes and human factors, respectively, while the downward and inverse ‘V’ pattern groups experienced gradual or sometimes rapid demotivation due to the learning factors such as learning methods. It is noteworthy that the significant demotivating factors, learning factors, are found in all four groups. However, the overall motivation pattern (gradual increase or decrease) varies depending on how students sensitize or appraise the external learning environment. It suggests that learners who have experienced demotivation need a chance to re-experience positive English learning attitudes based on their willingness to learn English for remotivation. In addition, solutions to learning factors, demotivating factors found in all four groups, will be discussed.

Teachers’ Talk and Students’ Attitude in Learning English at Secondary Schools in Indonesia: A Correlational Analysis

Teachers’ talk is a key tool for engaging students in learning. This research is carried out to examine the correlation between students’ attitude and teachers’ talk in learning English at secondary schools in Indonesia in which English is taught as a foreign language. These two aspects are substantial when learning objectives are to be achieved. Unlike the previous studies that focused more on the nature of teachers’ talk and its effect on the development of specific language skills, this study scrutinizes the interrelation between teachers’ talk and one of the individual differences possessed by language learners, i.e., attitude. Two research questions are formulated to be answered by this study. First, what types of attitude possessed by the learners and how they are classified? Second, how does teachers’ talk correlate with the learners’ attitude in the attempt of achieving the learning goals? A quantitative approach is applied in this study involving learners of two secondary schools, namely, SMAN 6 and SMKs Harapan Bangsa as research population in Sidrap, a district in South Sulawesi Province, Indonesia. The researcher used purposive sampling technique in choosing 160 research samples from these two secondary schools. The data were collected using questionnaire and a set of hypotheses testing is utilized to measure the normality, linearity/regression, validity, and the reliability of the instrument. Pearson correlation value formula by Pearson was used to determine whether correlation existed between teachers’ talk and students’ attitude in learning English. The result of the analysis shows the correlation coefficient between teachers’ talk (X) and students’ attitude (Y), which confirms that both variables have correlation, which was interpreted as fair. The Pearson correlation value, which in this case is 0.350, shows a tenuous positive correlation. The implication of this study lies on the importance of teachers’ talk in shaping the learners’ attitude, which in turn leads to the success of language learning.

AN ANALYSIS OF STUDENTS’ ATTITUDE IN LEARNING ENGLISH AT ELEVENTH GRADE OF SMA NEGERI 2 GU

The problem in this study was how were the students’ attitude in learning English at eleventh grade of SMA Negeri 2 Gu? This study aimed at determining and identifying students’ attitude in learning English in the eleventh grade of SMA Negeri 2 Gu. The design of this study was a descriptive qualitative. Subjects of the research were fifteen students of eleventh grade at SMA Negeri 2 Gu. Techniquies of data collection in this study were questionnaire and interviw. Techniques of data analysis used were data reduction, data display and conclusion. The result showed thwt te students had positive attitude in learning English, which consisted of aspect of cognitive attitude, aspect of affective attitude and aspect of behavior attitude. In all aspects students’ attitude were in the good category. Based on three aspects of attitudes, the most dominant aspect of attitude was the affective attitude aspect.

The Vital Function of Motivation and Attitude in Learning English as a Foreign language in the Moroccan University

Most academic researchers argued that learning English necessitates a number of components to effectively enhance the learning process. The major components that are highly demanding are mainly motivation and attitude. This study aims to check upon the significant role of the previously mentioned components in learning English as a foreign language and to check whether motivation and attitude are highly required for an efficient learning process. For the data collection procedure, a google form questionnaire was designed and distributed to respondents through the social media applications, such as WhatsApp, Facebook and Messenger too. The respondents of this study are Moroccan university students affiliated to Moulay Ismail University in Meknes in Morocco, more precisely the Faculty of Letters and Human Sciences as well as the Faculty of Sciences in Meknes in Morocco. For the research outcomes of the study, respondents were aware about the requirement of enhancing their level in English. They held an encouraging attitude towards the language. They illustrated that they have become tolerant and open-minded in their process of learning. They also assumed that English is a global language and they are studying it for various reasons, such as passing exams successfully, delivering talks and publishing articles in internationally indexed journals, and settling in a foreign country whose English is the mother tongue of its native speakers. Consequently, they are adopting intrinsic/extrinsic and instrumental/integrative motivation clusters. Likewise, they argued that they ought to practice the language inside and outside the classroom setting to become fluent in English; otherwise, it will be hard for them to achieve an excellent level in the learning process. At last, it can be deduced that students’ motivation and positive attitude are tremendously relevant for an effective learning process of a foreign language.

FACTORS AFFECTING THE QUALITY OF TEACHING ENGLISH AS A SECOND LANGUAGE AT ECONOMICS UNIVERSITIES IN HANOI, VIETNAM

This study investigates the factors affecting the teaching of English as the second language for non-English major students at economic universities in Hanoi. The key findings indicate that all the factors which affect the quality of teaching English at economic universities in Hanoi include teaching methods, lecture skills and qualifications, teaching materials, assessment, facility, and English learning attitudes. Specifically, English teaching methods have the strongest impact on the quality of teaching English. Through the results, the researchers propose practical recommendations for administrators, lecturers, and students to improve the quality of teaching English as the second language for non-English major students at economics universities in Hanoi.

Effect of Multimodal Teaching on Language Comprehensive Ability under the Background of Artificial Intelligence

Reading comprehension is an important language learning skill. In English class, we should pay attention to cultivating students’ reading comprehension ability to help students improve their reading comprehension ability. The application of language service products of artificial intelligence has brought great challenges and opportunities to language teaching. This research starts from the current situation of the teaching mode of English language and literature reading under the background of artificial intelligence. The following four questions are mainly studied. Can the multimodal oral teaching model improve students’ oral English performance? Has the students’ spoken English improved in the three aspects of language content, language accuracy, and pronunciation and intonation? Does multimodal oral teaching have a positive impact on students’ attitudes towards oral learning? How can students improve their English writing? This study uses two research methods, experimental research and questionnaire survey, to explore the above research questions through a 16-week multimodal oral teaching experiment. The subjects of the experiment were 61 non-English majors in two parallel classes in the first year of a university in Xi’an. The experiment is divided into three phases: pretest of oral test, implementation of multimodal oral teaching, and posttest of oral test. The experiment proved that most students (about 67.35%) did not show much interest in reading and writing in English. Only a few students (12.24%) like to read and write. It shows that after accepting the multimodal teaching experiment, the students’ oral English scores have been significantly improved, which is reflected in the language accuracy, pronunciation intonation, and language content. The students’ oral English learning attitude is positive after the multimodal oral teaching.

IMPLEMENTATION OF OBE TEACHING CONCEPT BASED ON EMOTIONAL BEHAVIOR CHANGE IN COLLEGE ENGLISH CURRICULUM

IMPLEMENTATION OF OBE TEACHING CONCEPT BASED ON EMOTIONAL BEHAVIOR CHANGE IN COLLEGE ENGLISH CURRICULUM

THE EFFECTIVENESS OF USING MOODLE TO THE STUDENTS ATTITUDE IN EFL CLASSROOM

Since classroom-based instruction has been replaced by a hybrid of in-person interaction and online study, technology has transformed how knowledge is transferred and acquired. During covid-19 pandemic to overcome the situation, Learning From Home (LFH) is being implemented in all majors. This day, Moodle which is one of Learning Management System (LMS) is mostly used during online learning as a learning platform. The aim of this research is to investigate the students’ attitude in learning English by using Moodle. The researcher done this research by using descriptive qualitative research method. In collecting the data, the researcher has interviewed the students of University of Islam Malang as the subject. After that, the researcher analyzes and describes the result of interview sessions. However, it was found that the students of University Islam Malang have a positive attitude towards using Moodle which can improve their grade and motivation in learning English.

Stress Coping Skills and English Language Attitude of College-Going Students in Chennai

Stress and stress coping skills of college students during their learning process are novel topics among the research scholars searching for the psychological reasons behind the problems of adolescents in educational institutions. As adolescents are in an age of transition, stress-related problems are very common among them and their developmental process in cultivating their identity in adjusting to the environment. This paper provides the link between the stress coping skills of college students in their English learning process. This has proved that a moderate correlation exists between stress coping skills and the English learning attitude. The alarming rate of suicides among college students has motivated the researcher to bring out the facts between these two variables. The differences, associations, and relationships between these two variables are statistically proven with gender, community, Location, Residence, etc. The teaching communities, parents, and educators need to understand this fact to help the students cope with their learning process.

The protest activity of Russian youth

In the present era of evolution, language holds an essential place in the value system of any country. In globalization, there is an interaction on between various nations in politics, science, culture, economics, which results in meaningful changes in national languages and cultures. The present study is based on an empirical study carried out by the authors at the Moscow State University of Technology and Management named after K.G. Razumovsky (PKU), an analysis of the effect of English language on youth (students) in the 2010s. The conclusion is made about the transformation of the youth’s English learning skills and attitudes in the digital society. This present paper shows that beneficial (creative) forms of the effect of English language on Russian youth can assist in forming a productive and functioning culture of communication and interaction between the young people and others, especially in the educational spheres.

INVESTIGATING THE IMPACT OF INDIVIDUAL DIFFERENCES ON STUDENTS’ ENGLISH LEARNING ATTITUDE AND MOTIVATION

This study aims to investigate the impact of individual differences on English learning attitude and motivation of undergraduate students. The research tool used was in the form of a seft-reported questionnaire. The respondents were students from Nong Lam University, Ho Chi Minh City. The data collected from the questionnaire were analyzed using SPSS version 20. The results show that in terms of integrative and instrumental motivation, female is more self-motivated than male, and parents’ foreign language proficiency has substantial effect on the integrative and instrumental motivation. Students in rural areas have higher instrumental motivation than those in urban areas

The Attitude of Indonesian Learners in Tertiary Level toward Spoken English and its Learning

The aims of this study were to discover if the learners of English of UM English Education Department of UM Parepare experience problems in speaking English and if so, why, and what type of attitudes they have towards accents and how these attitudes influence their English speech. This study is a qualitative phenomenological research based on the linguistic phenomenon among Indonesian English learners derived from their learning experiences. The phenomenon in question shows that most Indonesian learners have learned English for 6+ years but still unable to communicate. Most of those learners complained about the ‘obsolete’ method of teaching which has been too focused on grammatical learning and fewer interests on the practical use of English itself. The data was taken from document reviews, in-depth interviews, and direct observation given to the importance of spoken English learning attitude. The findings obtained through interview and question on three level of scholars (fresh year students, sophomores and more senior students, and alumnus). The result of this study showed that most of students get difficult to speak English because of avoiding mistakes and error. This attitude of making mistake was derived from the social pressure situation in pronouncing their accent through the English words. Another finding is, there are many of students have some negative attitudes towards the Indonesian accent in pronouncing English words.

Macao College Freshman Students’ Beliefs and Intentions regarding Learning English as a Foreign Language (EFL): A Theory of Planned Behaviour Perspective

This paper investigated Macao college freshman students’ English learning under the framework of the Theory of Planned Behaviour (TPB), and a total of 544 valid questionnaire responses were collected for the analyses. Factors like attitudes towards English learning, subjective norms, and perceived behaviour control of Macao college freshmen were analysed with varimax rotation using Principal Component methods. Gender and previous learning places have a significant difference in those factors and their learning intention. The findings showed that the TPB explained Macao college freshman students’ English learning beliefs and attitudes. This study provides valuable implications for ways to increase student attitude. English instructors should understand freshman students’ English learning intention and adopt efficient teaching methods to increase their motivation.

Mothers’ Educational Beliefs and Preschoolers’ English Learning Attitudes: The Mediating Role of English Experiences at Home

This article analyzes the relationship between Korean mothers’ beliefs about early childhood English education and preschoolers’ attitudes toward English learning. English experiences in the home were also projected to be significantly related to the aforementioned factors. Participants consisted of 159 mother–child pairs in South Korea. This study yielded three main results. First, correlations were found between the mothers’ education level and all three factors, while the fathers’ education and family income levels correlated only with preschoolers’ English experiences at home. Second, the subfactors of the mothers’ beliefs, the preschoolers’ home English experiences, and their attitudes toward learning English were revealed to be partly related. Third, the study showed that preschoolers’ English experiences at home mediated the relationship between the mothers’ beliefs in the importance of English education and the preschoolers’ attitudes. In effect, while the mothers’ beliefs about early childhood English education did not directly affect their children’s attitudes, indirect effects were found to be mediated by English experiences at home. Based on these results, we propose that it is necessary for parents to create a rich language environment in the home that engenders in children positive foreign language learning attitudes.