An evaluation of students’ attitudes toward English language learning in terms of several variables

Gömleksiz, Mehmet Nuri

doi:10.1016/j.sbspro.2010.12.258

Cited by 38 publications

(41 citation statements)

References 2 publications

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“…In the study reported by Dehbozorgi (2012), no statistically significant relationship was found between learners' attitudes towards foreign language and language proficiency. However, there have been a considerable number of studies (e.g., Gomleksiz, 2010;Oller, Hudson, & Liu, 1977;Zainol Abidin, Pour-Mohammadi, & Alzwari, 2012) that investigated the relationship between attitudes and language learning and reported a close relationship between them. Despite the excessive studies on the role of attitudes in language teaching contexts, we are still witnessing some controversial results in this domain when dealing with the issue in different contexts of study.…”

Section: Discussionmentioning

confidence: 99%

Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy

Darabad¹

2013

IJL

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This study examined the effect of two types of corrective feedback (prompts and recasts) on oral accuracy of 120 Iranian elementary female EFL participants (15-20 years old) considering their attitudes towards foreign language as having positive or negative attitudes measured by the Attitude/Motivation Test Battery (AMTB) (1985). We used the Key English Test 2 (KET) (2003) as a placement test. Of these participants, based on the scores taken from placement test and AMTB, 60 participants (30 +attitude "+A" and 30 -attitude "-A" participants) were selected and randomly assigned into three groups (prompt, recast, and control groups) each of them containing 20 +A and -A members. The study followed placement test, AMTB, pre-test, treatment sessions, immediate post-test, and delayed post-test design. A mixed between-within subjects analysis of variance (SPANOVA) was conducted to assess the impact of the two different interventions (prompts, recasts) on participants scores on oral accuracy, across three time periods (pre-intervention, post-intervention, three weeks follow-up). There was a statistically significant interaction between program types (corrective feedback) and the time, and also a substantial main effect for that, with both groups showing an increase on the scores of oral accuracy across three time periods. The main effect comparing the two types of intervention was statistically significant suggesting a significant difference in the effectiveness of the two teaching approaches showing the superiority of prompts over recasts in post-tests. In the meantime, the results didn't show any interaction between attitudes and feedback conditions in terms of target language accuracy.

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Section: Discussionmentioning

confidence: 99%

Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy

Darabad¹

2013

IJL

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“…It implies that regardless of gender, the respondents showed positive attitudes towards the four languages. This finding contradicts the following studies: Eshghinejad (2016) found that female had significantly higher attitude than the male respondents; Okuniewski (2014) where female respondents were significantly higher than males among secondary students on the aspects of motivation, attitudes, language orientation, certain social relations and specific aspects of the second language; Alaga (2016) who concluded that sex was significantly related to attitude; Gömleksiz (2010) in which females were more positive in their attitudes towards English learning in terms of interest, usefulness and teacher subscales; Kesgin and Arslan (2015) where female group showed more interest, positive behaviour and better performance than male group. The studies of Durer and Sayar (2013) and Huseein, Demiroka and Uzunboylu (2009) reveal similar results to the current study that males and females do not differ in their language attitudes toward English.…”

Section: Discussionmentioning

confidence: 71%

“…However, the study revealed that gender did not affect language attitude. Considering variables such as class level, gender, and department variables, Gömleksiz (2010) evaluated the attitudes of freshman and sophomore Turkish students toward English language learning.…”

mentioning

confidence: 99%

Language Attitudes of the Gaddang Speakers towards Gaddang, Ilocano, Tagalog and English

Asuncion¹,

Rañosa-Madrunio²

2017

SELT

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“…According to Lennartsson, putting the blame on the students will only worsen the situation as it would give them unnecessary and additional pressure in their attempt to be proficient in English language, if they do not have a deep-rooted belief in the importance of what they are doing (Gömleksiz, 2010).…”

Section: Students' Perception Of the Importance Of English Languagementioning

confidence: 99%

Attitude, Parental Encouragement and Perception of the Importance of English in English Language Learning

Nair¹,

Setia²,

Mohamad³

et al. 2014

ASS

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This study investigated the students' perception of the importance of English language amongst a sample of 150 Upper Six students from a population of 755 students from six schools in the district of Marang, Terengganu. Also studied was whether their attitude towards learning English language is positive and whether they receive sufficient parental encouragement and support in their English language learning. It was found that the students were well aware of the importance of English language and also had a very positive attitude towards English Language learning. The parental encouragement and support scores also recorded a high total mean. In all three instances the sample means were well above the mid-point means indicating that the sample means fell in the higher halves of the mean scores. This implies that students are well aware of the importance of English language, are very positive about learning English language and receive more than adequate parental encouragement and support in their English language learning. Correlation analysis showed that there was a significant and positive relationship between the students' perception of the importance of English language and their attitude towards learning the language. Since the students' attitude and parental encouragement and support seem to be satisfactory, future researchers should investigate whether the curriculum offered is suitable for rural students.

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An evaluation of students’ attitudes toward English language learning in terms of several variables

Cited by 38 publications

References 2 publications

Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy

Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy

Language Attitudes of the Gaddang Speakers towards Gaddang, Ilocano, Tagalog and English

Attitude, Parental Encouragement and Perception of the Importance of English in English Language Learning

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