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

Abstract

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.

Voices of the Linguistically Curious: English Majors' Language Learning Journey

“…( The participants' statements suggest that encouragement from immediate family positively impacts a child's motivation, a notion supported by research. Jaliyya and Idrus (2017) highlighted the significance of parental encouragement in children's English language motivation, while Nair, Setia, Mohamad, Kadir, Luqman, Vadeveloo, and Ngah (2014) linked parental support to students' English proficiency. Tahaineh and Daana (2013) found that a majority of their respondents reported high levels of external locus of control and motivation in learning English, with significant parental encouragement and recognition of the language's importance.…”

Madurez Neuropsicológica y uso de las TIC en el aprendizaje del inglés

“…No obstante, en la actualidad, la mayor parte de la población no domina el uso del inglés a pesar de estar incluido en el plan de estudios desde el primer curso de primaria (Sekharan et al, 2014). Esto puede deberse a que la instrucción y la evaluación a la que se somete el alumnado es pasiva y no tiene en consideración las diferencias individuales y las necesidades de aprendizaje de cada alumno y alumna en particular (Arteaga, 2011;Prato y Mendoza, 2006).…”