Computer Science Students’ Attitudes Towards English Language Learning

Iswahyuni, Iswahyuni

doi:10.21776/ub.educafl.2018.001.02.05

Cited by 2 publications

(2 citation statements)

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“…The analyses of the data revealed that the overall attitudes of Afghan undergraduate students towards learning English were positive. This result is similar with the findings of the studies carried out by Alkaff (2013), Al-Tamimi andShuib (2009), Malekmahmudi and Malekmahmudi (2019), Elkilic (2016), Sayadian and Lashkarian (2010), Iswahyuni (2018), Muthanna and Miao (2015), Al Noursi (2013), Ahmed (2015), and Ababneh (2016).…”

Section: Discussionsupporting

confidence: 91%

Afghan undergraduate students’ attitudes towards learning English

Orfan

2020

Cogent Arts & Humanities

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The study aims to investigate the cognitive, affective, and behavioral attitudes of Afghan students towards learning English. It also studies the differences in the attitudes of the students by their demographic profile, i.e., gender, age, first language, field of study, access to the Internet, and English learning experience in English language centers. The data were collected from 210 randomly selected students from Takhar University through a questionnaire with 30 close-ended items. The data were analyzed using SPSS version 26.0. Descriptive statistics, sample T-test, and one-way ANOVA test were employed to answer the research questions. The findings show that the students have positive cognitive, affective, and behavioral attitudes towards learning English. The study also reveals that there is not a statistically significant difference in the attitudes of students by their gender, age, first language, and field of study. However, the attitude of students with access to the Internet and English learning experience in English language centers is more positive than that of the students without access to the Internet and English learning experience in English language centers.

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Section: Discussionsupporting

confidence: 91%

Afghan undergraduate students’ attitudes towards learning English

Orfan

2020

Cogent Arts & Humanities

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“…They viewed English an important means of social mobility and economic prosperity. The results of the first question of this study (high level of positive attitudes among the learners toward English) align with multiple studies (Ababneh, 2016;Al Mamun et al 2012;Al Noursi, 2013;Iswahyuni, 2018;Morganna et al 2020;Orfan ,2020;Rahman et al 2021& Zulfikar et al, 2019. However, many studies (Abidin et al 2012;Yandi, 2015) contradict our findings and report negative attitudes (emotional, cognitive, and behavioral) among EFL/ESL learners toward the English language.…”

Section: Discussion and Analysissupporting

confidence: 89%

Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English

Jamshed,

Saleem,

Alam

et al. 2024

WJEL

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This study aims to investigate the attitude of Saudi EFL learners toward learning English as a foreign language, their motivation, and contextual and surrounding factors affecting their attitudes positively or negatively. Out of the population that comprises students studying in levels 1 & and 2 of the graduate programs at Business College, PSAU, 216 EFL learners of Saudi Arabia were selected through a simple random sampling method. A self-designed questionnaire with partial adoption of modified items from existing studies was sent to the students to collect their responses. The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students typically exhibited a high level of positivity toward English as a foreign language, and they demonstrated a high level of instrumental motivation but a lower level of integrative motivation toward English. The use of Spolsky’s (1969) and Gardner’s (1985) Second Language Learning Model and Second Language Acquisition theories respectively revealed that certain educational and social factors (e.g., English learning situation, language teachers, and parents) had an advantageous effect on Saudi EFL learners. In the same way, different social and educational factors, such as peer groups, educational settings, and educational environments, have been found negatively impacting learners' motivation and their desire to speak or learn the language. The study implies that the factors (learning physical environment, teaching material, peer groups) affecting the learners’ attitude negatively should be improved. The study would be beneficial to instructors and students in understanding the elements that impede language acquisition and assist them in attaining outstanding and effective English skills.

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Computer Science Students’ Attitudes Towards English Language Learning

Cited by 2 publications

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Afghan undergraduate students’ attitudes towards learning English

Afghan undergraduate students’ attitudes towards learning English

Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English

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