Internal and External Factors Affecting Learning English as a Foreign Language

Abstract

This study investigated the effects of internal and external factors on learning English as a foreign language from Iranian EFL learners' points of view. Copies of a 30-item Lickert-scale questionnaire, addressing internal and external factors or principle components, were distributed among about 140 postgraduate students of ELT in three universities in Iran. The collected data were then subjected to Principle Component Analysis (PCA). The findings revealed that while internal and external components are distinguishable, many of the variables do not heavily load on the principle component to which they theoretically belong. After separating the non-correlating variables it became clear that most of these variables are very important variables. Further analysis indicated that it is possible to divide internal variables to cognitive and affective and external variables to environmental and curricular. The conclusion reached was that the importance of variables should not be judged based on their nature but based on the importance accorded to them by the respondents. It was also concluded that extreme attention paid to internal variables should be balanced against external variables.

Contributing Factors to the Students’ Speaking Ability

“…Internal factors imply -167 -cognitive and affective factors such as motivation, intelligence, anxiety, risk-taking and ability. Many studies have confirmed that motivation correlates strongly with proficiency, indicating both that successful learners are motivated and that success improves motivation (Mahmoudi & Mahmoudi, 2015). Siegel in Mahmoudi and Mahmoudi state motivation is affected by learners' attitudes toward the second language, its speakers, and the speakers' culture (Mahmoudi & Mahmoudi, 2015).…”

“…Internal factors are factors which come from inside the individual. Internal factors imply cognitive and affective factors such as motivation, intelligence, anxiety, risk-taking and ability (Mahmoudi & Mahmoudi, 2015). Many studies have confirmed that motivation correlates strongly with proficiency, indicating both that successful learners are motivated and that success improves motivation.…”

“…Motivation has been recognized as an important variable determining students' achievement and attainment for a long time. Siegel in Mahmoudi and Mahmoudi state motivation is affected by learners' attitudes toward the second language, its speakers, and the speakers' culture (Mahmoudi & Mahmoudi, 2015). Alsayed in his research says that motivation seems to be the most significant predictor of overall performance in English as a foreign language.…”

“…Richards in Mahmoudi and Mahmoudi emphasizes the roles of institutions, teachers, and learners in providing for effective learning. Teacher behaviour influences all kinds of learning especially learning a foreign language (Mahmoudi & Mahmoudi, 2015). Stipek in Mahmoudi and Mahmoudi also points to the importance of the teachers' projection of enthusiasm.…”

“…-159 -With the development of technology, the Internet is playing a more and more important role in learning English. English students are downloading English songs, and films that let them get exposure to real English at a globalized communicational level (Mahmoudi & Mahmoudi, 2015). Alsayed adds the first language acquisition correlates highly with aural skills, but has a relatively low correlation with reading and writing.…”