Learner Attitude towards EFL Learning: A Response from Art and Design

Abstract

The study is conducted to evaluate the attitudes of the students of University of Gujrat towards ESL about emotional, behavioral and cognitive factors. It is also investigated what attitudes students show towards ESL regarding their gender. There were 158 (95 females and 63 males) students from three different departments including Fine Arts, Design, and Architecture. The questionnaire is used as an instrument that contains 30 items to meet our goal. Findings reveal that the students of the University of Gujrat have a negative attitude to learn English as a second language. Moreover, gender has no such effect on attitude because there is no significant difference between male and female attitude towards ESL.

University Students’ Attitudes Towards EFL: A Case From the South of Chile

“…In regard to the behavioral and emotional aspect of attitude, the findings in this category are aligned with the reports given by Asghar et al (2018) and Puerto Zabala and Reyes Vargas (2014), among others, due to the learners' positive attitude towards these components in spite of the lower results obtained in the behavioral aspect. In this domain, the sub-group English at the University and Academic Purposes obtained negative approval by the respondents because the group was related to the participants' own responses and behavior towards the English lessons and their study habits.…”

“…With respect to the cognitive aspect of attitude, this study showed that this domain was extremely well accepted by the participants; both sub-categories obtained the highest percentage of agreement, especially the sub-domain English as a Universal Language, which ranked as having the greatest value of the study. This is aligned to the idea of English as an international language (Pennycook, 1994) and the participants' awareness of the importance of English as a global language as reported by Puerto Zabala and Reyes Vargas (2014) and Asghar, Jamil, Iqbal, and Yasmin (2018). Similarly, respondents ascertained that learning English is a specific resource that gives power, as previously alleged by Matear (2008).…”

Attitudes towards English and ESP Learning for University Students: The Case of School of Economics and Law in Meknes

“…From a more global educational perspective taking the learning context into consideration, Clément andGardner (2001 in Yo andWatkins (2011: 168) [15] categorize attitudes and motivation as influencing variables in the learning context in general. Also, the socio-educational model proposed by Gardner (1985 in Lanos 2014: 162) [4], that focuses on attitude and motivation towards second language learning, emphasizes the immense importance of attitudes and motivation in language learning.…”

“…In addition, Gender had no significant impact on attitude. Asghar, et al (2018) [21] explored the attitude of Art and Design students' attitude towards ESL in India discovering that students hold negative attitudes and that gender did not affect attitude significantly. It can be concluded that research on language attitude reveals positive view on second or foreign language learning generally speaking.…”

“…Motivation in language learning seems to be well-recognized in research as well. Clément and Gardner (1977) [22] conducted a study on grade 10 and 11…”