Students’ Attitudinal Factors in Learning English as a Foreign Language

Mustafa, H. Herman; Rashid, Muhammad Amin; Atmowardoyo, Haryanto; Dollah, Syarifuddin

doi:10.17507/jltr.0606.05

Cited by 12 publications

(16 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It means that students will be enthusiastic about learning a foreign language and play a significant role in improving their learning (Othman & Shuqair, 2013). Therefore, motivation becomes an important key or aspect to success in the learning process (Dörnyei, 2009;Mahadi & Jafari, 2012;Mustafa et al, 2015;Williams & Williams, 2011).…”

Section: Introductionmentioning

confidence: 99%

How do foreign language teachers motivate students in language learning?

Rahman

Sahayu

2020

SiELE

View full text Add to dashboard Cite

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

show abstract

Section: Introductionmentioning

confidence: 99%

How do foreign language teachers motivate students in language learning?

Rahman

Sahayu

2020

SiELE

View full text Add to dashboard Cite

show abstract

“…Gardner (2006) claims that motivation and attitude are so important factors that complement each other to enhance language learning. Confirming that statement, Mustafa, Rashid, Atmowardoyo and Dollah (2015) made a study on Indonesian university students and revealed that the degree of learners' achievement is highly related to their motivation and attitude levels. The studies mentioned in the next section by Meshkat and Hassani (2012) students can reveal some demotivating factors for high school students, which hinder learners' development in second language acquisition and use.…”

Section: Affective Factors (Anxiety Self-confidence Attitude and Motivation)mentioning

confidence: 79%

Barriers Experienced by Middle School Students in the Process of Learning English

Çelik¹,

Kocaman

2016

IJPES

View full text Add to dashboard Cite

English has gained a significant role in technological, business, economic or political areas and has been a part of educational policies in different countries. However, many learners of English have difficulties in learning and using the language effectively due to a number of reasons. Accordingly, a descriptive study was conducted in order to investigate what kind of foreign language (English) learning problems the middle school students experience in Turkey. A total of 164 (92 female and 72 male) middle school students (5 th , 6 th , 7 th , 8 th grade) in 4 public schools in Sakarya, Turkey participated in the study. The data were collected through an open-ended question and semistructured interviews. The collected data were analyzed and coded thematically. The results have indicated that middle school students mostly face linguistic, instructional, affective barriers as well as lack of assistance and useful resource. Considering the findings, some possible reasons and suggestions were also provided to help teachers and learners overcome the relevant barriers in learning English as a foreign language (EFL) in Turkey

show abstract

“…In 2015, Kitchakarn revealed that students had positive attitudes towards using computers as a language learning tool; the factors of gender and experience of using computers were not found to affect attitudes of students while the factor of perceived abilities in using programs had an effect on their attitudes. Furthermore, Mustafa et al (2015) revealed that the attitudinal factors in learning English as a foreign language were attitude, motivation, achievement motivation, interest, perseverance, and self-esteem. They also found that the students have high or positive attitudinal factors in learning English as a foreign language.…”

Section: Landscape Of the Affective States Of Industrial-technical Le...mentioning

confidence: 99%

Landscape of the affective states of industrial-technical learners: Input to a primer in new normal English language instruction

Azarias¹

2022

IJRSE

View full text Add to dashboard Cite

Human history is facing the Coronavirus Disease 2019 (COVID-19) pandemic that surely makes mark on the lives of all men in this planet and has affected many sectors of every country around the world. In education sector, English language instruction is once again challenged in terms of the delivery of quality education and training to students. In such context, this study described the affective states of industrial-technical students towards English language learning in the new normal education and the degree of participation of teachers and students in lowering the anxiety of students in English language learning as bases in the development of a primer. Through employing descriptive-survey design with the aid of a questionnaire, this study revealed that the level of affective states of the students towards English language learning is very high. Meanwhile, the degrees of participation of teachers and students in lowering the affective filters in English language learning were rated as very high. With these findings, the study developed a primer which is dubbed as AYOS (Accentuating experiential English language instruction, yielding safe and productive English language instruction, Optimizing English language learning resources, and Synergizing interest, inquiry, and insight), and this achieved a very high level of acceptability. The study concludes the following: 1) Learners are positive on their success in English language instruction in which their motivation and self-confidence transcend their anxiety. 2) Both teachers and students play significant roles in lowering anxiety towards English language learning. 3) The primer is valid, useful, implementable, viable, and feasible. Finally, this study recommends that informed and research-based innovations and interventions should be developed to address the issues surrounding English language learning.

show abstract

Students’ Attitudinal Factors in Learning English as a Foreign Language

Cited by 12 publications

References 6 publications

How do foreign language teachers motivate students in language learning?

How do foreign language teachers motivate students in language learning?

Barriers Experienced by Middle School Students in the Process of Learning English

Landscape of the affective states of industrial-technical learners: Input to a primer in new normal English language instruction

Contact Info

Product

Resources

About