Volume 2, Issue 2 (Journal of Clinical and Basic Research(JCBR) 2018)
jcbr 2018, 2(2): 35-39 |
Back to browse issues page
Abstract: (4673 Views)
Introduction: Attitude is one of the fundamental issues in determining the success of students. It is related to a person’s values and beliefs and promotes or discourages the choices made in both academic career and social life.The purpose of this study was to investigate the effect of gender and field of study on students’ attitude towards learning the English language. Materials and methods: A questionnaire was adopted from a previous study to evaluate attitude of 33 human sciences and medical sciences students selected from the Mazandaran University and Golestan University of Medical Sciences, respectively. Results: Gender had no significant impact on the behavioral, cognitive and emotional aspects of attitude. Field of study had a significant impact on the behavioral and cognitive aspects of attitude but not on the emotional aspect. Conclusions: Since English is an obligatory subject for the majority of EFL learners, teachers are ought to motivate the learners by highlighting the importance of English for their academic achievement. Engaging students in activities that are matched with their needs and interests can also improve the attitude towards English.
References
1. Gardner R. On The Validity of Affective Variables In Second Language Acquisition: Conceptual, Contextual, And Statistical Considerations. Language Learning. 1980;30(2):255-270. [DOI:10.1111/j.1467-1770.1980.tb00318.x]
2. Fakeye D. Students' Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria. Journal of Social Sciences. 2010;22(3):205-211. [DOI:10.1080/09718923.2010.11892803]
3. Reid D, Zhang J, Chen Q. Supporting scientific discovery learning in a simulation environment. Journal of Computer Assisted Learning. 2003;19(1):9-20. [DOI:10.1046/j.0266-4909.2003.00002.x]
4. Visser M. Learning under conditions of hierarchy and discipline: the case of the German Army, 1939–1940. Learning Inquiry. 2008;2(2):127-137. [DOI:10.1007/s11519-008-0031-7]
5. Zainol Abidin M, Pour-Mohammadi M, Alzwari H. EFL Students' Attitudes towards Learning English Language: The Case of Libyan Secondary School Students. Asian Social Science. 2012;8(2):119. [DOI:10.5539/ass.v8n2p119]
6. Feng R, Chen H. An Analysis on the Importance of Motivation and Strategy in Postgraduates English Acquisition. English Language Teaching. 2009;2(3). [DOI:10.5539/elt.v2n3p93]
7. De Bot K, Lowie W, Verspoor M, Verspoor MH. Second language acquisition: An advanced resource book. Psychology Press; 2005. [DOI:10.4324/9780203446416]
8. Hashwani MS. Students' attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education. 2008;2(2):121-144.
9. Al-Zahrani M. Saudi secondary school male students' attitudes towards English: An exploratory study. J King Saudi University, Language and translation. 2008;20:25-39.
10. Azarnoosh M. Peer assessment in an EFL context: attitudes and friendship bias. Language Testing in Asia. 2013;3(1):11. [DOI:10.1186/2229-0443-3-11]
11. Soleimani H, Hanafi S. Iranian medical students' attitudes towards English language learning. International Research Journal of Applied and Basic Sciences. 2013;4(12):3816-3823.
12. Amiri M. Age of onset for second language acquisition and young EFL learners' attitudes and identities: the case for Iranian EFL beginners. International Journal of Humanities and Cultural Studies (IJHCS). 2016;3(1):1519 - 1541.
13. Karatas H, Alci B, Bademcioglu M, Ergin A. Examining University Students' Attitudes towards Learning English Using Different Variables. International Journal of Educational Researchers. 2016;7(3):12-20.
14. Shoaib A, Dornyei Z. Affect in lifelong learning: exploring L2 motivation as a dynamic process. From "Learners' stories: difference and diversity in language learning". Ed. Benson, P. & Nunan, D. Cambridge University Press. 2005:22-41.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |