THE ATTITUDINAL PROPENSITY OF STUDENTS TOWARD STRATEGIES IN ENGLISH LANGUAGE LEARNING
Keywords:
Attitudinal Propensity, Behavioral, Cognitive, Compensation, Learning Strategy, MetacognitiveAbstract
The study was designed to investigate university students’ attitudinal propensitytoward strategies in English language learning, taking into consideration the three aspects of attitude i.e., emotional, cognitive, and behavioral. Additionally, it attempted to determine the influence of students’ demographic profile i.e., gender, and field of study on their attitudes towards learning English.
A total of 114 college students took part in this research study. The measuring instruments used were an attitude questionnaire that focused on the attitudes towards learning English and the English Language Learning Strategies specifically on compensation and metacognitive were taken from the Strategies Inventory of Language Learning (SILL) by Rebecca Oxford.
The collected data were computed and analyzed via descriptive statistics, t-test, and two-way ANOVA. The findings of the study were generalized as follows: (1) One of the findings of the study was that the attitude of BSE students on language learning was significantly different from AB English and AB Mass Communication. (2) The respondents of different courses regardless of sex have the same tendencies on the choice of strategies toward English language learning. (3)There was a medium positive correlation between attitude and English language learning strategies among the respondents. (4)The best predictor of English language learning was cognitive aspect of attitude.
Downloads
References
Abidin, MohamadJafreZainel, Majid Pour- Mohammadi, HananAzwari. (2012). EFL Students’ Attitudes toward Learning English language: The Case of Libyan Secondary School Students. Asian Social Science. Vol. 8, No. 2, February 2012.
Ames, C. and Archer, J. (1988). Achievement goals in the classroom: students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
Al-Tamimi, A. &Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal ofLanguage Studies, 9(2), 29-55. [Online] Available: http://www.ukm.edu.my/ppbl/Gema/pp%2029_55.pdf(August 9, 2011)
Al-Zahrani, M. (2008). Saudi secondary school male students’ attitudes towards English: An exploratory study. J.King Saudi University, Language and translation, 20, 25-39.
Bialystok, E. 1978. A theoretical model of second language learning. Language Learning,28, pp.69–83.
Boonrangsri, K., Chuaymankhong, D., Rermyindee, N. &Vongchittpinyo, N. (2004). The Attitude towardsEnglish Language Learning of the Students in Vocational Certificate Level under Curriculum in 2002.A CaseStudy of Ayutthaya Technical College studied by Naresuan University, Thailand.
Ehrman, M., and Oxford, R. (1989). Effects of sex differences, career, and psychological type on adult language learning strategies, Modern Language Journal,73(1), 1-13.
Ehrman, M., and Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting, Modern Language Journal, 73(3), 311-327.
Fakeye, D. (2010). Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria.Journal of Social Sciences, 22(3), 205-211.
Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation.London: Edward Arnold.
Gardner, R. C. (1985). Social Psychology and Second Language Learning, London: Edward Arnold.
Gardner, R.C., and Lambert, W.E.(1972). Attitude and Motivation in Second Language Learning,Rowley: Newbury House.
Gardner, R. C., and MacIntyre, P. D. (1993). A student’s contributions to second language learning. Part II: Affective variables, Language Teaching, 26, 1-11.
Ghazali, S., Setia, R., Muthusamy, C. &Jusoff, K. (2009). ESL Students’ Attitude towards Texts and Teaching Methods Used in Literature Classes.English language teaching,2(4), 51-56. [Online] Available:http://www.ccsenet.org/journal/index.php/elt/article/viewFile/4445/3786 (August 10, 2011)
Guilloteaux, M. J. &Dornyei, Z. (2008). Motivating language learners: A classroom- oriented investigation of theeffects of Motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
Gupta, D. &Woldemariam, G. S. (2011). The influence of motivation and attitude on writing strategy use ofundergraduate EFL students: Quantitative and qualitative perspectives. Asian EFL Journal, 13(2), 34-89.
Huang, X. H., and Naerssen, M. V. (1987). Learning strategies for oral communication, Applied Linguistics, 8(3), 287-308.
Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkishcontext.Journal of Arts and Sciences, 7, 73-87.
Nyikos, M., and Oxford, R. (1993). A factor analytic study of language learning strategy use: Interpretation from information processing theory and social psychology, Modern Language Journal, 77(1), 11-22.
Latif, L. A., Fadzil, M., Bahroom, R., Mohammad, W., & San, N. M. (2011). The role of motivation, attitude,anxiety and instrumental orientaion in influencing learners' performance in English as a second language inOUM.Global Confrence on Learning and Technology.Melbourne, Australia: Global learn Asia Pasific.Retrieved from http://eprints.oum.edu.my/56
Momani, M. (2009). The Jordanian Secondary Stage students Achievement in Reading Comprehension according to their views towards Learning English as a Foreign Language.Journal of Human Sciences, 42, 1-36. [Online] Available: http://www.ulum.nl/The%20Jordanian.pdf (August 11, 2011)
O’Malley, J. M. and Chamot, A. U. (1995). Learning Strategies in Second Language Acquisition,Cambridge: Cambridge University Press.
Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis ofcollege-level L2 writing. Applied linguistics, 24(4), 492-518.
Oxford, R. (1994). Language Learning Strategies: An update, ERIC, No: ED 376707.
Oxford, R. and Crookall, D. (1989). Research on language learning strategies:Methods, findings, and instructional issues, Modern Language Journal, 73(4), 404-
Oxford, R., and Ehrman, M. (1995). Adults language learning strategies in an intensive foreign language program in the United States, System,23(4), 359-386.
Oxford, R., and Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students, Modern Language Journal, 73(3), 291-300.
Oxford, R. and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework, Modern Language Journal, 78(1), 12-28.
Oxford, R.(1990). Language Learning Strategies: What Every Teacher Should Know, New York. New Boston: Heinle and Heinle.
Oxford, R. and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework, Modern Language Journal,78(1), 12-28.
O’Malley, J.M. and Chamot, A.U. (1995). Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press.
Rubin, J. (1975). What the good language learner can teach us?,TESOL Quarterly, 9(1), 41-51.
Sadighi, F., &Zarafshan, M. (2006). Effects of attitude and motivation on the use of language learning strategies by Iranian EFL university students. [Online] Available: http://www.sid.ir/en/VEWSSID/J_pdf/103120064607.pdf.
Shams, M. (2008). Students’ attitudes, motivation and anxiety towards English language learning.Journal ofResearch, 2(2), 121-144.
Sugeng, B. (1997). A learning strategy profile of Indonesian elementary school students, RELC Journal, 28(2), 82-106.
Starks, D., &Paltridge, B. (1996). A note on using sociolinguistic methods to study nonnative attitudes towardsEnglish.World Englishes, 15(2), 217-224. http://dx.doi.org/10.1111/j.1467971X.1996.tb00107.x
Tavil, Z. (2009). Parental Attitudes towards English Education for Kindergarten Students in Turkey.KastamonuEducation Journal. 17(1), 331-340. [Online] Available: www.kefdergi.com/pdf/cilt17_no1/331.pdf (August 9,2011)
Vandergrift, L. (2005). Relationships among motivations, orientations, meta-cognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89.
Wu, Y. L. (2008). Language learning strategies used by students at different proficiency level.Asian EFLJournal,10(4), 75-95.
