Academic journal article Researchers World

The Attitudinal Propensity of Students toward Strategies in English Language Learning

Academic journal article Researchers World

The Attitudinal Propensity of Students toward Strategies in English Language Learning

Article excerpt

ABSTRACT

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.

Keywords: Attitudinal Propensity, Behavioral, Cognitive, Compensation,Learning Strategy, Metacognitive

INTRODUCTION:

It is argued that language learning is regarded as the cornerstone of human existence. Knowing the language can help us to express our opinions, hopes, and even our dreams (Tavil, 2009). In foreign language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. (Gardner, 1960; Lehmann, 2006, cited in Shams, 2008). The matter of learner's attitude is acknowledged as one of the most important factors that impact on learning language (Fakeye, 2010).

In this regard, many researchers dealing with the area of second / foreign language learning have explored language learning strategies (LLSs) that language learners use either consciously or unconsciously (Rubin, 1975; Bialystok, 1981; Huang and Naerssen, 1987; Oxford and Nyikos, 1989; Ehrman and Oxford, 1989, 1990; Nyikos and Oxford, 1993; Oxford and Ehrman, 1995; Sugeng, 1997).

There is little doubt that language learning strategies influence second language learning. The investigation of which strategies learners use, when and how, helps teachers and researchers to find out the development learners have regarding using their abilities, skills, aptitude and proficiencies. At the same time, a wide variety of factors may affect the choice of language learning strategies. Among such factors age, prior knowledge, attitude, motivation, cooperative learning, aptitude, amount of exposure, and anxiety in second language learning have been shown to be strongly related to the choice of language learning strategies (Ames & Archer, 1988; GuilloteaxandDornyei, 2008; Ortega, 2003; Vandergrift, 2005). The study focused on attitude. In addition, for manageability reasons, this study confines itself to compensation and meta-cognitive strategies.

STATEMENT OF THE PROBLEM:

This study looked into the concept of attitude as one of the major affective factors for success in learning a foreign language. More specifically, it investigated university students' attitudes towards learning English language, taking into consideration the three aspects of attitude i.e., emotional, cognitive, and behavioral. Additionally, it attempts to determine the influence of students' demographic profile i.e., gender, year and field of study on their attitudes towards learning English.

The research sought to answer the following questions: a) Is there a significant difference in the attitude of the respondents when grouped according to sex and course? …

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