Document 6555077

International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org EFL LEARNERS' ATTITUDES TOWARDS ENGLISH
LANGUAGE LEARNING: A FOCUS ON MALE AND FEMALES'
PRIORITIES AND PREFERENCES
Gholamreza Zareian (g.zareian@hsu.ac.ir)
Department of English language and Literature, Hakim Sabzevari University, Sabzevar, Iran
Ali Zangoei (zangoei.ali@gmail.com)
English Department, University of Sistan and Baluchestan, Zahedan, Iran
Mohammad Taghvaee (taghvaee2010@gmail.com)
English Department, Imam Khomeini University of Naval Forces, Nowshahr, Iran
ABSTRACT
Attitudes toward English learning vary among learners of English as Foreign Language (EFL).
The present study was conducted in Gonabad, Iran aiming at investigating high school EFL
students' attitudes toward English learning using "The Beliefs about Language Learning
Questionnaire" adopted from Sage (2011). Therefore, a sample including 123 male (N=69) and
female (N=54) high school EFL students was selected. Also, a comparison was done using
independent samples t-test and means of both genders in the above-mentioned questionnaire
were compared. Data analysis indicated these participants' positive attitudes toward English
learning (M=224.07). The results obtained from t-test indicated lack of any statistically
significant difference between two genders (p>.05). The data analysis, also, confirmed that there
existed a statistically significant difference between males and females in Interlanguage and
individual variation (two components of the questionnaire) in favor of males. EFL teachers need
to be aware of their students' attitudes toward English learning and do attempts to enhance their
positive attitudes.
KEYWORDS: EFL Learners, Attitudes toward English Learning, Gender
INTRODUCTION
Different learners in the context of English as Foreign Language (EFL) appear to have different
attitudes toward language learning process. For example some of them learn English as a tool of
communication in the new era in which interpersonal communications and interactions occur on
the net among a great number of computer users who have access to the Internet and have already
created an account in social networks. It seems profitable to be aware of EFL learners' attitudes
toward English learning. Lin and Warden (1998) in their study investigating students’
perspectives about English learning stated that a better understanding of language learners can
have positive effects on the process of attempting to help language learners in learning English as
a foreign language. Fakeye (2010) views learner’s attitude as one of the most important factors
50
International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org that impact on learning language. ESL/EFL learner's attitudes toward language learning have
effect on his/her motivation in language learning (Al-Tamimi,& Shuib, 2009). Accordingly,
Gardner and Lambert (1972) state that “his [the learner] motivation to learn is thought to be
determined by his attitudes towards the other group in particular and by his orientation towards
the learning task itself”(p.3). Additionally, Lifrieri (2005) states that “attitudes are necessary but
insufficient indirect conditions for linguistic attainment" (p.14). Bernat and Lloyd (2007) state
that researchers investigate how such attitudes vary from learner to learner, specifically regarding
such individual differences as gender, age, nationality, learning style, and personality type. The
present study aims to scrutinize EFL learners' attitude toward English learning as well as to do a
comparison between males and females' attitudes toward Language learning.
LITERATURE REVIEW
Al-Tamimi and Shuib (2009) conducted a study in which they probed motivation and attitudes
towards learning English. To gather their required data, Al-Tamimi and Shuib (2009) employed
a questionnaire and interviews. Regarding the participants’ motivation, the findings indicated
their greater support of instrumental reasons for learning the English language such as utilitarian
and academic reasons. Personal reasons were also considered as important motives by them.
Regarding their attitudes, it was found that most of students had positive beliefs on the social
value and educational status of English. Additionally, the findings were indicative of the
participants' positive orientation toward the English language. Interestingly enough, the findings
showed that a great number of the students showed their interest in familiarity with the culture of
the English speaking world as represented by English-language films (Al-Tamimi & Shuib,
2009).
Sage (2011) in an article entitled " Learner Beliefs in South Korea: Enriching the Description"
extracted attitudes toward Second Language Acquisition from 36 learners. Data analysis
indicated harmful attitudes toward the ideal type of input and the usefulness of peer-to-peer
interaction as well as beliefs which seem incompatible with interlanguage theory. More neutral
attitudes regarding the effect of anxiety on language learning and the role of context in anxiety
were also revealed (Sage, 2011).
Bernat and Lloyd (2007) investigated the relationship between beliefs regarding language
learning and gender. Their findings indicated that overall males and females had similar beliefs
regarding language aptitude, the difficulty they perceive when learning a language, the nature of
language learning, strategies in learning and communication, and their motivations and
expectations. Males and females appear to be significantly different in their belief that
multilinguals are very intelligent, with more females agreeing with that statement (Bernat &
Lloyd, 2007).
Zainol Abidin, Pour-Mohammadi, and Alzwari (2012) probed Libyan secondary school
students’ attitudes towards learning English regarding the behavioral, cognitive and emotional
dimensions. Regarding the three aspects of attitude including cognitive, behavioral, and
emotional, the participants indicated negative attitudes towards learning English. Concerning the
51
International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org differences in the participants’ attitude towards English by gender variable, it was found that the
female secondary school students' attitudes towards English are slightly higher than that of male
ones.
Soleimani and Hanafi (2013) examined Iranian medical students' attitudes towards English
language learning. Their findings suggested that the mean score of male students in attitude was
higher than their female counterparts. Also, it was suggested that Iranian medical students had
highly positive overall attitude regarding English language learning (Soleimani & Hanafi, 2013).
RESEARCH QUESTIONS
The following research question was posed by the researcher to be addressed in the present
comparative study:
1. What are EFL learners' attitudes toward language learning?
2. Is there any statistically significant difference between EFL learners' attitudes toward
language learning with respect to their gender, both as a composite score and in each of
components of the construct?
Research null-hypothesis
Accordingly, to achieve the required data, the following research null-hypothesis was proposed to
be statistically tested:
1. There is not any statistically significant difference between EFL learners' attitudes toward
language learning with respect to their gender.
METHODOLOGY
Participants and Setting
A sample population (N=123) of EFL learners studying in two model high schools of Gonabad,
Iran (one female; one male) were selected based on Krejcie-Morgan table (1970) out of 180
students. Due to segregation rules in Iranian schools, one male as well as one female high
school were selected. The students of these schools are accepted following the administration of
an entrance examination.
Participants' age ranged from 15 to 18. Farsi was their native
language, and none of them had experienced studying or living in English speaking countries.
Table 1: Descriptives of participants
gender
Valid
female
male
Total
Frequency
Percent
Valid Percent
54
69
123
43.9
56.1
100.0
43.9
56.1
100.0
Cumulative
Percent
43.9
100.0
As Table 1 displays, 54 female students (43.9%) and 69male students (56.1%) participated in the
present study.
52
International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org Instrumentation
To gather required data regarding EFL learners' attitudes towards English learning, "The Beliefs
about Language Learning Questionnaire" adopted from Sage (2011), with some changes, was
administered. The questionnaire consisted of 69 multiple-choice items based on a five-point
Likert Scale ranging from "Strongly Agree" to "Strongly Disagree". In order to avoid any
misunderstanding during the questionnaire completion by the participants, it was translated to
Farsi. The items were scored based on the participants' gender. To make sure of the
questionnaire reliability, it was piloted with a similar group of EFL learners in Gonabad high
schools (α=.71)
Procedure
Students of two model high schools (N=123, Female=54; Male=69) in Gonabad, Iran were
selected based on Krejcie-Morgan table (1970). They were from one female and one male model
high schools. They were informed of the objectives of the study and were told to pay close
attention while completing the questionnaire. They were assured that their identifying
information will be anonymous. Next, every participant was given a Farsi copy of "The Beliefs
about Language Learning Questionnaire" adopted from Sage (2011). The researcher was present
during the questionnaire administration. Finally, having collected the required data, data analysis
was conducted employing SPSS (19).
RESULTS AND DISCUSSION
Reliability of the Questionnaire
To make sure that the instrument is reliable, Cronbach's Alpha was calculated employing SPSS
(Table 2).
Cronbach's Alpha
.71
Table 2: Results of Reliability Statistics
N of Items
69
As Table 2 shows, the questionnaire enjoys a relatively high index of reliability (α=.71).
The First Research Question
RQ1: What are EFL learners' attitudes toward language learning?
To address the first research question, the participants' mean score was calculated. Data are
shown in Table 3.
Total
N
123
Table 3: Results of participants' performance in questionnaire
Mean
Std. Deviation
Std. Error Mean
224.07
13.489
1.216
As Table 3 shows, mean of the total number of the participants is 224.07 (SD=13.489). Table 3
indicates participants' positive attitudes toward English learning (M=224.07). In other words,
participants have almost achieved 2/3 of the total score (345).
53
International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org The Second Research Question
To address the second research question independent samples t-test was conducted. Accordingly,
two groups were formed based on gender (male vs. female). Table 4 displays relevant data.
Group
Male
Female
Table 4: Results of independent samples t-test for beliefs about English learning
N
M
SD
df
t
sig
69
225.51
13.38
121
1.34
.181
54
222.22
13.51
As Table 4 shows, there is not any statistically significant (df=121, t=1.34, sig=.181>.05)
between males (N=69, M=225.51, SD=13.38) and females (N=54, M=222.22, SD=13.51)
regarding their beliefs about English learning. Accordingly the null-hypothesis proposed by the
researcher indicating that "There is not any statistically significant difference between EFL
learners' attitudes toward language learning with respect to their gender" is accepted. Table 4
indicates that mean of males is slightly higher than females', but, the difference is not significant
on the statistical basis.
Concerning the components of the "Beliefs about Language Learning Questionnaire"
independent samples t-test was again conducted. Results are displayed in Tables 5 and 6.
Table 5: Results of group statistics for both genders
Group Statistics
Gender
N
Mean
female
54
46.61
male
69
45.44
INTER
female
54
17.83
male
69
18.72
IND
female
54
55.64
male
69
58.28
INP
female
54
40.07
male
69
40.37
MET
female
54
57.77
male
69
58.55
* Note: AFF stands for Affective variables; INTER stands for Interlanguage; IND stands
INP stands for Input and Output; MET stands for Methods of Learning
AFF
SD
4.93
3.35
2.26
2.46
3.22
4.29
4.58
3.92
6.40
4.91
for Individual variation;
As Table 5 shows, means of females in AFF, INTER, IND, INP, and MET are 46.61, 17.83,
55.64, 40.07, and 57.77 respectively. Those of males are 45.44, 18.72, 58.28, 40.37, and 58.55,
respectively. Table 6 shows results of independent samples t-test.
54
International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org Table 6: Results of independent samples t-test for both genders
Levene's
Test
for t-test for Equality of Means
Equality of Variances
AFF
INTE
R
IND
INP
MET
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
F
Sig.
t
df
Sig. (2tailed)
Mean Difference
10.688
.001
1.551
121
.124
1.16
1.482
89.11
.142
1.16
-2.06
121
.041
-.89
-2.08
117.9
.039
-.89
-3.76
121
.000
-2.64
-3.89
120.8
11
121
.000
-2.64
.694
-.30
.700
-.30
-.75
104.4
23
121
.450
-.77
-.733
96.96
.465
-.77
.447
6.202
.890
.505
.014
.347
-.394
-.38
.582
.447
According to data in Table 6, there is a significant difference (t=2.06, sig=.041<.05) between
males (M=18.72, SD=2.46) and females (M=17.83, SD=2.26) in interlanguage component of
Learner Beliefs, in favor of males. Also, data confirm the existence of a statistically significant
difference (t=3.76, sig=.000) between males (M=58.28, SD=4.29) and females (M=55.64,
SD=3.22) in individual variation in favor of males. Other components were not statistically and
significantly different with respect to gender.
Discussion
The major purpose of the present study was to investigate Iranian high school EFL students'
attitudes towards English learning as well as to do a comparison with respect to their gender.
Two research questions were posed and addressed. The first research asked about Iranian high
school EFL students' attitudes towards English learning. Data analysis indicated a relatively high
mean for the total number of the participants (M=224.07). It can be concluded that the
participants held positive attitudes toward learning English as their foreign language, regardless
of their gender. The finding lent support to what Al-Tamimi and Shuib had found (2009)
indicating the participants' positive orientation toward the English language learning. Also,
Soleimani and Hanafi (2013) found that Iranian medical students had highly positive overall
attitude to English language learning.
To address the second research question, one null-hypothesis was proposed which indicated that
"There is not any statistically significant difference between EFL learners' attitudes toward
55
International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org language learning with respect to their gender". Independent samples t-test was employed to
compare the means obtained by males and females. It was found that there was not any
significant difference between their means. As a result, the null-hypothesis was accepted. Such
similar beliefs on English learning between the two genders can be due to the participants'
context sameness where they have studied English and developed similar background knowledge.
This finding is in disagreement with Zainol Abidin et al.'s (2012) who concluded that female
secondary school students' attitudes towards English are slightly higher compared to their male
counterparts. On the contrary, Soleimani and Hanafi (2013) found that the mean score of male
students in attitude was higher than their female counterparts. Moreover, data indicated
statistically significant differences between males and females in two components of the
questionnaire, e.g. interlanguage and individual variation (p<.05) in favor of amels. Other
components did not significantly differ with respect to gender (p>.05).
CONCLUSION
The main purpose of the study was to investigate Iranian high school EFL students' attitudes
towards English learning as well as to do a comparison with respect to their gender. The results
revealed the learners' positive attitudes toward learning English without any significant difference
between the two genders. However, there was a significant difference between males and females
regarding Interlanguage and individual variation in favor of males. EFL teachers need to be
aware of their students' attitudes toward English language learning to facilitate their learning
process through adopting appropriate teaching methods and meeting their needs. Hopefully,
further research will be conducted in the future to investigate EFL learners' other demographic
factors including age, learning experience, level of proficiency, etc and their contributions to
attitudes toward English learning. There were two main limitations in this study. One was the
number of participants and the scope of the study limited to 123 Iranian high school EFL
learners.
REFERENCES
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Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences
And Technology. GEMA Online Journal of Language Studies,9(2),29-55.
Bernat, E., & Lloyd,R.(2007). Exploring the Gender Effect on EFL Learners’ Beliefs about
Language Learning. Australian Journal of Educational & Developmental Psychology, 7,
79-91.
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 motivations in second language learning.
Rowley, Massachusetts: Newbury House.
Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities.
Educational and psychological measurement. 30, 607-610.
Lifrieri, V. (2005). A sociological perspective on motivation to learn EFL: The case of escuelas
plurilingües in Argentina. M.A thesis, University of Pittsburgh.
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International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 7 (2), October 2014; 50-­‐57 Zareian, Gh., et al EISSN: 2289-­‐2737 & ISSN: 2289-­‐3245 www.ijllalw.org Lin, H., J., & Warden, C.A. (1998). Different Attitudes Among Non-English Major EFL
Students. The Internet TESL Journal, IV(10), http://iteslj.org/.
Sage,C.M.(2011). Learner Beliefs in South Korea: Enriching the Description. Electronic Journal
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Soleimani, H., & Hanafi, S. (2013). Iranian Medical Students’ Attitudes towards English
Language Learning. International Research Journal of Applied and Basic Sciences, 4 (12),
3816-3823.
Zainol Abidin, M.J., Pour-Mohammadi, M., & Alzwari, H.(2012). EFL Students’ Attitudes
towards Learning English Language: The Case of Libyan Secondary School Students.
Asian Social Science 8, (2), 119-134.
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