The Relationship between Secondary School Students’ Lifelong Learning Tendencies and Attitudes towards English Lesson as a Foreign Language (original) (raw)
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The Analysis of High School Students' Tendencies about Lifelong Learning
Universal Journal of Educational Research
This study was conducted to analyze whether there was a significant difference among secondary school students' tendencies about lifelong learning in terms of gender and grade variables. The participants were 466 students studying at different high schools in the central province of Siirt at 9 th , 10 th and 11 th grades, who were chosen randomly. 'Lifelong Learning Tendencies Scale' created by Coskun (2009) which has 27 items in it was used to gather related data. Frequency, mean and Mann-Whitney U test were used to evaluate the data. The results of the study showed that the participants' motivation and persistence levels were high in terms of lifelong learning tendency, however lack of interest and organization of learning subcomponents appeared to be at medium level according to student answers. Generally speaking, lifelong learning tendencies of high school students were at medium level. There was a statistically significant difference for the girls as for lifelong learning tendency but there was not such a difference among the students according to class grade variable.
Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the MannWhitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain subskills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.
The Adaptation of Lifelong Learning Scale into Turkish Culture
Journal of Family, Counseling and Education, 2016
The purpose of the study was to analyze the reliability and validity of the Lifelong Learning Scale (WielkLLS) which was developed by Wielkiewicz and Meuwissen (2014) and adapt the scale into Turkish culture. First of all the English form was translated intoTurkish by 5 English experts and translated into English. Then, they translated into English again for language validation. Another study was done for language validation. A piloting section was happened with ELT students at Sakarya University. First, the English version of the scale was applied to the students and then they did the same for the Turkish version of the scale. The correlation between two applications was found .81. The study was done with 399 candidate teacher students who are studying at Sakarya University Education Faculty. The reliability of the scale was found Cronbach's alpha .78. Confirmatory factory analysis of the 16-item loaded one factor and unidimensional scale was done (X²= 277.09, DF= 64, RMSEA= .091, NFI= .92, NNFI= .93, CFI= .94, IFI= .94, SRMR= .061). All findings shows that the scale is valid and realiable enough to measure the lifelong learning tendencies of students in Turkish culture.
Students' Attitudes towards Learning English in the Kurdistan region of Iraq
This research investigates students' attitudes towards learning English in Private Universities. Attitude is considered as a necessary component in language learning. Therefore, a positive attitude is considered as one of the important factors that have an impact on language learning. By providing insight into the attitudes of Private Universities students towards learning English, it contributes to the teaching of English as a foreign language. The main purpose of this research is to reveal students' attitudes towards learning English and find out how to make their attitudes positive. Language educators who know how to develop positive attitudes in students will be able to conduct interesting and effective classroom activities; get them to be more successful in learning English. The researcher points out that the main problem is the fact that students in Private Universities are not encouraged to English. This is one of the reasons why they have negative attitudes towards learning English. Students have a perception that they are forced to learn English. This causes them to be unwilling to learn English and develop target language skills. The researcher made use a questionnaire to obtain data about the learners' attitudes and analyse them. The random sampling technique was used. All the first-and second-year students at English department of the college in Private Universities were selected randomly for the study. The English department had 214 first-and secondyear students. The study revealed the fact that students have negative attitudes towards learning English in terms of emotional, behavioural and cognitive aspects. Thus, the first hypothesis is supported. As there is a statistically significant difference in Private Universities students' attitudes towards learning English language by gender, the second hypothesis is supported. The third hypothesis is supported by the fact that there is a statistically significant difference in Private Universities students' attitudes towards learning English language according to the duration of the study. According to the correlation test, the researcher came to the conclusion that there is correlation between three attitude factors: cognitive, behavioural and emotional. According to the correlation test, the researcher found out that cognitive has negative correlation (r=.-.249 **, p<0.01) with Behaviour. Concerning the negative of the linear relationship is moderately strong between cognitive and behaviour, cognitive has negative correlation (r=.-.330 **, p<0.01) with Emotional.
Given the importance of the English language as a pre-eminent international language today, the competency in the English language, maintaining continuous passion to learn English, and acquiring the skills associated with lifelong learning of English have now become essential. Thus, most Sri Lankan universities have also acknowledged the need to offer an English course for all the undergraduates and it is vital that the undergraduates should develop into lifelong learners of English who retain a passion for learning English even after the completion of formal examinations. Thus, this paper attempts to explore whether the undergraduates in Faculty of Social Sciences and Languages (FSSL) of Sabaragamuwa University of Sri Lanka (SUSL) have the inclination to become lifelong learners (LLL) of English after completing their Core English Language (CEL) course and whether there is any association between their gender and their tendency to become lifelong learners of English. Using the simple random sampling 130 students of SUSL were selected for this study. In addition to semi structured interviews and class room observations, data were collected mainly by questionnaires designed on a five-point Likert-scale adopting items from Macaskill & Taylor's questionnaires (2010). Mean Comparison, Crosstabs and Pearson Chi-square were computed for the purposes of analysis. The study revealed that over 80% second-year undergraduates of FSSL in SUSL had the propensity for lifelong learning of English whereas 19% undergraduates were not lifelong learners. Moreover, no significant association could be seen between their gender and the tendency to become lifelong learners. Hence, as they have the most required propensity to become lifelong learners of English irrespective of their gender, the lecturers, and the administrators should take every possible step to make them enjoy learning English, get the maximum benefit out of the CEL course, and help them to sustain and develop the skills associated with lifelong learning. Keywords— Lifelong learners, Gender, Tertiary English Education
Global regional review, 2018
This comparative study investigates the learners' attitudes towards learning English from two comparative education systems (private and public sector) of Pakistan. This study is an attempt to measure the cognitive, emotional and behavioral attitudes of these young learners towards English. The research methodology is quantitative in nature. The tool used for data analysis by the researchers is questionnaire. Steal's (2004) questionnaire has been used to measure the attitude of the learners towards English language. The data has been collected from 100 students of four different schools including two private and two public schools in Gujranwala district. The quantitative analysis of the data is executed by SPSS and the findings reveal that the students of private schools show positive attitude towards English language as compared to the public schools' students. The researchers also suggest a large-scale study from various parts of the country with larger population to know the reason behind the positive or negative attitude of students.
International Journal of Languages' Education and Teaching, 2018
This paper is aimed to obtain the data whether the variations such as gender, age, type of graduation, types of transition to higher education, education programs, and educational backgrounds of their parents have an effect on students’ learning process positively or negatively. The research focuses on English as there are no German courses at the relevant university. A questionnaire and open ended question were used for students attitudes towards learning English. The study consists of 264 students in total who study in Social and Technical Sciences Vocational High School in Ardahan University/Turkey, held on the 2017-18 Academic Year. The results indicated that students give importance to learning English; however, it is understood that there are some reasons why they are not satisfied with learning or eager to learn English. The underlying reasons contribute English lecturers on how to behave towards learners and what kind of methods they should use.
High School Students' Attitude towards Learning English Language
A study was attempted to investigate the IX-standard students' attitude towards learning English language. A standardized questionnaire was administered in the form of normative survey to 600 IX standard students (selected randomly from various high and higher secondary schools in Puducherry region) to collect their attitude towards learning English language. The collected data was statistically analyzed by SPSS ver-16. The results revealed that there is a significant difference based on the gender, locality of the school, type of school, type of management. Hence it was concluded that more classroom activities in the study of English enhance pupils' attitude to learn English. Venugopal, G. (2005), "The influence of teacher attitude and expectations on pupils achievement in English", Experiments in Education, Vol. XXIII, No.1. Ward, William, H., Jr. (2007), "A test of the association of class size to student's attitude toward English". Journal of research in English teaching.
ABSTRACT The attitudes towards English of the second year-A ESEP (Engineering Science Education Program) students of Calbayog City National High School for the school year 2014-2015 were identified, categorized and correlated with their academic performance in their English subject. Moreover, profile of the respondents in terms of age and sex was also determined and moderated to their attitudes towards English and their academic performances in their English subject. The descriptive-correlational method of research was used with forty (40) student respondents who were chosen through universal sampling procedure. A researcher-made questionnaire with an adopted attitude towards English checklist was administered to identify the profile/personal variables of the respondents. The results were statistically treated, analyzed and interpreted using frequency, percentage distribution and single regression analysis. The findings showed that there is no significant relationship that exists between the students’ attitude towards English and their academic performance. Result dictates that the academic performance among the respondents is not affected by all means with their individual attitudes toward English as a subject area. Moreover, results revealed that age and gender do not moderate nor affect the relationship of students' attitudes towards English with their academic performance in English subject. It is highly recommended then that students must find within them the inner drive to love English as a language for it is their personal disposition which would lead them to achieve higher academic performance and further studies to establish the relationship of students' attitudes towards English must be conducted to come up with much more favorable results. Keywords: Students’ Attitudes towards English Language, Students’ Academic Performance in English subject, Moderator Analysis