Attitudes of Turkish EFL Students towards Learning English
Abstract
The study investigated the attitudes of Turkish undergraduate EFL students’ attitudes toward learning English. The study was carried out with 60 foreign students studying at Bartın University the School of Foreign Languages in the 2018-2019 academic year by conducting a questionnaire designed on a five-point Likert scale. The scales examined in the questionnaire were “integrativeness, attitudes to L2 community, cultural interest, attitudes to learning Turkish, criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality (promotion and prevention), and fear of assimilation”. The data were analyzed by using SPSS program. The results revealed that undergraduate EFL students had positive attitudes towards learning a foreign language since they need it in their lives.References
Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic & Integrative/Instrumental Motivation in Second Language Acquisition. The Keiai Journal of International Studies, 76, 39-64.
Cheng, H, F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1,153-174.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide study. Applied Linguistics, 23, 421-462.
Ehrman, M. E, Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in www.scholink.org/ojs/index.php/selt Studies in English Language Teaching Vol. 2, No. 3, 2014
Gardner, R. C., & Lambert, W. E. (1972). Attitudes & Motivation in Second Language Learning. Rowley, MA: Newbury House.
Gardner, R. C. (2005). Gardner and Lambert (1959): Fifty years and counting. Paper presented at the Canadian Association of Applied Linguistics. Retrieved July 6, 2010, from http://publish.uwo.ca/~gardner/
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77.
Matsumoto, M., & Obana, Y. (2001). Motivational factors and persistence in learning Japanese as a foreign language. New Zealand Journal of Asian Studies, 3(1), 59-86.
McGroarty, M. (1996). Language Attitudes, Motivation, and Standards. In S. L. McKay, & N. Hornberger (Eds), Sociolinguistics and Language Teaching. Cambridge: Cambridge University Press.
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.
Şentürk B. (2017). Yabancı Dil Eğitiminde Öz-Değerlendirmenin Gücü, Karaelmas Eğitim Bilimleri Dergisi, 5, 352-359.
Şentürk, B. (2017). The Effect of Different Self-Assessment Tools on Students’ Attitudes towards Learning English. Unpublished doctoral dissertation. Hacettepe University, Turkey.
Tokoz Göztepe, F. (2014). Attitudes and Motivation of Turkish Undergraduate EFL Students towards Learning English Language. Studies in English Language Teaching. 2 (3), 314-332.
Yang, J. S. R. (2008). Motivational orientation and selected learner variables in East Asian Language Learners in the United States. Foreign Language Annals, 36(1), 44-56.
Yu, B., & Watkins, D. A. (2008). Motivational and cultural correlates of second language acquisition: An investigation of international students in the universities of the People’s Republic of China. Australian Review of Applied Linguistics, 31(2), 1-17.
Downloads
Published
Issue
Section
License
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
