A study of non-English majoring students' proactivity toward English language acquisition at Ho Chi Minh City University of Food Industry
DOI:
https://doi.org/10.54855/ijte.222316Keywords:
English, students, teachers, attitude, proactivityAbstract
Learners' ability and attitude are usually the most important determinants of language acquisition success. If students have passive initiatives in thinking and acting, it might have negative consequences. The study's goals are to investigate students' proactivity in learning English, discover the disparities in factors faced by three specializations, and draw some teaching implications at Ho Chi Minh City University of Food Industry (HUFI). This study used qualitative descriptive research of 108 non-English-majored students from Business Administration, Food Technology, and Mechanical Engineering who attended a fifteen-week English 1 course. The survey of three questions with twelve items covers behavioral, cognitive, and emotional aspects of language attitudes. The findings reveal that students generally have an average proactive attitude toward English. On the other hand, the three majors are very different in terms of gender and attitudes toward English. Mechanical students had a little less proactive attitude than students in the other two specializations.
References
Abidin M., Mohammadi, M., & Alzawazi, H. (2012). EFL Students’ Attitudes towards Learning the English Language: The Case of Libyan Secondary School Students. Asian Social Science. 8(2), 119-134 DOI: http://dx.doi.org/10.5539/ass.v8n2p119
Al-Sobhi, B., Md Rashid, S., & Abdullah, A. N. (2018). Arab ESL secondary school students’ attitude toward English spelling and writing. Sage Open, 8(1), 1-11. DOI: https://doi.org/10.1177/2158244018763477
Baumeister R.F., & Bushman, B. J. (2007). Angry emotions and aggressive behaviors. (G. M. In: Steffgen G, Ed.) 61-75. Hogrefe & Huber Publishers.
Ciscel, M. H., Hallet, R.W., & Green, A. (2000). Language Attitude and Identity in the European Republics of the Former Soviet Union. Texas Linguistic Forum. 4(1), 48-61.
Eastman, C. M. (1983). Language Planning, an introduction. San Francisco: Chandler & Sharp Publisher.
Gardner, R. (1985). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychology, Canadian journal of psychology. 6(5), 266-272 DOI: http://dx.doi.org/10.1037/h0083787
Garrett, P., Coupland, N., & Williams, A. (2003). Investigating language attitudes: Social meanings of dialect, ethnicity and performance. University of Wales Press. DOI: http://dx.doi.org/10.1017/S0047404505210163
Le, X. M., & Le, T.T. (2022). Factors Affecting Students’ Attitudes towards Learning English as a Foreign Language in a Tertiary Institution of Vietnam. International Journal of TESOL & Education. 2(2), 168-185. DOI: http://dx.org/10.54855/ijte.22229
Noursi, O. A. (2013). Attitude towards Learning English: The case of the UAE Technological High School. Educational Research. 4(1), 21-30.
Pekrun, R., & Perry, R. P. (1983). Control-value theory of achievement emotions. London: Routledge; London,UK: 2014. pp. 120-141.
Tahinneh, Y., & Daana, H. (2013). Jordanian Undergraduates’ Motivations and Attitudes towards Learning English in EFL Context. International Review of Social Sciences and Humanities. 6(5), 159-180. DOI: http://dx.org/10.4236/ce.2010.11007
Lifrieri, V. (2005). A sociological perspective on motivation to learn EFL: The case of escuelas plurilingües in Argentina (Doctoral dissertation, University of Pittsburgh).
Islam, W., Ahmad, S., & Islam, M. D. (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47–65. https://doi.org/10.54855/ijte.22223
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Ngo Thi Ngoc Hanh
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
How to Cite
