RMUTT STUDENTS’ ATTITUDES TOWARDS

LEARNING ENGLISH

BY

CHOMTISA KLINPRATHUM
RAJAMANGALA UNIVERSITY OF
TECHNOLOGY THANYABURI
 CHAPTER 1
INTRODUCTION
Background of the Study
Learners’ motivation and positive attitude during the instructional episodes is vital in
ensuring that the learners persist adequately to successfully acquire the second language. As
such, attitudes and motivation play an important role in language learning as they would appear
to influence students’ success or failure in the language acquisition. In second language
achievement.
According to Kara (2009) stated that “attitudes towards learning besides opinions and
beliefs have an obvious influence on students’ behaviors and consequently on their
performance.” According to Victori & Lockhart, (1995) It is argued that “those students who
possess positive beliefs about language learning have a tendency to increase more positive
attitudes towards language learning. Conversely, negative beliefs may lead to class anxiety, low
cognitive achievement, and negative attitudes”. According to Alhmali (2007), “the purpose of
education in Libya is to obtain high grades and pass the exams. Creativity and understanding the
nature of students and their needs are not taken into account. The EFL teachers’ role is basically
to transmit information to their students effectively. There exists little knowledge about the best
strategies to develop the students not just cognitively but also behaviorally and emotionally.”
According to Schumman (1978) as mentioned by Ellis (1986) lists “ ‘attitudes’ as a social
factor on a par with variables such as ‘size of learning group’, and ‘motivation’ as an effective
factor alongside ‘culture shock’.” According to Gardner and Lambert (1972) “ define
‘motivation’ in terms of the second language learner’s overall goal orientation, and ‘attitude’ as
the persistence shown by the learner in striving for a goal.” According to Gardner (1979)
suggests that “attitudes are related to motivation by serving as supports of the learner’s overall
orientation.” According to Brown (1981) “identifies three types of motivation that attributes
second language: 1. global motivation, which consists of a general orientation to the goal of
learning the second language; 2. situational motivation, which varies according to the situation in
which learning takes place; 3. task motivation, which is the motivation for performing particular
learning tasks.” According to Savignon (1976) claims that “attitude is seen to be vital factor in
the process of second language acquisition.”
According to Sykes with the increasing need and ceaseless interest in learning English as a
second language, it is important to study and understand the factors that can affect the learning
process. Among some of the most prominent factors are participants‟ attitudes and perceptions
towards the foreign language. According to The Concise Oxford Dictionary, attitude is a “settled
behaviour, as indicating opinion”, or a “settled mode of thinking”. According to Baker (1992,
p.10) defines attitude as “a hypothetical construct used to explain the direction and persistence of
human behaviour.” According to Similarly, Inal, et al. (2003, p. 41) state that “attitude refers to
our feelings and shapes our behaviors towards learning”. Thus, behavior is tied to attitude, as the
latter highly affects and manifests itself in the former. Hence, attitude plays an important role in
second language learning as it determines to a large extent the learners‟ behaviors, i.e., action
taken to learn, or efforts exerted, during the learning process.
 According to Baker, (1992). “Attitudes can be instrumental, utilitarian and pragmatic; or
integrative, social and interpersonal; or both. Most importantly, Baker (1992, p.10) declares that
the fact that “attitude is an important concept lies in its continued and proven utility. That is,
within education and psychology, it has stood the test of time, theory and taste”. Likewise,
several researchers stress the significance of attitude in language learning. For instance,
According to İnal, et al. (2003) assert that “identifying the attitude of the students is important
for both the learner and the academic program.”
In the same way, according to Abu-Melhim (2009, p.686) concludes that “although there is
a lot that the teacher can do, “at the end of the day, it is all up to the students whether or not to
participate positively in the lesson. In other words, it all boils down to your attitude.” According
to AlTamimi, et al. (2009) Agreeing, state that “attitudes towards a certain language affect a
learner’s motivation in learning that language.” According to Buschenhofen (1998) affirms that
“educators not only hold attitudes highly accountable for the degree of learners' responses, but
they also believe that they predict achievement and contribute to it.”
This study intends to define how the attitudes of RMUTT students towards the English
language change with regard to certain variables. In this study, motivation and attitude levels
towards learning English language were determined and analyzed in the attainment of
proficiency in the second language teaching and learning process.

Objective of the Study

The study has the following objectives:

1. To find out what are the students’ attitudes toward learning English as a second language.
2. To help teachers understand their students’ feelings toward learning English so they are
able to fit appropriate activities with their needs and would encourage them to positive
attitudes toward English learning.

Research Questions

1. What are the RMUTT students’ attitudes toward reading in English

Significance of the Study

This study should be of interest to a number of researchers focusing on demographic

variables of Second Language learners, English as Foreign Language learners, and English
education policies and practices. By providing insights into attitudes of English as Foreign
Language learners toward the English language. this study contributes to an understanding of
English learning and teaching and adds to the growing body of studies on the spread of English.
Furthermore, if English language teachers know and recognize their students’ feelings,
needs, behaviors, they are able to fit suitable activities with their needs and would inspire them to
positive attitudes toward English learning. Besides, curriculum makers would review the content
and the design of the curriculum to meet the needs and the interests of the students.

Scope of the study

This study investigated the RMUTT students’ attitudes toward reading in English through
the survey. The participants consisted of 50 students from Rajamangala University of
Technology Thanyaburi, Faculty of Liberal Arts, English for Communication. The study was
conducted in the second semester of the 2017. The content used for research purposes included
an attitude questionnaire.

CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter present a literature review in order to provide a brief information of the
research. It is divided into three parts.
1. Definition of attitude.
 2. Attitude towards learning English.
3. Factors affecting the learning of English as second language.

1. Definition of attitude
According to Bigham, (2010) “A large number of studies on language attitudes with
various dimensions have been conducted over the years across the world such as teachers’
attitude toward the inclusion of students’ needs.” According to Brown (1994) added “attitudes,
like all aspects of the development of cognition and affect in human beings, develop early in
childhood and are the result of parents’ and peers’ attitudes, contact with people who are
different in any number of ways, and interacting affective factors in the human experience” (p.
168). It seems obvious that there are many stimulants that lead to a positive or negative attitude.
Attitude concept can be viewed from three dimensions regarding aspects of it. Each one of these
dimensions has different features to bring out language attitude results, i.e. behavioral, cognitive,
and affective. These three attitudinal aspects are based on the three theoretical approaches of
behaviorism, cognitivism, and humanism, respectively.
The behavioral aspect of attitude (BAA) deals with the way one behaves and reacts in
particular situations. According to Kara (2009) stated that positive attitude leads to the exhibition
of positive behavior toward studying, absorbing themselves in it, and striving to learn more.
Such students are also observed to show more enthusiasm to solve problems, to acquire what is
useful for daily life, and to engage themselves emotionally. According to Feng and Chen (2009)
stated “Learning process is an emotional process. It is affected by different emotional factors.
The teacher and his students engage in various emotional activities in it and varied results of
emotions are yield.” According to Saidat, (2010) “Since attitude is one of the key factors for
success in language learning, numerous studies have already been conducted in the field of
language attitude. In addition, language attitude research has been considered in the previous 50
years because of the growing relation between the importance of the language use and the nature
of individuals.”

2. Attitude towards learning English.

According to Padwick, (2010) “Besides the intellectual perspective, the nature of language
learning has psychological and social aspects and depends primarily on the learners’ motivation
and attitude to learn the target language. According to Gardner and Lambert (1972) stated, “the
ability of the students to master a second language is not only influenced by the mental
competence or, language skills, but also on the students’ attitudes and perceptions towards the
target language. They also advocated that attitude concept could enhance the process of language
learning, influencing the nature of student’s behaviors and beliefs towards the other language, its
culture and community, and this will identify their tendency to acquire that language.
According to Baker, (1992) He proposed a comprehensive theoretical model, focusing on
the importance of conducting attitudinal research in the field of language learning. Baker (1992,
p. 9) states that, “In the life of a language, attitudes to that language appear to be important in
language restoration, preservation, decay or death.” Recently, De Bot et al. (2005) assert that
“ Language teachers, researchers and students should acknowledge that high motivation and
positive attitude of students facilitate second language learning. Thus, if a learner does not have
the interest and tendency in acquiring the target language to communicate with others, this
learner will possess a negative attitude and will not be motivated and enthusiastic in language
learning. Therefore, learners’ attitudes could incorporate in language learning because it may
influence their performance in acquiring the target language.”

3. Factors affecting the learning of English as second language.

According to Cummins, (1979a, 1979b, 1980, 1981). “In the case of the Tongan students,
these factors can be found to have impacts on the differences of individual language attainment
among students. Students come to school from different backgrounds and therefore having
different levels of exposure and practice in the use of English language. Some students are more
fortunate to come from home background where both parents are well educated and therefore
able to use English as a medium of communication at home. Those students may be more
successful in English learning than those who have no exposure or practice in the use of English
in the home. Here they may differ mainly because of the different opportunities they have for the
learning of the language (0 factors) and because of these different opportunities for learning, they
have different levels of knowledge and skills (Kp factors) in their English learning. It can also be
noted among Tongan students that some have outgoing personality and are not shy and may be
likely to learn English better than those who are shy. The general cognitive ability of the students
can also contribute to the success and failure in English learning among the Tongan teamers of
English language.”
Thai children are raised in an environment where their mother tongue is spoken, as in all
other nations that use their indigenous language as an official language. Children at a very young
age unconsciously absorb their mother tongue (L1) and use it freely because the circumstances
and environment compel them to do so. According to Williams (1994, cited in Dornyei, 2001, p.
66) stated that “the learning of a foreign language involves far more than simply learning skills,
or a system of rules, or a grammar; it involves an alteration in self-image, the adoption of new
social and cultural behaviors and ways of being. Thus, acquiring a foreign or second language
demands a high level of motivation.”

According to Gardner, (1985) “In integrative orientation, learners acquire a foreign or

second language to become familiar with members of the language community or learn about
their culture or values. Motivation to learn a second language stems from positive feelings
toward the community that speaks that language. This type of motivation is defined by Deci and
Ryan (1985) According to Liuoliene & Metiuniene, (2006) “As intrinsic motivation in which
learners find enjoyment and interest in learning a language with a positive attitude. Integrative
orientated learners demonstrate interest in learning a foreign language in order to better
understand the culture, tradition, and community of the people who speak that language. They
may even have a desire to increase their affiliation with the target community.” According to
(Gardner, 1985) “The integrative oriented learners have positive attitudes towards the
community or people and their culture who speak that foreign language. Integrative oriented
learners show more persistent and intense motivation than other learners. They have a strong
desire to learn the language and have positive attitudes toward the learning situation, and are
more likely to expend more effort and efficiency in learning the language.”
According to Zainol Abidin, et al., (2012) “Language learning has psychological and
social aspects and attitude to second language learning affects the ability of the learners to master
a language. In 1992, Baker focused on the importance of research about effect of attitude in
language learning.” According to Popham’s (2011) point of view, Affective domain is important
for its impact on learners’ future learning behavior. He states: “The reason such affective
variables as students’ attitudes, interests, and values are important to us is that those variables
typically influence future behavior. The reason we want to promote positive attitudes towards
learning is because students who have positive attitudes towards learning today will be inclined
to pursue learning in the future. The affective status of students lets us see how students are
predisposed to behave subsequently.” According to Nunan, (2000) “Learners’ attitudes, skills
and strategies determine their underachievement or accomplishment”. According to Ajzen,
(2005) Attitude to language learning is a hypothetical construct that cannot be observed directly
and must be inferred from responses that reflect evaluations of the attitude object.

CHAPTER 3
METHODOLOGY

This chapter outlines the methodology employed in this study and the participants,
instruments, procedures and data analysis are discussed

1 Research Design
The design of this study is quantitative in nature i.e., descriptive and inferential as well.
Thus, an adapted questionnaire was employed as a measuring instrument. The participants were
required to answer all the items of the questionnaire honestly, giving their own perceptions about
their attitudes towards learning English language in terms of the emotional, cognitive and
behavioral aspects of attitude as well as their demographic profile i.e., gender, year and field of
study.

2. Population and Participant Selection

 The sample of the study consisted of 50 English major students from Rajamangala
University of Technology Thanyaburi, Faculty of Liberal Arts, English for Communication. The
students were chosen randomly from different levels (second, third and fourth year students).

3. Research Instruments
The measuring instrument was an attitude questionnaire which focused on the attitudes
towards learning English. Additionally, it aimed to explore the differences in the participants’
attitudes by their demographic information. The items were partly adapted from the attitude
questionnaire test employed in a study by Boonrangsri et al. (2004). Other items were taken from
Attitude and Motivation Test Battery (AMTB) designed by Gardner (1985), ttitude
Questionnaire Test employed by Boonrangsri, Chuaymankhong, Rermyindee, and
Vongchittpinyo (2004) and a Behavioral, Cognitive, Emotional Attitude (BCEA) questionnaire
(as cited in Abidin et al., 2012).

4. Data Collection
The data collection was conducted at the beginning of April 2017. The researcher asked
permission the third year students from student majoring in English for communication, Faculty
of Liberal Arts, RMUTT to conduct the research. After permission was permitted, the researcher
explained the objectives of this study to each student participants and managed the
questionnaires. The student participants were asked to response the questionnaires by putting a
mark in a box containing one of the following categories: 5 = Strongly agree, 4 = Agree, 3 =
Neutral, 2 = Disagree, 1 = Strongly disagree. The responses to questionnaires from the student
participants were then quantitatively analyzed

5. Data Analysis
The sequences used to analyze the data are outlined as follows:
The data gained from the questionnaires were analyzed the objectives of the study. First, the
responses from the questionnaires were analyzed by using means and standard deviations. The
mean values were interpreted as follows:

Scale Mean Range Motivation Level Score Range

5 Strongly agree Highest 4.50 – 5.00
4 Agree High 3.50 – 4.49
3 Moderate Moderate 2.50 – 3.49
2 Disagree Low 1.50 – 2.49
1 Strongly disagree Lowest 0 – 1.49
 Then, the results gained from the questionnaires used to obtain information about the
respondents’ background and the amount of contact that they have with English. The data
collected from the questionnaire also provided information about the respondents’ level of
motivation and attitude towards English learning not only in schools but also in their
surroundings. Finally, the results gained from the attitude in learning English questionnaires
would told us that what are Students’ attitudes towards English as a second.

CHAPTER 4
FINDINGS

This chapter presents an analysis of the quantitative data derived from the questionnaire.
The finding are divided into two parts as follows.
4.1 General Information
4.2 RMUTT students’ attitudes toward learning English as a second language

4.1 General Information

This part included six statements aimed at gathering information on the general of students
who participated in the study. General Information is presented in this part. The responses to the
five statements in the first part of the questionnaires were as follows.

Table 1 Gender of the students

Gender Frequency Percentage

Male 21 42%
 Female 29 58%
Total 50 100%

Table 1 shows that of the total students 29 (58%) were female and 21 (42%) student
participants were male

Table 2 Age of the students

Age Frequency Percentage
17 – 22 years 50 100%

23 – 27 years 0 0%
Total 50 100%

Table 2 shows that 50 (100%) of students were in the age of 17 - 22 years.

Table 4 Level of education

Level of education Frequency Percentage
First-year 0 0%
Second-year 0 0%
Third-year 50 100%
Fourth-year 0 0%
Total 50 100%

Table 4 shows level of education of students was the third-year 50 (100%).

4.2 RMUTT students’ attitudes toward learning English as a second language

This part included thirty statements aimed at reflecting the RMUTT students’ attitude
towards learning English as a second language. In the second part of the questionnaires were as
follows.
Table 5 RMUTT students’ attitudes toward learning English as a second language. (n=50)

Statements M Frequency Level of

attitude
1. Speaking English anywhere makes me feel worried 3.6 180 High
2. Studying English helps me to have good 4.04 202 High
relationships with friends
3. When I hear a student in my class speaking English 3.28 164 Moderate
well, I like to practice speaking with him/her
4. Studying English helps me to improve my 3.72 186
personality. High
5. I put off my English homework as much as possible 4.36 218 Moderate
6. I am not relaxed whenever I have to speak in my 3.8 190 High
English class
7. I feel embarrassed to speak English in front of other 4.02 201 High
students.
8. I like to practice English the way native speakers do 4.24 212 High
9. When I miss the class, I never ask my friends or 3.44 172 Moderate
teachers for the homework on what has been taught
10. I do not feel enthusiastic to come to class when 4.26 213
English is being thought. High
11. Being good at English will help me study other 4.18 209 High
subjects well
12. I have more knowledge and more understanding 4.48 224 High
when studying English
13. Frankly, I study English just to pass the exams 3.22 161 Moderate
14. In my opinion, people who speak more than one 4.5 225 Highest
language are very knowledgeable
15. Studying English helps me communicate in English 3.26 163 Moderate
effectively

The students (M=3.6) (M=4.04) (M=3.28) (M=3.72) (M=4.36) (M=3.8) (M=4.02)

(M=4.24) (M=3.44) (M=4.26) (M=4.18) (M=4.48) (M=3.22) (M=4.5) (M=3.26)
 CHAPTER 5
CONCLUSION AND DISCUSSION

This chapter presents the conclusion, and suggestion of this research.

Conclusion
This study aims to find out what is the attitude of 50 third year students majoring in English
for Communication from Rajamangala University of Technology Thanyaburi towards learning English
as a second language. The instrument used in this study was the Attitude and Motivation Test
Battery (AMTB) designed by Gardner (1985). Consisting of 2 parts: the first part was about
general background information of the populations, and the second part was concerned about
problems with English speaking. The data collected from the questionnaire were analyzed to
identify what is the students’ attitude towards learning English as a second language.
All in all, there was one item that students rated at a highest level of problem, i.e., “In my
opinion, people who speak more than one language are very knowledgeable” (M4.5). The results
showed that there were nine items rated at a high level, for example, Speaking English anywhere
makes me feel worried (M3.6), I like to practice English the way native speakers do (M3.30),
forgetting to say the final sound of each word (M4.24), and Studying English helps me to
improve my personality (M3.72). And there were five items rated at a moderate level, for
example, I put off my English homework as much as possible (M4.36), Frankly, I study English
just to pass the exams (M3.22) and Studying English helps me communicate in English
effectively (M3.26).

Discussions
Being influenced by such factors as nationality, field and year of study, and environment,
a solid relationship between attitude and learning has been reported in the literature. This study
created with the aim of exploring attitudes of third year male and female students of the
Rajamangala University of Technology Thanyaburi, hypothesizing that there is a major
difference between the two groups. Qualitative analysis of this study showed that the
participants, both males and females, have had positive attitudes toward learning English.
According to Gardner (1985) The factor analysis seems to corroborate previous research in
the field that found closely ties between specific factors in different types of motivation and
attitude developed in the classic works of Gardner (1985) stated “. In our study we found a main
factor, which we have called “attitudes towards learning English”. According to Sook Lee &
Oxelson, 2006; Echevarria, Powers & Short, (2006). “This is linked to a set of specific factors
related to attitudes towards the teacher, methods employed, classes, materials used and the
proposed tasks. The presence of this factor seems to indicate that this sample of students clearly
perceived, possibly through the teachers, the message that learning English has become a matter
of utmost importance. Proposition 227, also known as English for the Children, was going in this
direction: to emphasize the need for immigrants to learn English. However, this initiative has
resulted in denial of the culture and native languages of many newcomers. In this regard, the role
of the teacher as a conduit of attitudes is important. So when teachers suggest that only learning
English is important, students may infer that their native language and culture are irrelevant”
According to Ball & Lardner, (1997) and Wong Fillmore, (2000). “In the end, this may become a
barrier to academic achievement” and affect student self-esteem
According to Ramos, (2005) “Pressure to use the English language could conceivably have
positive nor negative effects on performance in the class. Further studies will have to determine
if perceptions about pressure to use English are related to academic performance and
motivational levels. That is, if the pressure that Proposition 227 has exerted on English learners
through schools and teachers is having a positive influence on academic performance and student
welfare within the class. As seen in recent studies” (see for a more detailed analysis). According
to (GotoButler, Orr, Bousquet, Gutierrez, & Hakuta, 2000). “English learners were not
performing as expected prior to the adoption of this proposition in programs taught only or
overwhelmingly in English. It seems that they are getting better results in alternative bilingual
programs. It may not come as a surprise, then, that the primary objective in SEI programs is the
teaching of communicative English, sounds and illustrations and vocabulary development that
have relegated reading and writing.”

Recommendations
Regarding the observed negative attitude towards English, the English teachers are
recommended to build an encouraging atmosphere in the English classes to support the students’
positive attitudes towards English. They should also inspire the students to learn English,
highlighting its importance. This can be succeeded by applying the suitable and appropriate
methods and activities of teaching English excellently. Moreover, they should add up-to-date
materials and additional resources in addition to the English text books. This can help them
capture students’ attention to learn English effectively. Besides, the English teachers should
consider the role of gender viewpoint in language learning, exposing various styles to improve
the students’ attitudes, motivation and language performance as well.