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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Sami Mohammed Amri Almalki
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DOI:10.17265/1539-8080/2016.06.001
Affiliation(s)
Taif University, Taif, Saudi Arabia; Exeter University, Exeter, United Kingdom
ABSTRACT
Considering the vital role that the English language plays in contemporary society and the changing needs of institutions around the world, gaining a thorough knowledge of English can help people in a number of ways. The primary aim of this research is therefore to identify the levels of knowledge of English and attitudes towards learning English among Saudi students at the Globe English institute, Exeter, UK. To achieve this aim, a structured questionnaire is designed in order to gather related data from a sample of 30 respondents, comprising 17 male and 13 female students. This study seeks to establish the relationship between knowledge of English, attitude towards learning English, and demographic factors such as the age, gender, and major of respondents. According to the survey findings, it may be stated that there is a significant favourable relationship between knowledge of English and attitude of respondents towards learning the English language. The identified statistical results will be discussed as they pertain to the preceding literature.
KEYWORDS
knowledge, attitude, vocabulary, EFL
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References
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Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the language anxiety research suggest? Modern Language Journal, 75(4), 426-437.
Al-Saraj, T. M. (2014). Foreign language anxiety in female Arabs learning English. Innovation in Language Learning and Teaching, 8(3), 257-278.
Arnold, J. (1999). Affect in language learning. Cambridge: Cambridge University Press.
Babbie, E. (2001). The practice of social research (9th ed.). Belmont, CA: Wadsworth Thomson.
Benson, P., & Voller, P. (1997). Autonomy and independence in language learning. London: Longman.
Cherly Qing, L. (2010). A new Likert Scale based on Fuzzy Sets theory (Ph.D. dissertation, University of Connecticut, United States).
Davies, A. (2003). The native speaker: Myth and reality (2nd ed.). Clevedon: Multilingual Matters.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Cambridge: CILT/Cambridge University Press.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
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.
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ’n’ roll). Introducing statistical methods. London: Sage.
Findlow, S. (2006). Higher education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education, 27(1), 19-36.
Kara, A. (2009). The effect of a “Learning Theories” unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113. Retrieved August 10, 2011 from http://ro.ecu.edu.au/ajte/vol34/iss3/5
Karmani, S. (2005). Petro-linguistics: The emerging nexus between Oil, English and Islam. Journal of Language, Identity and Education, 4(2), 87-102.
Khan, I. A. (2011a). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248-1257.
Khan, I. A. (2011b). An analysis of learning barriers: The Saudi Arabian context. International Education Studies, 4 (1), 242-247.
KSA Ministry of Education. (2006). Educational system in Saudi Arabia. Washington D.C.: Saudi Arabian Cultural Mission; Riyadh: MoE.
KSA Ministry of Education. (2010). The executive summary of the ministry of education ten year plan (2004-2014) (2nd ed.). Riyadh: MoE.
Murphy, C., & Smith, G. (2012). The impact of a curriculum course on pre-service primary teachers’ science content knowledge and attitudes towards teaching science. Irish Educational Studies, 31(1), 77-95. Retrieved February 28, 2014 from http://web.b.ebscohost.com/ehost/detail?vid=5&sid=3f4c615f-0ac0-4a67-9913-0006cb907d45%40sessionmgr114&hid=108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=73822188
Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement (New ed.). London, Pinter.
Oppenheim, A. N. (2000). Questionnaire design, interviewing and attitude measurement. London: Continuum.
Pallant, J. (2013). SPSS survival manual. UK: McGraw-Hill Education.
Pennycook, A. D. (1994). The cultural politics of English as an international language. London: Longman.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language learning, 28(1), 129-142.
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York and London: Teachers College Press.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Spiliotopoulou, G. (2009). Reliability reconsidered: Cronbach’s alpha and paediatric assessment in occupational therapy. Australian Occupational Therapy Journal, 56, 150-155. Retrieved March 11, 2014 fromhttp://0-web.a.ebscohost.com.lib.exeter.ac.uk/ehost/resultsadvanced?sid=5ce4c8e4-2c77-41b5-bd9a-2345e1f62453%4sessionmgr4003&vid=2&hid=4206&bquery=Reliability+reconsidered%3a+Cronbach’s+alpha+AND+paediatric+assessment+%22in%22+occupational+therapy&bdata=JmRiPWVvYWgmY2xpMD1GVCZjbHYwPVkmdHlwZT0xJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d
Syed, Z. (2005). TESOL in the Gulf: The sociocultural context of English language teaching in the Gulf. TESOL Quarterly, 37(2), 337-341.
Sywelem, M. M. G., & Witte, J. E. (2013). Continuing professional development: Perceptions of elementary teachers in Saudi Arabia. Journal of Modern Education Review, 3(12), 881-898.
Troudi, S. (2007). The effects of English as a medium of instruction. In A. Jendli, S. Troudi, and C. Coombe (Eds.), The power of language: Perspectives from Arabia. Dubai: TESOL Arabia.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the language anxiety research suggest? Modern Language Journal, 75(4), 426-437.