Attitudes toward English among AL-Quds Open University Students in Tulkarm Branch

Abstract

The aim of this study is to identify the attitudes toward English among AL-Quds Open University students in Tulkarm Branch, Palestine. To achieve this purpose, the researcher used a questionnaire composed of 30 items distributed to 70 male and 110 female students in four faculties: Education, Social Development, Administrative Sciences and Technology and Applied Sciences in AL-Quds Open University, Tulkarm Branch. These students are in different study levels (years). This study was conducted during the first semester of the academic year 2014-2015. The researcher used different statistical procedures which fit the collected data. The results of the study revealed that most of the students in AL-Quds Open University, Tulkarm Branch have positive attitudes towards English. Moreover, the attitude of females toward English is more positive than the attitude of males. There are significant differences in attitudes towards English among students due to academic level. There are no significant differences in attitudes toward English among students due to faculty. Based on the results, the researcher recommends the following: First, universities are requested to offer a reasonable number of English communication courses to give students a chance to practice and improve their language so as to make the language favorable for them and have a good attitude toward it. Second, teachers are required to encourage students to get engaged in co-curricular English activities in special meetings among themselves to use English in speaking and writing.Keywords: attitudes; foreign language; undergraduate students. IntroductionEnglish is an international and even it is the leading foreign language enjoying a prestigious position in many countries including Palestine. Donitsa-Schmidt et al. (2004) maintained that different aspects of language attitudes have also been studied such as the relation between attitudes and motivation. English in Palestine is taught as a foreign language and students are instrumentally motivated. Ardeo (2003) stated that learning a foreign language is a complex process which involves a large number of dependent and independent variables. Starks & Paltridge (1996: 218) believed that learning a language is closely related to the attitudes towards the languages. Mantle-Bromley (1995) argued that teachers need to acknowledge and respect students' attitudes, beliefs and expectations and help them overcome any harmful perceptions and blocks, as well as enhance students' awareness of their personal weaknesses and strengths and of their strategic knowledge).It has been identified that learner's attitudes toward a target language and its speakers as well as the use of that language play a central role in determining levels of success for the learning and acquision of that language. According to Skehan (1989), attitudes are one of the several components of affective variables of language learning. Wenden (1991) sees attitudes as including three components: First, attitudes tend to have a cognitive component....

English Language Motivation between Gender and Cultures

“…Regarding students' motivation based on genders in both worlds, this research shows that nine studies out of 14 in the present research show that female students have higher levels of motivation and positive attitudes towards learning English compared to males (Adach, 2015;AL-Khasawneh & Denma, 2015;Al-Mahrooqi & Denman, 2014;Alsheikh & Elhoweris, 2011;Azarnoosh & Birjandi, 2012;Coskun, 2014;Heinzmann, 2009;Tanni, 2015;Xiong, 2010). Whereas, three studies show males have higher levels of motivations than females (Abdilah & Chowdhury, 2013;Javid, Al-Asmari, &Farooq, 2012;Yeng, Lau, & Nie, 2011).…”

“…In the Arab world, four studies show that female students have a higher motivation to learn English than males (AlKhasawneh & Al-Omani, 2015;Al-Mahrooqi & Denman, 2014;Alsheikh & Elhowersi, 2011;Tanni, 2015). On the other hand, two studies show that males have a higher motivation than female students (Abdilah & Chowdhury, 2013;AlAsmari & Farooq, 2012).…”

“…That means women who speak another language like English and have jobs get married faster than those who speak the mother tongue only or without jobs. In Palestine, Tanni (2015) attributed Palestinian female students' high motivation for learning English to be like a type of prestige. That is seen as one of the features of educated person who embed English words or sentences to their speaking or using English to speak with others.…”

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“…Having a positive attitude to English in general and writing in particular cannot be overstressed (Al Noursi, 2013;Al Asmari, 2013;Alkaff,2013;Ahmed, 2015;Tanni, 2015;Al Samadani and Ibnian, 2015;Khan, 2016). As the Questions method becomes familiar to students, their comfortability with the technique increases.…”

The Questions Technique in Guided Paragraph Writing

“…Having a positive attitude to English in general and writing in particular cannot be overstressed (Al Noursi, 2013;Al Asmari, 2013;Alkaff,2013;Ahmed, 2015;Tanni, 2015;Al Samadani and Ibnian, 2015;Khan, 2016). As the Questions method becomes familiar to students, their comfortability with the technique increases.…”