Factors affecting attitudes to English language learning ...
Transcript of Factors affecting attitudes to English language learning ...
FACTORS AFFECTING ATTITUDES TO ENGLISH
LANGUAGE LEARNING AMONG MASTER’S DEGREE
STUDENTS IN MEC PROGRAM, THAMMASAT
UNIVERSITY
BY
MS. NUTTHAPAT KIJSRIOPAK
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN ENGLISH FOR CAREERS
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2015
COPYRIGHT OF THAMMASAT UNIVERSITY
FACTORS AFFECTING ATTITUDES TO ENGLISH
LANGUAGE LEARNING AMONG MASTER’S DEGREE
STUDENTS IN MEC PROGRAM, THAMMASAT
UNIVERSITY
BY
MS. NUTTHAPAT KIJSRIOPAK
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
OF MASTER OF ARTS IN ENGLISH FOR CAREERS
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2015
COPYRIGHT OF THAMMASAT UNIVERSITY
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Independent Study Paper Title FACTORS AFFECTING ATTITUDES TO
ENGLISH LANGUAGE LEARNING AMONG
MASTER’S DEGREE STUDENTS IN MEC
PROGRAM, THAMMASAT UNIVERSITY
Author Ms. Nutthapat Kijsriopak
Degree Master of Arts
Major Field/Faculty/University English for Careers
Language Institute
Thammasat University
Independent Study Paper Advisor Associate Professor Sucharat Rimkeeratikul,
Ph.D.
Academic Years 2015
ABSTRACT
This research aims to reveal the main factor that affects students’ attitudes
to English language learning among master’s degree students in MEC program at
Thammasat University. The subjects of this study were 55 second year master’s
degree students who study in MEC program at Thammasat University, Thaprachan
campus in the academic year of 2015. The tools used for this research are a closed-
ended questionnaire and data analysis done by SPSS for Windows program. The
findings revealed that the teacher is the main factor that affects a student’s attitude to
English language learning among master’s degree students in MEC program. For the
overall attitude, the result shows that all MEC students have positive attitudes towards
English language learning in MEC program. In addition, students believed that the
teacher who has a good way of teaching could help motivate the students’ attitude
toward English language learning in a positive way. Further research should be
conducted on the needs of English use for future careers.
Keywords: Attitudes, Factors affecting attitudes, English language learning, Master’s
degree students, EFL learner.
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ACKNOWLEDGEMENTS
I would like to express my deepest gratitude and greatest appreciation to my
advisor, Assoc. Prof. Dr. Sucharat Rimkeeratikul, one of the finest teachers in my life,
for her suggestions and encouragement throughout my study. I feel very fortunate to
have her as my advisor. She is very kind and friendly to me. She always listened to
me when I had a tough time during my study.
I am very thankful to Ms. Siriwon Ritruamsupand, Ms. Pafun Rattanasing,
and Ms. Nanthachat Anurakmontri, supporting staff in MEC program at Thammasat
University, Thaprachan campus, who always helped and supported me during the
course of my study.
I also wish to give my special thanks to the second year master’s degree
students who study in MEC program at Thammasat University, Thaprachan campus
in the academic year of 2015 for their cooperation in responding to the questionnaires.
Lastly, I would like to express my sincere thanks to the most important
people in my life who are my family for their unconditional love and support
throughout the two years of my M.A. program.
Without all the people I mentioned above, I might not have reached this point
and this research would never have been successful.
Ms. Nutthapat Kijsriopak
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TABLE OF CONTENTS
Page
ABSTRACT (1)
ACKNOWLEDGEMENTS (2)
TABLE OF CONTENTS (3)
LIST OF TABLES (6)
CHAPTER 1 INTRODUCTION 1
1.1 Background of the Study 1
1.2 Research Questions 2
1.3 Objectives of the Study 2
1.4 Definitions of Terms 2
1.5 Scope of the Study 3
1.6 Significance of the Study 4
1.7 Organization of the Study 4
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CHAPTER 2 REVIEW OF LITERATURE 5
2.1 Related Literatures 5
2.1.1 Learning Theory and Language Learning 5
2.1.2 Definition of Attitudes 6
2.1.3 Attitudes and Language Learning 6
2.2 Relevant Research Studies 7
2.2.1 Kongkiat (2009) 7
2.2.2 Ahmed, Yossatorn and Yossiri (2012) 8
2.2.3 Martinez, Perez, and Fernandez (2012) 8
2.2.4 Mohamad (2012) 8
2.2.5 Ahmed (2015) 9
CHAPTER 3 RESEARCH METHODOLOGY 10
3.1 Participants 10
3.1.1 Population and Sample 10
3.1.2 Sampling Technique 11
3.2 Research Instrument 11
CHAPTER 4 RESULTS 13
4.1 The Respondents’ General Information 13
4.2 Factor Affecting Attitudes to English Language Learning 17
4.3 Students Attitude towards English Learning in MEC Program 20
4.4 The Additional Comments and Suggestions 20
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CHAPTER 5 CONCLUSIONS, DISCUSSION, AND RECOMMENDATIONS 24
5.1 Summary of the Study 24
5.1.1 Objective of the Study 24
5.1.2 Subjects 24
5.1.3 Instruments 24
5.1.4 Procedures 25
5.2 Summary of the Findings 25
5.2.1 General Information 25
5.2.2 Factor Affecting Attitudes to English Language Learning 26
5.2.2.1 Attitude towards Teacher 26
5.2.2.2 Attitude towards Classroom 26
5.2.2.3 Attitude towards Textbook 26
5.2.2.4 Attitude towards Tasks 26
5.2.3 Students Attitude towards English Learning in MEC Program 27
5.3 Discussions and Implications 27
5.3.1 General Information 27
5.3.2 Factors Affecting Attitude to English Language learning 28
5.3.2.1 Teacher 28
5.3.2.2 Classroom 28
5.3.2.3 Textbook 29
5.3.2.4 Tasks 29
5.4 Conclusions 30
5.5 Recommendations for Further Research 30
REFERENCES 31
APPENDICES
APPENDIX A. Questionnaire in English 33
BIOGRAPHY 37
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LIST OF TABLES
Tables Page
4.1 Gender 13
4.2 Ages 14
4.3 Number of Years in Learning English Language 14
4.4 Major Subject in Bachelor’s Degree 15
4.5 TU-GET Score 15
4.6 The Most Important Factor that Leads to Success in Learning Language 15
4.6.1 Teacher 15
4.6.2 Textbook 16
4.6.3 Tasks 16
4.6.4 Classroom 16
4.7 Attitude towards Teacher 18
4.8 Attitude towards Textbook 18
4.9 Attitude towards Tasks 19
4.10 Attitude towards Classroom 19
4.11 Students’ Attitudes towards English Learning in MEC Program 20
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CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Undeniably, English plays a significant role in daily life for everyone
since it is widely accepted as an official language for many countries. Today English
is taught in almost all countries around the world including Thailand. English is
formally used in many areas such as education, economics, finance, law, politics, and
news information. People who are good in English tend to have a good chance in life
because they have a great opportunity to get better jobs when compared with people
who have no English skills. They can work effectively, especially in an international
context, both in the country and abroad. Thus, knowing English will allow them to
create many opportunities for success in life, especially in their future career. This
may explain why the demand for studying English has rapidly expanded when
compared to the past.
English has been taught and studied in Thailand for more than a decade.
However, Thai students still have problems in learning English even in the university
level and more than likely have negative attitudes towards English. According to
Gardner and Lambert (1972), the capability of students to learn a new language is not
only affected by their English proficiency but also by their attitudes toward the second
language. It means that attitude has an impact on language learning because many
researchers believe that a student who has a positive attitude might be successful in
language learning.
Therefore, to make the learner have a positive attitude with English
language learning, the instructors must know the main factors that affect students’
attitudes to English language learning before teaching in order to improve students’
attitudes towards English learning. In addition, the information gained can be used to
develop techniques and strategies that could contribute to the MEC program.
In this research, the study aims to reveal the main factor that affects
students’ attitudes to English language learning among master’s degree students in
MEC program at Thammasat University, Thaprachan campus in the academic year of
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2015, and use such information to develop the program and students’ attitudes. For
this study, the researcher uses four factors: teacher, textbook, tasks and classroom, to
measure students’ attitude to English language learning in MEC program. The
research is designed in accordance with the four subscales questionnaire by Martinez,
Perez, and Fernandez (2012). Moreover, it is significant to investigate students’
attitudes to English among master’s degree students as well because it can show the
number of students who have potential for success in learning at this program. In
other words, if the learner has a positive attitude in English, they are more likely to
have success in learning the language.
1.2 RESEARCH QUESTIONS
The study was conducted to survey the second year master’s degree
students who study in MEC program at Thammasat University, Thaprachan campus
in academic year of 2015; the objective of this study was to reveal the answers to the
following questions.
1.2.1 What is the students’ attitude to English language learning among
master’s degree students?
1.2.2 What is the main factor affecting students’ attitudes to English
language learning among master’s degree students?
1.3 OBJECTIVES OF THE STUDY
The purposes of this study are the following.
1.3.1 To investigate students’ attitude to English language learning among
master’s degree students.
1.3.2 To investigate the main factor affecting students’ attitudes to English
language learning among master’s degree students.
1.4 DEFINITIONS OF TERMS
Following are the definitions of the terms of this study.
1.4.1 Master’s Degree Student refers to Thai students who study in the
second year in MEC program at Thammasat University, Thaprachan campus in
academic year of 2015.
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1.4.2 MEC refers to Master of Art Program in English for Careers. It is
an international graduate degree program offered at the Language Institute of
Thammasat University (LITU) to serve the needs of English learning in the ASEAN
community.
1.4.3 Attitude refers to MEC students’ attitude toward English teaching
and learning in MEC program at Thammasat University.
1.4.4 Factors refer to the factor that affects students’ attitudes to English
language learning among master’s degree students. The researcher uses four factors:
teacher, textbook, tasks and classroom, to measure students’ attitude to the English
language which is designed in accordance with the four subscales questionnaire by
Martinez, Perez, and Fernandez (2012) as following.
1.4.4.1 Attitudes towards the English Language Development (ELD)
teacher: the attitude of students towards the teacher including treatment of students,
performance in the classroom, and way of teaching.
1.4.4.2 Attitudes towards the ELD textbooks: the attitude of students
towards the textbook or learning materials such as textbook format, textbook content,
textbook organization and structure.
1.4.4.3 Attitudes towards the ELD tasks: the attitude of students
towards assignments and homework for English subjects including conversation,
reading, and written activities, grammar, and other given projects.
1.4.4.4 Attitudes towards the ELD class: the attitude of students
towards the English classroom including content, assessment, methods, activities.
1.4.5 English language learning refers to English language learning in
MEC program at Thammasat University.
1.5 SCOPE OF THE STUDY
This study was limited to the second year master’s degree students who
study in MEC program at Thammasat University, Thaprachan campus in the
academic year of 2015. The subjects of this study were 55 students. The
questionnaire was used to collect data in order to ask MEC students about the main
factor affecting their attitudes to English language learning in MEC program. There
are four factors that limit this questionnaire which are teacher, textbook, tasks and
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classroom, to measure student’s attitude to the English language which is designed in
accordance of the four subscales questionnaire by Martinez, Perez, and Fernandez
(2012). The students were also asked about their attitudes towards English language
learning.
1.6 SIGNIFICANCE OF THE STUDY
The research findings will be used to find out some teaching techniques
that could help improve students’ attitudes towards English language learning. The
instructor could also use such information to develop courses in MEC program at
Thammasat University such as teaching styles, school materials, tasks and classroom.
Finally, this study will be beneficial for other researchers who would like to conduct
further research about attitudes.
1.7 ORGANIZATION OF THE STUDY
The contents of this research are divided into five chapters as follows.
Chapter one describes the introduction including background of the study,
research questions, research objectives, definitions of terms, scope of the study,
significance of the study, organization of the study.
Chapter two illustrates related literatures including Learning Theory and
Language Learning, Definition of Attitudes, Attitudes and Language Learning, and
relevant research studies about attitudes.
Chapter three discusses the participants, the research instruments,
procedures and data analysis that are used in this research.
Chapter four reviews the results of the study.
Chapter five presents a summary of the study and findings, discussions
and implications, conclusions and recommendations for the further research.
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CHAPTER 2
REVIEW OF LITERATURE
This chapter reviews the related literature. It is known as the preview
stage before the actual study was carried out. The contents of the review of literature
in this research are a summary of (1) Related literature, and (2) Relevant research
studies.
2.1 RELATED LITERATURE
The related literature used in this research are as follows.
2.1.1 Learning Theory and Language Learning
Illeris (2004) explains that “learning theories are conceptual frameworks
describing how information or knowledge is absorbed, processed, and retained during
learning.” Emotional, cognitive, environmental influences and past experience are
important parts in how understanding and knowledge is acquired. On the other hand,
Krashen (1988) describes that language learning is a conscious process, the same as
what we experience in school. Teachers will provide direct instruction in the rules of
language or grammar to learners. Then, new forms of language or grammar are
obtained in the learner's mind with full awareness. As a result, that learning will lead
to acquisition.
From the perspective of behaviorists, learning can be described as
conditioning that includes a system of stimuli, response, and rewards (reinforcement).
In conflict to behaviorist theory, Mandler (2002) presented “cognitive theory”. This
theory emphasized the learner rather than their environment. The cognitive theory
emphasized a student's mind or mental process including the way a student feels or
thinks. It means that learning is related to an individual’s perception of their own
attitudes and beliefs. In this study, the researcher views attitudes as an important
element to consider in learning language since proper attitudes may boost learning
and acquisition can be achieved. Then language abilities will occur. Therefore, it is
important to learn a student’s attitude by exploring the meaning of attitudes as well as
the attitude in learning.
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2.1.2 Definitions of Attitude
Many studies have been researched about attitudes in various contexts and
points of view since it is considered as the key to success in language learning. In
fact, there are many ways to describe the definition of attitude.
Attitude is an evaluation or opinion toward somethings in a certain way
according to the psychologists’ definition. Attitudes in general can be positive,
negative or ambivalent (mixed feelings), and they can be varying every time. It
includes the way a person evaluates ideas, people, objects or events.
Gardner (1985) presents that attitudes are the evaluation that reacts to
some object, in accordance with the beliefs, opinions or experiences about the object.
“Attitude is thus linked to a person’s values and beliefs and promotes or discourages
the choices made in all realms of activity, whether academic or informal.”
Wenden (1991) also explains the meaning of the concept of attitudes. He
said that there are three major components for the concept of attitudes: affective,
behavioral and cognitive. First, the affective component is the emotions and feeling
of likes or dislikes toward some particular object. Second, the behavioral component
refers to people’s action or behavior towards an object. Finally, the cognitive
component is formed by people’s beliefs, viewpoints or thoughts to a particular
object. In addition, the components of attitude are sometimes referred to as CAB or
the ABC's of attitude.
2.1.3 Attitudes and Language Learning
The concept “attitudes” has been widely studied by psychologists. The
study of attitude is interesting to educators since it has an effect on learning. Many
researchers study about attitude in language learning as attitude has a positive
relationship with language learning. The more students have positive attitude toward
language learning, the more student have a chance to succeed in language learning.
Gardner and Lambert (1972) point out that the capability of students to
learn a second language is not only affected by their English proficiency but also by
their attitudes toward the second language. Starks and Paltridge (1996) also support
that “learning a language is closely related to the attitudes towards the languages.”
Moreover, Karahan (2007) asserts that “positive language attitudes let learners have
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positive orientation towards learning English”. Thus, attitudes may play a vital role in
English language learning since it might affect students’ success in their learning.
From an academic point of view, Brown (2000) describes that all students
have negative and positive attitudes in numerous degrees that the instructors should
notice, and he also said that instructors could use thoughtful instructional methods to
develop a student’s attitude in a positive way such as providing activities or materials
that could support students to understand more and have a positive attitude towards a
foreign language. Therefore, it is essential to study the main factor that affects
student’s attitude to English language learning because the researcher believes that
positive attitudes of students are the key answer leading to the success in language
learning. As a result, it would help finding the way to develop effective language
teaching methods and also help to improve students’ attitudes towards English
language learning in particular.
2.2 RELEVANT RESEARCH STUDIES
The relevant research studies are shown as follows.
2.2.1 Kongkiat (2009) conducted a study of A Survey Study of Students’
Attitudes towards English I of the First Year Students, the Faculty of Technical
Education Majoring in Computer Technology at Rajamangala University of
Technology Krungthep, Thailand. The sample of this study was 30 students. The
study use questionnaires to collect data. The result showed that students’ attitude
towards English I was very positive. Moreover, the research finding showed that
teachers who have a sense of humor in the class will get students attention.
Nevertheless, this study emphasized the students’ attitude toward one particular
course only. Therefore, the replication of this research should be done in another
context because the results might suggest a significant difference in that other
researchers could view another aspect towards the English language. Additionally,
some studies should be done by finding the factor that affect students’ attitude to
English because attitude is one of the major components that has an effect on learning
language.
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2.2.2 Ahmed, Yossatorn and Yossiri (2012) conducted a study of the
students’ attitudes towards activities used in an English Foreign Language (EFL)
classroom in one Thai university. Participants were eight (of 12) first year students at
Greenland University. Class observations and semi-structured interviews were used
to collect the data. The result shows that more than half of the students’ attitudes
towards teachers, using class activities, were satisfied with the EFL teachers who use
various activities and assignments in the class as a teaching method (encourage in-
class participation). This helps students to develop their confidence since all students
have to participate actively in the classroom. Although collecting data through class
observations and semi-structured interviews may provide rich detail and fuller
understanding, specific condition or insights may not apply broadly to others since the
sample of this study is too small.
2.2.3 Martinez, Perez, and Fernandez (2012) conducted a study about
attitudes of Mexican American students towards learning English as a second
language in a structured immersion program. Participants were 110 students in grades
8-12 in California, USA. The tool that was used to measure student attitudes towards
English language learning was a questionnaire. The result of this study reveals that
the Mexican American students have positive attitudes toward learning English as a
L2 within a structured immersion program. Moreover, an interesting finding of this
study is the “pressure to learn English” which showed a high average correlation of all
variables. However, this study is the result of the Mexican American students’
context only and it might not apply to other studies with Asian students, including
Thai students. Therefore, it is necessary to study the relationship between Thai
student attitudes and success in language learning and also to find out the main factor
that affect students’ attitudes in language learning.
2.2.4 Mohamad (2012) conducted a study about EFL Students’ Attitudes
towards Learning English Language, the case study of Libyan secondary school
students. The subjects of this study were 180 students. The study used questionnaires
to collect data regarding the three features of attitude which are behavioral, emotional,
and cognitive. The research finding showed that the students have negative attitudes
towards English learning. Nevertheless, this study is the result of Libyan secondary
school students only and it may not be able to be generalized to another study. Thus,
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it is essential to investigate any possible relationship with Thai student attitudes and
success in language learning.
2.2.5 Ahmed (2015) conducted a study of Attitudes towards English
Language Learning among EFL Learners at UMSKAL, which is a public university in
Malaysia. The participants of this study were 238 undergraduate EFL students. The
research finding of this study shows that the attitude toward English language learning
is extremely positive. In addition, the result also showed that the majority of the
students had negative feelings or fear according to their unpresented learning
experience in the classroom. However, this study should be conducted in different
perspectives in order to examine the techniques and strategies that could contribute to
the EFL master’s degree student course.
After reviewing a number of related studies about attitude and language
learning, the researcher of this study noticed that all previous studies were focused on
investigating the students’ attitudes towards language learning in general and EFL in
one specific course but not including the factors that affect students’ attitude to
English. In addition, one of them studies a Mexican context which cannot be
generalized to other countries, especially in an Asian context. Therefore, this study
will answer these questions.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter explains the methodology used to conduct the study. There
are two parts in this chapter: (1) Participants, (2) Research Instruments
A quantitative research approach is purposed for this study because it is
systematic and easy to analyze the data. Since quantitative research involves data
collection that results in numeric data and can be analyzed by SPSS, it helps enhance
the precise measurement of this study. Another reason that the researcher used the
quantitative research approach is that this research approach can produce reliable and
replicable data that is generalizable. The researcher would like to apply the research
finding to the whole population. In addition, the exploratory capacity of this study is
limited in terms of time and budget. Therefore, using the qualitative research
approach might not be suitable for this study because it requires a long duration of
time to collect data and sometimes well-conducted qualitative research is very labor
intensive.
3.1 PARTICIPANTS
The target population for this study is the second year master’s degree
students who study in MEC program at Thammasat University, Thaprachan campus
in the academic year of 2015.
3.1.1 Population and Sample
Since the total population for this study is only 62 (excluding the
researcher of this study) which is quite small, the researcher decided to study the
whole population. The researcher also did a pilot study before collecting actual data
so that the researcher can use such information to improve the research design or
questionnaire. For this study, 5 students from the total population (62) were used in a
pilot study and the rest, (57) students of the total population (62), are the main sample
of this study. Moreover, there was an incentive for each participant. People who did
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a questionnaire received a pen as compensation. Each participant who agreed to do a
questionnaire was asked to read and sign a consent form before doing the
questionnaire and promised their complete anonymity.
3.1.2 Sampling Technique
Convenience sampling was used in this study. There were 57
questionnaires that were distributed to the MEC students at the Language Institute
Thammasat University (LITU), Thaprachan campus in the academic year of 2015
which the researcher found convenient in terms of location and access since the
researcher studies for a master degree at this university and has a connection with
MEC friends at Thammasat University. Therefore, participation was voluntary to
complete the questionnaire and they were honest in their answers. As a result, it
helped this project work effectively.
3.2 RESEARCH INSTRUMENT
A questionnaire was used as a tool to collect data, which contained
closed-ended questions because the researcher would like to limit the topic and
information. Thus, it is easy to control and analyze the data. Finally, it will lead to
precise measurement. A questionnaire designed in accordance with the four subscale
questionnaire by Martinez, Perez, and Fernandez (2012) regarding the teacher, the
textbook (learning materials), the tasks (homework, assignment, etc.), and classroom
(activities, method, content, assessment) was used in order to measure MEC student
attitudes towards English learning and also to reveal the main factor that affects
students’ attitudes to English among master’s degree students. In addition, a 5-point
Likert’s scale was used as the main instrument for this study because it helps to
measure attitudes. The questionnaire contains approximately 20 questions so that it
can cover all aspects of students' attitudes, which are significant for data
interpretation. It was proposed to start distributing the questionnaire in 2015.
Fifty-seven questionnaires in English were distributed to fifty-seven
students individually in MEC program at Thammasat University, Thaprachan campus
in the academic year of 2015. Each participant was expected to complete a
questionnaire in approximately 10 minutes and returned it to the researcher
immediately.
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Finally, all of the completed questionnaires were entered into computer
files. In order to analyze the collected data, SPSS for Windows (Version 17.0) was
employed because statistics can help the researcher confirm the significance of the
research result. The analysis of data of students’ attitudes gave the results in terms of
mean and standard deviation. Thus, these processes can help the researcher of this
study find out the answers of the research questions.
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CHAPTER 4
RESULTS
The previous chapter described the research methodology including
participants, research instruments, and procedures of data analysis of this study. This
chapter presents the results according to the data collected from the questionnaires
completed by second year master’s degree students who study in MEC program at
Thammasat University. After distributing 57 questionnaires, the respondents returned
55 questionnaires, so it shows that the rate of return was 96 percent which is reliable.
The data were analyzed and interpreted by SPSS program for Windows (version 17.0)
to calculate the frequency, percentage, mean and standard deviation (S.D.). The
research findings are divided into 4 main categories.
4.1 The respondents’ general information
4.2 Factor affecting attitudes to English language learning
4.3 Students’ attitudes towards English learning in MEC program
4.4 The additional comments and suggestions
4.1 THE RESPONDENTS’ GENERAL INFORMATION
The first part of the questionnaire presents the data analysis of
respondents’ general information regarding their gender, age, number of years of
learning the English language, major subject in bachelor’s degree, TU-GET scores,
the most important factor that lead to succeed in learning language. The table reveals
information in the form of frequency, percentage and mean as follows.
Table 4.1. Gender
Gender Frequency Percent
Male 13 23.60%
Female 42 76.40%
Total 55 100.00%
Tables 4.1 presents that the entire number of respondents was 55 students,
of which 13 students were male or 23.6 % and 42 students were female or 76.4%.
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Table 4.2. Ages
Age Frequency Percent
20-25 11 20.00%
26-30 23 41.82%
31-35 14 25.45%
More than 35 7 12.73%
Total 55 100.00%
Table 4.2 reveals the ages of the respondents. This varied from 20 to
more than 35 years old. Out of the total number of 55 subjects, the ages of 26-30
were the greatest number of subjects, followed by the ages of 31-35, 20-25, and more
than 35 respectively.
Table 4.3. Number of years of learning the English language
Number of years Frequency Percent
10-15 20 35.71%
16-20 21 37.50%
21-25 6 12.50%
More than 25 8 14.29%
Total 55 100.00%
Table 4.3 shows that 21 students (37.5%) had experience in learning
English for 16-20 years, followed by 20 students (35.7%) who had experience in
learning English for 10-15 years, 8 students (14.3%) had experience in learning
English for more than 25 years and 6 of them (12.5%) had experience in learning
English for 21-25 years.
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Table 4.4. Major subject in bachelor’s degree
Major Frequency Percent
English major 21 38.20%
Non-English 34 61.80%
Total 55 100.00%
Table 4.4 presents that 61.8% of the respondents were non-English majors
in bachelor degree and the rest at 38.2% graduated with English major.
Table 4.5. TU-GET Score
N Minimum Maximum Mean Std. Deviation
TU-GET scores 52 470 920 620 98.487
Table 4.5 demonstrates that the highest TU-GET score of MEC students
was 920 while the lowest was 470 and the mean was 620 with a standard deviation of
98.487.
Table 4.6. The most important factor that leads to success in language learning
Table 4.6.1. Teacher
Teacher Frequency Percent Cumulative Percent
The most important 35 63.60% 63.60%
Important 14 25.50% 89.10%
Neutral important 4 7.30% 96.40%
Least important 2 3.60% 100.00%
Total 55 100.00%
Table 4.6.1 shows that 63.6% of the students ranked the teacher as the
most important factor that leads to success in language learning, 25.5% ranked the
teacher as important, and 7.3% of students view the teacher as neutral important while
only 3.6% perceived that the teacher was the least important factor.
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Table 4.6.2. Textbook
Textbook Frequency Percent Cumulative Percent
The most important 8 14.50% 14.50%
Important 15 27.30% 41.80%
Neutral important 14 25.50% 67.30%
Least important 18 32.70% 100.00%
Total 55 100.00%
Table 4.6.2 presents that 32.7% of the students ranked the textbook as the
least important factor that leads to success in language learning, 27.3% ranked the
textbook as important, 25.5% rated the textbook as a neutral important factor and
14.5 ranked the textbook as the most important.
Table 4.6.3. Tasks
Tasks Frequency Percent Cumulative Percent
Important 7 12.70% 12.70%
Neutral important 21 38.20% 50.90%
Least important 27 49.10% 100.00%
Total 55 100.00%
Table 4.6.3 shows that 49.1% of the students ranked tasks as the least
important factor that leads to success in learning language, 38.2% ranked tasks as
neutral important while only 12.7% ranked tasks as an important factor.
Table 4.6.4. Classroom
Classroom Frequency Percent Cumulative Percent
The most important 12 21.80% 21.80%
Important 19 34.50% 56.40%
Neutral important 16 29.10% 85.50%
Least important 8 14.50% 100.00%
Total 55 100.00%
17
Table 4.6.4 presents that 34.5% of student ranked classroom as an
important factor that leads to success in learning language and 29.1% ranked
classroom as a neutral important factor. There were 21.8% who viewed classroom as
the most important factor while 14.5% thought that classroom was the least important
factor.
4.2 FACTORS AFFECTING ATTITUDES TO ENGLISH LANGUAGE
LEARNING
The second part of the questionnaire revealed the results of factors that
affect students’ attitudes to English language learning among master’s degree students
in MEC program at Thammasat University. This part sought to determine the main
factor affecting students’ attitudes to English language learning. Four factors (teacher,
textbook, tasks, classroom) were set up in order to limit the topic and information
which will help the researcher analyze the data effectively. Closed-ended questions
with a five-point Likert scale were used in this part as a tool for measuring the degree
of attitudes ranging from (5) strongly agree, (4) agree, (3) neutral, (2) disagree and (1)
strongly disagree. The findings were divided into 5 tables: attitude towards teacher,
attitude towards textbook, attitude towards tasks, attitude towards classroom, and
students’ attitude towards English language learning in MEC program. The collected
data were reported using descriptive statistics of mean and standard deviation. The
data were interpreted into five ranges at the scale values as follows.
Scale Value Level of satisfaction
4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Moderate
1.81- 2.60 Disagree
1.00-1.80 Strongly Disagree
18
Table 4.7. Attitude towards teacher
Item Mean S.D. Meaning
1 Teacher has a good way of teaching 4.16 0.50 Agree
2 The way students are treated by teacher is good 4.02 0.65 Agree
3 Assessment practices are appropriate 3.93 0.74 Agree
4 Teacher gives varieties of class work e.g.
Individual, pairs, group work.
4.02 0.73 Agree
Total 4.03 0.66 Agree
According to table 4.7, the way of teaching has the highest mean among
all items at 4.16 followed by the way students are treated and varieties of class work
with the same mean at 4.02. The lowest is assessment practice which has the mean at
3.93. Overall, the MEC student attitude towards teacher is positive at 4.03.
Table 4.8. Attitude towards textbook
Item Mean S.D. Meaning
5 Textbook formats are appropriate 3.93 0.63 Agree
6 Textbook contents are appropriate 3.87 0.64 Agree
7 Textbook organization and structure are appropriate 3.89 0.66 Agree
8 Textbook varieties 3.60 0.83 Agree
Total 3.82 0.69 Agree
Table 4.8 shows that format of textbook has the highest mean at 3.93
followed by textbook organization and structure, textbook content, and textbook
varieties at 3.89, 3.87, and 3.60 respectively. Overall, the MEC student attitude
towards textbook is positive at 3.82.
19
Table 4.9. Attitude towards tasks
Item Mean S.D. Meaning
9 Writing activities are appropriate 4.00 0.75 Agree
10 Conversation activities are appropriate 3.80 0.78 Agree
11 Reading activities are appropriate 3.69 0.74 Agree
12 Projects given are appropriate 3.78 0.63 Agree
Total 3.82 0.72 Agree
According to table 4.9, writing activities has the highest mean at 4.00
followed by conversation activities, reading activities, and the given projects at the
means of 3.80, 3.78, and 3.69 respectively. Overall, the MEC student attitude towards
task is positive at 3.82 which is equivalent to the mean of attitude toward textbook.
Table 4.10. Attitude towards classroom
Item Mean S.D. Meaning
13 Lessons in a classroom have a clear content 4.07 0.72 Agree
14 Students actively participate in class 3.93 0.69 Agree
15 Students behave with good discipline in class 3.73 0.76 Agree
16 There are appropriate in-class activities to
improve English skills (reading, listening,
speaking, and writing)
4.09 0.67 Agree
Total 3.95 0.71 Agree
Table 4.10 shows that in-class activities has the highest mean among all
items at 4.09 followed by clear content of the lesson, student participation, and
student good behavior at the means of 4.07, 3.93, and 3.73 respectively. Therefore,
the overall MEC student attitude towards classroom is positive at 3.95.
20
4.3 STUDENTS’ATTITUDES TOWARDS ENGLISH LEARNING IN MEC
PROGRAM
Table 4.11. Students’ attitudes towards English learning in MEC program
Item Mean S.D. Meaning
17 All in all, do you like learning English
language skills at MEC
4.22 0.71 Strongly
Agree
18 Do you enjoy studying English language
skills at MEC
4.15 0.76 Agree
19 Do you mainly focus on using English
language skills not only in classrooms, but
also in your free time
4.20 0.95 Agree
20 Do you feel enthusiastic to come to class
when the English subject is being taught
3.91 0.65 Agree
Total 4.12 0.77 Agree
From Table 4.11, students strongly agree that they like learning English at
MEC program with the mean of 4.22. And students agree that they use English
language not only in class but also in their free time as the mean shown is 4.20. Next,
students agree that they enjoy studying English language at MEC program with the
mean of 4.15. The last item which has the lowest mean at 3.91 is the feeling of
student enthusiasm to come to class. Therefore, the overall MEC student attitude
towards English learning and teaching in MEC program is positive at 4.12.
4.4 ADDITIONAL COMMENTS AND SUGGESTIONS
The third part of the questionnaire revealed the additional comments and
suggestions from the respondents. In this part, the researcher asked the respondents
two open-ended questions. One question asked the respondents to choose the most
important factor that affected their attitude to English learning at MEC program by
limiting them to four factors which are teacher, textbook, tasks, and classroom.
Another question asked the respondents to write any suggestions concerning English
teaching and learning for the improvement of MEC program.
21
As this part was optional, 50 respondents (90%) answered the open-end
questions. There are two parts for the summary of additional comments and
suggestions as follows.
Part I. The most important factors affecting students’ attitude to English
In this open-ended questions part, the researcher asked the respondents to
choose the most important factor affecting their attitude to English learning at MEC
program by limiting four factors for them to choose from which are teacher, textbook,
tasks, and classroom and also asked the respondents to give a reason to support their
answer. The answers of this question can be summarized as follows.
Teacher
Thirty-three (66%) students agreed that the teacher is the most important
factor that affects students’ attitude as he or she controls all class activities and lesson
contents. A teacher can decide what activities, tasks, and textbook should be used in
class. As teachers are the ones who convey the messages and contents to students,
they can influence and motivate the student to learn and can change students’ attitude
in a positive way. Moreover, they can enhance the learning environment in the
classroom. Some students said that a boring subject can be made fun by a good
teacher. If teachers have a good way of teaching and are friendly, the student will
enjoy the lesson in class. Finally, they will have a positive attitude in English
language learning. Therefore, teachers need to be active, encouraging and supportive.
In addition, they must be observant in order to rectify any problems or obstacles that
might occurred in class with students.
Classroom
Ten students (20%) said that classroom is most important factor that affect
students’ attitude due to the environment and the surroundings in the classroom
including all activities and classmates. For activities, they said that doing lots of
activities helps them to improve their English skill. Finally, they also said that if they
have good friends, they will feel enthusiastic to come to class since they learned from
each other.
22
Textbook
Four students (8%) said that textbook is most important factor that affect
students’ attitude because students can read and review it by themselves over time. If
the textbook content is difficult to understand, student will not enjoy studying that
subject. They will feel bored and may have a negative attitude in English language
learning. On the other hand, if the content of a textbook is easy and interesting to
read, it will affect students’ attitude to learn the English language. They will spend
more time to improve their English skill if they have an effective textbook to learn
from.
Tasks
Three students (6%) said that task is the most important factor that affect
students’ attitude. It encourages practicing the use of English including listening,
speaking, writing, and reading skills. The more effective tasks are given, the more
effective improvement in learning.
Part II. Suggestion concerning English teaching and learning for the
improvement of MEC program
In this open-ended question part, the researcher asked the respondents to
write any suggestion concerning English teaching and learning for the improvement
of MEC program. The results show that the overall experience of English teaching
and learning at MEC program is good; all instructors are excellent and qualified.
However, there are some comments and suggestions from students as follows.
Project and homework
Ten students (20%) said that projects, assignments, and homework given
are too much as most of students are part time students. They have to work and study
at the same time. Therefore, teachers should give more time for students to finish
homework or it would be good to focus on activities in class more than the
assignments and homework.
23
Textbook
Six students (12%) said that some course books contain dense,
complicated content which is difficult to understand. Therefore, books containing
brief, simplified content should be used instead. In addition, some textbooks seem
inappropriate. Sometime the content is not covered in all necessary points.
Elective course
Two students (4%) said that the numbers of elective courses are limited.
Students cannot choose what they really want to learn in class.
Speaking activities
One student (2%) said that it would be more productive and efficient in
EFL learning if all instructors try to encourage all students to communicate in English
while they are conducting their group work or pair work. Therefore, student will
maximize their in-class speaking and minimize their anxiety in English speaking. As
a result, students will gain more confidence in speaking and enable them to speak
English with no fear in class eventually. Most importantly, all instructors should
notify students that they should not be afraid of making mistakes since English is not
their first language.
Examination
One student (2%) suggested that some subjects should not have the final
examination because final projects would be better to test students’ comprehension.
24
CHAPTER 5
CONCLUSIONS, DISCUSSION, AND RECOMMENDATIONS
This chapter contains 5 parts. Part one describes a summary of the study.
Part two explains a summary of the findings. Part three presents the discussions and
implications. Part four summarizes the conclusions, and finally part five suggests the
recommendations for further research.
5.1 SUMMARY OF THE STUDY
This section summarizes the objectives, subjects, instrument, and
procedures of the study as follows.
5.1.1 Objective of the study
In this research, the study aims to reveal the main factor that affects
students’ attitudes to English language learning among master’s degree students in
MEC program at Thammasat University, Thaprachan campus in the academic year of
2015. For this study, the researcher limited the factors to four factors: teacher,
textbook, tasks and classroom, in order to find out the main factor that affects
students’ attitudes to English language learning in MEC program. Moreover, it is
significant to investigate students’ attitudes to English among master’s degree
students as well, because it can show the number of students who have potential to
succeed in learning in this program. If the learner has a positive attitude of English,
they are more likely to succeed in learning the language.
5.1.2 Subjects
The target population for this study is the second year master’s degree
students who study in MEC program at Thammasat University, Thaprachan campus
in the academic year of 2015. The subjects of this study were 55 students.
5.1.3 Instruments
A questionnaire was used as a tool to collect data and contained closed-
ended questions. The 20-item questionnaire was designed in accordance of the four
subscales questionnaire in particular regarding the teacher, the textbook (learning
materials), the tasks (homework, assignment, etc.), and classroom (activities, method,
25
content, assessment) in order to measure student attitudes towards English learning
and also to reveal the factors that affect students’ attitudes to English among ESL
master’s degree students. In addition, the 5-point Likert’s scale was used as a main
instrument for this study in order to measure attitudes.
5.1.4 Procedures
Fifty-seven questionnaires in English were distributed to fifty-seven
students individually in MEC program at Thammasat University, Thaprachan campus
in the academic year of 2015. Each participant was expected to complete a
questionnaire in approximately 10 minutes and return it to the researcher immediately.
After distributing 57 questionnaires, the respondents returned 55 questionnaires,
which is equal to 96% of the main study. Therefore, these questionnaires have an
excellent rate of return and reliability. Finally, the findings were analyzed by SPSS,
presented in the form of frequency, percentage, mean and standard deviation (S.D.).
5.2 SUMMARY OF THE FINDINGS
The research findings of this study can be summarized as follows.
5.2.1 General Information
Regarding gender, age, number of years in learning English language,
major subject in bachelor’s degree, TU-GET scores, and the most important factor
that leads to success in learning language, the following was revealed:
The subjects of this study were the second year master’s degree students
who study in MEC program at Thammasat University, Thaprachan campus in the
academic year of 2015. The total respondents were 55 students. The majority of MEC
students were female (76.40 %), the rest were male (23.60%). Most of them were 26-
30 years old (41.82%) followed by the ages of 31-35 (25.45%), 20-25 (20.00%), and
more than 35 (12.73%) respectively. For the number of years in learning English, 21
students had experience in learning English for 16-20 years, 20 students had
experience in learning English for 10-15 years, 8 students had experience in learning
English for more than 35 years and 7 of them had experience in learning English for
21-25 years. Regarding major in bachelor degree, 61.8% of the respondents were
non-English majors in bachelor degree and the rest of 38.2% graduated with English
26
major. The average TU-GET scores of MEC students was 620. The highest score
was 920 while the lowest score was 470.
5.2.2 Factor affecting attitudes to English language learning
The findings of factors affecting attitude to English can be summarized as
follows.
5.2.2.1 Attitude towards teacher
The data shows that the MEC student attitude towards teachers is
positive at 4.03. It also reveals that the way of teaching has the highest mean among
all items at 4.16 followed by the way students are treated and varieties of class work
with the same mean at 4.02. And the last is the assessment practice which has the
mean at 3.93.
5.2.2.2 Attitude towards classroom
Results reveal that MEC student attitude towards classroom is
positive at 3.95. This study also shows that in-class activities has the highest mean
among all items at 4.09 followed by clear content of the lesson, student participation,
and student good behavior at the means of 4.07, 3.93, and 3.73 respectively.
5.2.2.3 Attitude towards textbook
Results reveal that the MEC student attitude towards textbook is
positive at 3.82. This data also discloses that format of textbook has the highest mean
at 3.93 followed by textbook organization and structure, textbook content, and
textbook varieties at 3.89, 3.87, and 3.60 respectively.
5.2.2.4 Attitude towards tasks
The result exhibits that the MEC student attitude towards task is
positive at 3.82 which is equivalent to the mean of attitude toward textbook. This
study also shows that writing activities has the highest mean at 4.00 followed by
conversation activities, reading activities, and the projects given at the means of 3.80,
3.78, and 3.69 respectively.
27
5.2.3 Students attitude towards English learning in MEC program
The finding shows that the overall MEC student attitude towards English
learning and teaching in MEC program is positive at 4.12. This study also reveals
that students like learning English at MEC program with the mean of 4.22. And
students agree that they use the English language not only in class but also in their
free time as the mean shown is 4.20. Next, students agree that they enjoy studying
English language at MEC program with the mean of 4.15. And students feel
enthusiastic to come to class at the mean of 3.91.
To sum up, teacher (mean = 4.03) is the main factor affecting student
attitude to English language learning among master degree student in MEC program
followed by classroom (mean = 3.95), textbook and tasks which have the same means
at 3.82. In addition, all MEC students have a positive attitude toward English
language learning at MEC program.
5.3 DISCUSSIONS AND IMPLICATIONS
This part reveals some important points from the research finding which
needed to be discussed and taken into account and implications from the findings
which can be applied for effective learning and teaching as follows.
5.3.1 General Information
The majority of MEC students were female (76.40 %), the rest were male
(23.60%). This can corroborate that there are more female students studying English
than male students in MEC program, Thammasat University.
The finding reveals that the majority of ages of MEC students are between
26 to 30 years old. It proves that most of the sample in this study is working people
with years of working experience. This is a common circumstance in Thailand.
It shows that the average TU-get score was 620 which is above the
standard of the faculty requirement. It means that the respondents had good English
skills before they come to study in MEC program. Also, more than half of them were
non-English majors in bachelor degree which means that they are seeking self-
improvement of their language skills and future career. Therefore, in general most of
the people in this group already have a good attitude toward the English language.
28
5.3.2 Factors affecting attitude to English language learning
Following are the discussions and implications about factors affecting
attitude to English language learning.
5.3.2.1 Teacher
As it is was found that teacher is the most important factor that affects
student attitude toward English language learning in MEC program (with the mean
score of 4.03) as the teacher controls all class activities and lesson contents. They can
influence and enhance the learning environment in the classroom. They can motivate
the student to learn in class. Students thought that teachers who have a good way of
teaching would encourage students to enjoy the lesson in the classroom as the way of
teaching has the highest mean among all items at 4.16 followed by the way students
are treated by teachers (4.02) . It means that the teaching style plays a significant role
in student attitude toward English learning. In this study, the researcher believes that
a teacher who is active, motivated, and supportive will be able to enhance student
attitude in a positive way. Therefore, the researcher would like to suggest the MEC
program to focus on the teaching style of the teacher.
5.3.2.2 Classroom
According to the result of this study, classroom is the second
important factor that affects students’ attitude to English language learning in MEC
program (with the mean score of 3.95). Students felt that classroom environment was
also vital for them while studying including all activities in class and classmates
(student behavior). Student thought that the classroom that has lots of activities helps
them to improve their English skill as in-class activities has the highest mean among
all items at 4.09, followed by clear content of the lesson, student participation, and
student good behavior. The researcher found that if students have good friends who
are very supportive and friendly, they will enjoy the lesson in class since they learn
from each other. In addition, it is found that students prefer to do in-class activities
with their friends, such as brainstorming. Therefore, it would be better to focus on in-
class activities so that students can share ideas with their friends or even learn from
each other. As a result, the teaching and learning will be more effective.
29
5.3.2.3 Textbook
Regarding the result of this study, students agree that textbook is the
last important factor that affects their attitude to English language learning in MEC
program (with the mean score of 3.82). However, some students thought that
textbooks are also important to them since they can read them by themselves over
time. If the textbook content is difficult to understand, student will not enjoy studying
that subject. They will feel bored and may have a negative attitude about English
language learning. On the other hand, if the content of a textbook is easy and
interesting to read, it will affect students’ attitude to learn English language.
Therefore, the researcher suggests that the teacher should select appropriate textbooks
to match the reading ability of students as some students complain that some textbook
content was too complicated to understand.
5.3.2.4 Tasks
Students agree that tasks is also the last important factor that affects
their attitude to English language learning in MEC program (with the mean score of
3.82) which has the same mean as textbook. Writing activities has the highest mean at
4.00 followed by conversation activities, reading activities, and the projects given at
the means of 3.80, 3.78, and 3.69 respectively. Some student felt that tasks is the
main factor affecting their attitude to English language learning in MEC program
since they encourages practicing the use of English.
For conversation or speaking, it would be more productive and
efficient in EFL learning if all instructors try to encourage all students to
communicate in English while they are conducting their group work or pair work.
Therefore, student will maximize their in-class speaking and minimize their anxiety in
English speaking. As a result, students will gain more confidence in speaking and
enable them to speak English with no fear in class eventually. Most importantly, all
instructors should notify students that they should not be afraid of making mistakes
since English is not their first language.
For the projects given which has the lowest mean score at 3.69, the
researcher would like to suggest teachers to focus on in-class activities as it is found
that students prefer to do in-class activities rather than doing lots of homework at
home since most of the students are part-time students.
30
5.4 CONCLUSIONS
Based on the findings of this study, it is clear that teacher is the main
factor that affects student’s attitude to English language learning among master’s
degree students in MEC program at Thammasat University, Thaprachan campus in
the academic year of 2015. For the overall attitude, the result shows that all MEC
students have positive attitude towards English language learning in MEC program.
In addition, students believed that the teacher who has a good way of teaching could
help motivate the students’ attitude toward English language learning in a positive
way.
5.5 RECOMMENDATIONS FOR FURTHER RESEARCH
Based on the research findings of this study, the recommendations for
further research are as follows.
5.5.1 As this study was limited to four factors (teacher, textbook, tasks,
and classroom) to find out the main factor affecting students’ attitude toward English
language learning, the researcher would like to recommend other researchers conduct
further research; for example, using the other factors apart from these four factors
because the result might show a significant difference if other researchers could view
another aspect of students’ attitude.
5.5.2 Since this research used only a questionnaire to collect data, it may
not give the result in rich detail. Thus, the researcher suggests that other instruments
such as class observation or interviews should be used in order to find more
information in detail.
31
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33
APPENDIX A
Questionnaire in English
TITLE: FACTORS AFFECTING ATTITUDES TO ENGLISH
LANGUAGE LEARNING AMONG MASTER’S DEGREE
STUDENTS IN MEC PROGRAM AT THAMMASAT
UNIVERSITY, ACADEMIC YEAR 2015
Directions:
1. This questionnaire is a part of a research paper as partial fulfillment of the
requirement for Master of Arts in English for career, Language Institute, Thammasat
University. In this research, the study aim to reveal the main factor that affects
students’ attitudes to English language learning among master’s degree students in
MEC program at Thammasat University, Thaprachan campus in academic year of
2015. Moreover, it is significant to investigate students’ attitudes to English language
learning among master’s degree students in MEC program as well.
2. The result of this research will be useful to both learners and instructors. The
instructors can use this information as a tool to improve student’s attitudes and
develop English teaching and learning in this course. Your answers are confidential
and will be used for study only
3. This questionnaire contains of 20 questions which will take approximately 10
minutes to complete. It is divided into four main parts which consist of:
Part I: The respondents’ general information
Part II: Factors affecting attitude to English
Part III: Students attitude towards English learning in MEC program
Part IV: Additional comments and suggestions
34
Part I: The respondents’ general information
Directions: Please put “X” in the parenthesis and fill in the information in the blanks
provided.
1. Gender ( ) 1.male ( ) 2.female
2. Age__________________
3. I have been studying English for ……… years.
4. What was your major subject in Bachelor’s degree? (Please specify if you are non-
English major)
( ) 1.English major
( ) 2. Non- English major (Please specify__ ______________________)
5. TU-GET Score submitted to MEC program at Thammasat University
______________________
6. Among these four factors, please rank from the most important to the least
important that lead to success in learning language.
(1= the most important,… 4= the least important)
_____ Teacher
_____ Textbook (learning materials)
_____ Tasks (homework, assignment)
_____ Classroom (activities, method, content, assessment)
35
Part II: Factors affecting attitude to English language learning
Directions: Please choose an appropriate answer by putting “X” under the number
which has the significant as stated below:
The questions are about subjects teaching English language skills only(reading,
listening, speaking, and writing) such as CR600 English Proficiency development,
CR620 Advanced English reading skill, CR610 Written business communication,
CR611 Advanced English oral skills, CR621 Writing skill development.
5= strongly agree, 4= agree, 3= neutral, 2= disagree, 1= strongly disagree
Item 5 4 3 2 1
1
2
3
4
Teacher
Teacher has a good way of teaching?
The way students are treated by teacher is good?
Assessment practices are appropriate?
Teacher gives varieties of class work? e.g. Individual,
pairs, group work.
5
6
7
8
Textbook (learning materials)
Textbook formats are appropriate?
Textbook contents are appropriate?
Textbook organization and structure are appropriate?
Textbook variety?
9
10
11
12
Tasks (homework and assignment for English
subject)
Writing activities are appropriate?
Conversation activities are appropriate?
Reading activities are appropriate?
Projects given are appropriate?
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13
14
15
16
Classroom (activities, method, content, assessment)
Lessons in a classroom have a clear content?
Students actively participate in class?
Students behave with good discipline in class?
There are appropriate in-class activities to improve
English skills? (reading, listening, speaking, and
writing)
Part III: Students attitude towards English learning in MEC program
17
18
19
20
Students Attitude
All in all, do you like learning English language skills
at MEC?
Do you enjoy studying English language skills at
MEC?
Do you mainly focus on using English language skills
not only in classrooms, but also in your free times?
Do you feel enthusiastic to come to class when the
English subject is being taught?
Part IV: Additional comments and suggestions
1. In your opinion, among these four factors (teacher, textbook, tasks and
classroom) which factor do you think is the most important one that affecting your
attitude to English learning at MEC program? Please explain in detail.
_____________________________________________________________________
_____________________________________________________________________
2. Please write your suggestions concerning English teaching and learning for the
improvement of your faculty members (teachers) at MEC program.
_____________________________________________________________________
_____________________________________________________________________
Thank you for your kind cooperation.
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BIOGRAPHY
Name Ms. Nutthapat Kijsriopak
Date of Birth February16, 1988
Educational Attainment
2012: BBA Marketing
Work Position Assistant manager
Nam Sawang Watch Co.,Ltd,
Work Experiences 2013 to present
Assistant manager
Nam Sawang Watch Co.,Ltd, Rolex Authorized
Retailer Company.
72-76 Bumrungmaung Rd., Watratborpit,
Bangkok 10200