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


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


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,

9

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


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


Important 15 27.30% 41.80%



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%



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


Important 19 34.50% 56.40%



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


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


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


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


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


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


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


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


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


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


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


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


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?

36

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

factors affecting attitudes to english language learning

Documents