ARBA MINCH UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

TITLE: ASSESSING THIRD YEAR ENGLISH MAJOR STUDENTS ATTITUDES ON

SPEAKING ENGLISH IN CLASSROOM: IN THE CASE OF ARBA MINCH
UNIVERSITY

RESEARCH PROPOSAL SUBMITTED AS APARTIAL FULLFILMEN FOR COURSE

SEMINAR ON SELECTED TOPIC

BY BELETE BEKELE ID NO RSSH/143/10

DECEMBER, 2020
ARBA MINCH, ETHIOPI
Contents page
CHAPTER ONE..............................................................................................................................................1
INTRODUCTION...........................................................................................................................................1
1.1 Back ground of the study.......................................................................................................................1
1.2 Statement of the problem.....................................................................................................................1
1.3 Objectives of the study..........................................................................................................................2
1.3.1 General objectives..........................................................................................................................2
1.3.2 Specific objectives..........................................................................................................................2
1.4 Research questions................................................................................................................................2
1.5 Significance of the study........................................................................................................................3
1.6 Scope  of the study................................................................................................................................3
Research Methodology and Design.............................................................................................................4
2.1 Research Design....................................................................................................................................4
2.2 Subject of the study...............................................................................................................................4
2.3 Sampling Method and Sample size........................................................................................................4
2.4 Data collection procedures and instruments.........................................................................................4
2.4.1Questionnaire...................................................................................................................................5
2.4.2 Observation....................................................................................................................................5
2.4.3 Interview.........................................................................................................................................5
2.5 Data analysis Method............................................................................................................................5
3 TIME AND BUDGET PLAN..........................................................................................................................6
3.1 Time plan.............................................................................................................................................6
3.2 BUDGET PLAN........................................................................................................................................6
Reference....................................................................................................................................................7

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 CHAPTER ONE

INTRODUCTION

1.1 Back ground of the study

Human beings have establish relationship with individuals, groups and institutions either
permanently or temporarily basis. The term communication came from Latin word “communes”
which means common. It implies that whenever two or more people came together, they
communicate through words, signs, gestures and body language.
( David Barlos,1960:9) define communication as the concept of process we view events and
relationships as dynamic ongoing over changing continuous that doesn’t have beginning and end
a fixed sequences of events and it is not static or at rest. Human beings are the great
communicators of the animal word. They are the only living creature that uses language of words
or symbols that represent objects, actions, feelings and ideas. So what makes us unique is
“language”.
Language is the ability to acquire and use complex system of communication, particularly the
human ability to do so, and language is any specific example of such system. Another domain of
language is a symbol that permit people to communicate or interact. These symbols can include
vocal and written forms, gestures and body language. Languages are generally thought and
discussed in forms of the four skills: listening, speaking, reading and writing skills (smith and
miller 1968:265).
“British dictionary” defines speaking as to say words, to use the voice or to have conversation
with someone. Speaking the action of conveying information or expressing one’s feeling in
speech. On the other hand, speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information (Brown, 1994: Burns and Joyce,
1997).
English is very dominant language in the world and used as means of learning and scientific
research. It is also known that English is widely used in Ethiopia, especially learners to be
proficient and use it actively. Nevertheless, students are passive in speaking English in classroom
level. Thus, it is vital to conduct the research on students’ attitude towards speaking English in
classroom level (Mohammed Juma 2005: p, 6).

1.2 Statement of the problem

As English language is a foreign language, the students do not give more attention to it because
English language seems difficult to speak. Especially, English language learners need to be
proficient and fluent speakers in English language. However, they are not active in speaking
English in classroom level. Even students have good ability to speak English; prefer to use their
native language than English in classroom communication. If they make a mistake during

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speaking, they interfere their mother language immediately may be to fill the gap. As a result it is
important to identify the specific problem areas and the possible solution as recommendation
(Dakowska 2005:245).
In the past years a number of studies were studied related with this problem. For example, Henna
paaki (2013); Studied on difficulties in speaking English and perceptions of accents. He pointed
out five factors that affect speaking. Those are Neurological factors, individual variation,
instruction and input, social factors and accent. Mohammed (2015) also studied on students’
attitude towards English as a medium of communication outside the classroom level. He pointed
out that students have positive attitude towards using English.
Even though these researchers conducted such studies, there is a research gap in English
language learners’ attitudes towards using it in classroom. Both of the studies did not discuss the
attitude in the class room and focuses on the communication out of classroom, and discuses that
there is positive attitude. The researchers observed that the third year major English language
students communicate in their native language in classroom. Learners discuss on one issue
together, ask each other, and share any idea, messages in their native language. Moreover, large
numbers of students are unable to express themselves and reserved from speaking English in
class room because of worrying about making mistakes. This initiated the researcher to assess
the attitude of students toward speaking English in classroom. 

1.3 Objectives of the study

1.3.1 General objectives 

The general objectives of this study is assessing the attitudes of speaking in classroom in case of
third year English language major students, and identifying the factors that affect students to
speak English with the solutions.
1.3.2 Specific objectives 
This study will have the following specific objectives:

 To assess students’ attitude in using speaking in classroom level.

 To identify the factors that affect (hider) students in speaking English in classroom
communication.

 To suggest the solutions that should be taken to minimize these factors.

1.4 Research questions

The study is designed to answer the following questions.

1. What is the attitude of third year English language major students towards speaking
English in classroom level?

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 2. What are the factors that affect English language major students in using English for
communication in classroom?

3. What are the measurements that should be taken to minimize this factors

1.5 Significance of the study

The research work will have the following significances:

 This study will be important for students to strengthen positive attitudes magnifying the
essence of using English language in the world.

 It will improve the students’ confidence in speaking English.

 The study will help also the teachers to work on students speaking skill improvement.

 It will also help Other researchers as a reference to conduct further studies 

1.6 Scope  of the study

This study will be conducted only on the students’ attitude towards speaking English in
classroom level. It focuses on 3rd year English language major students of Arba Minch
University in 2012 and only 3rd year English language major students’ will be assessed.
   

                 

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 CHAPTER TWO

Research Methodology and Design

2.1 Research Design

In order to answer the research questions and achieves the research objective descriptive research
design will be used in the study, because it enables the researcher to assess the attitude of English
major students attitude towards speaking in English classroom.

2.2 Subject of the study 

The target population of the study is third year major English language and literature students of
Arba Minch University. Totally 27 students among these 16 students are males and 11 are
females including the researcher.

2.3 Sampling Method and Sample size

There are 27 students in third year English language and literature department in Arba Minch
University with the researcher. To find out whether the student’s attitude positive or negative
towards speaking English inside the classroom, the researcher will use random sampling
techniques because this technique is better technique which gives equal chance to select the
respondents.
There are 27 students, but it is difficult to collect information from each of them as it is time
consuming to take all students. Due to this, the researcher will select 13 students randomly. The
researchers will use these students to get information by using questionnaires. Also four students
will be selected for interview.

2.4 Data collection procedures and instruments 

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In order to get sufficient information and triangulate the data, three tools of data gathering will
be employed. These are questionnaire, interview and observation which are the main data
gathering tools. These will help the researcher to get detailed information about the student’s
attitude, and also helps the researcher to give appropriate conclusion.
2.4.1Questionnaire
Questionnaire is used as the main data gathering tool. This instrument is advisable and easy to
adjust the analysis of the data that will be gathered. The Questionnaire will contain close ended
and open ended questions, and the researcher will disseminated them to the conscript
participants.
2.4.2 Observation
The purpose of employing classroom observation to observe 3rd English major students’ is to
observe the attitude of the students towards speaking English inside classroom. The observation
will involve recording and not taking about events and situations in a systematic way. To observe
the actual attitude of students English speaking, to obtain qualitative data, and to make
triangulation with data gained from questionnaire and interview. The observations will be
conducted for three days.
2.4.3 Interview
To conduct this study, the researcher will also prepare interview questions for four students who
will be selected randomly. Based on this concept the researcher will prepare four semi-structured
interview questions to obtain detail and depth information is the main reason for using such
instrument.

2.5 Data analysis Method

The collected data will be analyzed and interpreted using qualitative and quantitative techniques.
The data that will be gathered through questionnaire will be analyzed using quantitatively. Due
to this reason, the researcher will analyze the data that will be collected through questionnaire
particularly in close ended questionnaires in the way of table, and put these numbers in
percentages. Qualitative data analysis method is convenient to analyze the data that will be
gathered through open-ended questions, interview and observation.

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3 TIME AND BUDGET PLAN

3.1 Time plan

Practice Dec Jun Feb mar Apr. may June

Selecting title 

Preparing proposal 

Gathering data  
Organizing and 
analyzing collected
data
Writing first draft 
of the research

Writing the final
draft of the
research


Submitting and
presenting the
research

3.2 BUDGET PLAN

Item measurement Coast of Amount Coast

one(ETB) (ETB)
Paper Packet 150 2 300
Pen Packet 600 1 600
Transportation 80 4 320

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coast
Copy Paper 1 300 300
print paper 3 300 900
TOTAL 2220

Reference

 Adugna (2004). Intermediate examination. (4th edition). A.A

 Alearz, Arizama Navarod (2006). Attitudes of students, teachers, and parents Rury Rcoos
inmetro manila towards English and Filipina as Medioa of instruction.
 Alidou and Brocktune (2006), Language and development. First published 2007 British
council Cummins J. (2000).

 Bezabih Mitiku (2005). Factors that affect student’s attiude toward learning regarding
skill in english.

 Byrne.D. teaching oral English (New edition) longman handbook for language teachers.
 Crystal David, (2003b) as a global language and education. Combrige University press.
 Harmer Jones (1989). Skill development methodology. Part 2 in 1996 printed by Addis
Ababa University printing press.
 Harmer.J. (1984). The practice of English language teaching London Longman.
 Mccrpsk (1977). Spoken language and linguistic. Cambridge University Press
 Revers, W, (1981), teaching foreign language skill (2nd ed) Chicago: University of
Chicago press.

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