Attitudes of Jordanian College Students Towards Learning

English as a Foreign Language

Abdel-Rahman Abu-Melhim*

Abstract
Over the past several decades, there has been a growing interest in learning the
English language in colleges and universities throughout Jordan. However, the real
reasons for college students choosing English as a major do not seem to be clear. The
researcher felt the need to investigate such reasons as well as describe the attitudes
that students have towards learning English and how these attitudes might impact the
outcomes of the learning process. The purpose of this paper is to determine what
attitudes college students at Irbid University college in Jordan have towards learning
English as a foreign language. The 45 female students involved in this project were
from Irbid University College. The students were asked to explain why they wished to
become English teachers. Notes were taken during these interviews and the responses
were recorded. A student survey was designed and distributed to all 45 female
students at the college and detailed instructions were given. The students’ reasons for
studying English revealed a wide array of attitudes and motivations. Surprisingly,
almost half of the students exhibited negative attitudes towards learning English and
entering the teaching profession. Other students demonstrated more positive attitudes.

Keywords: Language attitudes, Jordanian college students, English as a foreign

language, attitude components, attitude functions.

1. Introduction

1.1. Importance of English Today

There is absolutely no doubt that English is the international language in the

world today. it is second only to Mandarin Chinese in terms of the number of people
who speak it, but second to none in terms of the number of people learning it. It is
currently the primary language used on the World Wide Web, in the political and
business arenas. It has even become the language of today's pop culture. Therefore, no
one disagrees that learning English is important.

While English may not have as large a number of speakers as Mandarin it is

still more widespread and here comes its importance. Mandarin Chinese is hardly
spoken outside the Chinese communities, however in many regions of the world
*
Irbid University College, Al-Balqa' Applied University, Irbid, Jordan.

1
where English is not the native language, it is still widely spoken and integrated in the
curricula of educational institutions. In many countries Malaysia, for example, where
there are various ethnic groups with their own unique language, English is used as a
means of communication among all of them. So the importance of English doesn't lie
in the number of people who speak it but in the way they use it.

Today the USA's influence on world information is dominant, English, being

the native language of the country, the same is true for Britain. Music and other types
of media that come out of these two countries are broadcast around the world. Most of
the world's pop stars record English albums, which are played and requested in all
parts of the world. With the world steadily heading towards economic globalization it
is essential that English is taught and understood around the world so that the average
person can keep up with current world issues.

1.2. Definitions of Attitude

Since this paper deals primarily with "attitudes", it is very crucial to define this
term. Soon after reviewing the existing literature, it was discovered that it is not an
easy task to determine what "attitude" means exactly. However, an attempt was made
to summarize the most commonly used definitions as employed by linguists and
psychologists today. They include the following: (Hogg and Vaughan 2005, 150-
151), provide several apparently different, but certainly inter-related definitions:
 "Attitudes are associations between attitude objects (virtually any aspect of
the social world) and evaluations of those objects".
 "Attitudes are lasting evaluations of various aspects of the social world-
evaluations that are stored in memory".
 "An attitude is a mental and neural state of readiness organized through
experience exerting a directive or dynamic influence upon the individual's
response to all objects and situations with which it is related".
 "A learned predisposition to respond in a consistently favorable or unfavorable
manner with respect to a given object".
 Attitude: a set of opinions whether rival or acceptable which can support &
take up the ideas & thoughts or can hinder & appose them to attempt
preventing the subject & its frequency.
 "A relatively enduring organisation of beliefs, feelings, and behavioural
tendencies towards socially significant objects, groups, events or symbols”.
 Positive attitude: it is taking decision of acceptance or reaction that agrees the
attitude we met or it is the attitude that reveals the advantages of the subject to
take up its value.
 Negative attitude: is the attitude that reveals the disadvantages of the subject to
dismiss it and to weaken its strong attitude.

(Eagly and Chaiken, 1993, 1) however, defines "attitude" as: “A

psychological tendency that is expressed by evaluating a particular entity with some
degree of favour or disfavour”.
 An attitude is a hypothetical construct that represents an individual's degree of
like or dislike for an item. Attitudes are generally positive or negative views of
a person, place, thing, or event this is often referred to as the attitude object.

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  People can also be conflicted or ambivalent toward an object, meaning that
they simultaneously possess both positive and negative attitudes toward the
item in question.
 Attitudes are judgments. They develop on the ABC model (affect, behavior,
and cognition). The affective response is an emotional response that expresses
an individual's degree of preference for an entity. The behavioral intention is a
verbal indication or typical behavioral tendency of an individual. The
cognitive response is a cognitive evaluation of the entity that constitutes an
individual's beliefs about the object. Most attitudes are the result of either
direct experience or observational learning from the environment.

After exploring the various definitions of the term "attitude" as discussed

above, it is important to state that Eagly and Chaiken's (1993) interpretation of
"attitude" is the one adopted for purposes of this particular study.

1.3. Components of Attitude

The three-component model views attitudes as having three components:

1. The affective component: feelings about the attitude object.
2. The behavioural component: predisposition to act towards the attitude object in a
certain way.
3. The cognitive component: beliefs about the attitude object.
Any given attitude may be based in lesser or greater amounts on any of these
components (Gardner, 1985).

1.4. Functions of Attitudes

1. Value-expressive function: enables us to express who we are and what we believe
in.
2. Ego-defensive function: enables us to project internally-held conflicts onto others.
3. Knowledge function: enables us to know the world.
4. Utilitarian function: enables us to gain rewards and avoid punishment (Gardner,
1985).

1.5 Common Attitudes Towards Learning English as a Foreign Language

In reality, the English language has never been completely foreign to most
people who learn it as a second or foreign language. This is so because the language
has been around for a long time and is used in almost all types of communication.
However, the attitude of the people towards the language makes it seem as a foreign
language to some of us.
We actually do not have to learn it formally as we do now because our life
comes into contact with the English language in almost every sense, at every minute
since our birth.
Among other factors, there are English songs aired by radio stations, English
television programs, movies, albums, computer programs, magazines, advertisements,
storybooks, newspapers, etc. You just name it. We have almost everything in the
English language.
Nevertheless, to ensure that it is learnt, this language is taught informally or
formally as a subject as early as in day-care centers and kindergartens up to university
level.

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 But why is English a difficult subject to some? The reason being, there is no
specific cause for these people to learn it. This is due to the existence of a barrier
drawn (what ever the reason might be) between the learner and the language even
before he or she gets engaged in learning it. Imagine, living in an English-exposed
community. One has all the opportunities to pick up the language easily.

Honestly speaking, do we care? No! Not all of us do. Some of us choose to

adopt attitudes like "I could not be bothered, I am what I am and I do not wish to have
anything to do with English, and we have our own language already", so, why should
we learn other people's language. Others just pick up a few English words that they
fancy only.
One can actually enjoy learn, and benefit, all, at the same time when it comes
to learning English language.

If you doubt it, then you are at the losing end. It all comes down to attitude.

-Your attitude towards the language.

-Your attitude towards learning the language.

-Your attitude towards the language teacher.

-Your attitude towards school in general.

Now let's look at each of the factors above to see how you can enjoy, learn,
and benefit when it comes to the English Language.

1.5.1 Attitude Towards the English Language

First and foremost, what is English language to you? How would the language
affect your life? Would you ever use the language? These questions and many more
will determine the level of enjoyment, learning, and benefit one will acquire.

The Right Attitude: Once you have the right attitude, then everything else
will fall in place. Learning will be easy, lessons will be enjoyed, and in the end you
have a lot to benefit from the language.

Other people cannot give you the attitude needed. It comes from within you.
You need to look at the language positively. For Instance, it's important to know the
language; it feels good to be able to use the language.

1.5.2 Attitude Towards Learning the Language

To have a positive attitude towards the language is a good start to learn the
language. The whole learning process would be much easier. You would not be shy to
make mistakes as you understand that making mistakes is a part of the learning
process.

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 You would also be able to accept being laughed at, corrected by others, and
other negative responses that might arise from people around you as a result of using
the language.

The most important thing here is the urge to learn the language. Once you
have this urge, you would be willing to go through it all. Sometimes, this urge might
come initially by being forced into learning the language. Or, the urge might grow out
of happenings and occurrences in life.

1.5.3 Attitude Towards the Language Teacher

The most important thing here is having respect and no ill feelings towards the
language teacher. you might say this is rubbish but just imagine. Every week the
average student in school will have at least 175 minutes or 5 periods of English
language. If he dislikes or disrespects the teacher, how would he go through the
periods when the teacher is teaching? There are several alternatives. One, He can
ignore the teaching. Two, He can pretend that he is listening but actually doing
something else. Three, He can put down his head on the table and doze off. Four, He
can create a fiesta in the class. Or, He can do a disappearing act. What ever it is that
he does, it will just be a waste of time; not so much of the teacher's, but definitely a
whole lot of his.

As far as the language teacher is concerned, he is around with one objective in

mind. To teach the language how ever he could. How he delivers the knowledge,
depends on his style of teaching. Every teacher is different and therefore has his own
style of teaching. The approach that the teacher uses depends largely on his audience.
There is no one best style or approach. We have to accept the fact that teachers are
not superpowers. We are all human. Our mood changes according to the environment.
Nevertheless, whatever is done in the classroom, it is done with good intentions. That
is, at the end of the day, students should have learnt one or two language skills, if
everything goes well.

1.5.4 External Force Versus Internal Desire

No teacher in the world can force you to learn the skills. Good teachers do not
force knowledge onto their students. They impart it to the learners. There is so much
that can be done by the teacher, but at the end of the day, it is all up to the students
whether or not to participate positively in the lesson. In other words it all boils down
to your attitude.

So here, it is crucial that students play their role. The role they play depends
very much on their attitude towards the language itself and learning it. For instance, if
you perceive the English language as not important, then to you, learning the
language is a sheer waste of time. Whatever the work you produce is done out of
routine, i.e. to complete the work given by the teacher. In this case, you will not learn
much, worse still, if you refuse to do the tasks given. Of course you will be bored to
death.

What are your expectations of the teacher?

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The task of teaching:

It is best not to have extraordinary hopes and expectations from your language
teacher. Try putting yourself in his shoes. Each week of the school year, you are
teaching 5 different classes of two or three different forms that require 5 different
preparations over night, not forgetting the fact that you have an average of 35
students per class totaling 175 students. And, you are given about 30 - 40 minutes or
the most 70 – 80 minutes (double-period) per lesson to teach a foreign language,
which should not have been too foreign after all considering the informal exposure in
all means available around us.

What does the teacher do?

Students should not be selfish as to think only of themselves. The teacher's job
is not just to teach you. It's a whole lot more. Being a teacher, his job does not stop
the minute the students thank the teacher when the bell rings at the end of each
lesson. After the classroom-teaching, there will be exercise books to check,
preparations to make, compulsory clerical work, non teaching activities to attend to,
to socialize among colleagues, and do not forget, teachers do have families, too.
Again, teachers are not super heroes. They might not be your parent, but just someone
else's mother or father and your English Language teacher, as well.

The teacher:

The teacher gives, students take. No doubt there are a variety of ways in
giving or imparting knowledge, it all depends on the availability of time, materials,
audience, occurrences that need decisions, etc. It is an undeniable fact that each
teacher, given all, will give his best to carry out his duty.

The students:

Now, you make your own choice. To sit back and wait to be spoon fed by the
teacher; or to participate actively by doing your bits in the process of learning; to just
switch off from whatever is going on in the classroom. The choice is yours. As far as
being a student is concerned, the only barrier comes from within. There are no
shortcuts. It is plain hard work generated by the on-going zeal to become better each
day.

1.5.5 Attitude Towards School in General

Reasons for schooling:

Before you begin any lesson at school, ask yourself, why do you come to
school? Is it because your parents send you there every morning? Or, do you come to
school to be with your friends? Or, being at school is better than at home listening to
your mum's nagging? Or, you simply want to learn? Only you know why you go to
school.

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 No matter what the students' reasons are, the teacher is ever ready to impart
knowledge because that is his only reason for being at school, a place to give and
impart formal education.

Your level of responsibility:

Once you know the reason why you go to school, then you should know your
responsibilities as a student. Among others, do the tasks given, take part in class
activities, complete the homework, take initiative to do extra work in addition to the
ones given, and last but not least, respect the teacher even if he is not up to one's
personal Sirim inspection standard.

2. Literature Review

Most members of the language teaching profession realize that their student's
learning potential increases when attitudes are positive and motivation runs high.
Although it is important to understand that many variables are involved because we
are dealing with complex social and psychological aspects of human behavior. For
example, student's ability to learn a second language can be influenced by their
attitudes towards the target language, the target language speakers and their culture,
the social value of learning the second language, and also the student's attitudes
towards themselves as members of their own culture (Ellis, 1994). In addition,
English as a second Language (L2) teachers should recognize that all students possess
positive and negative attitudes in varying degrees, and that the negative ones can be
changed by thoughtful instructional methods, such as using materials and activities
that help students achieve an “understanding and appreciation of the foreign culture”
(Brown, 2000, 181).

Attitudes are cognitive and affective as we said before; that is, they are related
to thoughts as well as to feelings and emotions. Attitudes govern how one approaches
learning, which in the case of language requires exposure to a different culture and
also to the difficult task of mastering a second language. Attitudes begin developing
early and are influenced by many things, including parents, peers, and interactions
with people who have social and cultural differences. Therefore, attitude “forms a part
of one’s perception of self, of others, and of the culture in which one is living”
(Brown 2000, 180).

We know that negative attitudes towards the foreign language and group,
which often come from stereotypes and superficial contact with the target culture, can
impede the learning of that language, conversely, positive attitudes towards the
second language and group increase language learning success. Brown (2000)
describes several studies about the effects of attitude on language learning and
concludes that “positive attitudes towards the self, the native language group, and the
target language group enhanced proficiency” (181). When students with positive
attitudes experience success, the attitudes are reinforced, whereas students with
negative attitudes may fail to progress and become even more negative in their
language learning attitudes. Because attitudes can be modified by experience,
effective language teaching strategies can encourage students to be more positive
towards the language they are learning.

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 Attitudes and motivation According to Gardner (1985, 10) attitudes are a
component of motivation, which “refers to the combination of effort plus desire to
achieve the goal of learning plus favorable attitudes towards learning the language.”
Deci and Ryan (1985) identify motivation as intrinsic or extrinsic. Students are
intrinsically motivated when they are interested in learning tasks and outcomes for
their own sake, and that results in internal feelings of self-determination and
competence. On the other hand, students are extrinsically motivated if they carry out
some actions to achieve some instrumental end, such as earning a reward or avoiding
a punishment. Whatever motivates students, it seems clear that a positive attitude
towards the target language and group is important.
Gardner and Lambert (1972) identify two related types of motivation, which
are called instrumental and integrative. Students with instrumental motivation acquire
a language for such reasons as to get a better job, to read technical material, or to
study in the country where the language is spoken. Integrative motivation is held by
students who want to join with “the culture of the second language group and become
involved in social interchange in that group” (Brown 2000, 162).

Motivation is regarded “as a key component of a model of language learning”

(Spolsky 2000, 158). Because of its importance to language learning, there is a
growing interest in the creation of a motivation model that can help develop
methodological applications to improve the teaching and learning of a second
language. Dörnyei and Csizér (2002) examine the effect of socio cultural changes in
Hungary in the 1990s on students’ attitudes and motivation towards language learning
by collecting data from a population of 8,593 thirteen- and fourteen-year-old students.

In another contribution, Spolsky (2000, 164) presents several second language

learner case histories that illustrate the “complex motivational and identity patterns”
among different individuals. Because language knowledge is so dynamic and
contextualized, Spolsky is distrustful of using questionnaires as the sole method to
collect data on motivation, and he stresses how important it is to supplement them
with observation, interviews, and focused conversations to obtain “hard
sociolinguistic data and personal statements of second language learners” (Spolsky,
2000, 157).
As with the research that finds a correlation between positive attitudes and
successful language learning, studies like (Yashima, 2002) find that motivated
students have greater self-confidence in their second language, resulting in a greater
willingness to communicate;
Noels et al. (2000) also find a strong correlation between instrumental
motivation and Self-Determination Theory, which deals with students’ need for
competence, satisfactory social connections, and autonomy. Although there is
contrasting evidence as to whether instrumental or integrative orientation is better,
both types have been shown to lead to successful language learning (Brown 2000;
Ellis 1994).
What is clear, according to Brown (2000, 181), is “that second language
learners benefit from positive attitudes and that negative attitudes may lead to
decreased motivation and, in all likelihood, because of decreased input and
interaction, to unsuccessful attainment of proficiency.”

Classroom action research occurs when teachers reflect critically about the
teaching situation, identify learning or instructional problems, and institute methods to

8
solve them. The basic steps include exploring and identifying a problem in the
classroom, collecting data and reflecting on the problem, thinking about something
that will possibly fix the problem, developing and instituting a plan of intervention,
and reporting on the final results (Nunan, 1993).

Classroom action research is productive “because teachers are so close to

students on a daily basis, their own inquiry from their unique perspectives can make
an important contribution to knowledge about teaching and learning” (Johnson and
Chen 1992, 212). In addition to improving the current teaching situation, action
research can boost teachers’ professional development, can be used for teacher
training, and can present to an institution evidence of the need for change.

3. Statement of the Problem

In light of the discussion above regarding the importance of English in the

world today, the status of the English language in Jordan is no different. Over the
past several decades, there has been a growing interest in learning the English
language in colleges and universities throughout the country. However, the real
reasons for college students choosing English as a major do not seem to be clear. The
researcher felt the need to investigate such reasons as well as describe the attitudes
that students have towards learning English and how these attitudes might impact the
outcomes of the learning process.

4. Purpose

The purpose of this paper is to determine what attitudes college students at

Irbid University college in Jordan have towards learning English as a foreign
language. The study also attempts to find out the real reasons for choosing English as
a major regardless of the attitudes that college students have towards English itself as
a foreign language

5. Methodology and Data Collection

The 45 female students involved in this project were from preparatory

speaking classes in the Department of English at Irbid University College. Most of
these students are expected to become English teachers after completion of a four-
year course of study. The students had an intermediate level of English, as determined
by their university entrance exam. The students had a reasonable knowledge of
English grammar but were reticent to speak or produce the target language.

As a result of departmental restructuring, these speaking class students say:

The teacher had the initial impression that many students were undisciplined and
disorderly, particularly most students did not appear to be working up to their
potential. They arrived to class late and did not bring lesson materials. Many of the
female students exhibited the pretence of being engaged with lessons but frequently
did not complete homework or respond to questions.

In preliminary research activities, the students were asked to explain why they
wished to become English teachers.

9
 Notes were taken during these interviews and the responses were recorded and
emotions expressed during each separate class session. Thus, the preliminary speaking
task was carried out with different groups, the action research study and data
collection, lasted three to four days.

A student survey was designed and distributed to all 45 female students at the
college and detailed instructions were given to them regarding how it should be filled
out. Male students were excluded from the study since the college is an all-female
college. The survey included the following three open-ended items to elicit attitudes
and motivations:
1. why do you want to learn English?
2. Describe an interesting experience you have had in which you needed to understand
or use English.
3. What experiences have you had with learning English in the past? How do you feel
about these experiences? What did you like or dislike about these experiences?

6. Discussion and Results

The students’ reasons for studying English revealed a wide array of attitudes
and motivations, including the belief that teaching English was an easy, comfortable,
and well-paid job, and that a teacher has more respect and advantages than people
with other jobs. Some students revealed that their parents had insisted on this choice
of profession for them; another expressed not liking English or the teaching
profession, even to the degree of disliking reading and writing, considering them an
unnecessary waste of time. Some students claimed to have no reason at all for
choosing to become an English teacher, while several others admitted that they had
chosen English teaching by default because they were not successful in mathematics
or physics. Surprisingly, almost half of the students exhibited negative attitudes
towards learning English and entering the teaching profession.
Other students demonstrated more positive attitudes by stating that they
enjoyed learning about new people, cultures, and languages such as English. They
believed that English is an important international language. Some students felt that
their English language skills would give them the means to travel and communicate
with others. Some female students stated that becoming a teacher is a suitable job, as
teaching incorporated their love and nurturing of children.
All of these attitudes exhibited a range of extrinsic and intrinsic motivations
for learning English and becoming an English teacher, as well as some negative
attitudes that could impede students’ progress and interfere with classroom harmony.

The results of the survey are presented in Tables 1, 2, and 3 as follows:

For data reporting purposes, the survey responses were listed according to
categories. Because the survey required open responses, students often provided
multiple answers for each question or statement and gave extended answers, which
led them to note several points related to the questions.

Table 1:
Depicts the numerous reasons students show a mixture of instrumental
motivations (get a job, have prestige) and integrative motivations (like English, learn
about target culture, communicate with foreigners). The “tourism/travel” category

10
 may represent both types of motivation because tourism can be a source of
employment for L2 students, while travel suggests wanting to meet foreigners.

Table 1: “Why do you want to learn English?”

Response Category Number of

Responses
I like English 32
Because English is an international language 33
Going to or want to be an English teacher 45
To learn something about the target culture 22
Get a good job 45
Interested in tourism/travel 12
Communicate with foreign people easily 15
Speaking a second language has prestige 16
Have to learn 2

Table 2:
Shows that Students related both positive and negative experiences about
when they needed to understand or use English.
Most responses revealed a desire to communicate with foreigners. Either
students were satisfied that they were able to communicate and help foreign people, or
they felt bad because they were not able to assist them and communicate with them
properly. It is also notable that so many students reported their problems
communicating in English, which points out the difficulty of the speaking skill,
especially in an L2context. This suggests an urgent need for teachers to focus on this
skill because if the lack of success continues, it could decrease the motivation to
improve, and eventually make students feel that learning English is futile.

Table 2: “Describe an interesting experience that students have had in which

they needed to understand or use English.”

Response Category Number of

Responses
Not being able to help and communicate with foreign people, tourists 12
Spoke with tourists/became friends 10
Assisted foreign people, tourists with English 9
Not using the language correctly 4
Difficulty in listening, speaking 3

Table 3:
Represents what students liked or disliked about their past English learning
experiences. While many students reported simply that they enjoyed learning English,
many also recounted specific negative aspects about the teachers, the lessons, and
being laughed at because of their English. Additionally, several students disliked the
overall difficulty of English, mainly the speaking and listening skills.
Some students noted the inspirational and positive effect teachers had had on
their goal of learning to speak and teach English. However, other students noted that

11
 their teachers were not good and could not teach English properly. This is important
because a positive attitude towards the teacher may make students more at ease and
relaxed, in which case they will “seek out intake by volunteering and may be more
accepting of the teacher as a source of intake” (Krashen 1981, 23). A few students
displayed negative attitudes concerning English, such as “I don’t like learning new
words,” “Homework is a waste of time,” and “I have difficulty writing.”

Table 3: “What do student like or dislike about past English learning

experiences?”

Response Categories Number of Responses

Enjoyed learning English 21
Lessons too hard in English 9
Teachers were not very good at English 45
Secondary school teacher gave courage and inspiration 7
Being unsuccessful in the target language 5
The English education is not good 45
Pronunciation problems 6
People laughed at my English 38
The negative effect of the tasks (difficult questions) 9
Having difficulty in understanding English 22
Difficulty in listening and speaking 16

7. Conclusions

Over all, the three open-ended survey items showed that motivation was
present among the students, who with some exceptions had the desire to learn the
language. Moreover, in relation to the real reasons college students have behind
choosing English as a major, the study revealed the following results:
 In relation to the question "Do you like the English language?", 64% of the
students surveyed responded positively.
 In relation to the question "Did your parents play an important role in your
decision to choose English as a major?", 46% of the students surveyed
answered positively.
 In relation to the question "Did you choose this particular college as a place to
study yourself?", only 40% of the students surveyed responded positively
since their high school overall score is what primarily determines the
institution in which they can enroll.
 In relation to the question "Does choosing English as a field of study give you
a chance to have a good-paying job?", 64% of the students surveyed
responded positively.
 In relation to the question "Did you choose English as a major because it gives
you the chance to become familiar with another culture?", 46% of the students
surveyed responded positively.
 Finally, in relation to the last question in the survey: "Do you prefer to study
English as a major in general, for conversational purposes only, or for both?",
only 16% of the students surveyed responded positively to the first part of the

12
 question "as a major", while 64% responded positively to the second part "for
conversational purposes". However, only 20% of the respondents preferred to
learn English for all purposes, conversational or otherwise.

In conclusion, this study was a serious attempt to figure out the general
positive or negative attitudes Jordanian college students may have towards learning
English as a foreign language. Furthermore, the study attempted to find out the real
reasons behind students' choice of English as a major field of study exploring other
possible social and personal factors affecting their decisions. Regardless of students'
attitudes towards learning English or their real reason for choosing it as a major, there
is absolutely no doubt that English will remain the international language of the world
for a long time to come and people will have no choice but to learn it regardless of
their native language, culture, religion, or geographical location.

13
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