THE STUDY
Setting of the study
Brief introduction of the school
The study was conducted at Bien Hoa Specialized School, which is the only specialized one in Hanam province It is a small school set up in 1959 and often consists of
30 classes specialized in different subjects: mathematics, informatics, physics, chemistry, biology, literature, history, geography, English and Russian The class size is rather small (with no more than 35 students in each class), which is seen as a fairly convenient condition for good teaching and learning The main duty of the school is to train and foster talents for the province and the country Despite not being well-equipped, the school is always regarded as the best one in the province in terms of student and teacher quality and learning and teaching achievements
Each year, many good students from almost every lower secondary schools of the province have to take a serious entrance examination in order to be admitted to one of the school‟s classes There are 10 classes majoring in 10 different subjects in each grade (10, 11, and 12) for them to choose as long as they can perform their learning competence in the majored subjects in the entrance examinations Every year, most students of the school going in for different provincial and national examinations for gifted students always get good results The school is always proud of having about 90 percent of its students passing university entrance examinations each year In English, most of the students of three English majored classes are always successful in examinations for gifted students held in the province, and over the last five years our gifted students of English have got good results at national examinations Especially, 100% of those taking part in this kind of examinations in the years 2007, 2008 and 2009 achieved awards; and seven out of eight students going in for this year‟s examination (2010) were awarded
The school has more than 90 teachers About half of them have been recruited from graduated students with excellent learning scores for some recent years, so they are all well qualified The rest are of medium and old ages and have good teaching experiences
General situation of English teaching and learning in the school
The number of teachers of English is 8 They are in charge of teaching English at 24 non-English majored classes and only 6 of them annually take part in teaching English to 3
English major classes in the school They are all willing and enthusiastic towards their job
However, they have a number of difficulties in working with English major students for some reasons Firstly, coming from different rural areas of the province most English major students are too reserved in their manner and accustomed to passive learning and do not have good financial conditions which enable them to afford extra English materials such as book, tapes or disks to improve their study They are, therefore, quite dependent on the teachers in terms of what to learn Secondly, syllabuses for three English specialized classes are the text books Advance English 10, 11, 12 which are not really appropriate to the students since they are of little help and not demanding enough to the students while they need more advanced English materials Except for speaking and writing tasks, which are useful to students‟ writing and speaking skills, tasks on receptive skills and language focus are too easy for them Reading or listening texts are of no help in improving reading/ listening skills apart from providing students with general knowledge Besides, the number of lessons in these textbooks is too small compared with the amount of students‟ school time for English (which is normally 11 periods per week-5 in the morning and 6 in the afternoon) So far, there has been no formal syllabus for these classes The teachers, therefore, frequently have to select, edit, and design all the teaching materials by themselves
A total of 100 students of three English major classes from three different grades at Bien Hoa Specialized High School participated in the study (32 of 10 th form, 33 of 11 th form and 35 of 12 th form) Ranging in age from 16 to 18, all the subjects were excellent and good students coming from different secondary schools in the province and had to take part in a very strict entrance examination to be accepted to these classes Therefore, they were all quick at learning and most of them usually had achievements in many important English examinations for gifted students When the survey was conducted - at the beginning of the second semester, all these participants had been frequently working with the school‟s teachers of English formally for at least 10 months Thus, they must have been quite familiar with the teaching activities the teachers use Hopefully, this would be a favorable condition allowing the informants to give the most reliable opinions, honest evaluation and information in the survey.
Instruments
As pointed out by Scharle (2000) and Wallace (2001), questionnaire is a popular and effective means of collecting data because it has a number of advantages Firstly, it does not take researchers much time to collect a great amount of data via means of questionnaires
Secondly, while doing survey questionnaires informants may feel free to give the most honest answers without any hesitancy Besides, the questionnaire can consist of both close and open-ended questions so that the informants have chances to express their opinions individually In addition, it is rather easy for the researchers to summarize, analyze and report the data because all the answers are given to the same questions
For all the above mentioned reasons, a questionnaire is used as the main instrument of the research Besides, to obtain more in-depth data, especially to gain more understanding of the reasons for the students‟ satisfaction/dissatisfaction with teachers‟ work as well as their expectations, a follow-up interview was also conducted
Copies of the questionnaire were delivered to 100 students All the instructions/information and questions in the questionnaire were presented in Vietnamese to make sure that all the respondents can easily and completely understand them before giving answers So as to give respondents more freedom and encouragement to express their specific thoughts about each item presented in the questionnaire, both close and open-ended questions were used
Content of the survey questionnaire is constructed based on the literature review of teachers‟ roles and their common teaching activities for all lessons conventionally conducted by language teachers in the classroom (see the previous chapter) Moreover, through personal observation of her colleagues‟ teaching practice the researcher realizes that all the teaching activities mentioned in the questionnaire are very typical and popular for language teachers in their process of teaching Questions, each of which is assigned with different purposes to get answers to each research question, are the put into two sections The first section, consisting of five questions, focuses on examining students‟ attitudes towards and evaluation of teachers‟ classroom activities Among these five questions, three first ones concentrate on exploring students‟ general attitudes towards and evaluation of teachers‟ roles and their work in the classroom Also, reasons of their satisfaction/dissatisfaction are investigated through the use of open-ended questions given at the end of question 3 The next question aims at getting students‟ comments on teaching and learning materials provided by the teachers and their workload in English; and lastly question 5 is for understanding students‟ opinions/comments on the frequency and quality of some specific teaching activities conducted by the teachers in every lesson The second section, including only one question constructed based on the combination of both close and open-ended forms, investigates the students‟ expectations for future teaching adjustments and improvement made by the teachers
So as to avoid students getting bored and not taking their answers seriously, the researcher was present at these classes, giving careful explanations and instructions and observing the respondents as they filled in the survey questionnaire
Interviewees were twenty students randomly chosen from the respondents at these classes They were invited to take part in the structured interview which was also carried out in Vietnamese to guarantee the truthfulness and consistence of the information incase the respondents were not confident enough to answer in English or got confused in understanding the questions The interview was audio-taped, transcribed, and translated into English for later use in the research The full translated transcript of the interview is presented in Appendix 2 Interview questions aimed at encouraging students to point out strong points and weak points in teachers‟ work, talk about the reasons for their satisfaction/dissatisfaction, and clarify their wishes for teaching improvement in the future
The data collected from two different sources were categorized into the following parts: (1) English major students‟ general attitudes towards teachers‟ roles and work in the classroom; (2) Students‟ levels of satisfaction with each of the teaching items carried out by the language teachers; (3) English major students‟ comments on teaching and learning materials provided by the teachers and their workload in English; (4) English major students‟ opinions on the frequency and quality of some specific teaching activities; (5) English major students‟ reasons for their satisfaction/dissatisfaction attitudes towards language teaching activities at their classes; (6) English major students‟ expectations for future teaching adjustments and improvement
The above division was simply the answers to the research questions stated in the first part of the study The data were presented in the forms of charts and tables or by quoting the relevant responses from the participants The data were analyzed both descriptively and interpretively.
DATA ANALYSIS AND DISCUSSION
The Survey Questionnaire……………………………………… 1 Students’ general attitudes towards their language teachers’ roles and work in the classroom 1.1 Students’ general attitudes towards language teachers’ role in their learning 24 24
III.1.1.1 Students’ general attitudes towards language teachers’ role in their learning
Chart 1 Students' general attitudes towards language teachers' role
Not very important Not important at all
As can be seen from chart 1, the teachers‟ roles are highly appreciated by most students Ninety-five percent of the participants found their teachers important and even very important to their learning process However, there are several ones (5% of them) who regard teachers‟ roles as less important or even not important at all to their learning These students may be either so competent and proficient enough in English that they can teach themselves and do not need to depend much on the teachers in learning English or unable to get any learning progress in spite of their teachers‟ help If the later possibility is the real case, it is imperative that the teachers work out appropriate solutions to the problem to make sure that all the students in their class can make progress in English learning
III.1.1.2 Students’ general attitudes towards teachers’ work
Chart 2 shows students' levels of satisfaction with language teaching quality at their classes Although, as revealed in the first chart, most students see the important roles of the teachers to their learning, only three of them (also equivalent to 3%) feel quite satisfied whereas approximately half of them (46%) feel dissatisfied with the teaching quality at their classes Fortunately, none of the respondents feel quite disappointed at the quality of English teaching The rest accounting for a little more than half of the respondents feel satisfied
Perhaps, the fairly high percentage of dissatisfaction attitude among the informants implies some limitations or problems in the job of language teaching in the school Thus, underlying causes of these problems must be uncovered and measures of action to tackle the problems must be taken
Open-ended questions in the survey questionnaire and in the interview are of great help to the researcher in getting an insight into the problems, and finding out the reasons for the students‟ satisfaction or dissatisfaction in English learning
Chart 2 Students' general attitudes towards teachers' work
Quite satisfied Satisfied Not satisfied Quite dissatisfied
III.1.2 Students’ levels of satisfaction with each of the teaching items carried out by the language teachers
As can be seen from the bar chart, students have different levels of satisfaction at different categories of English teaching performed by the language teachers Generally, almost all the respondents are satisfied with the teaching of reading, writing and especially grammar and vocabulary at their classes However, they express their high levels of dissatisfaction with the way the teachers deal with listening and speaking skills
The highest percentage of satisfaction can be found in grammar and vocabulary teaching category, where only 2% of the respondents express their dissatisfaction
Understandably, it is widely known that it seem to be often easier to instruct and acquire grammar and vocabulary than four basic language skills because both students and teachers are familiar with the learning and teaching of grammar and vocabulary In addition, learning and teaching grammar and vocabulary cater for basic requirements of almost every English test Thus, this learning item is always put more emphasis during the teaching and learning process, which as a result often bring about students‟ good scores and high satisfaction The research findings also show high percentages of students‟ satisfaction attitudes in teachers‟ writing and reading teaching which account for 92% and 85% respectively Again, this situation is understandable Since reading and writing are frequently tested in every provincial and national examination, both teachers and students pay much attention to teaching and learning these skills Hence, the learning outcomes are certainly good and both teachers and students feel pleased
Reading skill Listening skill Speaking skill Writing skill Grammar&Vocabulary
Chart 3 Students' levels of satisfaction with each of the teaching items performed by the language teachers
Very satisfied Satisfied Not satisfied Very dissatisfied
Contrary to three above mentioned categories, categories of listening and speaking teaching are reported to be almost totally taken up by dissatisfaction attitudes of respectively 96% and 100% of the informants These high levels of dissatisfaction, perhaps, derive from the students‟ low progress in the two communicative skills, for which there are a number of underlying causes: Firstly, speaking and listening are commonly perceived by most teachers and students as the most difficult skills for not only teachers to teach but also for students to practice well Secondly, teaching and learning of these skills at the school meets some obstacles Most of the students are rather reserved and passive in practicing English communicatively They may be also not motivated properly in the classroom With regard to the teachers, they may be more or less not proficient and confident enough in their own communicative competence in English since they themselves hardly have chances to use
English outside the classroom In addition, there is a fact that these skills are still under the influence of test-oriented teaching and learning situation Listening skill is only tested in national examinations for which only six best students in the school are selected every year
Speaking skill has never been tested in any periodical tests Besides, some other specific reasons concerning teaching pedagogy according to students‟ views will be discussed in III.2.2 For all those reasons, both teacher and students in the school seem to neglect, lose interest and cannot have effective teaching and learning these skills
In short, in most students‟ view, despite teachers‟ success in teaching writing, reading as well as grammar and vocabulary, there is still a great problem in their teaching listening and speaking skills, which cannot bring about satisfaction to all the students The investigated reasons for students‟ satisfaction/dissatisfaction attitudes towards English teaching obtained through open-ended questions in the questionnaire are reported in the later part of this paper It is necessary that both teachers and students find out measures to improve this situation
III.1.3 English major students’ comments on teaching and learning materials provided by the teachers and their workload in English
Table 1 English major students’ comments on teaching and learning materials provided by the teachers and their workload in English
The table presents the students' comments, opinions on both the teaching and learning materials provided by the teachers and their workload in English
Concerning language materials, a glance at the table reveals that although almost participants (93%) think that these materials are varied in types and more than a quarter of them appreciate the appropriateness of these materials to their learning ability, 81% of them find these materials not very attractive None of them think of these materials as being too easy On the contrary, these materials are found too difficult to approximately a quarter of the students Besides, the materials are seen as attractive to only 6%, unattractive to 13% and simple to 7% of the informants
Regarding their workload in English, exactly three quarters of the respondents suppose that they have enough language learning task, none believes they receive too few English assignments Nevertheless, the rest claim that they have too much to do with English The reason for this claim is investigated in the follow-up interview and is going to be presented in the later part
To sum up, it is reported that although the teachers managed to deliver various types of materials which are basically appropriate to students' learning ability, these materials are not attractive enough to them Thus, it is essential that the teachers make more effort to provide more attractive and interesting materials for the students In addition, the issue of adjusting students' learning workload also needs some more consideration
III.1.4 English major students’ opinions on the frequency and quality of some specific teaching activities
Information on students' opinions on the frequency and quality of some specific classroom activities normally conducted by the teachers in every lesson is presented in table
It is clear that among ten different popular groups of teaching activities, (1) giving brief instructions and explanations which are easy to follow and understand, and (8) giving comments/feedbacks/corrections regularly and appropriately on students’ performance are reported, according to most of the informants (96% and 79% relatively), as being the most frequently carried out by the teachers Surprisingly, approximately the same high percentages of the respondents (96% & 74%) suppose that the teachers do these activities well and even very well These high percentages show that the teachers are aware of the importance of these activities in helping students have easy and accurate English learning
These high frequently used activities obviously have the great effect of arousing students' interest in learning any lesson, helping students to identify specific aims and tasks and encouraging them to produce accurate answers/performance in English In addition, they are, in the researcher‟s opinion, clearly the basic and necessary activities for all teachers of all subjects to carry out in every lesson
The follow-up interview……………………………………… 1 Reasons for satisfaction ……………………………………… 2 Reasons for dissatisfaction…………………………………… 3 Students’ other expectations………………………………… 32 32 32 33
The respondents in the interview enthusiastically provide supplementary information for the researcher to gain more in-depth understanding of the current situation of language teaching The focus of all the questions in the interview is their explanation about what make them pleased/ displeased with the language teaching situation at their classes In addition, the interview also seeks to gain more ideas/opinions from the students about how to make more interesting, attractive and effective English lessons
A majority of the students have positive attitudes towards their teachers‟ roles and teaching quality Especially, most of them are (very) satisfied with the way teachers deal with writing, reading, grammar and vocabulary The followings are their accounting for their satisfaction: most of the teachers have sweet voice, good English pronunciation/ the teachers have excellent command of English grammar and vocabulary and therefore succeed in assigning students with a great variety of exercises for practice / the teachers always give careful instructions of how to make good writings of various types/ the teachers usually assign a lot of writing tasks to the students; read and give comments and careful corrections on the students‟ writings / writing topics are often very interesting and popular/ reading practice is always diversified and effective / their master of vocabulary and structures is always enhanced since a lot of vocabulary and structures are introduced/revised and consolidated through reading passages/ they often have good marks in practice tests on writing, reading or grammar and vocabulary
Despite the above mentioned strong points in the teachers‟ work, there are, in the students‟ opinions, still some problems in their every day teaching activities which make the students feel displeased and limit their learning outcomes
As indicated in the findings, a majority of the students feel disappointed with the way the teachers teach speaking and listening skills According to the interviewees, the causes can be traced as follows:
In speaking lessons, like in every other lesson, they have little time to speak in the classroom as the teachers seem to work and speak most of the time Moreover, both teachers and students speak Vietnamese more than English in every lesson Additional, although they are sometimes asked to work in groups or pairs discussing or making oral representation on the learning topics, they find their work quite ineffective This is because of the fact that group members are too reserved, embarrassed and unconfident to practice speaking, some speaking topics are so unfamiliar to them that they know very little to talk about Apart from that only few students/representatives have chances to give representation before the lesson is over As a result, their English speaking ability can hardly be improved In practice, they feel quite discouraged and are not interested in speaking practice
Regarding listening skill, it is reported that the teachers often gave inappropriate listening tasks to students‟ ability Most students say that these tasks are too difficult for them There are a lot of unfamiliar words in the listening texts Additionally, many listening texts are of unfamiliar topics about which they hardly have any background knowledge All of these make it hard for them to understand and grasp ideas to give correct answers Thus, only several gifted students can make progress in listening practice while most of the students feel fed up with listening lessons
Besides, the respondents in the interview also provide useful information as accounts for their dissatisfaction with some other teaching activities at their classes It is revealed that there are still few students feeling displeased with grammar and vocabulary teaching since the teachers sometimes asked them to do too difficult exercises whereas they think these exercises are unnecessary and unimportant to practice Concerning their claim about their too much English workload, the respondents clarify this complaint with some reasons as follows: teachers always ask them to do a lot of English exercises not only at school but also at home / it takes them so much time to revise English lessons and do language assignment at home that they hardly have enough time for other subjects / many exercises are so difficult that they have to spend a lot of time doing such exercises Regarding learning atmosphere, many subjects suppose that most English lessons are rather boring and tedious due to the lack of fun and learners‟ enthusiastic participation and interaction Besides, teaching patterns for English lessons is reported to be very rigid and too simple since the teachers hardly make any changes in the teaching procedures that are unexpected but interesting and attractive to the students
Besides of the findings about the students‟ expectations obtained from the survey questionnaire, a great deal of information on their needs and interests is supplemented through the interview
In generals, various wishes about good changes in the English teaching and learning activities are expressed by the participants Most remarkably, most of the respondents express the wish for chances to meet and talk to native speakers of English and regularly participate in an English club which is hoped to be soon organized within the school
Besides, they wish to have more language games and more practice of pair/group work
They also prefer the teacher to increase the amount of teaching and learning speaking and listening skills in the classroom In addition, many of them wish the teachers be more friendly, close and helpful to them They would like the teacher to take part more often in their classroom discussion, giving appropriate suggestions/guides to help them solve each learning task easily A lot of them show their interest in the way the teachers do such activities as testing, evaluating, marking and grading students‟ learning; applying rewards and punishment policy For them, these activities are of great significance and essential since they help to estimate learners‟ effort and ability levels compared with the classmates so that they can see how hard they should try in English These activities can be treated as a way of forcing or encouraging them to make more effort in language learning to avoid falling behind Moreover, a number of them also express their desire for the teachers‟ giving tips on learning strategies, on how to memorize new words and structures quickly and easily because many of them complain that they cannot remember new vocabularies despite their effort to learn them After all, most informants say that they really want the teachers to tell them what kinds of supplement listening materials they should buy to practice English at home
To sum up, it is clear that information obtained from the following-up interview not only helps to find out the reasons for students‟ negative/positive attitudes towards the teachers‟ job but also helps to supplement more understandings of their expectations for better changes in the language teaching More importantly, it is of great help to find out the strong/weak points in the teaching process This information can certainly be used as a basis for the teachers to carry out appropriate adjustment and modification to their teaching methods so as to develop the students‟ positive attitudes and eliminate their negative attitudes.
RECOMMENDATIONS FOR BETTER LANGUAGE
From the data gathered from the survey and the interview, it is clear that the students have various attitudes and opinions towards each of the teachers‟ classroom activities and that they have a lot of expectations for the teachers‟ improvement in their teaching The findings clearly help the researcher and her colleagues to objectively realize the positive points as well as the limitations of their current teaching and learning situation at three English major classes It also reveals that there is a big gap between their teaching styles and the learners‟ preferences/expectations in these classes The findings enable the researcher to give some suggestions to better the situation of language teaching and learning for the sake of the students
IV.1 Recommendations for teaching language skills
Since almost every student is dissatisfied with teaching speaking and listening and all of them wish the teachers to improve the teaching of these skills, it is imperative that changes in the way the teachers teach these skills be made as soon as possible so as to remove the negative attitudes among the students
To improve the teaching of listening skill
So as to improve the quality of listening lessons, the teachers should carry out basic changes Firstly, they must choose appropriate listening materials of authentic texts/discourses which have familiar and interesting topics for the students to practice From personal experience, the researcher finds out a fact that her students are really interested and engrossed in listening tasks designed on songs, pieces of news, stories or poems Hopefully, this sharing experience can be regarded as a suggestion for teaching listening Secondly, they need to adapt the listening tasks with both easy and difficult questions so that their students can avoid feeling depressed at listening practice since they can hardly answer any questions
More importantly, the teachers should always help the students to discuss the listening topics, carrying out some brainstorming or predicting activities, and introduce/teach unfamiliar words and structures before playing the tape Personally, the researcher believe that if these things are done, listening practice will be more and more interesting and effective to the students This will make them feel that not only their listening ability is improved but also their command of English vocabulary and structures as well as their general knowledge is enhanced
To improve the teaching of speaking skill
First, to the researcher‟s mind, the teachers must be the first people to practice speaking English most of the time in the classroom If they are not confident enough in their speaking skill, it is best for them to make good lesson plan, think of all the possibilit ies and what can be talked in the lesson to make sure that they can have more and more fluent English speaking in the lessons
Second, the researcher believes that the teachers can apply some classroom regulations, especially in speaking lessons For example, anyone speaking Vietnamese in the language lessons must be punished in some ways such as cleaning the floor, singing a song, telling about a past experience or making fool of himself / herself, etc Of course, these punishments must not be counter-productive to students‟ self-esteem Taking this action will clearly have the effect of forcing everyone in the class to develop the habit of speaking English
Besides, the teachers should frequently conduct students‟ oral representation, talking about different topics before/after any reading/writing/ listening lessons In other words, integrated skill teaching must be promoted in every language lesson
In addition, the students must always be, in this way or other way, encouraged and motivated to practice speaking English For instance, those volunteering to give oral representation will be awarded with extra marks or gifts, listening games/competitions can frequently be held with a lot of interesting awards/prizes for the winners, or the students may be asked to work in pairs and groups making discussions; and the teachers should always be willing to participate in and give comments/ suggestions on, etc…
The most important of all is that an English speaking club to which every student in the school can be a guest must be soon organized and run regularly within the school The teachers must help the club to plan the programs in which many useful, interesting and attractive activities are carried out in each meeting session Taking part in this club will enable the students not only to improve their communicative competence in English but also have chances to widen the knowledge, get fun and strengthen their friendship
After all, the researcher‟s strong belief is that since both teachers and students often have the habit of concentrating more on teaching and learning whatever is tested, speaking and listening must be regularly tested This will surely help to promote the movement of communicatively teaching and learning English, aiming at improving the current situation of teaching and learning listening and speaking skills in the school
IV.2 Recommendations for selecting, editing and developing teaching materials
The teachers must be very careful in choosing materials They should follow a number of guidelines (as presented in I.4) for designing effective English teaching materials
Materials chosen must be not only appropriate to the students‟ learning ability and learning styles but attractive and diversified as well There is a fact that teacher-created supplementary materials are popularly used in the English majored classes While editing materials of this kind, it is necessary that the teachers choose authentic texts to design language learning tasks for the gifted students The authentic texts must be of interesting topics and can be used flexibly to develop a progression of skills, understandings and language items These texts must allow for a focus on form as well as function The tasks adapted or designed by the teachers must have appropriate instructions, cater for all students‟ levels of ability, and offer opportunities for integrated language use Besides, they must stimulate the learners‟ interaction and encourage them to develop learning skills and strategies
IV.3 Recommendations for applying specific teaching activities
As indicated in the findings of the study, all the students expect better changes / improvement of the teachers‟ classroom activities except for the activity of teaching grammar and vocabulary A majority of them express their interests in and wishes for improvements in the classroom activities that are rarely conducted by the teachers, from which it can be inferred that these activities are supposed to be very important to the students Therefore, it is necessary that the teachers must frequently apply these activities and carefully think of ways to increase the quality of these teaching activities
To help the students reduce their workload in English and have the most effective learning, the teachers need take account of the following suggestions First of all, the teachers must take into consideration the appropriate amount of assignment for the students after each lesson Besides, they should give careful instructions/guides on how to solve each language task right after assigning it to the students so that the students can save considerable time on doing the task Also, the students should be provided with specific tips on effective learning strategies for dealing with each type of tasks Moreover, the teachers should help to promote discussions and consultations among the students that enable them to share good learning experiences on how to manage learning time at home
With regard to teaching methodology, there should be consultations and discussions among the teachers to share teaching experiences and work out solutions to classroom problems To eliminate boring lessons and increase attractive and effective lessons, it is necessary for the teachers to adjust not only the teaching content but also their teaching methods A part from using games, audio/visual teaching aids or applying awards/punishment policy, which all help to motivate the students and increase their learning incentives, various teaching techniques and strategies must be particularly focused on
Teaching skills need always be developed The teachers must learn when, where and how to flexibly use/combine teaching techniques/strategies to make effective language teaching
Most importantly, the researcher thinks that every teacher must always learn about the students Understanding of the students‟ characteristics, their learning ability, learning styles, attitudes, needs and interests will certainly enable the teachers to carry out appropriate adjustment to their teaching, resulting in developing the learners‟ positive attitudes towards language learning as well as towards their language teachers This will surely help to bring out improvement in the language teaching and learning situation in the school
