Aims of the study The purpose of this research is to determine the relationship between non-English majorstudents'''' attitudes toward learning English and their academic achievements.. Res
lOMoARcPSD|38895030 UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES VIETNAM NATIONAL UNIVERSITY - HCMC FACULTY OF ENGLISH LINGUISTIC AND LITERATURE - - THE CORRELATION BETWEEN NON-ENGLISH MAJORED STUDENTS' ATTITUDES TOWARDS LEARNING ENGLISH AND THEIR ENGLISH ACHIEVEMENTS Professor : Ms Phạm Thái Bảo Ngọc Students : NHÓM 1 Class : 20CLC04 - Ho Chi Minh City - 05/18/2022 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 SUPERVISOR Student’s ID Participant MS LÂM NHƯ BẢO TRÂN 2057011112 Participant 2057011116 Participant GROUP MEMBERS 2057011121 Participant 2057011135 Participant No Full name 2057011140 1 Nguyễn Hoàng Long 2 Diệp Xuân Mai 3 Nguyễn Bình Phương Nam 4 Nguyễn Mai Phương 5 Lâm Khánh Tâm 2 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 TABLE OF CONTENTS TABLE OF CONTENTS 3 CHAPTER 1 INTRODUCTION 4 1 1 AIMS OF THE STUDY 4 1 2 RESEARCH QUESTIONS 4 CHAPTER 2 LITERATURE REVIEW 4 2 1 DEFINITIONS 4 2 1 1 ATTITUDE 4 2 1 2 ACHIEVEMENT 5 2 2 ASPECTS OF ATTITUDE 6 2 3 ATTITUDE IN LEARNING A FOREIGN LANGUAGE 7 2 4 RELATIONSHIP BETWEEN ATTITUDE AND ACADEMIC ACHIEVEMENTS 10 2 5 RECENT STUDIES ON THE CORRELATION BETWEEN STUDENTS' ATTITUDES TOWARDS LEARNING ENGLISH AND THEIR ENGLISH ACHIEVEMENTS 11 2 6 ISSUES YET TO BE SOLVED 12 2 7 CONCEPTUAL FRAMEWORK 13 REFERENCES 15 3 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 CHAPTER 1 INTRODUCTION 1 1 Aims of the study The purpose of this research is to determine the relationship between non-English major students' attitudes toward learning English and their academic achievements In comparison to English majors, non-English majors will have fewer opportunities to learn English Up to this point, not only there has been little related research in Vietnam to achieve the aim, but those studies also lack sufficient evidence to support and clarify the subject; thus the group conducts this research to accomplish the target and to analyze this topic Furthermore, there are few groups focused on non-English majors around the world To complete the research, the author will conduct this research with the participants of non-English-majored students at the University of Social Sciences and Humanities, Ho Chi Minh City (USSH, HCM) 1 2 Research questions In order to achieve the aim, the study is in an attempt to acknowledge the two following questions: - Is there any relationship between attitude in learning English and achievements? - Is there any factor that is involved in the relationship between attitude in learning English and academic achievements? CHAPTER 2 LITERATURE REVIEW 2 1 Definitions 2 1 1 Attitude Since attitude is an important part of this research, it is crucial to clarify what the meaning of attitude is The term “attitude” was first used in the psychology field It was Herbert Spencer who was credited as the first person to use this term in 1862 Later in the early twentieth century, Gordon Allport defined attitude as “the most distinctive and indispensable concept” in psychology Throughout that early century, there had been a wide variety of debates and controversies about its actual meaning In the late of that century, the debates waned gradually (Zanna MP & Rempel JK, 1988; Eagly AH & Chaiken S, 2005) 4 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 In the field of education, especially in learning a language, many experts have given numerous definitions of attitude According to Likert (1932), as cited in Gardner (1980), attitude means “an inference which is made based on a complex of beliefs about the attitude object” Ajzen (1988) thought in a little bit different way, he claimed attitude is “a disposition to respond favourably or unfavourably to an object, person, institution, or event” It means that attitude refers to the response and action either positive or negative toward the events around them “A hypothetical construct used to explain the direction and persistence of human behaviour” is what Baker (1992) defined as attitude Likewise, to Hogg & Vaughan (2005), attitude is “a relatively enduring organisation of beliefs, feelings, and behavioural tendencies towards socially significant objects, groups, events or symbols” And Hosseini & Pourmandnia (2013) defined attitude as “a disposition or tendency to respond positively or negatively towards a certain thing such as an idea, object, person, or situation” In conclusion, the most suitable definitions are from Ajzen (1988) and Hosseini & Pourmandnia (2013) Both stated that attitude is a disposition to respond either positively or negatively towards certain events In this research, researchers aim to examine the attitudes of the students, whether it is favourably or unfavourably towards English As a result, those definitions can satisfy the demand and are the most suitable ones 2 1 2 Achievement Achievement is often characterized and determined in formal education institutions by indicators such as course grades and accumulated grade point average (GPA), as well as the attainment of diplomas or degrees, certificates, vocational licenses, or other educational credentials A more limited notion of success focuses on standardized exam results within certain fields of study In this study, the researchers will only focus on the standardized exam results, also known as the entrance exam test scores The team believes that other achievements are not as reliable as the standardized exam results because there are a lot of factors that can affect those other achievements such as the teachers, the schools, and so on In other words, the difficulty of the tests can be manipulated by people and the results cannot be reliable However, the entrance exam test is the test that is carried out in the whole nation It means that all students will have to do the same test in the same amount of time Furthermore, this test is managed by the Ministry of Education and Training as a result there are a lot of guards to protect the results as well as overseers to prevent cheating 5 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 2 2 Aspects of attitude There is an array of scales to measure attitude Some can be named such as the technology acceptance model, expectancy-value model, and vector model Albeit having many other models, the research team still chooses the ABC model for some reasons As it can be seen from the name, which is the technology acceptance model, it is an applied model of attitude in which intention to use technology is influenced by attitude towards that technology and perception of its usefulness (Davis, 1989 & 1993) The technology acceptance model is regularly used in economics and technology when a company wants to measure the degree to which the technology can help to improve task achievements (Djamasbi et al 2009) Consequently, this model cannot be used in this research Next is the expectancy-value model This model is offered by Rosenberg (1956) who suggests that the ‘value importance’ and ‘perceived instrumentality’ are separate and possibly manipulable dimensions of attitude-related cognitive structures As I have mentioned above, to measure attitude precisely, researchers have to measure all three dimensions As a result, the research team cannot choose this model Lastly, Calder & Lutz (1972) represent attitude structure in their approach, as a two-dimensional metric space, recognized as the vector model One dimension represents an affective component and the other represents a cognitive component Due to the lack of measuring behavioral aspects, this model is not suitable for this study In conclusion, the mentioned models cannot be used in this research due to some demerits the team has explained above Moreover, the ABC model is the most general framework for interpreting the shaping of attitude (Guagnano and colleagues, 1995) ABC model is the abbreviation of the affective, behavioral, and cognitive model The concept of attitude can be viewed from three different aspects: affective, behavioral, and cognitive (Wenden, 1991) ABC model is the model that can study the three rudimentary aspects of attitude The three aspects originated from three theoretical approaches of cognitivism, behaviorism, and humanism, respectively (Zainol Abidin, Abidin, Pour-Mohammadi & Alzwari, 2012) Firstly, the cognitive aspect of attitude involves the beliefs of the language learners about the knowledge that they receive and their understanding of the process of language learning The cognitive attitude can be classified into four steps: connecting the previous knowledge and the new one, creating new knowledge, checking new knowledge, and applying the new knowledge in many situations 6 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 Secondly, the behavioral aspect of attitude deals with the way one behaves and reacts in particular situations In reality, successful language acquisition allows learners to identify with native speakers of that language and acquire or adopt particular features of behavior that distinguish members of the target language group Kara (2009) also stated that “Positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life, and to engage themselves emotionally.” Finally, concerning the emotional aspect (also called the affective aspect) of attitude, Feng and Chen (2009) stated that “Learning process is an emotional process It is affected by different emotional factors The teacher and his students engage in various emotional activities in it and varied results of emotions yielded” Attitude can help learners express whether they like or dislike the items or situations around them It concurs that the inward sentiments and feelings of FL students impact their viewpoints and their attitudes towards the objective language (Choy & Troudi, 2006) COGNITIVE ASPECT ATTITUDE BEHAVIOURAL ASPECT AFFECTIVE ASPECT Overall, attitude can be divided into three dimensions Each one of these aspects has distinctive features to bring out language attitude results In order to measure attitude precisely, researchers need to include all the aspects in the test through the ABC model ABC model is the abbreviation of the affective, behavioral, and cognitive model Exclusion of any aspects can lead to a wrong result 2 3 Attitude in learning a foreign language It is undeniable that attitude plays a vital position in improving language learning According to Gardner (1985), attitude used to be regarded as an aspect of motivation in language learning Brown (2000) concluded that a positive attitude closer to the self, the native language group, and the goal language crew greater proficiency Achievement in studying a language depends not 7 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 only on learners’ intelligence but also on the learner's attitude Anyone from students, teachers, and researchers all agreed that excessive motivation and a positive attitude to a language and its tradition contribute to achievements in studying that language (De Bot et al., 2005) According to Choy & Troudi (2006), attitude should assist the inexperienced persons in expressing whether or not they favored or disliked the objects or surrounding situations It used to be agreed that foreign language learners' internal feelings and thoughts influenced their views and attitudes toward the goal language Kara (2009) noted that a positive attitude could lead to the exhibition of advantageous behaviors towards guides of study As presented in an article by Mehrak Rahimia and Masoumeh Hassani, the differences between individuals in learning a foreign language mostly come from their differences To some people, studying a 2nd language is an important task that they must face during their academic years, while to some, it is the easy way to achieve bilingualism Whatever the case is, researchers seem to agree that variables such as attitudes can influence foreign language learning Karahan (2007) claimed that ‘positive language attitudes let learners have a positive orientation towards learning English’ Attitudes can play a very crucial role in language learning as they can influence students’ outcomes in language learning, whether it is success or failure It is believed that positive attitudes toward language learning facilitate the process and enhance it, while the negative counterpart acts as a psychological barrier against the learners There is even available empirical evidence to back the postulations Nikolov (2001) for instance, found that students’ negative attitude to Russia or Russians was responsible for their failure to learn or retain the language Gardner and Lambert (1972) also gave evidence in their extensive studies that positive attitudes towards foreign languages enhance proficiency Researchers believe that attitudes have cognitive, affective, and behavioral components The cognitive component is the beliefs or perceptions about the objects or situations related to the attitude The affective component refers to the emotions that one has towards an object, which in this case is foreign language learning, such as “likes” or “dislikes”, “with” or “against” Lastly is the behavioral component, which means that certain attitudes tend to prompt learners to adopt particular learning behaviors In the second language acquisition field, researchers have mostly paid attention to two types of attitudes: attitudes towards the learning of the language, and attitudes towards the community of the target language While the first set of attitudes is educational, the second one is more social Attitudes towards language learning also seem connected to the context where learning takes place Students must have high motivation and a positive attitude towards the target language because many linguists have proven that motivation and attitude are closely related to determining the success of second language learning Higher levels of motivation and a positive 8 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 attitude will produce more successful language learners and vice versa Brown (2000) states that a language learner benefits from a positive attitude and that a negative attitude may lead to a decrease in motivation, input, and interaction; consequently, it leads to unsuccessful attainment of proficiency Many studies have been conducted to explore the nature of students’ attitudes towards learning a foreign language in the UAE and other different countries all over the world For example, Musa (1985) investigated the EFL students’ attitude toward studying English in the United Arab Emirates using a five-point scale questionnaire The findings underline that students had positive attitudes and extreme eagerness towards learning English; they valued English language efficiency in daily life In another contribution, Al Bassam (1987) concludes that achievement in the English language significantly correlated with the student’s attitude, motivation, and satisfaction with the curriculum Besides Musa, Suliman (2006) studied the students’ attitudes towards and motivation for learning English in the UAE state secondary school The findings reveal that the UAE students had a higher degree of instrumental motivation and that students had unfavorable attitudes towards learning certain areas of the language Contrary to other findings of other studies Gorham & Christophel (1992), Keblawi (2005) difficulties with the target language aspects such as vocabulary, spelling, and structures were found to be the first place to demotivate learners in the UAE Interestingly, the study also reveals that there was disagreement and uncertainty in viewing learning English as a means to value British/American arts and literature Regarding the teacher's role, 30 % of the respondents referred to the teacher's personality as a de-motivator and a similar picture was revealed in students’ interviews While the findings of the previous studies and many others such as Vijchulata & Lee (1985) in Malaysia; Benson (1991) in Japan; Mahboob's (2001) and Moussu (2002) in the USA, Arani (2004) in Iran, and Karahan (2007) in Turkey show positive attitudes towards English language and its learning, the findings of Momani (2009) shows that the Jordanian High School students had neutral positive attitudes toward learning English Also, there was a strong correlation between the students’ attitudes toward learning English and their achievements in reading comprehension However, Zainol Abidin, Mohammadi, and Alzwari (2012) investigated Libyan secondary school students’ attitudes toward learning English and concluded that the participants showed negative attitudes toward learning English The same finding is echoed in Lasagabaster (2007) who studied students’ attitudes in the European context and maintains that students’ attitudes toward English were not so “positive” in Europe mainly in Spain 9 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 In brief, attitude toward language learning plays a quintessential role, so teachers need to recognize students' attitudes and try to assist them to have a positive attitude toward their language studying process For instance, many students valued English as a tool in their daily life So, the teacher's role is to support them in learning English that would make an impact in a realistic situation, as many aspects of English can be seen as a de-motivator for many students In short, students mostly have a positive attitude toward learning English Teachers should take into consideration what factors that impact their student’s attitudes the most and find the most suitable way to keep students motivated 2 4 Relationship between attitude and academic achievements The research's main contribution is to recognize the link between attitude and English results Several previous studies have come to certain findings According to McKenna, Kear, and Ellsworth (1995), as cited in Hoda Sarkhoush (2013), attitudes have some effect on English achievements “students who showed a positive attitude towards writing are more eager to involve in writing task than their peers who hold negative attitude on the same task” The same results have been reported by Sarwar, M., Bashir, M., & Alam, M (2010) “Attitudes and achievement go side by side with each other.” In addition, learning attitudes have an important role in learning or any educational setting, which was reported in the research conducted by Bakar, Tarmizi, Mahyuddin, Elias, Wong, and MohdAyub (2010) They also illustrated that an attitude toward learning is important for high achievement Some other research also agrees with this report, Crow and Crow (1999) reported that “the learning experience formulates study attitude” as well as successful learners adopt positive study attitudes (Bokhari, 1996) In addition, when conducting the research, Sarwar, M., Bashir, M., & Alam, M (2010) found out that there is a relationship between gender, background factors, family factor, and attitude as well as academic achievements As cited in Sarwar, M., Bashir, M., & Alam, M (2010), Hamachek (1998) reported that “academic achievement and attitude of older siblings are passed on to the younger brothers and sisters” and it certainly predicts younger siblings' results This research also illustrated those male and female students had different attitudes toward learning Female students tend to have a better study attitude, compared to their male peers Meanwhile, Ansari (1983) reported that "there is no significant difference in the study attitudes of girls and boys In terms of background factors, for more specific, living environments, there is a recognized difference that rural students have better learning attitudes than urban students 10 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 Furthermore, Gardner (1982) claimed that we can have a better chance to predict the way people will behave towards the target language community if we know what they think or feel about them As a result, positive attitudes are related to second language learning success, according to Gardner’s findings; those who have a positive attitude toward the target culture are more likely to learn the target language effectively than those who do not This hypothesis has become the foundation for the majority of studies conducted on the relationship between attitudes and Second Language Acquisition (SLA), such as Gardner and Lambert (1959, 1972); Lukmani (1972); Oller, Baca, and Vigil (1977); and Mansoor (1993) Gardner's (1985) theory emphasizes that a student's attitude toward the target language group influences how successful he or she is in incorporating aspects of that language Thus, success in learning a second language involves more than just language skills, vocabulary, grammar, or rules; it also involves self-esteem and the adoption of new social and cultural behaviors Therefore, Sridhar (1994) reported that: “SLA theory needs rebuilding from the ground up, to have a more functionally oriented and culturally authentic theory: why do models of second language acquisition (SLA) developed in the U.S and Western Europe treat the vast majority of L2 learners, those that learn and use an L2 in non- native contexts, as marginal? The inescapable answer seems to be that current theories are powerfully constrained by Western cultural premises.” 2 5 Recent studies on the correlation between students' attitudes towards learning English and their English achievements All over the world, there are many studies about that issue In a study by Karagöl, İ., & Başbay, A (2018), for the speaking achievements, the results of the student's first term of 2014-2015 were used to determine their achievements in speaking It was found that the correlation between attitudes towards English and English speaking skills was significant but weak Also, they found that there is a negative, weak relationship between English speaking skills and foreign language anxiety The research collected data from 518 university students, and used the ‘Attitudes towards English Questionnaire’ and the ‘Foreign Language Classroom Anxiety Scale (FLCAS)’ as their instruments The study has useful instruments that can be applied in other research However, the research just chiefly focused on one aspect of achievements-speaking skills and was carried out in Turkey Another research in Tanzania, Gilman Jackson Nyamubi (2016) had conducted research and the main purpose of this study is to identify the role of attitudes in secondary school students' English language achievements among students and their English teachers among six schools in 11 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 the Morogoro Urban and Mvomero districts in the Morogoro Region To be more specific, it investigated how students' interests and utilitarian attitudes toward the language shaped their English learning Questionnaires and an achievement test were used to collect data It was found that students differed in their mastery of English, with structure scoring higher and composition scoring the lowest Overall, students in Forms One and Four had strong and positive attitudes toward English In conclusion, this research has emphasized the importance of positive attitudes in improving English achievement However, the primary focus of this study was only on secondary students' attitudes in Tanzania In addition, in terms of students’ attitudes and achievements in Computer-Assisted English Language Learning (CAELL) for learning vocabulary, there is a positive relationship between them Elham Mahmoudi, Adlina bt Abdul Samad, Noor Zainab Bt Abdul Razak (2012), collected the research data through 30 Iranian postgraduate students in a Malaysian university per questionnaire to learn about their attitude, and vocabulary tests were used to assess their vocabulary learning achievements This study provides meaningful data which can be used for other research, albeit limited only to vocabulary learning and Computer-Assisted English Language Learning It is also worth mentioning that the data was only collected through 30 students of a Malaysian University Furthermore, Hoda Sarkhoush (2013) reported that there was a negative association between self-efficacy in writing and writing apprehension Subsequently, self-efficacy had an optimistic correlation with attitude towards writing as well as writing achievements The research illustrated that its correlation with attitude towards writing and writing achievements was pessimistic in terms of writing apprehension Besides, students who had positive attitudes had higher quality achievements on writing tasks compared to those with negative attitudes Finally, there was no relationship between self-efficacy and apprehension levels The data were collected from 50 IELTS writing students (30 females and 20 males) The data were collected through three instruments, including an apprehension test (WAT), a self-efficacy in writing scale (SWS), and a questionnaire on attitude towards writing (WAQ) In the first phase, the questionnaires were conducted in the first hour In the second phase, participants wrote a 45-minute argumentative essay In conclusion, the research provides useful data for further research, notwithstanding this research only focuses on writing and IELTS writing students A recent study by Samsiah Bidin, Kamaruzaman Jusoff, Nurazila Abdul Aziz, Musdiana Mohamad Salleh, and Taniza Tajudin (2009) showed how vastly different students’ achievements 12 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 could be affected by their motivation and attitudes in their studies However, the authors found out that there was no impaction between these aspects This article will not form the basis of our research but rather be used as a piece of useful supplementary information for our research on the relationship between attitudes in learning English and their achievements 2 6 Issues yet to be solved In general, the result of studies related to the theory between attitude and achievements over the last 5 years shows that there is probably a relationship between those two and they contain many useful instruments that can be applied in this research; these measures, however, have failed to have a major impact on The study “The Relationship among Attitude, Anxiety and English Speaking Performance” conducted by Karagöl, İ., & Başbay, A (2018) just briefly focused on one aspect of achievement of speaking skills and was only carried out in Turkey Moreover, Gilman Jackson Nyamubi's (2016) research, successfully emphasized the importance of positive attitudes in improving English achievements, but this research was only focused on secondary school students' attitudes in Tanzania The research was conducted by Elham Mahmoudi, Adelina bt Abdul Samad, and Noor Zainab Bt Abdul Razak, however, only collected data from 30 students of a Malaysian University Besides, the study administered by Hoda Sarkhoush (2013) also has limitations in the aspect of variety - the main objects of the study only consist of writing and IELTS writing students To summarize, these five studies all have limitations in terms of scale, participant diversity, and the fact that they only focused on one or a few characteristics of English, for instance, learning vocabulary, speaking achievements, or IELTS writing results Our study will not contain all the aspects and more than one aspect that are mentioned above; but this study will focus on the aspect of achievement, which has not been studied in Vietnam or other countries This research can solve some problems mentioned above In this research, the ABC model is used to measure the attitude of the participants This method will give an overview of attitude in terms of three dimensions, which is clearer and more precise Next, this research is carried out in Vietnam at the University of Social Sciences and Humanities-VNUHCM, which has never been recorded before This research focuses mainly on non-English-majored students, especially students of the faculty of Literature, participants will be varied in age, hometown, gender, and background factors Also, researchers have calculated and found the precise number of participants to produce a reliable database Plus, this research does not target any aspect of English but general English The data will be analyzed through a reliable test that all students have to do – the English achievement test of the National High School Graduation Examination 13 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 The test is to measure students' knowledge in many aspects, including vocabulary, pronunciation, grammar, speaking skill, and reading skill 2 7 Conceptual framework ATTITUDE ACHIEVEMENT COGNITIVE ASPECT BEHAVIOURAL ASPECT AFFECTIVE ASPECT The goal of this study is to identify the relationship between non- English majored students’ attitudes towards learning English and their achievements In this study, attitudes are categorized into three main aspects: affective, behavioral, and cognitive These are the three basic aspects of learning attitude In order to measure attitudes, the research team has to measure all three dimensions through the ABC model The achievements are, in this study, the score on the entrance exam test To discover the correlation between the two objects, the researchers have to measure the attitudes towards learning English of non- English majored students and collect their achievements 14 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 REFERENCES Ahmed, S (2015) Attitudes towards English Language Learning among EFL Learners at UMSKAL Journal of Education and Practice, 6 Ajzen, I (1988) Attitudes, Personality, and Behavior Open University Press Allpot, G W (1935) Attitudes In C Murchison (Ed.), Handbook of Social Psychology (pp 789–844) Clark University Press Bakar, K A., Tarmizi, R A., Mahyuddin, R., Elias, H., Wong, S L., & Ayub, A F M (2010) Relationships between university students’ achievement, motivation, attitude, and academic achievements in Malaysia Procedia - Social and Behavioural Sciences, 2(2), 4906–4910 https://doi.org/10.1016/j.sbspro.2010.03.793 Baker, C (1992) Attitudes and Languages Multilingual Matters Bidin, S., Jusoff, K., Aziz, N A., Salleh, M M., & Tajudin, T (2009) Motivation and Attitude in Learning English among UiTM Students in the Northern Region of Malaysia The Canadian Center of Science and Education (CCSE), 2(2) https://doi.org/10.5539/elt.v2n2p16 Büyükyavuz, O., & Aydoslu (2005) Burdur’da İngilizce öğretmenlerinin karşılaştığı sorunlar Mehmet Akif Ersoy Üniversitesi Calder, B J., & Lutz, R J (1972) An Investigation of Some Alternatives to the Linear Attitude Model In M Venkatesan (Ed.), Proceedings of the Third Annual Conference of the Association for Consumer Research (pp 812–815) IL: Association for consumer research Choy, S C., & Troudi, S (2006) An investigation into the changes in perceptions of and attitudes towards learning English in a Malaysian college International Journal of Teaching and Learning in Higher Education, 18(2), 120–130 Cook, V (2008) Second Language Learning and Language Teaching Arnold Davis, F D (1989) Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology MIS Quarterly, 13(3), 319–339 https://doi.org/10.2307/249008 15 Downloaded by BACH VAN (bachvan12@gmail.com) lOMoARcPSD|38895030 Diverse ASEAN (n.d.) 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