The effects of learning english environment towards students learning attitudes at a primary school in phu binh district, thai nguyen province

THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES DUONG THI TUYEN THE EFFECTS OF LEARNING ENGLISH ENVIRONMENT TOWARDS STUDENTS' LEARNING ATTITUDES AT A PRIMARY SCHOOL I

THAI NGUYEN UNIVERSITY OF EDUCATION

FACULTY OF FOREIGN LANGUAGES

DUONG THI TUYEN

THE EFFECTS OF LEARNING ENGLISH ENVIRONMENT TOWARDS STUDENTS' LEARNING ATTITUDES

AT A PRIMARY SCHOOL IN PHU BINH DISTRICT,

THAI NGUYEN PROVINCE

MASTER THESIS

Thai Nguyen, October 20223

TRƯỜNG ĐẠI HỌC SƯ PHẠM THÁI NGUYÊN

KHOA NGOẠI NGỮ

DƯƠNG THỊ TUYẾN

NHỮNG ẢNH HƯỞNG CỦA MÔI TRƯỜNG HỌC TIẾNG ANH ĐỐI VỚI THÁI ĐỘ HỌC TẬP CỦA HỌC SINH TẠI MỘT TRƯỜNG TIỂU HỌC TẠI HUYỆN PHÚ BÌNH, TỈNH THÁI NGUYÊN

Ngành: Lý luận và phương pháp giảng dạy Tiếng Anh

STATEMENT OF AUTHORSHIP

Except where reference is made in the text of the thesis, this thesis contains

no material published elsewhere or extracted in whole or in part from a thesis by

which I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgements in

the thesis

This thesis has not been submitted for the award of any degree or diploma

in any other tertiary institution

Thai Nguyen, October 2023

Duong Thi Tuyen

ACKNOWLEDGEMENTS

First of all, I would like to thank my supervisor, Dr Phùng Thị Thu Hà, from the bottom of my heart for her wise counsel She gave me a lot of valuable advice and inspiration as I was preparing my thesis I could not have finished my thesis without her helpful feedback and valuable correction

I would also like to express my gratitude to all of the professors and staff

at the Faculty of Foreign Languages Education at the Thai Nguyen University of Education for their insightful lectures and helpful resources

I am also thankful to all the grade-4 students at Xuan Phuong Primary School for their participation in providing important data to the study through the structured interview and the questionnaire

Last but not least, I want to express my sincere gratitude to my family and friends for their love and support, which have greatly motivated me to complete

my thesis

ABSTRACT

Attitudes have been a crucial factor affecting learning English achievement However, it is observed that many elementary school students do not have clear thoughts about the importance of learning English, and they also have negative emotions and passive behavior during the process of learning English at school A positive attitude is one of goals of learning English and learning environment could impact learners’ attitudes This article presents the results of a mixed methods study aimed at understanding English learners' attitudes towards several activities to build and develop an English learning environment and the influence of these activities on the students' learning attitudes A group of 175 learners completed the activities responded to the questionnaire and 30 of them participated in the structured interview The data obtained were analyzed as descriptive statistics The findings show that learners have positive attitudes towards activities that build an English learning environment In terms of the three attitude components, learners are assessed to have good knowledge, positive attitudes and active behavior towards learning English after participating in the above activities Based on these findings, some suggestions are recommended to organize some other activities

TABLE OF CONTENT

STATEMENT OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF TABLES vii

LIST OF FIGURES vii

CHAPTER ONE: INTRODUCTION 1

1.1 Rationale of the study 1

1.2 Aims of the study 3

1.3 Scope of the study 3

1.4 Research questions 3

1.5 Significance of the study 3

1.6 Structure of the study 4

CHAPTER TWO: LITERATURE REVIEW 6

2.1 THEORETICAL BACKGROUND 6

2.1.1 Attitudes and language attitudes 6

2.1.1.1 Definitions of attitudes 6

2.1.1.2 Components of attitudes 8

2.1.1.3 Definitions of language attitudes 9

2.1.1.4 Language attitudes: construct and measurements 12

2.1.1.5 The characteristics of language attitudes 13

2.1.1.6 Factors affecting EFL students’ attitudes 16

2.1.2 Attitudes and language learning 19

2.1.4 Learning environment 20

2.1.4.1 Definitions of learning environment 20

2.1.4.2 Dimensions of learning environment 21

2.1.4.3 Benefits of a conductive learning environment 23

2.1.4.4 Impact of learning environment 25

2.2 LITERATURE REVIEW 31

CHAPTER 3: RESEARCH METHODOLOGY 35

3.1 Research design 35

3.2 Participants 35

3.3 Data collection instrument 36

3.3.1 Questionnaire 36

3.3.2 Semi - structured interview 36

3.3.3 Students’ observation 36

3.3.4 Informal survey 36

3.4 Data collection procedure 37

3.4.1 Questionnaire 37

3.4.2 Semi - structured interview 37

3.4.3 Students’ observation 37

3.4.4 Informal survey 37

3.5 Data analysis 37

CHAPTER 4: FINDINGS AND DISCUSSIONS 39

4.1 Students’ attitudes toward the activities to build-up and develop English learning environment 39

4.1.1 Students’ attitudes toward the activity “Topic-based classroom decoration” 39

4.1.2 Students’ attitudes toward the activity “English Festival” 42

4.1.3 Overall 45

4.1.4 The affects of certain activities to build-up and develop English learning environment on students' attitudes towards learning English 46

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION 50

5.1 Conclusions 50

5.1.1 What are attitudes of grade-4 and students towards some activities to

build-up and develop learning environment? 50

5.1.2 After participating these activities, would students’ attitudes towards learning English be affected? 50

5.2 Recommendation 51

5.2.1 ACTIVITY 1: ENGLISH RADIO 51

5.2.2 ACTIVITY 2: INTER-SCHOOL ENGLISH FESTIVAL 52

5.3 Implications 53

REFERENCES 55

APPENDIXES 59

CHAPTER ONE: INTRODUCTION Chapter one would explain the reasoning behind the choice of the thesis

subject, the importance of the thesis, the main goals, crucial research questions, and the scope of the research

1.1 Rationale of the study

In the Decision No 2080 /QD-TTg dated December 22, 2017 of the Prime Minister, English is introduced as a compulsory subject in the Vietnamese general education system from Grade 3 to Grade 12 English is considered as a tool subject to help students study well in other subjects and learn for life In addition, through English, students have the ability to communicate internationally and could also learn and absorb diverse knowledge Obviously, the importance of English in the Vietnamese education system is undeniable It

is a key component of the curriculum, providing students with the necessary language skills, global perspectives, and critical thinking abilities English education in Vietnam not only prepares students for future career opportunities but also contributes to the country's development, international integration, and cultural exchange

The education sector in Thai Nguyen is actively constructing an English language learning environment, gradually enhancing the English language proficiency of students, with the aim of meeting the demands for foreign language proficiency in the current context In response to the request of the Department of Education and Training of Phu Binh district, Thai Nguyen province, some activities to build an English learning environment have been carried out and the English Festival was the first one There, students can experience different activities and games, and their excitement can be easily observed It is clear that the learning environment has an impact on students’ psychology and attitudes

At the primary level, learners are supposed to have positive attitudes towards learning English These attitudes include enthusiasm, curiosity, active engagement, open-mindedness, and a recognition of the lifelong nature of language learning By fostering these attitudes, educators can create a positive learning environment that supports the development of English language skills

in elementary learners However, during 5 years of teaching English at Xuan Phuong primary school, the researcher has observed many negative attitudes of students For example, students forgot books, did not complete homework or did not participate actively in learning activities, etc Although the student's results meet the standards, it seems that the students are not really interested in the English lessons

According to Kings in Fakeye's research (as cite in Ngozi, 2016), it can be asserted that maintaining a positive attitude is frequently associated with achieving successful learning outcomes In addition, according to Adewuyi (2002) and Ijeoma (2007) (as cite in Ngozi, 2016), it has been observed that a favorable learning environment can significantly impact the attitude and academic performance of students A conducive learning environment refers to the physical, social, and emotional conditions that promote effective learning and academic success When students are provided with a positive and supportive atmosphere, their attitude towards learning improves, leading to enhanced academic performance

After participating in the English Festival, students have positive changes

in the English classes Realizing that, the researcher conducted the study "The

effects of learning English environment towards students' learning attitudes at a primary school in Phu Binh district, Thai Nguyen province" in order to find out

how the learning English environment affect students’ attitudes toward learning English

1.2 Aims of the study

This research has been conducted to investigate the effects of learning English environment towards students' learning attitudes at a primary school in Phu Binh district, Thai Nguyen province

There are two objectives of the study: to investigate attitudes of grade-4 and students towards some activities to build-up and develop learning environment; to explore whether these activities could affect students’ attitudes

or not

1.3 Scope of the study

The study was conducted with 165 grade-4 students at Xuan Phuong Primary school Most of students live in Xuan Phuong and they have learnt English at Xuan Phuong Primary for 2 years This research was carried out in the second semester in 2022-2023 school year at Xuan Phuong Primary school Physical dimension and pedagogical dimension of learning English environment would be examined

1.4 Research questions

The following questions addressed in the study are:

1 What are attitudes of grade-4 and students towards some activities to build-up and develop learning environment?

2 After participating these activities, would students’ attitudes towards learning English be affected?

1.5 Significance of the study

The research findings are anticipated to assist educators and teachers in understanding students' perspectives on the English learning environment, enabling them to foster a favorable outlook towards foreign languages among students This understanding will allow educators to tailor their teaching methods

and approaches to better meet the needs and preferences of their students By

gaining insights into students' perspectives, educators can identify the factors that

contribute to a positive or negative learning experience They can then make necessary adjustments to create a more engaging and supportive English learning environment For example, if students express a preference for interactive activities, educators can incorporate more group work, discussions, and hands-

on tasks into their lessons This will not only enhance students' motivation and interest in learning English but also provide them with opportunities to practice

and apply their language skills in a meaningful context Furthermore, this

research provides valuable insights and findings that can be utilized by other researchers in the field of education and language acquisition By examining the attitudes and English learning environments of elementary school students, this

study lays the groundwork for future investigations in this area this study

provides a foundation for future research on the relationship between attitudes and English learning environments By examining how these two factors interact and influence each other, researchers can gain a deeper understanding of the complex dynamics at play in elementary school classrooms This knowledge can inform the development of evidence-based practices and policies that promote

optimal English language learning outcomes for elementary school students 1.6 Structure of the study

The study comprises five chapters as follows:

Chapter 1 elucidates the rationale behind the selection of the thesis topic,

the significance of the thesis, the primary objectives, key research inquiries, and the extent of the research

Chapter 2 presents a comprehensive examination of the theoretical

foundation pertaining to students' attitudes and the learning environment

Chapter 3 elucidates the research methodology, encompassing a

comprehensive depiction of the research method employed for the purpose of data collection and analysis

Chapter 4 presents the statistical outcomes derived from the data

collection instruments The findings have been thoroughly examined and elucidated in order to effectively achieve the objectives and address the inquiries outlined in Chapter 1

Chapter 5 presents the principal findings of the study and proposes

activities to establish a congenial learning atmosphere that fosters positive attitudes towards students among teachers Additionally, this chapter delineates the implications of the research

CHAPTER TWO: LITERATURE REVIEW Chapter two provides a thorough analysis of the theoretical basis

concerning students' attitudes and the educational setting

According to Petty & Cacioppo (1981, p.7): “Attitude is a general and enduring positive or negative feeling about some person, object, or issue.” Attitude, as defined by Petty and Cacioppo (1981, p.7), is not just a fleeting or temporary emotional response, but rather a pervasive and enduring evaluation that individuals hold towards a person, object, or topic This evaluation can be

characterized by a range of emotions, spanning from positive to negative The term "pervasive" suggests that attitudes are not limited to specific situations or contexts but rather permeate various aspects of an individual's life They can influence how individuals perceive and interact with others, how they approach and engage with objects or products, and how they form opinions and make decisions Furthermore, attitudes are described as lasting, indicating that they are not easily changed or modified They tend to be deeply ingrained and resistant

to change, often persisting over time This durability of attitudes can be attributed

to the emotional component that accompanies them, as emotions tend to have a lasting impact on individuals' thoughts and behaviors

Eagley and Chaiken (1992) defined “Attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor.” An attitude, as defined by Eagley and Chaiken (1992), is not just a fleeting thought or opinion, but rather a psychological inclination that goes beyond mere cognition It is a complex construct that encompasses both cognitive and affective components, and it manifests through the evaluation of a specific entity When we talk about an entity, it can refer to a wide range of objects, individuals, ideas, or even behaviors It could be a person, a product, a political ideology, a social issue, or any other target of evaluation The evaluation itself is the core of an attitude, as it reflects the individual's subjective judgment

of the entity in question Importantly, attitudes are not fixed or static They can vary in intensity and direction, ranging from strong favor to strong disfavor, or anywhere in between This variability is influenced by a multitude of factors, including personal experiences, social norms, cultural values, and individual differences

It could be summarized that attitude related to thoughts and feelings Moreover, attitude has been used to explain human behaviour (Baker, 1992) Attitude can be succinctly described as the amalgamation of thoughts, beliefs,

emotions, and predispositions that shape an individual's perception and response

to various stimuli and situations It encompasses a person's overall evaluation and disposition towards people, objects, events, and ideas Attitudes are not only influenced by personal experiences and social interactions but also by cultural, societal, and environmental factors attitude is a complex construct that encompasses thoughts, feelings, beliefs, and predispositions It plays a fundamental role in shaping human behavior and decision-making processes Attitudes can be explicit or implicit, conscious or unconscious, and can change over time By studying attitudes, researchers can gain valuable insights into human cognition, emotion, and behavior, leading to a better understanding of individuals and society as a whole

Affective component refers to a person’s feelings/emotions about the attitude object This component mirrors the individual's subjective experiences and can highly influence their behavior and decision-making processes Understanding the affective component is crucial for comprehending how attitudes are formed and how they shape our communications For example, in the learning English context: “I like learning English.” In this situation, because the learner likes learning English, he could be more active in English classes

Behavioral (or conative) component means the way the attitude someone has affected how he/she behaves The way someone regards and evaluates the

world around them has a critical impact on how they act and interact with others Understanding the relationship between attitudes and behavior is necessary for understanding human nature and predicting how individuals will act in different situations For example: when a learner thinks that English is important, he tends

to study harder

Cognitive component concerns a person’s faith/knowledge/thoughts about

an attitude object It refers to the thoughts and ideas that individuals have about

a certain topic, which could be based on personal experiences, facts, or cultural factors For example: “I believe that English is important.”

An individual’s attitude toward an object, person, issue, or situation is made up of these three components

In this research, the affective component of an attitude refers to the feelings (some feelings like liking, disliking, love, hate, fear, etc.), the behavioral component relates to how students behave, the cognitive component of an attitude refers to the beliefs and thoughts of students have towards learning English at school

2.1.1.3 Definitions of language attitudes

According to Vera Regan (as cited in (Richards et al 1992, p 314), language attitude is defined as follows:

“attitudes which speakers of different languages or language varieties have towards each other’s languages or to their own language Expressions of positive

or negative feelings towards a language may reflect impressions of linguistic difficulty or simplicity, ease or difficulty of learning, degree of importance, elegance, social status, etc.”

The perspectives held by individuals who speak different languages or dialects towards each other's languages or their own language can be referred to

as attitudes These attitudes can be positive or negative and may be influenced

by various factors such as the perceived complexity or simplicity of the language,

the ease or difficulty of learning it, its level of importance, its elegance, and its social status It is important to note that attitudes towards languages are not fixed

or universal They can change over time, influenced by factors such as exposure

to different cultures, education, media, or personal interactions Additionally, attitudes towards a language can vary within a community or even among individuals who speak the same language, highlighting the complexity and subjectivity of language attitudes

As claimed by Keskinbıçkı, Hazal (as cited in Çolak, 2019)

The term “language attitude” refers to the positive or negative thoughts individuals or communities have towards their heritage and the dominant language in the society they live in, and the value they attribute to these languages in various social processes

The concept of "language attitude" pertains to the favorable or unfavorable opinions that individuals or communities hold towards their cultural heritage and the prevailing language in their society It also encompasses the significance they assign to these languages in different social contexts Language attitude is a complex and multifaceted concept that reflects the subjective evaluations and perceptions individuals or communities have towards their cultural heritage and the prevailing language in their society It plays a crucial role in shaping language maintenance, language shift, language policy, and language planning decisions

at both individual and societal levels

Another definition of the term “language attitude” in The Longman Dictionary of Language Teaching and Applied Linguistics (1992):

The attitudes which speakers of different languages or language varieties have towards each other’s languages or to their own language Expressions of positive or negative feelings towards a language may reflect impressions of linguistic difficulty or simplicity, ease or difficulty of learning, degree of

importance, elegance, social status, etc Attitudes towards a language may also show what people feel about the speakers of that language (p.198)

The perspectives held by individuals who speak different languages or dialects towards each other's languages or their own language can vary The way people express positive or negative sentiments towards a language can be influenced by their perception of its complexity or simplicity, the ease or difficulty of learning it, its level of significance, its elegance, social standing, and more Additionally, attitudes towards a language can also reveal individuals' opinions about the speakers of that particular language The perspectives held by individuals who speak different languages or dialects towards each other's languages or their own language can vary greatly These perspectives are shaped

by a multitude of factors, including cultural background, personal experiences, and societal influences attitudes towards a language can reveal individuals' opinions about the speakers of that particular language Stereotypes and prejudices can shape these attitudes, leading to generalizations or biases towards certain language communities For example, individuals may hold positive or negative views about a language based on their perceptions of the intelligence, education, or cultural background of its speakers

Ruth Kircher and Lena Zipp mentioned "language attitudes" in their research and explained it very clearly According to the understanding of attitudes in general, language attitudes are traditionally defined as any emotional, cognitive, or behavioral indicators of evaluative reactions towards different varieties and their speakers, or more broadly, their users It is worth noting, however, that there may be inconsistencies among these three components For example, in the case of the Canadian province of Quebec, Oakes (2010) explains that it is not uncommon for young Francophone Quebecers to have a stronger emotional attachment to French than to English, while still recognizing the

importance of English in today's globalized world, and therefore learning and using English for socio-economic reasons

Given that language attitudes are reflections of individuals' attitudes towards the corresponding language users, it can be concluded that language attitudes do not inherently indicate linguistic or aesthetic quality Instead, they are contingent upon one's understanding of the social connotations that specific language varieties hold for those familiar with them, as well as the levels of status, prestige, or appropriateness conventionally associated with these varieties within particular speech communities (Cargile et al., 1994: 227) This notion was supported by the experiments conducted by Giles and his colleagues, which aimed to disprove the "inherent value" hypothesis and validate the "imposed norm" hypothesis (Giles et al., 1974, 1979) Language attitudes should thus be regarded as manifestations of social convention and preference that, in turn, indicate an understanding of the status and prestige attributed to the users of these linguistic variations (Edwards 1982: 21)

2.1.1.4 Language attitudes: construct and measurements

According to Chengchen Li & Li Wei, in accordance with the tripartite model of attitudes in social psychology, language attitudes are commonly characterized as a collection of beliefs, emotions, and behavioral intentions towards diverse language varieties (Dragojevic, 2016) The measurement of language attitudes has traditionally relied on the utilization of Likert rating scales (Soukup, 2013), and the ensuing apprehensions can be succinctly outlined Initially, it should be noted that despite the widespread adoption of the tripartite definition of language attitude in numerous studies, the measures employed do not adequately reflect the corresponding conceptual structure This incongruity between conceptualisation and measurement of language attitude is a notable concern

Additionally, there has been a general lack of transparency in the development of scales For instance, the sources for the generation of item pools remain unclear, as evidenced by studies conducted by Bourhis (1983), Dewaele

et al (2018), Qu (2017), and Xie and Cavallaro (2016) How are the items developed or modified? (Ng and Zhao, 2015; Yang, 2016) Rezaei, Latifi, and Nematzadeh (2017) represent an exception in that they have provided a relatively transparent development process However, the psychometric properties of the measures were not assessed or reported This raises our third concern regarding the validation of language attitude measures: to what extent are the existing scale measures valid and reliable? As previously stated, language attitudes have been defined as a three-factor construct Nevertheless,

it is surprising that few empirical studies have statistically validated the prior theoretical model using confirmatory factor analysis or other alternatives Furthermore, a significant number of empirical investigations have utilized specific scale measures to scrutinize the language attitude profiles of particular groups, without disclosing any psychometric properties of the measures (e.g.,

Li, 2022; Ng and Zhao, 2015; Qu, 2017; Xie and Cavallaro, 2016; Yang, 2016) However, it is ideal to evaluate the following validity and reliability for newly-developed scales: Construct validity, discriminant validity, convergent validity, criterion validity, predictive validity, internal consistency, and item-total correlation (Dörnyei and Dewaele, 2023)

2.1.1.5 The characteristics of language attitudes

According to Agheyisi and Fishman (1970), language attitudes are considered to be the most crucial concept in sociolinguistics Ryan (1982) defines attitude as a learned disposition towards a person or a group of objects, encompassing thoughts, emotions, and behaviors This definition highlights the emotional responses associated with attitudes, both positive and negative Language attitudes not only involve affective aspects but also extend to thoughts

and behaviors Additionally, Oppenheim (1982, cited in Garrett 2010) incorporates cognitive and behavioral elements in his definition, emphasizing that attitudes are abstract constructs that cannot be directly observed Attitudes are an integral part of mental life and manifest themselves through various observable processes such as stereotypes, beliefs, verbal expressions, reactions, ideas, opinions, selective memory, emotions like anger or satisfaction, and other behavioral characteristics

According to Bauer and Trudgill (1998), the concept of language attitude suggests that "everyone has an accent except me." This viewpoint emphasizes that our accent plays a crucial role in defining and expressing our identity The variations in speech sounds used by individuals can be perceived as a reflection

of their unique sense of self Bauer and Trudgill (1998) argue that accent serves

as a medium through which listeners can "read" various aspects of a speaker's background, such as their place of birth, upbringing, gender, and even their geographical movements throughout their life Hence, it is an indisputable truth that every individual possesses a distinct accent, which serves as a means to convey information about their identity and personal history This, in turn, suggests the potential existence of forensic applications Moreover, it is argued that the official language of a nation is considered to be devoid of any accent, while non-standard speakers are deemed to possess accents However, it is important to note that standard languages have their origins in language variations that already exist within specific social groups Consequently, it is asserted that individuals who adhere to standard languages are perceived to possess greater economic and political competence compared to those who speak with a different accent (Bauer and Trudgill, 1998) The concept of the "co-construction of reality" emphasizes that differences only arise when people actively create them One implication of this principle is that certain varieties of language are considered socially superior and hold more prestige On the other

hand, accents that individuals are unfamiliar with and have only encountered occasionally tend to be stereotyped and stigmatized This phenomenon is closely tied to people's perceptions of language "correctness" and their attitudes towards variations that sound more pleasant or intelligent A study conducted by Ryan (1982) provides an example of this, as Mexican and Anglo-American children displayed a preference for Standard English over accented speech, demonstrating more positive attitudes towards the former

According to Ryan (1982), there exists a language attitude suggesting that certain languages possess a higher level of aesthetic appeal compared to others For example, the sounds of Italian are often regarded as sophisticated, elegant, and vibrant, evoking positive emotions in listeners and generally creating a more pleasant atmosphere for its speakers Conversely, German, Arabic, and certain East-Asian languages are commonly perceived as harsh, gloomy, and unpleasant-sounding This perception is encapsulated by the "inherent value hypothesis." Supporters of this viewpoint argue that certain languages and their accents possess an inherent attractiveness that sets them apart from others Unlike what some may believe, this preference is not solely influenced by historical or societal factors, but rather stems from the biological predisposition towards certain forms of speech that are considered pleasant Consequently, certain language variations are regarded as prestigious, while others are deemed unappealing, making it unlikely for the latter to gain dominance or become the standard A renowned language scholar and historian has even suggested that if one were to compare each vowel sound in Standard British English with its equivalent in non-standard accents, an impartial observer would undeniably find the former to be the most pleasing and melodious In a prior study, individuals from the United Kingdom were surveyed to assess the desirability of residing in different cities, as well as to rate the appeal of the accents in these regions The findings revealed a strong correlation between these two assessments Ryan

(1982) has provided evidence to support the notion that people's aesthetic judgments and their attitudes towards language varieties, whether positive or negative, are influenced by cultural norms and social connotations

2.1.1.6 Factors affecting EFL students’ attitudes

According to Getie (as cited in Mai and Thao, 2022), there are numerous factors that influence the attitudes of English as a Foreign Language students towards the process of language acquisition There were two primary factors that influenced the attitudes of English as a Foreign Language students towards their English learning in their academic pursuits, specifically internal and external factors

Internal Factors

The concept of students' confidence can be defined as their personal convictions regarding their abilities to successfully perform or finish tasks (Brown, 1994) According to Krashen (1998), students' confidence plays a crucial role in facilitating their academic accomplishments It is worth noting that students' self-confidence and self-efficacy are often used interchangeably (Ehrman, 1996) In terms of the relationship between students' self-confidence and their attitudes towards learning English, Skehan (1989) suggested that English as a Foreign Language (EFL) teachers who are able to promote students' self-efficacy can enhance their motivation and cultivate positive attitudes towards English learning

Moreover, there exists a positive correlation between students' inclination

to take risks and their academic accomplishments, as supported by various studies (Dulay, 1982; Skehan, 1989; Larsen & Long, 1991; Brown, 1994) The willingness of students to take risks also influences their level of engagement in classroom activities, as demonstrated by the research conducted by Larsen and Long (1991) Specifically, students who harbor concerns about receiving disapproval from their peers and instructors tend to refrain from participating in

discussions or expressing their thoughts Consequently, the extent to which students are willing to take risks significantly impacts their attitudes towards the process of learning English Additionally, it is worth noting that students' anxiety levels can potentially diminish their positive attitudes towards English learning,

as indicated by Ehrman's study in 1996

In addition, it has been observed that anxiety frequently manifests in listening and speaking classes, impeding students' active involvement in English language courses (Spolsky, 1989) Additionally, Alemi et al (2015) have highlighted the detrimental impact of inadequate vocabulary on students' anxiety levels Consequently, EFL instructors are faced with the task of establishing a nurturing and cooperative learning environment to alleviate students' anxiety and foster a positive outlook towards their English language acquisition

External Factors

According to Getie (2020), the duration of learning time has a significant impact on the academic achievements and attitudes of EFL students Specifically, Getie (2020) posited that the quantity of hours allocated for English classes would have a direct bearing on the students' level of proficiency Additionally, the extent to which students are afforded opportunities to engage in English language practice is a crucial determinant of their attitudes towards the language (Pride, 1979; Krogh, 1990) For example, students who are provided with ample opportunities to practice English are more likely to acquire a better grasp of the language than those who are deprived of such opportunities

Without a doubt, the teacher assumes a crucial and indispensable role in the learning process of students First of all, the establishment of a positive and effective interaction between students and their teachers has the potential to shape their attitudes towards the acquisition of the English language (Day & Ford, 1998) As asserted by Spolsky (1972), the absence of communication between teachers and students renders teaching ineffective Secondly, apart from the

student-teacher interaction, various teacher-related elements such as their personalities, expertise, enthusiasm, and dedication significantly influence students' perspectives towards the process of learning English (Spolsky, 1969; Dornyei, 2001; Getie, 2020) Dornyei (2001) elucidated that teachers are frequently regarded as role models by their students, consequently leading to the adoption of their teachers' beliefs, attitudes, expectations, and corresponding behaviors Thirdly, the manner in which educators perceive their pupils has a significant impact on the latter's emotions and attitudes towards the acquisition

of the English language

According to the findings of Larsen and Long (1991), students are inclined

to express gratitude towards their instructors when they sense a positive disposition from them This, in turn, leads to heightened motivation to engage in classroom activities and enhance their academic performance Conversely, the attitudes of students towards their teachers also have a bearing on their outlook towards English learning, as posited by Krashen (1998) Students' favorable attitudes towards the subject would manifest if they held a positive regard for their instructors and acknowledged them as a credible source of knowledge Consequently, the academic achievements of students and their enthusiasm for the acquisition of English language skills would be enhanced Ultimately, the efficacy of a teacher's classroom management abilities assumes a pivotal role in ascertaining the willingness of students to engage in the learning process In certain nations where the quality of teaching and learning is suboptimal, it is imperative that educators possess the skills to manage a range of challenges, including but not limited to the operation of functional equipment in varying environmental conditions, the facilitation of instruction in well-lit or dimly-lit classrooms, the maintenance of optimal ventilation, and the management of student misbehavior (Wilkins, 1974; Conteh, 2002) As a result, teachers who are adept at navigating these obstacles are better equipped to deliver effective

instruction and foster positive attitudes towards the acquisition of the target language among their students

According to Getie's (2020) findings, teachers rely on a variety of resources to effectively impart knowledge and facilitate learning among their students It has been established that teaching and learning materials have a direct impact on students' academic performance (Wilkins, 1974) Such materials encompass a range of items, including but not limited to textbooks, workbooks, writing implements, chalk, blackboards, visual aids, audio recordings, televisions, radios, reading materials, and access to a library The aforementioned literature sources, including Wilkins (1974), Wlodkowski (1993), Tomlinson (1998), and Guariento & Morley (2001), have established that various materials have an impact on students' attitudes towards the process of learning English As

a result, the development of materials that cater to students' demands and requirements has the potential to enhance their attitudes towards English learning

2.1.2 Attitudes and language learning

The role of attitude in learning second language has been referred in many studies

According to Gardner (as cited in Hue and Tuyen, 2023), attitude is one

of the most important factors in learning a new language; moreover, (as cited in Saidat, 2010), one of the key variable in language acquisition is attitude When learning a new language, a positive and open attitude is crucial to success Learning a new language could be challenging and learners with a positive attitude are more likely to stay motivated and committed to their language learning journey

Jain and Sidhu (2013) found that attitude is an important factor in being successful in language learning Same as Kudo (1999, p.7) stated that “attitudes may play a very important role in language learning, as they would appear to influence students’ success or failure in their learning” Attitude affects the

learners' ability to endure through difficult times Language learning could be frustrating, especially when learners encounter complex grammar structures or attempt to pronounce certain sounds However, a positive attitude allows learners

to come over these challenges

More specific, Karahan (2007, p.84) finds out that “positive language attitudes let learner have a positive orientation towards learning English” When learners are encompassed by positive language attitudes, such as encouragement and support from teachers and peers, they could feel more motivated and confident in their abilities

In conclusion, attitude plays an important role in language learning and somewhat affect learning achievement It also bricks the way for successful language acquisition and a lifelong love for the English language

2.1.4 Learning environment

2.1.4.1 Definitions of learning environment

The term “learning environment” has been defined by The glossary of

education reform (2013) as following:

Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn Since students may learn in a wide variety

of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example

The term also includes the culture of a school or class—its main and other characteristics, including the way individuals communicate with and behave towards one another—as well as how teachers might arrange an educational setting to support learning—e.g., by holding classes in related natural ecosystems, gather desks in distinct ways, adorning the walls with learning materials, or use audio, visual, and digital technologies

Students can learn in a variety of ways in different environments and settings The objective is to establish a learning atmosphere that enhances the ability of students to learn The fact that there are infinite learning environments make teaching so fascinating

According to Wikipedia, “learning environment” is defined as following: The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur The term is commonly used as a more definitive alternative to "classroom",[1] but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy

The learning environment is a complex combination of human practices and material systems, similar to how an ecology is a combination of living things and the physical environment The interplay between these elements shapes the culture, atmosphere, and functionality of the learning environment, much like how the combination of living things and the physical environment shapes an ecosystem Recognizing and understanding this interconnectedness is crucial for creating effective and enriching learning environments that foster growth, creativity, and lifelong learning

In this research, the term “learning environment” is defined as “social, physical, psychological, and pedagogical contexts in which learning occurs and which affect student achievement and attitudes” (Fraser, 2012) More specific,

“learning English environment” refers to the social, physical, psychological, and educational environments in which learning English takes place and which have

an impact on students' academic performance and attitudes

2.1.4.2 Dimensions of learning environment

According to Merriam and Brockett (2007), learning environment includes three dimensions namely physical, pedagogical, and psychosocial The

researcher would focus on physical dimension and pedagogical dimension of learning English environment

Physical dimension

According to Hannafin and Land (1997), the physical dimension refers to the physical components of a learning environment, consisting of technologies, equipments and furniture In a learning environment, the physical structure includes the layout and design of classrooms, libraries, and other learning spaces

Physical learning environment has been defined by Western Gorvernors University (2021) as following:

This category is all about the design of a classroom, including how it’s laid out to influence learning, and which spaces are designated for learning activities This can include the furniture that’s used to fill the space and even the equipment a teacher relies on to enhance the learning experience

Another definition of physical learning envvironment by Roiha, Anssi and Polso, Jerker (2021, p.8): “Physical learning environment refers to the physical spaces where learning happens and the tangible objects in them.” It encompasses classrooms, libraries, laboratories, and other educational settings

It could be seen that classrooms play a crucial role in learning environment; therefore, the researcher would pay attention on classroom decoration

Pedagogical dimension

Pedagogy is a term that encompasses everything related to the educational and teaching process, as well as formal and informal learning in various environments and contexts (Baltodano,, M & Gomez-zermeno, M G, 2017) Pedagogy is a fundamental element in education that encompasses all aspects of the teaching and learning process It is not limited to formal classrooms but extends to informal learning environments as well

Hannafin, M., & Land, S M (1997, p.174) stated about pedagogical dimension of a learning environment as following:

Pedagogical influences focus on the activities, methods, and structures of the learning environment; pedagogical foundations emphasize how an environment is designed and its affordances are made available In concert with

an underlying psychological model, they provide the basis for the methods and strategies employed and the ways in which to-be-learned content is organized

In this research, some activities to build-up and develop learning environment, such as English festival at school, would be examined

2.1.4.3 Benefits of a conductive learning environment

According to Dhanapala (2021), a conducive learning environment in the context of English as a Second Language can result in significant benefits for learners, several of which are outlined below

Theatre Effect

Effective learning cannot occur in isolation The provision of amenities such as audio-visual systems, multimedia, podiums, flexible seating arrangements with ample provisions for movement, and other arrangements are contributory factors that create a theatrical effect In a theatrical setting, what we perceive or experience is not authentic or real, but rather enhanced When addressing an audience, the use of a sound system is more appealing than delivering a speech without any device This phenomenon can be referred to as the "theatrical effect." Classrooms that are equipped with enhanced facilities or resources in the learning environment are more likely to have a positive impact

on students' learning

Student Motivation

Empirical research has demonstrated a positive correlation between student motivation and an improved learning environment (Mathews, 1991; Knight & Waxman, 1990) Learning environments that offer audio-visual study conditions, well-organized classrooms with ample learning spaces, and e-learning facilities have been shown to enhance student motivation, which in turn

leads to academic achievement Alzubaidi et al (2016) conducted a study to investigate the relationship between students' learning environment and their level of motivation Their findings revealed a strong correlation between students' learning environment and their motivation and self-regulation-related gains Additionally, Baeten et al (2013) demonstrated that an enhanced learning environment can influence students' autonomous motivation

Accessibility for Materials

An enhanced learning environment should encompass a variety of learning and self-access resources, including task sheets, activity cards, reference books, and e-learning software These resources are crucial in improving academic performance in the context of English as a Second Language Recognizing that the role of the teacher alone cannot fulfill the act of learning, students require additional avenues and resources, such as library books and similar materials, to facilitate their learning process Therefore, it is imperative for universities and educational institutes to be cognizant of the materials and resources that should

be incorporated into the learning environment, ensuring easy accessibility for students

Environment for Interaction

Communicative Language Teaching has been widely recognized as a highly influential and effective pedagogical approach in the field of Second Language Teaching The emergence of CLT in the 1970s and 1980s generated a great deal of enthusiasm among language educators [30] (Richards, 2006) The primary objective of this approach was to develop communicative competence

in language learning To achieve this goal, Communicative Language Teaching emphasized the importance of interaction as a unique requirement for students to practice and communicate using the target language This was facilitated through pair work and group work, which were considered essential components of the Communicative Language Teaching approach to language teaching Due to the

inability of traditional classrooms to meet the physical requirements imposed by the Communicative Language Teaching, it became imperative for English as a Second Language experts to devise improved learning environments that offer sufficient space for students to move and contemplate, as well as flexible desks and chairs to facilitate collaborative work in pairs and groups

Technology Embedded Enhanced Learning

The incorporation of digital technology within the learning environment

is an imperative necessity in order to facilitate improved learning outcomes The fundamental amenities encompassed within the notion of the learning environment range from audio systems to multimedia projectors and computer-assisted learning resources These learning environments enable students to acquire knowledge at their own pace by accessing educational software, deliver presentations in the classroom in the presence of their peers, familiarize themselves with foreign accents through listening and learning, and complete tasks and assessments on computers before submitting them

2.1.4.4 Impact of learning environment

a The School Learning Environment

Dr Ngozi Ohakamike-Obeka has extensively discussed the issues related

to the learning environment in his research as below:

Egim (2003) defines the school physical environment as encompassing various elements such as buildings, classrooms, furniture, equipment, instructional materials, laboratories, libraries, and play grounds Additionally, it includes walls, machinery, decorative objects, and audio-visual equipment Similarly, Mitchell (2008) emphasizes that the design and structure of the school environment contribute to its physical appearance, which can influence the initial judgments of parents and friends regarding the quality of education provided These factors also impact the perception and choice of learning experience for both parents and students Nevertheless, in Nigerian educational institutions, it

is evident that the learning environment is often neglected, resulting in a detrimental impact on students' attitudes towards their educational experiences and subsequently affecting their academic achievements It is a frequent occurrence to witness poorly maintained school premises, with scattered papers littering the compound, dusty and untidy classrooms, as well as roofs, doors, and windows in disrepair Uzoegwu (2000) states that the school environment encompasses various elements such as classrooms, libraries, laboratories, sports fields, and furniture like chairs and desks for students, as well as tables and chairs for teachers Additionally, instructional materials are also considered part of the school environment However, Uzoegwu notes that there is a lack of sufficient facilities to effectively implement government language policies It is evident that the learning conditions in many Nigerian secondary schools are far from ideal Arshad, Tahira, and Ahmad (2009) emphasize the significance of the school environment as a crucial resource for education They argue that various factors within the school environment contribute to the creation of an academic atmosphere that fosters students' attitude and achievement in English language Similarly, Akpofure and N'dipu (2000) highlight the importance of schools maintaining a manageable capacity in utilizing classrooms, libraries, and laboratories to ensure effective teaching and learning They believe that this approach will ultimately lead to a high-quality school-learning environment According to Ogiegbaen (2004), various factors such as students' learning environment, cognitive abilities, self-esteem, self-concept, study habits, and motivation have an impact on their academic success Undoubtedly, the school-learning environment plays a crucial role in the English teaching and learning process, ultimately influencing students' achievement and attitude towards the target language The school environment encompasses both human and material resources that facilitate effective learning The Teaching and Learning International Survey (2009) acknowledges this significance: