Students’ Motivations and Attitudes towards Learning English as a Foreign Language

Abstract

This study is an investigation into the factors that affect foreign language learning, focusing on motivation and attitudes in an attempt to find out whether they enhance or hinder the process of learning a foreign language. It aims at measuring and identifying students’ motivation and attitudes towards learning English as a foreign language. The researcher creates three hypothesis, firstly, there is a positive correlation between motivation and achievement among first-year students at Al-neelain University, English Language Department. Secondly, the first-year students at Al-neelain University, English Language Department have negative attitudes to learn English language as a foreign language. Finally, the first-year students at Al-neelain University, English language Department have an instrumental motivation rather than integrative motivation. To examine these hypotheses, the researcher used a questionnaire for students, taking into his consideration the process of learning English as a foreign language. The sample of this study were seventy students at Al-neelain University, English Language Department targeting first-year level. The data that obtained from the subject were processed and analyzed by using statistical software called (SPSS) and the results were critically described and discussed. The findings of the study according to the first hypothesis confirmed that there is a positive correlation between motivation and achievement among first-year students at Al-neelain University, English Language Department. In the second hypothesis the study confirmed that these students have negative attitudes towards learning English as a foreign language. In the third hypothesis the study confirmed that these students have instrumental motivation to learn English language. In the light of the findings of the study, firstly, I recommended that students’ awareness of the importance of English language in their future career should be increased by encourage them to participate in different communicative activities. Secondly, I recommended to use Computer-assisted Language Learning Programs to facilitate the process of learning English language. Finally, I recommended that universities instructors should give part of their time for training the students the four skills of English language.