An evaluation of English non-majored freshmen’s attitude towards EFL learning at Can Tho University of Technology

Journal Title: International Journal of TESOL & Education - Year 2021, Vol 1, Issue 2

Abstract

Globalization has brought not only opportunities but also challenges to English teaching and learning. In the context of the Mekong Delta, Vietnam, teaching English for non-majored students still faces lots of challenges due to several factors. The present study aims to shed light on factors affecting English non-majored freshmen's language attitude towards EFL learning at Can Tho University of Technology (CTUT). Questionnaires were delivered to 662 English non-majored freshmen, and interviews were conducted with 29 students and 6 English teachers. The results showed that both students and teachers emphasized the significance of EFL learning and teaching in a globalized world. Although the students have acknowledged the importance of the English language, they did not show high motivation in EFL learning. The results also showed that learning materials, lecturers, and peers were positive factors, whereas home learning environment, personality and habits, and interests negatively affected English non-majored freshmen's attitude. Additionally, the results also indicated students' preference and appreciation for lecturers' related-factors, whereas the teachers denoted that most of the students showed negative attitudes in their EFL learning. From these findings, several approaches were discussed in order to enhance students' English language attitude, resulting in improving students' outcomes in EFL learning at CTUT.

Authors and Affiliations

Thien Quynh Tran Tran, Thi Minh Nguyet Nguyen, Thu Thuy Luu, & Thi Bich Ngan Pham

Keywords

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  • EP ID EP697361
  • DOI -
  • Views 107
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How To Cite

Thien Quynh Tran Tran, Thi Minh Nguyet Nguyen, Thu Thuy Luu, & Thi Bich Ngan Pham (2021). An evaluation of English non-majored freshmen’s attitude towards EFL learning at Can Tho University of Technology. International Journal of TESOL & Education, 1(2), -. https://europub.co.uk/articles/-A-697361