Motivation and attitude of language learning among students (Case study: Mashhad University of Medical Sciences and Ferdowsi University)

Document Type : Original Article

Authors

1 Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran

2 Department of Statistics and Epidemiology, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.

Abstract

Introduction: Today, learning English is an undeniable necessity because English is the language of science and training of different disciplines at higher levels and science production is done in English. A variable motivation is to be remembered in the learning category as a fundamental pillar.
Materials and Methods:In this cross-sectional study, 607 students of Mashhad University of Medical Sciences and Ferdowsi from faculties of Health, Nursing and midwifery, paramedical, medicine, dentistry, pharmacy, agriculture, geological, veterinary and biology who were studying in the third semester, were studied during the academic year 98-1397. In this study, the faculties of Mashhad University of Medical Sciences and Ferdowsi University were selected. Stratified sampling method was set up. In this study, the motivation and attitude of English language Learning (Gardner) questionnaire was used.
Results: The mean score of total attitude and knowledge in Ferdowsi University was 109.29 ± 16.04 and in the University of Medical Sciences was 108.91 ± 17.39. 2.1% of the students had poor motivation and attitude, 24.7% mean, 64.7% good and 8.4% had a good motivation and attitude to learn. By assessing the score of attitude and motivation, the students had a positive attitude towards the language, but the motivation of language was not favorable among students. There was a significant relationship between students ' motivation and their educational level (P < 0.05) as students were more motivated. There was no significant difference between student motivations of two universities. There was no significant relationship between motivation and degree of study (P > 0.05).
Conclusion: The students of two universities--without significant differences had a good attitude toward language learning. However, the motivation score was not as desirable. Not using the books and resources of the original language, inappropriate employment, or lack of employment, economic difficulties and so on can be from motivational impediments.

Keywords

References

1.            Flaitz J. French attitudes toward the ideology of English as an international language. World Englishes. 1993;12(2):179-91.
2.            Ayati M, Akbari Boring M, Paydar F, Roudi Aliabadi S. The Effects of Syllabus-based General English Language Teaching on Learning English Language Motivation, Attitude and Self-efficacy in Students of Birjand University of Medical Sciences. Journal of Birjand University of Medical Sciences. 2018;25(0):93-106. Persian.
3.            Pishghadam R. The Relationship between English Language Learning Strategies and Gender and Dominant English Language Learning Strategies in Iranian Learners. Journal of faculty of Literature and Humanities, University of Tabriz. 2008;51(127):52-23. Persian.
4.            Bassano S. Helping learners adapt to unfamiliar methods. ELT journal. 1986;40(1):13-9.
5.            Altan MX. Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education. 2006;31(2):5.
6.            MacIntyre PD. Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal. 2007;91(4):564-76.
7.            Lennartsson F. Students' motivation and attitudes towards learning a second language:-British and Swedish students' points of view. The digital vetenskapliga arkivet Journal, Vaxjo University. 2008.
8.            Csizér K, Kormos J. Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. Motivation, language identity and the L2 self. 2009:98-119.
9.            Shirbeigi N, Azizi N. The Study of Motivation and Attitude of Two Iranian Students toward English Language Learning. Iranian Higher Education. 2010;3(1):23. Persian.
10.          Mesbah M, Faghani M, Adib M, Salamat F. Effect of task based teaching on reading and comprehension skills of midwifery students. Journal of holistic nursing and midwifery. 2014;73(24). Persian.
11.          Akpınar E, Yıldız E, Tatar N, Ergin Ö. Students’ attitudes toward science and technology: an investigation of gender, grade level, and academic achievement. Procedia-Social and Behavioral Sciences. 2009;1(1):2804-8.
12.          Oxford R, Shearin J. Language learning motivation: Expanding the theoretical framework. The modern language journal. 1994;78(1):12-28.
13.          Chun D, Kern R, Smith B. Technology in language use, language teaching, and language learning. The Modern Language Journal. 2016;100(S1):64-80.
14.          Vinagre M. Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning. 2005;18(5):369-88.
15.          Farrokhi-Khajeh-Pasha Y, Nedjat S, Mohammadi A, Rad EM, Majdzadeh R, Monajemi F, et al. The validity of Iran’s national university entrance examination (Konkoor) for predicting medical students’ academic performance. BMC medical education. 2012;12(1):60.
16.          DeKeyser, R.M. (2017). Age in Learning and Teaching Grammar. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). 2018:1-6.
17.          Kazemi Malekmahmudi M, Kazemi Malekmahmudi S. Attitude of Iranian Students towards Learning the English Language. Journal of Clinical and Basic Research. 2018;2(2):35-9.
18.          You C, Dörnyei Z. Language Learning Motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics. 2014;37(4):495-519.
19.          McInerney DM, Cheng RW-y, Mok MMC, Lam AKH. Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics. 2012;23(3):249-69.
20.          Dörnyei Z. The motivational basis of language learning tasks. Individual differences and instructed language learning. 2002;2:137-58.
21.          Julian ER. Validity of the Medical College Admission Test for predicting medical school performance. Academic Medicine. 2005;80(10):910-7.
22.          Dordi-nezhad F. Construction, Validation and Reliability of the Foreign Language Attitude and Motivation Questionnaire. Language Related Research. 2015;6(2):107-28. Persian.
23.          Hashemi Z, Hadavi M, Rezaeian M. The Impact of Motivation on English Language Acquisition among Medical and Dentistry Students at Rafsanjan University of Medical Sciences. Journal of Rafsanjan University of Medical Sciences. 2012;11(1):35-44. Persian.
24.          Kiziltepe Z. Attitudes and motivation of Turkish EFL students towards second language learning. ITL-International Journal of Applied Linguistics. 2000;129(1):141-68.
25.          Benson MJ. Attitudes and motivation towards English: A survey of Japanese freshmen. RELC journal. 1991;22(1):34-48.
26.          Tahaineh Y, Daana H. Jordanian undergraduates’ motivations and attitudes towards learning English in EFL context. International review of social sciences and humanities. 2013;4(2):159-80.
27.          Gömleksiz MN. An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia-Social and Behavioral Sciences. 2010;9:913-8.
28.          Gardner RC. Attitudes and motivation: Their role in second-language acquisition. TESOL quarterly. 1968;2(3):141-50.
29.          Koizumi R, Matsuo K. A longitudinal study of attitudes and motivation in learning English among Japanese seventh-grade students. Japanese Psychological Research. 1993;35(1):1-11.
30.          Clément R, Gardner RC, Smythe PC. Motivational variables in second language acquisition: A study of francophones learning English. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 1977;9(2):123.
Future of Medical Education Journal
Volume 10, Issue 3
September 2020
Pages 13-20

Files

Share

How to cite

Statistics