Research Article
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Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction

Year 2019, Volume: 15 Issue: 3, 831 - 848, 01.10.2019
https://doi.org/10.17263/jlls.631523

Abstract



























































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Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction



This study aimed at investigating
attitudes and perceptions of second year students studying at Gendarmerie
Non-Commissioned Officers Vocational College towards English instruction.
Attitudes of students were examined by focusing on the levels of attitudes as
low, moderate, and high. The three dimensions of an attitude; importance,
enjoyment, and anxiety which were extracted through factor analysis were also
explored. The students’ perceptions were studied in relation with the
dimensions of General English courses namely; objectives, content, learning
activities, materials and evaluation procedures. The study also explored
whether the learners’ perceptions differed according to their level of
attitudes. The sample of this study was consisted of 308 second year students
studying at Gendarmerie Non-Commissioned Officers Vocational College. The data
were collected through an attitude scale and a perception questionnaire and
were analyzed descriptively and through chi-square test by using IBM SPSS 22.0.
The results of the study revealed that majority of the participants held
moderately low attitudes towards English language learning and teaching
process. The students also displayed moderately low attitudes regarding each of
the three dimensions of attitude. The perceptions of the students revealed that
General English courses need improvement. Furthermore, it was found out that
some of the students
perceptions varied according to their level of attitudes. In conclusion,
based on the students’ preferences and perceptions, in alliance with their
attitudes, suggestions and recommendations were made to improve the General
English courses in Gendarmerie Non-Commissioned Officers Vocational College.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Aksoy, Nur



Affiliated
institution (University)



 



Country



 



Email
address



 nur2634@gmail.com



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



 Meral



Affiliated
institution (University)



 Aksu



Country



 



Email
address



 aksume@metu.edu.tr



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning English language: The case of libyan secondary school students. Asian Social Science, 8(2), 119–135. doi:10.5539/ass.v8n2p119
  • Aiken, L. R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5, 67–71.
  • Al-Tamimi, A., & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9(2), 29–55.
  • Barkhuizen, G. P. (1998). Discovering learners’ perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85–108.
  • Beasley, T. M., & Schumacker, R. E. (1995). Multiple regression approach to analyzing contingency tables: Post hoc and planned comparison procedures. The Journal of Experimental Education, 64(1), 79–93.
  • Brantmeier, C. (2005). Nonlinguistic variables in advanced second language reading: Learners' self-assessment and enjoyment. Foreign Language Annals, 38(4), 494–504.
  • Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49–54.
  • Brown, A. V. (2009). Students ’ and teachers ’ perceptions of effective foreign language teaching : A comparison of ideals. The Modern Language Journal, 93(1), 46–60.
  • Bulut, T., Durak Üğüten, S. (2003). The importance of students perceptions in language teaching. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(11), 90–99.
  • Chan, M. (2009). What learning contracts reveal about university students’ attitude towards English language learning. The International Journal of Learning, 16(9), 19–31.
  • Crookes, G., & Schmidt, R. W. (1991). Motivation : Reopening the research agenda. Language Learning, 41(4), 469–512. doi:10.1111/j.1467 1770.1991.tb00690.x
  • Çakıcı, D. (2007). The Attitudes of university students towards English within the scope of common compulsory courses. Gazi Eğitim Fakültesi Dergisi, (27)3, 21–35.
  • Çetinkaya. (2009). Language of others: EFL students perceptions of and attitudes towards English. Ç. Ü. Sosyal Bilimler Enstitüsü Dergisi, 18(1), 109–120.
  • Garcia-Perez, M. A., & Nunez-Anton, V. (2003). Cellwise residual analysis in two way contingency tables. Educational and Psychological Measurement, 63(5), 825–839. http://doi.org/10.1177/0013164403251280
  • Gömleksiz, M. N. (2003). İngilizce duyuşsal alana ilişkin bir tutum ölçeğinin geçerlik ve güvenirliği. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 215-226.
  • Gömleksiz, M. N. (2010). An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia - Social and Behavioral Sciences, 9, 913–918.
  • Gudykunst W. B. & Schmidt, K. L. (1987). Language and ethnic identity: An overview and prologue. Journal of Language and Social Psychology, 6(3), 157–170.
  • Hawkey, R. (2006). Teacher and learner perceptions of language learning activity. ELT Journal, 60(3), 242–252. doi:10.1093/elt/ccl004
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333 340.
  • Horwitz, E.K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559–562.
  • Horwitz, E. K. (1995). Student affective reactions and the teaching and learning of foreign languages. International Journal of Educational Research, 23(7), 573–579. doi:10.1016/0883-0355(96)80437-X
  • Huck, S. M. (2004). Reading statistics and research. Boston: Pearson.
  • Hussain, M. A. (2010). The infuluence of learning environment on learners’ attitude in a foreign language setting. Language in India, 10(10), 573–588.
  • Husseın, G., Demirok, M. S., & Uzunboylu, H. (2009). Undergraduate student’s attitudes towards English language. Procedia - Social and Behavioral Sciences, 1(1), 431–433.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73 –87.
  • Kızıltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL. Review of Applied Linguistics, 141–168.
  • Kızıltepe, Z. (2003). Considering gender with attitudes and motivaition of EFL students. Education and Science, 28(130), 75–82.
  • Kiani, S. (2010). Attitudes towards English : The practice of teaching English for Academic Purposes ( EAP ) in Iranian universities, Journal of the Pacific Circle Consortium for Education, 22(2), 77–88.
  • Kobayashi, Y. (2002). The Role of gender in foreign language learning attitudes : Japanese female students ’ attitudes towards English learning. Gender and Education, 14(2), 181–197.
  • Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576.
  • Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86–92. http://doi.org/10.5430/ijhe.v2n2p86
  • Mırıcı, I. H. (2010). Influence of prestudy on foreign language learning attitude. Social Behavior and Personality: An International Journal, 38(2), 187–196. doi:10.2224/sbp.2010.38.2.187
  • Nair, G. K. S., Setia, R., Mohamad, R., Kadir, Z. B. A., Luqman, A., Vadeveloo, T., & Ngah, H. C. (2014). Attitude, parental encouragement and perception of the importance of English in English language learning. Asian Social Science, 10(3), 1–8.
  • Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9(2), 247–263. http://doi.org/10.1111/j.1473-4192.1999.tb00175.x
  • Rahman, R. (2014). A case for authentic materials in language teaching.Dialogue, 9(2), 205–215.
  • Savignon, S. J. (1976). Communicative competence: Theory and classroom practice. Paper presented at the Central States Conference on the Teaching of Foreign Languages, Detroit.
  • Savignon, S. J., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. IRAL - International Review of Applied Linguistics in Language Teaching, 41(3), 223–249. doi:10.1515/iral.2003.010
  • Schulz, R.A. (2001). Differences cultural in student and teacher perceptions concerning the role of grammar instruction and corrective feedback : USA Colombia. The Modern Language Journal, 85(2), 244–258.
  • Shirbagi, N. (2010). An exploration of undergraduate students’ motivation and attitudes towards English language acquisition, Journal of Behavioral Sciences, 20(2), 2–14.
  • Spratt, M. (1999). How good are we at knowing what learners like?. System, 27, 141–155.
  • Su, B. (2009). Effective technology integration: Old topic, new thoughts. International Journal of Education and Development using ICT, 5(2), 1–9.
  • Tahaineh, Y., & Daana, H. (2013). Jordanian undergraduates ’ motivations and attitudes towards learning English in EFL context, International Review of Social Sciences and Humanities, 4(2), 159–180.
  • Williams, K. E., & Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Foreign Language Teaching, 5(2), 181–191.
  • Yee, M., & Young, C. (2006). Macao students’ attitudes toward English: A post 1999 survey. World Englishes, 25(3-4), 479–490. doi:10.1111/j.1467 971X.2006.00468.
  • Yıldırım, O. (2012). A study on a group of Indian English as a second language learners' perceptions of autonomous learning. Turkish Online Journal of Qualitative Inquiry, 3(2), 18–29.
  • Young, D.J. (1991). Creating a low anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75, 426 –439.
  • Zafarghandi, A. M. & Jodai, Z. (2012). Attitudes toward English & English learning at an Iranian Military: A preliminary survey. Guilan University- Iran, 1–39.
Year 2019, Volume: 15 Issue: 3, 831 - 848, 01.10.2019
https://doi.org/10.17263/jlls.631523

Abstract

References

  • Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning English language: The case of libyan secondary school students. Asian Social Science, 8(2), 119–135. doi:10.5539/ass.v8n2p119
  • Aiken, L. R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5, 67–71.
  • Al-Tamimi, A., & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9(2), 29–55.
  • Barkhuizen, G. P. (1998). Discovering learners’ perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85–108.
  • Beasley, T. M., & Schumacker, R. E. (1995). Multiple regression approach to analyzing contingency tables: Post hoc and planned comparison procedures. The Journal of Experimental Education, 64(1), 79–93.
  • Brantmeier, C. (2005). Nonlinguistic variables in advanced second language reading: Learners' self-assessment and enjoyment. Foreign Language Annals, 38(4), 494–504.
  • Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49–54.
  • Brown, A. V. (2009). Students ’ and teachers ’ perceptions of effective foreign language teaching : A comparison of ideals. The Modern Language Journal, 93(1), 46–60.
  • Bulut, T., Durak Üğüten, S. (2003). The importance of students perceptions in language teaching. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(11), 90–99.
  • Chan, M. (2009). What learning contracts reveal about university students’ attitude towards English language learning. The International Journal of Learning, 16(9), 19–31.
  • Crookes, G., & Schmidt, R. W. (1991). Motivation : Reopening the research agenda. Language Learning, 41(4), 469–512. doi:10.1111/j.1467 1770.1991.tb00690.x
  • Çakıcı, D. (2007). The Attitudes of university students towards English within the scope of common compulsory courses. Gazi Eğitim Fakültesi Dergisi, (27)3, 21–35.
  • Çetinkaya. (2009). Language of others: EFL students perceptions of and attitudes towards English. Ç. Ü. Sosyal Bilimler Enstitüsü Dergisi, 18(1), 109–120.
  • Garcia-Perez, M. A., & Nunez-Anton, V. (2003). Cellwise residual analysis in two way contingency tables. Educational and Psychological Measurement, 63(5), 825–839. http://doi.org/10.1177/0013164403251280
  • Gömleksiz, M. N. (2003). İngilizce duyuşsal alana ilişkin bir tutum ölçeğinin geçerlik ve güvenirliği. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 215-226.
  • Gömleksiz, M. N. (2010). An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia - Social and Behavioral Sciences, 9, 913–918.
  • Gudykunst W. B. & Schmidt, K. L. (1987). Language and ethnic identity: An overview and prologue. Journal of Language and Social Psychology, 6(3), 157–170.
  • Hawkey, R. (2006). Teacher and learner perceptions of language learning activity. ELT Journal, 60(3), 242–252. doi:10.1093/elt/ccl004
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333 340.
  • Horwitz, E.K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559–562.
  • Horwitz, E. K. (1995). Student affective reactions and the teaching and learning of foreign languages. International Journal of Educational Research, 23(7), 573–579. doi:10.1016/0883-0355(96)80437-X
  • Huck, S. M. (2004). Reading statistics and research. Boston: Pearson.
  • Hussain, M. A. (2010). The infuluence of learning environment on learners’ attitude in a foreign language setting. Language in India, 10(10), 573–588.
  • Husseın, G., Demirok, M. S., & Uzunboylu, H. (2009). Undergraduate student’s attitudes towards English language. Procedia - Social and Behavioral Sciences, 1(1), 431–433.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73 –87.
  • Kızıltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL. Review of Applied Linguistics, 141–168.
  • Kızıltepe, Z. (2003). Considering gender with attitudes and motivaition of EFL students. Education and Science, 28(130), 75–82.
  • Kiani, S. (2010). Attitudes towards English : The practice of teaching English for Academic Purposes ( EAP ) in Iranian universities, Journal of the Pacific Circle Consortium for Education, 22(2), 77–88.
  • Kobayashi, Y. (2002). The Role of gender in foreign language learning attitudes : Japanese female students ’ attitudes towards English learning. Gender and Education, 14(2), 181–197.
  • Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576.
  • Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86–92. http://doi.org/10.5430/ijhe.v2n2p86
  • Mırıcı, I. H. (2010). Influence of prestudy on foreign language learning attitude. Social Behavior and Personality: An International Journal, 38(2), 187–196. doi:10.2224/sbp.2010.38.2.187
  • Nair, G. K. S., Setia, R., Mohamad, R., Kadir, Z. B. A., Luqman, A., Vadeveloo, T., & Ngah, H. C. (2014). Attitude, parental encouragement and perception of the importance of English in English language learning. Asian Social Science, 10(3), 1–8.
  • Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9(2), 247–263. http://doi.org/10.1111/j.1473-4192.1999.tb00175.x
  • Rahman, R. (2014). A case for authentic materials in language teaching.Dialogue, 9(2), 205–215.
  • Savignon, S. J. (1976). Communicative competence: Theory and classroom practice. Paper presented at the Central States Conference on the Teaching of Foreign Languages, Detroit.
  • Savignon, S. J., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. IRAL - International Review of Applied Linguistics in Language Teaching, 41(3), 223–249. doi:10.1515/iral.2003.010
  • Schulz, R.A. (2001). Differences cultural in student and teacher perceptions concerning the role of grammar instruction and corrective feedback : USA Colombia. The Modern Language Journal, 85(2), 244–258.
  • Shirbagi, N. (2010). An exploration of undergraduate students’ motivation and attitudes towards English language acquisition, Journal of Behavioral Sciences, 20(2), 2–14.
  • Spratt, M. (1999). How good are we at knowing what learners like?. System, 27, 141–155.
  • Su, B. (2009). Effective technology integration: Old topic, new thoughts. International Journal of Education and Development using ICT, 5(2), 1–9.
  • Tahaineh, Y., & Daana, H. (2013). Jordanian undergraduates ’ motivations and attitudes towards learning English in EFL context, International Review of Social Sciences and Humanities, 4(2), 159–180.
  • Williams, K. E., & Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Foreign Language Teaching, 5(2), 181–191.
  • Yee, M., & Young, C. (2006). Macao students’ attitudes toward English: A post 1999 survey. World Englishes, 25(3-4), 479–490. doi:10.1111/j.1467 971X.2006.00468.
  • Yıldırım, O. (2012). A study on a group of Indian English as a second language learners' perceptions of autonomous learning. Turkish Online Journal of Qualitative Inquiry, 3(2), 18–29.
  • Young, D.J. (1991). Creating a low anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75, 426 –439.
  • Zafarghandi, A. M. & Jodai, Z. (2012). Attitudes toward English & English learning at an Iranian Military: A preliminary survey. Guilan University- Iran, 1–39.
There are 48 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Nur Aksoy

Meral Aksu

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Aksoy, N., & Aksu, M. (2019). Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction. Journal of Language and Linguistic Studies, 15(3), 831-848. https://doi.org/10.17263/jlls.631523
AMA Aksoy N, Aksu M. Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction. Journal of Language and Linguistic Studies. October 2019;15(3):831-848. doi:10.17263/jlls.631523
Chicago Aksoy, Nur, and Meral Aksu. “Attitudes and Perceptions of Gendarmerie Non-Commissioned Officers Vocational College Students towards English Instruction”. Journal of Language and Linguistic Studies 15, no. 3 (October 2019): 831-48. https://doi.org/10.17263/jlls.631523.
EndNote Aksoy N, Aksu M (October 1, 2019) Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction. Journal of Language and Linguistic Studies 15 3 831–848.
IEEE N. Aksoy and M. Aksu, “Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction”, Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 831–848, 2019, doi: 10.17263/jlls.631523.
ISNAD Aksoy, Nur - Aksu, Meral. “Attitudes and Perceptions of Gendarmerie Non-Commissioned Officers Vocational College Students towards English Instruction”. Journal of Language and Linguistic Studies 15/3 (October 2019), 831-848. https://doi.org/10.17263/jlls.631523.
JAMA Aksoy N, Aksu M. Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction. Journal of Language and Linguistic Studies. 2019;15:831–848.
MLA Aksoy, Nur and Meral Aksu. “Attitudes and Perceptions of Gendarmerie Non-Commissioned Officers Vocational College Students towards English Instruction”. Journal of Language and Linguistic Studies, vol. 15, no. 3, 2019, pp. 831-48, doi:10.17263/jlls.631523.
Vancouver Aksoy N, Aksu M. Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction. Journal of Language and Linguistic Studies. 2019;15(3):831-48.