the Presentation says about the B.tech first year students attitude towards the English Subject

1. By- Para Koushik
ATTITUDE OF FIRST YEAR ENGINEERING
STUDENTS TOWARDS LEARING THE
ENGLISH LANGUAGE

2. INTRODUCTION
• The current research focuses on the attitude of first year engineering students towards
English language to understand what the students think about the language, and improve
ways of teaching accordingly.
• A total of 40 first year B.tech students, consisting of 30girls and 10boys from Dr.M.G.R
Educational and Research institute, Muduravoyal, Chennai, were asked to give their
views on an attitude questionnaire consisting of 10 statements.
• This research has been done to answer two main questions-
1. How is first year students attitude towards English language learning?
2. What is the relation between English language learning and its association with their
academic achievement?

3. HYPOTHESIS AND DESIGN
• Before conducting the research the basic hypothesis was that-
1. Boys and Girls will differ significantly in the achievement motivation level and attitude
towards English language.
2. Students studied in different medium of instructions will differ significantly in their
achievement motivation level and attitude towards English language.
• The questionnaire given to the students was designed by Samar Rukh in 2014, consisting
of 10 statement with each statement having a close ended 3point Likert scale.
• Of the 10 questions given, 5 are used to measure the students attitude towards the
language, and the remaining 5 measure the association between the language and their
academic association.
• Students can either agree, disagree or just stay neutral to all the given questions.

4. DATA COLLECTION
• Statement 1- “I feel proud when studying English language”, to this statement about 83%
agreed and around 17% stayed neutral.
• Statement 2- “I feel excited when I communicate in English with others”, to this statement
about 90% agreed and around 10% stayed neutral.
• Statement 3- “I have more knowledge and more understanding when studying English”, to
this statement around 66% agreed, while 5% disagreed, and around 29% stayed neutral.
• Statement 4- “I look forward to studying more English in the future”, to this statement
about 85% agreed, while 5% disagreed, and 10% decided to stay neutral.
• Statement 5- “I would take English even if it were not a compulsory subject” to this
statement around 78% agreed, while 5% agreed, and 17% decided to stay neutral.

5. DATA COLLECTION-2
• Statement 6- ”I want to learn English because it will enable me to get a job easily”, to this
statement about 88% agreed , while 5% disagreed, and 7% decided to stay neutral.
• Statement 7- “Studying English helps me getting new information in which I can link to my
previous knowledge”, to this statement about 83% agreed, while 5% disagreed, and 12%
decided to stay neutral.
• Statement 8- “English is the mark of an educated person”, to this statement about 56%
agreed, while 27% disagreed, and 17% decided to stay neutral.
• Statement 9- “Being good at English will help me study other subjects as well”, to this
statement about 93% agreed, while 5% disagreed, and 2% stayed neutral.
• Statement 10-”Students English makes me have more confidence in expressing myself”,
to this statement around 93% agreed, and 7% stayed neutral.

6. FINDINGS AND CONCLUSION
• The first five statements reveals the students attitude towards the English language, and
the last five statements shows the attitude towards the language in association with their
academic achievements.
• With the data collected we can interpret that first year engineering students have a
positive attitude towards learning the English language.
• With the conducted research, we can conclude that attitude is one of key elements when
learning something new, especially when it’s a language.
• This attitude can be changed governing to internal and external personality factors of a
person.
• This is an attempt to study attitudes of different students, so that new innovative ways to
teach the language can be implemented and teaching can be made better, by
understanding what the students think about the subject.

7. REFERENCES
1. Gardner R. On the validity of affective variables in second language acquisition: Conceptual
and statistical considerations. Language learning; 1980. Crossref
2. Veeraraghavan V. The performance of a student will be a function of the type of school in
which he/ she studies. Indian Education Review; 1983.
3. Deka HC. Achievement motivation and academic achievement among tea-garden workers
children. Journal of Educational Research and Extension. 1984; 21.
4. Ahluwalia I. A study of factors affecting achievement motivation. Cited by Buch MB, Fourth
Survey of Research in Education (1983–1988); 1985.
5. Levine G. Student and instructor believes and attitudes about target language use, first
language use and anxiety: Report of a questionnaire study. The Modern Language Journal;
2003. Crossref
6. Graham S. Giving up on Modern Foreign Languages? Students Perceptions of Learning
French. The Modern Language Journal; 2004. Crossref
7. Csizer K, Dornyei 2005. The internal structure of language learning motivation and its
relationship with language choice and learning effort. The Modern Language Journal. Crossref
8. Atef A-T, Shuib M. Motivation and attitudes towards learning English: A study of petrolium
engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA
Online Journal of Language Studies; 2009.
9. Abidin MJZ, Mohhammadi MP, Aizwari H. EFL Students’ attitudes towards learning English
language: The case of Libyan secondary school students. Asian Social Science; 2012.