English as a foreign Language Learners’ Attitudes toward Different Aspects of Language Learning and the Effect on Language Proficiency

Abstract

The positive attitudes of second language (L2) learners toward different aspects of language learning (i.e. foreign language learning, learning English, the English language, native speakers, culture and the learning situation) have been associated with a number of benefits in language learning including increasing motivation and academic achievement and decreasing classroom anxiety. These benefits are thought to improve language attainment. However, there is a paucity of research measuring the direct relationship between attitudes and L2 proficiency. This research gap is addressed in the current study through using a questionnaire to investigate the attitudes of a group of Saudi learners of English as a foreign language (EFL) and correlating these attitudes with the study participants’ proficiency scores obtained through a standardised proficiency measure (Oxford Quick Placement Test). The results of this investigation reveal that attitudes toward all aspects, except culture, do not have an influence on L2 proficiency, but attitudes toward some components of these aspects are found to have an effect of L2 proficiency. These components are leaners beliefs about whether they need learning a foreign language to get a better job, have a desire to learn English, consider activities to make them understand English better and feel positive toward the learning environment. These findings have implications for educators and researchers and these will be discussed in this dissertation.