FINAL DEFENSE PPT in research about factors in learning English pptx

Research

1. FACTORS INFLUENCING THE ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING AMONG SECOND YEAR COLLEGE OF TEACHER EDUCATION STUDENTS MAJOR IN ENGLISH OF NUEVA VIZCAYA STATE UNIVERSITY BAMBANG CAMPUS Mary Fe Joy M. Corcuera / Gwyneth Denice B. De Leon Veronica S. Dumanop / Allysa Kate R. Gambol / Gladys D. Ganceña RESEARCHERS

2. Background of the Study There are many factors that influence students’ attitudes to learn English. These factors serve as motivation, inspiration, or even as a standard. Studying the language itself is not enough for an individual to fully master ‘that specific language’. One needs to be exposed to a place where that ‘specific language’ is being used on daily basis.

3. Background of the Study Moreover, learners' attitudes are crucial in language learning. They are the variables that may have an impact on the English learning process (Octavia, 2017). The common belief is that having or cultivating positive attitudes about a language can help with language learning and contribute to second language acquisition success. Baker (1992) had previously suggested that one of the most critical concerns in education today is students' attitude towards learning.

4. Background of the Study Conducting the research on Factors Influencing the attitudes towards English Language Learning Among Second Year College of Teacher Education Major in English Students of Nueva Vizcaya State University- Bambang campus helps the students, mentors, and researchers know the attitudes of each student in mastering and understanding the uses of the language structure. From this research, one can find the answer on their struggle of learning the English language.

5. Statement of the Problem 1. What is the respondents’ perception on their motivation, personality, experience and native language as factors influencing their attitudes towards English language learning? 2. What is the respondents’ perception on their attitudes towards English language learning? 3. Do the respondents’ perception on their motivation, personality, experience, and native language and their attitudes towards English language learning relate significantly?

6. Hypothesis of the Study The following null hypothesis is tested in this study: There is no significant relationship between the factors and the attitudes towards English language learning of the respondents.

7. Significance of the Study A positive attitude of a student gives relaxation, focus and absorption of information as they learn. It welcomes new experiences and recognize many different kinds of learning opportunities. To achieve these, they need to know the factors that influence their attitudes.

8. Significance of the Study This study therefore sought to provide sufficient information on the factors influencing the attitudes towards English language learning among second year College of Teacher Education major in English students of Nueva Vizcaya State University- Bambang Campus. The findings may be deemed significant and beneficial specifically to the respondents, faculty, school administrators, curriculum planner, and future teachers.

9. Scope and Limitations This study focused on motivation, personality, experience, and native language as a factors influencing the attitudes towards English language learning of the 43 second year BSEd major in English students enrolled under the program of the College of Teacher Education at Nueva Vizcaya State University, Bambang Campus for the second semester, academic year 2021-2022.

10. Theoretical Framework Noam Chomsky's Nativist Theory of Language suggests that language learning is a natural innate ability (LAD). It explains how easy it can be for a student to learn English especially if he or she is helped at an early age and explains how a child learns ten (10) or more languages ​​even at a very young age. Piaget's Theory of Constructivism suggests that people cannot easily understand information without building their knowledge about it. They build their knowledge through experience. Vygotsky's Sociocultural Theory Vygotsky asserts that in the first few months, the child is completely dependent on others, especially the parents. Parents, agents of culture and the process by which culture passes to a child, recognize these guidelines primarily through their native language.

11. Conceptual Framework Factors Motivation Personality Experience Native Language Attitudes towards English Language learning among second year CTE students major in English of NVSU Bambang Campus . INDEPENDENT VARIABLE DEPENDENT VARIABLE

12. Research Design RESEARCH METHODOLOGY The study employed a quantitative research approach to determine the Factors Influencing the Attitudes Towards English Language Learning Among Second Year College of Teacher Education Major in English Students of Nueva Vizcaya State University- Bambang Campus.

13. Data Gathering Procedure Requested approval from the research adviser. Researcher send google forms to respondents via group chat or private message. Following the completion of the test administration, The results were analyzed .

14. Respondents of the Study In this research study, the respondents were selected following the purposive technique under non-probability sampling .

15. Statistical Tools Mean. This was used to determine the perception of the respondents towards their factors influencing the attitudes towards English language learning. Standard Deviation. This measures the dispersion of factors indicator and its relation to the mean score. Pearson’s Correlation Coefficient. This was used to identify the significant relationship between the factors and the attitude towards English language learning of the respondents.

16. Results and Discussions Problem 1 What is the respondents’ perception on their motivation, personality, experience and native language as factors influencing their attitudes towards English language learning?

17. Results and Discussions Factors Mean SD Qualitative Description Motivation 3.46 0.68 Very High Personality 2.82 0.76 Positive Experience 2.89 0.74 Positive Native Language 2.65 0.70 Agree Table 2. Description of the respondent’s perception of their motivation, personality, experience and native language as factors influencing the attitudes towards English language learning.

18. Results and Discussions Problem 2 What is the respondents’ perception on their attitude towards English language learning?

19. Results and Discussions Table 3. Description of the Respondent’s Perception of their Attitudes Towards English Language Learning . Indicators Mean SD Qualitative Description 1. I think that learning English will improve my personality. 2.93 0.78 Positive 2. I think that learning English will help the growth of my mind. 3.30 0.70 Highly Positive 3. I think that learning English will help me in promoting advocacies. 3.17 0.70 Positive 4. I think that learning English will open more job opportunities for me. 3.50 0.57 Highly Positive 5. I think that learning English will help me in higher academic achievements. 3.07 0.69 Positive

20. Results and Discussions Table 3. Description of the Respondent’s Perception of their Attitudes Towards English Language Learning . 6. I like to be able to listen and understand everyday English. 3.30 0.70 Highly Positive 7. I like to learn English through ‘grammatical rules’ and ‘vocabulary memorization. 3.13 0.68 Positive 8. I think that ‘listening, speaking, reading, writing’ are all important in learning English. 3.73 0.68 Highly Positive 9. When I speak English, the fear of making grammatical mistake has great influence on me. 3.37 0.76 High Positive 10. I think that being able to actually communicate with the foreigners in English is a very basic purpose of English. 2.97 0.93 Positive Grand Mean 3.25 0.70 Highly Positive

21. Results and Discussions Problem 3 Do the respondents’ perception on their motivation, personality, experience, and native language and their attitudes towards English language learning relate significantly?

22. Results and Discussions Attitudes Towards English Language Learning Factors Pearson r P-value Remarks Motivation .611** .000 Significant Personality .676** .000 Significant Experience .534** .002 Significant Native Language .459** .011 Significant Table 4. Relationship between the respondents’ motivation, personality, experience, and native language and their attitudes toward English language learning.

23. Significant Findings 1. The combined mean of the factors was pegged at a grand mean of 2.80 qualitatively described as high. Specifically, motivation (x=3.46); personality (x=2.82); experience (x=2.89); and native language (x=2.65). 2. The perception of the respondents on their attitude towards English language learning is substantiated by the grand mean of 3. 25, which is qualitatively described as highly positive. 3. The relationship between the respondents’ motivation, personality, experience, and native language and their attitudes toward English language learning was found significant, with the p-value of .611**, .676**, .534**, and .459**, respectively, all of which are lower than the 0.05 level of significance.

24. Conclusions 1. The factors such as motivation, personality, experience, and native language were perceived highly by the respondents. 2. The attitude towards English language learning of the respondents is perceived highly positive. 3. The factors provided bear relationship with the respondents’ attitudes towards English language learning.

25. Recommendations 1. Considering the respondents’ perception on their motivation, personality, experience and native language as factors influencing their attitudes towards English language learning the researchers recommended to include motivation as a variable in establishing English language curriculum and syllabi.

26. Recommendations Next, it is recommended to have further research between the relationship of personality and academic success in the study of English language. Additionally, it was recommended to implement opportunities to practice speaking to counter the experience of anxiety when using the English language. And lastly, it is recommended to make use of the translation method in a proper way to improve deep understanding of a second language vocabulary.

27. Recommendations 2. Considering the respondents’ claim that they have highly positive perception on their attitudes towards English language learning, they are still encouraged to seek assistance from their teachers, relatives, and friends in their attitudes to maintain that level as they pursue their higher level of education.

28. Recommendations 3. Because the assumption that the factors and attitudes towards English language learning is relative as proven by the respondents, they may still, together with the faculty, school administrators, and curriculum planners undergo benchmarking activities through seminar workshops, programs, and others in gaining knowledge and strategies that may benefit all parties in influencing the attitudes towards English language learning.

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