Chapter one

The general framework of the research study

1.0 Introduction
This chapter consist of: historical background of the problem, statement of the problem,
research questions, significance or research objectives, scope and delimitation of the study,
theoretical framework, describe and clarify the conceptual framework and the operational
definitions of terms
1.1. Background of the study
These days, English is taken as the common language in all parts of the world. It may be a
foreign language, but international in its significance. English language is spoken, read and
understood in most parts of the world. Because of this language, people of the world
communicate and belong to the whole shares of the world. It is widely accepted that English
has become the language of choice for many international scholarly journals.

According to (Crystal 1997), conversation without a common language between academicians

from different nationalities, both in the virtual and real world would prove impossible. English
language is now the most spread of the entire world’s language since it is spoken by both non-
natives and natives. According to Graddol (1997), there are three types of speakers using
English: those who speak it as a first language (around 375 million speakers), those who speak it
as a second or additional language (again some 375 million speakers), and those who learn it as
a foreign language (about 750 million learners).

As to this language scholar, English language plays a very significant role in different areas
worldwide. For instance, it serves as a working language of international organizations and
conferences, scientific publications, international banking (economic affairs and trade),
advertising for global brands, audio-visual cultural products such as films, TV, popular music,
international tourism, tertiary (university) education, international safety (airline and maritime
travels), international law, as a “relay language” in interpretation and translation, technology
transfer, and international communication (Graddol, 1997).

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In the South Sudanese context, English language uses for different purposes in some areas like
South Sudanese Telecommunication Corporation, Ministry of Culture and Tourism, and South
Sudanese Airlines although it is in side to side the Arabic language. English is more of a foreign
language than a second language in South Sudan.

This is mainly because English is so infrequently used in daily life outside the classroom and
students do not have the opportunity to learn the language informally. The designation of
English, as a second official language, of the country is, thus, according to (Stoddert 1986),
misleading. The role of English in South Sudan, at least outside the educational system,
resembles more closely that of countries where English is considered a foreign language like,
Sweden than that of countries where it is considered a second language used relatively widely
as a lingua franca for instance, in some urban settings in Nigeria. Thus, the main way students
have been expected to learn English has been by using it as a medium of instruction. Some
scholars have questioned the extent to which students can be successful in using English as a
medium. As the English language serves as a medium of instruction from junior secondary to
tertiary levels of educational sector of the country, it is somewhat not satisfactory for students
to master it within the specified period of time in the classroom.

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1.2. Statement of the problem

There are many research findings available in the developed world, so we need a link with them
to widen the horizon of our generation. Specially, the young generation needs to acquaint the
available knowledge through English (Mohamed, 2004).

There are some research findings conducted locally regarding the attitude of students towards
learning English as a foreign language. For instance, Medhanie (1986) and Mohamed (2004)
conducted on this topic and both of them show that students have negative attitudes towards
their English learning. The current researcher wants to investigate “The Manifestation of
Second Language English Learners among University Students in South Sudan”.

This differentiates the study from the previous researches because their focus was just to find
out the attitudes of students towards learning English. Actually, there are some international
research studies concerning factors affecting second/foreign language learning not students’
attitudes. Indeed, this confirms the researcher’s present work different from the other
researchers. Thus, the main focus of the present study is concerned with the investigation and
establishment of the factors affecting students’ attitudes towards learning English as a foreign
language among University students. Because the researcher believes that studying the
Manifestation may lead our students to afford themselves with different situations while
learning English language. This also in turn helps them reach higher levels in different fields of
the study.

However, to do this, students of English language should have a positive attitude towards their
learning. It is widely accepted that an important predictor of success in a foreign language is
students’ attitude towards it. In English as foreign language contexts, students who consider the
learning of English as a positive and rewarding experience are less likely to suffer from foreign
language anxiety. According to Gardner, Lambert and Burstal as cited in Stern (1987) suggest
that there is a positive relation between learning outcomes and attitude towards learning a
second or foreign language. Attitudes are derived from values we ascribe to objects or ideas. As
Wright says values are the basis for our attitude” (Wright, 1987, p.21).

3
We have positive or negative attitudes based on our values. According to him, if a student
believes in the importance of mastering second or/foreign language and acts accordingly, then
it shows that she/he values learning of the language and so has a positive attitude towards it.
On the other hand, if a student does not believe in the importance of mastering a second or
foreign language and acts accordingly, then it shows that she/he does not value the learning of
the language and so has a negative attitude towards it.

This research aims at investigating the manifestation affecting the attitude of students towards
learning English as a foreign language in Upper Nile University public institution, found in
Greater Upper Nile Region especially in the town of Malakal and current relocated to Juba due
to the crises of 2013. The researcher intends to conduct his research on University students and
the English Lecturers. He believes that students from the University seem to have an attitude
problem and less achievement towards learning English as a foreign language in the sense they
mostly specialize in other courses rather than in English.

As the researcher is a student in that University as of current fourth year/finalize, the learners
seem to demonstrate the problem by how haphazardly they perform in their continuous
assessment tasks, and the excuses they make for not doing their homework. Furthermore, most
students do not seem to value the opportunity they get in University to practice English. They
seem to prefer their own; first language (South Sudanese Indigenous and Arabic), even during
English periods. Considering the steady decline in performing and encounter difficulties in
expressing themselves after graduating. For recently, the learners’ attitude problem towards
English language may probably account for the situation. In brief, the absence of willingness or
what seemed to be attitude problem in the learning of English amongst the learners in Upper
Nile University as of particular could be the result of the lack of crucial English language
proficiency and achievement.

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1.3. Scope of the study

Language cannot be studied in isolation from the society, because men make up the society and
the importance of language to man has remained unchallenged by any scientific linguistic
research therefore, the impact of this research on the students in the university in South Sudan
will benefits them most. Also, the importance of a second language that has almost assumed
status in the society cannot be dismissed with a wave of hand. This research work will attempt
investigating the effect of second language English Learners on the academic performance and
speech production of University students focusing on in the state capital.

1.4. Delimitation of the study

This project examines the manifestation of second language English on the academic
performance of students in the University in South Sudan and few challenges might be
encountered in the course of this research which include; Finance will be a great constraint.

Cost of research questionnaire, transportation, time factor and other miscellaneous

requirements that aid in carrying out this research successfully might be difficult to come by.
Also, there might be a problem of getting relevant data for this project work from the university
students since few people did the relevance topic before; as students might feel reluctant to
collect the questionnaire and to answer my proposed questions. And the lack of power supply
might hinder the progress of this research.

1.5. Objectives of the Study

1. To find out the level at which second language English Learners manifested it in the
University.
2. To investigate the speech qualification of English’s lecturers using questionnaires. Using
Upper Nile University as a case study
3. To know how lecturers makes use of correct teaching methods during the teaching of English
language in the University in South Sudan.

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4. To investigate whether background and environment also influence language. In other words
to find out, how the language used in the child's immediate environment influences a child's
use of language.
1.6. Significance of the study

This study will help to expose the numerous factors that influence the manifestation anxiety of
the study of English language by the University students. It will also identify the effects of this
manifestation on other study area that are based on the use of the English language as the
basic communication.

This study will enable the University lecturers to identify their problems in English language as a
second language. This study will also enable student to understand how to make use of English
words especially in pronunciation, intonation and phonetics. It will also enable the lecturers to
make more research on the use of English language as a foreign learned language. Since English
language has been used as a second official and sometimes even as a foreign language in South
Sudan for a long time and give the inescapable behavior of language in contact, it is normal to
expect it to have factors which can identify itself as bonafide subject, dialect, variety or idiom of
world English. These may be seen as research findings relating to it manifestation, delineation
and creativity as are seen to obtain among speakers.

After which, a possible solution to help enrich the lecturers and Students understanding of the
various aspect L1 and contact language will be provided. The essay intends to suggest possible
solutions that will take care of the manifestation problem in the students bid to acquire English
as a second language.

1.7. Research questions:

The study was proposed to answer the following research questions:

1. Do the University Students target learners have attitudinal problems towards learning English
language?

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2. What are the possible factors that positively and negatively affect University students in
South Sudan target language Learners towards learning English language?

3. To what extent does each identified factor exert an influence on students’ attitude towards
Learning English?

1.8. Justification of the study

This thesis “The Manifestation of Second Language English Learners among University Students
in South Sudan” is important because the problem is obvious in almost all the Universities in
South Sudan. Some authors have outlined the problems confronting second language
acquisition in South Sudan but few have given us solutions.

1.9 .definitions of terminologies

Manifestation: means to manifest indication of the existence or presence or nature of some

person or thing

Second Language: refers to pronouns and verbs used to refer to the person addressed by the
language in which they occur

English: refer to a simplified form of English proposed for use as an auxiliary language for
international communication; devised by C.K.Ogen and I.A.Richards

Learners: refers to someone especially a child who learners as from a teacher or takes up
knowledge or beliefs.

University: refer to a large and diverse institution of higher learning created to educate for life
and for a profession and to grant degrees.

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 Chapter two
Literature review and theoretical framework

2.0. Review of related literature

This chapter outline the studies carry out on by the scholars on the same problems, and it
additionally consists of the following subtopics: review of the theories, review of the theories
according to each research question, summary, and knowledge gap.
2.1. Attitude and motivation
Attitude has recently received considerable attention from both first and second language
researchers. Most of the researches on the issue have concluded that student’s attitude is an
integral part of learning and that it should, therefore, become an essential component of
second or foreign language learning pedagogy. There are several reasons why research on
students’ attitudes toward language learning is important. First, attitudes toward learning are
believed to influence behaviors, (Kaballa, and Crowley 1985), as cited in (Weinburgh 1998) such
as selecting and reading books, speaking in a foreign language. Second, a relationship between
attitudes and success or achievement has been shown to exist. (Schibeci and Riley 1986) as
cited in Weinburgh (1998) report that there is support for the proposition that attitudes
influence achievement, rather than achievement influencing attitudes.

The reason is that attitude influence one’s behaviors, inner mood and therefore learning. So, it
is clear that there is an interaction between language learning and the environmental
components in which the student grows up. Both negative and positive attitudes have a strong
impact on the success of language learning. The attitude of an individual depends heavily upon
different stimuli. (Stern 1983) claims “The affective component contributes at least as much
and often more to language learning than the cognitive skills”, and this is supported by recent

8
research studies. All studies adduce that affective variables have significant influences on
language success (C. Gardner, 1985; Skehan, 1989; Spolsky, 1989; Eveyik, 1999). Discovering
students’ attitude about language will help both teacher and student in the teaching-learning
process. Therefore, we have to consider the crucial role of affective domain.

The characteristics of affective domain are interest, values and tendency and most of these
shape our attitudes (Saracaloglu, 1992). Valuing, belief, interest and expectations refer to
affective characteristics. In the same work, she points out that these affective characteristics
have a great impact on learning as well.

(Alexander and Strain 1978) as cited in (Saracaloglu 2000) show that expectations and
behaviors influence both students’ self-image and academic performance. With reference to
the work of (Saracaloglu 2000) the studies, related to students’ attitudes are generally
restricted (Saracaloglu, 1992). But in fact, measuring attitude is achieved more successfully than
defining it as a term. Student attitude measured with high reliability shapes the school
curriculum, especially in ELT classes. In order to be able to evaluate the students’ attitudes, it is
better to begin with some of the definition of the term, “attitude”. Among them, (Getie, Cogent
Education 2020), (Triandis 1971) accepts that it is a manner of consistency toward an object. To
(Brown 2001, p. 61), attitude is characterized by a large proportion of emotional involvement
such as feelings, self, relationships in community. It emphasizes “the power of culture thereby
shaping our life and feeling” and therefore our attitudes towards external world. (Ajzan 1988, p.
4) considers attitudes as a disposition to respond favorably or unfavorably to an object, person,
institution or an event.

(Baker 1992, p. 10) defines attitudes as a hypothetical construct used to explain the direction
and persistence of human behaviour. (C. Gardner 1985, pp. 91–93) claims that attitude is an
evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s
beliefs or opinion about the referent. According to him, attitude is an inference which is made
on the basis of a complex of beliefs about the attitude object.

It is the sum of a man’s instinct ions and feelings, prejudice or bias, perceived notions, fears,
threats and convictions about any specified topic. Furthermore, he gives the concept of attitude
9
as components of motivation in language learning. And motivation refers to the combination of
effort plus desire to achieve the goal of learning the language plus favourable attitudes towards
learning the language.

A cognitive component is made up of the beliefs and ideas or opinions about the object of the
attitude. The affective component refers to the feeling and emotions that one has towards an
object, “likes” or “dislikes”, “with” or “against”. And the last component is the behavioural one
which refers to one’s consisting actions or behavioural intentions towards the object (Wenden,
1991). From a different angle, (McGuire 1969, p. 157) as cited in (Oscamp 1977, p. 10) suggests
that it is possible that the three components are closely interrelated that theorists who insist on
distinguishing them should bear the burden of providing that the distinction is worthwhile.

This led (Van Ells et al. 1984, p. 116) to suggest that it does not have any problem whether all or
only one of the three components are measured; the relationship between the components is
so close that sufficient information on an attitude can be obtained by measuring one
component, no matter which (Eveyik 1999, p. 21) in her work agrees with most scholars on the
definition of “attitude” that it is the state of readiness to respond to a situation and an
inclination to behave in a consistent manner toward an object. (Lambert 1967), as cited in
(Macnamara 1973, p. 37) mentions about two types of attitudes; “integrative” and
“instrumental” attitude to language learning. An integrative attitude is a desire to know and
become friendly with speakers of a language. An instrumental one is a desire to better oneself
materially by means of the language.

And he adds, “An integrative attitude is more likely to lead to success than an instrumental
one”. (Brown 1994, p. 168) gives an example of Canadian’s positive attitude toward French to
understand them, and to empathize with them will lead to high integrative motivation to learn
French. (Brown 1994, p. 168) conveys the term attitudes, like all aspects of the development of
cognition and affect in human beings, develop early in childhood and are the result of parents’
and peers’ attitudes, contact with people who are different in any number of ways, and
interacting affective factors in the human experience. It seems clear that there are many
stimulants lead to positive or negative attitude of an individual. Language learning is very much
10
interplay of personalities, one shouldn’t tend to forget that pupils too are human, with
likes/dislikes/moods. Language learning is closely related to the attitudes towards the language
(Starks & Paltridge, 1996).

Similarly, it is revealed that positive language attitudes let learners have a positive orientation
towards learning English. As such attitudes may play a very crucial role in language learning as
they would appear to influence students’ success or failure in their learning. (Chamber 1999)
asserts that learning occurs more easily, when the learner has a positive attitude towards the
language and learning. (C. R. Gardner and Lambert 1972) in their extensive studies give
evidence that positive attitudes toward language enhance proficiency as well. Language
attitude studies explore how people react to language interactions and how they evaluate
others based on the language behavior they observe. Therefore, attitude may not come out
during school life. But it is the duty of school to help (Getie, Cogent Education 2020), students
develop positive attitude towards foreign language, attitude refers to our feelings and shapes
our behaviors towards learning. (C. Gardner 1985, p. 133) puts further emphasis on the
importance of willingness and motivation when he cites: students learning a second language
must be both able and willing to adopt various aspects of behaviour, including verbal behaviour
which characterizes members of the other linguistic-cultural group.

This obviously involves both cognitive and affective components and emphasize that cognitive
factors such as attitudes and motivation are undoubtedly implicated in second language
acquisition. In language learning-teaching process, motivation is related to attitude in that
attitude is a complex one which influences motivation and successful learning of the language
in the school situation depending upon both motivation and on the range of opportunities for
its use outside the classroom (C. Gardner, 1985). (Spolsky 1989, p. 149) claims that for Gardner
and Lambert, motivation comes from attitude. (Wilkins 1978, p. 52) suggests that when learners
have little intrinsic interest in language learning or they are not volunteers, the teacher must
himself stimulate and sustain motivation. Another language scholar Lightbown and (Spada
1993, p. 39) argues that if the speaker’s only reason for learning a second language is external
pressure, internal motivation may be minimal and general attitudes towards learning the

11
language may be negative. He goes on to say that depending upon the learners’ attitudes,
learning a second language can be a source of enrichment or resentment.

According to (Ellis 1994), the learners’ attitudes towards the target language inform the
determination with which the learner can tackle the challenges in the target language.
Normally, the learners manifest different attitudes towards the target language, target
language speakers, the target language cultures, special value of learning the second language,
the particular use of the target language, and themselves as members of their own culture.
These attitudes are likely to reflect the particular social settings in which learners find
themselves. Learner attitudes have an impact on the level of language proficiency achieved by
individual learners. Thus, learners with positive attitudes motivated one will experience success.
Similarly, learners with negative attitudes demotivated one will not experience success rather
failure (Ellis, 1994).

According to (C. Gardner 1985), as cited in ( Lightbown and Spada 1993, p. 39), language
research findings show that positive attitude and motivation are related to success in second
language learning. Furthermore, (Brown 1994, p. 127) elaborates the exact relation of attitudes
and motivation in light with language learning and success or failure in the way that it seems
intuitively clear that second language learners benefit from positive attitudes and that negative
attitudes may lead to decrease motivation and in all likelihood because of the decreased input
and interaction to the unsuccessful attainment of proficiency. According to (C. Gardner 1985,
p.39–49), there are about five characteristics of attitude to be considered in learning second
language:

(i) Attitudes are cognitive (i.e. are capable of being thought about) and affective (i.e. have
feelings and emotions attached to them)
(ii) (ii) Attitudes are dimensional rather than bipolar-they vary in degree of favorability/
favorability.
(iii) Attitudes predispose a person to act in a certain way, but the relationship between
attitudes is not a strong one.
(iv) Attitudes are learned, not inherited or genetically endowed.
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(v) Attitudes tend to persist but they can be modified by experience.

Concerning the learners’ attitudes towards the target languages, it was indicated by Gardner’s
results (C. Gardner, 1985) that second language learners with positive attitudes towards
second language speakers and their culture were more successful than those who had negative
attitudes. The relationship between attitudes and motivation is close so that it is impossible to
see the two separately since motivation includes attitudes but it is influenced by attitudes.
Thus, it is better to (Getie, Cogent Education 2020), Page 6 of 37 see the students’ motivation
for learning English as a foreign language and identify the relevant and basic types of
motivation because it enables us to investigate and realize the effects that result in them,
namely integrative and instrumental. Motivation has been identified as the learner’s
orientation with regard to the goal of learning a second language (Crookes & Schmidt, 1991).

It is thought that students who are most successful when learning a target language are those
who like the people that speak the language, admire the culture and have a desire to become
familiar with or even integrate into the society in which the language is used (Falk, 1978). This
form of motivation is known as integrative motivation. When someone becomes a resident in a
new community that uses the target language in its social interactions, integrative motivation is
a key component in assisting the learner to develop some level of proficiency in the language.
It becomes a necessity, in order to operate socially in the community and become one of its
members.

It is also stated that integrative motivation typically underlies successful acquisition of a wide
range of registers and a native-like pronunciation (Finnegan, 1999, p. 568). In an EFL setting
such as Ethiopia, it is important to consider the actual meaning of the term “integrative.” As
(Benson 1991) suggests, a more appropriate approach to the concept of integrative motivation
in the EFL context would be the idea that it represents the desire of the individual to become
bilingual, while at the same time becoming bicultural. This occurs through the addition of
another language and culture to the learner’s own cultural identity. The opportunities to use
the target (L2) language in daily verbal exchanges are relatively restricted. There is also a
13
limited potential for integrating into the target language community. In contrast to integrative
motivation in the form of motivation referred to as instrumental motivation.

This is generally characterized by the desire to obtain something practical or concrete from the
study of a second language (Hudson, 2000). With instrumental motivation, the purpose of
language acquisition is more utilitarian, such as meeting the requirements for school or
university graduation, applying for a job, requesting higher pay based on language ability,
reading technical material, translation work or achieving higher social status. Instrumental
motivation is often characteristic of second language acquisition, where little or no social
integration of the learner into a community using the target language takes place, or in some
instances is even desired. While both integrative and instrumental motivations are essential
elements of success, it is integrative motivation which has been found to sustain long-term
success when learning a second language (Crookes & Schmidt, 1991; Ellis, 1997).

In some of the early research conducted by Gardner and Lambert, integrative motivation was
viewed as being of more importance in a formal learning environment than instrumental
motivation (Ellis, 1997). In later studies, integrative motivation has continued to be emphasized,
although now the importance of instrumental motivation is also stressed. However, it is
important to note that instrumental motivation has only been acknowledged as a significant
factor in some research, whereas integrative motivation is continually linked to successful
second language acquisition. It has been found that generally, students select instrumental
reasons more frequently than integrative reasons for the study of language.

Those who do support an integrative approach to language study are usually more highly
motivated and overall more successful in language learning. One area where instrumental
motivation can prove to be successful is in the situation where the learner is provided with no
opportunity to use the target language and therefore, no chance to interact with members of
the target group. (Lukmani 1972) found that an instrumental orientation was more important
than an integrative orientation in non-westernized female learners of L2 English in Bombay. The
social situation helps to determine both what kind of orientation learners have and is most
important for language learning. (Braj 1977), as cited in (Brown 2000) also points out that in
14
India, where English has become an international language, it is not uncommon for second
language learners to be successful with instrumental purposes being the underlying reason for
study.

(Brown 2000) makes the point that both integrative and instrumental motivations are not
necessarily mutually exclusive. Learners rarely select one form of motivation when learning a
second language, but rather a combination of both orientations. He cites the example of (Getie,
Cogent Education 2020), international students residing in the United States, learning English
for academic purposes while at the same time wishing to become integrated with the people
and culture of the country. Motivation is an important factor in L2 achievement. For this
reason, it is important to identify both the type and combination of motivation that assists in
the successful acquisition of a second language. At the same time, it is necessary to view
motivation as one of a number of variables in an intricate model of interrelated individual and
situational factors which are unique to each language learner.

2.2. Manifestation factors affecting attitudes towards learning English as a foreign language

Various researchers have developed taxonomies of factors influencing second/foreign language

learners’ attitude which in turn affects their language proficiency, including personality factors,
educational factors, social factors, and others like age and sex (Ehrman, 1996, p.192;
McDonough & Shaw, 1993, pp.7–8; Spolsky, 1989, pp. 25–29; Van Ells et al., 1984, pp. 115–
124). Besides, Conteh (2002, pp.192–193) supports the belief of some applied linguists that
factors such as social context, learner personality self-confidence, risk taking and anxiety,
learning conditions, learning process and learning outcomes influence the attitude of students
and the way language is learned.

2.2.1. Learner personality context

Probably the most prominent variable in the instructional situation is the learner. Through the
years, researchers and teachers alike have been interested in the role of affective factors in
second and foreign language learning. The characteristics of learners “cover a whole range of
personal and attitudinal aspects” (Conteh, 2002, p. 193). Attitudinal factors relating to

15
language acquisition among those that contribute to a low affective filter, since classroom
atmosphere created and sustained by the teacher not by the learners’ attitudes is equally
important in lowering the affective filter (Richards & Rodgers, 1986, p. 133; Krashen, 1987, pp.
30–31).

A good language learner is described as a learner who acquires adequate intake in the second
or foreign language, and has a low affective filter to allow input to language acquisition
(Krashen, 1988, pp. 37–39). However, the bad language learner has “neither acquisition nor
learning going to him” and this might be the result of attitudinal factors lacking interest in the
target language and its speakers, lacking self-confidence, a high anxiety level as well as low
aptitude or interest in grammar) (Krashen, 1988). (Brown 1994, p. 22) describes affective
principles as the “foundation stones on which techniques and learning material can be based”.
Besides, the learner’s attitude and motivation, aspects such as personality especially relevant
are self-confidence, risk-taking and anxiety are of significance in the language learning process.
People vary widely in their personality, and personal factors are interrelated with attitudinal
and motivational factors. (Keuning 1998, p.366–367) defines personality as the “Combination of
psychological characteristics to classify individuals”.

2.2.1.1. Self-confidence.

Self-confidence, also defined by (Brown 1994, p. 23) as the “I can do it” principle is about the
learner’s belief in his or her ability to accomplish the task. (Krashen 1998, p. 23) indicates that
self-confidence encourages the learner’ intake, and will also result in having a low filter. The use
of simpler techniques at the start of classroom activities will boost learners’ self-confidence,
since a sense of accomplishment assists learners in the next, more difficult activity (Brown,
1994, p. 23). Self-efficacy, self-esteem, risk taking and lack of anxiety are traits of self-
confidence that also related to second or foreign language learning. (Ehrman 1996, p. 137)
mentions self-efficacy as an element in learning because it reflects the degree to which the
learner thinks s/he can cope and succeed in the learning situation. Conversely, enhanced self-
efficacy that is the learner expects good results, tends to increase motivation, positive attitude,
and also increases willingness to take learning risks (Skehan, 1989, p. 106). Language learning
16
difficulties may particularly influence self-esteem negatively which in turn affects students’
attitudes and their language success too (Ehrman, 1996, p. 146).

Learners may (Getie, Cogent Education 2020), believe that the target language is difficult to
learn, or even that there is a right way to learn the target language. Thus, such beliefs, negative
assumptions as well as the expectation of himself/ herself, affects the learner’s sense and
attitude of him/her ability to learn the language (Ehrman, 1996, p. 145).

2.2.1.2. Risk-taking.

A number of researchers (Dulay, 1982; Brown, 1994; Larsen & Long, 1991; Skehan, 1989)
acknowledge the tendency to take risks and its connection with achieving greater success in
language learning. According to these researchers, if learners have a positive belief and attitude
towards a certain language task, they may be willing to become gamblers in the game of
language, to attempt to produce and interpret the language. In their discussion of risk taking,
(Larsen and Long 1991, p. 188) indicate that the direct opposite of risk-taking behaviour is
manifested in sensitivity to rejection.

Learners who are sensitive to rejection may avoid participation in the classroom, because they
fear disapproval from classmates or teacher. These all can lead to students to have negative
attitudes towards English language because they are less confident and fear rejection (Dulay,
1982, p. 75). Learners aged from 16 to 22 with 18 the average age reflect an age category
associates with adolescence. In these respect, researchers like (Ehrman, 1996, p. 150;
Lightbown and Spada, 1993; Richards & Rodgers, 1986, p. 133) suggest that fear,
embarrassment, inhibition about performing in front of others, and judgment by others, all
increase in the early adolescence, and probably discourage risk-taking.

Consequently, these traits may result in a high affective filter, for instance, negative attitudes
which also hamper progress in language learning and achievement. Thus, high school language
learners have different views about accomplishing a certain language activity in front of others
since they may be afraid of being evaluated by their teachers and classmates. This also in turn

17
creates a negative attitude towards the target language and can affect their English language
achievement.

2.2.1.3. Anxiety.

They are appears to be a consistent relationship among personality, anxiety, the learning
situation and language proficiency. (Ehrman 1996, p.137–8) indicates that a variety of feelings
accompany learning, and range from positive to less pleasant feelings or attitudes. Negative
feelings or attitudes include frustration, anger, anxiety, lack of self-confidence, and these
affective factors may influence the learning event as well as how much language a learner can
learn and achieve in a given time.

According to (Spolsky 1989, p. 114), anxiety in foreign language classes is often related to
listening and speaking, with difficulty in speaking in class. At this time English language teachers
are challenged to create a favourable condition in the classroom by employing techniques to
reduce anxiety, negative feelings and stress about the language and their achievement too.
Furthermore, a language teacher should also consider the use of appropriate learning material
in the learning situation (Wedeman, 2002, p. 97). To become a professional, the language
teacher should eventually be able to design appropriate teaching and learning materials to
provide less threatening and positive attitudes or feelings, and more supportive environment
for learners (Wedeman, 2002).

2.2.2. Educational context

Apart from informal situations where the learner may have the opportunity to learn and speak
the target language in the community, school offers formal learning of the target language to
the leaner. (Conteh 2002, p. 193) indicates that the factors influencing learners’ attitudes and
the learning situation are “general atmosphere of the learning, the classroom dynamics,
opportunities for student-student and student-teacher interaction, and students’ perception of

18
the teacher’s commitment to their learning”, Educational contexts include the learning
situation that is how language is learned, the English language teacher who considers how
variables like physical, social and cultural differences that influence the learning-teaching
process in to an account, and the teaching-learning materials.

2.2.2.1. Learning situation.

Researchers suggest that the learning situation has an effect on the attitudes of the learners
and their success. According to (Ehrman 1996, p. 142), anxiety and anger may influence
students’ attitudes and motivations, especially, in the situation where the English language
subject is compulsory. Another person, (Littlewoods 2001, p. 21) indicates that in a country
where English language is a compulsory subject, there is a link between attitudes of the
learners and teachers’ authority, and learners’ ability to participate in the classroom. In such
conditions, it is the teacher who controls the class and students are not free from such
domination which results demotivation and unwillingness among the learners, and the failure
comes then.

Furthermore, there is another important feature that needs to be given emphasis in the
teaching-learning situation that is time. The number of hours available for learning and teaching
the language will obviously influence the level of attainment. Another person pairs the
motivation factor with opportunity and points out that successful learning of the language in
the school situation depends upon both motivation and attitudes with the range of
opportunities for its use outside the classroom, and that there are vast discrepancies in the
range in this range in different rural and urban areas. For instance, (Krogh 1990, p. 102) reveals
that the need to communicate comes from inside a child, while the norms of the society give
shape to the communication.

She goes on to say that language learning is easy when it is whole, real and relevant; when it
makes sense and is functional; when it is encouraged in the context of its use; when the learner
chooses to use it. In other words, other, more rigid systems make learning difficult. In this

19
regard, Pride also puts forward this idea in that good learning depends on at least three
variables, namely aptitude, motivation and opportunities to include all those activities both
within and outside the classroom which expose the learner to the language and which afford
him an opportunity to practice what he has learned. He further argues that if we want to
enable the student of English, then we must put him in situations which demand the use of
English.

2.2.2.2. The foreign language teacher.

Favorable feelings and experiences with the teacher, classmates and materials can forge
positive attitudes towards learning a second language (Day & Ford, 1998, p. 25). A learner who
has better interaction with his teacher may develop a positive attitude towards the target
language than those who have less interaction. “Without communication between teachers and
learners, there will be little chance of effective education” (Spolsky, 1972, p. 3).

One of the most important variables that influence the learners’ attitudes towards learning a
language is the teacher. It is the fact that the influence can be either positive or negative
depending upon the teacher’s knowledge of the subject matter, his attitude towards the
students and the subject. Factors like teacher’s personality, professional knowledge,
enthusiasm, commitment and professional classroom management skills all have direct and
multiple influences on the learners’ learning Motivation. As (Dornyei 2001) indicates, students
adopted similar beliefs, attitudes, expectation and associated behaviours through the channels
of teacher’s communication of beliefs, expectation and attitudes.

If the teacher fulfills all the aforementioned qualities and he invites his learners systematically,
learners will have better opportunities to develop a positive attitude towards learning the
language. According to (Spolsky 1969, p. 273), in a typical language learning situation, there are
a lot of people whose attitudes to each other can be significant to the learners, teachers,
parents and speakers of the target language. A number of recent studies, although all not done
20
in languages, have pointed out that the importance of attitude of the teacher to the student is
related to the learners’ success. In the same manner, Gaither elaborates the role of teachers’
attitudinal influence on the attitudes of the learners towards learning a language as follows: all
the teachers- not only language teachers but also those of literature, civilization, science,
government, etc. should alert to the far reaching benefits of foreign language study for a
student regardless of what his future education plans may be if the teacher is well informed
and quick to perceive the long range values of foreign language study as they been bearing
upon the cultural, social, political aspects of modern civilization where else is the student to
find out (Gaither, 1955, p. 425), as cited in (Mohamed, 2004, p. 18).

It is obvious that the knowledge of English as a foreign or second language is very important to
all South Sudanese administrative staff, parents, society. Thus, government should encourage
students to learn and develop their skill of the target language. Only then, our students can
reach also the expected level within the given time, and it also needs the effort of policy makers
and effective participation of all intellectuals. Besides, providing students with new resources
for expanding and deepening their knowledge of a foreign country, the study of a foreign
language helps them in further study and appreciation of their own culture which provides a
solid gain to the students ibid. (Larsen and Long 1991, p.179) state that teachers’ attitudes
towards the learners are important variables that can affect the attitudes of learners as well as
the quality and quantity of the learning which takes place and the linguistic outcomes for the
learner. The other important thing that goes on with teachers in the learning-teaching situation
is the attitudes of learners’ towards the classroom situation because learners who feel at ease
in the classroom, and who like the teacher, may accept the teacher as a “source of intake”.

Furthermore, positive attitudes towards the classroom situation and the teacher may result in
self-confidence and integrative motivation, thereby enhancing language acquisition (Krashen,
1988, p. 23). (Conteh 2002, p. 193) says that the learning conditions also have an impact on the
learning experience. According to him, these conditions could range from the physical
conditions of the classroom like big or small, hot or cold adequate and functioning equipment,
bright or dark class, airy or steady to what an individual teacher does to enhance learning clear

21
teaching objectives, well designed materials clear and concise transmission of new information,
or the point of entry into new material.

The physical arrangement of the class and the number of learners may have influenced the
attitudes of student and the learning situation. In this regard, (Wilkins 1974, p. 45) argues that
the issue with large class is whether “desirable methods and objectives can be maintained in
the face of classes of more than forty pupils”.

2.2.2.3. English as a foreign language teaching materials.

The last educational factor of the attitudes of the learners and the learning and teaching English
as a foreign language is to be considered here is the stock of resources which the teacher is able
to exploit. According to (Wilkins 1974, p. 47), resources are not an adjunct, but an integral part
of the learning situation and therefore limited resources impede the language achievement.
The presence or absence of resources like textbooks, workbooks, writing paper, pens/pencils,
chalk, blackboard, wall-pictures, tapes, tape recorder, television, radio, reading material and a
library, all influence the attitudes of learners and the learning situation (Wilkins, 1974).

(Tomlinson 1998, p. 18) states that materials should take learners’ different affective attitudes
into an account, and suggests that positive feelings towards the target language, teachers, and
the learning materials would enhance the learning situation. Alongside this recognition of the
importance of affective factors and the use of authentic texts in learning, (Guariento and
Morley 2001, p. 347) argue that there has been a growing awareness that simplicity of tasks to
maintain or increase learners ‘motivation does not sacrifice authenticity.

Similarly, the affective strategy that needs to be taken into an account is the use of materials
that tap into or stimulate learners’ interest, in order to increase motivation and positive
attitude in the learning of English language. By embedding learners’ interest and willingness in
material, learners practice to activities that will naturally elicit their curiosity and desire for

22
understanding (Wlodkowski, 1993, p. 158). Motivated learners are more cooperative and
psychologically open to learning which may enhance information processing. According to
Wilkins (1974, p.84), developing materials in a second or foreign language with learners’ needs
may trigger learners’ intrinsic interest in the communicative ability so that in their desire for
successful achievement.

2.2.3. Social context

(Spolsky 1989, p. 131) views that languages are primarily social mechanisms since languages are
learned in social contexts. He further indicates that while the language learning is individual, it
takes place in society, and though social factors may not have direct influences, they have
strong and traceable effects on the attitudes and motivation of the learners.

Similarly, (Van Lier 1996,) argues that language use and language learning are the parts of the
world in which learners live, therefore, any activity undertaken in the classroom must be
understood in context, and has its own effect on the learners’ beliefs, attitudes as well as their
shaped behaviour. The social context comprises the family or home, the learners’ peer groups,
the community or target language speakers and their cultures (Spolsky, 1989, pp. 25–26).

2.2.3.1. The learners’ parents.

One of the social contexts to be taken into consideration is the various parent factors such as
their education, religion, culture, socioeconomic status, place of birth, and knowledge of the
target language (Spolsky, 1989, p. 26). These factors determine the parents’ rationales, goals
and priorities. (Larsen and Long 1991, p. 178) state that in several studies investigating the
parental role and the development of attitudes towards the speakers of the target language, it
was found out that the learners’ attitudes reflected their parents’ attitudes towards the target
23
language. According to them, it becomes evident that learners adopt their parents’ attitude
towards the target language and this in turn affects the learners’ achievements in learning the
language. Learners learn some behaviors by observing and imitating influential role models
(Bandura 1986) as cited in (Ettiger et al. 1994, p. 672). Attitudes can be learned in similar
processes.

Parents have an especial and strong influence on their children’s attitudes. (C. R. Gardner and
Lambert 1972) discuss this role of parents as follows: I think it is meaningful to distinguish the
main roles which are relevant to their success in a second language program. For better labels, I
am going to refer to them as the active and passive roles even though these labels are not
completely descriptive.

By the active role I mean that role whereby the parent actively and consciously encourages the
students to learn the language. In the active role the parent monitors the child’s language
learning performance and to the extent that he plays this role and attempts to promote
success. That is the parent watches over the child and makes sure that he or she does his or her
homework, encourages him to do well, and in general reinforces his or her success.

I believe it is safe to assume that differences in the extent to which parents vary in this
encouragement function would have some influence on the child’s performance in any learning
situation. Likewise, Wilkins emphasizes that the power of parental influences on the learners’
second or foreign language learning when he points out that it is particularly interesting that
the attitudes of children are almost similar to the attitudes of their parents so that it would be
said that the parents do much to determine the lack of success of their children Second or
foreign languages because children are always want act, do, say, and make what their parent
perform in their actual life so do their children (Wilkins, 1978).

Attitudes, like all aspects of the development of cognition and affect in human beings, develop
in the early childhood and are the result of parents’ attitudes (Brown, 1994,p.168).Besides,
(Carrol 1967) found in his study that the more the parents use the foreign language at home,
the higher the students’ mean score will be. Thus, one reason the students reach in the higher
levels of attainment in a foreign language is that they have home environments that are
24
favourable to this, either because the students are better motivated to learn or because they
have better opportunities to learn (Carrol 1967, p. 138), as cited in (Spolsky 1969, p.273).

When it comes to students’ attitudes for a high school subject, it has been noted that parents’
attitudes to the subject and to the students’ achievements in the foreign language is very
important (Anderson, 1967, p. 12). Concerning the learning of the foreign language, it is not
only the learners’ internal motivation that matters, but the attitudes of his or her parents’
towards the foreign languages as well. The attitudes of the learner towards learning a foreign
language will be formed at home. Therefore, one who wants to investigate the attitudes of the
learners towards the foreign language should ask the following questions: do students’ parents
consider learning the language important or irrelevant? Since his or her parent’s attitude can
affect his or her attitude towards the learning of the language, if the answers to the above
question are positive, then the attitude of the child is more likely to be positive.

Of course, in the information of the attitudes parents act as models though other sources like
many peers, teachers and media, particularly characters portrayed on television exert an
influence too (Roger & Houghton, 1995, p. 58).

2.2.3.2. Learners’ peer groups.

Learner peer group has a remarkable influence on his or her attitude towards learning a foreign
or second language. Concerning their role, (Morgan 1966, p. 601) reports, “whatever the
reason operating in any given case, the outcome is that an individual’s peer may shape views as
well as behavior more than his/her parents do”. Furthermore, (Brown 1994) says the following
in pointing out the role of the learner’s peer group: Attitudes are like aspects of the
development of cognition and affect in human Beings, develop early in the childhood and are
the result of parents’ and Peers’ attitudes, contact with people who are different in any number
of ways, and interacting affective factors in the human experience.

These attitudes Form a part of one’s perception of self, of others, and of the culture in which
one is living. Onwards, their childhood most of high school students have developed intimacy
with their parents and peer groups. Their previous cumulative experience helps them develop

25
their attitude either positively or negatively towards their parents and peer groups. They may
have a lot of experience in role taking and role playing with their peer groups, and they develop
common interest. Therefore, they may have similar interest, feeling or attitude, in common
with certain individual difference. Membership and acceptance in particular groups is often
contingent upon the attitudes one expresses peer groups such as class, unions, sororities,
fraternities, and churches differentially reinforce the expression of certain attitudes relevant to
the group (Morgan, 1986, p. 390).

2.2.3.3. Community.

According to (Spolsky 1989, p. 26), the social context influences second language learning into
two indirect but important ways. Firstly, it plays a vital role in the development of the learners’
attitudes towards the target language, its speakers, and the language learning situation which
includes the learners’ expectations and perceptions of the learning and its probable outcomes.
These expectations and perceptions lead to the development of the learner’s attitude and
motivation. In this respect, (Wilkins 1974) indicates that in communities where the target
language is observed with “indifference or even hostility”, social and cultural attitudes have a
considerable influence on individual learners’ attitudes and motivation. Secondly, the context
establishes the social condition of the language learning situation formal and informal and the
various opportunities for language learning. Formal situations are the provision of different
educational institutions in society for language learning whereas informal situations reflect the
potential opportunities in society for exposure to the target language interaction with the
speakers and writers of the target language. Studies suggest that there is a high correlation
between the kind of exposure to the target language and the proficiency attained. In situations
where learners have more opportunities to communicate with the target language speakers,
the learning outcome is more favourable (Spolsky, 1989, p. 166).

26
Thus, as different studies reveal, the community where the learners live with even from their
own culture can influence the attitudes and motivation towards the language and an
attainment too (Spolsky, 1989). According to the results of (Gardner’s 1985) work, it was found
that learners who have positive attitudes towards the speakers of the target language, culture
of the target language, and towards the target language were more successful than those who
have negative attitudes. He argued that because language is an integral part of culture, the
learning of the second or foreign language depends on the learners’ willingness to identify with
the culture of the target language and to incorporate aspects of the target language culture
including the linguistic repertoire, into his/her own behaviour.

Moreover, (Fasold 1984) stressed the role of learners’ attitudes in language growth or decay
and he stated that the concept of language attitudes not only includes attitudes towards
speakers of the target language but also includes all kinds of behaviors concerning language to
be treated attitude towards language maintenance and planning efforts .Interestingly, success
in learning second or foreign language depends upon the social relation among the first and
second language communities.

(Wong 1991) suggests that success in learning second or foreign language is contingent on the
existence of the following conditions:

(a) Motivated students who realize the need to learn the target language.

(b) The target language speakers who support the second language learners and

(c) Frequent social contact between target language speakers and learners.

Concerning the effect of learning a second or foreign language on one’s own culture, Kramsch
(1995) writes about how language plays an important role not only in the construction of
culture but also in the emergence of cultural changes. In this regard, it is stated that social
change occurs slowly but inevitably at the edges of dominant culture. This is true of the change
that we might bring about by teaching people how to use somebody else’s linguistic code in

27
somebody else’s cultural contexts. Teaching members of one community how to talk and how
to behave in the context of another discourse community potentially changes the social and
cultural equation of both communities.

2.2.4. Other factors

According to (C. Gardner 1985), in addition to the above-mentioned attitude variables that is
learner personality, social and educational factors affecting students’ attitudes and language
learning attainment, he goes on to report that attitudes towards learning the second language
also has been shown to relate to other factors like sex and age.

2.2.4.1. Conclusion

Manifestation Anxiety of second language has been identified as a panacea for the acquisition
of L2 in South Sudan, which for senior majority University students it is English language.
Therefore, its importance should not be underestimated. This paper recommends that lecturers
of English language should be dedicated and patient in handling these for students’ developing
their speaking skill as a foundation.

The university lecturers should make effort in designing students’ friendly activities in both
classroom and as well as in the campus as regards to remedial drills in correcting errors
transferred from mother tongue according to the need of the 64 ethnic group of an
environment. This is in line with what (Oglan 1997) cited in (Oluwole 2008) stressed that an
activity classroom where learners especially at the primary school level, aiming to make
learning fun should be encouraged.

28
 Chapter three
The Study design and methodology

3.0. Introduction

This chapter consist of research design, target population, sample and sampling procedures,
data collection procedures, description of data collection instruments, data analysis procedure,
measures of reliability and validity, and ethical consideration.

3.1. Study designs

In this chapter, the methodology adopted for the study is discussed. It is an explanatory
method of the research that was adopted through which questionnaires, interviews and focus
group discussions were used to answer the research questions of the study. As the main focus
of the study is “Manifestation of Second Language English Learners among University Students
in South Sudan” the research questions are answered through the aforementioned data-
gathering tools and the causal relation is shown then. That is why the research is an explanatory
one.

3.2.1. Population description

29
The population of this study comprises of 1030 students in Upper Nile University Juba town
South Sudan. The main reason that the researcher selected that area is that he had the
exposure so that he was familiar with the respondents and they were expected to give relevant
data for the study. Furthermore, no one conducted research concerning the students’ English
language problems in that area.

3.2.2. Sample description

The samples of the study are University students and English language lecturers. Out of the
target, population that is 1030 consists of 522 male students and 508 Female students; the
researcher took 10% of 103 students for the subjects of the study.

Actually, the researcher should have taken more than 10% for the convenience of obtaining
data from a large number of subjects, but time constraints and financial problems restricted
him not to do so. Besides, all the English language lecturers were taken as the subjects of the
study.

3.2.3. Sampling technique

The researcher used a simple random sampling technique to select sample students for the
questionnaire in the study. There are 17 sections for University students and he took six
students from each 16 sections and seven students from one section. That is 96 students from
16 sections and seven students from one section which would be 103 students for the subjects
of the study. He also used a purposive sampling technique to select respondents into different
categories of above average students, average students and below average students for the
focus group discussion.

The researcher had cooperation from English language lecturers to select students because
they know which student is in which categories above average students, average students and
below average students from their mark list sheet. (David and Sutton 2009) acknowledge that
in purposive sampling, the units are selected according to the researcher’s own knowledge and
opinion about which ones they think will be appropriate to the topic area.

30
3.3. Data gathering instruments

The researcher intended to use questionnaire as the main data gathering instrument because it
is believed that relevant data could be collected from a large number of respondents, in this
case. Besides, he intended that interview for English lecturers and focus group discussion for
students are supplementary data gathering instruments.

3.3.1. Questionnaire for students

The researcher intends to use questionnaire for gathering data. The main reason that the
researcher used this instrument is to gather relevant data from a large number of subjects. To
collect valuable information for the study, opinions that reflect the attitudes of students were
gathered by systematically and carefully adapted and prepared questionnaire.

Basically, statements expressing a certain degree of positive or negative attitudes towards

learning English as a foreign/second language have been used in similar studies despite of the
fact that the present study focuses on “The Manifestation of second language English Learners
among University students’ attitudes towards learning English as a foreign language. For
instance, the researcher systematically adapted questions from studies like, (Getahun 1997,
Medhanie 1986, Mohamed 2004 and Tursi 1970). To avoid difficulty, the questionnaire was
written in English language. To get reliable data, the researcher made efforts, just to make the
questionnaire more comprehensive. Due to a shortage of time, convenience of analysis, and
reduce confusion the researcher decided to use only close ended questions in the
questionnaire.

3.3.2. Interview for lecturers

The second data gathering tool is an interview. In this data gathering tool, the researcher
intended to use a semi structured interview and only open ended questions were incorporated.
The subjects of the study in this tool were all University of English language lecturers.

3.3.3. Focus group discussion

31
The researcher selected students by making different categories such as above average
students, average students and below average students purposely with the cooperation of
English lecturers as they know students for which categories they are in each section from the
mark list sheet.

3.4. Procedure for data analysis

The data gathered from students and English lecturers were analyzed by using quantitative and
qualitative methods. As the researcher incorporated only those close ended questions, the data
gathered through questionnaire were organized, tabulated and analyzed quantitatively in the
form of frequency and percentage.

Chapter four
Data analysis, results, discussion and presentation

4.0. Introduction

This chapter present the finding and the results obtained. The chapter
contains detailed research findings and an in depth discussion on the
research finding. The finding are presented using the tables, as discussed in
chapter three, data was collected from primary sources which included the
answers structured questionnaires. The data collected was checked
thoroughly to ensure accuracy and completeness.

4.1 rates of returns

The data presented and to be analyzed in this section of the study are the
Manifestation of second language English Learners among University students’ attitudes
towards learning English as a foreign language. The data gathered from respondents

32
through the questionnaire, interview and focus group discussion were
analyzed by using quantitative and qualitative methods To identify factors
affecting students’ attitudes towards learning English and the extent to
which each identified factor exerts an influence on students’ attitudes were
requested to put a tick under each statement; using a 5-point Likert Scale
rating system as follows: Strongly Agree = 5, Agree = 4, No opinion = 3,
Disagree = 2, strongly Disagree = 1 and vice versa for negative statements.

As the students who put a tick under the numbers 5 and 4 (Strongly Agree
and Agree) confirmed students who have positive attitudes though the
frequency differs, the total percentage of students who highly agreed. On the
other hand, the percentage of students who rated the alternatives “Strongly
Disagree” and “Disagree” are summed up to show the students who have
negative attitudes towards learning English as a foreign language as
compared to the frequency of the two options.

4.2. The analysis of students’ responses for the questionnaire

4.1.1. Students’ attitudes towards the learning of English as a foreign

language as indicated in the above Table 1, for item 1, students were asked
to show thought whether English is the most interesting subject that they
have in school and about 25.2% of the respondents reported that they
strongly agree, 55.3% agree, 7.8% have no opinion, 9.7% disagree and 1.9%
strongly agree. The mean is 3.9. That means most students of about 80.5%
have positive attitudes to English language. From this one can understand
that students are aware of the importance and status of the English
language and they are probably interested in that other subject given in the
high school through the English language is favorable for them.

33
For item.2, students were asked whether they like to learn English for the
essence of living abroad and 18.5% of the respondents replied that they
strongly agree, 25.2% agree, 14.6% have no opinion, 24.3% disagree, and
about 17.5% of them strongly disagree. The mean is 3.0. That means
about43.7% of the students are learning English for living abroad may be it is
for different purposes and also for other businesses may be profession
because there is only a slight difference 41.8%.

Thus, it sounds reasonable to say that students might want to learn English
for the purpose of living abroad that is to have a social interchange with the
target language culture, or to be bilingual. In much the same way, (Brown
2000, p. 181) explains that students of the target language will have an
integrative motivation that is held by them who want to join with “the culture
of the target language group and become involved in social interchange in
that group”.

Students were asked whether they are competent English language users
item 3 and for this 3.9% of the respondents replied that they strongly agree,
17.5% agree, 20.4% have no opinion, 43.7% disagree and 14.6% strongly
disagree. The mean for this one is 2.5. Therefore, it is fair to say that most
students 58.3% are not competent English language users, and for this,
there might be different reasons that they are reluctant to practice English
language in a good manner.

TABLE: 1

NO Statement Scales Students’ response Percentage (%)

Frequency

1.1 I think English is the most interesting subject Strongly agree 26 25.2
that we have in school.
Agree 57 55.3

34
 No opinion 8 7.8

Disagree 10 9.7

Strongly disagree 2 1.9

Total 103

Mean 3.9

1.2 I like to learn English because I want to live Strongly Agree 19 18.5
abroad.
Agree 26 25.2

No Opinion 15 14.6

Disagree 25 24.3

Strongly Disagree 18 17.5

Total 103

Mean 3.0

I’m a competent English language user. Strongly agree 4 3.9

Agree 18 17.5

No opinion 21 20.4

Strongly disagree 45 43.7

Disagree 15 14.6

1.4

Total 103
I like to learn English because I want to have
a good profession in it.
Mean 2.5

Strongly agree 41 39.8

Agree 46 44.7

No opinion 6 5.8

Strongly disagree 8 7.8

Disagree 2 1.9

Total 103

Their ability to communicate through the target language English. In this

respect, (Serrano-Sanchez 1996) has noted that students may develop low

35
self-image in learning a foreign language; perhaps because they could not
get appropriate exposure to practice the language; or perhaps, because they
may think that their language performance is lower as compared to others.
Item 1.4, students were asked whether they like to learn English because
they want to have a good profession in it and, as indicated in the above
Table 1,39.8% of the respondents strongly agree to the statement, 44.7%
agree to it, 5.8% have no opinion, 7.8% disagree and 1.9% of them strongly
agree. The mean is 4.1.Thus, from this, it can be deduced that most students
about 84.5% learn English for likely to have a good profession in it.

For this, literature indicates that target language learners might have an
integrative motivation which indirectly conveys they learn English for
success that is to have abilities like the target language community have.
For statement 1.5 students were asked to show whether they like to learn
English because it is one way to get a good job, and about 27.2% of the
respondents replied that they strongly agree, 45.6% of them agree, 6.8%
have no opinion, 15.5% of them disagree and 4.9% strongly agree. The mean
is 3.7. From this, it can be concluded that most students 72.8% learn English
language just likely to have got good job instrumental motivation.

This seems reasonable to say that learners of the English language are
learning for the purpose of securing better jobs and they are learning it for
short-term purposes. Regarding to this, (C. R. Gardner and Lambert 1972)
identify that students with instrumental motivation acquire the language for
such reasons as to get a better job, to read technical material and to have
rewards. From this, it can be concluded that most students 72.8% learn
English language just likely to have got good job instrumental motivation.
Statement 1.6, learners were asked to indicate whether they like to learn
English because they might want to pass the Universities’ Exams, and as
indicated in above table obviously, 40.8% of the respondents reported that
they strongly agree, 37.9% of them agree, 14.6% have no opinion, 6.8%
disagree and none of them reported that they strongly disagree.
36
The mean for this is 4.1. Hence, it is possible to say that students of large
number 78.7% learn English to pass exams which shows that they are
instrumentally motivated as far as their responses are concerned.
Concerning to this, it is reasonable to say that learners are likely to learn the
target language for the purpose of targeting the South Sudanese National
Examination which shows that they have short term success that is utilitarian
such as meeting the requirements for the school. Actually, the literature part
confirms this idea strongly. For statement item 1.7, students were asked
concerning their belief whether they could do the English examination very
well, and 11.6% of the respondent responded that they strongly agree, about
33% of them reported that they agree, 24.3%of them have no opinion,
23.3% of them disagree and 7.8%of them strongly disagree.

The mean is 3.2. Thus, it is possible to conclude that most students 44.6%
are confident enough in doing the English examination well. As far as
literature is concerned in part two of this study, students’ attitudes tend to
be positive if they have confidence in doing English examinations and
activities and the tendency that their language performance would be
continuously increased. Statement 1.8, students were asked to show
whether they were free from any Frustration whenever they speak in English
in the classroom, and 7.8% of the respondents reported that they strongly
agree, 26.2% agree, 18.4% of them have no opinion, 31.1% of them disagree
and 16.5% they strongly disagree.

The mean is 2.8. Therefore, students of 47.6% are not free from any
frustration while speaking in the classroom which may be due to their
shyness coming from parental problem good manner. In this respect, (Hedge
2000, p. 285) explains that trying to speak inform of others often generates
high level of anxiety, students may feel tense or worried for a number of
reasons (a) they may feel that they are under the evaluation of others or (b)

37
they may feel anxious because they may have “natural anxiety” resulting
from fear of being incomprehensible in their speech or (c) they might have
their own “cultural inhibitions” about seeing face or (d) they may develop
“shy personality” to speak in front of others, perhaps because they fear
making mistakes in class or fear of facing shortage of words or ideas as they
become under undue anxiety.

The mean is 3.9. Therefore from this, it is fair to say that English is a favorite
subject for students of about 64% so that they like to learn it. Besides,
learners are interested in English as it is being the medium of instruction in
the high school which indirectly shows that they know the importance and
the status of English language, and this confirms their responses given to
item 1.2. For statement 1.10 was regarding students’ wish that is no subjects
in school were taught in English as indicated in table above, and 35.9% of
them reported that they strongly disagree to it, 30.1% of the respondents
disagree to it, 9.7% of them have no opinion to it, 9.7% of them agree to it
and 14.6% of the respondents reported that they strongly agree to it.

The mean is 3.6. Therefore, students of large number 66% like the way those
subjects taught in English language in the schools. Actually, this item or
statement was raised in the above statements, and the difference is only
being stated positively or negatively, and their responses are the same.

In the same manner, students are confident in doing English examination but
are not free while speaking in English in the classrooms because they think
themselves as incompetent users of the language. 4.1.2. Students’ attitudes
towards the English language learning situation.

The above table contains three statements concerning students’ attitudes

towards the English language learning situation and for statement 2.1, 5.8%
of the respondents reported that they strongly agree, 20.4% of them agree,

38
19.4% of them have no opinion, 32% of the respondents reported that they
disagree, and about 22.3% of them strongly disagree.

The mean is 2.6. Thus, it is possible to conclude that students of 54.3% have
negative attitudes towards the English language learning situation. From this
it sounds reasonable to say that students’ learning of the language might be
determined by the target language learning situation like the method that
their teacher uses to teach, the arrangements of seat, the learning
environment, and also the sizes of the classroom and its cleanness and dirt.
It seems true to say that students’ attitudes tend to be negative if these
things are not good despite of the fact that they like the target language that
is English language.

For statement 2.2, as shown in Table 2, 11.7% of the respondents reported

that they strongly agree, 20.4% agree, 12.6% have no opinion, 39.8% of the
respondents reported that they disagree, and 15.5% of them strongly
disagree. The mean is 2.7. From this, it is possible to conclude that students
about 55.3% are not interested in the way that English language is given to
them. It is also possible to deduce that whether the air is hot or cold
learners do not consider it as it could affect their learning, it might be
because the air is conducive for them despite of the fact that the classroom
sizes are not suitable to be flexible as they are not the clean, and sufficient
for them.

The cumulative mean is 3. From this, one can make clear that if students
need to learn the target language in a good manner, it is advisable to
consider the learning situation into an account, otherwise, and it is difficult to
make good attitudes among the high school learners towards learning the
English language. In this respect, it is important to pay attention to seating
arrangements, for instance, encouraging and facilitating cooperation among
students and carefully arranging desks together (Levin & Nolan, 1996, p.
126). According to them, it is essential to overlook an attractive and

39
motivating physical learning environment in which the learning teaching
process takes place. However, from all the statements above Table 2
students of 62% are not interested in the English language learning situation
because according to statement 2.1 and 2.2 their responses indicate that
they have negative attitudes towards the learning situation with the
exception of air that is conducive for them. 4.1.3. The attitudes of students
towards their English as a foreign language teacher the above table contains
five statements regarding to the attitudes of students towards their English
as a foreign language teachers as shown clearly.

Statement 3.1 explains whether students were interested in their English

teacher’s method of teaching and 16.5% of the respondents indicated that
they strongly agree, 34% agree, 12.6% have no opinion, 14.6% of them
disagree and 22.3% of the respondents strongly disagree.

TABLE: 2

No Scale Statement Students’ Percentage (%)

response

Frequency

2.1 I like to learn English because the arrangements Strongly agree 6 5.8
of seats, learning environment and the classroom
dynamics are interesting to me.

Agree 21 20.4

No opinion 20 19.4

Disagree 33 32

Strongly disagree 23 22.3

Total 103

Mean 2.6

2.2 I prefer to attend English classes because the way Strongly agree 12 11.7

40
 it is given is very interesting.

Agree 21 20.4

No opinion 13 12.6

Disagree 41 39.8

16 15.5

Strongly disagree

Total 103

Mean 2.7

2.3 I dislike learning English because the size, Strongly disagree 33 32

Classrooms, the light, and the hotness or coldness
of the air is not conducive. Disagree 34 33

No opinion

Agree 15 14.6

Strongly agree 13 12.6

Agree 8 7.8

Total 103

Mean 3.7

TABLE: 3

NO. Scale Statement Students’ Respond Percentage (%)

Frequency

3.1 I am interested in our English Strongly agree 17 16.5

teacher’s method of teaching.

Agree 35 34

No opinion 13 12.6

Disagree 15 14.6

Strongly disagree 23 22.3

Total 103

Mean 3.1

3.2 Our English teacher uses good Strongly agree 8 7.8

examples and illustrations while he\

41
 she teaches.

Agree 20 19.4

No opinion 9 8.7

Disagree 43 41.7

Strongly disagree 23 22.3

Total 103

Mean 2.5

3.3 Our English teacher encourages us to Strongly agree 9 8.7

speak in English both inside and
outside the classroom. Agree 18 17.5

No opinion 10 9.7

Disagree 36 35

Strongly disagree 30 29.1

Total 103

Mean 2.4

For statement 3.2 they were asked whether their English teacher uses good
examples and illustrations while s/he teaches and for this about 7.8% of the
respondents responded that they strongly agree, 19.4% of them agree, 8.7%
have no opinion, 41.7% of them replied that they disagree and 22.3% of
them witnessed that they strongly disagree. The mean is 2.5. Therefore, it is
possible to say that students of a large number (64%) witnessed that they
dislike their teacher’s giving examples and illustrations which shows that
they have negative attitudes towards him/her. As far as literature is
concerned, unless teachers use clear and concise examples during the
teaching-learning process, the class will be very boring and nothing is
grasped by learners.

Likewise, for statement 3.3, students were asked whether their English
teacher encourages them to speak in English both inside and outside the
42
classroom, and about 8.7% of the respondents indicated that they strongly
agree, 17.5% agree, 9.7% have no opinion, 35% of them disagree and 29.1%
of them strongly disagree.

The mean is 2.4. Therefore, English teachers do not give emphasis in

encouraging their students to speak in English and students 64.1% have
negative attitudes towards their teachers. It supports the above statement
3.2. Actually, it may be due to the lack of good English model and
encouragement in high school that students lack English proficiency. The
next statement 3.4 learners were asked whether their English teacher uses
clear and concise instruction during any English activity and examination and
according to the respondents’ responses, .4.9% of them witnessed that they
strongly agree, 25.2% agree, 16.5% have no opinion, 35.9% disagree and
17.5% of them strongly disagree.

The mean for this is 2.6. Therefore, it is true to say that English language
teachers do not use clear and concise instructions during any English activity
and examination and shows that students of 53.4% do not have good
attitudes to their teachers. On contrary to statement 3.1, learners were
asked to show whether the way their English teacher teaches is monotonous
is statement 3.5 and respondents of about 19.3%of the respondents
reported that they strongly disagree to it, 36.9% of them disagree to it,
11.7% have no opinion, 20.4% agree, and 11.7% reported that they strongly
agree.

The mean is 3.3. Thus, it is possible to say that students 56.2% are
interested in their teachers teaching method which is similar to statement
3.1. Generally, the cumulative mean is 2.8. Thus, statement 3.2, 3.3 and 3.4,
indicate that students have negative attitudes towards their English teacher
and from the cumulative mean that is 2.8 which shows that 58%of the
students have negative attitudes towards their teachers.

43
As the main target of the researcher is to investigate the “Manifestation of
second language English learners among University students’ attitudes
towards learning English as a foreign language”, the researcher realized that
English as a foreign language teachers affect students’ attitudes negatively
in learning English since as respondents’ responses indicate teachers do not
use clear examples, they do not encourage their students properly.

That is why learners lack good English proficiency as required. In this

respect, (C. R. Gardner and Lambert 1972) indicate those teachers’
behaviours, teachers’ personalities, teachers’ way of teaching the course,
and teachers’ way of considering students’ interests could change the
attitudes of students towards learning the target language into negative or
positive ones. 4.1.4. Students’ attitudes towards University English teaching
materials Table 4 contains four statements concerning the attitudes of
students towards the University English teaching materials. For statement
4.1, respondents of 18.4% reported that they strongly agree, 51.5% agree,
5.8% have no opinion, 12.6% disagree and 11.7% of them strongly disagree.

The mean is 3.5. Thus, students 69.9% are interested in the English teaching
materials. From this, it is possible to understand that if the teaching
materials like English textbooks are attractive and supported with different
pictures, learners are able to understand each and every activity properly. In
this regard, some language scholars like (Tomlinson 1998, p. 18) indicates
that the use of authentic materials make target language learners very
conscious and their potential to learn the language tends to be increased
continuously. For statement 4.2, about 3.9% of the respondents replied that
they strongly agree, 38.8% agree, 13.6% have no opinion, 35% disagree and
8.7% strongly disagree. The mean is 2.9.

TABLE: 4
No Scale Statement Students’ Response Percentage (%)

44
 Frequency

4.1 The passages in our undergraduate English textbooks are Strongly agree 19 18.5
interesting to me.

Agree 53 51.5

No opinion 6 5.6

Disagree 13 12.6

Strongly disagree 12 11.7

Total 103

Mean 3.5

4.2 The words in the passages of our English textbooks are Strongly agree 4 3.9
easy enough to be understood

Agree 40 38.8

No opinion 14 13.6

Disagree 36 35

strongly disagree 9 8.7

Total 103

Mean 2.9

4.3 The undergraduate English textbooks Have different Strongly agree 5 4.9
pictures in each reading section.

Agree 43 41.7

No opinion 17 16.5

Disagree 26 25.2

Strongly disagree 12 11.7

Total 103

Mean 3.0

GG4.4 The passages in our English textbook are not clear for Strongly disagree 15 14.6
me.

Disagree 42 40.8

No opinion 19 18.5

Agree 20 19.4

Strongly agree 7 6.8

45
 Total 103

Mean 3.4

G.M = 3.2

In the teaching materials are above the level of learners it would be difficult
to understand during the teaching-learning process. For statement 4.3, as
obviously put in the table about 4.9% of the respondents reported that they
strongly agree, 41.7%agree, 16.5% of them have no opinion, 25.2% disagree
and 11.7% of the respondent responded that they strongly disagree.

The mean is 3.0; from this, it can be deduced that students’ English
textbooks have different pictures so that students (46.6%) like which
indirectly shows that they have positive attitudes towards it. For the last
statement 4.4 as shown, in the above table about 14.6% of them strongly
disagree, 40.8% disagree, 18.5% have no opinion, 19.4% agree and 6.8% of
the respondents replied that they strongly agree. The mean here is 3.4.

Thus, most students 55.4% witnessed that the passages in the English
textbooks are clear for them. It sounds reasonable to say that those
textbooks tend to attract the attitudes of students if they are being
supported by different pictures because either it is vertical or horizontally
students understand in a simple way. Totally, the cumulative mean is 3.2
that are 66% of the students have positive attitudes towards their English
teaching materials except statement 4.2 which indirectly shows these
English teaching materials affect students’ attitudes positively. 4.1.5.
Parents’ attitudes towards the learning of English as a foreign language by
their children

Table 5 contains five statements concerning the attitudes of parents towards

the learning of English as a foreign language by their children. Statement 5.1
learners were asked to indicate whether their parents feel that learning
English is important, and respondents of about 48.5% witnessed that they
46
strongly agree, 33% of them agree, 3.9% have no opinion, 6.8% disagree
and 7.8% of them strongly disagree. The mean is 4.1. Hence, most students’
parents 81.5% have positive attitudes towards learning English by their
children’s and know the importance of English language. They were asked to
show whether their parents are good speakers of English item 5.2, and
respondents of 4.9% strongly agree, 26.2% of them agree, 13.6% have no
opinion, 32% of them disagree and 23.3% of them strongly disagree. The
mean is 2.6. Therefore, from this, it can be referred that most students’
parents 55.3% are not good speakers of English language.

As it can be deduced from their responses that parents of the target

language learners are clear about the status of English language although
parents are not good speakers of the language. Statement 5.3, they were
requested to show whether their parents encourage them to study English
very well, and respondents of 32% indicated that they strongly agree, 42.7%
agree, 7.8% have no opinion, 8.7% of them disagree and again 8.7% of them
showed that they strongly disagree to it. The mean is 3.8. Thus, most
students’ parents 74.7% encourage their children to study English.
From this one can understand that parents of learners are able to help their
children by helping materials that could improve their English proficiency
which shows their great encouragement. For the fourth statement 5.4
students were asked to indicate whether their parents buy English guides for
them to study, and respondents of about 21.4% indicated that they strongly
agree, 47.6% of them agree, 9.7% have no opinion, 8.7% of them disagree
and 12.6% of them strongly disagree. The mean is 3.6. Thus, according to
these responses indicated, most parents 69% buy English Guides for their
children. Indeed, this shows that parents have a good understanding about
the importance of English and its status that is why they are eager to help
their children by buying materials.

47
The last statement 5.5, they were asked to convey whether their parents feel
that learning English is not important which is contrary to statement 5.1 and
about 55.3% of them strongly disagree, 25.2% of them disagree, 11.7% have
no opinion, 5.8% of them agree and 1.9% of the respondents strongly agree.
Thus, it is the same as the first statement. The mean is 4.3. That is about
80.5% of the parents feel that learning English is important. The cumulative
mean is 3.7 which mean that 76% of the students’ parents have positive
attitudes towards the learning of English as a foreign language by their
children. And on the other words, parents’ attitudes play very significant
roles in developing positive attitudes towards learning English by their
children. In much the same way, Young 1994 refers to some of the many
ways in which parents exert an attitudinal influence, such as, through
discussion, by encouraging participation in foreign language, by helping the
child with homework, and by encouraging the child to buy and read material
in the foreign language.

No Scale Statement Students’ Response Percentage

(%)

Frequency

6.1 My friends use English in our Strongly agree 21 20.4

communication so that it helps me
improve my English proficiency. Agree 25 24.3

No opinion 15 14.6

Disagree 23 22.3

Strongly disagree 19 18.5

Total 103

Mean 3.1

6.2 My classmates feel happy whenever I Strongly agree 9 8.7

speak in English
Agree 21 2o.4

No opinion 22 21.4

Disagree 30 29.1

48
 Strongly disagree 21 20.4

Total 103

Mean 2.7

6.3 Learning English with my friends is better Strongly agree 30 29.1

than learning it by myself.
Agree 44 42.7

No opinion 7 6.8

Disagree 12 11.7

Strongly disagree 10 9.7

Total 103

Mean 3.7

6.4 My friends do not feel happy whenever I Strongly disagree 15 14.6

speak in English outside the classroom.
Disagree 24 23.3

No opinion 30 29.1

Agree 22 21.4

Strongly agree 12 11.7

Total 103

Mean 3.1

TABLE: 5 G.M=3.2

The mean is 3.1. Thus, most students’ classmates (44.7%) are likely to speak
in English language and it helps them to improve their speaking. From this,
one can understand that classmates’ communication through English has a
great value for the developments of students’ English proficiency which later
determines their attitudes. Statement 6.2, respondents were asked to
indicate whether their classmates feel happy whenever they speak in
English, and about 8.7% of the respondents witnessed that they strongly
agree, 20.4% of them agree, 21.4% of them have no opinion, 29.1% of them
disagree and 20.4% of them strongly disagree.
And the mean here is 2.7. Thus, from this, it can be concluded that most
students about 49.5% are not happy whenever their peer groups speak I
49
English. For this, students might be shy to use and exercise the language in
front of others, and unless the setting is at school, they will be reluctant to
speak in English because they might believe to be laughed at. For statement
6.3 students were asked to show whether Learning English with their friends
is better than learning it by themselves, and respondents of 29.1% of the
respondents reported that they strongly agree, 42.7% of them replied that
they agree to it, 6.8% have no opinion, 11.7% of them disagree and 9.7% of
the respondents strongly disagree.
The mean is 3.7. Thus, according to the responses given, students’ peer
groups 71.8% prefer to learn English with their classmates rather than
learning it by alone. The last statement 6.4 asked students whether their
friends do not feel happy whenever they speak in English outside the
classroom” is contrary to statement 6.2 and respondents of 14.6% of them
strongly disagree to it, 23.3% of them disagree, 29.1% of them have no
opinion, 21.4% of them agree to it and 11.7% replied that they strongly
agree. The mean is 3.1. Thus, 37.9% of students feel happy whenever their
peer groups speak in English which contradicts with statement 6.2. To
generalize all the above responses given, cumulative mean for the above
statements is 3.2 which indicated that students of 66%have positive
attitudes towards their classmates in learning English as a foreign language.
Indeed, literature supports this idea. 4.1.7. Students’ attitudes towards
English native speakers Table 6 contains three statements concerning
students’ attitude towards English native speakers.

The first statement 7.1, students were asked to show whether they like the
native speakers of English the Americans, British and Canadians, and the
respondents about 22.3% of the respondents reported that they strongly
agree, 25.2% of them agree, 22.3% of them have no opinion,17.5% of them
disagree and the rest that is 12.6% of them strongly disagree.

50
The mean is 3.3.Thus, most students that are 47.5% like the English native
speakers. From this, one can make clear those learners’ expectations and
perceptions concerning English native speakers are good and this leads them
to have positive attitudes towards the target language English which also
probably leads them success. Respondents were asked to indicate whether
they wish they could speak like him/her when they hear someone who is
American, British and Canadian who speaks English well, and about 47.5% of
the respondents reported that they strongly agree, 37.9% of them agree,
5.8% have no opinion, 4.9% disagree and 3.9% of them strongly disagree.
The mean is 4.2. Thus, 85.4% of the students wish to be like English native
speakers. It sounds reasonable to say that if students get the exposure that
those English native speakers do, they are eager to use the chance because
it is one way that informal situation is created for learners to develop their
English proficiency which in turn creates positive image for the target
language as well as the speakers of the language.
The third statement 7.3, they were asked to indicate whether they do not
like the culture of English native speakers, and about 33% of the
respondents strongly disagree, 35.9% of them disagree, 13.6% of the
respondents have no opinion, 13.6% of them agree and 3.9% of the
respondents reported that they strongly agree. The mean is 3.8. Hence,
68.9% of the students like the culture of English native speakers.

TABLE: 6

51
No Scale Statement Students’ Percentage (%)
Response

Frequency

7.1 I like the native speakers of Strongly agree 23 22.3

English the Americans, British, and
Canadians Agree 26 25.2

No opinion 23 22.3

Disagree 18 17.5

Strongly disagree 13 12.6

Total 103

Mean 3.3

7.2 When I hear someone (American, Strongly agree 49 47.5

British, and Canadian) who speaks
English well, I wish I could speak Agree 39 37.9

like him.
No opinion 6 5.8

Disagree 5 4.9

Strongly disagree 4 3.9

Total 103

Mean 4.2

7.3 I do not like the culture of English Strongly disagree 34 33

native speakers
Disagree 37 35.9

No opinion 14 13.6

Agree 14 13.6

Strongly agree 4 3.9

Total 103

Mean 3.8

G.M = 3.2

52
The learners’ attitude towards the speakers of the target language English
and the target language culture have been found consequential. According
to (C. R. Gardner and Lambert 1972), those concepts and attitudes which a
student has concerning a language and also those strategies for learning
which a learner developed may influence the process of learning foreign
languages either positively or negatively. 4.1.8. Students’ attitudes towards
their ages, sexes, and English as foreign language learning Table 8 contains
statements concerning students’ attitudes towards their ages and sexes and
English as a foreign language learning.

As indicated in the literature part of this study, learners’ ages and sexes are
one of the contributors that change their attitudes to be positive or negative
towards the learning of their target language English. For statement 8.1 that
is students were asked whether their ages contribute a lot to their English
language learning and respondents of about 15.5% reported that they
strongly agree, 38.8% of them reported that the agree, 15.5% of them have
no opinion, 18.5% of them disagree and 11.7% of them strongly disagree.
The mean here is 3.3.

This means 54.3% of the students’ ages contribute lot for their English
learning. As most of the high school learners younger, and are eager to know
a new thing and their potential is important to their language learning, their
ages are able to determine their attitudes to be positive.

53
 TABLE: 7

No Scale Statement Students’ Percentage (%)

Response

Frequency

8.1 My age contributes a lot to my Strongly agree 16 15.5

English learning.
Agree 40 38.8

No opinion 16 15.5

Disagree 19 18.5

Strongly disagree 12 11.7

Total 103

Mean 3.3

8.2 My sex hinders my English Strongly disagree 50 48.5

learning.
Disagree 30 29.1

No opinion 11 10.7

Agree 8 7.8

Strongly agree 4 3.9

Total 103

Mean 4.1

8.3 My sex helps me learn English in a Strongly agree 12 11.7

good manner
Agree 19 18.5

No opinion 30 29.1

54
 Disagree 21 20.4

Strongly Disagree 21 20.4

Total 103

Mean 2.8

G.M. = 3.4

This in turn shows that younger learners are good at their attitudes towards
learning English as a foreign language that supports the literature in this
study. Statement 8.2 asked students whether their sexes hinder their English
learning and respondents of 48.5% of them strongly disagree, 29.1% of the
respondents disagree to it, 10.7% of them have no opinion, 7.8% of them
agree and 3.9% strongly agree to it. The mean is 4.1. That is about 77.6% of
the students’ sexes do not hinder to learn English.

As far as literature is concerned, students’ sexes play significant roles to

their attitudes to be positive or negative towards the language learning, but
their responses show that being a female of male do not hinder or help their
English learning. Students may not be aware of their sexes that whether it is
influential to determine their way of perceiving the language. For the last
statement (8.3) they were asked to indicate whether their sexes helps them
learn English in a good manner, and respondents of 11.7% strongly agree to
it, 18.5% agree to it, 29.1% have no opinion, 20.4% of them disagree and
again 20.4% of the respondents strongly disagree to it. The mean is 2.8.
Thus, 40.8% of the students witnessed that their sexes do not help their
learning of English. Therefore, the cumulative mean is 3.4 which show that
about 70% of those students’ ages contribute to their English learning which
indirectly shows ages of students affect their attitudes positively.

55
Most students in the high schools are believed to be younger ones and their
ages are probably the one that contributes great roles for the target
language learning and their attitudes towards the target language learning is
positive; or probably they are assumed to be more active learners comparing
to others. In this respect, Ellis (1994, p. 484) indicates that there is a widely
held lay belief that younger second or foreign language learners are
generally able to do better than older learners. Concerning the learners’
sexes, literature explains that the students’ sexes are one of the contributors
that determine their attitudes towards learning the target language. For
instance, females are almost expected to show good attitudes than do boys.

Regarding to this, (C. R. Gardner and Lambert 1972) reported that girls tend
to demonstrate more positive attitudes than do boys. However, this does not
fit to the literature, as far as respondents’ responses are concerned, being a
female or male does not matter to their target language learning. 4.2.
Lecturers’ responses for the interview in this data-gathering tool, the
researcher analyzed each response qualitatively since only open ended
questions were used in the structured interview. Despite of the fact that
there is sameness in the type of questions in each data-gathering tool
questionnaire, interview and focus group discussion, there are some general
questions that are incorporated concerning the attitudes of students towards
learning English as a foreign language. Thus, the researcher analyzed each
item separately. Students were requested to show whether they are
interested in their English language teaching, and put reasons item 1.
English lecturers answered “yes” and there are reasons for this:
(1) English is an international language and used as a medium of
communication throughout the world
(2) From the beginning they learned it to secure good jobs, but it came to an
interesting subject after many years teaching experience

56
(3) Teaching by itself is learning indirectly
(4) It is much proud of seeing our students reach higher level since they are
our products. Item 2, English teachers were asked to give answers whether
their students are competent English users, and put the reasons. They
answered “No” students are not competent in all skills speaking, listening
and writing. There are reasons for this:
(1) Fear of making mistakes
(2) Giving emphasis for some parts of the English language skills for their
exam only the South Sudanese National Examination,
(3) lack of English language exposure,
(4) Lack of knowledge based on basic skills those students who come from
rural areas are shy so that they do not like to participate in speaking skills.
Lecturers were asked to show whether they come across situations in which
their students are disinterested in their English classes, and if yes, they were
requested to put reasons item3.
Their answer was “yes” and students are sometimes disinterested in
teachers’ methods of teaching because;
(1) Students are not free when lecturers are teaching speaking skills and
they want to hear answers from the mouth of the lecturer
(2) The learning environment is not conducive (dusty, classroom sizes are
very crammed) for not only English but also other subject periods
(3) Sometimes teachers’ teaching way may not be interesting for all students
since it is difficult to meet the needs of clever students, medium students,
and weak students once.
(4) Sometimes learners themselves cause for their failure as they are in the
adolescence stages, they bring different decorated photos in the classroom
and distract their peer groups’ attention.
Item 4, teachers were asked to show to what extent students understand the
grade 10 English textbooks during the teaching-learning process (like the
difficulties of words in the passages and length of reading passages, and

57
teachers answered that students are sometimes able to understand the
English textbooks’ reading sections that are short but not the long and
outdated ones, Lecturers were asked to indicate what their belief was about
English native speakers like Americans, Canadians and British item 5.
According to English teachers, they have good beliefs or attitudes towards
the English native speakers. However, regarding to English native speakers’
cultures, teachers have no good attitudes because as they said students are
giving their attention to the English native speakers’ cultures wearing styles,
films which causes to fail in their learning English. As teachers indicated, it is
significant to interact with those English native speakers to have good
language exposure not their cultures. Item 6, teachers were asked to show
whether they consider the interest of their students in using clear examples
and illustrations during the learning-teaching process, and according to their
responses, they sometimes consider students’ interest in using clear
instructions and examples while teaching. However, these responses given
by teachers do not confirm the responses given by students in the
questionnaire and focus group discussion part.

Lecturers were requested to mention any causes that make their students
lack interest in their English language specialization, and if yes, what the
causes were item 7, and according to teachers’ responses, there are some
causes for the students’ lack of interest but happening sometimes:
(1) Concerning with examinations only not learning English for general
knowledge
(2) Poor background from primary and secondary schools and lack of
opportunities to practice (3) lack of conducive learning environment
(4) Lack of encouragement from teachers
(5) Most teachers teaching other subjects mostly were from Arabic
background coup with lack of good English models in schools

58
(6) Lack of confidence
(7) Seeing no need of using English as there is nowhere to apply the
language and
(8) Lack of sufficient resources English textbooks, guides the solution to
measure the above causes if any that is item 7, according to teachers’
responses, there are some possible solutions for the above causes.
The South Sudanese English National Examination have a duty to include all
skills writing and listening skills so that they will be given great emphasis for
all skills by both teachers and students in the learning-teaching process. The
other mechanism is that the learning environment should be improved. As
the Universities served for about 30 years and above, the classes/ holes for
lectures are very small, classroom sizes are not enough so it is difficult to
manage a large number of students.
Thus, the government and society must work together to establish enough
and suitable learning environment not only for the English language but also
for other subjects Besides, English lecturers should be ready for their
lectures-learning process and identify the needs and interests of their
students. Again, sufficient English textbooks, reference books need to be
available in the library. 4.3. Students’ responses for the focus group
discussion in this section, the researcher analyzed the responses given by
students qualitatively.

Actually, the questions in this section are almost similar to the other sections
to triangulate the responses. Item 1, students like learning English language
because English enables them to communicate with people from different
language groups. In addition, English is a medium of instruction and a key to
communication. They were asked to indicate whether they are competent
English language users item 2, and students answered “No”; they are not
competent English users because of the following reasons:

59
(1) It is not their mother tongue as far as indigenous languages are their
native language.
(2) English is not always practiced inside and outside the school no English
day organized in the University.
(3) Other subjects are taught in Arabic rather than in English although it is a
medium of instruction.
Thus, all these answers confirm the responses given in the questionnaire.
Students were asked concerning their English lecturers’ teaching methods
and put reasons item 3. Students answered “it depends” it is different from
lecturers to lecturers because some lecturers are good at their lecturing
others are not. According to their responses, some lecturers are likely to be
unwilling to their lecturing, even they do not worry about their students’
moralities, and they sometimes waste their time without making students
clear in their subject. Indeed, this idea is contrasting to the lecturers’
responses.
Item 4, students were asked to indicate whether their English masters use
clear examples and illustrations while they lecture and put reasons. Students
said “yes” but English lecturers use examples and illustrations very rarely.
They always do not consider students’ interests equally, including all groups
of students. Of course, this idea supports students’ responses in the
questionnaire but contradicts the lecturers’ responses for the interview.
Respondents were asked to show whether they like to be like native
speakers Americans, British and Canadians when they hear their speaking
item 5, and they answered “yes” there are some reasons why students like
to be English native speakers as they indicated:
(1) Those native speakers of English language are very fast in their speaking
and students want to be like them.
(2) To communicate with them and create language interaction.
(3) To share ideas concerning cultures from English native speakers and
build good relationships.

60
Students were asked to put causes that hinder them not to be interested in
their English language learning if any item 6, and they said “yes”, and for
this, they gave some reasons like lack of background knowledge, lack of
enough English textbooks for all students, lack of motivation from the
lecturers, and the difficulty in learning English spelling, pronunciation and
writing. As a matter of fact, these responses confirm the responses indicated
by lecturers. Of the last item No.7, students spoke out solutions to measure
causes they mentioned above such as:
(1) They should be learned by clever teachers in lower classes especially in
primary and secondary.
(2) English teachers should teach in a good manner by getting ready.
(3) English textbooks should be available in large amount for each student.
(4) Students should attend classes attentively, read additional English books,
and use their time wisely.

61
 Chapter five
Summary, conclusions, and recommendations

5.0. Introduction
This chapter consist of, the summary and conclusions drawn from the findings of this study. The
chapter also presents recommendations and suggestions for further research.

5.1. Summary of the findings

This study is an analysis of the manifestation of second language English learners in national
development by using South Sudanese Universities, Upper Nile University as a case study. It
provided a background on the advantages of the mother tongue in the acquisition of English the
language in South Sudanese students. In the background to the problem, the researcher has
pointed out to other studies that consider factors which influence the performance of English
language as a target language. This study precisely analyzed the influence of the mother tongue
on the performance of English language in South Sudanese Universities. The researcher used
five research questions to guide the study.
The significance of the study is that it would provide useful information to all education
stakeholders on how to improve the performance of English language in the Universities. For
example, the academic boards of the University would use the findings to come up with feasible
and informed language policies. The study was conducted in Upper Nile University of South
Sudan and was delimited to students and English lecturers.
A review of the related literature was done on the attitude of students toward learning English as
a foreign language. It addressed the issue of code-switching. Transfer or interference, perception
of mother tongue, and influence on the performance of English. However, the literature review
shows an analysis of the use of the mother tongue and its influence on the performance of
English.
Thus this study analyzed the use of the mother tongue and its influence on the performance of
the language policy as English in the Country. The researcher used a survey design. Universities
in South Sudan were studied. English lecturers and students were sampled to participate in this
study. Information was obtained from students through questionnaires focusing on English.

62
Both quantitative and qualitative data were obtained. Research experts from the Department of
Post-Graduate studies were consulted which ensure the content validity of the instruments.
Reliability was also ensured through test retesting of the instrument where the Pearson product-
moment correlation coefficient was calculated and a value of 0.87 was obtained for the students’
questionnaires while a value of 0.79 was obtained for teachers’ questionnaires. Quantitative data
were analyzed with help of University version 17.0 while qualitative data was analyzed by
arranging responses into themes and summarizing using descriptive reports. Analyzed data was
presented in frequency tables. The essence of this research was to identify the effect of the
mother tongue on the development of language policy in the country. It was discovered during
the research that there were vocabulary and grammatical differences between L1 and L2.
This is evident from the results on tables 3 and 7 where 100% of the indicated that there were
traces of direct translation from Arabic to English in the Students’ works. No doubt, these
linguistic differences had effect on students' mastery and acquisition of L2. In the same test on
translation, which was to cater for vocabulary and grammatical differences, it was discovered
that we had some students whose parents were illiterate and yet scoring high marks than those
from literate homes who scored low marks.
5.2. Recommendations
The following recommendations have been made based on the findings of
the study:
1. Undergraduate students have positive attitudes towards the learning
of English as a foreign language; they know the status and importance
of English.
2. Therefore, English language should continue as a medium of
instruction in the all learning institutions in the Republic of South
Sudan.
3. As students do not have attitude problems, another study should be
investigated concerning their English problems.
4. In response to questions on the Manifestation of second language
English learners among University students’ towards their English
lecturers, a significant number of the respondents reported that their

63
 English lecturers do not make use of good examples and illustrations
while they lecture;
5. They don’t use clear instructions during English examinations and
activities; and they do not encourage students to use English inside
and outside the lecture holds as stated in statements 3.2, 3.3, and 3.4
(see the appendices).
6. This is a clue that there is some kind of problem with the quality of
lecturers. This should be studied intensively.
7. Besides, the Ministry of Education should devise means whereby
English teachers could improve their qualifications, for instance, by
organizing seminars and qualification improvement workshops this
based on the secondary schools teachers.
8. As stated in statement 2.1 and 2.2 and focus group discussion and
interview too, students’ attitude towards the learning situation is
negative. For instance, classroom sizes, arrangement of seats, the way
English language is given, and the learning environment.
9. Also, English lecturers responded that the learning environment is not
conducive; the University has served for 30 years and the lecture holds
are too dusty and not up to the standard whether they are cleaned or
not and thus, it is becoming difficult not only English lecture holds but
also all subject classes and learning environment is not conducive due
to the relocation of the University.
10. Therefore, the government in conjunction with the Vice
Chancellor, lecturers and society, should work together to establish
sufficient and conducive leaning environment. This could be achieved
by contributing intellectually and financial supports that will pave ways
for the return of the University to its main Campus.
11. As statement 1.3, 3.3 and 6.2 show see the appendices, students
are not competent English users as there is no encouragement from

64
 their lecturers and peer groups to use English in their everyday
speaking activities.
12. It is recommended, therefore, the University should devise
means of initiating students to use and exercise the language. This
could be done by organizing English clubs and English days since these
ways could make good English models for students.
13. As one of the cause’s factors that make students not competent
English users are their poor background from primary schools and their
less concern for all English skills.
14. For instance, students are not good at writing skills, speaking
skills and listening skills because they give emphasis for the sections
that the examination is focused on as respondents indicated clearly.
15. Therefore, it is recommended that the concerned body should
appoint those clever English lecturers that their profession is teaching
in the lower schools.
16. This could create a good background for students. Besides, the
South Sudanese Secondary school Certificate Examination should
involve all English skills so that significant emphasis would be given for
all skills in particular and English language in general.

5.3. CONCLUSIONS
The results of the investigation led to the following conclusions:
1. Firstly, learners were both instrumentally and iteratively motivated
since most responses indicated that they wanted to learn English to
secure good jobs, to pass their University Examinations (instrumental),
to live abroad and to have a good profession in English (integrative).
2. Secondly, students have positive attitudes towards learning English
language; they know the status and importance of English, and they
are interested in offering English language as their specialization.

65
3. Thirdly, students have negative attitudes towards English as foreign
language lecturers. Besides, there are factors such as lack of
conducive learning Environment, lack of encouragement from English
lecturers, fear of making mistakes and frustration (learners
themselves), lack of opportunities to practice English, poor background
and lack of resources which negatively affected students’ attitudes
towards learning English as a foreign language in Upper Nile
University.
4. Fourthly, while comparing to what extent the identified Manifestation
factors that influence the attitudes of students towards learning
English as a foreign language, educational factors were found to be
negatively affecting factors.
5. The rest are almost factors that affect students’ attitude positively.
Fifthly, the social factors affect students’ attitudes positively.
6. More specifically, they have positive attitudes towards English native
speakers; their peer groups have positive attitudes towards learning
English. Students’ parents have positive attitudes towards learning
English as a foreign language by their children. On the other hand,
students have negative attitudes towards educational factors or these
factors affect students’ attitudes negatively. More specifically, they
have negative attitudes towards their lecturers; and they have
negative attitudes towards the English learning situations like learning
environment, the way English is taught, lecture hold sizes and
arrangement of seats.
7. However, students have positive attitudes towards undergraduate
English textbooks. Sixthly, a large number of respondents for the
questionnaire indicated that students are not competent English
language users.
8. For this, there are factors (causes) that accounted for as indicated by
lecturers and students for the supplementary tools. These are

66
 students’ less concern for all skills (exam-oriented studying), poor
background from the lower schools, lack of good English models in the
University couple with lack of well standard library, fear of making
mistakes.

Appendix 1

Reference

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Retrieved November 26, 2010, from http://wwwdavid
crystal.Com/Dr-articles/English39:pdf
2. David, M., & Sutton, C. D. (2009). Social research. Sage
Publications Ltd. Day, R., & Ford, B. (1998). Extensive reading in
second language classroom. Cambridge University Press.
3. Dulay, H. (1982). Language two. Oxford University Press. Ehrman,
M. E. (1996). Understanding second language learning difficulties.
Sage Press.

67
4. Edward Arnold. Gardner, C. R., & Lambert, E. W. (1972). Attitudes
and motivation in second language learning. Newbury House
Publishers.
5. Ellis, R. (1994). Understanding second language acquisition.
Oxford University Press.
6. Ellis, R. (1997). The study of second language acquisition. Oxford
University Press.
7. Ettiger, R. H., et al. (1994). Psychology, science, behaviour, and
life. Harcourt and Brace Company.
8. Eveyik, E. (1999). Development of an attitude scale to investigate
Turkish EFL teachers’ attitudes towards communicative language
teaching [Unpublished
9. Falk, J. (1978). Linguistics and language: A survey of basic
concepts and implications (2nd Ed.). John Wiley and Sons.
10. Fasold, R. (1984). The sociolinguistics of society. Basil Blackwell.
Finnegan, E. (1999). Language: Its structure and use (3 rd Ed.).
Harcourt Brace.
11. Gardner, C. (1985). Social psychology and second language
learning: The role of attitudes and motivation.
12. Getahun, A. (1997). The attitude of secondary school students
towards school and subject matters [Unpublished MA Thesis].
Addis Ababa University.
13. Graddol, D. (1997). The future of English. The British Council.
Guariento, W., & Morley, J. (2001). Text and authenticity in EFL
classroom. ELT Journal, 55(4), 347–353. https://
doi.org/10.1093/elt/55.4.347
14. Hedge, T. (2000). Teaching and learning in the classroom: Oxford
handbooks for language teachers. Oxford University Press.
15. Hudson, G. (2000). Essential introductory linguistics. Blackwell
Publishers. Keuning, D. (1998). Management: A contemporary
approach.
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16. Language, Culture and Curriculum, 8(2), 83–92. Krashen, S. D.
(1987). Principles and practice in second language acquisition.
17. Larsen, F. D., & Long, M. H. (1991). An introduction to second
language acquisition research. Longman.
18. Levin, I., & Nolan, J. F. (1996). Principles of classroom
management: A professional decision making mode
19. Librarian Ship, 28(4), 191–196. https://doi.org/10. 1016/S0099-
1333(02)00282-3
20. Lightbown and Spada. (1993). Factors affecting second language
learning: How languages are learned. Oxford University Press.
21. Lindlof, T. R., & Taylor, B. C. (2002). Qualitative communication
research methods (2nd Ed.). Sage.
22. Littlewoods, W. (2001). Students’ attitudes to classroom English
learning: A cross cultural study. Language Teaching Research,
5(1), 3–28.
23. Macnamara, J. (1973). Attitudes and learning a second language
(W. S. Roger & W. F. Ralph, Eds.). Georgetown University Press.
24. McDonough, J., & Shaw, C. (1993). Materials and methods in ELT.
Blackwell. Medhanie, H. (1986). The attitude of grade eleven
students towards learning English [Unpublished MA Thesis].
25. McGraw Hill Publishing Company.
26. Morgan, C. T. (1986). Introduction to psychology. McGraw Hill Book
Company. Oscamp, B. (1977). Attitudes and opinions. Prentice
Hall. Pride, J. B. (1979). Sociolinguistics aspects of language
learning and teaching. Oxford University Press.
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language teaching.
28. Prentice-Hall International. Krogh, S. (1990). The integrated entry
childhood curriculum.

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29. Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods
in language teaching: Description and analysis. Cambridge
University Press.
30. Robbins, P., & Coulter, M. (2003). Management (7th Ed.). Prentice
Hall. Roger, D., & Houghton, P. (1995). Mastering psychology.
31. Serrano-Sanchez, R. M. (1996). Oral practice for large upper
intimidate or advanced groups. Forum, 34(3), 4. Skehan, P. (1989).
Individual differences in second language learning. Edward Arnold.
32. Spolsky, B. (1969). Attitudinal aspects of second language learning.
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33. Starks, D., & Paltridge, B. (1996). A note on using sociolinguistic
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English, 15(2), 217–224.
34. Stern, H. H. (1987). Fundamental concepts of language teaching.
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English in Ethiopian schools. University Press.

Appendix 2.

Questionnaires

Excellence, Knowledge, Peace, Development

70
 Upper Nile University
Faculty of education
Department of English Language and Literature
Dear Respondents
My name is Gatkoi Wicjial Gatmai Toal I am a final year student at Upper Nile University, under
the matriculation number 010/240947 in the department of English and Literature, and I’m
conducting a research on “The manifestation of Second Language English Learners Among
University Students in South Sudan: “A case Study Upper Nile University” This template
involved questionnaire, an interview and discussion. I therefore, requested your kindness to ink
on the designed research questionnaire below, any information provided by the respondents
shall be treated as confidential and will be used for academic purposes only, your personal
information or views as regard to this study will remain confidential. These results and the data
collected, are needed as a requirement by Upper Nile University for the researcher’s award of
Bachelor of Arts in education. In case of any concern, do not hesitate to contact me.
Thanks, you so much,
Researcher: Gatkoi Michael Gatmai Toal
Tel: +211924496905/+211916951632
Email: mgatkoi@gmail.com

Questionnaire areas of an interview.

Instructions, answer all questions by ticking the correct statement [√] and [×] against wrong
statement.
Section A: Demographics of the respondents
(1) Sex
a. Male ( ) b. Female ( )
(2) Age broken
a. 18-25 ( ) b. 25-30 ( ) c. 30-35 ( ) d. 35-40 ( )
(3) Marital status
a. Married ( ) b. Single ( ) c. Widow/Widower ( ) d. Divorced ( )
(4) Qualification of the respondent

71
 a. Certificate ( ) b. Diploma ( ) c. Degree ( ) d. Others ( )
2. Read the following sentences carefully and choose from the set of alternative answers
after each sentence, the one alternative that complete the sentence most suitably.

1) - the bird___________________ now

(a) was singing (b) are singing (c) is singing (d) will be singing

2) - For about an hour now, the children in the classroom _________ waiting for the teacher.

(a) is (b) were (c) are (d) have been

3) - I __________________Khartoum two years ago

(a) Visiting (b) visited (c) shall visit (d) have visited?

4). I __________________you prize if you pass this examination

(a) gave (b) give (c) will give (d) am giving

5). When they arrived, I __________________ my lunch.

(a) Finishing (b) have finished (c) was finishing (d) shall finish

6). As he ____________________________to school yesterday, he saw two bulls fighting.

(A) Went (b) goes (c) is going (d) was going

Section: B

3. Use the table below to fill in the correct statement by putting tick against the sets of strongly
agree, Agree, No opinion, Strongly disagree, and Disagree.

(A). the majors by which students prepared English language as a specialization in the
Universities

Scale SA A No opinion SD D/A

72
I think English is the most interesting subject that we
have in school.

I like to learn English because I wanted to spend the

rests of my life living abroad.

I’m a competent English language user.

I like to learn English because I want to have a good

profession in it.

I like to learn English because it is one way to get a good

job.

(B).The better ways or most relevant issues that are involved in English studies as a foreign
language among South Sudanese Universities students.

Scale SA A No opinion SA D/A

I believe that I can do the English examination very

well
I am free from any frustration whenever I speak
English in the classroom.
I do not like to learn English because it is not my
favourite subject.
I wish that no subjects in schools were taught in

73
English.

The way our English lecturer explain the note is

monotonous.

(C) the most challenges that Universities students’ face when reading their handouts
prepared in English

Scale SA A No opinion SD Disagree

The passages in our English handout are not

clear for me.
My parents are good speakers of
English.

My parents feel that learning English is not

important.
My classmates feel happy whenever I speak in
English.
I do not like the culture of English native
speakers.

Section C: Briefly write a note on the following questions

Part 1: Personal Questions

4. What is your native language?

-------------------------------------------------------------------------------------------------------------------

5. What is the second language used in your country?

74
--------------------------------------------------------------------------------------------------------------------

6. What languages do you speak fluently?

--------------------------------------------------------------------------------------------------------------------
7. When did you joined University?

-------------------------------------------------------------------------------------------------------------------

8. How long have you been learning English?

-------------------------------------------------------------------------------------------------------------------
Part II: Language Problems and Learning English as a Second Language

9. What problems you encounter while speaking English?

---------------------------------------------------------------------------------------------------------------------

10. What are the most difficulties you encounter in speaking English with natives speakers?

11. What is the role of culture in using English? Give examples.

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12. How do you learn English?

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75
13. How do you see your English progress now comparing to the first time when you were in
High School?

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14. How do you see yourself as a user of English?

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15. What is your attitude towards learning of English?

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Part III: Practice English in Reality

16. Which English skill do you practice most in your daily life? Why?

---------------------------------------------------------------------------------------------------------------------
17. Which English skill do you practice least in your daily life? Why?
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18. Where do you practice English?
--------------------------------------------------------------------------------------------------------------------

19. How often do you practice English with your friends or classmates?

---------------------------------------------------------------------------------------------------------------------

20. How do you feel when you interact with English users in authentic situations?

---------------------------------------------------------------------------------------------------------------------

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21. How often do you watch and listen to English audio lectures in you tube?

---------------------------------------------------------------------------------------------------------------------

22. How much time do you speak English a day?

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23. Which language do you use with your friends?

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Thank you. I appreciate your help.

77