Shishan, D. (2022). An analytical pedagogical assessment of the Egyptian and Saudi EFL learners’ attitudes towards learning English. Journal of Research in Curriculum Instruction and Educational Technology, 8(4), 119-138. doi: 10.21608/jrciet.2022.268428
Dr. Sahr Abdel Hameed Shishan. "An analytical pedagogical assessment of the Egyptian and Saudi EFL learners’ attitudes towards learning English". Journal of Research in Curriculum Instruction and Educational Technology, 8, 4, 2022, 119-138. doi: 10.21608/jrciet.2022.268428
Shishan, D. (2022). 'An analytical pedagogical assessment of the Egyptian and Saudi EFL learners’ attitudes towards learning English', Journal of Research in Curriculum Instruction and Educational Technology, 8(4), pp. 119-138. doi: 10.21608/jrciet.2022.268428
Shishan, D. An analytical pedagogical assessment of the Egyptian and Saudi EFL learners’ attitudes towards learning English. Journal of Research in Curriculum Instruction and Educational Technology, 2022; 8(4): 119-138. doi: 10.21608/jrciet.2022.268428
An analytical pedagogical assessment of the Egyptian and Saudi EFL learners’ attitudes towards learning English
Sheraton Higher Institute Department of Languages & Translation
Abstract
Abstract
O
ne of the vexing issues that has dominated the field of foreign language (FL) pedagogy is the types of FL learners’ attitudes towards learning the target language. Therefore, the current study examined the different types of attitudes which Egyptian and Saudi EFL have when learning English. The sample of sixty participants took part in the current study. They were divided into two groups: group A includes 30 Egyptian EFL learners while group B comprises their 30 Saudi counterparts. Data were collected through a 28-item questionnaire of attitudes towards foreign language learning. Data were analyzed using descriptive statistics of frequency of the participants’ responses. One way analysis of variance (ANOVA) was conducted to determine the statistically significant differences between the attitudes of both groups towards learning English. The present study introduced implications for the TEFL process.
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