Attitudes of Sharia College Students Toward Learning English

Journal of the Faculty of Education Tripoli Attitudes of Sharia College Students Toward Learning English Shaban Aldabbus . Sawsan Alaziby2 1.Bahrain Teachers College, Bahrain University, ALbahrain 2.Sharia Sciences College, Tripoli University, Libya [email protected] Article history Received: March, 2025 Accepted: May, 2025 82 . Attitudes of Sharia College Students Toward Learning English ABSTRACT: This study aimed to investigate the students' attitudes towards learning the English language , the factors contribute in affecting their attitudes, in addition to suggesting recommendations for improving language learning programs based on students' attitudes and preferences . A quantitative and qualitative methods were utilized to answer the research questions; by distributing questionnaires and conducting focus group discussions with 82 university students who were randomly selected from different majors from sharia college in Tripoli university. The results showed that many university students showed positive attitudes towards learning English. However, there are many obstacles that ban them from using the language; having no one to practice English with, being shy to speak in front of others, English is only given as a compulsory subject and not inte grated in the social life situations. English is given as a general subject and only for one year for non-specialized students, some students find the English language accent is difficult for them. The students proposed that English should be integrated three times a week at least and for four years in addition to focusing on vocabulary and speaking for gaining an effective and beneficial results. Keywords: attitudes, factors, learning English, obstacles, university students. Journal of the Faculty of Education Tripoli Introduction: The English language has become a global medium of communication, playing a significant role in various academic, professional, and personal domains. As a result, the importance of English language proficiency among university students has grown substantially in recent years. Therefore, understanding students' attitudes towards learning English is crucial for educators and policymakers in designing effective language learning programs and interventions. This research aims to investigate Sharia College students' attitudes towards learning the English language, exploring their beliefs, motivations, and perceptions about English language acquisition. The study recognizes that attitudes towards learning a second language are multifaceted and influenced by a range of individual, cultural, and contextual factors. These factors may include personal goals, perceived relevance of English in academic and career pursuits, societal and cultural influences, past language learning experiences, and perceptions of the difficulty or ease of acquiring English language skills. By examining students' attitudes, this research seeks to shed light on the factors that shape their engagement, motivation, and overall approach to learning English. The findings of this study have the potential to inform educational institutions, language instructors, and curriculum developers in tailoring language learning programs that meet the specific needs and preferences of university students. By understanding students' attitudes towards learning English, educators can create a supportive and motivating learning environment that enhances language acquisition and proficiency. Journal of the Faculty of Education Tripoli Research Problem According to the researcher 's experience in teaching the English language for nonspecialist students, the researcher found that some of the students are not motivated and lost passion to learn the English language, this was clearly demonstrated through their performance in the oral and written tests in addition to their passive roles in the classroom activities and tasks. This problem was also maintained by Alwajaj (2023) who stated that "Libyan students still lack the motivation to learn English language. Thus, they have an unfavourable attitude towards English". As a result, students need to be motivated and enthusiastic to learn the English language. Research questions: What are the students' attitudes towards learning the English language? What are the possible factors that influence students' attitudes towards English language acquisition? What are the suggestions and recommendations for improving language learning programs based on students' attitudes and preferences? Methodology: To answer these questions, a mixed-methods research approach will be employed. A questionnaire will be administered to a representative sample of Sharia College students, capturing their attitudes, motivations, and perceptions related to learning English. Additionally, qualitative focus groups will be conducted to gather in-depth insights into students' experiences, challenges, and aspirations in learning the language. The data collected will be analysed using both quantitative and qualitative techniques to provide a comprehensive understanding of students' attitudes towards learning English. Literature Review Introduction English is a universal language that is widely acknowledged as a mean of communication, education, and social mobility. Accordingly, the significance of ESL should not be underestimated. Adha (2021) has asserted that "language is our significant source Journal of the Faculty of Education Tripoli of communication. It is the way through which we share our ideas, feelings, views and thoughts with others". Moreover, The and it remains a fixed and unquestioned corporate language (Cogo, Yanaprasart, 2018, p.1), it is considered as an important mean in the business context. English also occupies a prominent position as the language of the study in most universities and institutes. According to Ethnologue (2017, 20th ed) there are more than 371 million speakers of English as a mother tongue, and more than 611 million as a second language. Thus, it is clear that the importance of this language is reflected in the number of those who use it more. However, according to Alwajwaj (2023) in the Libya context, English language is taught as a compulsory subject from grade 1 up to the university level, It is regarded as a foreign language because it is not commonly used in Libya. Moreover, it is obvious that most Libyan undergraduate students are not competent enough in English because they only interact with English in classrooms. Belaid & Murray (2015) observed that Libyan EFL learners are facing many problems and difficulties while learning English language particularly in the university level. Perhaps there are certain factors that affect the students passion in learning the language. Factors Affect English language Learning: Various significant internal and external factors that influence the learning process of English as a second language (ESL) were provided by Asim & Juhi (2023). Understanding these factors is crucial for educators and learners to effectively address potential challenges and optimize the language learning experience. Internal factors refer to characteristics inherent in the learner or teacher, such as their motivation, cognitive abilities, personality traits, and prior language knowledge. Motivation plays a vital role in language learning, as learners with high motivation tend to actively engage in the learning process and persist in face of difficulties. Cognitive abilities, including memory, critical thinking, and problem-solving skills, contribute to the learners' language proficiency. Moreover, individual personality traits such as extroversion, openness to experience, and self-confidence may influence the learners' willingness to participate in classroom activities and use English in real-life situations. Journal of the Faculty of Education Tripoli External factors encompass a wide range of influences that exist outside of the individual, including cultural, social, and environmental aspects. Cultural differences may affect ESL learners' language learning experiences, as language is interwoven with cultural norms, values, and beliefs. Social factors, such as peer interactions and the attitudes of family members and community towards language learning, can either facilitate or hinder the acquisition of English as a second language. Additionally, the learning environment, including the availability of resources, teaching methods, and classroom activities, also plays a crucial role in the learning process. Furthermore, (Adyaksa, 2020, p.1) pointed out that ''the most sensitive period of language development in a person's life is between the ages of two and seven. All aspects of language must be introduced to children before this sensitive period ends''. hence the age at which the learners are taught the language plays an important role. Social life: Spolsky (1989) 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. The effect of curriculum on students attitudes: According to IBE (2013), Expected learning outcomes define the totality of information, knowledge, understanding, attitudes, values, skills, competencies, or behaviours a learner should master upon the successful completion of the curriculum. With this legacy in mind, OEI (2015) stated that it is important to give indigenous and minority populations new opportunities to decide what knowledge and abilities are to be valued and included in the official curriculum. (Echevarria et al, 2006) maintained that curricula should support teachers in understanding and implementing appropriate practices for these students. Journal of the Faculty of Education Tripoli A language teaching strategy is defined as a conceived set of pedagogical procedures imposing a specific learning strategy on the learners, directed to the development of competence in the target language (Mehrgan, 2013). Research conducted by Exley (2005) shows that most Indonesian students are categorized as less than good in spoken and written English proficiency. Setyadi (2001) suggests, this phenomenon can be caused due to non-English department students are not taught how to learn English with appropriate teaching strategies. Additionally, Trajanov (2016) conducted a research about the relationship results showed that the students whose teacher had a democratic teaching style and strategies were more motivated to learn English than the students whose teacher had an autocratic teaching style. On the other hand, Zaim et al. (2019) conducted their effects o significant effect of student's perception of teaching strategy towards students' achievement in learning English as a general subject. Previous studies: Many researches have been conducted to investigate students attitudes towards learning English language. Different results have been showed by the following studies. Speaking in different varieties of English has also become a part of national identity. Liou (2010) compared attitudes and perceptions of teachers and students in Taipei towards English as an international language in different social contexts. Additionally, students were questioned about having native speaker teachers as part of language education policy program. It was demonstrated that teachers and students were in favor of using the standard form of English rather than a local English accent. Students were likely to read books and materials written by native speakers. Accordingly, good pronunciation and use perspectives. Al-Tamimi and Shuib (2009) conducted a study to find petroleum-majored Journal of the Faculty of Education Tripoli context and intended to explore the role of English in social, educational and cultural situations. Among the three chief constructs, instrumental reasons received the highest amount of attention and consideration from the students. At the same time, students hold positive beliefs on personal reasons. However, integrative reasons as part of a cultural attitude towards learning English received the least significance. It was also discussed that a large number of participants had positive feelings towards English speaking cultures and communities. It is implied from this study that because students are instrumentally professional needs. The inappropriateness of course materials is a factor which has to be taken into account as well. Hashwani (2008), learning in Karachi. Because of their extrinsic motivational purposes which are directly connected to their upcoming professional prospects, students hold strong positive attitudes towards language learning process. The kind of attitudes which is derived from students can change over time i.e. the well. Shabani (2013) found interval. However, attitudes concerning language learning has not always been positive and constructive. In a study in a Libyan context, Zainol Abidin et al. (2012) demonstrated that regarding three cognitive, emotional and behavioral factors, participants reacted negatively towards English language learning which was statistically significant. It was assumed that to the prominence of learning English. A further study was conducted by Tsuda (2003) in Japan to examine Japanese majority of students do not like learning English simply because they feel learning English is not related to their success in future. However, many of students had a positive feeling towards English speakers overseas. The implications of the study show that in order to facilitate the language learning process, it is necessary to provide a stress-free environment in which students can communicate easily with each other. Besides, teachers should raise Journal of the Faculty of Education Tripoli that English is a language which is functional in all over the world and not restricted to native speakers of a particular country Another study was conducted by Asghar et al (2018) for Libyan students in Pakistan. The study is conducted to evaluate the attitudes of the students of University of Gujrat towards ESL about emotional, behavioral and cognitive factors. It is also investigated what attitudes students show towards ESL regarding their gender. There were 158 (95 females and 63 males) Libyan students from three different departments including Fine Arts, Design, and Architecture. The questionnaire is used as an Instrument that contains 30 items to meet our goal. Findings reveal that the students of the University of Gujrat have a negative attitude to learn English as a second language. Moreover, gender has no such effect on attitude because there is no significant difference between male and female attitude towards ESL Methodology Context and participants: This study took place in an academic context specifically in Sharia Sciences College at Tripoli University. The sample of the study were randomly selected from different academic majors; the population were students at the first academic year with the average age of 19. 82 students were selected to respond to the questionnaire items and 23 students were chosen and distributed into 3 groups to undertake the focus group discussion. The implementation of focus group would enrich the study with a large amount of in-depth qualitative information in a short period of time hence gaining more insightful results. Study design: This is an analytical study in which the researcher used a triangulation approach of both quantitative and qualitative design. Using this design of study increases the reliability of the study and strengthens the quality of the results. A closed ended questionnaire and focus group methods were adopted to enrich the study with the required data. The questionnaire comprises of four main elements: the personal factors, English language curriculum, methods of teaching English, and social life. All the questionnaire and focus Journal of the Faculty of Education Tripoli group items were designed in accordance with the research questions and the study objectives. Data analysis Procedure The questionnaire included 22 items to which the participants responded, the responses were statistically and quantitatively analyzed and displayed using tables and charts; the data were visualized using tables and charts with brief conclusion for each item. The focus group discussion was based on certain questions related to the study objectives and the responses to those questions were qualitatively analyzed. Diagram1 Strongly agree Agree Not sure Disagree Strongly disagree Learning English is important to me so I can get a better job. 43% 29% 18% 6% 4% I study English just to pass the exams 26% 28% 12% 11% 23% I don t have enough confidence to use the English language. 17% 16% 26% 22% 19% I believe that learning English is difficult. 11% 24% 26% 24% 15% I have the ability to learn the English language. 38% 36% 16% 5% 5% I do not like learning English as it is not my favourite. subject. 13% 19% 7% 26% 34% I think English is the most interesting subject I have in the college. 13% 12% 35% 28% 11% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Personal factors Journal of the Faculty of Education Tripoli Conclusion & Recommendations: Learning English is desirable by many university students as it is a universal language and a mean of communication, however there are many obstacles that ban them from using the language; having no one to practice English with, being shy to speak in front of others as some surrounded people find it strange to find someone speaks another language, English is only given as a compulsory subject and not integrated in the social life situations. English is given as a general subject and only for one year for nonspecialized students, some students find the English language accent is difficult for them. Eventually, English should be integrated three times a week at least and for four years, focusing on vocabulary and speaking is necessary for gaining an effective and beneficial results. On the light of the findings obtained, the researcher recommends the decision makers in the ministry of education should set a plan to integrate the English subject through the whole period of university study so that students competence in English develop and improve. In addition, specialized educational centers should be assigned for teaching English from childhood stage. References: 1. Abdulhakim.B., Liam. M . (2015). Using Authentic Materials in the Foreign Language Classrooms: Teacher Attitudes and Perceptions in Libyan Universities. International Journal of Learning & Development. ISSN 2164-4063, Vol. 5, No. 3. 2. Adyaksa, R. A. (2020). The Importance of English in Early Childhood Education. https://www.researchgate.net/publication/346441343_The_Importance_of_English _in_Early_Childhood_Education. 3. Al-Tamimi, A. & Shuib, M. (2009). Motivation and Attitudes towards Learning English: A Study of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology. GEMA Online Journal of LanguageStudies 9(2) 2009 4. AL-Wajwaj.A.M (2023). Attitudes of Libyan EFL Learners Towards Learning English: A Case Study at Al asmaryia Islamic University, Libya. Vol. 39, No.1, 129. Journal of the Faculty of Education Tripoli 5. Asghar, A., Jamil, I., Iqbal, A., Yasmin, M. (2018). Learner Attitude towards EFL Learning: A Response from Art and Design. Open Journal of Social Sciences. 06. 81-88. 10.4236/jss.2018.65007. 6. Betal, Asim & Banerjee, Juhi. (2023). Factors Affecting Teaching-Learning of English as a Second Language. International Education Research. Vol-9. 70-72. 7. , 375 396. 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College English: Issues and Trends Volume 3. 15.Mehrgan, K. (2013). Teaching Strategies in Second Language Acquisition. United States of America Research Journal (USARJ),1(3), 32-35. 16.OEI (2015). Miradas sobre la educación en Iberoamérica: Educación de los pueblos y comunidades indígenas (originarios) y afrodescendientes. Madrid: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI). Journal of the Faculty of Education Tripoli 17.Pariyanto, Dr & Pradipta, Bramantya. (2020). FACTORS INFLUENCING AN EFL ANAPHORA: Journal of Language, Literary and Cultural Studies. 2. 89-97. 10.30996/anaphora.v2i2.3369. 18.Shabani, M.B. (2013). EFL Learner's Beliefs About Language Learning in Iran. International Journal of Language Learning.4(4),88-101 Trajanov, M. (2006). The relationship between Teaching Styles and Strategies from https://www.academia.edu/24058124 19.Tsuda, S. (2003). Attitudes toward English Language Learning in Higher Education in Japan: Raising Awareness of the Notion of Global English. Intercultural Communication Studies XII-3 2003 20. Attitudes towards Learning English Language: The Case of Libyan Secondary School Students. Asian Social Science.8 (2) 21. Journal of Research in Counseling and Education, 4(1), 28-34, DOI: 10.24036/00207za0002 Appendix Read the statements and choose the suitable scale. No Statement Strongly agree Agree Not sure Disagree Strongly disagree Personal factors 1 I think English is the most interesting subject I have in the college. Journal of the Faculty of Education Tripoli 2 I do not like learning English as it is not my favourite subject. 3 I have the ability to learn the English language. 4 I believe that learning English is difficult 5 have enough confidence to use the English language 6 I study English just to pass the exams 7 Learning English is important to me so I can get a better job English language curriculum 8 The curriculum incorporates a variety of materials, including textbooks, Journal of the Faculty of Education Tripoli multimedia resources, online platforms, and interactive activities. 9 The curriculum is relevant to 10 The curriculum meets the 11 The curriculum provides various learning opportunities. 12 The curriculum considers learning styles Methods of teaching English 13 I enjoy attending English classes because the way it is taught is very interesting Journal of the Faculty of Education Tripoli 14 My teacher applies engaging activities. 15 My teacher encourages me to work in groups. 16 My teacher encourages me to speak in English both inside and outside the classroom. 17 I get annoyed when the teacher corrects my English mistakes. Social life 18 I use English with my friends outside the classroom. 19 I use every chance to practice my English in social activities. 20 I watch programs presented in English in my free time. Journal of the Faculty of Education Tripoli 21 My family encourages me to have a good command of English. 22 The society looks at the person who is fluent in English as a successful person.