English Course and Its Grammar: Discovering Attitudinal Relationships and Differences in Terms of Some Variables

Yusuf Demir

Abstract


The purpose of this study is to reveal tertiary EFL learners’ attitudes toward English course and learning grammar based on some variables, and to discover the relationship between these attitudes. The research participants were 202 EFL students enrolled in the preparatory school of a state university in Turkey. The data were collected through two quantitative tools: The Scale of Attitudes Toward English Course (SATEC) developed by Kazazoğlu (2013), and The Students’ English Grammar Attitude Scale (SEGAS), developed by Akay and Toraman (2015). The obtained data were input into and analyzed via SPSS 23. The statistical analyses revealed that overall, the students have positive attitudes toward English course, and moderate attitudes toward learning its grammar. It was also found that age, gender and department variables did not create significant differences in learners’ attitudes toward English course and learning grammar (p>.05). The participants’ attitudes toward English course differed significantly in terms of self-perceived proficiency variable only, while attitudes toward learning grammar showed a significant difference only according to weekly grammar study hours. Lastly, the students’ attitudes toward English course and learning grammar correlated positively  (p<.01) and slightly (r=.319).


Keywords


English, grammar, attitudes, beliefs, EFL learners, English as a foreign language

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References


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DOI: https://doi.org/10.24106/kefdergi.411314

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