ESL learners’ attitude towards learning English: a study based on teachers’ perspectives in the selected schools in the Trincomalee district, Sri Lanka

Abstract

Learners’ attitude has been a significant factor in language learning and acquisition. The ESL/ EFL leaners’ negative attitude towards learning English seems a primary barrier in ESL/EFL learning. This study aimed at investigating students’ attitude towards learning English based on 20 selected schools in the Trincomalee District, Sri Lanka. This study was a descriptive survey and a qualitative approach was applied for both data collection and data presentation. In this study, 50 English language teachers from 20 selected schools in the research area were chosen as sample population through simple random sampling technique. The primary data were collected using a focus interview. According to the opinion survey through physical and telephone conversation, the major findings show that in general, majority of the students show negative attitude towards learning English. Among them, however, most female students show much interest in learning English and their performance and results production in English seems higher than male students. Moreover, urban school students’ interest in learning English and performance seem to be higher than rural school students. The highlighted factors were due to lack of parental attention, insufficient basic knowledge in English, inadequate learning facilities, lack of motivation and poverty. Further, the highlighted major factors that contribute to students’ negative attitude in learning English were: insufficient basic knowledge in English, lack of motivation, lack of parental attention for English subject, difficulties in understanding textbooks, over-crowded classrooms & use of traditional teaching/learning equipment and lacks in school ESL curriculum. Students’ interest in learning English in both rural and urban schools can be drawn when the followings are implemented; distributing human and physical resources equally to all schools; establishing separate equipped language unit in each school; inclusion of new revise in the curriculum that at least a pass in GCE (O/L) English subject is mandatory to study GCE (A/L) and pass in GCE (A/L) General English is mandatory for university enrolment.