Iranian Students' Attitudes towards English as a Bilingual Language in ...

Journal of English Language and Literature Volume 3 No.2 April 2015

Iranian Students’ Attitudes towards English as a Bilingual Language in Iran Sajad Faramarzi1*, Atefeh Elekaei2, Akbar Afghari3 Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 1 [email protected] 2 [email protected] 3 [email protected] *Corresponding author

Abstract- The current study examined Iranian students’ attitudes towards English language in social and academic domains, and their attitudes toward English as part of a bilingual system in Iran. A 5-point likert scale questionnaire was used to investigate the extent for which students use English in their daily lives, its significance, students general attitude towards using English and their attitudes towards a bilingual system. The results indicate that a large number of participants (n=200), whom were selected among undergraduate students in Iran, reacted positively towards English language in general and having English as part of a bilingual system in particular. Data from the questionnaire indicates that students are interested in learning English for both social and professional reasons. Additionally, the results of this study highlight the greater preference of students in bilingual education which is statistically significant. Finally, some pedagogical implications related to the use of English are presented.

Key Words- Learner Attitudes; Bilingualism; EFL Learner; Bilingual Education; Cross-Cultural Communication; Bilingual System; Language Policy

1. INTRODUCTION 1.1. Significance of the study English is no longer considered as a language restricted to academic studies in Iran. Students use English in every aspect of their lives. For many Iranian families, learning English language is regarded as an undeniable factor for education. These days, most jobs in Iran require full command of English which necessitates students to learn it. Many routine activities e.g. sending emails and getting in touch with friends and family members involve using English. Outgoing young Iranian generation is willing to learn foreign languages in general and English in particular to visit different places abroad and to have a better understanding of other cultures. Above all, it seems that knowledge of English is influential to be accepted in Iranian society. The significance of research on attitude has always been considered as one of the most substantial issues in second language acquisition. Many researchers (e.g. LarsenFreeman and Long, 1991 [8]; Ellis, 1994 [4]; Gardner, Lalonde, and Pierson, 1983 [5]) concern attitude as a crucial dynamic which needs to be investigated by implementing different pedagogical innovations. Therefore, students have certain reasons and hold different attitudes towards learning a particular kind of language. Students’ feelings and the way they look at some particular issues have been the central topics of many research works. Attitude can be categorized through different

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components i.e. Cognitive, affective and behavioral. For instance, whether learners express their positive feelings towards a language, or whether they consider English as a useful practical language rather than a hindering part of their studies, or whether they enjoy watching movies in English rather than their mother tongue are some examples which reveal students’ intentions. As far as social aspects are considered, some students may regard English as a useful language which brings success and higher academic and professional accomplishment, while others believe that a foreign language may eventually lead to destruction of culture, language and heritage of their homeland. In an EFL (English as a Foreign Language) context such as Iran, there is little exposure to English language outside the classroom environment, and as a result people might be reluctant to mingle with an English speaking community. On the other hand, the competitive professional market in Iran, which has always had an undeniably influential impact on Iranian society, can also change their attitudes towards learning English and how to learn it. Positive attitudes are signs of encouragement and motivation. Therefore, language teachers, curriculum developers and language policy makers have an important task in order to provide the best possible direction of learning a language which in turn, leads to positive attitudes and feelings.

1.2. Rational for research Understanding learners’ feelings and their opinions towards different aspects of language learning can pave an 286 | P a g e

Journal of English Language and Literature Volume 3 No.2 April 2015 accurate path to provide a comprehensive and systematic plan for needs analysis and language assessment. Learners with a positive attitude have proven to be more flexible in working with language learning strategies and techniques. (Sadighi and Zarafshan, 2006) [13]. Language policy makers can think deeply on the implementation of English into educational system as well. Moreover, Curriculum developers, should accommodate the materials in language courses to satisfy students’ cultural, personal, educational and professional needs. Little research has been conducted as far as instrumental and professional aspects of English language learning is considered in Iranian contexts. As a matter of fact, the question of Bilingualism, whether Iranian students like English as part of their education and society, is also a missing ring in sociolinguistics studies in Iran which needs to be considered more extensively. For this reason, researchers in this article tried to investigate Iranian students feelings towards a bilingual English/Persian system in which students can communicate in two languages in either educational or social situations. Nevertheless, establishing a bilingual system in a country like Iran is not an easy task at all. People need to understand the advantages and shortcomings of such a system more profoundly.

2. LITERATURE REVIEW 2.1. Students’ overall attitude toward English as an international Language Many researchers (e.g. Hashwani, 2008 [6]; Tsuda, 2003 [18]; Matsuda, 2000 [11]; Sonda, 2011 [17]; Zareian et al., 2014 [23]; Soleimani and Hanafi, 2013 [16]; Liou, 2010 [10]; Ardeo, 2003 [2]; Al-Tamimi and Shuib, 2009 [1]; Kobayashi, 2002 [7]; Yamamoto, 2000 [20] ; Yashima, 2002 [21]; Shabani, 2013 [15]; Zainol Abidin et.al., 2012 [22]; Chalak and Kassaian, 2010 [3]; Sadighi and Zarafshan, 2006 [13]; Vaezi, 2008 [19]) have previously investigated the role of attitudes on different aspect of language learning in different contexts.. Most of these works which resulted in students’ positive attitude were typically focused on English as part of communication system not an academic one. (Yamamoto, 2000 [20]; Seki, 2004 [14]; O’Donnel, 2003 [12]; Lee, 2007 [9]). Nonetheless, in another study Tsuda (2003), examined Japanese students’ attitudes towards learning English. In that research project, it is revealed that the 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 students’ awareness on different varieties of English in the world and it should be discussed that English is a language which


is functional in all over the world and not restricted to native speakers of a particular country. Speaking in different varieties of English has also become a part of national identity. Liou (2010) [10] 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 of grammar are considered to be characteristics of a good language teachers from students’ perspectives. Al-Tamimi and Shuib (2009) [1] conducted a study to find petroleum-majored students’ attitudes towards English on three major constructs: “instrumental motivation, integrative motivation and personal motivation”. The study was conducted in a Yemeni 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 motivated in learning English, courses should be designed to meet students’ academic and professional needs. The inappropriateness of course materials is a factor which has to be taken into account as well. In a similar article, Hashwani (2008) [6], studied Pakistani students’ attitudes toward English language 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 stability of language program can clearly reshape students’ minds and their motivations as well. Shabani (2013) [15] found that students’ positive attitude remained stable over a time interval. Attitudes to language learning has not always been positive and constructive. In a study in a Libyan context, Zainol Abidin, Pour-Mohammadi, and Alzwari (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 negative response to learning English was probably because of participants’ obliviousness to the prominence of learning English.

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2.2. Attitude and Gender There are some dominant factors like gender and level of English which can easily affect students’ decisions. Some researchers (e.g. Kobayashi, 2000 [7]; Yamamoto, 2000 [20]) showed that there is a loose connection between attitude and the proficiency level of students. However, Kobayashi (2000)[7] and Yamamoto (2000)[20] found a significant correlation between attitude and gender in which female students found to hold more positive attitude toward English comparing to male ones. Zareian, Zangoei, and Taghvaee (2014) [23]examined different male and female preferences towards learning English. Both males and females responded positively to learning English in Iran, However, no statistically significant difference was found between the two genders. In Iranian contexts, Soleimani and Hanafi (2013)[16] conducted a study to investigate the difference between Iranian medical students’ attitudes towards English by considering gender differences. It was concluded that both male and female students hold positive attitudes towards learning English. However, male students in this study demonstrated a more positive attitude regarding different aspects of language learning. In another study in a different situation, it was revealed that females were slightly more confident about learning English (Hashwani, 2008) [6]. In many of the above-mentioned studies, it is unanimously compromised that language teachers should avoid contexts which are gender-biased i.e. in favor of a particular gender. This indeed improves students’ level of confidence and motivation. This positive attitude will be obviously observed in language classes if we provide a stress-free environment. In another study which was conducted in an Iranian context, Chalak and Kassaian (2010) [3] examined different involving social and psychological factors on Iranian students’ attitudes and their inclinations towards learning English. They considered different domain for their research to see whether students are motivated to learn English because of internal/external motivations and instrumental/integrative orientations. The role of parental encouragement was also taken into consideration. Interestingly students were interested in learning English for both instrumental and integrative reasons. It is concluded that students showed a great desire to be proficient in English and accordingly, they need to be motivated. By identifying motivational factors, language curriculum developers can also have better insights on language education policy in Iran. It also necessitates the implementation of more communicative methods and techniques inside the class. However, in a different study, Sadighi and Zarafshan (2006)[13] revealed that learners with a higher integrative motivation applied more language learning strategies and techniques comparing to those learners with instrumental motivation. According to the results of this research, there is a positive relationship between the students’ use of language learning strategies and their positive attitudes


towards language learning. In other words, Students who hold positive feeling towards language learning are those who used language learning strategies more. As a result, by providing students with effective strategy training, they will be encouraged and motivated to learn and study more. Similarly, Vaezi (2008) [19] showed that Iranian nonEnglish majoring undergraduate students were more instrumentally motivated towards learning English. She concluded that in order to motivate students, different factors should be cautiously measured such as students’ particular characteristics and their individual differences, class situations, level of materials, etc.

2.3. Willingness to mingle cross-culturally Another factor which greatly influences attitude is the willingness and enthusiasm to mingle cross-culturally i.e. whether or not students are willing to communicate in the target language and socialize with its native speakers. Yashima (2002) [21] and Sonda (2011) [17] found that there is a positive and constructive attitude towards English on behalf of Japanese students to communicate cross culturally. Sonda (2011) [17] investigated Japanese students’ attitude towards English as an International Language by using Structural Equation Modelling (SEM) technique. Generally students reacted positively towards English as an international language. Furthermore, it is inferred from the SEM analysis that Cultural factors as well as students’ grades significantly formed students’ attitude towards English Use. Likewise, the so called “international posture” was the most important issue related to students’ bilingual attitude. Additionally, gender differences and the level of English proficiency were correlated indirectly to the issue i.e. females were more positive than males as far as bilingualism is concerned. The study also confirms the fact that females are more in favor of bilingual system because female students are more internationally oriented which is clearly identifiable from their attitudes towards English as an international language.

2.4. Attitudes towards bilingualism and preference of a particular variety of English Other issues which can be investigated in more detailed analysis are bilingualism and preference of a particular variety of English. There is a need to investigate students’ attitude on the role of English as a potential bilingual language or an adjunct academic language. Similarly, it is greatly fruitful to study whether students prefer a specific variety of English in different cultures with different language backgrounds. Matsuda (2000) [11] found that most of her Japanese students are in favor of American and British accents more than other varieties because they believe that these two varieties are the only correct ones. Ardeo (2003) [2] conducted a study to explore university students’ attitude towards English. The study was designed to compare different points of views between monolingual and bilingual learners of English. Both groups showed positive attitudes towards learning English. In a study 288 | P a g e

Journal of English Language and Literature Volume 3 No.2 April 2015 conducted in Hong Kong, Lai (2005) found that language learners are more in favor of learning English because of instrumental values and its social status. Most of previous studies emphasized the relationship between background variables and attitude towards English as an international language. However, majority of the previous works have failed to notice some other hidden aspects of language learning e.g. interest in cross cultural communication through a bilingual system which is undeniably influential in shaping attitudes towards English language.

2.5. Purpose of Study and Research Questions In the current study, researchers tried to find out the extent in which Iranian students use English and also the extent in which this language plays a significant role in their lives. Then students were particularly questioned about their feelings towards the way English language policy should be implemented i.e. whether they like to have English as a bilingual language. Therefore, in the last section of the survey, students were questioned about having English alongside Persian in a bilingual system. Accordingly, the current research sought to answer the following questions: 1. To what extent Iranian student use English in their daily lives? 2. What are Iranian university students’ attitudes towards English as an international language? 3. What are Iranian students’ attitudes towards having English as a bilingual language in their society?

3. METHOD 3.1. Participants and setting The university in where the study conducted is a branch of Azad University in Karaj with students majoring in different fields of study. The number of participants who took part in this study was 200 students who were registered in one of the 6 credit English courses. There were 85 males and 115 females with the average age of 30. The general language course has 3 credits and is mandatory for all university students in Iran. The participants have been randomly selected from different majors like chemistry, psychology, sociology, statistics and physics. Persian is the first language of the majority of students although most of them came from families with local languages like Kurdish, Azeri, and Gilaki.

In the first part of the questionnaire, participants were requested to express their opinions about how often they use English in daily activities. In the second part of the questionnaire, participants were asked about the significance of English in different social and academic situations.in the third part, questions was intended to test participants about the relevance of English to their future professional prospects, their social expectations, the necessity of teaching or not teaching English at school, and parental concerns for educating children in English. The last part of the questionnaire was allotted to bilingualism system. Participants were inquired about the necessity of having two languages in both academic and social situations. The set of questions in this part were mostly focused on the viability of bilingual system and its advantages. At the end of every section of the questionnaire, an openended question was asked about other features which have not been mentioned in the questions. Before conducting the survey officially, researchers received permission from the educational committee of Islamic Azad University. The survey was conducted in November, 2014.

3.2. Procedures The data collection procedure involved distributing the questionnaire forms among participants. They were invited to participate in the study beforehand. After collecting the questionnaire forms from the participants, results were analyzed by attributing numerical values to the responses which are strongly agree, agree, undecided, disagree, strongly disagree received 5,4,3,2,1 respectively. In order to analyze the findings of this research, basic and advanced statistical analyses were computed by both Microsoft Excel and Microsoft SPSS software.

3.3. Data Analysis In order to accurately measure the results from the collected data, numerical values were transferred to SPP software. In order to answer the first research question, mean and total variances were measured. In addition, in order to answer the second and third research questions, internal consistency and overall mean of each questionnaire as well as mean and standard deviation of each item were measured.

4. RESULTS AND DISCUSSION

3.2. Instruments

4.1. Investigating the first research question

3.2.1. Questionnaire A 5-point likert scale questionnaire was chosen which originally used by Sonda (2011)[17] on Japanese students’ attitude research. The questions were modified to be compatible with Iranian cultural values. The questionnaire was piloted and its internal consistency was measured as well. In order to facilitate answering the questionnaire, the Persian version was given to the students. The English questionnaire can be found in appendix 1.

A latent variable analysis using Main Factor Analysis with Promax Rotation was utilized in order to answer research question number 1 according to the first part of the questionnaire. Table 1 represents the results of the descriptive and test statistics. Looking at the mean based on Table 1, it can be concluded that Listening to music (mean = 4.17) is the most important variable that influences participants to use English in daily life. Other significantly loaded items were watching TV, reading


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Journal of English Language and Literature Volume 3 No.2 April 2015 books, using internet including email exchange and attending classes. Table 1. Descriptive Statistics Mean

2.05

.977

20. Doing part-time work

2.57

1.265

3.62

1.096

21. Going to cultural festivals and events

2.33

1.365

3.71

.954

22. Participating in religious activities

1.81

.836

23. Doing volunteer activities

2.66

.888

24. Going to a library

2.27

.904

2.

Doing school assignments

3.

Finding jobs

2.71

.884

4.

Doing school club activities

3.08

1.004

5.

Playing sports

2.09

.804

6.

Going to restaurants

2.70

1.142

7.

Singing

3.28

1.281

8.

Enjoying hobbies

3.18

1.237

9.

Shopping

2.55

.939

10. Doing house chores

2.33

.869

11. Surfing Internet

3.78

.840

12. Sending emails

3.68

.969

13. Listening to music

4.17

.921

14. Watching TV/video

3.86

1.012

3.06

1.133

16. Listening to radio

1.65

.522

17. Reading books out of school

3.59

1.157

15. Reading magazines

coffee

shops

newspapers

and

and

.928

19. Visiting relatives

Attending classes and

3.27

Std. Deviation

1.

homework

18. Chatting with friends (including talking on the phone)

Moreover, Table 2 shows all the factors extractable from the analysis along with their given values, the percent of variance attributable to each factor as well as the cumulative variance of the factor, and the previous factors. In this case, items with loadings of 0.30 or higher were selected in this part of research as exploratory (Baker, 1992). As Table 2 clearly demonstrates, the first factor accounts for 87.805% of the variance, the second 2.976% and the third 2.57. All the remaining factors are not significant. The most loaded factor is Attending classes but its mean is not the highest one (mean = 3.62). However, the highest mean score is allotted to Listening to music (mean = 4.17) and its loading is not significant. Therefore, it can be clearly understood that although participants attend English classes, their daily use of English is rather uncommon. On the other hand, they listen to English music but this activity is isolated from other types of activities.

Table 2. Total Variance Explained Component

Initial Eigenvalues

Extraction Loadings

Sums

of

Squared

Rotation Sums of Squared Loadings

Total

% of Variance

Cumulative %

Total

% of Variance

Cumulative%

Total

% of Variance

Cumulative %

1

21.073

87.805

87.805

21.073

87.805

87.805

7.314

30.473

30.473

2

.714

2.976

90.781

.714

2.976

90.781

7.092

29.548

60.022

3

.619

2.579

93.359

.619

2.579

93.359

6.518

27.157

87.179

4

.345

1.436

94.796

.345

1.436

94.796

1.828

7.617

94.796

5

.257

1.069

95.865

6

.227

.944

96.809

7

.131

.546

97.355

8

.104

.432

97.786

9

.095

.395

98.182


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10

.071

.297

98.479

11

.060

.249

98.728

12

.049

.205

98.933

13

.046

.192

99.125

14

.037

.153

99.278

15

.032

.133

99.411

16

.024

.099

99.510

17

.020

.085

99.595

18

.020

.083

99.677

19

.017

.070

99.748

20

.016

.065

99.812

21

.014

.059

99.872

22

.012

.051

99.923

23

.010

.042

99.965

24

.008

.035

100.000

4.2. Investigating the second research question The overall internal consistency of the second questionnaire was 0.98. Four distinct dimensions of instrumentality and integrativeness were included: Domestic Use (DU) which refers to daily life as well as activities in Iran, International Use (IU) which is relevant to international activities, Instrumentality (IST) which refers to instrumental purposes and finally, Work and Study (WS) which refer to work, and academic activities. As it is clear, DU and IU are both instrumental and integrative but IST and WS are only instrumental. Moreover, the overall mean is 4.07 and standard deviation is 0.74. Therefore, in order to answer the second research question, it must be mentioned that English is statistically significant for Iranian students. Table 3 illustrates item analysis and its statistics of the second questionnaire. As the table 3 shows, the following items have the highest men score: 1. Communicating with foreign people 2. Understanding international cultures 3. Making friends with foreigners, 8. Be accepted in the international society 17. Working on Internet 18. Sending emails 20. Watching TV/video 26. Living in foreign countries 30. Traveling abroad Therefore, it can be concluded that Domestic Use and International Use, which are both instrumental and integrative, are significant for Iranian students.


Table 3. Item Statistics Mean

Std. Deviation

foreign

4.69

.719

international

4.75

.601

4.65

.574

and

3.50

1.284

29. Talking with teachers (whether they are English teachers or not)

3.66

1.162

30. Talking with community

2.69

1.362

31. Be liked

3.89

1.064

32. Be accepted in the Iranian society

4.24

.574

33. Be accepted in the international society

4.77

.421

34. Attending different classes

4.25

.760

35. Doing homework and assignments from college

4.47

.628

36. Getting good grades on college courses

4.41

.759

25. Communicating people

with

26. Understanding cultures

27. Making friends with foreigners 28. Interacting relatives

with

family

people

in

the

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1.66

.957

.597

60. One can adequately participate in an international society without English.

4.26

.808

61. I simply like to speak English.

4.55

.615

40. Being cultured

4.49

.629

4.31

.889

41. Working on Internet

4.69

.613

62. English should be learned by all students in Iran.

42. Sending emails

4.64

.637

3.69

.959

43. Listening to music

4.15

1.099

63. I want to speak English if it is OK to speak fragmentary English.

44. Watching TV/video

4.54

.724

64. There are other useful languages to learn other than English.

3.10

1.068

45. Finding a job

4.33

.628

1.011

4.14

1.008

65. I don’t like to speak English because if I speak English in daily life, I will be excluded.

1.78

46. Get promoted in the job 47. Making money

4.10

.916

4.34

.726

4.44

.614

66. Learning English should maintained continuously.

be

48. Raising children 49. Living in Iran

3.67

.885

67. It is likely for me to use English once I leave college for work.

4.05

1.075

50. Living in foreign countries

4.86

.344

68. English is relevant to my future.

4.37

.723

51. Shopping

2.74

1.462

.956

2.87

1.156

69. I want English to take over the Persian language in Iran.

2.62

52. Talking on the phone 53. Traveling inside Iran

2.68

1.321

3.70

.994

54. Traveling abroad

4.77

.421

70. English cannot take over Persian, because the national language of Iran is Persian.

The internal consistency of the third questionnaire is 0.97. Moreover, the overall mean and standard deviation of the questionnaire are 3.42 and 0.79, respectively. It shows that Iranian students' attitudes towards using English are positive in general. Table 4 presents the item statistics of the third questionnaire. Based on the table, it can be revealed that Iranian students like to learn English and they believe that their language, Persian, is not enough in the community they live.

71. English should not be a required course in Persian schools and colleges.

1.60

.863

72. English is a language worth learning.

4.52

.694

73. I have no problem with other people when I speak English in my daily life.

3.70

.965

Table 4. Item Statistics

74. It is a waste of time to learn English.

1.43

.497

37. Participating in club activities

2.69

1.205

38. Reading

4.34

39. Writing

Mean

Std. Deviation

55. I like watching English movies and TV shows in English or with Persian subtitles rather than being dubbed in Persian.

4.14

1.081

56. Persian language is sufficient for academic studies.

2.37

.876

57. I listen to music in English.

4.21

1.016

58. I would like to marry someone who can speak English (regardless of their nationalities).

3.92

.953

59. If I have children, I would like them to speak English.

4.39

.894


4.3. Investigating the third research question The internal consistency of the fourth questionnaire is 0.98. In addition, overall mean and standard deviation are 3.41and 0.77, respectively. Therefore, in order to answer the third research question regarding Iranian students’ attitudes towards having English as a bilingual language in their society, it must be mentioned that Iranian students' attitudes are positive. Table 5 shows the item statistics of the fourth questionnaire. Based on the table, these items: Speaking both English and Persian helps to get a job, It is important to be able to write in both Persian and English, Knowing both English and Persian makes people educated, English and Persian can coexist in Iran, In Iran, both Persian and English should be considered as important languages, I want to be able to speak not only Persian but also English, It is a disadvantage if one does not speak 292 | P a g e

Journal of English Language and Literature Volume 3 No.2 April 2015 both Persian and English, Knowing both English and Persian can help one make more money, Being able to speak both English and Persian can help you succeed in life, If I had children, I would want them to speak both Persian and English, Persian students should be able to read in both English and Persian, Knowledge of both Persian and English is helpful in various ways in society, People who speak both English and Persian can make more friends, Learning English makes it possible to experience different cultures, Having a good knowledge of English makes me understand everyday news better, I would like to live and work abroad if possible some time in my life, I am interested in meeting and conversing with people from different nationalities and cultures, I want to work for an international organization or company have the highest mean. Therefore, it can be indicated that English is significantly important for Iranian students and they like to be bilingual. Table 5. Item Statistics

14. Knowing both English and Persian can cause trouble in social situations.

1.66

.855

15. Persian people do not need to know the English language.

1.41

.536

16. It is a disadvantage if one does not speak both Persian and English.

4.39

.894

17. Knowing both English and Persian can help one make more money.

4.19

.764

18. I think it is adequate for my children to know only Persian.

1.96

1.038

19. Being able to speak both English and Persian can help you succeed in life.

4.39

.608

20. If I had children, I would want them to speak both Persian and English.

4.43

.841

21. Persian students should be able to read in both English and Persian.

4.40

.803

22. Knowledge of both Persian and English is helpful in various ways in society.

4.53

.581

4.22

.832

Mean

Std. Deviation

It is sufficient to be able to speak Persian in a Persian society.

1.94

.987

2.

Speaking both English Persian helps to get a job.

and

4.34

.707

3.

It is important to be able to write in both Persian and English.

4.41

.622

4.

English has no place in Iran.

1.65

.587

5.

Knowledge of the Persian language is enough for one to make friends.

2.11

.972

23. People who speak both English and Persian can make more friends.

4.42

.796

6.

It is extremely difficult to speak two languages.

2.97

1.073

24. Learning English makes it possible to experience different cultures.

7.

Knowing both English and Persian makes people educated.

4.49

.617

25. If I see foreigners, I try to meet them and talk to them in English.

3.95

1.271

8.

English and Persian can coexist in Iran.

4.20

.788

4.40

.785

9.

In Iran, both Persian and English should be considered as important languages.

4.24

.767

26. Having a good knowledge of English makes me understand everyday news better.

4.24

1.064

10. Since Persian is the national language of Iran, English should not be used.

1.72

27. I would like to live and work abroad if possible some time in my life. 28. I would rather stay in Iran to live and work.

3.06

1.019

11. I want to be able to speak not only Persian but also English.

4.45

.671

29. I can only see myself studying at a Persian university.

2.77

1.219

12. Children get confused when learning Persian and English.

2.37

1.277

4.41

.688

13. Children can learn Persian and English easily simultaneously.

3.48

1.255

30. I am interested in meeting and conversing with people from different nationalities and cultures.

1.


.997

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31. I want to work for international organization company.

an or

4.00

1.039

32. I am not interested in crosscultural matters.

1.89

1.091

33. I don’t think what’s happening overseas has much to do with my daily life.

1.54

.753

5. CONCLUSION In the current study, Iranian students reacted positively towards English as an international language in general and having English as a bilingual system in particular. It is revealed that students use English for both daily activities and academic purposes to a large extent. Furthermore, students were strongly confident about using English in a bilingual educational system. However, there is a contradiction on the urgency of English in many aspects of everyday life as well as academic purposes and the way English is used and treated both socially and academically in Iran. If English is very important in doing different activities, the way English language is instructed in Iranian universities, schools and institutions has to be emphasized and highlighted The results of the present study confirms the results of the previous works (e.g. Zareian et al., 2014 [23]; Soleimani and Hanafi, 2013 [16]; Chalak and Kassaian, 2010 [3]; Vaezi, 2008 [19]; Sonda, 2011 [17]) in which students showed positive attitudes towards different aspects of English language learning. Most students believe that a deep understanding of English language will greatly help getting a better position. As far as having a knowledge of communication in foreign languages especially English is considered to be an important criterion for literacy and education in Iranian society, students highlighted this by confirming the idea that knowledge of both languages i.e. English and Persian is absolutely necessary. Additionally, they believe that the two languages can coexist in Iran and it is a disadvantage not to be able to communicate in English these days. The younger generation of Iranian students in this study verified the fact that they like their children to be fully educated in English language. The willingness to mingle cross-culturally is something that has been accentuated in this research as far as students mentioned that it is important to be aware of cultural differences and the ongoing news around the world.

6. EDUCATIONAL IMPLICATIONS In this study, students established themselves to be more in favor of communicative classes and they will be more motivated if they are involves in a more communicative course. The results of this study also confirms the fact that Iranian students are aware of international affairs and crosscultural sensitivity.


In order to familiarize students with an English speaking culture, language policy makers should prepare materials which maximizes the amount of exposure to English language communicatively. In order to promote bilingualism, English should be emphasized as one of the most important means of communication in national media and universities along with the national standard language. As far as students are significantly involved with learning and using language all the time, it is advisable to change most of the university courses to English-based courses to facilitate English as a primary means of education. By implementing these things in educational system of Iran, students will get more confidence and motivation because they will be satisfied with achieving something worthwhile after graduation.

7. LIMITATIONS RECOMMENDATIONS FOR FURTHER RESEARCH More qualitative research is needed by asking different participants from different walks of life about the ways in which English language can be treated better in their academic courses. For further research, it is also necessary to investigate students’ opinions to see whether they like the entire course credits to be changes to English-based courses. It is also needed to study the challenges along the way.

REFERENCES [1] 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 Language Studies 9(2) 2009 [2] Ardeo JMG, (2003). Attitude towards English and ESP acquisition as an L2 or L3 at university. IBÉRICA 6, 109-133 [3] Chalak, A. & Kassaian, Z. (2010). Motivation and Attitudes of Iranian Undergraduate EFL Students towards Learning English. GEMA Online Journal of Language Studies 10(2) [4] Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. [5] Gardner, R. C., Lalonde, R. N., & Pierson, R. (1983). Second language acquisition: An investigation using LISREL causal modeling. Journal of Language and Social Psychology, 2(1), 1-15. [6] Hashwani, M.S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2). [7] Kobayashi, Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students’ attitudes towards English learning. Gender and Education, 14(2), 181-197. 294 | P a g e

Journal of English Language and Literature Volume 3 No.2 April 2015 [8] Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. New York: Longman. [9] Lee, S. N. (2007). Japanese university students & attitudes toward L2 and L3 learning. In K. Bradford-Watts (Ed.), JALT2006 Conference Proceedings (p. 888-899). Tokyo: JALT. [10] Liou, Y. (2010). Who Wants EIL? Attitudes towards English as an International Language: A Comparative Study of College Teachers and Students in the Greater Taipei Area. College English: Issues and Trends Volume 3 [11] Matsuda, A. (2000). Japanese attitudes towards English: A case study of high school students. Unpublished doctoral dissertation, Purdue University. [12] O’Donnel, K. (2003). Uncovering first year students’ language learning experiences, their attitudes, and motivations in a context of change at the tertiary level of education. JALT Journal, 25(1), 31-62. [13] Sadighi, F. & Zarafshan, M. (2006). Effects of Attitude and Motivation on the Use of Language Learning Strategies by Iranian EFL University Students. JOURNAL OF SOCIAL SCIENCES & HUMANITIES OF SHIRAZ UNIVERSITY. 23(1), 46 [14] Seki, T. (2004). Attitudes to and motivation for learning English in Japan with special reference to first-year university students. Unpublished doctoral dissertation, University of Sterling. [15] Shabani, M.B. ( 2013). EFL LEARNER’S BELIEFS ABOUT LANGUAGE LEARNING IN IRAN. International Journal of Language Learning. 4 (4), 88-101 [16] Soleimani, H. & Hanafi, S. (2013). Iranian Medical Students’ Attitudes towards English


Language Learning. International Research Journal of Applied and Basic Sciences. 4 (12):3816 3823 [17] Sonda, N. (2011). Japanese college students’ attitudes towards English as an international language: A structural equation modeling analysis. In A. Stewart (Ed.), JALT2010 Conference Proceedings. Tokyo: JALT. [18] 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 [19] Vaezi, Z. (2008). Language Learning Motivation among Iranian Undergraduate Students. World Applied Sciences Journal 5 (1): 54-61 [20] Yamamoto, M. (2000). Bilingualism in international families. In J. C. Maher & K. Yashiro (Eds.), Multilingual Japan: An introduction (pp. 63-87). Tokyo: Kenkyusha. [21] Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(2), 54-66. [22] Zainol Abidin, M.J., Pourmohammadi, M. & Alzwari, H. (2012). EFL Students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students. Asian Social Science.8 (2) [23] Zareian, G., Zangoei, A. & Taghvaee M. (2014). EFL LEARNERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING: A FOCUS ON MALE AND FEMALES' PRIORITIES AND PREFERENCES. International Journal of Language Learning and Applied Linguistics World (IJLLALW). 7(2), 5057

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Appendix A: Questionnaire Part 1: Background Information Dear participant: Please complete this part with your information. Your sincere responses will definitely help us to come up with precise analyses in our research project. Certainly, information that you provide here will remain confidential. 1. Your Age: 2. Gender: 3. Year in school: 4. Department/Major: 5. How do you evaluate your comprehensive English abilities? A. elementary (junior high 1st-2nd year) B. upper elementary (junior high graduate) C. lower intermediate (senior high 1st-2nd year) D. upper intermediate (senior high graduate) E. lower advanced (being able to study at an English speaking university) F. upper advanced (being able to do professional work in an English speaking country) ---------------------------------------------------------------------------------------------------------------

Part 2: English Use in Daily Life Please answer each one in terms of whether and how often you might use English in these activities. In this case, English is not limited to complete sentences. Very often 1.

Attending classes

2.

Doing school homework and assignments

3.

Finding jobs

4.

Doing school club activities

5.

Playing sports

6.

Going to coffee shops and restaurants

7.

Singing

8.

Enjoying hobbies

9.

Shopping

often

Sometimes

Rarely

never

10. Doing house chores 11. Surfing Internet 12. Sending emails 13. Listening to music 14. Watching TV/video 15. Reading newspapers and magazines 16. Listening to radio 17. Reading books out of school 18. Chatting with friends (including talking on the phone) 19. Visiting relatives 20. Doing part-time work 21. Going to cultural festivals and events 22. Participating in religious activities


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23. Doing volunteer activities 24. Going to a library Please indicate any other occasions/activities where you use English and also how often.

Part 3: Importance of English How important or unimportant do you think the English language is for people to do the following activities? very important

somewhat important

neither

not so important

not important at all

25. Communicating with foreign people 26. Understanding international cultures 27. Making friends with foreigners 28. Interacting with family and relatives 29. Talking with teachers (whether they are English teachers or not) 30. Talking with people in the community 31. Be liked 32. Be accepted in the Iranian society 33. Be accepted in the international society 34. Attending different classes 35. Doing homework and assignments from college 36. Getting good grades on college courses 37. Participating in club activities 38. Reading 39. Writing 40. Being cultured 41. Working on Internet 42. Sending emails 43. Listening to music 44. Watching TV/video 45. Finding a job 46. Get promoted in the job 47. Making money 48. Raising children 49. Living in Iran 50. Living in foreign countries 51. Shopping 52. Talking on the phone 53. Traveling inside Iran


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54. Traveling abroad Please indicate if there are other activities where you might think English ability is important.

Part 4: Attitudes to English Please state whether you agree or disagree with these statements: Strongly agree

Agree

Undecided

Disagree

Strongly disagree

55. I like watching English movies and TV shows in English or with Persian subtitles rather than being dubbed in Persian. 56. Persian language is sufficient for academic studies. 57. I listen to music in English. 58. I would like to marry someone who can speak English (regardless of their nationalities). 59. If I have children, I would like them to speak English. 60. One can adequately participate in an international society without English. 61. I simply like to speak English. 62. English should be learned by all students in Iran. 63. I want to speak English if it is OK to speak fragmentary English. 64. There are other useful languages to learn other than English. 65. I don’t like to speak English because if I speak English in daily life, I will be excluded. 66. Learning English should be maintained continuously. 67. It is likely for me to use English once I leave college for work. 68. English is relevant to my future. 69. I want English to take over the Persian language in Iran. 70. English cannot take over Persian, because the national language of Iran is Persian. 71. English should not be a required course in Persian schools and colleges. 72. English is a language worth learning. 73. I have no problem with other people when I speak English in my daily life. 74. It is a waste of time to learn English.

Part 5: Attitudes to Bilingualism Here are some statements about Persian-English bilingualism. Bilingualism means the ability to speak two languages. Please respond whether you agree or disagree with these statements. There are no right or wrong answers. Please be as honest as possible. Answer with ONE of the following: Strongly Agree Undecided Disagree Strongly agree disagree 75. It is sufficient to be able to speak Persian in a Persian society. 76. Speaking both English and Persian helps to get a job. 77. It is important to be able to write in both Persian and English. 78. English has no place in Iran. 79. Knowledge of the Persian language is enough for one to


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Journal of English Language and Literature Volume 3 No.2 April 2015 make friends. 80. It is extremely difficult to speak two languages. 81. Knowing both English and Persian makes people educated. 82. English and Persian can coexist in Iran. 83. In Iran, both Persian and English should be considered as important languages. 84. Since Persian is the national language of Iran, English should not be used. 85. I want to be able to speak not only Persian but also English. 86. Children get confused when learning Persian and English. 87. Children can learn Persian and English easily simultaneously. 88. Knowing both English and Persian can cause trouble in social situations. 89. Persian people do not need to know the English language. 90. It is a disadvantage if one does not speak both Persian and English. 91. Knowing both English and Persian can help one make more money. 92. I think it is adequate for my children to know only Persian. 93. Being able to speak both English and Persian can help you succeed in life. 94. If I had children, I would want them to speak both Persian and English. 95. Persian students should be able to read in both English and Persian. 96. Knowledge of both Persian and English is helpful in various ways in society. 97. People who speak both English and Persian can make more friends. 98. Learning English makes it possible to experience different cultures. 99. If I see foreigners, I try to meet them and talk to them in English. 100. Having a good knowledge of English makes me understand everyday news better. 101. I would like to live and work abroad if possible some time in my life. 102. I would rather stay in Iran to live and work. 103. I can only see myself studying at a Persian university. 104. I am interested in meeting and conversing with people from different nationalities and cultures. 105. I want to work for an international organization or company. 106. I am not interested in cross-cultural matters. 107. I don’t think what’s happening overseas has much to do with my daily life.


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