This study aimed at investigating on factors affecting the attitudes of grade 10
students towards learning EFL in Debremarkos Comprehensive Secondary School in
Debre Markos town, Ethiopia. The researcher randomly selected 103 sample
students (10%) out of the total population (1030) for the study. In order to gather
data, a questionnaire was carefully and systematically adapted and designed. Nine
sample students were also selected purposely for focus group discussion, and Grade
10 English teachers were selected for the interview. Then, the data were analyzed
quantitatively and qualitatively. The findings of the study mainly showed that the
attitudes of grade 10 students towards learning EFL is positive. There are social
factors (e.g., English native speakers, peer groups and learners’ parents) affecting
students’ attitudes positively. On the other hand, educational context factors like
English language teachers, the English language learning situations (e.g., the
classrooms, arrangements of seats and the physical learning environment) had
negative impacts on students’ attitude. However, the findings showed that target
language learners have positive attitudes towards the other educational context
factor that is the English textbook of grade 10 which means English as a foreign
language teaching materials in the study’s context affect students’ attitudes
positively. By lowering the psychological variables (i.e. affective filters) for the
target language learners, it is possible to aid the language learning process. Thus,
as the implication of this study considers, the physical learning environment should
be improved, and to achieve this, the government should work in conjunction with
the school principals, teachers and societies.
English proficiency is a vital skill in today's globalized world, with speaking ability
holding particular significance in various academic and professional contexts. Grade
10 marks a critical stage in a student's educational journey, where foundational
skills are honed for future academic pursuits and career endeavors. Understanding
the factors that influence English speaking proficiency at this stage is paramount for
educators, policymakers, and stakeholders alike.
Several factors can impact students' English speaking skills, including individual
characteristics, socio-economic background, educational environment, and cultural
influences. Individual characteristics such as motivation, personality, and learning
strategies play a crucial role in language acquisition. Socio-economic factors such
as parental education, family income, and access to resources can significantly
influence the level of exposure and support students receive in developing their
English speaking abilities.
Moreover, the educational environment, including teaching methodologies,
classroom dynamics, and extracurricular activities, can either facilitate or hinder
students' language acquisition process. Cultural factors, including societal attitudes
towards English, linguistic diversity, and exposure to English-speaking media, also
contribute to students' proficiency levels.
Understanding these multifaceted factors and their interplay is essential for
devising effective strategies to enhance grade 10 students' English speaking skills.
By identifying the challenges and opportunities present in the learning environment,
educators can tailor instructional approaches, interventions, and support systems to
address the specific needs of students and foster a conducive atmosphere for
language development.
This study aims to investigate the various factors influencing the English speaking
proficiency of grade 10 students, providing valuable insights for educational
stakeholders to optimize language learning experiences and outcomes. Through a
comprehensive analysis of these factors, this research endeavors to contribute to
the enhancement of English language education and the holistic development of
students in their formative years.
*Chapter 2: Review of Related Literature*
*2.1 Individual Factors*
Individual characteristics play a significant role in shaping students' English
speaking proficiency. According to Gardner's socio-educational model (1985),
motivation is a key determinant of language learning success. Students who are
intrinsically motivated to improve their English speaking skills tend to exhibit higher
levels of proficiency (Deci & Ryan, 1985). Additionally, personality traits such as
extroversion and openness to experience have been found to positively correlate
with language acquisition and communication effectiveness (McCrae & Costa,
1987).
*2.2 Socio-economic Factors*
Socio-economic background has been identified as a critical factor influencing
students' English language development. Research by Sirin (2005) suggests that
students from higher socio-economic backgrounds tend to have greater access to
resources such as private tutoring, language immersion programs, and English-
speaking environments, which contribute to enhanced language skills. Conversely,
students from lower socio-economic backgrounds may face barriers such as limited
access to educational resources and lack of parental support, impacting their
English proficiency levels (Bradley & Corwyn, 2002).
*2.3 Educational Environment*
The educational environment, including teaching methodologies and classroom
dynamics, significantly influences students' English speaking skills. Effective
instructional strategies, such as communicative language teaching (CLT) and task-
based learning, have been shown to promote speaking proficiency by providing
opportunities for meaningful interaction and authentic communication (Richards &
Rodgers, 2001). Moreover, supportive classroom environments characterized by
positive teacher-student relationships and peer collaboration have been associated
with greater language learning outcomes (Wentzel, 1998).
*2.4 Cultural Factors*
Cultural factors also play a crucial role in shaping students' English language
proficiency. Societal attitudes towards English as a second language, linguistic
diversity within the community, and exposure to English-speaking media all impact
students' language learning experiences (Kanno & Norton, 2003). Additionally, the
presence of a language-rich environment, characterized by frequent opportunities
for English language practice and immersion, can positively influence students'
speaking skills (Cummins, 2001).
*2.5 Summary*
The review of related literature highlights the multifaceted nature of factors
influencing the English speaking skills of grade 10 students. Individual
characteristics, socio-economic background, educational environment, and cultural
influences all interact to shape students' language learning experiences and
outcomes. Understanding these factors is essential for educators and policymakers
to design effective interventions and support mechanisms to enhance students'
English proficiency levels.
*References*
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development.
*Annual Review of Psychology, 53*(1), 371–399.
Cummins, J. (2001). Bilingual children's mother tongue: Why is it important for
education? *Sprogforum, 7*(19), 15-20.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. Perspectives in Social Psychology. Springer.
Gardner, R. C. (1985). Social psychology and second language learning: The role of
attitudes and motivation. London: Edward Arnold.
Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities:
Introduction. *Journal of Language, Identity & Education, 2*(4), 241-249.
McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality
across instruments and observers. *Journal of Personality and Social Psychology,
52*(1), 81-90.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language
Teaching. Cambridge University Press.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-
analytic review of research. *Review of Educational Research, 75*(3), 417-453.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role
of parents, teachers, and peers. *Journal of Educational Psychology, 90*(2), 202-
209.
References*
Bourdieu, P. (2010). Distinction: A social critique of the judgment of taste. Harvard
University Press.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in
second language acquisition. Routledge.
Fogle, L. W., & Linsky, A. S. (2015). An exploration of the impact of peer
relationships on high school students' communication apprehension and leadership
self-efficacy. *Communication Education, 64*(3), 282-301.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language
Teaching. Oxford University Press.
Pavlenko, A. (2018). The Bilingual Mind: And What It Tells Us about Language and
Thought. Cambridge University Press.
Saville-Troike, M. (2012). Introducing Second Language Acquisition. Cambridge
University Press.
Yan, X., & Horwitz, E. K. (2014). Chinese university EFL learners' motivation and
willingness to communicate in English. *Language Learning, 64*(4), 759-785.
Zimmerman, B. J. (2013). Handbook of self-regulation of learning and performance.
Routledge.
*Chapter 2: Review of Related Literature*
*2.1 Individual Factors*
Dörnyei (2014) emphasizes the role of individual differences in second language
acquisition, highlighting factors such as motivation and willingness to communicate.
Pavlenko (2018) delves into the bilingual mind, exploring how language and thought
intersect in language learners.
*2.2 Socio-economic Factors*
Fogle and Linsky (2015) investigate the impact of peer relationships on high school
students' communication apprehension and leadership self-efficacy, shedding light
on socio-economic influences on language development in educational settings. Yan
and Horwitz (2014) examine Chinese university EFL learners' motivation and
willingness to communicate in English, providing insights into socio-cultural factors
affecting language learning.
*2.3 Educational Environment*
Larsen-Freeman and Anderson (2013) discuss techniques and principles in language
teaching, offering contemporary perspectives on creating effective learning
environments for language learners. Zimmerman (2013) explores self-regulation of
learning and performance, highlighting the importance of metacognitive strategies
in language acquisition and proficiency development.
*2.4 Cultural Factors*
Saville-Troike (2012) introduces second language acquisition from a cultural
perspective, examining how cultural factors influence language learning processes
and outcomes.
*2.5 Summary*
Contemporary literature underscores the multifaceted nature of factors influencing
the English speaking skills of grade 10 students. Individual characteristics, socio-
economic background, educational environment, and cultural influences all play
pivotal roles in shaping language learning experiences and outcomes. By
integrating insights from recent research, educators and policymakers can develop
targeted interventions and support mechanisms to enhance students' English
proficiency levels in grade 10 and beyond.
*References*
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in
second language acquisition. Routledge.
Fogle, L. W., & Linsky, A. S. (2015). An exploration of the impact of peer
relationships on high school students' communication apprehension and leadership
self-efficacy. *Communication Education, 64*(3), 282-301.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language
Teaching. Oxford University Press.
Pavlenko, A. (2018). The Bilingual Mind: And What It Tells Us about Language and
Thought. Cambridge University Press.
Saville-Troike, M. (2012). Introducing Second Language Acquisition. Cambridge
University Press.
Yan, X., & Horwitz, E. K. (2014). Chinese university EFL learners' motivation and
willingness to communicate in English. *Language Learning, 64*(4), 759-785.
Zimmerman, B. J. (2013). Handbook of self-regulation of learning and performance.
Routledge.
