1. GGGB6022: ACADEMIC WRITING 2 PRESENTATION: 'ATTITUDES & MOTIVATION TOWARDS THE LEARNING OF L2' AISHAH BINTI ADNAN (P79048)

2. INTRODUCTION Background of the study Attitudes and motivation are two factors that have become the subject of a lot of academic discussions either in language learning literatures or in language learning conferences and seminars, especially since Gardner & Lambert (1972) did several studies on the attitudes and motivation from 1959 to 1962. Motivation is the most frequently used term for explaining the success or failure in language learning and has been widely accepted by both teachers and researchers as one of the key factors that influence the success of L2 learning. Thus, it can be said that attitudes and motivation factors are deep within the students' minds.

3. WHAT IS ATTITUDE? Attitude: Emotional involvement (e.g. the way you think and feel about something, your feeling towards a language) According to Gardner (1985), there are two types of attitudes in language learning: attitude toward learning the language, which are relevant to educational attitudes, and attitudes towards the language community, which are relevant to social attitudes.

4. WHAT IS MOTIVATION? Motivation: Goals, desires, aspirations –Why you decide on a particular action –How long are you willing to sustain the activity –How hard you pursue your goal Ortega (2009) defines motivation in L2 learning as the desire to learn a second language followed by the effort to sustain the initiation.

5. OBJECTIVE & PURPOSES Objective of the study - This mini study aims at investigating a group of thirty undergraduates' at a teacher-training institute in Sarawak on their motivation and attitudes towards learning the English language. Purposes of the study (a) To explore how attitude affects English language learning (b) To identify how motivation affects English language learning

6. PROBLEM STATEMENT Problem Statement Non English major students at the chosen teacher-training institute spend 1 ½ to 2 years learning English, but a portion of these students are still not able to master the language upon completing their degree programmes. There are various factors that could have contributed to this failure such as attitudes and motivation in learning the language. Therefore, it is imperative to understand learners’ views and experiences in learning English in order to identify the difficulties and impediments that they encounter in the classrooms.

7. RESEARCH QUESTIONS Research Questions Research Question 1: What are the language learning attitudes of the Second Year undergraduates? Research Question 2: What is the language learning motivation of the Second Year undergraduates?

8. LITERATURE REVIEW ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING AND LANGUAGE USE AMONG SECONDARY SCHOOL STUDENTS (2014) 1. ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING AND LANGUAGE USE AMONG SECONDARY SCHOOL STUDENTS (2014) HARJANDER KAUR A/P SANTA SINGH HARJANDER KAUR A/P SANTA SINGH Findings: Findings: - Motivation is an important component in learning a language or any learning process - Motivation is an important component in learning a language or any learning process - The main factor that determines on the choice of language is the individual and their surroundings - The main factor that determines on the choice of language is the individual and their surroundings - A respondent felt that by using English Language, he will be labelled as an intelligent person - A respondent felt that by using English Language, he will be labelled as an intelligent person - Not only does the background of the respondents influence the choice of language used by the respondents but also motivation and attitude - Not only does the background of the respondents influence the choice of language used by the respondents but also motivation and attitude

9. LITERATURE REVIEW 2. LANGUAGE LEARNING MOTIVATION AMONG MALAYSIAN PRE-UNIVERSITY STUDENTS (2013) MUNEERA MUFTAH & SHAMEEM RAFIK-GALEA Findings: - The results of the study show that the pre-university students have a very high motivation towards learning English. Although the final findings seem to show that the pre-university students are instrumentally motivated, their integrative motivation toward learning English is still high. - Motivation could be perceived as the realization of human needs and human needs function as drives or incentives which shift one to a particular action. - Student motivation tends to be stronger when the learner has specific rather than general goals for language learning.

10. LITERATURE REVIEW ATTITUDES AND MOTIVATION TOWARDS LEARNING ENGLISH AMONG FELDA SCHOOL STUDENTS (2014) 3. ATTITUDES AND MOTIVATION TOWARDS LEARNING ENGLISH AMONG FELDA SCHOOL STUDENTS (2014) SITI SUKAINAH CHE MAT & MELOR MD. YUNUS SITI SUKAINAH CHE MAT & MELOR MD. YUNUS Findings: Findings: (a) Attitude - students generally like and are interested to learn English (a) Attitude - students generally like and are interested to learn English - showed positive attitudes towards English - showed positive attitudes towards English (b) Motivation - majority of the respondents agreed that learning another language is positively to their self development as they would like to learn English to become multilingual speakers (b) Motivation - majority of the respondents agreed that learning another language is positively to their self development as they would like to learn English to become multilingual speakers - positive attitudes, motivation and efforts determine successful language learning - positive attitudes, motivation and efforts determine successful language learning

11. METHODOLOGY 1Research Design - a survey research 2Sample Population - thirty 2 nd Year undergraduate students 3Site - a teacher-training institute in Sarawak

12. METHODOLOGY 4Procedure - students that will be involved in the study will be asked to answer two sets of questionnaires. 5Data Collection - Questionnaires: (i) Part A - (Language Learning Attitudes: 10 qs.) (ii) Part B - (Language Learning Motivation: 10 qs.)

13. DISCUSSION ON FINDINGS: RQ 1 Items 1, 2 and 3: Language Learning Attitude Most of the respondents considered their language learning attitude as 'high'. It can be assumed that they are keen in learning English. Items 4, 5 and 6: Fear in Learning and Practicing English Majority of the respondents have positive attitude in learning English despite having the 'fear' of making mistakes and speaking the language, especially in public. Items 7, 8, 9 and 10: Perceptions on English 50% of the respondents felt that they are taking risk by learning the language. However, most of them believed that they would be able to contribute to the society by having knowledge of English.

14. DISCUSSION ON FINDINGS: RQ 2 Items 1, 2, 3, 4, 5 and 10: Intrinsic Motivation Most of the respondents believed that learning English is good for their self- advancement and will build their self-confidence. They emphasized that English is important when they are able to learn, use and understand English according to their needs in life. Items 6, 7, 8, and 9: Extrinsic Motivation Majority of the respondents agreed that English is important for their future career planning. 23 respondents believed that they would gain more respect if they are proficient in the language.

15. CONCLUSION Attitude and motivation are very important and effective factors in the field of language learning. Language teachers / lecturers and learners should discover, realize, and pay attention to the respective personality and learning traits in regards to individual's language learning styles. Learners should maintain their positive attitude in order to motivate and rouse them to learn English.

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