CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Introduction
The Previous chapter dealts with brief introduction, Descriptions of the variables namely
Attitude, Aptitude, Motivation and Academic Achievement, Need and Importance of the study,
Objectives and Scope of the study, Limitations of the study.
In this chapter a brief review of related literature was described related to the variables
like Attitude, Aptitude, Motivation and Academic Achievement.
A review of related literature is an essential aspect of investigation. The term review
means revision or glance over or refer back on. It implies locating, studying and evaluating
the reports of relevant researches, study of published articles, research abstracts as well as reports
of casual observation and opinion that are related to the individuals planned research project
(Agarwal, 1998). According to Mouly, the review of related literature promotes a greater
understanding of the problem and it is crucial aspects and ensures the avoidance of unnecessary
duplication. As John W Best (1986) pointed out, review of related literature is a valuable guide
in defining the problem, recognizing its significance, suggesting data gathering devices,
appropriate study design and sources of data.
The survey of related studies serves multiple purposes. It helps the research investigator
to acquaint with correct knowledge in the area of research. It furnishes the tried methods,
techniques, priorities and importance about the similar related past studies and to help in the
formation of hypotheses for the new study. By studying the works of other research
investigators, one can avoid futile and irrelevant topics, vain efforts and ineffective approaches
already discarded by his/her predecessor. So the research investigator has attempted to collect
relevant information related to the work from literature available in the field.

2.2 Importance of Review of Related Literature

Review of related literature provides valuable guidance in order to comprehend the problem
holistically and the extent of advancement in research field on the topic. It envisages and
explores the innovative insight for appropriate methodology and research design. The review of
related literature usually encompasses the following functions.

Gives conceptual frame of reference for the contemplated research.

1

It also helps in understanding of the status of research in the problem area.

Provides sufficient insight to the research approach method instrumentation and data
analysis.

Evaluate the probability of success of the contemplated research and the significance or
usefulness of the findings.

Guides specific information needed to state the definitions, assumptions, limitations and
hypothesis of the research.
The review of related literature involves the systematic identification, location and

analysis of documents containing information related to the research problem. The review tells
the researcher what has been done and needs to be done.
The present chapter deals with review of literature related to the English learning
Attitude, English language Aptitude, English language Motivation and Academic Achievement
in English subject and many other related aspects as per the objectives of the study.

2.3 Source of Information

The research investigator, for this study, went through the journals, unpublished theses,
books, research abstracts, etc. and browsed different websites.

2.4 Classification of the Literature Reviewed in the Present Study

The literature reviewed is presented into four categories such as:
2.4.1 Studies related to attitude towards English language learning
2.4.2 Studies related to Aptitude towards English language
2.4.3 Studies related to English Learning Motivation
2.4.4 Studies related to Academic Achievement

2.4.1 Studies Related to Attitude towards English Language

Vyas and Patel (2012) undertook A study on the impact of Area on the undergraduate
learners attitudes towards the English language. In this study the authors discuss the impact of
Area on the undergraduate learners attitudes towards the English language as regards to the
situation of ELT in India. The sample includes 604 students including 16 Arts colleges, affiliated
to the Gujarat University, situated in urban as well as rural areas. A random sampling was
adopted to elicit the data.
ANOVA and t test were used to measure the significant difference between or among
the groups of learners under study by using SPSS software. The learners from both urban and
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rural areas possess the similar attitudes towards the English Language. There is no significant
difference between the groups of respondents from urban and rural areas in terms of their
attitudes towards the English Language.
Dange (2011) studied Effectiveness of Peer-Tutoring on English Language
Achievement and Nurturing Effects. In the study the author find out the relative effectiveness of
peer tutoring and conventional method of teaching in English language teaching and the
influence of peer-tutoring on high school students following nurturing effects: self-esteem, teamspirit, communication skill, social interaction, and confidence, positive inter dependence, greater
involvement. A pre-test post-test parallel group experimental design was applied. The Simple
random sampling technique was used to select experimental and control groups of students
studying in IX standard in the Millath high school, Shimoga City, Karnataka State. India. The
researcher selected a sample of 50 students and divided them into two parallel equated groups,
through Ravens Progressive Matrices Test of General Intelligence (Raben, 1988). One of the
groups was assigned to be the experimental group and the other was the control group. Each
group had 25 students. The tools used for the collection of data in order to verify the hypotheses
are pre-test in English (Achievement test), Ravens Progressive Matrices of General Intelligence
Test, Post-test in English (Achievement test), and Observation Schedule. Pre-test was
administered to both the groups, scoring was done according to the key answers. The
experimental group was taught through the peer-tutoring method, mean-while the teachers were
asked to observe the experimental groups (peer tutoring) nurturing effects by using an
observation schedule and put the tick mark in the relevant column. The post-test was
administered to both the groups, scoring was done according to the key answers and scores were
tabulated. The statistical technique used for the analysis of data wast test (test of significance)
for finding out the effectiveness of peer-tutoring method of instruction. 1. There was no
significant difference between the mean of scores of the pre-test of the experimental and control
group. 2. There was a significant difference between the mean scores of the post-test in English
of the experimental and the control group. 3. There was significant difference between the mean
scores of the pre-test and the post-test in English of the experimental group. 4. There was no
significant difference between the mean scores of the pre-test and the post-test in English of the
control group.
Ajith Jaya (2009) undertook A study on the teaching and learning of English as a
second language at the degree level in the arts and science colleges affiliated to MS University,
3

Tirunelveli. Keeping in view of the study the researcher was set the objectives as to study the
English language teachers opinion about the teaching and learning of English as a second
language at the degree level. To find out the level of perception of teachers towards ESL
curriculum with regard to aims and objectives, curriculum, method of teaching, acquaintance
with A.V.Aids, classroom activities, teachers views on evaluation, teachers difficulty,
professional development, self-assessment and curricular support for teachers and assessment of
teachers about students and to study the opinion of the first degree students regarding the
teaching and learning of English as a second language. A survey was conducted by administering
questionnaire to both ESL teachers and students. The data were collected from 925
undergraduate students and 81 English language teachers of 15 Arts and Science colleges
affiliated to M.S. University. The questionnaire aimed at eliciting responses regarding the ESL
curriculum meant for the under graduate students. The investigator has used the statistical
techniques such as percentage analysis, t test, ANOVA and correlation analysis. The major
findings of the study were: 1. regarding the speciality of the ESL curriculum, 35.80 % of the
teachers say that it promotes creativity and critical thinking. About 34.57 % of the teachers say
that it suits only for high achievers and 34.57 % of the teachers also say that it suits only average
achievers. 30.86 % of the teachers say that it suits all categories of learners. 2. The perception of
teachers teaching English in arts and science colleges affiliated to M.S.University towards ESL
curriculum with respect to aims and objectives, curriculum, method of teaching, acquaintance
with A.V.Aids, classroom activities, teachers views on evaluation, teachers difficulty,
professional development, self-assessment and curricular support for teachers and assessment of
teachers about students is moderate. 3. About 52.24 % of the students feel that at the end of the
course they will be able to communicate confidently in English. About 76.97 % of the students
claim that at the end of the course they will be able to write competitive examinations in English.
Mamun (2008) studied Students Attitude towards Using Computer for Language
learning- A Survey. The objectives of the study were to find out the students attitude towards
necessity of developing communicative skills especially writing skills and to find out the attitude
of students towards using the computer in teaching and learning English in and outside the
classroom. The researcher distributed 247 survey questionnaires to students randomly to study
the attitude of students. The study reveals that 98% of the students think that there is a need for
the English language learning in their technical course. 86% of them like to devote some extra
time for learning English. 71% of them think that for technical education, lack of proficiency in
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English is a disadvantage. 88% of the students like learning English through computer. 93% of
the students agree or strongly agree that computer gives them more chance to practice English.
47% students have positive attitude that they can learn English faster by using computers.
Narayanan et al., (2008) examined Factors affecting English learning among
engineering and technology students. The specific objective of the study was to find out
whether motivation factors, attitude factors, language anxiety factors affect the learning of
English among engineering and technology students with respect to their gender. The researchers
have taken 408 (138 female and 270 male) first year engineering and technology students with
various mother tongues such as Malayalam, Tamil, Telugu, Hindi and Bengali from five
engineering colleges in and around Chennai, as the subjects for the study. Three questionnaires
(motivation questionnaire, attitude questionnaire and language anxiety questionnaire) had been
administered and random sampling method was followed for collecting data. The raw data were
analyzed manually as well as by using SPSS and Microsoft Excel 2002. The major findings of
the study revealed that 1. Male students have less motivation to learn English language than
female. 2. Female students have less negative attitude toward English language learning than
male students. 3. Male students have high language anxiety than female students.
Soundiraraj (2006) studied Attitude of Learners towards Teaching of Grammar at the
Tertiary Level. In the study conducted by the Soundiraraj towards teaching of grammar and the
objectives formulated to study the attitude of learners (B. E. Students) towards teaching of
grammar. To study the needs of the learners regarding teaching of grammar.To provide
suggestions to improve teaching of grammar. A total sample of 75 B. E. students of Anna
University was selected for the study. A questionnaire was employed to collect the data. Simple
percentage analysis was done to assess the attitude of the learners. In addition to the
questionnaire device, informal interview with these selected learners were also held for the
study. The findings of the study were: (i) Students are not aware of the importance of grammar.
(ii) Grammar lessons are not found interesting. (iii) The error correction hurts the ego of the
students. (iv) Teachers should teach grammar as part of their lesson. (v) Use of technology is
essential in grammar class. (vi)Teacher should use the particular language item and its relevance
in communication.
Verma (2005) studied Learners Attitude and its Impact on Language Learning. The
investigator had found out learners motivational level, anxiety level, their involvement in a
language learning class, their confidence level, their perception about the language classroom
5

and language teacher and their perception about the curriculum. Above study includes 350
students pursuing different professional courses in different English medium universities in Uttar
Pradesh, India. All of them want an informal class with formal real life activities such as mock
interviews and seminars. Findings of the study show that, 94% of B.B.A students put
communication skills on priority and they prefer to study communication strategies in business.
72% of students give priority to spoken English as they need to carry out their business
assignments with different people. 90% of students prefer communication skills. 3. In BCA, 98%
students prefer technical knowledge over English language or communication skills. 2% were
not able to give their specific opinion.
Walker et al., (2004) studied Teacher attitude towards English Language Learners in
the Main Stream Classroom. Objectives of the study were (i) To explore the nature of main
stream teacher attitudes towards ELLs. (ii) To find out the factors that contributes to teacher
attitudes. (iii) To find out how these attitudes vary by community context. Mixed method
research design was used for that study, utilizing both quantitative and qualitative methods.
Survey method was used for the study. A result of the study say that, The low incidence
teachers attitudes regarding English language learners are in some regards more positive than
those found in rapid influx and migrant serving schools. Many teachers pointed out lack of
training, lack of time, negative attitude of administrator, responsibility of the learner,
Ethnocentric bias (racism and prejudice) as the factors that contribute their attitude towards
ELLs.
Hari Padma Rani (2003) studied The Pedagogical Scenario of English at the PostGraduate Level in Andhra Pradesh. For the investigation the investigator formulated the
findings as (i) To study about the objectives of teaching English. (ii)
To study about the needs of the learner. (iii) To study about the compatibility between the
objectives of the students and those of the teachers. And (iv) To study about the existing
evaluation practices.
A survey was conducted covering five universities in Andhra Pradesh in order to know
the views of teachers and students about the M.A courses in English. Further the researcher has
found the results indicated that 1. The objectives/needs of the students who opt for M.A. after
their graduation are very different from what the course actually offer them. 2. There seems to be
little compatibility between the objectives of the students and those of the teachers. 3. The

absence of explicitly stated objectives renders the existing evaluation process meaningless. 4.
Teaching literary text renders the whole teaching enterprise a self-defeating one.

Some Abroad Studies Related To Attitude towards English Language

Yoko Johnson (2012) studied Attitudes towards EFL Learning and Extensive Reading
of Japanese Engineering Students. Researcher has described Japanese engineering students
attitudes towards EFL learning. Data for this study were derived from two different sources, a
questionnaire with open-ended items, and reading journals. The questionnaire asked students
across proficiency levels about their preferences and attitudes in English learning, while the
reading journals traced intermediate learners weekly reactions to out-of-class extensive reading
assignments. The sample consisted of 168 second-year undergraduate engineering students. The
findings of the study were: 1. The ratio of students who like English and their reasons differ
according to their proficiency levels. Students who are either in the advanced classes or those
who like English in the beginner and intermediate classes wish to develop oral communication
skills (that is., speaking and listening), whereas those who dislike English in the lower classes
have a greater desire to improve their receptive skills (that is., reading and listening) and
vocabulary. 2. Even though the majority of students said they didnt like English at the beginning
of the semester, most of them responded positively towards extensive reading after twelve weeks
of out-of-class extensive reading assignments.
Jabeen et al., (2011) undertook An Attitudinal Study of Pakistani English. The
investigators have set the specific objective to explore the nature of Pakistanis attitude towards
English language. The sample includes100 students and were
randomly selected from schools, colleges and universities.

They all belonged to District

Faisalabad. 40 % respondents favour the use of English in all contexts and domains such as
family, friends, educational institutions and offices. While the rest of the 60 % respondents do
not like the widespread use of English. They are forced to accept it as a necessary evil.
Jenset (2011) studied Student attitude towards teaching English with technology. The
study investigated the attitudes among student-teachers towards using electronic resources in
teaching. The data was collected by means of a questionnaire and analyzed statistically. The
study concluded that there is no significant difference in their attitude towards teaching English
with technology.
Ghazaleh, and Hijazi (2011) studied Jordanian Graduate and Under Graduate Students
Attitudes towards English. The specific objective of the study is to find out the attitudes of
7

Jordanian university students towards learning English and the English language. A sample of
200 graduates and under graduate Jordanian university students studying English as a foreign
language (EFL) served as the respondents to a five point Likert Scale questionnaire which
included three domains: (1) attitude towards English, (2) attitude towards learning English and
(3) purposes of learning English. There is a definite degree of positiveness towards English and
learning it. Gender has no effect on EFL students attitudes.
Soku et al., (2011) studied Students Attitudes towards the Study of English and French
in a Private University Setting in Ghana. The objective of the study is to find out whether there
is any significant difference between the attitude of male and female, young students and the
aged, students in Level 100 and Level 200 and Francophone and Anglophone students towards
the study of English, and French. A sample of 130 students from level 100 and level 200
participated in the study on the basis of stratified random sampling. Survey method was adopted
for data collection. Mean and Standard Deviations as well as Analysis of Variance (ANOVA)
were used as analytical methods for the study. The major finding of the study was gender had a
significant effect on students attitudes to the study of English; whereas gender had no significant
effect on students attitudes to the study of French, thus no significant difference exists between
males and females in their attitudes to French.
Akande and Salami (2010) studied Use and Attitudes towards Nigerian Pidgin English
(NPE) among Nigerian University Students. The specific objective was to find out the degree of
NPE usage among the Nigerian University Students on account of students attitudes. The
researcher made use of the interview-questionnaire approach to elicit the attitude toward NPE.
100 subjects from two universities (University of Lagos, University of Benin) served as sample.
Purposive sampling was followed. The instrument used for this study is a structured
questionnaire which contains 16 items focusing on use as well as the attitude towards NPE. The
major findings of the study were 1. University of Benin students use NPE more than University
of Lagos students. 2. University of Benin students attitude toward the availability of books and
magazine in NPE is more positive than University of Lagos students. 3. University of Benin
students have positive attitude to the adoption of NPE as a medium of instruction in primary
school. 4. University of Lagos students use more of NPE only in social gatherings while
University of Benin students use it more in everywhere. 5. University of Benin students attitude
toward NPE in terms of the general public is more favorable than that of Unilag students

attitude. 6. The attitude of University of Benins students towards NPE is more favorable than
the attitude of University of Lagos students.
Yang Yu (2010) studied Attitudes of Learners toward English: A Case of Chinese
College Students. The researcher adopted the objective to investigate attitudes of Chinese
college students toward the English language and toward the current English education policies
and practices in China. The study found that Chinese college students have positive attitudes
toward the English language and "China English. The students acknowledged that the Chinese
government has attached much importance to English education.
Atef Al-Tamimi and Munir Shuib (2009) studied the Motivation and Attitudes
towards Learning English: A Study of Petroleum Engineering Undergraduates at Hadhramout
University of Sciences and Technology, Yemen. The objectives are:To determine which of the
3 types of motivation (instrumental, integrative and personal) could be the primary source of
petroleum engineering students motivation towards learning the English language. To determine
the type of attitude that petroleum engineering students have towards learning the English
language. The study sample consisted of 81 third, fourth and fifth year petroleum engineering
students at Hadhramout University of Sciences and Technology, Yemen. The quantitative and
qualitative data was collected. The quantitative data of the questionnaires were analyzed by using
SPSS. Findings of the study were 1. The instrumental motivation comes as the first source,
personal motives come as the second source and integrative type of motives comes as the third
source of motivation to learn English. 2. 97.5% like to attend more English language training
courses to improve their language proficiency. 3. The students have positive attitude towards the
use of English in the Yemeni social, educational and cultural context.
Nazary (2008) studied The Role of L1 in L2 Acquisition: Attitudes of Iranian
University Students. The researcher has find out the attitude of Iranian EFL University students,
toward the L1 use in their classroom and examine the relationship between the learners
language proficiency level and their attitudes. 85 EFL students studying English at Tehran
University from various majors with variety of proficiency level constitute sample for this study.
Survey method is followed. The questionnaire has two parts. Part-I, includes demographic
information, Part-II includes 16 items on a Likert-scale to define students attitude. After the
process of data collection, each groups (elementary, intermediate, advanced level of language
proficiency) data were analyzed. The study resulted that 81% of advanced level students, 68% of
elementary and intermediate level believe that the teacher should know the students mother
9

tongue. Iranian university students are reluctant to use their mother tongue in English language
situations and reject it strongly for the sake of better exposure to L2.
Joanna (2006) studied Attitudes and Motivation and their Impact on the Performance of
Young English as a Foreign Language (EFL) Learners. The objective of the study (i) To find
out whether there is an impact of attitude and motivation on the performance of young EFL
learners in listening and speaking. Questionnaire-1 seeking information on the qualifications of
primary teachers of English in Cyprus, and their attitude towards teaching English as a foreign
language was distributed to 187 teachers from 304 schools all over Cyprus. Questionnaire-2
seeking information on the attitude of children taught by the teachers that have been selected in
accordance with the first questionnaire, towards the English language was distributed to 250
children. Listening test and speaking test were also implemented on the same day. All the data
gathered through tests and questionnaires were logged in a SPSS file. One way ANOVA analysis
was carried out. Study resulted that 1. There is a relationship between motivation and attitude on
the performance of young EFL learners in listening and speaking. 2. Motivated children with
positive attitudes towards the language (English), enjoy being in the classroom and feel that what
they learn will be useful for them in their life.
Sadigh and Zarafshan (2006) examined the Effects of Attitude and Motivation on the
Use of Language Learning Strategies by Iranian EFL University Students. The main objective
was to explore the effects of attitude and motivation on the use of language learning strategies by
Iranian EFL students. The sample of study consisted of 126 undergraduate university students, of
Shiraz Islamic Azad University. Likert The data were gathered through administration of a 50
item,-type questionnaire with 5-point scale responses. The gathered data were subjected to a
3way ANOVA to see whether motivation types, attitude and years of study had any effects on
the choice of language learning strategies by the subjects. Iranian EFL university students use
of LLSs was proved to be influenced by their attitude. Learners who had positive attitude used
these strategies more frequently than those with negative attitude. Seniors showed greater use
than freshmen. Motivation was not found to have a significant effect on LLSs. Years of study,
affect LLSs significantly. Seniors showed greater.
Arani (2004) studied Attitude of medical students of Kashan University, Iran, towards
learning English. The investigator had identified the students' attitudes towards learning English
as a school subject that is prior entering the university. The research sample consisted of 45
medical students who enrolled in the first and second year of study. To collect the data, different
10

types of questionnaires were administered to the sample at the beginning, in the middle and at
the end of the English for Medical Purposes (EMP) courses. Finding reveals that the most of the
subjects had positive attitudes towards both learning English and the English language teacher.
William Littlewood (2001) studied Students' Attitudes to Classroom English Learning:
a Cross-Cultural Study. In is study the author find out that in recent years researchers have
developed a range of perspectives for conceptualizing the influences of culture on thinking and
behaving. It was found that most students in all countries question the traditional authoritybased, transmission mode of learning.

2.4.2 Studies Related to Aptitude towards English Language

Jain (1992) conducted A Study of Creativity in Relation to the Teaching Aptitude,
Skills and Personality Variables of Pupil Teachers. This study attempts to make a detailed
inquiry of the factors such as pupil teachers creativity and its relation to their teaching aptitude,
teaching skills and personality variables that may reveal useful and new facts which may have a
direct influence on the reachability of creativity. Two hundred and eighty pupil teachers from
two colleges, that is University College of Education, Nagpur, and P P College of Education,
Gondia, formed the sample of the study. The tools used were Torrance Tests of Creative
Thinking (Verbal form A) by E. P. Torrance, Classroom Creativity Observation Schedule by
Denny, Cattells Sixteen Personality Factors Questionnaire, Teaching Aptitude Test by Prakash
and Srivastava, Microteaching Techniques and Observation Schedule prepared by the researcher.
Mean, SD, coefficient of correlation and t test were used for the purpose of analysis of data.
Positive and highly significant correlation was found between creativity and classroom
creativity, teaching aptitude, and teaching skills. Out of the sixteen personality factors, positive
and highly significant relationship was found with factors C, G and Q1 and low but positive
correlation was found with factor E. Positive and highly significant relationship was found
between factor Q1 and classroom activity. Low but positive and significant relationship was
found between teachers classroom activity and teaching aptitude. There existed mean differences
in the case of all the teaching skills of high and low groups and pupil-teachers (formed on the
basis of classroom activity), but these were not statistically significant.
Srivastava and Veena (1992) conducted A Study of Creativity among Higher
Secondary Students in Relation to Scientific Aptitude and Attitude towards Science.A study is
an attempt to investigate creativity in relation to scientific aptitude and attitude towards science.
The sample of the study comprised 1,200 students covering 600 boys and 600 girls who were
11

drawn from higher secondary classes of Agra City. Creativity test by Chauhan and Tiwari,
Scientific Aptitude Test Battery by K.K. Agarwal, Samoohik Mansik Yogyata Pariksha by
Tandon, and Scientific Attitude Scale by A. Grewal, were the tools used in the study. The data
were analysed statistically using mean, SD and CR. The science students of higher secondary
classes having more scientific aptitude were more creative than those having less scientific
aptitude. In the field of creativity, the boys having favorable attitude towards science were
slightly better than those having unfavorable attitude towards science whereas the girls with
favorable and unfavorable attitude towards science did not differ. The girls were more creative
than boys. The boys had more scientific aptitude than the girls. The girls had more favorable
attitude towards science than the boys.
Reddy (1991) conducted A Study on Teaching Aptitudes and Attitudes of Secondary
School Teachers in Andhra Pradesh. The present study tries to assess the teaching aptitudes and
attitudes of secondary school teachers in Andhra Pradesh in relation to their sex, age, faculty and
category. The researcher has test whether sex, age, faculty and category of teachers have any
influence on their teaching aptitude and attitude. In the study, 332 student teachers of the B.Ed.
regular course for the year 1989-90 admitted in colleges of education affiliated to the Kakatiya
University, Warangal, were taken as the main sample.

A sub-sample of 80 experienced

secondary school teachers (School Assts.) with a service of more than 10 years was selected
from government, private (aided) and Zilla Prajaparishad secondary schools of V Zone of A.P.
The tools used included the Thematic Apperception Test (TAT) and the Teaching Aptitude
Inventory. Mean, median, SD, skewness, kurtosis,t ratios, product-moment coefficient of
correlation and chi-square test were computed to analyse the data. The female respondents
performed relatively better in the Teaching Aptitude Test. Age and faculty did not influence the
performance on TAT. Experienced teachers and teacher awardees exhibited a statistically
significant superior performance over student-teachers.
Rao (1990) conducted A Comparative Study of Scientific Attitude, Scientific Aptitude
and Achievement in Biology at Secondary Schools Level. It is an attempt to compare scientific
attitude, scientific aptitude and achievement in biology at the secondary school level. The sample
of the study comprised 600 pupils studying in Class IX, who were selected through stratified
sampling method. The tools used in the study included Scientific Attitude Scale of Sood and
Sandhya, and Kerala University Science Aptitude Test of Nair, et al. The statistical techniques
used in this study were mean, SD, t test, critical ratio and correlation. It was observed that the
12

scientific attitude in secondary school pupils was average. There was no influence of sex on
scientific attitude. But the pupils studying in private schools, rural schools, English medium
schools, and residential schools held relatively better scientific attitudes than their counterparts.
The scientific aptitude in secondary school pupils was also average. The pupils of private
schools, urban schools held a bit more scientific aptitude. The achievement in biology was
average.

The rural schools, government schools, English medium schools and residential

schools were better in achievement. There was a highly significant and positive association
among scientific attitude, scientific aptitude and biology achievement.
Khatoon and Fareeda (1988) conducted A Study of Mathematical Aptitude among
Boys and Girls and its Relationship with Interests and Vocational Preferences at the Secondary
School Level.The study attempts to identify mathematical aptitude among boys and girls and its
relationship with interests and vocational preferences at the secondary school level. A stratified
random sample of 600 boys and 600 girls of Class X of 15 English-medium recognized high
schools in the twin cities of Hyderabad and Secunderabad was taken. The tools used to collect
data included an Interest Inventory and an Aptitude Test in mathematics. The collected data were
treated with mean, SD,t test and F test. The achievement of boys in mathematics was found to
be somewhat superior than that the girls (based on the marks obtained in mathematics at the
Class X annual examination). There was no significant difference in the aptitude for mathematics
between boys and girls. Interests and job preferences tended to be influenced by environmental
factors like the occupation of the father. Boys showed more interest in mathematics and subjects
related to mathematics as compared to girls. There was no significant difference between the
aptitude for mathematics and age-levels at Class X stage. The boys and girls of educationally
well-placed parents had a different educational set of interests. There was no significant
difference between the income per month of the families, from all sources, and aptitude for
mathematics. There was no significant difference in the aptitude for mathematics between
students belonging to different religions.
More (1988) conducted A Study of the Relationship between Personality, Aptitude for
Teaching and Effectiveness of Secondary Teachers.It is an attempt to find out the standard of
in-service teachers by evaluating the relationship between the teaching effectiveness, the
teaching aptitude and the personality of the teachers, and to find the extent of reliability of the
statements made in all quarters that there is a dearth of qualified teachers and that even after 40
years of Independence, there is no change in the criteria for admissions to B.Ed. colleges thereby
13

resulting in poor output. The sample comprised 500 male and female teachers taken from
secondary schools in Nagpur, Wardha, Bhandara, and Gadchiroli Districts, through purposive
sampling. The tools used were Cattells 16-Personality Factors Questionnaire (Hindi Version of
S.D. Kapoor), the Teaching Aptitude Test (TAT) a Jaiprakash and Shrivastava and the Teacher
Effectiveness Scale of Pramod Kumar Mutha. The collected data were treated using quantitative
techniques. Out of the 16 personality factors, only six factors were found to be positively
correlated with teaching effectiveness, of which intelligence was the most important. The total
personality of a teacher was found to be affecting his teaching. There was a significant difference
in the male and female teachers as regards the factors. E, F, H, and M.
Shrivastava and Madhulika (1988) undertook An Investigation into the Scientific
Aptitude of Higher Secondary Science Students in Relation to their Cognitive Style.The present
study is designed to assess the scientific aptitude of the students in relation to the cognitive style
of those who want to execute their studies in the field of science. The sample of the study
comprised 500 students, covering 250 boys and 250 girls, who were randomly drawn from
higher secondary schools. The tools used in the study included Scientific Aptitude Test by
Agrawal, a test of General Mental Ability by Joshi, Hindi adaptation, and Dogmatism Scale by
Hasan, based on the D form of the original Rokeachs scale. The descriptive and inferential
statistics were used in the present study. Major Findings of the study are: (1) The male students
were better than female students in the area of scientific aptitude as significant difference was
found between both the groups. (2) Both the groups of boys and girls were of high scientific
aptitude and had insignificant difference on dogmatism. (3) The male and female students of low
scientific aptitude had significant difference on dogmatism.

Some Abroad Studies Related To Aptitude towards English Language

Clment and Kruidenier (2014) studied Aptitude, Attitude and Motivation in Second
Language Proficiency: Data pertaining to attitudes, aptitude, motivation and second language
proficiency were collected from 1,180 francophone students enrolled in grades 7, 9 and 11 in
schools of eastern Qubec (Canada). The results of the analysis using the LISREL V computer
package support the hypothetical constructs and causal sequence posited by Clment.
Furthermore, the generality of the model is supported by the cross-grade replicability of the
obtained statistical solution. Finally, additional causal links and correlations obtained through
refinement of the model suggest avenues for future study. These results are discussed within the
context of current social psychological models of second language proficiency.
14

ngel Osle Ezquerra (London, UK) (2013) studied Non-Native Speech Intelligibility
of English Learners of Spanish: the Impact of Gender, Aptitude and Motivation.This study
offers an assessment of the non-native speech intelligibility of a group of English learners of
Spanish in connected speech. Sixty evaluators, native speakers of Peninsular Spanish, transcribed
different speech samples belonging to a group of 20 English learners of Spanish. The Spanish
version of the Harvard Psychoacoustic Sentences served to elicit the different speech samples.
Correlation analyses, using Pearson r, as well as the t-test, served to examine the relationship
between three variables (gender, aptitude and motivation) and students intelligibility scores.
Aptitude was measured through an oral mimicry task and a working memory capacity battery of
tests, while a motivation questionnaire was used to study participants degree of motivation
towards pronunciation accuracy. Results revealed that both aptitude and motivation were
moderately correlated with intelligibility scores, while gender did not seem to exert any influence
on degree of speech intelligibility.
Wendy Baker Smemoe*and Naomi Haslam(2012) studied The Effect of Language
Learning Aptitude, Strategy Use and Learning Context on L2 Pronunciation Learning.This
study examined whether learning context (ESL versus EFL) and language learning aptitude (high
versus low) affected the use of second-language pronunciation strategies and pronunciation
achievement. Results indicated that neither types of learning strategies nor degree of language
gains differed over EFL and ESL contexts.
The findings for this study suggest that learning context plays a limited role in strategy
use and that aptitude affects pronunciation accuracy and pronunciation strategies affect
comprehensibility. Thus, strategy and aptitude affect different aspects of pronunciation.
Gonzlez (2011) studied The Effects of Aptitude and Motivation on the Acquisition of
EFL in Young Learners.A study is an attempt to investigate in Aptitude and Motivation are two
individual differences widely explored in the literature, but they have rarely been explored at the
primary school stage of learning. The present study aimed at covering this gap. The purpose of
the study was to check to what extent the two variables were good indicators of success in EFL
and what the relationship between them is. The participants were forty-eight 5th grade students
in a middle class school with an ordinary EFL program in the area of Barcelona. The instruments
used were the MLAT-ES (to measure Aptitude) and the attitudes section of the FLAGS
questionnaire (to measure Motivation). To consider proficiency, tests of listening, reading and
writing were designed. The correlations carried out showed that both factors were strong
15

predictors of EFL achievement, although Aptitude was a much stronger predictor than
Motivation. The results of multiple regression analysis showed that, together, Aptitude and
Motivation explained 61.8% of the variance in performance. This finding was in consonance
with previous studies. However, no significant relationship was found between Motivation and
Aptitude, contrary to some prior studies.
Alshahrani, Merzin Awdah (2011) studied The Relationship between Foreign
Language Aptitude and English Language Proficiency among Saudi Learners of English as a
Foreign Language in Saudi Universities. The present study aims to explore whether or not there
is a relationship between two multifaceted variables: foreign language aptitude and second
language proficiency. 56 male students at King Khalid University in Saudi Arabia participated in
the current study. The data gathered during the experimental phase of the project have been
subjected to a range of different statistical procedures yielding the following main findings: (1)
Foreign language aptitude as measured in the studys population sample manifested itself as a
stable trait. (2) There was a positive significant relationship between foreign language aptitude
and English proficiency cross-sectionally and longitudinally. (3) There was a statistically
significant change in the levels of English proficiency among the participants, but this change
was relatively small. (4) There was no significant relationship between the foreign language
aptitude test and English progress. The findings have significant implications for language
teaching and learning practices, as well as for theories of Second Language Acquisition.
Koci (2010) studied The Effects of Aptitude on Language Learning.The study gives a
brief overview of the research on aptitude as a factor in the process of foreign language learning.
Starting from the premise that aptitude plays an important role in the language teaching process,
the author presents various courses the research on this concept has taken from the beginnings in
mid-50s to a more contemporary research which points towards a revival of interest in aptitude.
The implications of several contemporary aptitude research projects are presented with a special
emphasis on the attempts to link aptitude with the SLA theory. Finally, some possibilities for
further research are presented, as well as several implications such research may have for the
teaching practice.
Hummel (2009) studied Aptitude, Phonological Memory, and Second Language
Prociency in Nonnovice Adult Learners.This study explores the relationship between aptitude,
phonological memory (PM), and second language (L2) prociency in nonnovice adult learners of
16

English as an L2. Native speakers of French (N =77) enrolled in a university Teaching English as
a Second Language program were the participants in the study. Exploratory factor analysis
revealed three main factors corresponding to the variables examined: L2 prociency, aptitude,
and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29%
of the variance in L2 prociency. Additional regression analyses carried out on lower and higher
prociency subgroups, created by a median split on prociency scores, revealed that none of the
variables predicted L2 prociency in the higher prociency subgroup. PM remained as a
signicant predictor for the lower prociency subgroup, extending the pattern of results found
elsewhere in younger populations to adult no novice L2 learners.

2.4.3 Studies related to English Learning Motivation

Shams (2008) studied Students Attitudes, Motivation and Anxiety towards English
Language Learning.Motivational factors and experiences have the potential to influence
students attitudes and anxiety levels towards English language learning. The study adapts a
survey questionnaire from Gardners Attitude Motivation Test Battery, to explore attitudes
(English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of
grade 8th students in a private secondary school. The survey findings of 77 students (40 males
and 37 females) highlight that students have affirmative attitudes and high level of enthusiasm
towards English language and its learning. The findings also illustrate a higher degree of
extrinsic motivational goals attached to the students language learning outcomes and future
achievements comparable to intrinsic ones, irrespective of the gender. Overall, the results
emphasize girls to have a slightly higher degree of positive attitudes and motivation comparable
to the boys. The overall classroom anxiety demonstrates students moderate responses with
relatively high standard deviation, highlighting that anxiety levels vary from student to student.
The study concludes with educational implications and limitations.

Some Abroad Studies Related To Motivation towards English Language

Kadim ztrk (2014) studied Students Attitudes and Motivation for Learning English
at Dokuz Eylul University School of Foreign Languages.Attitudes and motivation are two of the
key factors in second language learning since positive attitudes and high levels of motivation are
considered as the predictors of a successful learning process. This study aims to reveal the
relation between university preparatory students attitudes towards learning English and their

17

language learning motivation at DEU School of Foreign Languages and to identify the factors
which result in the differences in both their attitudes and motivations. This is a descriptive study
with a quantitative approach. The data have been collected via the Attitudes Towards Leaning
English Questionnaire and Language Learning Motivation Scale from 511 prep class students at
Dokuz Eylul University, School of Foreign Languages. The data have been analyzed with means,
frequency, multiple comparisons, Pearson correlation coefficient, t-test and One-way ANOVA.
The results show that there is a significant positive relation between the learners attitudes
towards learning English and their language learning motivation at Dokuz Eylul University,
School of Foreign Languages. Additionally, it has been found that both their attitudes and their
language learning motivation vary significantly in terms of some factors.
Nakhon Kitjaroonchai, (2013) studied Motivation Toward English Language Learning
of Students in Secondary and High Schools in Education Service Area Office 4. This study
aimed to investigate the English language learning motivation level of secondary and high
schools students in Saraburi Province, and significant differences between the learning
motivation of students with high academic achievement and that of other learners. A modified
20-item motivational survey adapted from Gardners (1985) Attitude/Motivation Test Battery
(AMTB) was administered to 266 secondary and high school students in Education Service Area
Office 4, Saraburi Province. The study results indicated that the students had high levels of
motivation - both integrative and instrumental - to learn the English language, albeit their
instrumental motivation slightly outperformed their integrative motivation. The study also
showed that there was a significant difference (P-Value = 0.007) at the level of 0.01 between the
learning motivation of students with high academic achievement (GPA3.20) and that of other
peers (GPA 3.20).
Shahbaz and Liu (2012) studied Complexity of L2 Motivation in an Asian ESL
Setting.Drawing upon the data from 547 ESL learners in Pakistan; this study presents a
complex picture of L2 learning motivation by means of descriptive as well as inferential
analyses. The results show that no single factor predicts L2 learning motivation for the target
population. Language learning experience, international orientation, ideal L2 self and
instrumentality all work interconnected to motivate ESL learners. English as an international
language has a strong influence on ESL learning for Pakistani learners with their colonial past.
This study suggests that teachers have to focus on attitudinal, situational and self-related factors
to keep their students motivated for a long time process of L2 learning.
18

Kitjaroonchai and Kitjaroonchai (2012) Investigated the types of motivation

(integrative and instrumental) that Thai English majors at Asia-Pacific International University
hold toward learning of English language, and the study results revealed that the students had
high levels of integrative and instrumental motivation to learn English and their instrumental
motivation was found slightly higher than their integrative motivation.
Sayeedur (2012) undertook Orientations and Motivation in English Language Learning:
A Study of Bangladeshi Students at Undergraduate Level. This study analyzes and determines
the various socio-psychological orientations of the undergraduate students of private universities
of Bangladesh towards learning English. The investigation also demonstrates that the learners
learn English for instrumental reasons as opposed to previous research conducted in
Bangladesh, which concluded that integrative motivation as being the dominant motivational
orientation for the students to learn English. This study of the social-psychological variables of
the students will possibly provide additional insights in better identifying existing motivational
challenges and in taking a more realistic perspective about the ELT (English Language
Teaching) situation in the country. Finally, some recommendations on future directions for this
research area in Bangladesh have been highlighted.
Nakhon Kitjaroonchai (2012) studied Motivation toward English Language Learning
of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi
Province, Thailand.This study aimed to investigate the English language learning motivation
level of secondary and high schools students in Saraburi Province, and significant differences
between the learning motivation of students with high academic achievement and that of other
learners. A modified 20-item motivational survey adapted from Gardners (1985)
Attitude/Motivation Test Battery (AMTB) was administered to 266 secondary and high school
students in Education Service Area Office 4, Saraburi Province. The study results indicated that
the students had high levels of motivation - both integrative and instrumental - to learn the
English language, albeit their instrumental motivation slightly outperformed their integrative
motivation. The study also showed that there was a significant difference (P-Value = 0.007) at
the level of 0.01 between the learning motivation of students with high academic achievement
(GPA3.20) and that of other peers (GPA 3.20).
Awad Mohamed (2012) studied Role of Motivation and Attitude in Introduction and
Learning of English as a Foreign Language in Libyan High Schools.The acceptance of English
as an international language has encouraged many nations to introduce curriculums that cater for
19

teaching of English. Learning of English in many nations has been very successful because of the
cooperation that educational stake holders have provided to students and teachers. On the other
hand poor motivation and negative attitude on the part of teachers and students has contributed
greatly to the poor acceptance of English learning in these nations. Introducing a new language
in a nation where there is an already effective and established language requires total motivation
and positive attitude from the trainers and students.
Choosri and Intharaksa (2011) investigated The Vocational Students on the
Relationship between Motivation and their Language Learning Achievement. The findings
unveiled a correlation between motivation and these students English learning achievement.
However, the students instrumental motivation slightly outperformed the integrative one, and
they indicated that English is necessary for their future study as well as career opportunity.
Meenaz Shams (2008) studied Students Attitudes, Motivation and Anxiety towards
English Language Learning.Motivational factors and experiences have the potential to influence
students attitudes and anxiety levels towards English language learning. The study adapts a
survey questionnaire from Gardners Attitude Motivation Test Battery, to explore attitudes
(English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of
grade 8th students in a private secondary school. The findings also illustrate a higher degree of
extrinsic motivational goals attached to the students language learning outcomes and future
achievements comparable to intrinsic ones, irrespective of the gender. Overall, the results
emphasize girls to have a slightly higher degree of positive attitudes and motivation comparable
to the boys. The study concludes with educational implications and limitations.
Moskovsky and Alrabai (2009) conducted An Experimental Study to Measure Levels
of Intrinsic Motivation in Learners of English as a Foreign Language in Saudi Arabia. The
instrument used in this study was a 27-item structured survey administered to a randomly
selected sample of 55 Saudi learners from public schools and universities. The findings of this
study showed that Saudis students participating in this study possess substantial reserves of
motivation which in more favorable conditions could be deployed to produce better learning
outcomes.
Shaikholeslami et al., (2006) studied Intrinsic Motivation, Extrinsic Motivation, and
Learning English as a Foreign Language.

The objective of this study was to examine the

relationships of a motivation, extrinsic motivation, and intrinsic motivation with learning the
English language. The 230 Iranian students at Shiraz University were tested using the Language
20

Learning Orientations Scales to measure motivation, Extrinsic Motivation, and Intrinsic

Motivation as explanatory variables. Grade point average in English exams was selected as a
measure of English learning Achievement. Multiple regression analysis revealed that
learningAchievement scores were predicted by scores on the motivation subscale, Interjected
Regulation subscale, Knowledge subscale, and Stimulation sub- scale, whereas, the External and
Identified Regulation and Accomplishment subscales did not have a significant relationship with
Achievement. The results are discussed in terms of differences in Iranian context and culture.
AlMaiman (2005) conducted A Study to Measure the Motivation Level of Saudi
Students to Learn English as a Foreign Language Before and after these Students were Exposed
to the English Language in a Formal Classroom Learning Setting. The instrument used in this
study was a questionnaire of 54 items administered in Arabic to 301 seventh-grade students. This
study showed that Saudi students have high motivation to learn English before they experienced
learning it formally. Moreover, the findings of this study confirm the results of Alshamarys
(1984) study which compared the level of motivation across all six levels of Saudi public
secondary schools. AlMaiman found that the level of motivation toward learning English as a
foreign language was at its highest in the seventh grade and was at its lowest in the eighth grade.
Haque, Sarder Md Fazlul (1989) studied Attitude, Motivation and Achievement in
English Language Learning: A Case Study of High School Students in Dhaka City.The primary
concern of the present study is to investigate the interaction of attitudes, motivation and
achievement in English as a foreign language in a new social and monolingual setting. More
specifically, the study examines the relationship between Bangladeshi high school students'
motivational orientation and their achievement in English as a foreign language. The study
further investigates the possible effect of gender and academic major on students' attitudes and
motivation and examines the influence of parents and teachers on students' attitudes and
motivation to learn English. The data for the investigation have been gathered from 240 tenth
grade students randomly selected from high schools in Dhaka City, Bangladesh using a modified
version of the Attitude/Motivation Test Battery developed by Gardner (1985b) and an
Achievement Test prepared by an English Language Teaching Task Force set up by the
Government of Bangladesh in 1975. Besides the data collected from the students, data have also
been collected from their parents and thirty English Language Teachers from the schools under
investigation. The questionnaire used to collect data from the parents has been modelled on

21

Colletta (1982). Teachers' attitudes are assessed through a questionnaire developed specifically
for the present study.
The data resulting are then analyzed following a system of programmers known as
Statistical Packages for the Social Sciences (SPSSX) and using the following statistical
techniques frequency-distribution, Pearson's product-moment correlations, Students' t-tests and
factor analysis. Analysis of the data reveals that the students in this study are instrumentally
oriented towards learning the English language and that an instrumental orientation is a better
predictor of achievement than an in regrative orientation. Achievement in English is facilitated
by favorable attitudes towards and a strong motivation for learning the language. The results
further show that attainment in English is related significantly and positively to students'
attitudes towards the learning situation. The sex of the learners is not found to have a significant
effect on either attitudes/motivation or achievement. Although the academic major does not have
any significant effect on students' attitudes and motivation, it affects their attainment
significantly. Parents play a significant role in children's attitudinal/motivational development.
However, the results suggest a modest positive association between teachers' and students'
attitudes to the target language.
Based on the results of the study, certain recommendations for EFL study inBangladeshi
high schools are made. The investigator particularly recommends that English language teaching
programmers for Bangladeshi high school students should focus on maintaining a motivating
language-learning atmosphere with good language-learning incentives in which the experience of
language learning is a rewarding one.
The findings of the present study suggest the need to reconsider Gardner and Lambert's
hypothesis that an integrative orientation is a more powerful incentive to second/foreign
language learning than an instrumental orientation. It is further recommended that a parallel
study be undertaken with samples from different grade levels to see if there are any similarities
or difference in regard to attitude, motivation and achievement.

2.4.4 Studies related to Academic Achievement

Lawrence (2012) studied School Environment and Academic Achievement of Standard
IX Students.The present study School Environment and Academic Achievement of standard IX
students was probed to find the relationship between School Environment and Academic
Achievement of standard IX students. Data for the study were collected using self-made School
Environment Scale (SES). The investigator used stratified random sampling technique for
22

selecting the sample. The sample consists of 400 standard IX students. For analyzing data t test
and Pearson's product moment co-efficient were the statistical techniques used. Finding shows
there was no significant relationship between School Environment and Academic Achievement
of standard IX students.
Vijayakumar (2011) studied The Effect of Direct Instructional Model on IX Standard
Students' Achievement in Using Articles of English Language.Education is process of bringing
desirable changes in the behavior of human beings. It can also be defined as the process of
imparting or acquiring knowledge and habits through instruction. Language enables people to
express their feelings, ideas, and wishes and so on. In India, teaching of English has today
become hard nut to crack. The students of high schools are becoming unsuccessful in their
endeavour of learning English. So, teaching and learning English has become one of the burning
issues of education field. The students of IX standard belonging to above average ability levels
have higher pre-test of achievement in English Language as compared to that of students with
below average ability level. The students of IX standard belonging to above average ability
levels have higher pre-test of achievement in English Language as compared to that of students
with Average ability level. That adjusted means of achievement in English Language are higher
in above ability level (61.7652) as compared to that of Average level of ability (43.0742) and
below average level of ability (41.3423) in experimental groups (i.e. direct instructional method).
However, adjusted means of achievement in English Language are higher in Average ability
level (40.6452) as compared to that of above Average level of ability (32.3793) and Average
level of ability (26.4533) in controlled group (i.e. Conventional Method).
Budhdev (1999) studied "Academic Achievement among Children of Working and NonWorking Mother. The study was designed to compare academic achievement among children
of working and non-working mothers, studying in secondary schools of Saurashtra region sample
included 307 boys and 343 girls of working mothers and same number of boys and girls of nonworking mothers. Academic achievement score was collected from the annual worksheet of
schools. It is described that academic achievement of the children of working mother is greater
than the children of non-working mothers.
Vaidya (1990) studied The Effect of Mastery Learning Strategy on Pupils Achievement,
their Self-Concept and Attitude towards Hindi.It attempts to study the effect of mastery learning
strategy on pupils achievement, pupils self-concept, and attitude towards Hindi. The
experimental control group pre-test, post-test design was used. The sample of the study was
23

chosen from Class VI students of a higher secondary school of Indore. In all, 144 students were
selected on the basis of IQ and SES, and Groups I, II and III were given respectively, the
treatments of Mastery Learning Strategy, Concept Attainment Model and Traditional Method.
The measuring tools used for data collection were: Cattells Culture Fair Intelligence Test,
Kuppuswamis SES Scale, Sherry et al.s Self Concept Test, one Achievement Test and one
Attainment Scale prepared by the investigator. The instruction tools included: Hinid Grammar
Lessons, 33 Lesson Plans, Group Corrective and Revaluation Test, and Achievement Test. All
the three groups were taught for 30 minutes for 33 days. However, the mastery learning group
took some additional time. Correlatedt test and one-way ANOVA were used for data analysis.
Results indicated that the mastery learning strategy was more effective in facilitating learning
and raising the achievement of the learners that either the Concept Attainment Model of the
traditional method. The Concept Attainment Model Groups achievement was significant higher
than that of traditional-method group. The Mastery Learning Strategy was more potent in
bringing about improvement in the self-concept of the pupils than either the Concept Attainment
Model or the traditional method. There was no significant difference in the Self-Concept scores
of students taught through the Concept Attainment Model and the traditional method. The
Mastery Learning Strategy was more beneficial to the pupils in changing their attitudes
favourably towards the Hindi subject than either the Concept Attainment Model or the traditional
method of instructions. The Concept Attainment Model was found more effective than the
traditional method of developing a positive attitude in students towards the Hindi subject.
Sharma (1984) also conducted a study to examine the effect of parents education on
academic achievement of children. The sample consisted of 237 students of 9th class and the
level of educational attainment of both the parents was assessed. The result revealed that parental
education was positively correlated with the academic achievement of their sons and daughter.

Some Abroad Studies Related To Achievement Achievement towards English

Language
Ming et al., (2013) undertook Attitudes and Motivation of Malaysian Secondary
Students towards learning English as a Second Language: A Case Study. This paper discusses
the findings of a study undertaken to investigate these issues further by carrying out a
questionnaire survey on attitudes and motivation of a group of secondary school students in East
Malaysia towards learning English as a Second Language. The study reveals an overall positive

24

attitude towards learning English by Art and Science students. Further Science students and
higher proficiency students show more interest in improving their English. In addition, the
findings reveal a positive relationship between higher proficiency level and positive attitudes and
motivation to learn English.
Mohamad Jafre Zainol Abidin (2012) studied EFL Students Attitudes towards
Learning English Language: The Case of Libyan Secondary School Students.This study
investigated Libyan secondary school students attitudes towards learning English in terms of the
behavioral, cognitive and emotional aspects. It also explored whether there is any significant
difference in the students attitudes towards English language based on their demographic
profiles that is gender, field and year of study. A total of 180 participants in the three study years
from three specializations of Basic Sciences, Life Sciences, and Social Sciences took a
questionnaire as a measuring instrument. Regarding the three aspects of attitude that is,
cognitive, behavioral, and emotional, the participants showed negative attitudes towards learning
English. On the demographic profile, there were statistically significant attitudinal differences
regarding gender and field of study but not year of study. Based on the research findings, some
recommendations are finally presented.
Gillani et al., (2010) studied A Comparison of Students Achievement in the Subject of
English A Pakistani Context. The present study aims at analyzing the effects of medium of
instruction on students achievement in the subject of English at secondary level. The
participants of the study were 310 students of grade X. Sample was randomly selected from 12
boys and girls schools. A multiple choice-item test in subject of English was used as research
instrument. It was found that in most cases the performance of the English medium school
students was better than that of the Urdu medium students. On the whole, in some cases, by
keeping in view the difference of means, the study showed almost the similar performance of
both groups but apparently, the students of English medium school students were better in the
subject of English.
Tan Yao Sua (2007) studied Attitudes and Achievement Orientations of Students
towards Learning of Science and Mathematics in English.This study examines the policy of
teaching science and mathematics in English in the Malaysian educational system by focusing on
the attitudes and achievement orientations of secondary school students towards the learning of
these two subjects. Findings from statistical analyses of collected data were supplemented by
more in-depth interviews. This study shows that the students general attitudes and achievement
25

orientations towards learning of science and mathematics in English do not indicate that the
policy has achieved its objective. However, their attitudes and achievement motivations vary
according to the four background variables. The significant and positive inter-correlations
between attitudes and achievement orientations towards learning of science and mathematics
further confirm the causal relationship between these two important dimensions of learning.
Wille (2006) studied Measuring the Academic Achievement and English Language
Proficiency of Students at the Secondary Level. The purpose of this study was to determine the
connection between English language proficiency as measured by the Language Assessment
Scales (LAS) and academic success measured by grade point average and the Wisconsin
Knowledge and Concepts Examination (WKCE). Further, this research sought to determine the
utility of the LAS for measuring growth over time. .Findings reveal acceptable developmental
validity on the LAS reading measures, while the writing measures failed to demonstrate
acceptable alternate form re liability. Results of language proficiency correlations with measures
of GPA and performance on the WKCE revealed mixed results. The overall evidence did not
confirm the usefulness of the LAS to predict student achievement as measured by cumulative
GPA or the WKCE's Reading and Language Arts standard scores.

2.5 Conclusion
From the study of Review of related literature the research investigator come to know
that very few researches were conducted in this field. So the research investigator has made an
attempt to study this problem.
The above reviews are made use to select the sample, Sources of collecting data to
involve statistical techniques analysis.
The next chapter methodology, explains about scope for the study, design of the study,
population and sample, variables taken in the study, hypotheses, tools used for the collection of
data and statistical techniques applied.

26