Teaching and Learning English in Language Institutes: An Attitudinal Study

Abstract

The purpose of the present study was to investigate the attitudes of students of language institutes towards learning English and also to identify the educational background of the students of language institutes. The researcher selected 8 language institutes of Kathmandu valley purposively. He selected 80 intermediate level students in which 10 students were selected from each institute, and also he selected 24 teachers in which 3 teachers were selected from each language institute on the basis of purposive sampling procedure. The researcher used two sets of questionnaire in which one set of questionnaire consisted of closed-ended and open-ended questions for the students and another set of questionnaire consisted of only open-ended questions for the teachers. The researcher visited selected language institutes and met the students with the help of teacher after establishing rapport. He administered the questionnaire to the students as well as teacher and then he collected the responded questionnaire from each language institute. The data collected from the respondents were analyzed and interpreted to determine students' attitudes towards learning English. Broadly, it was found that the students of language institutes have positive and highly motivated attitudes towards learning English and also they are positive towards the teaching learning procedure and learning environment of English language institute. The thesis consists of four chapters. Chapter one introduces this study in terms of general background, review of the related literature, objectives and significance of the study. Chapter two deals with methodology that is applied to conduct this research work. It consists of sources of data, sampling procedure, tools for data collection, process of data collection and limitations of the study. Chapter three presents the analysis and interpretation of the data collected from the respondents. Chapter four lists the findings with recommendations and pedagogical implications. Lastly, the references and appendices form the concluding part of the thesis.