Factors affecting English language learning processes at Thai Nguyen University

Abstract

The present investigation aims to investigate the factors that affect the teaching and learning processes of English teachers and learners at Thai Nguyen University. These factors were divided into two categories: socio-psychological (interest, personality family circumstances) and teaching situation (teachers and syllabus). Two sets of questionnaires were administered as the data collection instruments to gain enough data for the analysis. Results from both questionnaires show that social psychological factors influence the students’ attitude and motivation towards learning the English language. Students hold positive self-concept manifested in rating themselves versus their ideal person. And both are reflected in the general low level of anxiety in the English classroom as reported by the students themselves. Parental support was reported as generally encouraging. In addition, attitudes towards English speaking people were fairly favorable though attitudes towards English culture were rather neutral. Teachers’ attitudes towards their profession and towards the students’ performance appear to be “good” and they are generally satisfied with their profession and its conditions. Teachers also showed their satisfaction with the syllabus and believed the goals, objectives and teaching methods could match the students’ needs