40 10 3494 https://omeka.ibu.edu.ba/files/original/6260826265ae8452197005fac432bc23.pdf 78bf3d856e4a6481503f75eaaa197734 PDF Text Text Journal of Education and Humanities Volume 3 (1), pp. 67-80, Summer 2020 Original research paper ISSN 2566-4638 © International Burch University https://dx.doi.org/10.14706/JEH2020316 Attitude towards learning English as a foreign language Haris Delić, MA International Burch University harisdelic91@gmail.com Abstract: Attitude of students towards learning and learning outcomes is one of the main predictors on the basis of which teachers can establish a productive and successful learning environment. This study aims to investigate the negative attitudes that students may have towards language learning in high school. This is a descriptive study with a quantitative approach. The data has been collected from 160 high school students in Bosnia and Herzegovina (B&H) using a questionnaire adapted by researchers. The data analysis encompasses means, standard deviations, frequency, multiple comparisons, Pearson correlation coefficient, ttest and One-way ANOVA. We looked into the frequency of reported attitude towards English language learning, the differences between positive and negative attitude, as well as the differences between genders and grades in terms of the representation of reported attitudes. The results show that our participants report more negative than positive attitudes towards language learning and that the factors which influence their negative attitudes are school policy, learning environment and teaching methodology. The results also indicate that there exists no statistically significant difference between genders, as well as between four high school grades in terms of their interpretation on positive and negative attitude towards English language learning. Keywords: Negative attitude, language learning, learning environment. Article History Submitted: 22 May 2020 Accepted: 6 July 2020 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 1. INTRODUCTION Students’ attitudes towards language learning as well as the factors that influence them have been studied by various researchers using different methods. According to one definition, attitudes are beliefs or opinions about a certain issue, in this particular case, the language (Gardner, 1985), and Wenden (1991) classifies the term “attitude” into three interrelated components: cognitive (beliefs, thoughts or viewpoints), affective (an individual’s feelings and emotions), and behavioral (the tendency to adopt particular learning behaviors). Among authors, Gardner (1985), Dörnyei (2001) and Allport (1935), to name a few, serve as pioneers in this scientific field. Since the school represents the environment of community and education there are, according to Gardner (1985), educational and social types of attitudes, the first observing teachers, materials and the language, and the latter concerned more with cultural and environmental aspect of the school. Students’ attitude towards a language, whether positive or negative, represents impressions of linguistic difficulty or simplicity (Dervić & Bećirović, 2019), i.e. ease or difficulty of learning. They can also shape an image about the speakers of that language. Language attitudes may have an effect on second language or foreign language learning. The measurement of language attitudes provides information which is useful in language teaching and language learning. However, the negative attitudes of students, as predictors of possible failure to succeed in the process of second language (L2) learning (possible failure to learn a second language), have not been extensively studied. As such, the concept was adopted and research has been conducted by Ghaedsharafi et al. (2019), whose questionnaire was used in this research. Successful teachers lead their students towards the goals of education (Delić & Bećirović, 2016) and creating positive attitudes about learning. This study looks into the concept of attitude, focusing on its negative aspects as one of the major affective factors for failure in learning a foreign language. More specifically, it investigates Bosnian high school students’ negative attitudes towards learning English language. Additionally, it attempts to determine the influence of students’ demographic profile i.e. gender, class and English language final grade on their negative attitudes towards learning English. Thus, the current research may serve as a pioneer project in the context of Bosnian high school students’ language learning and may, together with the research on motivation, gender, and age (Ahmetović, Bećirović, & Dubravac, 2020; Bećirović et al., 2018; Dubravac & Latić, 2019; Kovačević & Akbarov, 2015; Latić & Dubravac, 2019; Mašić et al., 2020) contribute to the improvements in the L2 learning processes in general. 68 �Attitude towards learning English as a foreign language Haris Delić 2. LITERATURE REVIEW 2.1. RESEARCH ON ATTITUDES Attitude has been regarded as an important factor of academic success. Attitude as a concept is as important as cognitive behaviors (Bloom, 1995). Gardner (1985) sees attitude as a component of motivation, while the existence of motivation depends on three elements: effort, desire to attain and favorable attitudes. Among the factors that influence students’ attitude towards language learning are teacher’s pedagogical approach, family expectations, parents’ socioeconomic status, gender, age, etc. (Abolfazli & Sadeghi, 2018). Based on their investigation, Abolfazli and Sadeghi (2018) have concluded that “gender and age range do not contribute significantly to the differentiation of participants according to their attitudes towards English, even though males had a slightly higher mean score than females and elder students had more positive attitude than younger students” (p. 14). Other authors, such as Lasagabaster (2005), investigated whether language competence, the socio-linguistic context and the knowledge of the second/foreign language play a significant role in shaping students’ attitudes towards a language. Attitude towards language learning can be both negative and positive. The positive attitude enhances learning, since the willingness to be able to communicate with native speakers of the language they are learning motivates learners to learn more and the process is therefore more likely to succeed (Noels et al., 2003, p. 36). On the contrary, negative attitude can hinder or slow down language learning because those attitudes emerge when learners are not motivated, not interested or have difficulties with the teacher (Ellis, 1994, p. 197201). Negative attitudes, even though producing negative effect on learners, may also have a positive effect. This may happen if the learners have a strong will to learn a language (Ellis, 1994, p. 200), or when students are persistent and struggle hard and fight those negative attitudes. The willingness to achieve a good grade or language fluency may turn negative attitudes into positive ones (Lennartsson, 2008). Another characteristic of students’ attitudes is that they can change. They may have negative attitudes at the beginning of the language learning process and later on they may get used to it and acquire positive attitudes, or their positive attitudes may change into negative ones due to low grades, failure to lead a fluent conversation, and the like. Dewaele (in Wei & Cook, 2009) states that attitudes “shift as a consequence of political circumstances (war), or migration patterns, when a new language suddenly emerges in the local linguistic landscape and becomes associated with a particular style of music or activity” (p. 172). He mentions other works on this issue (such as Dörnyei & Clément, 2001), and provides results which say that attitudes vary within a particular country and even between regions. He also concludes that “macro contextual, geopolitical factors significantly affect people’s language attitudes” (p. 173). These factors, along with age and gender, are likely to affect the attitudes towards EFL learning. 69 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 2.2. NEGATIVE ATTITUDES Attitudes towards language learning, since they represent reactions to objects and environmental factors in the learning process that can be evaluated, can be positive and negative. Certain factors contribute to each type. Zainol Abidin et al. (2012) state that “negative beliefs may lead to class anxiety, low cognitive achievement, and negative attitudes” (p. 120). Aliakbari & Gheitasi (2017) researched the connection between attitudes towards foreign language learning and test anxiety and they found that there was a relationship between test anxiety and attitude and that females showed more optimistic attitudes towards English language learning (ELL). Shvidko (2013), presenting the results of the findings of students' attitude towards English-only environments in school reports that their expressed negative attitude is due to forcing students to speak English, and punishments, teachers' reactions to students speaking L1 (p. 2). Negative attitudes have a detrimental effect on learners’ motivation (Bratož et al., 2019, p. 3). Gömleksiz (2010) concludes that, in order to understand how negative attitudes can be changed into positive ones, “teachers should be aware of the factors affecting students negatively and should take the needs of students into consideration” (p. 917). Rahimi & Hassani (2012) investigated the role of learning materials in learners’ attitude shaping and they found correlation between them. They conclude that “it is evident that students often develop negative attitudes towards learning English as a foreign language due to the lack of stimulating and authentic learning material and tasks” (p. 71). The analysis of predictors of negative attitudes towards language learning can be found in Ghaedsharafi et al.’s paper “Investigating Predictors of High School Students’ Negative Attitudes Towards Learning English by Developing, Validating, and Running a Questionnaire“ (2019). There, the authors have reported that the materials that students use for English language learning are “the best predictor of negative attitudes that can be considered as the most practical and key finding of the present study” (p. 147). Materials, they conclude, can have an effect on other teaching and learning factors and contribute to inappropriate learning environments. Moreover, they found that the learning environment and difficulty to learn English contribute to the development of negative attitudes as well. 2.3. ATTITUDES AND GENDER, CLASS AND SUCCESS The overall findings of a great deal of research on the attitudes’ role in second language learning show that positive attitudes and motivation are related to success in second language learning (Gardner, 1985). Among the factors that affect attitudes are gender differences, education level, socio-economic status, grade level, GPA and proficiency level, etc. 70 �Attitude towards learning English as a foreign language Haris Delić Investigating 1275 students, Gömleksiz (2010) found out that there exists a statistically significant difference between gender, grade level and department variables. In his research, female students obtained more positive attitudes than males, and in terms of grade level sophomores demonstrated more positive attitudes than freshmen. Bećirović (2017) found that females are significantly more motivated to learn English as a second language than males are. Pourfeiz (2014) conducted similar research on 157 students learning English language in the Turkish context. The findings of his research reveal that 75% of Turkish EFL students have positive attitudes toward FLL. In terms of the BiH educational context, there are various research papers that took into consideration language acquisition processes. Latić and BrdarevićČeljo (2018) investigated the differences in language use by men and women and found no significant differences between genders regarding their beliefs about communication. According to Bratož et al. (2019), to define language attitudes one needs to include various concepts such as “attitudes towards language variety or dialect, attitudes towards speakers of a specific language or variety, attitudes towards language learning, attitudes towards the learning situation, and attitudes towards language related behaviors, such as language use and language maintenance” (p. 3). Despite the importance of students’ attitude in the language learning process and its impact on their achievement, the role of L2 students' attitude towards English has not met sufficient observation in the context of B&H, and thus the importance of this study is a try to bridge such a gap. 3. METHODOLOGY In this research a quantitative approach to data collection and analysis was employed. For the purpose of the research a questionnaire was used. Questionnaires in general, and in this particular case a questionnaire distributed online, are easy to construct and allow researchers to gather data practically, economically, and in a short period of time. By using the questionnaire researchers can easily collect information about students’ habits, preferences and backgrounds. 3.1. DATA COLLECTION INSTRUMENT The instrument used for this research was developed and validated by Ghaedsharafi et al. (2019) and was used in this research with the authors’ permission. The questionnaire was translated into Bosnian language and as such delivered to students so that its administration to the Bosnian students at different levels of language proficiency would be easier. It was delivered to students in online form (using surveyplanet platform). It contains 30 questions with response options on a 5-point Likert scale, ranging from 1 to 5 (1= Strongly disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly agree). Following the 71 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 explanation of the nature and purpose of the study, students were asked to complete the questionnaire anonymously and without time limit. It contains statements of attitudes towards language learning which were later grouped into six groups, namely teaching methodology, difficulty to learn English, learning environment, materials, affective factors and school policy. Cronbach’s alpha was employed to assess the reliability of the instrument and the coefficient amounted to 0.86, which is an acceptable index. Each set of questions was assessed for internal consistency using Cronbach’s alpha (see Table 1). Table 1 Reliability Indices N of items Cronbach’s alpha Affective Factors 4 .81 Teaching Methodology 4 .71 School Policy 4 .63 Learning Environment 4 .50 Materials 9 .84 Difficulty of Learning 5 .81 English 3.2. PARTICIPANTS Participants in this research were 160 high school students, both males and females, studying at four different grade levels in a public high school in Visoko, Bosnia and Herzegovina. There were 47 girls (47.5%) and 52 boys (52.5%). As for the grade level, there were 30 first grade students (30.3%), 24 second grade students (24.2%), 26 third grade students (26.3%) and 19 fourth grade students (19.2%). Almost half of the participants, precisely 45.6 %, indicated that they had an excellent average grade in English language course. Table 2 summarizes participant information. Table 2 Gender, grade, and average course grade of participants Frequency Percent Frequency Percent Mark 1 4 Gender Male 74 46.3 2.5 Female 86 53.8 2 16 10.0 Class First 39 24.4 3 29 18.1 Second 54 33.8 4 38 23.8 Third 37 23.1 5 73 45.6 Fourth 30 18.8 Total 160 160 3.3. DATA ANALYSIS TECHNIQUES The collected data were analyzed using Statistical Package for Social Sciences (SPSS, v. 26). Frequencies and means were computed to ascertain the types and frequencies of the students’ attitudes towards language learning. Firstly, 72 �Attitude towards learning English as a foreign language Haris Delić descriptive analysis including mean, standard deviation (SD) and frequencies was employed. An independent samples t-test and a one-way ANOVA were used to show the differences between the grade levels. 3.4. RESEARCH QUESTIONS The following research questions guided the study: 1. Will Bosnian EFL learners report more negative than positive attitude towards foreign language learning? 2. Is there any statistically significant difference between positive and negative attitude towards foreign language learning and gender? 3. Is there any statistically significant difference between positive and negative attitude towards foreign language learning and different grade levels of students? Based on the research questions, the following hypotheses have been tested: 1. Bosnian EFL learners will not report more negative than positive attitude towards foreign language learning. 2. There is no statistically significant difference between positive and negative attitude towards foreign language learning and gender. 3. There is no statistically significant difference between positive and negative attitude towards foreign language learning and different grade levels of students. 4. RESULTS A Pearson product-moment correlation coefficient was computed to assess the relationship between the grouped variables of different types of students’ attitudes. There is a strong positive correlation between the affective factors and the variable “difficulty to learn English”, r = .681, n = 160, p < .001, between affective factors and “materials” variable, r = .768, n = 160, p < .001, and between “difficulty to learn English” and “materials” variables, r = .827, n = 160, p < .001. The correlation between other subscales is low and even insignificant, such as between the variables “materials” and “school policy”, r = .035, n = 160, p < .001. Table 3 below represents grouped variables correlation and descriptive statistics. Table 3. Descriptive statistics and correlation for grouped variables M SD (1) (2) (3) (4) ** (1) Affective factors 2.28 .94 1 -.255 .011 .027 (2) Teaching methodology 3.44 .71 -.255** 1 .291** .368** ** (3) School policy 3.62 .70 .011 .291 1 .364** ** ** (4) Learning environment 3.44 .58 .027 .368 .364 1 ** ** (5) Difficulty to learn English 2.31 .90 .681 -.258 -.055 .038 (6) Materials 2.37 .77 .768** -.169* .035 .132 (5) .681** -.258** -.055 .038 1 .827** (6) .768** -.169* .035 .132 .827** 1 73 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 **. Correlation is significant at the 0.01 level (2-tailed) *. Correlation is significant at the 0.05 level (2-tailed) After dividing the questions on attitudes into 6 groups or subscales and analyzing them separately, a general distinction was made between positive and negative attitudes to check whether students experience more positive or negative attitudes towards language learning, as well as to be able to conduct an independent t-test and a one-way ANOVA test on the overall students' attitude. To do so, the median of the scores was considered as the measure of central tendency; the scores equal or higher than the median were considered to reflect negative attitudes and those lower than the median were interpreted as positive attitudes. This is due to the fact that responses in the questionnaire are marked on a Likert scale ranging from 1(strongly disagree) to 5(strongly agree) Table 4 given below presents descriptive statistics of scores from the questionnaire. N Valid Missing Median Table 4. Descriptive Statistics of Scores from the Questionnaire Investigating Attitudes Affective Teaching School Learning Difficulty to learn factors methodology policy environment English 160 160 160 160 160 0 0 0 0 0 2.00 3.50 3.75 3.50 2.20 After conducting descriptive analysis of the median score of 6 grouped variables, the teaching methodology, school policy, and learning environment variables were categorized into negative attitudes group, and affective factors, difficulty to learn English, and materials variables were categorized into positive attitudes group. Having determined positive and negative attitudes that the participants reported, conditions were created to answer the second research question which aims to determine which attitudes are more reported by the participants. As presented in Table 5 below, the participants reported more negative attitudes towards language learning (M = 3.49, SD = .78) than positive ones (M = 2.22, SD = .50). Table 5. Descriptive statistics of overall attitudes scores N Mean Std. Deviation Positive attitudes 160 2.33 .78 Negative attitudes 160 3.49 .50 Valid N (listwise) 160 The next research question aimed at investigating whether there exists a statistically significant difference between positive and negative attitudes toward foreign language learning in case of different genders. An independent samples t-test was conducted to investigate this. The results show that there exists no statistically significant difference between positive attitudes in the scores for 74 Materials 160 0 2.22 �Attitude towards learning English as a foreign language Haris Delić males (M = 2.25, SD = .75) and females (M = 2.40, SD = .81); t(158) = -1.27, p = 0.20. Also, scores on negative attitudes for males (M = 3.43, SD = .58) and females (M = 3.55, SD = .41); t(158) = -1.51, p = 0.13 were statistically insignificant. Thus, gender does have an effect on neither positive nor negative attitude towards language learning (see Table 6). Positive attitudes Negative attitudes Table 6. Independent samples t-test Gender N M SD F Male 74 2.25 .75 .801 Female 86 2.40 .81 Male 74 3.43 .58 2.56 Female 86 3.55 .41 t -1.27 Sig. .205 -1.51 .132 A one-way ANOVA between subjects was conducted to compare the effect of positive and negative attitudes towards language learning on four different high school grades. Conditions of four different grades did not have significant effect on positive attitudes on language learning at the p < .05 F(3, 156) = .958, p = .414. Insignificant difference was also found between negative attitudes and four grades at the p < .05 level, F(3, 156) = .071, p = .976 (see Table 7). Table 7. A one-way ANOVA between subjects Negative attitudes Positive attitudes M 3.40 2.57 SD .57 .82 Second M 3.76 2.03 SD .36 .67 Third M 3.61 2.50 SD .43 .80 Fourth M 3.57 2.52 SD .37 .69 F .071 .958 Sig. .976 .414 Class First 5. DISCUSSION AND SUMMARY As mentioned earlier in this work, English language plays an important role in the Bosnian educational system (Dubravac, Brdarević-Čeljo & Bećirović, 2018). Given that it is a mandatory foreign language in all primary and high schools its importance, the need to learn it and use it, is growing and developing (Kovačević, Brdarević-Čeljo & Bećirović, 2018). Numerous researchers have conducted investigations of English language acquisition among Bosnian primary school, high school and university students so far, thereby investigating processes, implications, similarities and differences among procedures, approaches, and methods of language acquisition, taking into consideration participants’ age, 75 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 gender, grade level, socio-economic status and other social, cognitive, or affective differences (Bećirović et al. 2018; Brdarević-Čeljo & Asotić, 2017; Dubravac & Latić 2019; Kovačević & Akbarov 2015; Mašić et al. 2020; Rizvić & Bećirović, 2017). However, this particular research aimed to investigate what kind of attitudes, positive or negative, towards language learning will Bosnian high school students demonstrate while learning English language in a school setting. Based on the results of the questionnaire items’ analysis, variables that are reported as negative predictors are teaching methodology, school policy and learning environment, where the items investigating the school policy variable show the highest score, i.e. school policy is the strongest cause of negative attitudes. These results, particularly school policy as the main cause of students’ negative attitudes, do not support the results reported by Ghaedsharafi et al. (2019) where this type of variable is not among negative ones. The items referring to school policy in the questionnaire used in this research were mainly concerned with the way of teaching English language in schools, the ways of distributing and covering materials during lessons and the time English language enters the school curriculum. Based on the reported results, students seem to have negative attitude towards language learning if these conditions are not met in the school. The next predictor of students’ negative attitudes as reported by the participants is the learning environment variable. Ghaedsharafi et al. (2019) have reported that learning environment and teaching methodology, which are relatively close issues in the language learning process, are among the sources of negative attitudes. Learning environment has been extensively observed in the classroom management procedures (Jones & Jones, 2007; Delić, Bećirović & Brdarević-Čeljo, 2018) where the positive atmosphere in the classroom has been determined as one of the main predictors to a learning process success. Moreover, Tsuda (2003) points out that an unpleasant environment cannot offer students, as well as teachers, a place to successfully apply English language in learning and communication. The statistical analysis displayed in the previous section confirms the last two hypotheses of this investigation. Gender and grade level did not significantly differ in reporting the types of attitudes asked in the questionnaire. Interestingly, at each point of research questions they obtained almost identical mean scores. The concept of gender in Bosnian EFL context has been studied. Dubravac and Latić (2019), for example, researching students’ language learning beliefs, insignificant main effect of gender and grade on students’ learning beliefs. Thus, it appears that gender and grade level do not play a key role in modifying students’ attitudes in this case, as both male and female participants, across all four grade levels, shared more or less the same attitudes towards the English language learning experience. 76 �Attitude towards learning English as a foreign language Haris Delić 6. CONCLUSION The aim of this study was to determine the presence and the nature of high school students’ attitude towards English language learning. The results show that participants express more negative attitudes and that school policies are the factor that contributes to this type of attitude the most. Other factors that also contribute to negative attitudes towards L2 learning are learning environment and difficulty to learn English language. Moreover, a conclusion was reached that gender and grade level differences play no significant role in rendering these types of attitudes. A suggestion for further study of this concept would be the inclusion of other educational contexts (primary schools, universities), since the data collected and analyzed in this research do not provide a strong basis for generalization due to narrow research context. Furthermore, the concept of (negative) attitude can be investigated in combination with motivation, learning styles and strategies, and gender and grade level differences between students. 77 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 LIMITATIONS This study is limited to one public high school in Bosnia and Herzegovina and, therefore, provides only a partial representation of students’ attitudes towards learning English. REFERENCES Abolfazli, Z. & Sadeghi, K. (2018). Iranian language learners’ attitudes towards teaching/learning english: the role of university major, gender, and age. Journal of Modern Research in English Language Studies, 5(1), 1-26. doi: 10.30479/jmrels.2019.10399.1297 Ahmetović, E., Bećirović, S., Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education 9(2), 271 – 289. Aliakbari, M. & Gheitasi, M. (2017). 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Language Learning, 53(S1), 33-64. doi: 10.1111/1467-9922.53223 79 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Zainol Abidin, M., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning english language: the case of libyan secondary school students. Asian Social Science, 8(2). doi: 10.5539/ass.v8n2p119 Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall. Rahimi, M., & Hassani, M. (2012). Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language. Procedia - Social And Behavioral Sciences, 31, 66-72. doi: 10.1016/j.sbspro.2011.12.018 Rizvić E., & Bećirović, S., (2017). Willingness to communicate in english as a foreign language in Bosnian-Herzegovinian EFL context. European Researcher, 8(3), 224-235. doi: 10.13187/er.2017.3.224 80 � https://omeka.ibu.edu.ba/files/original/cda931f28f60b13108ffe7211f60e54d.pdf 78bf3d856e4a6481503f75eaaa197734 PDF Text Text Journal of Education and Humanities Volume 3 (1), pp. 67-80, Summer 2020 Original research paper ISSN 2566-4638 © International Burch University https://dx.doi.org/10.14706/JEH2020316 Attitude towards learning English as a foreign language Haris Delić, MA International Burch University harisdelic91@gmail.com Abstract: Attitude of students towards learning and learning outcomes is one of the main predictors on the basis of which teachers can establish a productive and successful learning environment. This study aims to investigate the negative attitudes that students may have towards language learning in high school. This is a descriptive study with a quantitative approach. The data has been collected from 160 high school students in Bosnia and Herzegovina (B&H) using a questionnaire adapted by researchers. The data analysis encompasses means, standard deviations, frequency, multiple comparisons, Pearson correlation coefficient, ttest and One-way ANOVA. We looked into the frequency of reported attitude towards English language learning, the differences between positive and negative attitude, as well as the differences between genders and grades in terms of the representation of reported attitudes. The results show that our participants report more negative than positive attitudes towards language learning and that the factors which influence their negative attitudes are school policy, learning environment and teaching methodology. The results also indicate that there exists no statistically significant difference between genders, as well as between four high school grades in terms of their interpretation on positive and negative attitude towards English language learning. Keywords: Negative attitude, language learning, learning environment. Article History Submitted: 22 May 2020 Accepted: 6 July 2020 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 1. INTRODUCTION Students’ attitudes towards language learning as well as the factors that influence them have been studied by various researchers using different methods. According to one definition, attitudes are beliefs or opinions about a certain issue, in this particular case, the language (Gardner, 1985), and Wenden (1991) classifies the term “attitude” into three interrelated components: cognitive (beliefs, thoughts or viewpoints), affective (an individual’s feelings and emotions), and behavioral (the tendency to adopt particular learning behaviors). Among authors, Gardner (1985), Dörnyei (2001) and Allport (1935), to name a few, serve as pioneers in this scientific field. Since the school represents the environment of community and education there are, according to Gardner (1985), educational and social types of attitudes, the first observing teachers, materials and the language, and the latter concerned more with cultural and environmental aspect of the school. Students’ attitude towards a language, whether positive or negative, represents impressions of linguistic difficulty or simplicity (Dervić & Bećirović, 2019), i.e. ease or difficulty of learning. They can also shape an image about the speakers of that language. Language attitudes may have an effect on second language or foreign language learning. The measurement of language attitudes provides information which is useful in language teaching and language learning. However, the negative attitudes of students, as predictors of possible failure to succeed in the process of second language (L2) learning (possible failure to learn a second language), have not been extensively studied. As such, the concept was adopted and research has been conducted by Ghaedsharafi et al. (2019), whose questionnaire was used in this research. Successful teachers lead their students towards the goals of education (Delić & Bećirović, 2016) and creating positive attitudes about learning. This study looks into the concept of attitude, focusing on its negative aspects as one of the major affective factors for failure in learning a foreign language. More specifically, it investigates Bosnian high school students’ negative attitudes towards learning English language. Additionally, it attempts to determine the influence of students’ demographic profile i.e. gender, class and English language final grade on their negative attitudes towards learning English. Thus, the current research may serve as a pioneer project in the context of Bosnian high school students’ language learning and may, together with the research on motivation, gender, and age (Ahmetović, Bećirović, & Dubravac, 2020; Bećirović et al., 2018; Dubravac & Latić, 2019; Kovačević & Akbarov, 2015; Latić & Dubravac, 2019; Mašić et al., 2020) contribute to the improvements in the L2 learning processes in general. 68 �Attitude towards learning English as a foreign language Haris Delić 2. LITERATURE REVIEW 2.1. RESEARCH ON ATTITUDES Attitude has been regarded as an important factor of academic success. Attitude as a concept is as important as cognitive behaviors (Bloom, 1995). Gardner (1985) sees attitude as a component of motivation, while the existence of motivation depends on three elements: effort, desire to attain and favorable attitudes. Among the factors that influence students’ attitude towards language learning are teacher’s pedagogical approach, family expectations, parents’ socioeconomic status, gender, age, etc. (Abolfazli & Sadeghi, 2018). Based on their investigation, Abolfazli and Sadeghi (2018) have concluded that “gender and age range do not contribute significantly to the differentiation of participants according to their attitudes towards English, even though males had a slightly higher mean score than females and elder students had more positive attitude than younger students” (p. 14). Other authors, such as Lasagabaster (2005), investigated whether language competence, the socio-linguistic context and the knowledge of the second/foreign language play a significant role in shaping students’ attitudes towards a language. Attitude towards language learning can be both negative and positive. The positive attitude enhances learning, since the willingness to be able to communicate with native speakers of the language they are learning motivates learners to learn more and the process is therefore more likely to succeed (Noels et al., 2003, p. 36). On the contrary, negative attitude can hinder or slow down language learning because those attitudes emerge when learners are not motivated, not interested or have difficulties with the teacher (Ellis, 1994, p. 197201). Negative attitudes, even though producing negative effect on learners, may also have a positive effect. This may happen if the learners have a strong will to learn a language (Ellis, 1994, p. 200), or when students are persistent and struggle hard and fight those negative attitudes. The willingness to achieve a good grade or language fluency may turn negative attitudes into positive ones (Lennartsson, 2008). Another characteristic of students’ attitudes is that they can change. They may have negative attitudes at the beginning of the language learning process and later on they may get used to it and acquire positive attitudes, or their positive attitudes may change into negative ones due to low grades, failure to lead a fluent conversation, and the like. Dewaele (in Wei & Cook, 2009) states that attitudes “shift as a consequence of political circumstances (war), or migration patterns, when a new language suddenly emerges in the local linguistic landscape and becomes associated with a particular style of music or activity” (p. 172). He mentions other works on this issue (such as Dörnyei & Clément, 2001), and provides results which say that attitudes vary within a particular country and even between regions. He also concludes that “macro contextual, geopolitical factors significantly affect people’s language attitudes” (p. 173). These factors, along with age and gender, are likely to affect the attitudes towards EFL learning. 69 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 2.2. NEGATIVE ATTITUDES Attitudes towards language learning, since they represent reactions to objects and environmental factors in the learning process that can be evaluated, can be positive and negative. Certain factors contribute to each type. Zainol Abidin et al. (2012) state that “negative beliefs may lead to class anxiety, low cognitive achievement, and negative attitudes” (p. 120). Aliakbari & Gheitasi (2017) researched the connection between attitudes towards foreign language learning and test anxiety and they found that there was a relationship between test anxiety and attitude and that females showed more optimistic attitudes towards English language learning (ELL). Shvidko (2013), presenting the results of the findings of students' attitude towards English-only environments in school reports that their expressed negative attitude is due to forcing students to speak English, and punishments, teachers' reactions to students speaking L1 (p. 2). Negative attitudes have a detrimental effect on learners’ motivation (Bratož et al., 2019, p. 3). Gömleksiz (2010) concludes that, in order to understand how negative attitudes can be changed into positive ones, “teachers should be aware of the factors affecting students negatively and should take the needs of students into consideration” (p. 917). Rahimi & Hassani (2012) investigated the role of learning materials in learners’ attitude shaping and they found correlation between them. They conclude that “it is evident that students often develop negative attitudes towards learning English as a foreign language due to the lack of stimulating and authentic learning material and tasks” (p. 71). The analysis of predictors of negative attitudes towards language learning can be found in Ghaedsharafi et al.’s paper “Investigating Predictors of High School Students’ Negative Attitudes Towards Learning English by Developing, Validating, and Running a Questionnaire“ (2019). There, the authors have reported that the materials that students use for English language learning are “the best predictor of negative attitudes that can be considered as the most practical and key finding of the present study” (p. 147). Materials, they conclude, can have an effect on other teaching and learning factors and contribute to inappropriate learning environments. Moreover, they found that the learning environment and difficulty to learn English contribute to the development of negative attitudes as well. 2.3. ATTITUDES AND GENDER, CLASS AND SUCCESS The overall findings of a great deal of research on the attitudes’ role in second language learning show that positive attitudes and motivation are related to success in second language learning (Gardner, 1985). Among the factors that affect attitudes are gender differences, education level, socio-economic status, grade level, GPA and proficiency level, etc. 70 �Attitude towards learning English as a foreign language Haris Delić Investigating 1275 students, Gömleksiz (2010) found out that there exists a statistically significant difference between gender, grade level and department variables. In his research, female students obtained more positive attitudes than males, and in terms of grade level sophomores demonstrated more positive attitudes than freshmen. Bećirović (2017) found that females are significantly more motivated to learn English as a second language than males are. Pourfeiz (2014) conducted similar research on 157 students learning English language in the Turkish context. The findings of his research reveal that 75% of Turkish EFL students have positive attitudes toward FLL. In terms of the BiH educational context, there are various research papers that took into consideration language acquisition processes. Latić and BrdarevićČeljo (2018) investigated the differences in language use by men and women and found no significant differences between genders regarding their beliefs about communication. According to Bratož et al. (2019), to define language attitudes one needs to include various concepts such as “attitudes towards language variety or dialect, attitudes towards speakers of a specific language or variety, attitudes towards language learning, attitudes towards the learning situation, and attitudes towards language related behaviors, such as language use and language maintenance” (p. 3). Despite the importance of students’ attitude in the language learning process and its impact on their achievement, the role of L2 students' attitude towards English has not met sufficient observation in the context of B&H, and thus the importance of this study is a try to bridge such a gap. 3. METHODOLOGY In this research a quantitative approach to data collection and analysis was employed. For the purpose of the research a questionnaire was used. Questionnaires in general, and in this particular case a questionnaire distributed online, are easy to construct and allow researchers to gather data practically, economically, and in a short period of time. By using the questionnaire researchers can easily collect information about students’ habits, preferences and backgrounds. 3.1. DATA COLLECTION INSTRUMENT The instrument used for this research was developed and validated by Ghaedsharafi et al. (2019) and was used in this research with the authors’ permission. The questionnaire was translated into Bosnian language and as such delivered to students so that its administration to the Bosnian students at different levels of language proficiency would be easier. It was delivered to students in online form (using surveyplanet platform). It contains 30 questions with response options on a 5-point Likert scale, ranging from 1 to 5 (1= Strongly disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly agree). Following the 71 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 explanation of the nature and purpose of the study, students were asked to complete the questionnaire anonymously and without time limit. It contains statements of attitudes towards language learning which were later grouped into six groups, namely teaching methodology, difficulty to learn English, learning environment, materials, affective factors and school policy. Cronbach’s alpha was employed to assess the reliability of the instrument and the coefficient amounted to 0.86, which is an acceptable index. Each set of questions was assessed for internal consistency using Cronbach’s alpha (see Table 1). Table 1 Reliability Indices N of items Cronbach’s alpha Affective Factors 4 .81 Teaching Methodology 4 .71 School Policy 4 .63 Learning Environment 4 .50 Materials 9 .84 Difficulty of Learning 5 .81 English 3.2. PARTICIPANTS Participants in this research were 160 high school students, both males and females, studying at four different grade levels in a public high school in Visoko, Bosnia and Herzegovina. There were 47 girls (47.5%) and 52 boys (52.5%). As for the grade level, there were 30 first grade students (30.3%), 24 second grade students (24.2%), 26 third grade students (26.3%) and 19 fourth grade students (19.2%). Almost half of the participants, precisely 45.6 %, indicated that they had an excellent average grade in English language course. Table 2 summarizes participant information. Table 2 Gender, grade, and average course grade of participants Frequency Percent Frequency Percent Mark 1 4 Gender Male 74 46.3 2.5 Female 86 53.8 2 16 10.0 Class First 39 24.4 3 29 18.1 Second 54 33.8 4 38 23.8 Third 37 23.1 5 73 45.6 Fourth 30 18.8 Total 160 160 3.3. DATA ANALYSIS TECHNIQUES The collected data were analyzed using Statistical Package for Social Sciences (SPSS, v. 26). Frequencies and means were computed to ascertain the types and frequencies of the students’ attitudes towards language learning. Firstly, 72 �Attitude towards learning English as a foreign language Haris Delić descriptive analysis including mean, standard deviation (SD) and frequencies was employed. An independent samples t-test and a one-way ANOVA were used to show the differences between the grade levels. 3.4. RESEARCH QUESTIONS The following research questions guided the study: 1. Will Bosnian EFL learners report more negative than positive attitude towards foreign language learning? 2. Is there any statistically significant difference between positive and negative attitude towards foreign language learning and gender? 3. Is there any statistically significant difference between positive and negative attitude towards foreign language learning and different grade levels of students? Based on the research questions, the following hypotheses have been tested: 1. Bosnian EFL learners will not report more negative than positive attitude towards foreign language learning. 2. There is no statistically significant difference between positive and negative attitude towards foreign language learning and gender. 3. There is no statistically significant difference between positive and negative attitude towards foreign language learning and different grade levels of students. 4. RESULTS A Pearson product-moment correlation coefficient was computed to assess the relationship between the grouped variables of different types of students’ attitudes. There is a strong positive correlation between the affective factors and the variable “difficulty to learn English”, r = .681, n = 160, p < .001, between affective factors and “materials” variable, r = .768, n = 160, p < .001, and between “difficulty to learn English” and “materials” variables, r = .827, n = 160, p < .001. The correlation between other subscales is low and even insignificant, such as between the variables “materials” and “school policy”, r = .035, n = 160, p < .001. Table 3 below represents grouped variables correlation and descriptive statistics. Table 3. Descriptive statistics and correlation for grouped variables M SD (1) (2) (3) (4) ** (1) Affective factors 2.28 .94 1 -.255 .011 .027 (2) Teaching methodology 3.44 .71 -.255** 1 .291** .368** ** (3) School policy 3.62 .70 .011 .291 1 .364** ** ** (4) Learning environment 3.44 .58 .027 .368 .364 1 ** ** (5) Difficulty to learn English 2.31 .90 .681 -.258 -.055 .038 (6) Materials 2.37 .77 .768** -.169* .035 .132 (5) .681** -.258** -.055 .038 1 .827** (6) .768** -.169* .035 .132 .827** 1 73 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 **. Correlation is significant at the 0.01 level (2-tailed) *. Correlation is significant at the 0.05 level (2-tailed) After dividing the questions on attitudes into 6 groups or subscales and analyzing them separately, a general distinction was made between positive and negative attitudes to check whether students experience more positive or negative attitudes towards language learning, as well as to be able to conduct an independent t-test and a one-way ANOVA test on the overall students' attitude. To do so, the median of the scores was considered as the measure of central tendency; the scores equal or higher than the median were considered to reflect negative attitudes and those lower than the median were interpreted as positive attitudes. This is due to the fact that responses in the questionnaire are marked on a Likert scale ranging from 1(strongly disagree) to 5(strongly agree) Table 4 given below presents descriptive statistics of scores from the questionnaire. N Valid Missing Median Table 4. Descriptive Statistics of Scores from the Questionnaire Investigating Attitudes Affective Teaching School Learning Difficulty to learn factors methodology policy environment English 160 160 160 160 160 0 0 0 0 0 2.00 3.50 3.75 3.50 2.20 After conducting descriptive analysis of the median score of 6 grouped variables, the teaching methodology, school policy, and learning environment variables were categorized into negative attitudes group, and affective factors, difficulty to learn English, and materials variables were categorized into positive attitudes group. Having determined positive and negative attitudes that the participants reported, conditions were created to answer the second research question which aims to determine which attitudes are more reported by the participants. As presented in Table 5 below, the participants reported more negative attitudes towards language learning (M = 3.49, SD = .78) than positive ones (M = 2.22, SD = .50). Table 5. Descriptive statistics of overall attitudes scores N Mean Std. Deviation Positive attitudes 160 2.33 .78 Negative attitudes 160 3.49 .50 Valid N (listwise) 160 The next research question aimed at investigating whether there exists a statistically significant difference between positive and negative attitudes toward foreign language learning in case of different genders. An independent samples t-test was conducted to investigate this. The results show that there exists no statistically significant difference between positive attitudes in the scores for 74 Materials 160 0 2.22 �Attitude towards learning English as a foreign language Haris Delić males (M = 2.25, SD = .75) and females (M = 2.40, SD = .81); t(158) = -1.27, p = 0.20. Also, scores on negative attitudes for males (M = 3.43, SD = .58) and females (M = 3.55, SD = .41); t(158) = -1.51, p = 0.13 were statistically insignificant. Thus, gender does have an effect on neither positive nor negative attitude towards language learning (see Table 6). Positive attitudes Negative attitudes Table 6. Independent samples t-test Gender N M SD F Male 74 2.25 .75 .801 Female 86 2.40 .81 Male 74 3.43 .58 2.56 Female 86 3.55 .41 t -1.27 Sig. .205 -1.51 .132 A one-way ANOVA between subjects was conducted to compare the effect of positive and negative attitudes towards language learning on four different high school grades. Conditions of four different grades did not have significant effect on positive attitudes on language learning at the p < .05 F(3, 156) = .958, p = .414. Insignificant difference was also found between negative attitudes and four grades at the p < .05 level, F(3, 156) = .071, p = .976 (see Table 7). Table 7. A one-way ANOVA between subjects Negative attitudes Positive attitudes M 3.40 2.57 SD .57 .82 Second M 3.76 2.03 SD .36 .67 Third M 3.61 2.50 SD .43 .80 Fourth M 3.57 2.52 SD .37 .69 F .071 .958 Sig. .976 .414 Class First 5. DISCUSSION AND SUMMARY As mentioned earlier in this work, English language plays an important role in the Bosnian educational system (Dubravac, Brdarević-Čeljo & Bećirović, 2018). Given that it is a mandatory foreign language in all primary and high schools its importance, the need to learn it and use it, is growing and developing (Kovačević, Brdarević-Čeljo & Bećirović, 2018). Numerous researchers have conducted investigations of English language acquisition among Bosnian primary school, high school and university students so far, thereby investigating processes, implications, similarities and differences among procedures, approaches, and methods of language acquisition, taking into consideration participants’ age, 75 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 gender, grade level, socio-economic status and other social, cognitive, or affective differences (Bećirović et al. 2018; Brdarević-Čeljo & Asotić, 2017; Dubravac & Latić 2019; Kovačević & Akbarov 2015; Mašić et al. 2020; Rizvić & Bećirović, 2017). However, this particular research aimed to investigate what kind of attitudes, positive or negative, towards language learning will Bosnian high school students demonstrate while learning English language in a school setting. Based on the results of the questionnaire items’ analysis, variables that are reported as negative predictors are teaching methodology, school policy and learning environment, where the items investigating the school policy variable show the highest score, i.e. school policy is the strongest cause of negative attitudes. These results, particularly school policy as the main cause of students’ negative attitudes, do not support the results reported by Ghaedsharafi et al. (2019) where this type of variable is not among negative ones. The items referring to school policy in the questionnaire used in this research were mainly concerned with the way of teaching English language in schools, the ways of distributing and covering materials during lessons and the time English language enters the school curriculum. Based on the reported results, students seem to have negative attitude towards language learning if these conditions are not met in the school. The next predictor of students’ negative attitudes as reported by the participants is the learning environment variable. Ghaedsharafi et al. (2019) have reported that learning environment and teaching methodology, which are relatively close issues in the language learning process, are among the sources of negative attitudes. Learning environment has been extensively observed in the classroom management procedures (Jones & Jones, 2007; Delić, Bećirović & Brdarević-Čeljo, 2018) where the positive atmosphere in the classroom has been determined as one of the main predictors to a learning process success. Moreover, Tsuda (2003) points out that an unpleasant environment cannot offer students, as well as teachers, a place to successfully apply English language in learning and communication. The statistical analysis displayed in the previous section confirms the last two hypotheses of this investigation. Gender and grade level did not significantly differ in reporting the types of attitudes asked in the questionnaire. Interestingly, at each point of research questions they obtained almost identical mean scores. The concept of gender in Bosnian EFL context has been studied. Dubravac and Latić (2019), for example, researching students’ language learning beliefs, insignificant main effect of gender and grade on students’ learning beliefs. Thus, it appears that gender and grade level do not play a key role in modifying students’ attitudes in this case, as both male and female participants, across all four grade levels, shared more or less the same attitudes towards the English language learning experience. 76 �Attitude towards learning English as a foreign language Haris Delić 6. CONCLUSION The aim of this study was to determine the presence and the nature of high school students’ attitude towards English language learning. The results show that participants express more negative attitudes and that school policies are the factor that contributes to this type of attitude the most. Other factors that also contribute to negative attitudes towards L2 learning are learning environment and difficulty to learn English language. Moreover, a conclusion was reached that gender and grade level differences play no significant role in rendering these types of attitudes. A suggestion for further study of this concept would be the inclusion of other educational contexts (primary schools, universities), since the data collected and analyzed in this research do not provide a strong basis for generalization due to narrow research context. Furthermore, the concept of (negative) attitude can be investigated in combination with motivation, learning styles and strategies, and gender and grade level differences between students. 77 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 LIMITATIONS This study is limited to one public high school in Bosnia and Herzegovina and, therefore, provides only a partial representation of students’ attitudes towards learning English. REFERENCES Abolfazli, Z. & Sadeghi, K. (2018). Iranian language learners’ attitudes towards teaching/learning english: the role of university major, gender, and age. Journal of Modern Research in English Language Studies, 5(1), 1-26. doi: 10.30479/jmrels.2019.10399.1297 Ahmetović, E., Bećirović, S., Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education 9(2), 271 – 289. Aliakbari, M. & Gheitasi, M. (2017). 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Language Learning, 53(S1), 33-64. doi: 10.1111/1467-9922.53223 79 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Zainol Abidin, M., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning english language: the case of libyan secondary school students. Asian Social Science, 8(2). doi: 10.5539/ass.v8n2p119 Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall. Rahimi, M., & Hassani, M. (2012). Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language. Procedia - Social And Behavioral Sciences, 31, 66-72. doi: 10.1016/j.sbspro.2011.12.018 Rizvić E., & Bećirović, S., (2017). Willingness to communicate in english as a foreign language in Bosnian-Herzegovinian EFL context. European Researcher, 8(3), 224-235. doi: 10.13187/er.2017.3.224 80 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Attitude towards learning English as a foreign language Attitude towards learning English as a foreign language https://omeka.ibu.edu.ba/files/original/812c6f80d2b24fc773e36277d8966f77.pdf cf964f20f767af436f8fcf078c350359 PDF Text Text Attitudes and Behaviors of Young Adults toward Music in Retail Environments in Bosnia and Herzegovina Azra Pohara Faculty of Economics and Social Sciences International Burch University Bosna and Herzegovina azra.pohara@gmail.com Teoman Duman Faculty of Economics and Social Sciences International Burch University Abstract: Attitudes and behaviours of young adults toward music in retail environments in Bosnia and Herzegovina are in focus of retailers. The retailers want to attract more customers by creating an atmosphere for a particular type of people, class, age, with desired products. Influence of music can be seen all around the globe. Industry professionals make millions of dollars by producing and creating new songs and rhythms in special events (Example: Shakira; World Cup 2010). Music in Bosnia and Herzegovina is well spread, and it can be one of the best places to see how music influences human lives and their habits. It is well-known fact that Bosnian’s devote most of the time by listening to music and use it as a motivation or charm of happiness to forget everyday problems. For Bosnians, music is like a sweet drink, escapade from problems and life motivation. Music is their inborn gift, and for this study, Bosnia and Herzegovina is the right place to see how much music impacts young adults, and how retails stores can benefit from it. This study used previous research as a guideline to show the impact of certain music genre on consumer’s behavior and attitude in Bosnia and Herzegovina. The focus of research was to test the impact of music on young adult’s cognitive, emotional, and behavioral level, particularly with regard to attitudes and perceptions, and moods and feelings in the retail environment. Research data were collected from young adults in Sarajevo during the winter months of 2016. In total, 125 questionnaires were collected and used in data analysis. Research results showed that music is very important in making retail choices for young adults in Sarajevo. Also, the pace and type of music were found to be influential on retail choices of young adults who participated in the research study. Keywords: Music, retail choices, young adults, Sarajevo. Introduction The term music is considered to be derived from the word “mousa” which means angel in Old Greek. Music has always played a vital role in people's lives. From early ages, people are trying to express themselves using music and its influence on people to send specific messages. 148 �National anthems are often connected with the music, which sends the message and boosts morality to the people of that nation. Music in some cases presents a cure for some psychological diseases (depression, drug addiction or suicide thoughts). In many ways, music helps people to express their emotions, thoughts, and ideas. Music is a lucky charm that follow humankind through centuries. In some cases music helps as a thought motivator or a way where people can remind themselves about previous thoughts, actions or some previous times that are gone, missing in distant past (Alpert and Alpert, 1990). Music is people’s way of expressing themselves, giving others and themselves relief and letting go their suppressed feelings (Dillman-Carpentier and Potter, 2007). Since birth mother sings her child different songs using different rhymes to make the child comfortable and prepare him for sleep. Music in mother voice and words that are spoken bring peace in child’s soul and sense of security. Music is one of the essential parts in people’s lives. Even when a person is alone, he/she sings different songs as an answer to put loneliness and nostalgia beside. Using music in retail business is a custom among entrepreneurs. Music helps people to make easier choices and boost their moral and motivation. Music in Bosnia and Herzegovina is well spread, and it can be one of the best places to see how music influences human lives and their habits. It is well known fact that Bosnian’s devote most of time by listening to music, and use it as a motivation or charm of happiness to forget every days’ problems. For Bosnians, music is like a sweet drink, escapade from problems and life motivation. Music is their inborn gift, and for this study, Bosnia and Herzegovina is the right place to see how much music impacts Bosnia and Herzegovina society, and how retails stores can benefit from it. Research questions are: 1. 2. 3. 4. 5. 6. Which type of music is most popular among young adults? Can music help retail stores to hold customers longer than usual? Does specific genre of music or music itself is connected to certain product? Does music loudness affect retail stores income? Does music have psychological impact on customers/young adults? Will music change certain behavior among young adults or it just helps retail stores with attitude? Research methodology In this chapter we will present the method we used to develop the survey and questions to establish the sample size for delivering results. Also, in the chapter, we will talk about the hypotheses: “Music has an influence on young adults’ behaviours and attitudes while shopping, 149 �Slow music relaxes young adults while purchasing some products or service, Fast music makes young adults aggressive while purchasing some products or service” that represent the goal to be achieved in this project. There are many goals, but mainly would be effect of music on human behaviour, external and internal influence, arousal and valance influence and can music create a habit in human behaviour while doing shopping, drinking coffee in coffee shop, or eating ćevapi at some restaurant. Sampling is a process used in statistical analysis in which a predetermined number of observations are taken from a larger population. The sampling methodology used in this research is judgmental sampling. Judgmental sampling “is a form of convenience sampling in which the population elements are selected based on the researcher’s judgment” (Malhotra, 2009, p. 377). This type of sampling methodology is a form of convenience sampling in which the population elements are selected based on the researcher’s judgment (Malhotra, 2009, p. 377). This sampling is used because of previous observed behaviour and attitude seen at young adults in Bosnia and Herzegovina. The primary data of this study was collected through a survey which was conducted among young adults in Bosnia and Herzegovina. The respondents were people of target ages and genders in Bosnia and Herzegovina society. The third part of a survey was about general impact of music on their likeness or unlikeness of loud-fast/slow-soft music on their desire to purchase particular product. Also, in some of these questions, it is asked about connection music has with some product or some Brand making, or they just love listen to music. In this study, both three point and four point category scale were used to diagnose influence of music on young adult’s behavior while shopping. Respondents could respond with “Yes”, “No” and “Maybe” in three point category scale while in four point category scale “Sometimes” and “Maybe” were added. All responses were scaled so that a higher score on a specific subject so that is indicates a stronger agreement with the attitude/behavior whereas a lower score indicated a weaker agreement, or disagreement with that specific thesis. Descriptive statistics, correlation and regression are used to analyse the data. The surveys were distributed by mail and social networks (Facebook, Viber, Skype, Pikii, Instagram etc.). The sample size was the 125 responses. The results were analysed through SPSS software, 18th version. The secondary data was collected through research on the internet in order to attain the relevant articles about influence of music on customer’s attitude and behavior. Also, we should mention that there is no relevant data in Balkan areas regarding this issue. So, this study can be a significant step towards new research in these parts of the world. Especially, because people from Balkan areas are specific, and they do not share similar interest as it is in Western countries. It shall be clearly shown during study observation and results. Zotero Standalone was used 150 �during process of articles collection. Data Analysis: Table 1: Survey Demographic Questions (N: 125) and findings Frequency 15-24 80 25-35 34 Ages 36-45 10 46 plus 1 Total 125 Bosniak 113 Serb 4 Ethnicity Croat 4 Other 4 Total 125 Male 86 Gender Female 39 Total 125 Source: Author’s own research Valid percent 64,0 27,2 8,0 .8 100,0 90,4 3,2 3,2 3,2 100,0 68,6 31,2 100,0 Percent 64,0 27,2 8,0 .8 100,0 90,4 3,2 3,2 3,2 100,0 68,6 31,2 100,0 Cumulative percent 64,0 91,2 99,2 100,0 90,4 93,6 96,8 100,0 Demographic 68,8 100,0 The first section of the questionnaire consisted of demographics. As we can see in this table majority of participants are ages from 15-24 (64). Next are from 25 to 35 (27.2%), then 36-45 (8%) and only one candidate that is 46 or older (0.8%). In a further study, we shall eliminate two categories 36-45 and 46 or older, because of our thesis. As we can see, major participation in this figure were people of age 15 to 24 with 64.9%, from age 25 to 35 was 27.2%, from 36 to 45 was 8%, and 46 and more only one participant, or 0,8% It is shown that Bosniaks have taken a lot more participation in this survey (around 90.4%), rather than other two ethnicities and others (3.2% each) As we can see from this chart and figure, male’s response to the survey was higher (68.8%) than female ones. (31.2%) Table 2: Survey Questions (N: 125) and findings Type of music Pop Folk Classic Country Rock Other Total Male 22 23 8 1 16 16 86 Female 19 8 1 1 3 7 39 Source: Author’s own research 151 Total 41 31 9 2 19 23 125 Behavioural �The second section was about general questions about music, their habits, will and customers purchasing in Bosnia and Herzegovina. In this part, five choices of the genre are given to the participants, and they are: pop, folk, classic, country (Bosnian country music) and Rock music, while other is put for those who cannot decide. Results are that Pop music is slightly more popular than Folk music with 41 participants for the Pop genre (22 males and 19 females), and 31 for Folk music genre (23males and 8 females). Next to them is Rock music with 19 supporters (16 males and 3 females), Classical music genre with 8 males and 1 female supporter, Country music with 1 male supporter and 23 participants who put other genres (16 males and 7 females). As a result in this section, we can see that type of genre does not differentiate between genders and if retailers want to improve business with music, Pop and Folk music are genres which people are listening to a lot. Table 3: Q9 Music motivate me in shopping Yes No Sometimes Frequency 74 12 39 Percent 59,2 9,6 31,2 Attitude Source: Survey In this question, music as a motivator, 125 participants gave these results: 59.2% said that music motivated them, 9.6% said that music didn't motivate them, while 31.2% were neutral. Young adults and young people were ones who mostly said yes to this question. Table 4: Q10 I feel comfortable when I visit a shop that plays music 0 Yes No Total Frequency Percent 3 110 12 125 2,4 88,0 9,6 100,0 Valid percent 2,4 88,0 9,6 100,0 Cumulative Percent 2,4 90,4 100,0 Attitude Source: Survey There were 125 participants, where 110 said yes for feeling comfortable when music was being played in the shop, only 12 said no. Three of them were neutral. They haven’t given the answer to this question. The majority of young adults answered yes regarding arousal feeling, or comfortable/positive feeling while visiting a shop that plays music. Music creates a good atmosphere, attracts them and brings enjoyment in a retail store. 152 �Table 5: Q11 Frequency 2 14 77 32 125 Fast music makes me aggressive while shopping? 0 Yes No Sometime Total Source: Survey Percent 1,6 11,2 11,2 25,6 100,0 Valid percent 1,6 11,2 11,2 25,6 100,0 Attitude According to the survey results majority of young adult and young people consider fast music does not make them aggressive (not comfortable, annoying) while shopping. So if retailers want to attract new customers, especially younger population, fast music is the ideal solution. Table 6: Q12 Slow music makes me relaxed while shopping? Yes No Sometimes Total Frequency 41 41 43 125 Percent 32,8 32,8 34,4 100,0 Attitude Source: Survey In this part, participants have shown that slow/soft music is not the thing that mostly relaxes them. Participants with the answer no are 41 or 32.8%. as it is the case with participants who said yes 41 or 32.8%. The answer “sometimes”, it gives neutral ground where people are sometimes satisfied with slow, soft music in the back. Again, we should mention age variation of the participants. The majority of them are young people, from the age 15 to 35. These respondents are likely to be potential customers to coffee shops, restaurants, discos and etc., where loud music is played and where music impacts “their minds” Table 7: Q14 Specific genre of music associates me with some product I want to buy/purchase? Frequency Percent Yes 14 11,2 No 93 74,4 Sometimes 18 14,4 Total 125 100,0 Source: Survey 153 Attitude �According to the survey mentioned above, young adults and young people cannot, or are not able to connect some music with a genre. Around 74.4% said “No”, 14.4% said “Sometimes”, while 11.2% said “Yes”. On the other hand, those who said yes gave several examples like: Coca Cola, Pepsi, Ornel, Violeta etc., where music in their commercials are used, and in some areas, phrases they are using in ads are recognisable, especially Coca Cola’s Christmas commercial, or Pepsi’s commercials related to soccer etc. Table 8: Q15 Frequency Music helps me to decide which product I will purchase. Percent Valid percent Cumulative percent 2,4 0 3 2,4 2,4 Yes 16 12,8 12,8 15,2 No 37 29,6 29,6 44,8 Sometimes 69 55,2 55,2 100,0 Total 125 100,0 100,0 Attitude In this survey question, young adults and young people answered negative (55.2%) regarding music help in purchasing some particular product, “sometimes” is answered 29.6%, “yes” is answered 12.8% and three participants were without answers. Over 57, 6% (answers NO and no answer) music doesn’t help for deciding which product will purchase. Hypothesis Testing In this hypothesis testing, we are examining two opposing hypotheses: the null hypothesis and the alternative hypothesis. The null hypothesis is the statement being tested. Usually, the null hypothesis is a statement of "no effect" or "no difference". The alternative hypothesis is the statement you want to be able to conclude is true. Based on this sample data, the test determines whether to reject the null hypothesis. We will use a p-value, to make the determination. If the p-value is less than or equal to the level of significance, which is our cut-off point, then we are rejecting the null hypothesis and accepting the one we have investigated. 154 �Table 1: H1: Music has an influence on customer’s behaviours and attitudes while shopping Descriptive Statistics N Q9 1 Minimum Maximum Mean Std. Deviation 125 0.00 2.00 1.07 0.340 Q181 125 1.00 3.00 1.74 0,720 Q211 125 1.00 4.00 2.32 1.126 Valid N (listwise) 125 Table 1 shows that the general average is 1.71. According to results of descriptive statistics we can confirm that H1 is true which means that music has an influence on customer’s behaviours and attitudes while shopping. Also, the majority of participants feel comfortable when they enter a shop where music is played, and also music loudness and choice of music has an effect on their staying in that store. Table 2: H2: Slow music relaxes customers while purchasing some products or service. Descriptive Statistics N Minimum Maximum Mean Std. Deviation Q111 125 1.00 3.00 2.02 ,823 Q151 125 1.00 3.00 1.76 ,807 Valid N (listwise) 125 Table 2 shows that slow music doesn’t relax customers while purchasing some products with average mean of 1.89 Also, it shows that people generally does not like slow music in Bosnia and Herzegovina. Also it shows that music must be there to entertain and attract customers. Also, we should age, which was mentioned earlier, where majority of participants are from age 15 to 25. 155 �Table 3: H3: Fast music makes customers aggressive while purchasing some products or service. Table 3 shows with mean of 2,105 that fast music does not make customers aggressive while purchasing some products or service. So this hypothesis is not true. Also, we should mention that fast music is not an obstacle for some retailers to try to attract customers of the younger population with loud and fast music in Bosnia and Herzegovina. Atmosphere of the store depends only if it is for younger or older people, rich or middle class. Target audience is the most important thing. Findings Results in this study show that in Bosnia and Herzegovina young adults and young people mostly have low awareness of music influence on their lives, and their daily routines. Especially while shopping. Music is all around, no matter loud or slow. That significant level influences their choices while purchasing products. Fast music on the other hand, as results show is not big bug and undesirable for retailers, because younger population like such music, and they want to be in that store, coffee shop or a market where music is played loud and clear. In other words, retailers should choose carefully their target customers, and choose music accordingly to their age, status, and product they want to sell. This study can contribute to the following studies in the same or similar fields, being a base to build larger and detailed research in this particular field in Bosnia and Herzegovina. Retailers while reading this text can make steps for creating adequate, suitable and comfortable atmosphere for target audience. Music has an impact on customer behaviour, still retailers need to make orders first and target their class. In West, classical music is for rich stature; here it is not the case. You can play it, but hardly anyone will come, if you have not developed your brand and name on the market. At the end, this research confirms previous research regarding influence of music on human behaviour, especially arousal dimension (feelings, emotions), where music is mover and creator of good, healthy atmosphere, where retailers and customers can profit from each other. Money is time, and time is money but the music is everywhere around us 156 �Conclusion This research is the master theases that was conducted among people of younger age, and older with not so qualified knowledge of English, was asked questions about music’s influence on consumer’s behavior. It is well known that music is all around, and its power of persuasion can be used in retail stores. This study represents young people - high school students (125 respondents) are showing music influence on their daily life, their behavior and which type of music they prefer. They are also showing difference that loud and slow music is played, and that positive atmosphere, or music of their choice will make them comfortable and they will stay longer in the shop and according with that, they would spend more. However, music taste is not guarantee for success. Every retail owner must decide his target audience, class of people and then decide which type, what kind of music will be played, and which customers will they attract. Some previous results done have shown that for retailers it is important to consider building adequate and proper atmospherics and music environment, especially because young adult’s perception can be altered, and similarity between music and the brand/retail product can have a reflect on consumers’ in-store reaction, staying time and brand perception. References Alpert, J. I., & Alpert, M. I. (1990). Music Influences on Mood and Purchase Intentions. Psychology and Marketing, 7(2), 109-33. Malhotra, N. K. (2009). Marketing Research: An Applied Orientation. Prentice Hall. Dillman-Carpentier, F., & Potter, R. F. (2007). Effects of Music on Physiological Arousal: Explorations into Tempo and Genre. Media Psychology, 10(3), 339-363. 157 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3642 Title A name given to the resource Attitudes and Behaviors of Young Adults toward Music in Retail Environments in Bosnia and Herzegovina (doi: 10.14706/icesos175) Author Author Pohara, Azra DUMAN, Teoman Abstract A summary of the resource. Abstract: Attitudes and behaviours of young adults toward music in retail environments in Bosnia and Herzegovina are in focus of retailers. The retailers want to attract more customers by creating an atmosphere for a particular type of people, class, age, with desired products. Influence of music can be seen all around the globe. Industry professionals make millions of dollars by producing and creating new songs and rhythms in special events (Example: Shakira; World Cup 2010). Music in Bosnia and Herzegovina is well spread, and it can be one of the best places to see how music influences human lives and their habits. It is well-known fact that Bosnian’s devote most of the time by listening to music and use it as a motivation or charm of happiness to forget everyday problems. For Bosnians, music is like a sweet drink, escapade from problems and life motivation. Music is their inborn gift, and for this study, Bosnia and Herzegovina is the right place to see how much music impacts young adults, and how retails stores can benefit from it. This study used previous research as a guideline to show the impact of certain music genre on consumer’s behavior and attitude in Bosnia and Herzegovina. The focus of research was to test the impact of music on young adult’s cognitive, emotional, and behavioral level, particularly with regard to attitudes and perceptions, and moods and feelings in the retail environment. Research data were collected from young adults in Sarajevo during the winter months of 2016. In total, 125 questionnaires were collected and used in data analysis. Research results showed that music is very important in making retail choices for young adults in Sarajevo. Also, the pace and type of music were found to be influential on retail choices of young adults who participated in the research study. Keywords: Music, retail choices, young adults, Sarajevo. Date A point or period of time associated with an event in the lifecycle of the resource 2017 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/079a4f8985feb57beef9e4a14ac53086.pdf 9e2b53066583849f4c36ae1f8aeb2995 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Attitudes and Motivation of Learners of French as a Second Language towards Computer Assisted Language Learning Assoc. Prof. .Dr. Şeref KARA Uludag University serefk@uludag.edu.tr Abstract: This study focuses on computer assisted language learning and the attitude of the learners who are enrolled in French department at Uludag University. A total of 42 learners in French programme at Uludag University participated in the study as subjects. They were given questionnaire in pre-test and post-test at the beginning of the academic period and tree months later to observe whether there were any changes in their attitude towards computer assisted learning. The data were collected in the 2009-2010 education-instruction year. The data obtained in the study was analysed using the SPSS statistics computer programme. It was also found out that the CALL method supported with the language learning programme was more effective in positive development of achievement levels of learners. The results exposed that there occurred positive changes in the attitudes of the subjects towards computer assisted language learning during three months. Although most learners accept changes in teaching delivery and welcome the enrichment provided by new educational tools, some refuse them. Differences in learning styles exist, and will continue to exist, and cannot be dismissed. Key words: Computer Assisted Language Learning, French foreign language teaching, attitude, computer, learner, test, assessment. Introduction Recently, computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers must now begin to think about the implications of computers for language learning. With technological developments human life is getting easier day by day. Computers are among the greatest devices presented us by technology. With the introduction of computers in education, there seemed important changes in teaching and learning method. In recent years, the rapid evolution of information and communication technology (ICT) has made great changes in societies and education. The Internet, particularly, has become a useful tool for communication, a venue for experiencing different cultures and a mediator in diverse political, social and economical situations.The teacher got the role of being a facilitator rather than being authority. When the modern education conception is examined carefully, it can be seen that implementation of computers in foreign language education and learner centred approach are practically at the same time. This research aims to find out the changes in the attitudes of the learners in French programme at Uludag University towards computer assisted language learning. Are there any differences between the attitudes of the learners who have participated in French Programme in their previous life and after tree month exposure process to computer assisted language learning? A student's attitude and motivation has frequently been reported to be the most critical factor for success within computer-assisted language learning (CALL) environments (Brandl, 2002). Motivation, according to Winne and Marx (1989), is both a condition for, and a result of, effective instruction. Based on these claims, it is plausible to speculate that students' motivation plays an important role in successful CALL implementation and that, if used effectively, the CALL environment can enhance students' motivation to learn a foreign language. This study investigated the role of motivation and attitudes on student French foreign learning in an online course context. It also examined how this new foreign learning environment affected students' attitudes and motivation, and how this, in turn, affected students' foreign learning. There are similar definitions of computer assisted language learning. CALL is defined as a method to language teaching and learning in which computer technology is used as an aid to the presentation reinforcement and assessment of material to be learned including a substantial interactive element. Most FLT specialists agree that 84 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo CALL is a tool which helps teachers to facilitate language learning process. They think that CALL can be used to reinforce what has been learned in the classrooms. It might also be used as an alternative help for the learners. Although most research (Meskill, 1996), suggests that comprehension is aided by the conjunction of aural/visual processing if there is congruence between the verbal and visual elements, some students may experience (especially in a non-native language) perceptual/cognitive overload and feel that information in ready-made multimedia lectures escapes them (Burston & Monville-Burston, 1996; (Monville)-Burston, 1997) ) There is no doubt that CALL has developed a lot since the day it was introduced to education field. Recently teachers have started to consider the use of computers as an indispensable part of foreign language teaching and learning process. Due to technological advancement, computer has the potential part of foreign language teaching and learning. Communicative CALL gained praise among educationalists and communicative CALL is largely based on communicative method in language learning. In this approach it is argued that computer based exercises should focus more on using forms. There are many explications suggesting the importance of studentstudent interaction in communicative CALL among French foreign language specialists. In communicative CALL the focus shouldn’t be on what students do with the computer but rather what they do with each other while working at the computer. Gardner's Socio-educational Model of Foreign Language Learning (FLL) The role of foreign learning motivation has been intensively studied by social psychologists in Canada, where French and English are the two official languages. Gardner (1985) hypothesized that foreign language learners with positive attitudes toward the target culture and people will learn the target language more effectively than those who do not have such positive attitudes. In their earlier studies, Gardner and Lambert (1959) found that aptitude and motivation were the two factors most strongly associated with learners' second language achievement. Gardner and MacIntyre (1993) drew together the findings from many studies over several decades and developed Gardner's “socio-educational model of FLL” (see Figure 1). Figure 1: Representation of Socio-educational Model of SLA (Gardner & MacIntyre, 1993) Proponents of this model of SLA (Gardner & MacIntyre, 1992, 1993) claim that individual-difference variables interact with both formal and informal language acquisition contexts and influence both linguistic and nonlinguistic outcomes. Gardner and MacIntyre (1993, p. 9) argue that this model shows the importance of what takes place in the learning contexts: “Teachers, instructional aids, curricula, and the like clearly have an effect on what is learned and how students react to the experience.” The model also predicts that student' linguistic 85 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo outcomes and affects their non-linguistic outcomes and that both types of outcomes will have an influence on individual-difference variables including language attitudes and motivation. The role of the computer in French Foreign Language (FFL) There are diverse opinions among language specialists about the role of computer and the teacher in CALL programmes. The difference between computer as a tutor and computer as instrument is the most ordinary discussion in the field. When the character of CALL is examined carefully, it can be easily recognised that the view of computer as instrument became more prevalent with the arrival of the multimedia computer and internet. From the teacher’ position, the computer is totally dependant on the teacher in many ways. It is unable to create educational materials without a human to direct it. The progressive view is that teacher should take a less intrusive role in managing language learning with the arrival of multimedia. Teacher should take the role of facilitator rather than being the unique authority. We can refer to the teacher as a mediator between the computer and learners throughout the learning process, serving the role of keeping things running smoothly. The computers have some specific advantage as organising of materials, including volume of material and random presentation, scoring and record-keeping, graphics and animation, including allowing student control, recording and storage of learner responses. Certain design issues affect just how interesting the particular tool creates motivation. It must be surely accepted that CALL is a method in which four skills of the target language can be practised effectively. By choosing the correct software programme, both productive and receptive skills can be concentrated. Another advantage of CALL is that target culture could be transmitted to the learners through authentic software programmes. Computers have a useful contribution to the development of oral skills when they are used wisely. Computer simulations are really motivating for the learners. For example dialogues studies can be done with the help of the movie parts in computers and intonation exercises might be added to these activities. For listening skills in CALL many techniques can be used to develop listening skills of the learners. By listening to the speakers in software programme without any subtitles, learners will be exposed to natural sounds of the target language. Learners will pay attention to pronunciation of particular words and compare their own pronunciation with native ones. There are a lot of books and research papers that discuss whether classic class lessons or CALL programmes are more effective in foreign language learning. Several articles have been found which are trying to reflect learners’ feedback about CALL. For example the study of Ayres examines learner attitudes towards the use of CALL and their perceived view of its relevancy to their course of study. This study reports whether there was any relation between the perceived usefulness of CALL, and the students’ level of computer literacy, language level and the age. Methodology and Subjects of the study There are two main purpose of this study. French language programme in French programme at Uludag University is discussed with its main frames and its integration with CALL is focused on. The number of the participants in the study was limited to the number of 4th grade class students. The attitude of the learners towards computer assisted language learning and possible changes in their attitudes towards CALL in a tree month process are examined. For this research, qualitative approach is considered to be the most convenient one because it is based on the idea of making sense of the data. The data collected from the questionnaire were evaluated with qualitative approach; but quantitative approach was also used to count and measure the data in order to analyse the results. The subjects of this study are the students of French programme at Uludag University during 2009-2010 academic year. It is a well-known reality that questionnaire are used data collection instruments in descriptive studies. To learn the attitudes of the students who are enrolled in French programme at Uludag University towards CALL, a questionnaire was applied to them twice in the format of pre-test and post-test. Questions in both pre-test and post-test were the same so as to observe probable difference in their attitude towards CALL in tree month process. The questionnaire was applied to the subjects in their mother language and a description 86 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo about the questionnaire was given to the learners. The questionnaire includes totally 7 questions. In the evaluation phase of the questionnaire, all data were processed in SPSS and analysed using different analysis programmes. The purpose of the present questionnaire was to learn whether there occurred any changes in the attitudes of Uludag University French Programme learner towards CALL in tree-month process. For this motive, the questionnaire was applied to the learners twice to see the possible changes in their attitudes towards CALL. The Results and Analysis of learner’s responses When we examine the answers of the learners to item 1 “I believe that using computers in French foreign language learning is a motivation”, they seem really positive in pre-test. The aim of this item is to learn the ideas of the subjects about the motivational aspect of using computers in French foreign language learning. We can say that the learners think that CALL is really a useful method in French foreign language learning. When we look the answers of the learners in both pre-test and post-test, we can say that they believe that using computers in French foreign language learning is a motivation way in many aspects. As well known, learners use computers in many fields of their life; but it is not frequent to use computers in foreign language learning among the learners. In item 2 “I think that CALL is really an effective method in French foreign language learning”, the learners are relatively optimistic to CALL. The learners had a positive attitude towards computers assisted language learning with arithmetical average more than 85% in both pre-test and post-test. In general, they believe that CALL is an effective approach in French foreign language learning. It can be said that the learners have the assumption that CALL can be an effective method. In item 3 “I believe that computers will give me indispensable feedback when I make mistake”, the learners had the idea that the computers would not give necessary feedback if they make mistakes and be a good guide for them to reach the right point during their activities in tests. In pre-test, it can be seen that the learners had a negative attitudes towards computers’ giving indispensable feedback when they make mistakes during CALL activities. In item 4 “I think that using computers in French foreign language is more useful than coursebooks in terms of verbal and non-verbal forms”, the aim of this item is to learn the idea of learners on transmission the target culture through computers and comparing the use of computers and coursebooks from this perspective. We can conclude that the learners have positive attitudes towards learning the target culture through computers after tree-month CALL exposure. They consider that the computers realize superior work than coursebooks in transmission the target culture while teaching the French foreign language. In item 5 “The studies in computer assisted French language learning are mainly individual and there is no interaction among the learners”, when the arithmetical average of this item is examined, it can be say that the learners don’t consider the studies in CALL boring. They don’t agree with the statement in this item. The situation has not changed in post-test. We can say that the learners do not think the studies in CALL boring after tree-month. In item 6 “CALL which is not maintained by classic classroom lessons can cause learners’ teamwork skills to disappear”, from the results obtained in pre-test, it can be put forward that the learners disagree with the idea that CALL is not supported by classical classroom lessons can cause students’ teamwork skills to disappear. In item 7 “Can you suggest improvements that could be made to the physical presentation of lectures?” The aim of the question was to elicit students' comments on various aspects of the physical presentation of lectures which concerned the researchers. Overall it appears that students were more tolerant than would have been expected. Two complained about the occasional flickering of the screen, two about the necessity of having dimmed lights; except for one exception they considered that the larger than necessary capacity of the lecture theatre was not problematic. Learner performance varied widely and showed a not unexpected relation with the responses given for item 7. The most adventurous learner the explorers were the ones who had the most thorough knowledge of the structure and working of the computer. Two felt that sometimes the “technology got in the way” (i.e. created a distance) and did not make the interaction between the teacher and the class as easy as it would have been if the lecture had been delivered in a more conventional fashion. Informal remarks as well as the end of semester questionnaire seem to indicate that the use of computer by students became more frequent and varied after questionnaire. We believe too that the interview had the effect of convincing the students that they were given special attention. The learners of the corpus do not agree with the description in this item. They may have thought that activities in computer are not the activities which will cause their teamwork skills to disappear. We can say that majority of the subjects participating in this research are afraid of failure in CALL process. 87 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Conclusion The aim of our research was to collect experiential data on CALL, its application areas, its advantages and disadvantages. What was investigated was the initial attitudes and reactions of learners after a tree-months of use. The present research was contextualized at Uludag University French section. It was aimed to examine the learners’ ideas and attitudes towards CALL. The data for the answers of the research questions were obtained from the learners of French section. The instrument to accumulate data was a questionnaire which was applied to the learners in the format of pre-test and post test. The possible needs of the learners for CALL applications were also taken into consideration. It was recognised that tree months CALL experience process had a positive consequence in the attitudes of the learners. .According to the answers of the learners to the questions in the questionnaire, we can recognize that the learners had favourable attitudes towards computer assisted French language learning. What was obtained was some preliminary indications on the usefulness and efficiency as perceived by learners of a completely new way of delivering a content course in our language departments and an innovating tool aimed at facilitating self-study. Learners with aversions to technology also deserve our attention and support, and need to be provided with learning tools that they prefer. Student attitude to towards educational technology in the classroom was overwhelmingly favourable. In some cases this positive attitude was accompanied by enthusiasm, but an instrumentalist reaction was much more the norm. In general, students felt that, like it or not, they had to adapt to the fact that teaching and learning were bound to become increasingly computer-based. It may be useful through a self-assessment questionnaire, for example to be aware from the beginning of the course of the cognitive and learning differences 88 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Reference (Monville)-Burston, M. (1997). Varieties of French: Teaching sociolinguistics with multimedia. In J. Mason et al. (Eds), Doing IT at Melbourne! 42-47. The University of Melbourne. Barbot, M-J. et Pugibet, V. (2002). Apprentissages des langues et technologies : usages en émergence, Le Français dans le Monde-Recherches et Applications, numéro spécial janvier 2002, Clé International. Brandl, K. (2002, March). Students' attitudes and perceptions of learning: A comparative study of a classroom based and web-based language course. Taking language instruction online: Progress or demise? Paper presented at CALICO 2002, Davis, CA. Brett, P. (1996). “Using multimedia: An investigation of learners' attitudes.” Computer Assisted Language Learning, 9(2-3), 191-212. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13 (4), 266-272. Gardner, R. C., & MacIntyre, P. D. (1992). A student's contribution to second language learning. Part I: Cognitive variables. Language Teaching, 25, 211-220. Gardner, R. C., & MacIntyre, P. D. (1993). A student's contribution to second language learning. Part II: Affective variables. Language Teaching, 26, 1-11. Hérino, M., Petitgirard, J. (2002). Langues et multimédia : de la réflexion à la pratique, CRDP de l’académie de Grenoble. Lancien, T. (2004). De la vidéo à Internet : 80 activités thématiques, Hachette Education, Pratiques de la classe. Mangenot F. (2000) « Quelles tâches dans ou avec les produits multimédias », in actes du colloque Triangle XVII, "Multimédia et apprentissage des langues étrangères". Paris: ENS-Editions. Meskill, C. (1996). “Listening skills development through multimedia.” Journal of Educational Multimedia and Hypermedia, 5(2), 175-201. Moll, L.C. (1990). Vygotsky and education. Cambridge:Cambridge University Press. Pius, T. H. (2003). “Computer-Assisted Language Learning and the Revolution in Computational Linguistics”. Linguistik Online. May, 17. Winne, P. H., & Marx, R. W. (1989). A cognitive-processing analysis of motivation within classroom tasks. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 3. Goals and cognitions (pp. 223-257). San Diego: Academic Press, Inc. 89 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 400 Title A name given to the resource Attitudes and Motivation of Learners of French as a Second Language towards Computer Assisted Language Learning Author Author KARA, Seref Abstract A summary of the resource. This study focuses on computer assisted language learning and the attitude of the learners who are enrolled in French department at Uludag University. A total of 42 learners in French programme at Uludag University participated in the study as subjects. They were given questionnaire in pre-test and post-test at the beginning of the academic period and tree months later to observe whether there were any changes in their attitude towards computer assisted learning. The data were collected in the 2009-2010 education-instruction year. The data obtained in the study was analysed using the SPSS statistics computer programme. It was also found out that the CALL method supported with the language learning programme was more effective in positive development of achievement levels of learners. The results exposed that there occurred positive changes in the attitudes of the subjects towards computer assisted language learning during three months. Although most learners accept changes in teaching delivery and welcome the enrichment provided by new educational tools, some refuse them. Differences in learning styles exist, and will continue to exist, and cannot be dismissed. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/9f06a34d5c0723c89ff7547725dc32ed.pdf ad92001278bc57db48efac04802b68a2 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Attitudes of Education Faculty Students towards Compulsory English Courses: The Case of Ağrı Ibrahim Ceçen University Assist. Prof.Dr.Gencer ELKILIÇ Kafkas University, Faculty of Science and Letters, Department of Science and Letters Kars,Turkey gencerelkilic1322@hotmail.com Inst.Adem AKALIN Đbrahim Çeçen University, Ağrı, Turkey ademakalin86@gmail.com Inst.R.Mutlu SALMAN Đbrahim Çeçen University, Ağrı, Turkey rmutlusalman@gmail.com Abstract: Attitudes toward learning a language is thought to be one of the most important factors affecting the failure or success of the foreign language learners. In this respect, the aim of this study was to determine the attitudes of Education Faculty students at Đbrahim Çeçen University, Ağrı, Turkey, towards compulsory English courses. The subjects of this study were 249 Faculty of Education students from 5 different departments. In the study, the relationship between attitudes of the students towards such variables as demographic data related to the participants’ genders and departments was searched using a foreign language attitude scale prepared by Çakıcı (2007). For the data analysis, SPSS 17 program was used and for the assessment of the results independent Sample t-test and descriptive statistics were used. According to the result of the study, at the Education Faculty of Đbrahim Çeçen University 135 (54,2%) of the students had a negative attitude towards compulsory English courses, whereas 114 (45,8%) of them had positive attitude. The results of the study showed that there was a significant difference between the attitudes of male students and female ones t(247)=2,45, p<0,05. Female students had more positive attitudes (M =137,79) than male students (M = 132,40). Keywords : students’ attitudes, compulsory English, Ağrı Đbrahim Çeçen University, gender, department Introduction Attitudes are considered to be one of the most important factors affecting the failure or success of foreign language learners. Therefore, much research has been carried out to show the role of the beliefs and attitudes of the students (Gardner, & Lambert, 1972; Fishbein, & Ajzen, 1975; Boykin, & Trungamphai, 1982; Horwitz, 1988, 1991; Saracaloğlu, 1992; Lanara, 1999; Ajzen & Fishbein, 2000, 2005; Rifkin, 2000; Jernigan, 2001; Mattern & Schau, 2002; Dornyei, 2003). Dornyei (2001) argues that unsuccessful learners’ lack of learning attitude and motivation affects their learning in a negative way. Attitude and motivation play a significant role in determining the learners’ level of achievement in language learning. According to Gardner (1985) there is a strong connection between achievement and language attitude, motivation and anxiety. In his two studies about the psychology of second language learning, Lambert (1963,1967, Cited in Reynolds & Lambert 1991) discussed some psychological theories related to language learning of Hebb (1949) and, Skinner (1957) and the concept of language attitude of Carroll (1959). Lambert, in his article in 1963, described his “Social Psychology of Second Language Learning” and “Psychology of Bilingualism.” Lambert’s theory proposes that a learner who is acquiring a second language gradually gets various aspects of behavior that are unique to the members of another cultural group. The learners’ attitudes toward the other group are believed to determine their success in learning the new language and their motivation to learn is thought to be determined by their attitudes. 181 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Problem Although learning a foreign language is considered to be vital in Turkey, there hasn’t been much progress in achieving it, except in private schools. Students learn a foreign language, namely English, at primary, secondary, high school, and university level, however, with the exception of foreign language departments and departments with preparatory classes, no satisfactory result has been reached. Research Questions 1.Do students at Đbrahim Çeçen University in Education Faculty have a positive attitude towards compulsory English courses? 2. Is there a significant difference in the attitudes of students in relation to their gender? Methodology This study was carried out to investigate the attitudes of Ağrı Đbrahim Çeçen University students’ attitudes towards compulsory English courses in relation to departments and genders. Participants The subjects of this study were 249 students (164 males and 85 females) from Education Faculty. Instrument A language attitude scale formed by (Çakıcı, 2007) was used in this study. The scale aimed to measure four aspects of the participants; affective features (Cronbach Alpha: 0.95), perceptions about the usefulness and importance the compulsory foreign language (Cronbach Alpha: 0.87), the reasons for negativity (Cronbach Alpha: 0.77), and the reasons related to the teacher (Cronbach Alpha: 0.79). The questionnaire was composed of two parts. First part was prepared to elicit demographic information related to the participants. The second part consisted of a 45- question containing 5- point likert-type scale that attempted to determine the attitudes of the first year students towards English as a common compulsory course. Of 45 statements in the second part, 26 were positive and 19 were negative. Procedure In order to use the attitude scale in the study, a permission e-mail was sent to Dilek Çakı on 22nd 02.2010. Çakıcı responded our e-mail on 03rd 03.2010, accepting our using her attitude scale. Then on 15th 03. 2010 an official permission was requested from the authorities of Ağrı Đbrahim Çeçen University and the authorities accepted our proposal. 0n 14th March we administered the questionnaire to 249 students from five different departments of Education Faculty during the class hours. Data Analysis For the data analysis SPSS 17 for windows was used and significance level was set as 0,05. For the statistics, descriptive statistics and independent simple t-test were used. 182 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Results Anaysis of Demographic Data Gender and Department As can be seen in Table 1, mostly the participants were from Primary School Teaching 80 (32,1%) and from Social sciences 68 (27,3%). Gender % Department Primary School Teaching N 80 32,1 Teaching of Physical Education 43 17,3 Social Sciences 68 27,3 Turkish Language Teaching 46 18,5 Preschool Teaching 12 04,8 Total 249 100,0 Table 1.The Numbers and Percentages of the Participants according to the Departments. As for the other departments, 46 (18,5) were from Turkish Language Teaching department, 43 (17,3%) from Teaching of Physical Education department, and 12 (4,8%) were from Preschool Teaching department, respectively. 164 of the students were males and 85 females. The high schools and departments and the University The high schools, the participants graduated from and their departments at the Education faculty of Đbrahim Çeçen University have been given in Table2. Department at the University Primary School Teaching Teaching of Physical Education Social Sciences Turkish Language Teaching Preschool Teaching Total High School Type General Private High School College N % N % 60 24 01 0,01 Anatolian High School N % 19 08 Vocational High School N % 00 00 36 14 00 0,00 04 02 03 0,12 62 41 25 16 01 00 0,01 0,00 05 04 02 02 00 01 00 0,01 00 02 0,00 0, 1 06 38 2,4 15 02 06 01 2,4 04 203 02 82 Table 2.High School Types of the Participants and their Departments As seen in Table 2, of 249 students 203(82%) came from general high school, 38 (15%) from Anatolian high school, 6(2,4%) from vocational high school and 2 (0,1) from private college. Having English Lessons at Secondary and High Schools Course Taken Yes N % 187 75,1 No 62 24,9 183 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 3.The numbers and Percentages of the Participants having English Lessons at Secondary and High School It is clear in Table 3 that 187 (75,1%) of the students had English courses at secondary and high school, while 62(24,9) didn’t have. English Level of the Students English level of the students have been given in Table 4. Knowledge Little Medium Good Excellent Total N 174 42 29 04 249 f 69,09 16,09 11,6 01,6 100 Table 4. English Levels of the Students According to Table 4, 174 (69,09%) of the students had little knowledge of English, 42 (16,09%) had medium, 29 (11,6%) had good, and 04 (1,6) had excellent, respectively. Therefore, it is clear that students mostly didn’t have enough knowledge of English. Attending to a Private Course According to the results of the study, none of the students attended any private courses. Analysis of the Research Questions Research Question 1: Do students at Đbrahim Çeçen University in Education Faculty have a positive attitude towards compulsory English courses? In determining the attitudes of the students, the means of the responses were taken into consideration(M= 132, S=31,91). If the total scores of the subjects were under the mean value, they were considered as negative attitude, if ever than the mean value then they were considered as positive attitude. The result have been given in Table5. Atitude Positive N % 114 45,8 Negative 135 54,2 Table5.Attitudes of Subjects towards Compulsory English Courses As seen in Table 5, 135 (54,2%) of the students had a negative attitude towards compulsory English courses, whereas 114 (45,8%) of them had positive attitude. The highest attitude scores were “I believe the essence of English to be able to communicate with people who speak this language”(M=4,09, S=1,25, “I envy people who speak English fluently” (M=3,81, S=1,40), “I think knowledge of English improves the individual's general knowledge” (M=3,81, S=1,40). The lowest attitude scores were “I never want English courses to be finish” (M=2,15, S=1,18), “I'm more willing to study English than other courses” (M=2,26, S=1,30), and “I like studying English at my free time” (M=2,32, S=1,24), respectively. Research Question 2: Is there a significant difference in the attitudes of students in relation to their gender? The results of the study have been given in Table 6. Gender Male N X S sd t 164 132,40 18,12 247 2,45 184 P ,015 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Female 85 137,79 12,79 Table 6.Attitudes of Male and Female Students towards Compulsory Foreign language It is clearly seen in Table 6 that there was a significant difference between the attitudes of male students and female ones t(247)=2,45, p<0,05. Female students had more positive attitudes (X =137,79) than male ones did (X = 132,40). Discussion and Conclusion Burstall (1975) claims that indices of attitudes and motivation are strongly related to success in the second language. Likewise, McDonough (1986) and Skehan (1998) assert that second language acquisition is a cyclical process: strong motivation and positive attitude may lead to the desired level of success in learning a second language process. However, in this study it is clear that most of the participants had a negative attitude towards compulsory English courses and therefore, this may cause them failure. In a study carried out at Dokuz Eylül University by Çakıcı (2007), it was determined that there was no significant difference between the gender and the attitudes of the students. Similarly, Karaş (1996) and Saracaloğlu (1996) found no gender difference in their studies. However, Graham (1990) , Saracaloğlu(2000), and Spolsky (1989) found out that females had a significantly much more positive attitude towards foreign language learning. Our study is in paralel with Graham and Spolsky, as female students had a significantly more positive attitude than males did. As a result, in order to make students have more positive attitudes towards compulsory English courses, teachers should: 1.plan the courses according to interests and levels of the students. 2.present the lessons in different techniques such as role plays and dramas. 3.benefit from information technologies. 4.encourage students to participate in the classroom activities. 5.create a friendly atmosphere in the class. 6.provide group works and pair works. Acknowledgements We would like to thank to Dr. Dilek Çakıcı for letting us use her attitude scale and to authorities of Đbrahim Çeçen University for letting us carry out the study and to the students at the faculty of Education for participating in the study. 185 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Ajzen, I., & Fishbein, M. (2000). Attitudes and the attitude-behavior relation: reasoned and automatic processes. European Review of Social Psychology, 1-33. Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behaviour. In D. Albarracin., B.T Johnson., & M.P Zanna. (Eds). The handbook of attitudes (p. 173-221). Mahwah, NJ: Erlbaum. Boykin, A., & Trungamphai, A. (1982) “ Attitudes and Attained English Proficiency of University Students in Thailand: A Sociolinguistics Study”, The Annual Meeting of the American Educational Research Association, March 19-23. 1882. New York. Burstall, C. (1975). French in Primary School: The British Experiment. Canadian Modern Language Review, 31, 388-402. Carroll J. B., & Sapon, S. M. (1959). Modern Language Aptitude Test. New York: Appleton. Çakıcı,D.(2007). The Attitudes of University Students towards English within the scope of Common Compulsory Courses. Journal of Gazi University. 27(3), 21-35. Dörnyei, Z. (2001). Teaching and Researching Motivation. Essex: Pearson Education. Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to Theory and research. Reading, MA: Addison-Wesley. Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivations in second language learning. Rowley, MA: Newbury House. Gardner, R.C. (1985). Social psychology aspects of second language learning: The role of attitudes and motivation. London: Arnold. Graham, W.R.(1990). Gender Differences in Intelligence Personality and primary mental Abilities among Irish Children, PhD thesis, Northern Ireland: University of Ulster. Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-293. Horwitz, E.K. (1991). Language anxiety. From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall. Jernigan, C.G. (2001). The role of beliefs, attributions, and perceived goal attainment in students’ motivation. In G. Bräuer (Ed.), Pedagogy of language learning in higher education(pp. 23-45). Westport, CT: Ablex. Karaş, M.(1996). Using Attitude Scales to Investigate Student Attitude,(paper presentation). 2.IATEFL Balkan ELT Conference. Đstanbul: 5-7 September. Lanara S. (1999), Attitudes and Motivation of Japanese Students Studying English at Asia University CELE Journal 10th Anniversary Anthology, 55-64.(Date 12,11.2009). Mattern, N. & Schau, C. (2002). Gender difference in attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39, (4), 324-340.McDonough, S.H. (1986). 186 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Psychology in Foreign Language Teaching. London: Routledge. Mclaughlin, B. (1991). Theories of Second Language Learning. NY: Routlage, Chapman and Hall. Reynolds, A. G., & Lambert, W. E. (1991) Bilingualism, Multiculturalism, and second Language Learning. McGill Conference in Honour of W. E. Lambert. Rifkin, B. (2000). Revisiting beliefs about foreign language learning. Foreign Language Annals, 33, 394-420. Saracaloğlu A.S. (1992) Attitudes to Foreign Language. British Council and METU conferences. Ankara. Saracaloğlu A.S. (1996). The Relationship between Affective Entry Characteristics and Foreign Language Achievement of Prospective Physical Education Teachers. Performans, 2(4), 145-158. ------(2000). The Relationship between Traniee Teachers’ Attitudes to foreign Language and their Academic Success. Journal of Education and Science, 1(254). Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: OUP. Skinner, B. F. (1957). Verbal Behaviour. New York. Spolsky, B. (1989). Conditions for Second Language Teachers. Cambridge: Cambridge University Press. 187 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 454 Title A name given to the resource Attitudes of Education Faculty Students towards Compulsory English Courses: The Case of Ağrı Ibrahim Ceçen University Author Author ELKILIÇ, Gencer AKALIN, Adem SALMAN, Mutlu Abstract A summary of the resource. Attitudes toward learning a language is thought to be one of the most important factors affecting the failure or success of the foreign language learners. In this respect, the aim of this study was to determine the attitudes of Education Faculty students at Đbrahim Çeçen University, Ağrı, Turkey, towards compulsory English courses. The subjects of this study were 249 Faculty of Education students from 5 different departments. In the study, the relationship between attitudes of the students towards such variables as demographic data related to the participants’ genders and departments was searched using a foreign language attitude scale prepared by Çakıcı (2007). For the data analysis, SPSS 17 program was used and for the assessment of the results independent Sample t-test and descriptive statistics were used. According to the result of the study, at the Education Faculty of Đbrahim Çeçen University 135 (54,2%) of the students had a negative attitude towards compulsory English courses, whereas 114 (45,8%) of them had positive attitude. The results of the study showed that there was a significant difference between the attitudes of male students and female ones t(247)=2,45, p<0,05. Female students had more positive attitudes (M =137,79) than male students (M = 132,40). Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/edc650169f783ab38d4f9d7dbaf24bc1.docx 9c8358cb52cacc4e19fc1e0509b1d80f https://omeka.ibu.edu.ba/files/original/d1636bc4897c5f8154a5705c085185a5.pdf 8ab092e5ea369eacab50e34b800cb769 PDF Text Text Attitudes of Foreign Language Students towards Environment Ülkü Eser Ünaldi & Abdullah Türker Gazi Üniversitesi/ Ankara, Turkey Key words: Environmental, environmental awareness, attitude, attitude scale ABSTRACT Researches conducted so far demonstrated that environmental pollution increases every passing day. Sustainable development and habitable future will only be possible with individuals sensitive towards environment. In developing awareness about environment in an individual, education has a great impact in addition the family and friends. While important studies are conducted in relation to environmental education and protection of environment in some countries, environment is almost ignored in human activities in the other countries. Wrong practices and developments in the surrounding environment indicate that the awareness towards environment is low in our country. At this point, our schools and teachers play an absolutely crucial role. This role does not only belong to the teachers of geography and biology courses where related topics are addressed. Teachers of the other branches should also possess an awareness concerning environment and convey this to their students in a way related to their branches. Foreign language teachers have a crucial role in raising environmental awareness in order to convey studies conducted in foreign countries and make comparisons between countries. To this end, foreign language teachers should have a good environmental awareness. It is beyond doubt that a teacher who does not have a positive attitude towards environment can not raise individuals with high environmental awareness. In this context, this study was conducted to investigate the attitudes of Foreign Language students towards environment. Within the scope of the study, a five-point likert type attitude scale developed by Bilgi (2007) and a questionnaire containing variables which are thought to affect attitudes towards environment were applied to freshmen and seniors studying at the Department of Foreign Languages of Education Faculty of Gazi University. The obtained data were analyzed by SPSS (Statistical Package Program for Social Sciences) and the impacts of sex, type of settlement where students lived for the most of his/her life, education statuses of parents and university education and class level, in particular, on the attitudes of Foreign Language students towards environment were examined. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1942 Title A name given to the resource Attitudes of Foreign Language Students towards Environment Author Author UNALDI, Ülkü Eser TURKER, Abdullah Abstract A summary of the resource. Key words: Environmental, environmental awareness, attitude, attitude scale ABSTRACT Researches conducted so far demonstrated that environmental pollution increases every passing day. Sustainable development and habitable future will only be possible with individuals sensitive towards environment. In developing awareness about environment in an individual, education has a great impact in addition the family and friends. While important studies are conducted in relation to environmental education and protection of environment in some countries, environment is almost ignored in human activities in the other countries. Wrong practices and developments in the surrounding environment indicate that the awareness towards environment is low in our country. At this point, our schools and teachers play an absolutely crucial role. This role does not only belong to the teachers of geography and biology courses where related topics are addressed. Teachers of the other branches should also possess an awareness concerning environment and convey this to their students in a way related to their branches. Foreign language teachers have a crucial role in raising environmental awareness in order to convey studies conducted in foreign countries and make comparisons between countries. To this end, foreign language teachers should have a good environmental awareness. It is beyond doubt that a teacher who does not have a positive attitude towards environment can not raise individuals with high environmental awareness. In this context, this study was conducted to investigate the attitudes of Foreign Language students towards environment. Within the scope of the study, a five-point likert type attitude scale developed by Bilgi (2007) and a questionnaire containing variables which are thought to affect attitudes towards environment were applied to freshmen and seniors studying at the Department of Foreign Languages of Education Faculty of Gazi University. The obtained data were analyzed by SPSS (Statistical Package Program for Social Sciences) and the impacts of sex, type of settlement where students lived for the most of his/her life, education statuses of parents and university education and class level, in particular, on the attitudes of Foreign Language students towards environment were examined. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/d1677ff2a0116682ea9d38fa82f46bb8.pdf 5b68aa346ab569f15b76607ea3291351 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Attitudes of Pupils to TV Show Based Vocabulary Teaching in EFL Classes Mehmet Akdoğan International School of Sarajevo, Sarajevo, Bosnia makdoga@gmail.com Melih Karakuzu Ataturk University, Erzurum, Turkey mkarakuzu@yahoo.com Harun Baştuğ Sarajevo College, Sarajevo, Bosnia harunbastug@yahoo.com Abstract: This paper argues how current popular TV Shows can increase motivation and help the pupils learn vocabulary in a fast and an effective way. They can serve as great time savers and more memorable activities for the benefit of them. The use of vocabulary in a meaningful context adds up to its invaluable outcome in terms of student participation and attitudes towards the lessons. Moreover, an ELT teacher may construct his/her own teaching material out of these shows and plans the vocabulary teaching lessons according to the needs of the pupils. It is also believed that all of the pupils would like to have and enjoy these shows as their vocabulary lessons regardless of their gender. Seven sample lessons taken from a comedy show called "My Name is Earl" are used in the study to illustrate the case. The study was applied to 50 students in International School of Sarajevo. Introduction The use of technology, specifically multimedia, for foreign language instruction has expanded rapidly in the world especially during the last few decades. Studies of the effect of technology-enhanced instruction on achievement and studies of student attitudes regarding learning with technology have also increasingly been reported. Moreover, a student's attitude and motivation has frequently been reported to be the most critical factor for success within computer-assisted language learning environments (Brandl, 2002; Desmarais, 2002; Doherty, 2002; Gilbert, 2001; Murday & Ushida, 2002; Warschauer, 1996a, 1996b). Motivation, according to Winne and Marx (1989), is both a condition for, and a result of, effective instruction. Hence, it is plausible to speculate that students' motivation plays an important role in successful CALL implementation and that, if used effectively, the CALL environment can enhance students' motivation to learn a second language (L2). Thus, especially in the recent years, language teachers have made use of different videos to enhance teaching vocabulary in their classroom settings. Traditionally, two main uses of video have been distinguished: instructional video, specifically created to teach foreign languages, and authentic video materials, such as films, TV series, commercials, etc., originally created for native speakers of the language. The great value of these video comes from its combination of sounds, images, and sometimes text (as subtitles), together with the socio-cultural information about habits, traditions, culture, etc. All this makes it a very comprehensible tool for teaching vocabulary to foreign language students. Based on these, this study investigated the role of TV Shows on student L2 vocabulary learning and how this, in turn, affected students' attitudes. The present study reports data from an investigation of the attitudes of students’ own vocabulary learning, based on the TV show called My Name is Earl. It also sought to determine whether students have positive or negative attitudes towards the use of TV Shows while studying vocabulary. A comparison was also made between the scores of the male and female participants. 145 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo L2 Vocabulary Acquisition There is considerable evidence that L1 learners acquire a large amount of their vocabulary through guessing from context (Sternberg, 1987). The frequency at which the L1 learner encounters words, and the variety of contexts in which words are encountered, ensure that the learner will eventually come across most new words in a context where the word is guessable. It is suggested however that foreign language students do not undergo the same rich and varied exposure to vocabulary (Singleton, 1999). As a result, although EFL students quickly learn many of the high frequency words that occur in teaching materials, they experience a breakdown in their ability to guess from context when faced with the much lower frequency words found in unsimplified texts. This is because the low-frequency words found in unsimplified texts make up too large a proportion of those texts. In other words, since there are not enough familiar words in the text for the learner to use as clues, guessing unfamiliar words from context becomes extremely difficult or impossible. Moreover, these low frequency words as well as high frequency ones are not easily and comfortably used in meaningful contexts by the EFL students. Thus, most of the students have difficulty in using their vocabulary knowledge in real life. One of the most effective ways to overcome this problem is to find appropriate authentic materials to provide sample cases to illustrate the usage of these words/phrases. The Study Each individual has his/her own beliefs about the materials introduced and these perceptions play a great role in their learning process. According to Krashen (1987), "comprehensible input" and the affective state are the true causes of language acquisition. On this hypothesis, production exercises would be relevant to language acquisition only insofar as they lower affective barriers or provide additional comprehensible input. In our study, the words/phrases in glossary parts have been chosen based on the teacher’s observations about the students and frequent use and difficulty level of the target vocabulary has been taken into consideration. In the study, the vocabulary lessons are based on the TV show called “My Name is Earl (Season 1)” and they have been used once a 146 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo week for 7 weeks in a row from March 8 to April 23 2010. During the lessons, firstly the glossary parts with between 15 to 20 words are studied/reviewed. Then, the students are asked to take a look at the gap fill questions. The pupils are supposed to fill in the gaps while watching the TV show with subtitles. After the seventh episode, questionnaires with 20 questions were delivered personally to respondents. The questionnaire contained five graded Likert Scale questions, which measured the interest, effectiveness and usefulness of the course elements. The approach used for developing the instrument was practical: questions were formulated in order to evaluate student attitudes and feelings towards these lessons (see Table 1). A total of 50 questionnaires were distributed and all were received during the same class period, resulting in response rate of 100 percent. Respondents’ anonymity was ensured by asking them not to identify themselves in any way other than circling their gender. The sample for this study was selected conveniently from three different classes of International School of Sarajevo, BIH. The sample included teenagers aged from 14 to 15 only. Gender was represented by 50 percent males and 50 percent females. Findings All the results are statistically analyzed in our study. Firstly, we take 3 as our medium point as we use a five graded Likert Scale. When we look at table 2, it shows us how different the averages are from our average point, 147 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo which is 3 according to our scale. The study suggests that the higher our t value and the lower our p value (the authors have based their study on 0.05 p value), the more difference we have. The values lower than 0.05 are considered to be significantly different from 3; on the other hand, the ones over 0.05 are considered to be same with 3. In other words, the respondents think positively on the values with a p value of lower than 0.05; however, they are indecisive about the questions whose values are over 0.05. In our study, all of the p values in this case are 0, which means that all of the students think positively on these vocabulary lessons based on TV shows. Especially, they want most to have more vocabulary lessons based on TV Shows and then secondly, they agree that these lessons are their favorite vocabulary lessons and these lessons are interesting and they enjoy them a lot. On the other hand, in spite of thinking still positively on having a chance to review the target vocabulary by watching the related episode at home, they seem to be least decisive about this item. 148 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo As for Table 3, it is used to find out if there is significance in the attitudes of males and females towards the vocabulary lessons. Again, we should keep in mind that, we have based our study on 0.05 p value. As suggested in statistical analysis researches, the higher the t value and the lower the p value, the more difference we have between the respondents’ attitudes. According to the study, in 18 of the items there are no significant differences but in only question 16 and 8, males and females think significantly different. That is to say, in all other cases, there is no big difference in the beliefs, perceptions and attitudes between the male and female pupils, both of the groups have similar attitudes towards the lessons, they think more or less the same; however, the males think that they come to the lessons with greater motivation thanks to these lessons compared to the females. Moreover, again the male pupils believe more than the female ones do that these lessons help them with their speaking skills. 149 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Suggestions for Further Research All in all, both girls and boys have positive attitudes towards all of the questions and the lessons in return. In item 16 and 8, the boys seem to think more positively compared to the girls and find the lessons more enjoyable and fun but it may be because of many reasons including the main characters’ being men and these men’s being better natured than the female characters. These all are topics for further research with TV shows whose main characters are good females. Then, we can have a better and healthier analysis on this gender difference issue...etc. Moreover, all of the participants are 14-15 year old teenagers in our case and the research could be applied to younger children, late teenagers and even adults to see their attitudes and compare them with the findings of this research. As stated earlier, in this study the same comedy show has been used in the classroom in this study; however, different kinds of TV Shows should also be used and compared and contrasted to have a better understanding of the situation. Limitations of the Research The participants chosen are all from the author’s present classes. Therefore, their response to the author’s questions may not be 100% reliable. The reliability may not be guaranteed because they are the author’s students and they may have certain worries when replying the questions. And they may have their own preferences and they have different levels of learning English, from B2 to C2. And still they may like or dislike answering some of the questions, thus the answers may be not completely accurate. And what is more, the author’s knowledge of computer may not be sufficient. In addition, the questions may not cover all the essential aspects of these vocabulary lessons. Conclusion By and large, student evaluation of TV show based courses showed that the participants had a highly positive attitude towards implementations especially with respect to enjoying these lessons and asking for more of this kind of vocabulary lessons. Eliciting ideas on course improvements showed that students would like to watch TV shows during the classes as much as possible for different reasons mentioned. Some significant benefits for students related to the use of TV shows in classrooms include increased motivation, improvement in student involvement and great help with basic skills, as well as more student-centered learning and motivation to coming to the lessons, and more active processing with better recall. It is observed that students appear to gain confidence assessing their own learning too. All things considered, foreign language words are learned better when directly associated with appropriate nonverbal referents; this efficient association can only be found in real life or in authentic video. In the type of activities advocated in this paper, authentic video as TV shows is not there to overload learners with unknown language (as the detractors of the use of authentic input could claim); thanks to a series of activities that surround a previously selected clip from beginning to end, the viewing is controlled and directly addressed to the teacher’s goals for a particular lesson. Therefore, just as vocabulary teaching and learning should not be divorced from the classroom setting, vocabulary teaching and learning should not be separated from the use of authentic video in class because students learn the vocabulary best in meaningful contexts and the TV shows are of great significance in this manner that they contain lots of real life cases and speech patterns…etc. for the benefit of the EFL learners. Thereore, the positive effects of the shows should not be ignored but stressed and encouraged through different approaches and techniques. The encouraging impact of the TV show based course has been estimated as highly positive in regard to student attitudes both towards the course and vocabulary learning and as expected, this study confirmed many presumptions including the one about gender differences. Finally, it has been seen that the pupils would like to have more and more TV shows and they feel the positive atmosphere of these lessons not only during but also before and after the lessons. 150 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References My Name Is Earl Season 1 DVD (2005) created by Greg Garcia, NBC television Network Danan, M. (1992) Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42, 497-527. Eiko Ushida, “The Role of Students’ Attitudes and Motivation in Second Language Learning in Online Language Courses” University of California, San Diego Calico Journal, Vol 23, No. 1 (September 2005) Ghadirin, S. (2001) Providing controlled exposure to target vocabulary through the screening and arranging of texts. Language Learning and Technology, 6(1): 147-164. J. Stepp-Greany, “Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millennium” Language Learning & Technology, Vol. 6, No.1, pp. 165-180, January 2002. Krashen, S. D. (1987). Principles and practice in second language acquisition. Englewood Cliffs, NJ: PrenticeHall. Singleton D. (1999) Exploring the second language mental lexicon . Cambridge : Cambridge University Press. Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Erlbaum. Winne, P. H. & Marx, R. W. (1989). A cognitive processing analysis of motivation within classroom tasks. In C. Ames & R. Ames (Eds. ),Research on motivation in education (Vol. 3, pp. 223-257). Orlando, FL: Academic Press. 151 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 416 Title A name given to the resource Attitudes of Pupils to TV Show Based Vocabulary Teaching in EFL Classes Author Author Akdoğan, Mehmet Karakuzu, Melih Bastuğ, Harun Abstract A summary of the resource. This paper argues how current popular TV Shows can increase motivation and help the pupils learn vocabulary in a fast and an effective way. They can serve as great time savers and more memorable activities for the benefit of them. The use of vocabulary in a meaningful context adds up to its invaluable outcome in terms of student participation and attitudes towards the lessons. Moreover, an ELT teacher may construct his/her own teaching material out of these shows and plans the vocabulary teaching lessons according to the needs of the pupils. It is also believed that all of the pupils would like to have and enjoy these shows as their vocabulary lessons regardless of their gender. Seven sample lessons taken from a comedy show called "My Name is Earl" are used in the study to illustrate the case. The study was applied to 50 students in International School of Sarajevo. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/0fabb1cdcaffd7dc06c4a494fd32157d.pdf 0b51d51914dfad9304060f28301afd20 PDF Text Text Attitudes Toward Humanities and Social Sciences and Their Relationship With English Competence Hakan Aydoğan & Azamat Akbarov Mugla Sıtkı Koçman University/Turkey & International Burch University/Bosnia and Herzegovina Abstract. Humanities and social sciences are mostly regarded as ''soft sciences''. Females have greater interest in them compared to males. Because linguistic (in this paper, English language studies) belongs to both humanities and social sciences, the present study aims to examine the relationship of students' estimates of English competence and their attitudes toward humanities and social sciences. The sample consists of 157 participants (88 females and 69 males).Who are at tertiarry level in Turkey. The obtained results reflect no gender differences in students' attitudes toward English and Turkish language; however, significant gender differences were found in their attitudes toward literature, psychology, sociology and pedagogy. Participants' attitudes toward humanities and socal aciences were in significant relationships with all aspects of self-reported English competence. In addition, self-reported grammar skills were the best predictor of attitudes towards the English language. Keywords: English competence, humanities, social sciences, gender differences. INTRODUCTION Humanities and social sciences differ from the group of natural science in terms of their inputs and outputs. Humanities and social sciences study human phenomena and social interactions while natural sciences study natural objects/processes (Huang & Chang, 2008). The first group of disciplines sometimes use statistical procedures borrowed from natural sciences. In this way; they become more reliable, objective and valid. Jones, Champman and Woods (1972) stated that natural sciences can be classified as ''hard science'', whereas humanities and social sciences are in fact ''soft sciences''. There are some gender differences in interest in social sciences and humanities. A metaanalytic study conducted by Su, Rounds and Armstrong (2009) showed that female students have more interest in arts and social sciences in relation to male students. On the other hand, males like engineering, mathematics and science. Females want to help other people and like �to work with people instead of things (Jones, Howe, & Rua, 2000). Hence, women have more positive attitudes toward humanities and social sciences compared to men. Humanities include languages, literature, arts, etc. Social sciences include: psychology, sociology, pedagogy, economics, anthropology and similar disciplines. English languagebelongs to both humanities and social sciences (because some topics covered by linguistics can be examined quantitatively). Thus, it is important to examine students' attitudes toward humanities and social sciences and their relationship with English proficiency. However, there are only few studies and discussions that dealt with this kind of relationship. Aydoğan and Gupta (2014) carried out a study on the impact of humanities and social sciences on foreign language learning and self-reported oral intelligence. The results of this study indicated a high level of appreciation for humanities and social sciences among students and a high level of self-reported English proficiency as well as oral intelligence. Akay and Toraman (2015) examined attitudes toward the English language and they found that, in general, students of humanities and social sciences had very positive attitudes toward this language. In addition, their study did not reveal statistically significant gender differences in this kind of attitudes. Liking literature facilitates the process of learning foreign language (such as English). In other words, reading stories and novels, analyzing main points of their authors helps students think in English and expresses their own thoughts in this language. Therefore, literature is related to a pragmatic aspect of language (Bataineh, 2014). Ariogul (2011)and Lázár (2003) stressed the importance of intercultural topics and communicative competence related to the interaction with people who have distinct cultural backgrounds in learning English. Thus, there should be positive attitude toward sociology and psychology in order to like, understand and respect different cultures. As for the aspects of the English language, TOEFL (this acronym stands for ''Test of English as a foreign language''), for instance, takes into account reading, listening, writing, and speaking skills. Additionally, there are vocabulary and grammar items that are believed to be adequately covered within the TOEFL examination. However, traditional pedagogies usually focus on teaching grammar (Sawir, 2005). Hence, students' perceptions and estimates of their grammar skills can be crucial to their attitudes toward the English language. �This study is devoted to the exploration of relationships of students' attitudes toward social sciences and humanities with their English competence. This is, thus, the aim of our study. RESEARCH QUESTIONS AND HYPOTHESES Based on the previous research and the aim of the present study, the following research questions were posed: 1. Do students' attitudes toward humanities and social sciences correlate with their subjective estimates of English competence? 2. Are there any gender differences in these attitudes? 3. What is the best predictor of positive attitudes toward the English language? Likewise, the subsequent hypotheses were defined: 1. Students' attitudes toward humanities (literature as well as English and Turkish language) and social sciences (psychology, sociology, and pedagogy) are in positive and statistically significant correlations with subjective estimates of different elements of English competence (reading, writing, listening, speaking, grammar, and vocabulary). 2. Gender differences in attitudes toward humanities and social sciences are statistically significant, in favor of female students. 3. The best predictor of attitudes toward the English language is students' estimate of their grammar competence/skills. METHOD Sample the present study was carried out on a sample of 157 students who attend to a State university in Turkey. Their mean age was calculated as M = 21.92 (SD = 2.73). Participants' ages ranged from 18 to 30 years of age. Information on students' gender and year of study is shown in Figure 1. �29 30 24 25 20 18 15 15 15 14 Males 12 11 10 6 6 Females 5 5 2 0 1st 2nd 3rd 4th 5th 6th Figure 1. Participants' gender and year of study Figure 1 shows that the subsample of females (N = 88, 56.05% of the whole sample) outnumbers the subsample of males (N = 69, i.e. 43.95%). Most of the participants were at the second year of study (N = 44, 28.03% of the total number of participants). The least number of participants was at the sixth year of study (N = 7, i.e. 4.46%). Instruments For the purpose of this study, three instruments were administered among students. The first one ('demographics') included three questions on participants' gender, ageand year of study. The second and the third one were made in order to answer research questions of the present study: Attitudes toward humanities and social science's scale (ATHSS)are comprised of six items (see Appendix 1 at the end of this article). The first three items are: English language, Turkish language, and literature. Actually, they represent humanities. The last three items are: psychology, sociology, and pedagogy. They belong to social sciences. In fact, the ATHSS measures affective component of attitudes to humanities and social sciences. Students decided to what extent, they like each of these six academic disciplines. Each item includes a fivepoint Likert scale (1 – 'completely dislike' to 5 – 'like very much'). Internal consistency of this instrument, expressed as Cronbach's alpha coefficient, is calculated as α = .842. Hence, the ATHSS is a reliable measure of this kind of attitudes. �Self-reported English competence scale (SRECS)is a scale consisted of six items as well (please, look at the Appendix 2). The items are, in fact, the English skills that are regularly assessed by TOEFL (reading, writing, listening, and speaking), with the addition of grammar and vocabulary. Participants are expected to provide estimates of their competence related to these aspects of the English language. As before, there is a five-point Likert scale (1 – 'insufficient', 2 – 'sufficient', 3 – 'good', 4 – 'very good', and 5 – 'excellent'). Cronbach's alpha coefficient, as a measure of the SRECS' reliability (internal consistency), is α = .835. Therefore, the SRECS has a very good internal consistency. Procedure and data processing The instruments described above were administered to students at tertiary level in Turkey. It took them 8-10 minutes to fill in their data and to express their attitudes toward the aforementioned scientific disciplines as well as estimates of English competence. The data were collected along with the protection of confidentiality and anonymity related to participants' identity as well as the answers they provided. Later, data were entered into SPSS 17.0 for Win where the database was created. Three statistical procedures were used in order to examine data: Pearson's coefficient of correlation (r), independent-samples t test, and multiple regression analysis (MRA). Before these procedures, the main descriptive statistical values were calculated. RESULTS Participants' maximum and minimum scores along with mean values and standard deviations were shown in the following two tables. Table 1 Descriptive statistical values of attitudes towards humanities and social sciences Humanities and social science N Min Max M SD English language 157 1 5 3.81 0.82 Turkish language 157 2 5 3.99 0.78 Literature 157 1 5 3.85 0.88 Psychology 157 1 5 3.87 0.86 Sociology 157 2 5 3.90 0.88 Pedagogy 157 1 5 3.84 0.90 �The theoretical mean of the five-point Likert scale is 3. As shown in Table 1, mean values of all variables were above 3 (attitudes toward the English language: M = 3.81 to attitudes toward the Turkish language: M = 3.99). Participants' scores ranged from 1 to 5 in four variables; on the other hand, from 2 to 5 in the attitudes toward the Turkish language and sociology. In general, participants' attitudes (in particular, their affective component) toward humanities and social sciences are positive. Table 2 Descriptive statistical values of self-reported English competence Components of English competence N Min Max M SD Reading 157 1 5 3.85 0.83 Writing 157 2 5 3.84 0.88 Listening 157 2 5 3.91 0.78 Speaking 157 2 5 3.89 0.86 Grammar 157 1 5 3.73 0.89 Vocabulary 157 2 5 3.85 0.72 It is clear (Table 2) that students estimated their English skills/competence as above the average: M = 3.91 (listening), M = 3.89 (speaking), M = 3.85 (reading and vocabulary), M = 3.84 (writing), and M = 3.73 (grammar). The range of participants' scores with regard to reading and grammar is 1 to 5 and in all other cases, it is 2 to 5. Table 3 Correlations of attitudes toward humanities with self-reported English competence English language Turkish language Literature Reading .421* .483* .314* Writing .518* .446* .377* Listening .365* .558* .403* Speaking .505* .390* .334* Grammar .552* .494* .564* Vocabulary .462* .487* .431* Note. All coefficients of correlation are significant at the level .001 �The figures in Table 3 indicate moderate, positive and statistically significant correlations of attitudes toward humanities with self-reported English competence/skills. Attitudes toward the English language had the strongest relationship with subjective estimates of grammar skills (r(155) = .552, p< .001). Attitudes toward the Turkish language were in the strongest correlation with students' estimates of their listening skills (r(155) = .558, p < .001). At last, the correlation coefficient of students' attitudes towards literature and their estimates of grammar was the highest in the last column of the Table 3 (r(155) = .564, p < .001). Hence, attitudes toward humanities and self-reported English competence are significantly correlated to each other. Table 4 Correlations of attitudes towardssocial scienceswith self-reported English competence Psychology Sociology Pedagogy Reading .568*** .368*** .287*** Writing .439*** .429*** .203* Listening .338*** .260** .347*** Speaking .405*** .512*** .284*** Grammar .498*** .450*** .307*** Vocabulary .403*** .453*** .320*** Note. * p < .05, ** p < .01, *** p < .001 By examining Table 4, favourable, low to moderate and statistically important coefficients of correlation can be noticed. Attitudes toward psychology were in the strongest correlation with self-reported reading skills (r(155) = .568, p < .001), whereas attitudes toward sociology correlated the most with self-reported speaking skills (r(155) = .512, p < .001). Finally, students' attitudes to pedagogy were in the strongest correlation with their estimates of listening skills (r(155) = .347, p < .001). Gender differences in attitudes to both humanities and social sciences were examined by independent-samples t - test and shown in tables 5 and 6 below. Looking at the Table 5, the significant gender differences can be noticed only in attitudes towards literature (t(155) = -2.40, p< .05). Females' mean value was higher (M = 4.00) in relation to males' mean value (M = 3.67). �Table 5 Gender differences in attitudes toward humanities Humanities English language Turkish language Literature Gender N M SD Males 69 3.71 0.86 Females 88 3.89 0.78 Males 69 3.87 0.89 Females 88 4.09 0.67 Males 69 3.67 0.85 Females 88 4.00 0.87 t -1.34 -1.78 -2.40* Note. * p < .05 However, female students had higher mean values for the English (M = 3.89) and Turkish language (M = 4.09), compared to male students (M = 3.71 and M = 3.87, respectively). Notwithstanding, differences between them were not statistically significant. Table 6 Gender differences in attitudes toward social sciences Humanities Psychology Sociology Pedagogy Gender N M SD Males 69 3.65 0.94 Females 88 4.03 0.75 Males 69 3.61 0.89 Females 88 4.14 0.79 Males 69 3.59 0.83 Females 88 4.03 0.90 t -2.84* -3.92** -3.14* Note. * p < .01; ** p < .001 It was found that all gender differences in attitudes toward social sciences were statistically significant, in favor of females (Table 6): M = 4.03 vs. M = 3.65, t(155) = -2.84, p< .01 (psychology), M = 4.14 vs. M = 3.61, t(155) = -3.92, p< .001 (sociology), and M = 4.03 vs. M = 3.59, t(155) = -3.14, p< .01 (pedagogy). All components of English competence were entered into multiple regression analysis in order to examine their predictive validity related to attitudes toward the English language, that were the criterion variable (Table 7). �Table 7 Six components of English competence as predictors of attitudes toward the English language Unstandardized coefficients Standardized coefficients Beta (β) t B Std.Error Constant .661 .333 Reading .019 .079 .019 0.24 Writing .172 .081 .185 2.12* Listening .087 .079 .083 1.11 Speaking .210 .074 .222 2.86** Grammar .218 .079 .238 2.75** Vocabulary .116 .102 .102 1.14 R = .652 R2 = .425 1.98* F(6, 150) = 18.48*** Note. * p < .05; ** p < .01; *** p < .001 Referring to Table 7, it can be said that the regression model with six predictors was statistically significant (F(6, 150) = 18.48, p< .001). The coefficient of multiple correlations is R = .652 and the coefficient of multiple determinations is R2= .425. Therefore, these predictors account for 42.5% of criterion's variance.In other words, self-reported reading, writing, listening, speaking, grammar and vocabulary competence (taken together) explain 42.5% of students' attitudes towards the English language. Additionally, it appears that there are three statistically significant predictors: grammar (β = .238, t = 2.75, p< .01), speaking (β = .222, t = 2.86, p < .01), and writing (β = .185, t = 2.12, p< .05). As expected before, self-reported grammar skills were the best predictor of students' attitudes toward the English language. DISCUSSION The first part of our findings reflect students' positive attitudes towards humanities and social sciences. This result is in accordance with that of Aydoğan and Gupta (2014). Humanities and social sciences are not as difficult as natural sciences and this finding can be explained by this notion. The second part of our results includes moderate, positive, and statistically significant correlations between students' attitudes towards humanities/social sciences and their selfreported English competence (reading, writing, speaking, listening, vocabulary and grammar �skills). Akay and Torman (2015) found more positive attitudes towards English and higher competence in English among students of humanities and social sciences compared to those who studied engineering and architecture. Hence, our results overlapped with theirs. Therefore, the first hypothesis was confirmed. The present study did not yield statistically significant gender differences in attitudes toward English and Turkish language. Neither Akay and Toraman (2015) get significant gender differences in attitudes toward the English language. One of the possible explanations is the following one: learning English is important for both males and females because the English language is the lingua franca of the 21st-century society. Their similar results with regard to the Turkish language were presumably influenced by students' nationality and tight connection to their country (i.e. Turkey). However, there were statistically significant differences favoring females in their attitudes toward literature, psychology, pedagogy and sociology. This part of findings can be explained by empirically-based conclusions provided by Su, Rounds and Armstrong (2009) as well as Jones, Howe and Rua (2000): females are more interested in social sciences and working with people rather than in natural sciences and working with things (objects). Thus, the second hypothesis was partially confirmed. In the end, students' estimates of six elements of their English competence significantly contribute to the explanation of their attitudes toward the English language. The best predictor was the estimate of their grammar skills. Because this aspect (component) of English language is in the limelight of traditional pedagogies (Sawir, 2005), this finding is not surprising. Hence, the third hypothesis was confirmed. The implications rose from this research are the following: 1. Students should use their knowledge of humanities and social sciences while reading stories, passages, movies and other learning materials in English classes that are related to introducing various cultures, customs and nations. 2. It seems that gender stereotypes still influence gender differences in attitudes towards humanities and social science (with the exception for English and Turkish language). 3. Difficulties with regard to English grammar apprehension affect students' general attitudes toward the English language. Some strengths of this research are linked to the examination of a topic that was rarely investigated before. The prime limitation of this study is the nature of self-reported �measuresof English competence. Objective tests of English knowledge and skills (for each of its components separately) should be used thereafter. This is, at the same time, the most important recommendation for future research on this topic. CONCLUSION If these results can be appropriately generalized, Turkish students like humanities (literature, as well as English and Turkish language) and social sciences (psychology, pedagogy, and sociology). Participants who have very positive attitudes towards these scientific disciplines estimate their English competence (reading, writing, speaking, listening, grammar and vocabulary) as pretty high, and vice versa. There were some gender differences, as well. Female students have more positive attitudes to literature, sociology, psychology and pedagogy in relation to male students. Finally, there were three significant predictors for participants' attitudes toward the English language: self-reported writing, speaking, and grammar skills. Their estimates of grammar skills were the best predictor. Further studies will shed light on other impacts on students' attitudes toward the English language (e.g. academic self-efficacy, previous knowledge, students' previous experience with native English speakers, etc.). REFERENCES Akay, E.& Toraman, Ç. (2015). Students’ attitudes towards learning English grammar: A study of scale development: Journal of Language and Linguistic Studies, 11(2), 67-82. Ariogul, S. (2011). The teaching of reading through short stories in advanced classes. Unpublished M.A. thesis, Ankara: Hacettepe University. Aydoğan, H. & Gupta, S. (2014). Impact of humanities and social sciences on foreign language learning and verbal intelligence: A model study on Bosnian and Turkish students. The Journal of Teaching English for Specific and Academic Purposes, 2, 661-670. Bataineh, A. (2014). The effect of teaching literature on EFL students' pragmatic competence. Journal of Education and Practice, 5, 137-156. Huang, M. & Chang, Y. (2008). Characteristics of research output in social sciences and humanities: From a research evaluation perspective. Journal of the American Society for Information Science and Technology, 59, 1819-1828. �Jones, C., Champman, M., & Woods, P. C. (1972). The characteristics of the literature used by historians. Journal of Librarianship, 4(3), 137–156. Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests and attitudes toward science and scientists. Sci Ed, 84, 180-192. Lázár, I. (2003). Incorporating intercultural communicative competence in language teacher education. Strasbourg: European Centre of Modern Languages – Council of Europe Publishing. Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6, 567-580. Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A metaanalysis of sex differences in interests. Psychological Bulletin, 135, 859-884. APPENDIX 1 Attitudes toward humanities and social sciences scale (ATHSS) Instructions for participants: Please indicate to which extent you like the following academic disciplines/subjects (1 – completely dislike, 2 – dislike, 3 – neither like nor dislike, 4 – like, 5 – like very much): English language 1 2 3 4 5 Turkish language 1 2 3 4 5 Literature 1 2 3 4 5 Psychology 1 2 3 4 5 Sociology 1 2 3 4 5 Pedagogy 1 2 3 4 5 �APPENDIX 2 Self-reported English competence scale (SRECS) Instructions for participants: Please indicate the level of your competence, knowledge and skills in the following categories related to the English language (1 – insufficient, 2 – sufficient, 3 – good, 4 – very good, 5 – excellent): Reading 1 2 3 4 5 Writing 1 2 3 4 5 Listening 1 2 3 4 5 Speaking 1 2 3 4 5 Grammar 1 2 3 4 5 Vocabulary 1 2 3 4 5 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3261 Title A name given to the resource Attitudes Toward Humanities and Social Sciences and Their Relationship With English Competence Author Author Aydoğan, Hakan Akbarov, Azamat Abstract A summary of the resource. Humanities and social sciences are mostly regarded as ''soft sciences''. Females have greater interest in them compared to males. Because linguistic (in this paper, English language studies) belongs to both humanities and social sciences, the present study aims to examine the relationship of students' estimates of English competence and their attitudes toward humanities and social sciences. The sample consists of 157 participants (88 females and 69 males).Who are at tertiarry level in Turkey. The obtained results reflect no gender differences in students' attitudes toward English and Turkish language; however, significant gender differences were found in their attitudes toward literature, psychology, sociology and pedagogy. Participants' attitudes toward humanities and socal aciences were in significant relationships with all aspects of self-reported English competence. In addition, self-reported grammar skills were the best predictor of attitudes towards the English language. Keywords: English competence, humanities, social sciences, gender differences. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-02 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/d9d402f80c9a3f831a9d508e6bcfb164.docx 9c08736556d41103896fcbe5c7329258 https://omeka.ibu.edu.ba/files/original/e3a4142b0c2a58da1908f55497b1cd68.pdf 7ea87c99b4a723da20b9b3c195596f55 PDF Text Text Attitudes Towards Pronunciation of Seeu Students Jasmina Mirtoska & Emrije Agai-Loci SEEU / Tetovo, Macedonia Key words:tenses, adverbs, transfer, spontaneous speech ABSTRACT Since proper pronunciation and the awareness thereof is one of the main purposes of the first semester undergraduate course Phonetics and Phonology at the South European University, Macedonia; this study focuses on the attitudes of students towards student and teacher pronunciation at the same university. The study examines the importance of the students’ own language competence in pronunciation in comparison with that of their teachers’. For this paper, 53 first year undergraduate students have filled out a 5-scalle questionnaire expressing their beliefs about student and teacher pronunciation in comparison to other competences like grammatical knowledge and teaching skills. Additionally 20 of them have been involved in recorded individual interviews. The oral interview provided insight into their opinions about their own and the teachers’ pronunciation as well as the progress made in the pronunciation course they have completed Phonetics and Phonology in their first semester. This course has the aim to raise their awareness of proper pronunciation by introducing, practicing and testing them on segmental and suprasegmental features like: transcription, stress patterns, intonation among others. The analysis of the quantitative and qualitative data showed constancy in the answers and attitudes of the students towards their own and their teachers’ pronunciation. The data showed that the students had high expectations of their teachers in term of pronunciation. This study also tests whether the high regard for proper student and teacher pronunciation correlates with their Phonetics and Phonology final course grade. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1812 Title A name given to the resource Attitudes Towards Pronunciation of Seeu Students Author Author MIRTOSKA, Jasmina LOCI, Emrije Agai Abstract A summary of the resource. Key words:tenses, adverbs, transfer, spontaneous speech ABSTRACT Since proper pronunciation and the awareness thereof is one of the main purposes of the first semester undergraduate course Phonetics and Phonology at the South European University, Macedonia; this study focuses on the attitudes of students towards student and teacher pronunciation at the same university. The study examines the importance of the students’ own language competence in pronunciation in comparison with that of their teachers’. For this paper, 53 first year undergraduate students have filled out a 5-scalle questionnaire expressing their beliefs about student and teacher pronunciation in comparison to other competences like grammatical knowledge and teaching skills. Additionally 20 of them have been involved in recorded individual interviews. The oral interview provided insight into their opinions about their own and the teachers’ pronunciation as well as the progress made in the pronunciation course they have completed Phonetics and Phonology in their first semester. This course has the aim to raise their awareness of proper pronunciation by introducing, practicing and testing them on segmental and suprasegmental features like: transcription, stress patterns, intonation among others. The analysis of the quantitative and qualitative data showed constancy in the answers and attitudes of the students towards their own and their teachers’ pronunciation. The data showed that the students had high expectations of their teachers in term of pronunciation. This study also tests whether the high regard for proper student and teacher pronunciation correlates with their Phonetics and Phonology final course grade. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3499 Title A name given to the resource ATTRIBUTE IN FRENCH AND MACEDONIAN LANGUAGE Author Author Kasaposka-Chadlovska, Milena Abstract A summary of the resource. ABSTRACT In French grammar, the attribute has a primary sentence function, the exclusion of which makes the sentence ungrammatical. In the Macedonian language, the attribute presents a second-degree sentence member which is not necessary for the correct functioning of the sentence, although it deprives the sentence of the richness of its content. Taking into consideration the presumption that what is called an attribute in French, in most cases corresponds to the nominal element of a nominal predicate with copula in Macedonian, the aim of this paper is to conduct a detailed comparison through an analysis of examples of subject attribute and object attribute in order to detect the remaining equivalent structures of the French attribute in the Macedonian language. K e y w or d s : French, Macedonian, attribute, equivalents, nominal predicate with copula Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/4763723adb52328580d71367fdadd482.pdf 106febadf36ba84566866e23c14652bd PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Audit Qualifications in Turkish Listed Firms Turgay Sakin İstanbul University, İstanbul, Turkey tsakin@İstanbul.edu.tr The purpose of this study is to provide some evidence on the effects of some auditor-related, firm specific and legal factors on issuance of modified audit opinions. The study covers Turkish firms listed in İstanbul Stock Exchange. The audit opinions given during the periods between 2003 and 2011 were analyzed. The period selected can be defined as a transition period for accounting and auditing in Turkey. In the literature there are some studies on the factors affecting audit opinions. Those factors comprised both financial and non-financial data. However, besides those factors, especially in developing countries changes in accounting and auditing regulations may be a significant factor on audit opinions. Changes in regulations related to accounting and auditing by Turkish regulatory bodies is believed to increase the quality of accounting information and auditing. However, every change in regulation creates some problems in application. This transition period serves an opportunity for the researchers to analyze possible effects of the transition on audit reports. In this study relationships between these changes and audit opinions are searched. In Turkey statutory audit is required only a small number of companies. Most of these companies are required to Turkish Capital Market Law (TCML). However, only the financial statements and audit opinions of the firms that are listed on the ISE are available to the public, and thus the researchers. Because of this constraint the studies are generally limited to the ISE firms. The data were collected from the audited financial statements and their accompanying notes including the audit reports. Those statements were uploaded from the website of the İstanbul Stock Exchange. In the study some debt, profitability, liquidity ratios and firms size used as firms specific characteristics. Audit firm size and changes in accounting and auditing standards are also used in the analysis. The process of audit opinion formation is a complex procedure. There are many factors, many of those limited in the working papers of auditors, 267 �International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo affecting audit formation. Thus understanding some significant public available factors affecting modified audit opinions would be a significant mean for crediting auditors’ opinions. It is aimed to form a model based on some firm and auditor specific characteristics to explain modified audit opinions given in Turkish capital market. The model would serve audit report readers in realizing the potential factors influential on the opinions given, and estimating the a priori audit opinion. Keywords: Audit Report, Audit Opinion, Qualification, Turkey, Regulation, Audit Firm Size. 268 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1587 Title A name given to the resource Audit Qualifications in Turkish Listed Firms Author Author SAKIN, Turgay Abstract A summary of the resource. The purpose of this study is to provide some evidence on the effects of some auditor-related, firm specific and legal factors on issuance of modified audit opinions. The study covers Turkish firms listed in İstanbul Stock Exchange. The audit opinions given during the periods between 2003 and 2011 were analyzed. The period selected can be defined as a transition period for accounting and auditing in Turkey. In the literature there are some studies on the factors affecting audit opinions. Those factors comprised both financial and non-financial data. However, besides those factors, especially in developing countries changes in accounting and auditing regulations may be a significant factor on audit opinions. Changes in regulations related to accounting and auditing by Turkish regulatory bodies is believed to increase the quality of accounting information and auditing. However, every change in regulation creates some problems in application. This transition period serves an opportunity for the researchers to analyze possible effects of the transition on audit reports. In this study relationships between these changes and audit opinions are searched. In Turkey statutory audit is required only a small number of companies. Most of these companies are required to Turkish Capital Market Law (TCML). However, only the financial statements and audit opinions of the firms that are listed on the ISE are available to the public, and thus the researchers. Because of this constraint the studies are generally limited to the ISE firms. The data were collected from the audited financial statements and their accompanying notes including the audit reports. Those statements were uploaded from the website of the İstanbul Stock Exchange. In the study some debt, profitability, liquidity ratios and firms size used as firms specific characteristics. Audit firm size and changes in accounting and auditing standards are also used in the analysis. The process of audit opinion formation is a complex procedure. There are many factors, many of those limited in the working papers of auditors,affecting audit formation. Thus understanding some significant public available factors affecting modified audit opinions would be a significant mean for crediting auditors’ opinions. It is aimed to form a model based on some firm and auditor specific characteristics to explain modified audit opinions given in Turkish capital market. The model would serve audit report readers in realizing the potential factors influential on the opinions given, and estimating the a priori audit opinion. Keywords: Audit Report, Audit Opinion, Qualification, Turkey, Regulation, Audit Firm Size. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564