Exploring Intermediate Students' Attitude Towards Learning English in Government Colleges of District Naushahro Feroze

Abstract

This study investigates students' attitudes toward learning English in the government colleges of District Naushahro Feroze. This research follows Gardner's (1985) framework. The data is collected from 20 students enrolled in the colleges across Naushahro Feroze through semi structured interviews using a qualitative research method. The result shows that participants believe integrative and instrumental orientations are the most influential reasons for which they learn English, and that educational factors (teachers/lessons/curriculum/society) influence the students' attitudes to learn English at intermediate students in government colleges of district Naushahro Feroze either positively or negatively.
In addition, the findings of this research reveal that the majority of language learning students in colleges across Naushahro Feroze hold a positive attitude toward learning English in behavioral, cognitive, and emotional learning areas. Students recognize English as a crucial language for academic and career advancement. Moreover, they express a strong desire to improve their language skills and acknowledge the importance of English in the modern world. These findings highlight the need for implementing effective strategies to overcome challenges and create a conducive learning environment for language learners.
Furthermore, Baurn's model was applied to analyze the collected data; the findings show that both male and female students have the same perception regarding language attitudes. The significance of this research lies in its potential to help policymakers, educators, and other stakeholders involved in English education in Naushahro Feroze.