Faculty Of Education, Humanities, And Well Being

English For Research Foundation (DWIR 120)

DEGREE

JAN – APR 2023

Assignment 2: Resding Response

Student Name:MD SHAHINUR ALAM

Student ID: 2022.8.BBA03.0024

Student Name: JONAID MD FAZLE RABBI

Student ID: 2023.1.BBA03.0012

Student Name: Riaz mahdum

Student ID: 2022.5.ICT06.0004

Student Name: Nusrat Sultana Trisha

Student ID: 2023.1.BBA03.0018

Jang Ho Lee and Yuen Yi Lo's research on the attitudes, motivation, and competency of English as a
Foreign Language (EFL) students in Hong Kong strives to better understand the connections between
these factors. The study used a quantitative research approach to gather information from 120 EFL
students at a university in Hong Kong. The research concluded that students' perspectives on classroom
language choice positively impact their desire to learn English as a foreign language. Students of English
as a Foreign Language (EFL) benefit most when they have a favorable impression of the language's
usefulness in the classroom. The level of English competence of EFL students was shown to be favorably
correlated with their levels of motivation. Students with a strong want to learn often do b etter in the
language. Moreover, the research found that there is a link between how students feel about classroom
language choice and how well they do in English as a foreign language. Students learning English as a
foreign language who have a favorable outlook on the language in the classroom often show more
progress in learning the language. The results of the research indicate that encouraging students to speak
English in the classroom may boost both motivation and language skills among EFL students.

Participants, Methodology, and Findings

A total of 120 EFL students at a Hong Kong university participated in the research performed by Jang Ho
Lee and Yuen Yi Lo. Convenience sampling was used to pick the participants, who varied in age from 18
to 30. Those who took part in the research needed to have studied English for at least four years. Using a
quantitative research strategy, a questionnaire was used to compile the study's findings. There were three
distinct parts of the questionnaire that was utilized for the research. Attitudes about language options in
the classroom were gathered in the second segment, while basic personal information was gathered in the
first. Test of Interest and English Proficiency Test was the third component. An online survey was given to
120 English as a Foreign Language (EFL) students at a Hong Kong institution. Descriptive statistics,
correlation analysis, and regression analysis were used to examine the data. Pearson's correlation
analysis was used to look at how different factors, such as how open to experimentation students were,
affected their motivation and how well they did in the target language. The research pointed out that
opinions on classroom language choice correlated positively with their willingness to learn English as a
foreign language. Students of English as a Foreign Language (EFL) benefit most from teachers who
encourage and support their use of English in the classroom. Having the desire to study English is directly
correlated with success in the language. English proficiency tends to rise among highly motivated students.
Learners' confidence in their language skills increases in tandem with their openness to experimenting
with many languages in the classroom. Students of English as a foreign language (EFL) who have a
favorable outlook on the language in the classroom are more likely to achieve linguistic success. Motivation
and thoughts on language choice in the classroom account for an additional 27.9% of the variation in EFL
students' English competence.
Comparison of Details in the Research Paper

Several research studies that examine the connections between EFL students' perspectives on classroom
language use, motivation, and proficiency have certain similarities, but each has its own unique study
question, methodology, sample size, data analysis, and conclusions. There was a variety in the research
methods used, such as the incorporation of both quantitative and qualitative techniques in a single study.
The strengths of the work lie in its investigation of a topic crucial to the success of EFL students in the
classroom, namely the influence of students' beliefs about their own language competence on their desire
to learn and their ability to succeed in class. The study's validity and reliability were strengthened by the
use of a quantitative research design and statistical analysis to discover the interrelationships among the
variables. Using a convenience sampling strategy provided a large sample, which in turn increased the
study's external validity. However, some weak points of the research are that the findings may not be
extrapolated to other situations given that the research was only done at one institution in Hong Kong. The
research relied on self-reported data, which may not fully represent the participants' opinions and actions
due to social desirability bias. Prior language learning experiences, cultural background, and individual
variations were not investigated in this research, although they might have an impact on EFL students'
motivation and competency.

Explanation of the Relevance of the Article

An exploratory study on the relationships between attitudes toward classroom language choice, motivation,
and proficiency of English as a Foreign Language (EFL) learners by Jang Ho Lee and Yuen Yi Lo is
pertinent to the topic of English for research foundation because it emphasizes the significance of fostering
a constructive outlook on the use of English in the classroom and the effect this has on EFL students'
motivation and proficiency. Knowing how to communicate effectively in English is essential for achieving
success in academic and research settings given that it is the language of research. To help EFL students
improve their language abilities and build confidence in using English in the classroom, the article also
covers the value of creating a supportive classroom atmosphere that promotes the use of English. The
essay also highlights the need of researching and comprehending the interconnected web of factors that
influence students' decisions to learn a language, their desire to do so, and their level of success in doing
so. This study's results may help teachers and researchers in English for research foundation programs
by shedding light on what influences EFL students' linguistic growth and competency. The suggestions
presented here may also be used as a basis for developing and implementing successful English language
teaching programs that foster an encouraging classroom setting, boost students' enthusiasm, and raise
their level of competence. In general, these concepts might be helpful for academics who teach and study
English as a foreign language. Teachers may help their students become more fluent in the target
language and more successful in academic and research settings by implementing these principles into
language education programs.