Arab World English Journal (AWEJ) Volume 12. Number4 December 2021 Pp. 142-152
EFL Learners’ Language-Specific Time Attitudes
Majid N. Al-Amri
Department of Curriculum and Instruction
College of Education,Taibah University, Madinah, Saudi Arabia
Received: 8/11/2021 Accepted: 10/26/2021 Published:12/15/2021
The present study investigated the time attitudes (TAs) of EFL learners and their willingness and preference to share their TAs with peers and EFL instructors. Limited research has explored willingness and preference to share their TAs —a distinct and meaningful part of their temporal perspective that encompasses their positive and negative feelings about the past, present, and future experiences of English language learning. Participants were 229 students of technical and administrative diploma programmes at a Saudi industrial college in the western region of the country. Data were collected through questionnaires. Findings indicated that (1) students’ responses differed mostly on feelings about the past; (2) participants are more willing to share their feelings with peers than with instructors; (3) students are more willing to share with both peers and instructors their combined past, present, and future experiences; (4) students prefer to share their feelings about their present experiences with peers and instructors compared to their past or future experiences; (5) students prefer to share with peers both negative and positive feelings about their past, present, and future experiences; and (6) students prefer to share only negative feelings with instructors.
Keywords: English as a Foreign Language, foreign language education temporal perspective, language learning motivation, language-specific time attitudes
Cite as: Al-Amri, M. N. (2021). EFL Learners’ Language-Specific Time Attitudes. Arab World English Journal, 12 (4) 142-152.
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