Arab World English Journal (AWEJ) Volume 12. Number4   December 2021                                Pp. 142-152
DOI: https://dx.doi.org/10.24093/awej/vol12no4.10

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EFL Learners’ Language-Specific Time Attitudes

Majid N. Al-Amri
Department of Curriculum and Instruction
College of Education,Taibah University, Madinah,  Saudi Arabia
Email: majid_yic@yahoo.com

 

 

Received: 8/11/2021                      Accepted: 10/26/2021                   Published:12/15/2021

 

Abstract:
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.
DOI: https://dx.doi.org/10.24093/awej/vol12no4.10

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Received: 8/11/2021
Accepted: 10/26/2021 
Published: 12/15/2021
https://dx.doi.org/10.24093/awej/vol12no4.10 
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Dr. Majid N. Al-Amri is an associate professor of TESOL/bilingual education and applied linguistics at Taibah University, Saudi Arabia. https://orcid.org/0000-0002-4528-0486