CHAPTER I

CONCEPTUAL FRAMEWORK

1.0 INTRODUCTION

The internet has revolutionized the computer and communications world

like nothing before. The invention of the telegraph, telephone, radio, and

computer set the stage for this unprecedented integration of capabilities. The

internet is at once a world-wide broadcasting capability, a mechanism for

information dissemination, and a medium for collaboration and interaction

between individuals and their computers without regard for geographic

location. The internet represents one of the most successful examples of the

benefits of sustained investment and commitment to research and development

of information infrastructure.

Education is the powerful tool which helps to modify the behavior of the

student according to the needs and expectancy of the society. Student’s attitude

is an integral part of learning and that it should, therefore become an essential

component of second language learning pedagogy.

Attitude towards learning is believed to influence behaviors such as

selecting and reading books, speaking in a foreign language etc. Especially in

education, if the students have positive attitude towards any subject, they can

achieve many things in that specific area. There is an interaction between

language learning and the environmental components in which the students

were grown up. Both negative and positive attitudes have a strong impact on

the success of language learning.

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1.1 ATTITUDE

Attitudes are the prime movers of thought and action. Attitude is the

broad term covering almost all the important field of human knowledge. An

attitude is an expression of favor or disfavor toward a person, place, thing, or

event (the attitude object).

1.2 DEFINITION OF ATTITUDE

Gordon Allport

Prominent psychologist ‘Gordon Allport’ once described attitude as "the

most distinctive and indispensable concept in contemporary social

psychology." Attitude can be formed from a person's past and present. It is also

measurable and changeable as well as influencing the person's emotion and

behavior.

Jung

Jung’s definition of attitude is:  “a readiness of the psyche to act or

react in a certain way” Jung, (1921) According to him, attitudes come in pairs.

1.3 INTERNET

The internet is a global system of interconnected computer networks that

use the standard Internet protocol suite (TCP/IP) to link several billion devices

worldwide. It is a network of networks that consists of millions of private,

public, academic, business, and government networks of local to global scope,

linked by a broad array of electronic, wireless, and optical networking

technologies.

The internet carries an extensive range of information resources and

services, such as the inter-linked hypertext documents and applications of

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the world wide Web (www), the infrastructure to support email, and peer-to-

peer networks for file sharing and telephony.

Most popular applications for communication are the email itself, web

sites, messenger such as Yahoo Messenger or MSN Messenger, phone calls

on Skype, messages from an ATM to a bank, etc.

1.4 DEVELOPMENT OF INTERNET

The interconnection of regional academic networks in the 1980s marks

the beginning of the transition to the modern Internet. From the early 1990s,

the network experienced sustained exponential growth as generations of

institutional, personal, and mobile computers were connected to it.

The funding of a new U.S. backbone by the National Science

Foundation in the 1980s, as well as private funding for other commercial

backbones, led to worldwide participation in the development of new

networking technologies, and the merger of many networks.

 Though the internet has been widely used by academia since the 1980s,

the commercialization of international network resulted in its popularization

and incorporation into virtually every aspect of modern human life. As of

December 2014, 37.9 percent of the population have used the services of the

internet within the past year; over 100 times more people than were using it in

1996 internet use grew rapidly in the west from the mid-1990s to early 2000s

and from the late 1990s to present in the developing world. In 1994 only 3% of

American classrooms had access to the internet, while by 2002 that figure was

92.

Most traditional communications media, including telephony and television,

are being reshaped or redefined by the internet, giving birth to new services

such as voice over internet Protocol  and television. Newspaper, book, and

other print publishing are to adapting website technology, or are reshaped

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into blogging and web feeds. The entertainment industry, including music,

film, and gaming, was initially the fastest growing online segment.

1.5 IMPORTANCE OF INTERNET

Internet is very famous nowadays for satisfying people with various

services related to various different fields. It is a very versatile facility which

can help you in completing many tasks easily and conveniently with few clicks.

It can be any work of daily usage or any specific service which needs a lot of

research and formalities to be done beforehand. Almost everything is now

available over internet in this age of advancement of technologies. It is in

general practice nowadays for a person to look for a particular solution over

there and getting satisfied with the appropriate solution. One can get

information on any particular thing around the world using internet facility.

Along with the facility of finding various services over internet, one of

the most important and popularly rising topics of general interest nowadays is

social networking websites. It is very common for people to use

social networking websites nowadays to be in regular contact with their friends

and relatives over internet. They are made very easy to understand, having a

great user interface so as to attract as many people as possible.

1.6 INTERNET AND ITS SERVICE

Internet is open for 24 hours a day, one can find any information what

he needs using internet. As well as current events and blogs, information

about almost any subject is available in depth and up to date. This is

incredibly valuable for every subject we can imagine. Almost every college

and government research organization is ‘on the web’, along with libraries,

educational institutions, associations, and many commercial directories and

sites.

INTERNET IS MAINLY USED FOR

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Sharing and collecting information.

The internet e.g., World Wide Web, email, instant messaging, offers significant

advantages for its users, example, sharing and collecting information, searching

for jobs, communication, and entertainment. Vast quantities of information of

different types are stored on the internet. Usually, the information on the

internet is free of cost and is available 24 hours a day.

In addition, the internet provides its users with the latest news of the

world and most of the newspapers are available on the internet, which are

periodically or immediately updated with the latest news (Rice, 2006). Thus,

internet users can almost instantaneously learn about news events, read news

articles or opinions about world events, and share this information and their

own thoughts with others like themselves.

Searching for jobs.

People can now search for different types of jobs all over the world

and can often apply for the required job using the internet. Most of the

organizations and departments advertise their vacancies on the internet. A

range of search engines are also used to search for jobs on the internet.

Communication and entertainment.

People around the world can now quickly communicate with each

other through the internet using a range of applications: chatting, video

conferencing, email, and internet telephone. The internet also provides different

types of entertainment. Internet users can play games with other people in any

part of the world, watch movies and listen to music can also form new

relationships on the internet.

1.7 INTERNET IN EDUCATION FIELD

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In the last two decades rapid developments in information technology, such as

the internet, have made considerable and dramatic impact on contemporary

educational practice. For example, the web-based learning where educators

integrate the internet into instructional practice can not only provide learners

with distant, interactive, broad, individualized and inquiry-oriented learning

activities, but also promote their knowledge construction and meaningful

learning.

1.7.1 INTERNET USE WORLDWIDE

In recent years, the number of internet users has increased worldwide. In 2011,

30.2% of the world’s populations were internet users (2,095 million). Of those,

44% were in Asia, 22.7% were in Europe and 13% were in North America. As

the internet is broadly used for educational purposes, learners may have more

rich experiences of utilizing the internet.

FIGURE-1: Internet users by Language

However, while students have increasingly more opportunities to utilize

the internet to enhance their learning outcomes, studies about the nature of

learners’ web use have not kept pace with their usage of the internet.

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As a result, the nature of students’ web use, such as their perceptions,

attitudes and self-efficacy toward the internet, should be highlighted by

educational researchers.

Undoubtedly, appropriate

attitude toward the internet is a

prerequisite for successful

internet based instruction.

FIGURE-2:

Website Content

Language

Previous studies have revealed that the attitude toward a new technology

plays an important role in its acceptance and usage. For example, students’

attitudes toward the internet may influence their motivation and interests

toward learning to use the internet, or vice versa, over the past decade,

researchers have largely explored learners’ attitudes towards computers.

However, comparatively fewer studies have been conducted to investigate

students’ attitudes toward the internet.

Moreover expectations about computer literacy among students are

changing. As computers has become more powerful, it is assumed that

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educational institutions will help students learn to use this hardware and

software. As computers have become more readily available, the computer

literacy expectations of students even in the primary grades have arisen.

Internet is playing an important role in transforming the library system

and the way in which we view the library resources and the library services.

With the help of web based library services in developed countries, users are

attended round the clock. Internet provides links to various library sites,

specializing in almost every topic and they can be accessed directly from any

part of the world. As the libraries are going web based more and more libraries'

are becoming accessible via libraries' web pages.

With an internet connection, a student in any university of India can

browse through the documents in computers of US National libraries or

elsewhere in the globe. The Net therefore, provides instant access to billions of

information sources which include books, reports, journals, video films, sound

recording and wide variety of other sources. The library and information

professionals have a vital role to play in organizing the information and

bridging the information gap.

1.8 ENGLISH LANGUAGE

‘English Language is ours by historic necessity’- Pandit. Nehru. English

has been holding and will continue a unique position in India. No, doubt,

English is a language borrowed from six thousand miles away in an entirely

different nation. But this does not mean that we have no relationship with it.

Even today it has been dominating the whole essence of the past. It is, in fact

the language of world organization.

Its richness, its flexibility, its elegance, its dignity seem to have made

it universally popular. Mahatma Gandhi in an article ‘thoughts of National

Language’-he expresses that,” I hold its knowledge as a second language to be

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indispensable for specified Indians who have to represent the country’s interest

in the international domain I regard the English language as an open window

for peeping into western thought and sciences”. In the Era of globalization,

students’ attitude of internet and their English language plays a significant role

in the attainment of educational goals. Therefore wide appliance of internet

usage and basic knowledge of English language help the students in their

learning.

1.9 DEFINITIONS OF LANGUAGE

"Language is naturally used to define social identity, and conformity to

the norms of a particular language variety is an expression of group

membership"

According to Bernard Bloch, “Language is a system of arbitrary

symbols through which a social group cooperates”.

According to Sapir, “Language is a purely human and non-

instinctive method of communicating ideas, emotions, and desires

by means of a system of voluntarily produced symbols”.

1.10 LANGUAGE ATTITUDE

Language attitudes vary in nature. People show attitudes of varying

nature such as attitude to the variation of language; attitude to minority

language and dominant language; attitude to foreign and second language;

attitude to a specific language etc.

Whatever the nature of attitude, it has two components (Baker, 1992):

1. instrumental and

2. integrative

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Instrumental attitude

Refers to Instrumental attitude refers to showing attitude to a

particular language for self-achievement and recognition. As Hohenthal

(2003) reports that attitude to English in India is instrumental.

Integrative attitude

Integrative attitude, on the other hand, concerns someone’s attachment with a

particular speech community. People show such attitude in order to be

identified as a member of the desired community.

1.11 ATTITUDE TOWARDS ENGLISH LANGUAGE

Attitude towards English language exhibits the instrumental motive of

the people: language for better education and job opportunity as well as a

marker of 'global status.' It is apparent from these studies that people show their

concern of attachment to particular languages or speech communities for their

individual or community success, achievement, power and status. But whether

people are concerned with either integrative or instrumental or both the

perspectives, their perceptions are complementary to each other.

1.12 IMPORTANCE OF ENGLISH

English is perceived as a useful language because it acts as a tool to achieve

high status, economic advantage and basic security and survival.

1. English as an official Language of administration

English has been the official language of the country for more than

200 years. It has been declared as the Associate official language of the Union

for an indefinite period by an Act of Parliament in 1963.As such, it dominates

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the administrative business at the Centre as well as in the States. All the

administrative work is done in English throughout country.

2. English as a language of international trade and industry

English dominates the fields of trade and industry, in the country,

because of most of the work in these fields is carried on in English.

Maintenance of accounts, audit, and correspondence are done in English.

3. English in our social life

English plays an important role in the social life of the country .They are

highly educated and sophisticated sections of our society find it more

convenient to talk in English. They write letters in English. Invitation cards and

marriage cards are printed in English and social functions also exist in English.

4. English as a window on the modern world

Pandit Nehru has rightly said, “English is our major window on the

modern world”. English is a window through which we can see the scientific,

technological, agricultural and commercial developments taking place in the

world. English is the only language through which we have the utilized essence

of modern knowledge in all fields of human activity.

5. English as a Link Language

English is a link language in India. It is the only language which is

understood by people in all the states. Though Hindi is our National language,

yet it has not been successful in taking the place in English. In the absence of

English a person from TamilNadu is not able to communicate with a person

from Bihar.

6. English in Indian educational system

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English plays an important role in the field of education. It is taught

compulsorily in most of the states in our country. It is the medium of

instruction in the public schools, technical, medical, law and other institutions.

A large number of English Medium schools are coming up. There seems to be

a sudden increase in craze for such schools .Several state departments of

education are attempting now to introduce English on the third year of a child’s

education. Several teaching centers of English language and Regional institutes

in English have been set up in order to train teachers of English in new

methods and techniques of teaching English.

7. Foreign Language already known to Indians

English is a language prevalent in our country very long. Many people

already know this language. So the idea that Indian should learn some other

language-may be French or Russian does not suit. For learning some new

language, everybody will have to make efforts from beginning. As far as

English is concerned, people know it already. Pt. Nehru once said regarding

English language, “we know it good deal and we have people who can teach

it”.

8. Rich and Beautiful Language

English is indeed a very rich and beautiful language. A writer can

express his thoughts wonderfully by using the choicest words and idioms of

this language. Every sort of thought whether simple and profound or plain or

high English can be nicely expressed by using very simple English .English has

undoubtedly a highly developed literature. Both in the quantity of the thoughts

and the quality of style this language is unrivalled.

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9. Knowledge of English-A successful passport for employment

The knowledge of English as we know from the social condition

prevailing all around provides a privileged position to a person. There are so

many jobs for which a person with a good knowledge of English is considered

to be an asset. The prospectus of employment is there, not only is our own

country but also in other countries of the world.

1.13 IMPORTANCE OF ENGLISH AT THE INTERNATIONAL

LEVEL

English is the best tool available for international communication.

English was once and only the native language of England. But now it is not

so.

“By accidents of history and by rapid spread of industrial development,

science, technology and international trade and by explosion in the speed and

ease level English has become a world language”.-F.G.French.

It is the means of international communication. About 300 million

people use English as their first language and another 300 million people know

it. The official language commission has pointed out that English is the key to

the store house of knowledge. It is also a special tool for spreading Indianism

abroad.

1.14 GLOBAL STATUS OF ENGLISH LANGUAGE

People have positive attitudes towards English language. They reported

that they like English language and they like those who speak English. They

were of the opinion that those who speak English create good impression.

Students reported that they recognize the global status and importance of

English language in this era of globalization and global communication

network.

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It is realized that knowledge of English offers advantages in this era of

globalization when getting a good job, securing a better social position and

personal establishment is very competitive.

It shows people want to choose and use more English in the domain of

media, office and education. Though people supported increase in the use of

English language but they did not want exclusive use of English rather they

wanted that English and Tamil should go hand in hand in their use in different

domains.

As far as education domain in concerned, the people and students

opinion was that English should be the medium of instruction in tertiary studies

and they need English in order to succeed in higher education.

1.15 ROLE OF ENGLISH LANGUAGE IN PRESENT SCENARIO

Education is a process of enlightenment and empowerment by which the

individuals are able to secure a better quality of life. Today, education is

global and a multipurpose social service, which must reward human

resourcefulness, commitment and freedom. The present day education is

aimed at the growth of body, mind, intellect and soul. Children are humanity's

greatest asset. Hence a new vision of human greatness must be instilled in

them. Many children go out of our country in pursuit of higher education.

Hence we should welcome modern knowledge based on age old culture. It is a

widely accepted fact that knowledge must be acquired and supplemented by a

life-long relearning and retaining system.

English language is realized as a link language with global significance

and also the most spread language in the world. In India it is now an Official

language in addition to Hindi. Students at the school level need to acquire

better proficiency in English along with the learning of other subjects like

Mathematics and Science. With the changing times, expectations of the

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society about the role of students and demands on them also changed. A very

perceptible change came with the advent of industrialization and society is in

need of trained meritorious personnel who can effectively contribute to the

productivity and manufacture of a variety of goods as well as run the

administration. This culture also exposed the need for 'trained persons' with

desired capabilities and skills to fulfill diverse tasks. Hence there is a

tremendous pressure to see that all students acquire requisite qualifications or

degrees that lead to the best kind of employment, thus leading to the

importance of imparting knowledgeable and updated education.

A degree is no longer a necessary and sufficient qualification if it is not

imparted with competency. This cannot be attained if the student does not

adapt himself to the exposure of the emerging 'era of knowledge' The students

need to have a channel of communicating with other schools, colleges and

Institutions for which the knowledge of English plays an important role.

English language also plays a significant role right at the school

levels where a child tastes the sweetness of the literary language and develops

an interest in it and inculcates the habit of book reading. English as a subject

helps a lot to get one into the habit of book reading as most of the books are

written in that language. Reading a good book can get one enter a different

world of relaxation. The cross cultural communication helps bring in the

confidence in the child and urges him to improve his skill in communicating

with various people and encourages them to handle complex concepts with

ease. In a period of globalization and modernization English language learning

enables in transferring the individuality of a child into a personality. Hence

one has to be honest, sincere and dedicated in learning all the subjects equally

and update his knowledge by referring various books for which again English

language learning plays a key role.

To survive in modern society English language learning is as important

as water to us. It is also identified to be one of the factors for many graduates to

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be unemployed. The unemployed graduates are urged to polish up their

knowledge in English and Communication skills to better equip themselves.

This can be better achieved only if the students begin to learn the language with

keen interest at their school level paying equal efforts along with learning other

subjects or the key subjects. This holistic approach imparts an education with

intellectual expansion by which one can stand on one's feet. The school

environment enables the child to attain changes with the changing times and

attain his noble objectives if he contributes his mite to improve himself in the

English language

1.16 ENGLISH AS A SECOND LANGUAGE

English is perceived as a useful language because it acts as a tool to

achieve high status, economic advantage and basic security and survival. An

Attitude to language is a construct that explains linguistic behavior in

particular. It may be positive or negative as well as instrumental or integrative.

It varies from favorably to unfavorably or vice-versa in language learning and

acquisition, choice and use of language in different domains and hence, it is

important in the question of survival and development of a particular language

and in the chances of success in language policy implementation

English here it stands as a second language for other native language

speaking person. The cultural and literal goals are minimized. In the present

day context in India, the learner of English may have to use English for

purposes of communication oral or written, in his or her day to day life in the

office, in the market place, in the bank and sometimes even in social

gatherings. English is used as a secondary vehicle of communication within

one’s own culture and social context.

Similarly, a Tamil user may learn Hindi as a second language. Hindi

belongs to the Indo-Aryan family of languages and Tamil to the Dravidian

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family, but both are languages used within the cultural context of the Indian

sub-continent.

On the other hand, though an Indo-European language, is somewhat different

in the degree in which it is related to India’s culture. English is not as

intimately interwoven with the culture of the Indian sub-continent as Hindi or

Bengali or Tamil, the rural texture has not taken English as part of its mental

make-up.

Still, English is different from French or German or Italian, on the one

hand, and Hindi or Malayalam or Guajarati the other-English has a unique

status neither Indian nor foreign. Thus is why the constitution treats it as an

‘Associate Language’.

Each branch of English teaching has become a specialize field. Business

English, for example, is becoming more popular in India and three is a great

demand for effective Programs. Each area has its own theory, practice

terminology, publications, practitioners, and organizations. English teaching is

big business indeed.

With the introduction of diarchy at the provincial level in 1921,

education passed on to the hands of elected representatives of the people. Then

the modern Indian languages became the media of instruction and secondary

school level. At the wake of the Independence Hindi replaced English as the

National Language.

English plays the role as the medium of Science and the medium of

interstate and international communication. Still the regional languages are

completely ready to take over as the medium of instruction in the science and

technological subjects. English will be medium at the higher level.

1.17 COMMITTEES AND COMMISSIONS

Committees and commissions have produced loud reports with hardly

any results. There are no clear cut directions or co-ordination among the

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agencies that are to implement the policies-even the major recommendation of

specialist bodies.

For example, the University Education Commission (1950) says that

English has ‘become so much a part of our national habit’ and also points out

that use of English language divides the nation into two nations.

The Kothari commission said that English should continue as a library

language and as a channel of international communication and that a

reasonable degree of proficiency in English was to be stipulated as essential for

the award of a degree with regards to the study of English the commission

made two important points:

a. English should be the medium of instruction in all major

universities and

b. Special units should be set up for teaching English as a language

skill, as distinct from teaching it as a literature. This evidently was in

view of the emphasis on English as a library language and as a

vehicle of international communication.

In practice, however, different states in India start English in different classes

in government schools.

1.18 NEED FOR AND SIGNIFICANCE OF THE STUDY

Internet enhances students’ perceptions and their need over the internet

for their higher education. It will also explore students’ confidence and

happiness while they communicate with others through internet. English makes

the students ease to surf the internet. It also helps the students to acquire the

internet skills in order to move rapidly in the field of education. Without

English language, surfing the internet is difficult. Thus English stands as a

universal Language. Lack of knowledge in English is one of the most severe

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factors that cause polarization. Hence, this present study is needed to bring out

the attitude of college students towards internet and English Language.

1.19 STATEMENT OF THE PROBLEM

The statement of the problem is entitled as ATTITUDE TOWARDS

INTERNET AND ENGLISH LANGUAGE AMONG COLLEGE

STUDENTS.

1.20 OPERATIONAL DEFINITIONS

Students’ attitude towards internet

In the present study ‘students attitude towards internet’ refers to,

the psychological behavior of students i.e. their anxiety, comfortability,

confident and the feel of happiness while using computer or

communicating with others through internet.

Students’ attitude towards English language

In the current study, ‘students attitude towards English’ refers to,

students perception and impression of English language, global status and

importance of English language, the instrumental value of English

language and students choice of language in education domain.

1.21 OBJECTIVES OF THE STUDY

The objectives of the study are

to find the difference among the college students in their attitudes

towards internet based on select variables viz. Gender, locality, age,

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type of institution, medium of instruction, course of study, and

discipline of study.

to find the difference among the college students in their attitudes

towards English based on the select variables viz. Gender, locality,

age, type of institution, medium of instruction, course of study,

discipline of study.

to discover the relationship between the college students’ attitude

towards internet and towards English language.

1.22 HYPOTHESES OF THE STUDY

The hypotheses of the present study are as follows;

There is no significant difference in the attitude towards internet

among college students’ based on the select subsamples viz. Gender,

locality, age, type of institution, medium of instruction, course of

study, and discipline of study.

There is no significant difference in the attitude towards English

language among college students based on the select subsamples.

viz. Gender, locality, age, type of institution, medium of instruction,

course of study, discipline of study.

There is no relationship between the students’ attitude towards

internet and English language.

1.23 DELIMITATIONS OF THE STUDY

The Present study was restricted to Salem District. Only 300 college

students were included as sample for the study. The following demographic

variables were included in the study like Gender, Locality, Age, Discipline of

study, Medium, Course of study, and Type of institution. The study is confined

to find only the attitude of college students towards internet and English

language.

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1.24 CONCLUSION

Internet is a part of technology in order to catch alternatives on every

areas at competitive environment. It provides us to get efficient and fast

information, establishing contact with everyone and to have a chance for

searching all types of data with its globalization effect. Internet facilities

contribute individual to search lonely in order to get information in a stable and

comfortable way. The study is that attitudes of students about internet by

considering their tendencies emerging with described statements to realize new

generation perspectives who are graduate and post graduate students. At this

research study, attitude scale examines the consciousness of students towards

internet and English language to the sample of students who are at three

hundred. This study is vital because of reflecting current and necessary

applications at education which is using internet and English language in an

efficient way.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

The review of related literature enables the researcher to know what is

known so far and what is unknown. It helps in conceptualizing the problem,

conducting the study and interpreting the findings. It provides the background

for the development of the present study and brings the investigator who

ignores prior research and theory, chances pursuing a trivial problem

duplicating a study already done, or reporting others mistakes exists. The goal

of research contributing to the knowledge base of the field may then never be

realized. Review of related literature is a very important one to provide an

insight into the problem, to familiarize the researcher with the studies

previously done and to make the researcher to adopt suitable design.

All good research and writing is guided by a review of the relevant

literature. The literature review will be the mechanism by which your research

is viewed as a cumulative process. That makes it an integral component of the

scientific process.

2.1 NEED FOR RELATED LITERATURE

Related literature provides knowledge of previous studied so as to

eliminate duplications.

It provides background to a research project and makes the research

project and makes the researcher aware of the issues.

It provides the basis of formulating valuable research hypothesis.

It is very essential for investigator to be up to data in her information

about the literature related to his own problem already done by others.

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It is considered the most important pre- requisite to actual planning

and conducting the study.

2.2 OBJECTIVES OF RELATED LITERATURE

The review of related literature serves the following purpose in conducting

research work.

1) It provides theories, ideas, explanation or hypothesis, which may

prove useful in the formulation of a new probability.

2) It indicates whether the evidence is available solves the problem,

adequately without requiring further investigation. it avoids the

replication.

3) It provides the source for hypothesis. The researcher formulates the

hypothesis and on the basis of available studies.

4) It suggested the method, procedure, source of data statistical

techniques appropriate to the solution of the problem.

5) It locates comparative data and findings useful in the interpretation

and discussion of results. The conclusion drawn in the related studies

may be significant compared and may be used as the subject for the

findings of the study.

It helps the developing experts and general scholarship investigator in

the area investigated. It contributes towards the accurate knowledge of the

evidence or literature, in one area of activity is a good avenue towards making

oneself. This knowledge is an institution of higher learning or a research

organization.

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2.3 STUDIES RELATED TO ATTITUDE TOWARDS INTERNET

Palesh, Saltzman K, et al, (2004) did a study on” Internet use and

attitudes toward illicit use of the internet in a sample of Russian college

students”. The sample comprised of 198 students was recruited from a

university in Moscow. Each participant completed a survey assessing

demographic characteristics, internet use, and attitudes towards engaging in

illicit behavior’s over the internet. About half of the students reported that they

used the internet at least several times a year, with 8% reporting daily use of

the internet. Among internet users, the main purpose was for school-related

activities (60%), followed by e-mail (55%), entertainment (50%), chatting

(24%), and searching for pornography .The results of this study suggest that

these Russian college students predominately use the internet to help with their

schoolwork, to communicate with others, and for entertainment. These results

also suggest that interventions may be useful to change attitudes endorsing

illicit uses of the internet.

Bashir, (2006) conducted a study on “Internet Use Behaviour and

Attitude of College Students: a Survey of Leadership Colleges' Network”. This

study analysed that internet is an inseparable part of today's educational system.

The academic increasingly depends on the internet for educational purposes. A

majority of academic and research institutions provide internet service to

students, teachers, and researchers (Kaur, 2008). In recent years, use of the

internet has also increased in Pakistan. Policymakers in Pakistan have given top

priority to the information and communication industry and have taken a

number of favourable steps such as establishing IT policy and investment in IT

infrastructure, fibre optic access, software technology, human resource

development, and launching of e-government projects. Internet access is

24

available in 1,700 cities and towns in Pakistan. In developed countries, a lot has

been written on information seeking behaviour. Such research is required for

users in Pakistan. This study is an attempt to investigate the internet use

behaviour and attitude of intermediate and bachelor's level students of the

Leadership Colleges network in Punjab.

Tran, Thuhang and Ward, Cheryl B. (2007) explored “Student

Attitudes toward International Business and the Internet”. Internet as a learning

tool in the International Business (IB) curriculum is widespread because of its

informational and multimedia benefits. This research becoming more explores

the relationship between student attitude toward the internet and toward IB

with four performance measures (i.e., objective, expected, behavioural, and

attitudinal) and affect toward international learning to determine the

effectiveness of Internet-based assignments. The results indicate that Internet

attitude did not have a significant impact on any of the performance measures

and had a negative significant relationship with international learning affect.

However IB attitude had a significant positive relationship with expected IB

grade, assignment enjoyment, and international learning affect as well as a

significant negative relationship with assignment finishing time. The

interaction effect of the two attitude measures was only positively related to

assignment enjoyment. This study shows that student IB attitude is more

pertinent than their Internet attitude when applied to student performance and

international learning affect. At best, a positive Internet attitude can amplify an

existing positive IB attitude, and at worst, it may dampen international learning

affect.

Oral, Behcet, (2008) evaluated Student Teachers' Attitudes toward

Internet and Democracy. The aims of this study were to find out (1) how

student teachers' attitudes toward Internet affect their attitudes toward

democracy, (2) how student teachers' attitudes toward democracy are in terms

of their purpose of using Internet and (3) benefits provided by the Internet. The

25

research is carried out in Ziya Gokalp Education Faculty at Dicle University

during 2005-2006 academic year by the participation of 440 student teachers in

total. "Likert Type Attitude Scale toward the Use of Internet," was used to

determine the student teachers' attitudes toward the Internet and "The Attitude

Scale toward Democracy" was used to find out the attitudes of the student

teachers toward democracy. A positive significant correlation was determined

between subscales ("using Internet in teaching," "using Internet in research,"

"liking to use internet in teaching," "using Internet in communication" and

"using Internet in sharing information") of attitude scale towards using Internet

and subscales ("inclination to democracy," "devotion to democracy “and

"qualities of democracy") of attitude scale towards democracy. However, a

negative significant correlation is found between the attitudes of student

teachers toward "using Internet in teaching," "using Internet in research,"

"liking to use Internet in teaching" and "negative view to democracy."

According to student teachers' purpose of using Internet, the difference

between their attitudes towards "devotion to democracy" and "qualities of

democracy" is significant. In addition, the difference between their attitudes

toward "devotion to democracy" is significant in terms of the benefits provided

by Internet.

Rehman, Kashif-Ur- and Hunjra, et al (2009) conducted a study on

“Students’ attitude towards the uses of internet”.  Internet is a useful tool for all

in a technologically advanced world. Internet use for education is very

important. It is now in practice to teach school to college to get more out of it.

In this study, the emphasis is given on the most important success factor that

investigates about Internet usage by students of the University, whether it is an

effective learning tool for students and teachers and also examines the level of

use Internet and whether the Internet is useful for distance learners. The sample

of the data is taken from the universities of the twin cities (Islamabad and

Rawalpindi). The quantitative technique for data analysis was SPSS. The

results reveal that most students find that the Internet knowledge is essential for

26

students and teachers. Above all respondents in the questionnaire that students

feel comfortable using the Internet and provides substantial information and

half of those surveyed felt that Internet use is difficult in school. Results show

that the Internet is easier to use then the collection of research tools, while the

Internet is very important. It is recommended that students should align their

potential for significant and positive use of the Internet. Further it is

recommended also to educate students to use basic Internet tools.

Chou, Chien; Wu, Huan-Chueh; et al, (2011) conducted a study on”

Re-Visiting College Students' Attitudes toward the Internet-Based on a 6-T

Model Gender and Grade Level Difference”. The purpose of this study was to

propose a 6-T model (Tool, Toy, Telephone, Territory, Treasure of

Information, and Trade) to explore college students' Internet-related attitudes,

and to examine whether gender and grade level make any difference in their

attitudes. Data from 1069 participants were collected from 96 Taiwanese

universities and colleges. A Confirmatory Factor Analysis validated the

proposed 6-T model and shows that it can well explain the 6-T factors. Each

T's magnitude of path coefficient shows that for these college students, the

most recognized factors were Tool and Toy, followed by Treasure of

information, Territory, and Trade, and that the least weighted factor was

Telephone. Male students seem to have had a more positive attitude toward the

Internet-related Toy and Telephone dimensions than did female students, and

graduate students seem to have had a more positive attitude toward the

Internet-related Tool, Information, and Trade dimensions than did

undergraduate students. This study discusses limitations, future research

directions, and implications for college educators and administrators.

Yang, Hui-Jen; Lay, Yun-Long (2011) explored a study on

“Analysing Affecting Factors and Outcome on Intermittent Internet Pulling

Behaviour in Taiwan's Undergraduate Students”. Nowadays people's lives

heavily rely on Internet facilities. Internet users generally have constant

27

Internet connectivity and intermittently click on sites they want to access even

amidst studying or working. In this study, we sought to examine the factors

affecting intermittent Internet pulling behaviour on undergraduate students.

Furthermore, the relationship between intermittent Internet pulling behaviour

and academic achievement was also investigated. We surveyed 508

undergraduate students by questionnaire to elicit data. The results found prior

network experience, peer influence, and curiosity have separate effects on

intermittent Internet pulling behaviour, but the network efficacy does not

significantly affect intermittent Internet pulling behaviour. Additionally,

intermittent Internet pulling behaviour has a negative influence on academic

achievement. Some implications for research and practice are also highlighted

in this study.

Al Otaibi, Khaled Nahes (2012) undertook a study on”Attitudes

towards the Use of the Internet”. This study investigated the relationship

between the attitude towards the use of the Internet and its cognitive, emotional

and behavioural components. To achieve the objective of the study, the

researcher used the scale of the attitude towards the Internet of a random

sample of students (n = 216) at Teachers College at King Saud University. The

most important result of the study is the attitude that students have towards the

positive use of the Internet. The uses of the Internet involve educational and

cultural purposes, leisure and entertainment as well as purchasing purposes.

Besides, there is the existence of significant differences at the level (0.01)

between high and low Internet users in the general attitude towards the Internet

in favour of the high users of the Internet.

Mubin, Kiyici (2012) made a study on “Internet Shopping Behaviour of

College of Education Students”. Internet is an important facilitator for human

and humans use this medium almost every phase. As a shopping medium,

internet attract human so attract researcher. Younger people can adapt newer

technologies so they can adapt internet as shopping tool. In this research it is

28

tried to define college of education students' online shopping behaviour and

online shopping activities. Research results show that male students teacher are

more familiar and have more positive attitude than female student teacher.

Teacher students, who have more monthly income and have more internet self-

efficacy have positive attitude and intension to shop online. Participants who

have credit card, have more familiarity and less anxiety concerning internet

shopping.

Onen, Aysem Seda (2012) undertook a study on, ”Effects of

Educational Beliefs on Attitudes towards Using Computer Technologies “. This

study, aiming to determine the relationship between pre-service teachers'

beliefs about education and their attitudes towards utilizing computers and

internet, is a descriptive study in scanning model. The sampling of the study

consisted of 270 pre-service teachers. The potential relationship between the

beliefs of pre-service teachers about education and their attitudes towards using

computers and internet was analyzed and the results were evaluated. The result

of the study concluded that there are positive significant relationships between

pre-service teachers' beliefs about education and their attitudes towards using

internet and computers. It was found that there are positive significant relations

also between the progressivism, reconstructions and existentialism sub-

dimensions of the scale of beliefs about education and their attitudes towards

computers. Additionally, the attitudes of pre-service teachers towards using

internet and the progressivism, reconstructions and existentialism sub-

dimensions of the scale of beliefs about education were found to have positive

significant relationships.

Abedalaziz, Chin Hai et al, (2013) conducted a study on “Measuring

Attitudes toward Computer and Internet Usage among Postgraduate Students in

Malaysia”. The aim of this study was to investigate and measure postgraduate

students' attitudes toward the Internet and computer use. Specifically, the

present study sought answers to the following questions: What is the overall

29

profile of postgraduate students' attitudes toward the Internet and computer

use? Do postgraduate students' attitudes toward Internet and computer use

differ in terms of gender? Do postgraduate students' attitudes toward the

Internet and computer use in instruction differ in terms of field of study? Do

postgraduate students' attitudes toward the Internet and computer use differ in

terms of ethnicity? Do postgraduate students' attitudes toward the Internet and

computer use differ in terms of age? A total of 289 postgraduate students

participated in this study. Attitudes scales to assess postgraduate student's

attitudes toward the use of Internet and computer were used. Results reveal

that: (1) participants have a high level perception of the usefulness and their

control of the computer and Internet, (2) no significant differences were found

between participants' attitudes toward the Internet and computer related with

gender, field of study, and ethnicity, and (3) postgraduate student's attitudes

toward computer and Internet usage is age related.

Gumus, Sedan (2013) undertook a study on Investigating the Factors

Affecting Information and Communication Technology (ICT) Usage of

Turkish Students in PISA 2009. Information and Communication Technology

(ICT) has become an indispensable part of the 21st century. Having basic ICT

skills is now seen as an important attribute that members of the young cohort

should possess in order to be successful in life. Thus, countries all over the

world, including Turkey, have attempted to adjust their educational policies to

this new phenomenon of ICT. In this context, this study aims to investigate the

impact of both household- and school-level factors on the ICT usage of

students in Turkey. Given the multilevel structure of the data, the hierarchical

linear modelling (HLM) method was used for statistical analyses. The results of

the analyses show that there are significant differences between schools in

terms of students' ICT usage, both for entertainment and school-related tasks.

These differences, however, are mostly explained by the household-level

factors. The only school-related factor that seems to be important for students'

ICT usage is the student's involvement in ICT-related tasks.

30

Srichanyachon, A. Napaporn (2013) explored a study on” The Use of

Internet of EFL Learners”. This study investigated attitudes toward using the

Internet as a learning tool among students at Bangkok University; students'

expectation of social networks and search engines in learning English, as well

as their perceived usefulness. It also examined their use of the Internet for

learning English. The samples were 198 undergraduate students enrolled in

Fundamental English course at Bangkok University. The instrument in this

study was a questionnaire. Results from the study indicated that the levels of

attitudes toward using the Internet as a learning tool and Internet use for

learning English in general were moderate. The students had positive attitudes

toward using the Internet as a learning tool. The Internet was viewed the best

method to communicate. There were no statistically significant differences at

0.05 level found in students' attitudes toward using the Internet as a learning

tool and their use of the Internet for learning English as classified by gender,

computer ownership, and monthly allowance. As hypothesized, there was a

positive relationship between students' attitudes toward using the Internet as a

learning tool and their use of the Internet for learning English at 0.01 level.

Students having more positive attitudes toward using the Internet as a learning

tool would use of the Internet for learning English more than those with less

positive attitudes.

Deatherage, Scott et al (2014) reported a study on ”Stress coping, and

Internet Use of College Students”. This study examined College students

experience stressful life events and little research exists on the role the Internet

may play in students' coping. The purpose of the present study was to examine

associations among perceived stress, time spent on the Internet, underlying

motives for utilizing the Internet, problematic Internet use, and traditional

approaches to coping. Data were collected from 267 college seniors during

March of 2011. Participants completed an online survey containing measures

of coping, motives for utilizing the Internet, problematic online behaviour,

perceived stress, and background information. Results: Being female, avoidant-

31

emotional coping, and online motive to cope were positively associated with

perceived stress and months since most stressful life event and online motive to

enhance were negatively associated with stress. Conclusions: Professionals

working with college students will benefit from using a nuanced approach to

assessing students' online behaviour, including an assessment of underlying

motives for use.

Geçer, AynurKolburan, (2014) reported “A Study on Information

Search and Commitment Strategies on Web Environment and Internet Usage

Self-Efficacy Beliefs of University Students”. This study addressed the

university students' information search and commitment strategies on web

environment and internet usage self-efficacy beliefs in terms of such variables

as gender, department, grade level and frequency of internet use; and whether

there is a significant relation between these beliefs. Descriptive method was

used in the study. Study group is composed of students attending the first and

fourth degrees in several departments at Kocaeli University. Data collected

regarding university students' information search and commitment strategies on

web environment and internet usage self-efficacy beliefs were analysed using

descriptive statistics, t test and Pearson correlation coefficient. The research

results indicate that students' scores on "elaboration" strategy in the Web

environment and scores of self-efficacy regarding Internet use were at the

intermediate level. Students' educational Internet use self-efficacy beliefs are

moderate according to the highest and lowest points of the survey. The

analyses found that there was a relation between Internet use self-efficacy

beliefs and information search and commitments strategies within the Web

environment. A positive, although low-level, relationship was found between

the "elaboration" factor, which is one of the one sub-factors of search and

commitment among the information strategies in a Web environment, and self-

efficacy with respect to Internet use.

32

Oktem, M. Kemal et al (2014) made a study on”The Usage of E-

Governance Applications by Higher Education Students”. This study aimed to

analyse the factors affecting the Internet usage of university students using e-

governance applications. It is important to examine these factors to understand

why the online citizen participation is not increasing as expected, while

Information and Communication Technologies (ICT) usage is improving in

governance. Governance is an understanding that aims to provide more

efficient and effective government applications. It consists of constructing

interactive relationships between governments and citizens. New information

and communication technologies (ICTs) provide interactive opportunities to

citizens. The methodology of this study consists of data collected by a survey

of 328 university students of Hacettepe University between 2011 and 2012.

The sample is taken from six colleges of this university. Our results show that

factors affecting the usage of e-governance applications are mainly related to

the Internet usage variables rather than socio-economic status of students.

Internet security, Internet usage level, Internet usage ability, and Internet usage

tendencies are independent variables that have significant effects on the

solution of the problem of improving ICTs usage in the processes of

governance.

2.4 STUDIES RELATED TO ATTITUDE TOWARDS ENGLISH

LANGUAGE

Qashoa (2006) undertook a study on ” 1) examining the students’

instrumental and integrative motivation for learning English, and 2)

recognizing the factors affecting learners’ motivation among secondary school

students in Dubai”. Two research tools were used: questionnaire and

interviews. The sample, for the questionnaire, consisted of 100 students. For

the interviews, on the other hand, the sample included 20 students, 10 Arab

English teachers and 3 supervisors. The results revealed that students have a

higher degree of instrumentality than integrativeness. In addition, the findings

33

indicated that difficulties with the subject (English) aspects such as vocabulary,

structures and spelling were found to be the most demotivating factors for the

students.

Young, Ming Yee Carissa (2006) explored,” Macao Students' Attitudes

toward English”.This study described a survey that assessed the attitudes

toward English among university students in Macao five years after it reunited

with the People's Republic of China and ceased to be a Portuguese colony. A

group of 144 Macao-born and 197 Mainland-born Chinese students studying in

a university in Macao were surveyed using a 22-item questionnaire. The results

reveal students' strong motivation to learn English and readiness to use English

as a medium of instruction. Mean comparisons using "t-tests" indicate that the

Macao-born students are, compared to their Mainland-born counterparts, less

comfortable in speaking English and less certain of whether or not Portuguese

is superior to English. These differences might lie partly in the remaining

influence of Portuguese as the sole official language of Macao over the past

four centuries and partly in the lack of long-term language policy and English

learning campaigns in Macao.

Ling, Cheung Yin; Braine, George (2007) examined the “The

Attitudes of University Students towards Non-Native Speakers English

Teachers in Hong Kong”. Although non-native speakers (NNS) English

teachers have taught alongside native speaker (NS) teachers for centuries,

studies on the effectiveness of NNS teachers, their self-perceptions, or the

attitudes of students towards these teachers, have only been conducted recently.

Most of these studies have been conducted in the USA in ESL contexts.

However, the majority of students worldwide learn English in foreign language

(EFL) contexts, and, consequently, most English teachers work in such

contexts too. This paper reports on a study conducted in Hong Kong which

investigated the attitudes of university students towards their NNS English

teachers. The students were queried through a questionnaire and interviews. On

34

the whole, the students had a favourable attitude towards their NNS English

teachers, although some shortcomings were indicated. Third (final) year

students appeared to have a more favourable attitude than first year students.

The reasons for the students' attitudes are discussed.

Abu-Melhim, Abdel-Rahman (2009) aimed to study on” what attitudes

college students at Irbid University college in Jordan have towards learning

English as a foreign language”. The 45 female students involved in this project

were from Irbid University College. The students were asked to explain why

they wished to become English teachers. Notes were taken during these

interviews and the responses were recorded. A student survey was designed

and distributed to all 45 female students at the college and detailed instructions

were given. The students' reasons for studying English revealed a wide array of

attitudes and motivations. Surprisingly, almost half of the students exhibited

negative attitudes towards learning English and entering the teaching

profession. Other students demonstrated more positive attitudes.

Atef Al-Tamimi, MunirShuib (2009) reported a study on “Motivation

and Attitudes towards Learning English: A Study of Petroleum Engineering

Undergraduates”. This study outlined the results of a survey which was carried

out, to identify Petroleum Engineering students’ motivation and attitudes

towards learning the English language. The study investigated students’

motivation in terms of three motivational constructs: instrumental motivation,

integrative motivation and personal motivation based on Gardner’s (1985) and

Cooper and Fishman’s (1977) works. Learners’ attitudes, on the other hand,

regarding 1) the use of English in the Yemeni social context, 2) the use of

English in the Yemeni educational context, 3) the English language and 4) the

culture of the English speaking world were identified. The study sample

consisted of 81 petroleum engineering students at Hadhramout University of

Sciences and Technology (HUST). Questionnaire and interviews were used for

data collection. For the students’ motivation, the findings showed the subjects’

35

greater support of instrumental reasons for learning the English language

including utilitarian and academic reasons. Personal reasons were also regarded

as important motives by the students. However, regarding the integrative

reasons, the results provided evidence that learning English as a part of the

culture of its people had the least impact in students’ English language

motivation. On the other hand, data for the students’ attitudes revealed that

most of students had positive attitudes towards the social value and educational

status of English. In addition, the findings showed the students’ positive

orientation toward the English language. Interestingly, the results indicated that

a high number of the students showed their interest in the culture of the English

speaking world as represented by English-language films. Finally, some

pedagogical implications that would help tap the students’ motivation and

attitudes were presented.

Mehmet Nuri Gomleksiz (2011) evaluated “students’ attitudes toward

English language learning in terms of several variables”. Age, socio-economic

status, strategies, methods and techniques, teaching-learning environment and

cultural dimension are some of the factors that affect English language

learning. Attitudes towards language learning should also be taken into

consideration. The purpose of this study is to explore students’ attitudes

towards learning English in terms of gender, grade level and department

variables. Data were collected through a Likert-type scale from a total of 1275

students enrolled at Fırat University, Turkey. ANOVA and t test were used to

analyze the data. Statistically significant differences were observed in terms of

gender, grade level and department variables. Some useful implications are

discussed based on the research findings to help students develop positive

attitude towards English language learning.

Gutierrez Parez and Daniel Madrid Fernandez (2012) explored

“Attitudes of Mexican American Students towards Learning English as a

Second Language in a Structured Immersion Program”. This study involved the

36

examination of the attitudes of a group of Mexican American students towards

learning English as a second language in a structured immersion program. It

also analyzes the extent to which these attitudes differ in relation to the

variables of gender and performance in English. Participants were 110 students

(girls, n = 56, boys, n = 54) in grades 8-12 in the Compton Unified School

District (California, USA). One noteworthy finding of this study is the

appearance of a general factor that defines the homogeneous structure of the

instruments used in the assessment of student attitudes toward second language

learning. In addition, a further factor, which the authors have termed “pressure

to learn English” was also identified. This factor is manifested in a high

average correlation of all variables. It reveals the motivation to learn a second

language in the context of vital necessity where learning English is a key

element for the integration in a territory in which the use of Spanish is

prohibited by law.

Mobarg, Mats (2012) examined”English Proficiency and Attitude

Formation in a Merged Corporation with a Swedish-English Profile”. This

study investigated the relationship between proficiency in English and

language-related attitudes among Swedish professionals at the English-

speaking AstraZeneca R&D site in Monad, Sweden. AstraZeneca is the result

of a merger between a Swedish and a British pharmaceutical company, and the

aim of the study is to see to what extent their relative proficiency in English

may be related to attitude formation among Swedish workers in the new

corporate setting. The results indicate that there is a correlation between good

proficiency in English and a favorable attitude towards the merger and its

consequences. The results are interpreted as indicating that subjectively

perceived cultural problems in a multinational corporate setting may be a

reflection of language deficiencies.

Srichanyachon, A. Napaporn (2013) investigated”Attitudes of

Undergraduate Students towards an Online English Class”. This study

37

investigated students' attitude toward WebEx system. It aimed to examine

students' attitudes toward using WebEx for an online English class, compare

students' attitudes toward WebEx system with their background and investigate

the relationship between students' computer aptitude and their attitudes towards

WebEx system. The samples were 211 undergraduate students enrolled in

Fundamental English course. The instrument in this study was a questionnaire.

Results indicated that the levels of computer aptitude and attitudes towards

WebEx system in general were moderate. There were no statistically

significant differences at 0.05 level found in students' attitudes toward WebEx

system as classified by gender, computer ownership, and monthly allowance.

As hypothesized, there was a positive relationship between students' computer

aptitude and their attitudes toward WebEx at 0.01 levels. Students with high

computer aptitude were found to have more positive attitudes toward WebEx

system than those with low computer aptitude. The research was done during

the flood crisis. Thus, it is interesting to find out whether an English online

class through WebEx system will be more accepted by users in the future,

especially in a normal circumstance after the flood crisis. Nevertheless, the

results of this study will give some ideas to institutions that plan to use online

learning technologies.

Gajalakshmi (2013) explored “High School Students’ Attitude towards

Learning English Language”. A study was attempted to investigate the IX-

standard students’ attitude towards learning English language. A standardized

questionnaire was administered in the form of normative survey to 600 IX

standard students (selected randomly from various high and higher secondary

schools in Puducherry region) to collect their attitude towards learning English

language. The collected data was statistically analyzed by SPSS ver-16. The

results revealed that there is a significant difference based on the gender,

locality of the school, type of school, type of management. Hence it was

concluded that more classroom activities in the study of English enhance

pupils’ attitude to learn English.

38

VijayaBhaskar. C and Soundiraraj.S (2013) undertook a study

on“Change in the Attitude of Students towards English Language Learning”.

The purpose of this study was to find out whether there was any change in the

attitude of students towards English Language Learning (ELL) when they come

for college education after completing the school education. The transformation

in the attitude of students from school to college was examined in terms of

marks, interest towards English language, self- motivation to learn the

language, participation in the class, understanding the importance of English in

securing a job and learner-centered language teaching methods that ensure

more freedom to the learners. About 52 first year Mechanical Engineering

students from Tamil medium stream took part in this research. To examine

their shift in attitude towards ELL, an attitude questionnaire was administered

and a semi-structured interview was conducted. The findings or result of the

study indicated that there was a significant shift in their attitude towards ELL at

their college level.

Xue, Mo (2013) examined the “Effects of Group Work on English

Communicative Competence of Chinese International Graduates in United

States Institutions of Higher Education”. This qualitative study investigated 14

Chinese international graduate students' lived experiences with group work and

the effects of group work on their English communicative competence. The

interview results showed that these participants' attitudes towards group work

went through changes from initial in adaptation or dislike to later adaptation or

acceptance, and the time for their adjustment ranged from half a year to one

year. The results also revealed that group work greatly improved their English

communicative competence in terms of grammatical competence,

sociolinguistic competence, and strategic competence.

DeepamoniBoruah (2014) investigated on” Attitude of undergraduate

Adivasi Students towards English language”. Attitudes in the study of

language, play a significant role in giving due recognition to a particular

39

language. Positive or negative expression towards a language may reflect

impressions on linguistics difficulty or simplicity, ease or difficulty of learning,

degree of importance, elegance, social status etc. Attitude towards a language

may also show how people feel about the speaker of that language. People may

hold different attitudes towards their mother tongue and other language in

contact. A language can only survive if people have a positive attitude to use it.

Favorable attitude to language help the learners to learn that language and vice

versa. English as a global language plays an important role in India and it is

gaining more and more significance in all fields including business and

administration. It has become an effective source of empowerment that pave

the way for holistic development in one’s life. English is taught as a

compulsory subject to all the first year students of Indira Gandhi National tribal

university, M.P, one of the main objectives of which is to promote the tribal

communities by providing higher education. Since, attitude towards any

language is pivotal for any language learning situation, a study has been

conducted to investigate the attitude of the undergraduate tribal students of the

University towards English language.

Graedler, Anne-Line (2014) studied”Attitudes towards English in

Norway: A Corpus-Based Study of Attitudinal Expressions in Newspaper

Discourse”. This study explored some dimensions of how the role of the

English language in Norway has been discursively constructed in newspapers

during recent years, based on the analysis of data from the five-year period

2008-2012. The analysis is conducted using a specialized corpus containing

3,743 newspaper articles which were subjected to corpus-based macro-analyses

and techniques, as well as manual micro-level analyses and categorization. The

main focus of the analysis is on the manifestation of attitudes through various

ways of expression, such as the occurrence of lexical sequences and conceptual

metaphors related to language. The results show that even though positive

perceptions of English were quite frequent in the data, the main part consisted

of expressions where English is seen in a negative light. Hence, a fairly

40

negative attitude towards the role of English is predominant, as illustrated by

the most frequent conceptual metaphor, "language is an invading force," where

English is at war with and seen as representing a threat to the Norwegian

language.

Ozturk, Kadim (2014) explored”Students' Attitudes and Motivation for

Learning English at DokuzEylul University School of Foreign Languages”.

Attitudes and motivation are two of the key factors in second language learning

since positive attitudes and high levels of motivation are considered as the

predictors of a successful learning process. This study aims to reveal the

relation between university preparatory students' attitudes towards learning

English and their language learning motivation at DEU School of Foreign

Languages and to identify the factors which result in the differences in both

their attitudes and motivations. This is a descriptive study with a quantitative

approach. The data have been collected via the Attitudes towards Leaning

English Questionnaire and Language Learning Motivation Scale from 511 prep

class students at DokuzEylul University, School of Foreign Languages. The

data have been analyzed with means, frequency, multiple comparisons, Pearson

correlation coefficient, t-test and One-way ANOVA. The results show that

there is a significant positive relation between the learners' attitudes towards

learning English and their language learning motivation at DokuzEylul

University, School of Foreign Languages. Additionally, it has been found that

both their attitudes and their language learning motivation vary significantly in

terms of some factors.

Yeh, Chun-Chun (2014) examined”Taiwanese Students' Experiences

and Attitudes towards English-Medium Courses in Tertiary Education”. The

recent trend of university internationalization has seen a rapid increase of

English as medium of instruction (EMI) courses in Taiwanese tertiary

education. Yet, few large-scale studies have been conducted to investigate

student learning in EMI courses. This study surveyed 476 students from 25

41

EMI courses at six universities in Taiwan to probe their learning experiences

and general attitudes towards EMI courses. Results revealed that the instructor

exerted an important influence on students' course selection, while seeking

English improvement was the second highest-rated reason for enrolling in EMI

courses. Students generally reported their learning in EMI courses as

satisfactory, though some of them attributed their learning difficulties to their

own insufficient English competence. To compensate for comprehension

problems, students tended to adopt cognitive learning strategies such as

concentrating and taking notes in class. Finally, the survey of student attitudes

towards EMI suggested that students generally agreed with its broadly touted

benefits, such as boosting English ability, facilitating students' employability

and further studies, and enhancing the competitive edge of Taiwan. Analysis

into students' affective responses also indicated their fairly positive attitudes

towards EMI courses. Three implications are drawn based on the findings.

2.5 CONCLUSION

In this chapter theoretical overview and review of related literature have

been considered. The review of related studies has been helpful to the

investigator to formulate the research design, identification of variables. On the

whole the review has given the investigator a sound knowledge of all aspects. It

also suggests the investigator the possible and flexible techniques and

procedures to plan and apply during the current study.

42

CHAPTER III

RESEARCH METHODOLOGY

3.0 INTRODUCTION

Research methodology involves the systematic procedure by which the

researcher starts from the initial identification of the problem to the problem to

its final conclusions. The role of the methodology is to carry on the research

work in a scientific and valid manner. The methodology consists of procedures

and techniques for conducting a study.

Reduced to the simple terms, “research design is mapping strategy”. It is

essentially a statement of the object of the inquiry and the strategies for

collecting the evidences, analyzing the evidences and reporting the findings.

3.1 STATEMENT OF THE PROBLEM

The statement of the problem is entitled as ATTITUDE TOWARDS

INTERNET AND ENGLISH LANGUAGE AMONG COLLEGE STUDENTS.

3.2 OPERATIONAL DEFINITIONS

Students’ attitude towards internet

In the present study ‘students’ attitude towards internet’ refers to, the

psychological behavior of students i.e. their anxiousness, comfortability,

confident and the feel of happiness while using computer or communicating

with others through internet.

Students’ attitude towards English language

In the current study, ‘students attitude towards English’ refers to,

students perception and impression of English language, global status and

43

importance of English language, the instrumental value of English language

and students’ choice of English language in various domains.

3.3 OBJECTIVES OF THE STUDY

The objectives of the study are

to find the difference among the college students in their attitudes

towards internet based on select variables viz. Gender, locality, age,

type of institution, medium of instruction, course of study, and

discipline of study.

to find the difference among the college students in their attitudes

towards English based on the select variables viz. Gender, locality, age,

type of institution, medium of instruction, course of study, and

discipline of study.

to discover the relationship between the college students’ attitude

towards internet and towards English language.

3.4 HYPOTHESES OF THE STUDY

The hypotheses of the present study are as follows;

There is no significant difference in the attitude towards internet among

college students’ based on the select subsamples viz. Gender, locality,

age, type of institution, medium of instruction, course of study, and

discipline of study.

There is no significant difference in the attitude towards English

language among college students based on the select subsamples viz.

Gender, locality, age, type of institution, medium of instruction, course

of study, discipline of study.

There is no relationship between the students’ attitude towards internet

and towards English language.

44

3.5 METHODOLOGY

Normative survey method was adopted for the present study. Normative

survey method describes and interprets what exists at present. They are

concerned with existing conditions or relations, prevailing practices, beliefs,

attitudes etc., on-going processes and the emerging trends. The term “survey”

and “status” suggest the gathering of evidence relating to prevailing conditions.

3.6 SAMPLING TECHNIQUE

A method of sampling that involves the division of a population into

smaller groups known as strata. In stratified random sampling, the strata are

formed based on members' shared attributes or characteristics. A random sample

from each stratum is taken in a number proportional to the stratum's size when

compared to the population.

Stratified random sampling is used. The sample of the study consists

of 300 college students from the Government, Government aided, and self -

financing colleges in Salem District. The following demographic variables

were included in the study like Gender, Locality, Age, Discipline of study,

Medium, Course of study, and Type of institution.

3.7 DETAILS OF THE SAMPLE

In this study, a total number of 300 college students were taken as sample. The

sample is categorized as shown in the following table.

45

TABLE: 1 DISTRIBUTION OF SAMPLE SELECTED FOR THE

PRESENT STUDY

SL.NO VARIABLES GROUPSNUMBER OF

SAMPLE

1 GenderMale 131

Female 169

2 AgeBelow 19 years 139

Above 19 years 161

3 LocalityRural 127

Urban 173

4 Type of Institution

Government 200

Government Aided 78

Self – Financing 22

5 MediumTamil Medium 208

English Medium 92

6 Course of StudyUndergraduate 258

Postgraduate 42

7 Discipline of studyArts 139

Science 161

46

TABLE: 2 SHOWING THE SAMPLE DISTRIBUTION OF MALE

AND FEMALE COLLEGE STUDENTS

VARIABLE

DETAILSNO.OF

SAMPLEPERCENTAG

E

TOTAL NO.OF

SAMPLE

GenderMale 131 44%

300Female 169 56%

FIGURE-3 SAMPLE DISTRIBUTION OF MALE AND FEMALE

COLLEGE STUDENTS

47

44%

56%

Male Female

TABLE- 3 SHOWING THE SAMPLE DISTRIBUTION OF RURAL

AND URBAN COLLEGE STUDENTS

VARIABLE

DETAILSNO.OF

SAMPLEPERCENTAG

E

TOTAL NO.OF

SAMPLE

LocalityRural 127 42%

300Urban 173 58%

FIGURE-4 SAMPLE DISTRIBUTION OF RURAL AND URBAN

COLLEGE STUDENTS

48

42%

58%

Rural Urban

TABLE- 4 SHOWING THE SAMPLE DISTRIBUTION OF

BELOW AND ABOVE 19 YEARS OF AGE OF COLLEGE

STUDENTS

VARIABLE DETAILSNO.OF

SAMPLEPERCENTAGE

TOTAL NO.OF

SAMPLE

Age

Below 19 years

139 46%300

Above 19 years

161 54%

FIGURE -5 SAMPLE DISTRIBUTION OF COLLEGE STUDENTS

OF BELOW AND ABOVE 19 YEARS OF AGE

49

46%54%

Below 19 Above 19

TABLE: 5 SHOWING THE SAMPLE DISTRIBUTION OF GOVERNMENT,

GOVERNMENT-AIDED AND SELF –FINANCING COLLEGE STUDENTS

VARIABLE

DETAILSNO.OF

SAMPLEPERCENTAG

E

TOTAL NO.OF

SAMPLE

Institution Type

Government 200 67%

300Government

Aided78 26%

Self-Finance 22 7%

FIGURE-6 SAMPLE DISTRIBUTION OF GOVERNMENT,

GOVERNMENT-AIDED AND SELF–FINANCING COLLEGE

STUDENTS

50

67%

26%

7%

Govt Govt Aided Self Finance

TABLE: 6 SHOWING THE SAMPLE DISTRIBUTION OF

ENGLISH AND TAMIL MEDIUM COLLEGE STUDENTS

VARIABLE

DETAILSNO.OF

SAMPLEPERCENTAG

ETOTAL NO.OF

SAMPLE

Medium of Instruction

English 208 69%300

Tamil 92 31%

FIGURE-7 SAMPLE DISTRIBUTION OF ENGLISH AND TAMIL

MEDIUM COLLEGE STUDENTS

51

69%

31%

English Tamil

TABLE: 7 SHOWING THE SAMPLE DISTRIBUTION OF UG

AND PG COLLEGE STUDENTS

FIGURE-8 SAMPLE DISTRIBUTION OF UG AND PG COLLEGE

STUDENTS

VARIABLE

DETAILSNO.OF

SAMPLEPERCENTAG

E

TOTAL NO.OF

SAMPLE

Course of Study

Under graduate degree

258 86%300

Postgraduate 42 14%

52

86%

14%

UG PG

TABLE: 8 SHOWING THE SAMPLE DISTRIBUTION OF ARTS

AND SCIENCE DISCIPLINE COLLEGE STUDENTS

VARIABLE

DETAILSNO.OF

SAMPLEPERCENTAG

E

TOTAL NO.OF

SAMPLE

Discipline of study

Arts 139 46%300

Science 161 54%

FIGURE: 9 SAMPLE DISTRIBUTION OF ARTS AND SCIENCE

COLLEGE STUDENTS

53

46%

54%

Arts Science

3.8 TOOLS USED IN THE STUDY

For students’ attitude towards internet – Internet Attitude Scale (IAS)

constructed by “Yixin Zhang (USA)” 2007 was used in this study.

Five point Likert scale measuring, “Students’ attitude towards English

language” which was constructed by ‘S.K.Abdullah al Mamun et al’

(2012) was used in this study.

3.9 DESCRIPTION OF THE TOOLS

The purpose of the Internet attitude scale is to measure the attitude of college

students towards internet. It has 40 items, in four point scale.[SD-Strongly

Disagree, D-Disagree, A-Agree, SA-Strongly Agree]. It is a single

dimensional scale.

The five point scale measuring student’s attitude towards, English language has

17 items given in 3 dimensions. The dimensions are

Students’ perception and impression about English and their

responses about liking and disliking of English language (6

statements).

Opinion on global status, importance and instrumental value of

English language (6 statements).

Choice of English Language in media domain, office domain, and in

education domain (5 statements).

3.10 PILOT STUDY

Pilot study is a cardinal rule in research that one must ‘try out’ or to find out

whether it operates properly before using it in a research study. The following

are some of the objectives of a pilot study.

To identify weak and defective items.

To find out the discriminating items.

54

To provide data needed to determine how many items should

constitute the final form of the tool.

The pilot study was conducted for 30 college students. No time limit

was specified. All the students were asked to answer all the items in the scale.

During the scoring process, it was found that all the items were relevant and the

tools were used as such.

3.11 VALIDITY

Validity refers to the appropriateness or truthfulness of a tool. A tool is

valid if it actually measures what it is supposed to measure. The tools were

given for the experts for their opinions and suggestions. Thus the tool had face

validity.

3.12 RELIABILITY

Reliability refers to the trust worthiness or consistency of the

measurement of the tool, whatever it measures. To test the reliability of the

tools, the researcher followed split-half technique.

The value of self-correlation of the split of test for Internet Attitude Scale is

0.78 and for Attitude Scale for English language was 0.75.Hence the tools were

highly reliable.

3.13 SCORING PROCEDURE

Scale measuring Students’ Attitude towards Internet. All the items in the tool

are positive items and the scores were given as,

55

TABLE: 9 SHOWING THE SCORING PROCEDURE FOR

INTERNET ATTITUDE SCALE

Sl.No Response Score

1 Strongly Agree 4

2 Agree 3

3 Disagree 2

4 Strongly disagree 1

Maximum score for Internet Attitude Scale is 160, and Minimum score for the

scale is 40.

TABLE: 10 SHOWING THE SCORING PROCEDURE OF THE

SCALE OF STUDENTS’ ATTITUDE TOWARDS ENGLISH

LANGUAGE

Scale measuring Students’ Attitude towards English language. The scores were

given as

Sl.No Response Score

1 Strongly Agree 5

2 Agree 4

3 Neutral 3

4 Disagree 2

5 Strongly disagree 1

Maximum score for Attitude towards English language Scale is 68, and

Minimum score is 17.

56

3.14 ADMINISTRATION OF THE TOOL

The investigator visited all the colleges selected for the study and got

permission from the head of the institution to administer the tool. The investigator

distributed the tool to the sample and proper directions were given to make their

answers reliable. College students were asked to give their responses.

3.15 STATISTICAL TECHNIQUE USED

The following statistical technique was used for the study.

Descriptive analysis

Inferential analysis

For descriptive analysis mean and standard deviation were found and for

inferential’, ‘F’ and ‘r’ test were used for analysis.

3.16 RESEARCH DESIGN

The investigator gathered data from 300 college students from

government, government aided and self-financing colleges. Steps involved in

the research design are shown below.

STEPS INVOLVED IN RESEARCH DESIGN

57

Identification of problem

Selection of Variables

Formulation of hypothesis

3.17 CONCLUSION

The methodology provides the guidelines for the research about the way

the study has to be conducted. It is imperative to adopt a suitable methodology;

there by we can generalize the findings. In this chapter a clear description about

the variables, tools, sample, method of data collection and the statistical

techniques were employed to analyze the data have been presented carefully.

58

Identification of the sample

Collection of Data

Analysis of Data

Reporting the findings

CHAPTER- IV

ANALYSIS AND INTERPRETATION

4.0 INTRODUCTION

The present chapter deals with analysis and interpretation of the data.

Analysis of data means studying the tabulated materials in order to determine

the inherent facts or meanings. It is a process which involves breaking down

existing complex factors into simpler part and putting the parts together in new

arrangements for the purpose of the study and presents the results in an

organized meaningful form.

The purpose of the interpretation is essentially stating what the results

show, what they mean what their significance is and what the answer to the

original problem. This process calls for a critical examination of the results of

one’s analysis in the light of this or has previous analysis concerning the

collection of data.

4.1 STATISTICAL ANALYSIS USED

In accordance with the objectives of the present study, the data was

gathered, tabulated, classified and analyzed statistically and objectively. The

study involves two main variables namely Attitude towards Internet and

Attitude towards English language. The final sample of the study consists of

300 College Students.

The following statistical techniques were used for the analysis

Descriptive Analysis

Inferential Analysis

4.2 DESCRIPTIVE ANALYSIS

59

It involves the measures of central tendency and measures of variability.

These two are useful to study the nature of the distribution of any variable. The

computed values of mean and standard deviation are used to describe the

properties of the particular sample and the descriptive statistics is used to

reduce the bulk of data to students.

4.3 INFERENTIAL ANALYSIS

It involves the most important process by which the investigator is able

to make inferences involving the determination of the statistical significance of

difference between groups with reference to selected variable.

60

TABLE: 11 SHOWING MEAN DIFFERENCES OF STUDENTS’

ATTITUDE TOWARDS INTERNET

Sl.NoDemographic

variableCategory N Mean S.D

1 GenderMale 131 64.1 6.45

Female 169 62.25 8.38

2 LocalityRural 127 64.44 5.79

Urban 173 62.05 8.64

3 MediumEnglish 208 64.24 6.26

Tamil 92 60.39 9.62

4 AgeBelow 19 years 139 63.94 6.55

Above 19 years 161 62.29 8.42

5Institutional

Type

Government 200 63.02 7.78

Government Aid

78 63.43 7.22

Self-Financing 22 61.59 8.22

6Course of

Study

Undergraduate 258 63.67 6.93

Postgraduate 42 59.33 10.44

7Discipline of

study

Arts 139 62.85 8.88

Science 161 63.24 6.41

61

While considering students attitude towards internet, male students have

higher mean value than female students. Male students have 64.1 as

their mean score which is higher than the female.

The mean score of rural college students had higher positive attitude

towards internet when comparing to the urban students. Rural students

have 64.44 as their mean score which is higher than the urban students.

The college students who were below 19 years of age attained greatest

mean value than the students above 19 years. Rural students have 63.94

as their mean score which is higher than the urban students.

Tamil medium students have high mean score than the English medium

students. English medium students have 64.24 as their mean score which

is higher than the urban college students.

The mean score of UG Students had higher mean value than PG

students. UG students have 63.67 as their mean score which is higher

than the PG students.

The mean score of science discipline students had higher mean score

than the arts discipline students. Science students have 63.24 as their

mean score which is higher than the Arts college students.

62

4.4 HYPOTHESIS-1

Male and Female college students do not differ in their attitude towards

internet.

TABLE: 12 SHOWING MEAN DIFFERENCES OF MALE AND FEMALE

STUDENTS’ ATTITUDE TOWARDS INTERNET

VARIABLEGENDE

RN

MEAN

S.DCALCULATED 'T' VALUE

LEVEL OF SIGNIFICANC

E

Attitude Towards Internet

Male 131 64.10 6.452.09 S*

Female 169 62.25 8.38

*S – Significant at 0.05 Level

As the calculated ‘t’ value is greater than the table value,significant

difference is noted . Hence the hypothesis is not accepted.

CONCLUSION

Male and female college students differ in their attitude towards internet.

63

FIGURE: 10 SHOWING MEAN DIFFERENCES OF MALE AND

FEMALE COLLEGE STUDENTS ATTITUDE TOWARDS INTERNET

Male Female61

61.5

62

62.5

63

63.5

64

64.5

64.1

62.25

GENDER

64

4.4.1 HYPOTHESIS-2

Rural and UrbanCollege students do not differ in their attitude

towardsinternet.

TABLE: 13 SHOWING MEAN DIFFERENCES OF RURAL AND URBAN

STUDENTS’ ATTITUDE TOWARDS INTERNET.

VARIABLE LOCALITY N MEAN S.DCALCULATED

'T' VALUELEVEL OF

SIGNIFICANCE

Attitude Towards Internet

Rural 127 64.44 5.792.70 S*

Urban 173 62.05 8.64

S* – Significant at 0.05 level

As the calculated ‘t’ value is greater than the table value,their significant

difference is noted . Hence the hypothesis is not accepted.

CONCLUSION

Rural and UrbanCollege students differ in their attitude towards internet.

65

FIGURE: 11 MEAN DIFFERENCES OF RURAL AND URBAN

STUDENTS ATTITUDE TOWARDS INTERNET

Rural Urban60.5

61

61.5

62

62.5

63

63.5

64

64.5

65

64.44

62.05

LOCALITY

66

4..4.2 HYPOTHESIS-3

English and Tamil medium college students do not differ in their

attitude towards internet.

TABLE: 14 SHOWING THE MEAN DIFFERENCES OF ENGLISH AND

TAMIL MEDIUM STUDENTS’ ATTITUDE TOWARDS INTERNET

VARIABLE MEDIUM OF INSTRUCTIO

NN MEAN S.D

CALCULATED 'T' VALUE

LEVEL OF SIGNIFICANC

E

Attitude Towards Internet

English 208 64.24 6.264.12 S*

Tamil 92 60.39 9.62

S* – Significant at 0.05 level

As the calculated ‘t’ value is greater than the table value, their significant

difference is noted . Hence the hypothesis is not accepted.

CONCLUSION

English and Tamil medium students differ in their attitude towards

internet.

67

FIGURE: 12 MEAN DIFFERENCES OFENGLISH AND TAMIL

MEDIUM STUDENTS’ ATTITUDE TOWARDS INTERNET

English Tamil58

59

60

61

62

63

64

65

64.24

60.39

MEDIUM OF INSTRUCTION

68

4.4.3 HYPOTHESIS-4

College students do not differ in their attitude of different age groups

towardsinternet.

TABLE: 15 SHOWING THE MEAN DIFFERENCES OF STUDENTS OF

BELOW AND ABOVE 19 YEARS OF AGE IN THEIR ATTITUDE

TOWARDS INTERNET

VARIABLE AGE N MEAN S.DCALCULAT

ED 'T' VALUE

LEVEL OF SIGNIFICANC

E

Attitude Towards Internet

Below 19 years

139 63.94 6.551.87 NS

Above 19 years

161 62.29 8.42

NS – Not Significant

As the calculated ‘t’ value is lesser than the table value, significant

difference is not noted. Hence the hypothesis is accepted.

CONCLUSION

College students do not differ in their attitude of different age groups

towards internet.

69

FIGURE:13 MEAN DIFFERENCES OF BELOW AND ABOVE 19

YEARS OF AGE OFCOLLEGE STUDENTS’ ATTITUDE TOWARDS

INTERNET

Below 19years of age Above 19 years of age61

61.5

62

62.5

63

63.5

64

64.5

63.94

62.29

AGE GROUP

70

4.4.4 HYPOTHESIS-5

Undergraduate and postgraduate college students do not differ in their attitude

towardsinternet.

TABLE :16 SHOWING THE MEAN DIFFERENCES OF UG AND PG

STUDENTS’ ATTITUDE TOWARDS INTERNET

VARIABLE COURSE OF

STUDYN MEAN S.D

CALCULATED 'T'

VALUE

LEVEL OF SIGNIFICANC

E

Attitude Towards Internet

UG 258 63.67 6.933.47 S*

PG 42 59.33 10.44

S*-Significant at 0.05 Level

As the calculated ‘t’ value is greater than the table value,their significant

differences are noted.Hence the hypothesis is not accepted.

CONCLUSION

Undergraduate and postgraduate college students’ differ in their attitude

towards internet.

71

FIGURE: 14 MEAN DIFFERENCES OF UG AND PG STUDENTS’

ATTITUDE TOWARDS INTERNET

UG PG57

58

59

60

61

62

63

64

65

63.67

59.33

COURSE OF STUDY

72

4.4.5 HYPOTHESIS-6

Arts and Science college students do not differ in their attitude towards

internet.

TABLE: 17 SHOWING THE MEAN DIFFERRENCES OF ARTS AND

SCIENCE COLLEGE STUDENTS’ ATTITUDE TOWARDS INTERNET

VARIABLE DISCIPLINE OF STUDY

N MEAN S.DCALCULATED

'T' VALUE

LEVEL OF SIGNIFICANC

E

Attitude Towards Internet

Arts 139 62.85 8.880.44 NS

Science 161 63.24 6.41

S-Significant,NS – Not Significant

As the calculated ‘t’ value is lesser than the table value,no significant

differences is noted .Hence the hypothesis is accepted.

CONCLUSION

Arts and Science college students do not differ in their attitude towards

internet.

73

FIGURE: 15 MEAN DIFFERENCES OF ARTS AND SCIENCE

DISCIPLINE STUDENTS IN THEIR ATTITUDE TOWARDS

INTERNET

Arts Science62.6

62.7

62.8

62.9

63

63.1

63.2

63.3

62.85

63.24

DISCIPLINE OF STUDY

74

4.4.6 HYPOTHESIS-7

There is no interaction between the college students attitude towards internet

based on the type of institution they study.

The students were divided into three groups based on their institution namely

Government, Govt aided and Private.

TABLE: 18 SHOWING THE ‘F’ VALUE OF COLLEGE STUDENTS’

ATTITUDE TOWARDS INTERNET BASED ON THE TYPE OF

INSTITUTION THEY STUDY

ANOVA

ATTITUDE TOWARDS INTERNET

SUM OF SQUARES

DFMEAN

SQUAREF SIG.

Between Groups 58.579 2 29.289

0.499 NSWithin Groups 17435.218 297 58.704

Total 17493.797 299

S-Significant, NS- Not Significant

As the calculated ‘f’ value is lesser than the table value, no significant

difference is noted, hence the hypothesis is accepted.

CONCLUSION

There is no interaction between the college students attitude towards

internet based on their type of institution.

75

TABLE: 19 SHOWING MEAN DIFFERENCES AND STANDARD

DEVIATION OF COLLEGE STUDENTS’ ATTITUDE TOWARDS ENGLISH

LANGUAGE

DEMOGRAPHIC VARIABLES N MEAN S.D

GenderMale 131 114.32 11.489

Female 169 111.45 11.76

LocalityRural 127 114.99 9.26

Urban 173 111.03 12.99

Medium of InstructionEnglish 208 114.19 11.14

Tamil 92 109.34 12.31

AgeBelow 19 139 113.38 10.87

Above 19 161 112.13 12.39

Type of Institution

Government 200 113.53 12.32

Government Aided

78 113.01 9.97

Self-Finance 22 104.13 8.15

Course of StudyUndergraduate 258 113.82 10.94

Postgraduate 42 105.88 13.91

Discipline of studyArts 139 112.74 13.19

Science 161 112.67 10.31

76

The Male college students mean score was greater than female students.

Male students have scored 114.32 as their mean score which is higher

than the female college students.

College students from rural area have scored better values in their

attitude towards English language than urban students. Consequently,

Rural students have scored 114.9 as their mean score which is higher

than the urban students

College students who were below 19 years of age attained better mean

value than the students of above 19 years of age. Rural students had

113.38 as their mean score which is greater than the urban students.

English medium students have gained higher mean score than the

English medium students. Thus English medium students had 114.19 as

their mean score which is greater than the Tamil medium students.

The Mean score of UG Students had higher mean value than the PG

students. Similar to that UG student had retained 113.82 as their mean

score which is higher than the PG students.

Arts discipline students had better mean score than the science

discipline students. That is, Arts college students gained 112.74 as their

mean score which is greater than the science discipline students.

77

4.4.7 HYPOTHESIS-8

Male and female college studentsdo not differ in their attitude towards English

language.

TABLE :20 SHOWING MEAN DIFFERENCES OF MALE AND FEMALE

COLLEGE STUDENTS’ ATTITUDE TOWARDS ENGLISH LANGUAGE

VARIABLE

MEAN S.D ‘T’ VALU

E

LEVEL OF SIGNIFICAN

CEMALEFEMAL

EMAL

EFEMA

LE

Students’perception and

impression about English Language

38.94 38.34 6.01 6.01 0.85 NS

Opinion on importance of

English language.37.39 36.57 5.16 3.92 1.56 NS

Choice of English Language in

various domains37.98 36.52 4.02 4.59 2.88 S*

Attitude towards English language

114.31 111.4311.4

811.76 2.12 S*

NS – Not Significant, S*-Significant at 0.05 Level

From the above table it is infered that among the four cases,in two cases

significant differences are found.Hence the hypothesis are not accepted in two

cases. But in other cases,as the calculated values are lesser than the table

value,significant differences are not observed.Hence in two cases,the

hypothesis are accepted.

78

CONCLUSION

1. Male and Female college students differ in theirattitude towards English

language in the dimensions ‘Choice of English language in various domain’

and ‘Attitude towards English language’.

2. Male and Female college students do not differ in their attitude towards

English language in the other dimensions of it.

FIGURE: l6 MEAN DIFFERENCES OF MALE AND FEMALE

COLLEGE STUDENTS’ ATTITUDE TOWARDS ENGLISH

LANGUAGE

Students' perception and impression about English

language

Opinion on global status and importance of English

language.

Choice of English Language in various Domain.

3535.5

3636.5

3737.5

3838.5

3939.5

38.94

37.39

37.9838.34

36.57 36.52

GENDER

Male Female

79

4.4.8 HYPOTHESIS-9

Rural and urban college students do not differ in their attitude towards

English language.

TABLE :21 SHOWING MEAN DIFFERENCES OF RURAL AND URBAN

COLLEGE STUDENTS ATTITUDE TOWARDS ENGLISH LANGUAGE

VARIABLEMEAN S.D ‘T’

VALUE

LEVEL OF SIGNIFICANC

ERURA

LURBA

NRURA

LURBA

NStudents

perception and

impression about English

Language

38.8 38.46 4.06 7.11 0.31 NS

Opinion on importance of English language.

38.16 36.03 4.21 4.53 2.25 S*

Choice of English

Language in various domains

38.02 36.53 4.06 4.55 0.001 NS

Attitude towards English

language

114.98 111.02 9.26 12.99 0.0018 NS

NS-Not Significant,S* – Significant at 0.05 Level

From the above table it is infered that among the four cases,in only one case

significant differences were found.Hence the hypothesis are not accepted in

that case.

But in other cases,as the calculated value are lesser than the table

80

value,significant differences are not noted.Hence in three cases,the hypotheses

are accepted.

CONCLUSION

1.Rural and urban college students differ in their attitude towards English

language in the dimension ‘opinion on importance of English language’ alone.

2.Rural and urban college students do not differ in theirattitude towards English

language and in the other dimensions of it.

FIGURE-17 MEAN DIFFERENCES OF RURAL AND URBAN

COLLEGE STUDENTS ATTITUDE TOWARDS ENGLISH

LANGUAGE

81

34.535.536.537.538.539.5

38.838.16 38.0238.46

36.03 36.53

LOCALITY

Rural Urban

82

4.4.9 HYPOTHESIS-10

Tamil and English medium studentsdo not differ in their attitude towards

English language.

TABLE :22 SHOWING MEAN DIFFERENCES OF TAMIL AND ENGLISH

MEDIUM STUDENTS’ ATTITUDE TOWARDS ENGLISH LANGUAGE.

VARIABLEMEAN S.D ‘T’

VALUE

LEVEL OF SIGNIFICANC

EENGLIS

HTAMI

LENGLIS

HTAMI

L

Students perception

and impression

about English Language

39.50 36.57 5.03 7.41 3.99 S*

Opinion on importance of

English language.

37.33 36.04 4.89 3.37 2.29 S*

Choice of English

Language in various domains

37.36 36.72 4.17 4.88 1.16 NS

Attitude towards English

language

38.06 36.44 11.14 12.30 3.36 S*

NS – Not Significant,S*-Significant at 0.05 Level

From the above table it is infered that among the four cases,in three cases

significant differences are found.Hence the hypothesis are not accepted in three

cases.

But in other case,as the calculated value are lesser than the table

83

value,significant differences are not noted.Hence in one case,the hypothesis are

accepted.

CONCLUSION

1.Tamil and English medium students differ in their attitude towards English

language and the other three dimension of it.

2.Tamil and English medium students do not differ in theirattitude towards

English language in the dimension ‘Choice of English language in various

domain’alone.

FIGURE:18 SHOWING MEAN DIFFERENCES OF ENGLISH AND

TAMIL MEDIUM STUDENTS ATTITUDE TOWARDS ENGLISH

LANGUAGE

34

36

38

40 39.5

37.33 37.3636.57 36.04

36.72

MEDIUM OF INSTRUCTION

English Tamil

84

85

4.4.10 HYPOTHESIS-11

Male and Female students of different age groups differ in their attitude

towards English language.

TABLE: 23 SHOWING MEAN DIFFERENCES OF DIFFERENT AGE

GROUP STUDENTS ATTITUDE TOWARDS ENGLISH LANGUAGE

VARIABLE

MEAN S.D‘T’

VALUE

LEVEL OF SIGNIFICANC

EBELOW 19

YEARS

ABOVE 19

YEARS

BELOW 19

YEARS

ABOVE 19

YEARS

Students’ perception

and impression

about English Language

39.35 37.95 4.8 6.83 2.02 S*

Opinion and importance of

English language.

36.7937.05

55.13 3.92 0.49 NS

Choice of English

Language in various domains

37.22 37.11 3.64 4.98 0.21 NS

students’ attitude towards English

113.36112.1

110.87 12.39 0.92 NS

NS – Not Significant ,S*-Significant at 0.05 level

From the above table, it is inferred that among the four cases, significant

difference is found in only one case. Hence the hypothesis is not accepted. But

in other three cases, as the calculated values are lesser than the table value,

significant differences are not observed. Hence in these three cases, the

hypotheses are accepted.

86

CONCLUSION

1. College students of different age groups differ in their attitude

towards English languagein the dimension ‘Students’perception and impression

about English language’ alone.

2. College students of different age groups do not differ in their attitude

towards Englishlanguage and the other three dimensions of it.

FIGURE:19 MEAN DIFFERENCESOF DIFFERENT AGE GROUP

STUDENTS ATTITUDE TOWARDS ENGLISH LANGUAGE

35.536.537.538.539.5 39.35

36.79 37.2237.95

37.055 37.11

AGE GROUP

Below 19 Yrs Above 19 Yrs

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4.4.11 HYPOTHESIS-12

UG and PGCollege studentsdo not differ in their attitude towards

English language.

TABLE: 24 SHOWING MEAN DIFFERENCES OF UG AND PG STUDENTS’

ATTITUDE TOWARDS ENGLISH LANGUAGE

VARIABLEMEAN S.D ‘T’

VALUE

LEVEL OF SIGNIFICANC

EUG PG UG PG

student’s perception

and impression

about English language

39.58 32.59 5.02 7.89 7.63 S*

Opinion on importance of

English language.

36.93 36.95 4.48 4.80 0.026 NS

Choice of English

Language in various

domains.

37.30 36.33 4.08 6.05 1.28 NS

Attitude towards English

language

113.51105.8

710.94

13.91

4.02 S*

NS – Not Significant,S*-Significant at 0.05 level

From the above table, it is inferred that among the four cases, significant

difference is found in two cases. Hence the hypothesis is not accepted. But in

other two cases, as the calculated values are lesser than the table value,

significant differences are not observed. Hence in these two cases, the

hypotheses are accepted.

88

89

CONCLUSION

1. UG and PG College students differ intheir attitude towards English

language,in the dimension ‘students perception and impression about

English language’ ,and ‘Attitude towards English language’.

2. UG and PG College students do not differ in their attitude towards

English language and in the other dimensions of it.

FIGURE: 20 MEAN DIFFERENCES OF UG AND PG COLLEGE

STUDENTS’ATTITUDE TOWARDS ENGLISH LANGUAGE

010203040 39.58 36.93 37.332.59 36.95 36.33

COURSE OF STUDY

UG PG

90

91

4.4.12 HYPOTHESIS-13

Arts and sciencediscipline students do not differ in their attitude towards

English language.

TABLE: 25 SHOWING MEAN DIFFERENCES OF ARTS AND SCIENCE

STUDENTS ATTITUDE TOWARDS ENGLISH LANGUAGE

VARIABLEMEAN S.D ‘T’

VALUE

LEVEL OF SIGNIFICANC

EARTSSCIENC

EARTS

SCIENCE

Students’ perception

and impression

about English

Language

38.21 38.94 7.05 4.93 1.04 NS

Opinion on

importance of English language.

37.64 36.32 4.46 4.49 2.74 S*

Choice of English

Language in various domains.

36.88 37.4 4.88 3.95 1.01 NS

Attitude towards English

language

112.73 112.66 13.19 10.31 0.05 NS

NS – Not Significant,S*-Significant at 0.05 level

From the above table, it is inferred that among the four cases, significant

difference is found in one case. Hence the hypothesis is not accepted. But in

other three cases, as the calculated values are lesser than the table value,

92

significant differences are not noted. Hence in these three cases, the hypotheses

are accepted.

CONCLUSION

1. Arts and sciencediscipline students differ in their attitude towards

English language in the dimension ‘opinion on importance of English

language’ alone.

2.Arts and sciencediscipline studentsdo not differ in remaining cases of

attitude towards English language.

FIGURE: 21 MEAN DIFFERENCES OF ARTS AND SCIENCE

COLLEGE STUDENTS’ATTITUDE TOWARDS ENGLISH

LANGUAGE

3536373839

38.2137.64

36.88

38.94

36.3237.4

DISCIPLINE OF STUDY

Arts Science

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4.4.13 HYPOTHESIS-14

There is no interaction between college students’ type of institution theystudy

and their attitude of English language.

TABLE: 26 SHOWING THE ‘F’ VALUE OF COLLEGE

STUDENTS’ ATTITUDE TOWARDS ENGLISH LANGUAGE

BASED ON THE TYPE OF INSTITUTION THEY STUDY

NS-Not Significant,S*-Significant

94

VARIABLESOURCES

OF VARIATION 

SUM OF SQUARES

DFMEAN SQUAR

EF

Students’ perception

and impression

about English Language

Between Groups

348.172 2 174.086 4.943*

Within Groups 10459.4 297 35.217  

Total 10807.6 299    

Opinion on importance of

English language

Between Groups

57.49 2 28.745 1.411

Within Groups 6052.31 297 20.378  

Total 6109.8 299    Choice of English

Language in various domains

Between Groups

466.89 2 233.445 12.96*

Within Groups 5346.78 297 18.003  

Total 5813.67 299    

Attitude towards English

language

Between Groups

1760.44 2 880.218 6.657*

Within Groups 39271.3 297 132.227  

Total 41031.8 299    

From the above table, it is inferred that among the four cases, significant

difference is found in three cases. Hence the hypothesis is not accepted. But in

other one case, as the calculated values are lesser than the table value,

significant differences are not observed. Hence in these case, the hypotheses

are accepted.

CONCLUSION

1. There is interaction between the type of institution and attitudetowards

English language in the dimensions ‘Students’ perception and impression about

English language and choice of English language in various domain and

attitude towards English language’.

2. There is no interaction between the type of institution and attitude towards

English language in the dimension‘opinion on importance of English

language’.

95

4.4.14 HYPOTHESIS – 15

There is no significant relationship between college students’ attitudes

towards internet and English language.

TABLE: 27 SHOWING THE RELATIONSHIP BETWEEN ATTITUDE

TOWARDS INTERNET AND ENGLISH LANGUAGE AMONG COLLEGE

STUDENTS

CORRELATION

 VARIABLES  INT.TO

TENG.TO

T

INTERNETTOTALPearson Correlation 1 .786**

Sig. (1-tailed)   0N 300 300

ENGLISH TOTALPearson Correlation .786** 1

Sig. (1-tailed) 0  N 300 300

**. Correlation is significant at the 0.01 level (1-tailed).

The correlation of the above table revealed that, there is positive correlation

between college students’ attitude towards internet and English language.

CONCLUSION

There is positive relationship between college students’ attitude towards

internet and English language.

4.5 CONCLUSION

In this chapter the data are analyzed and the descriptive and

inferential statistics are given. The findings are interpreted. In chapter V, the

summary of the present study and conclusions are given along with the

recommendations and suggestions for further research.

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CHAPTER – V

SUMMARY AND CONCLUSIONS

5.0 INTRODUCTION

This chapter reports the summary of the principal findings and

conclusion of the entire research study. The objectives, hypotheses of the study,

the tools used, and the selection of the sample and collection of the data are

briefly described in this chapter.

5.1 STATEMENT OF THE PROBLEM

The statement of the problem is entitled as “ATTITUDE TOWARDS

INTERNET AND ENGLISH LANGUAGE AMONG COLLEGE

STUDENTS”.

5.2 OPERATIONAL DEFINITIONS

Students’ attitude towards internet

In the present study ‘students attitude towards internet’ refers to, the

psychological behavior of students i.e. their anxiety, comfortability, confidence

and the feel of happiness while using computer or communicating with others

through internet.

Students’ attitude towards English language

In the current study, ‘students attitude towards English language’ refers

to, students perception and impression of English language, global status and

importance of English language, the instrumental value of English language

and students intention of language in education domain.

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5.3 OBJECTIVES OF THE STUDY

The objectives of the study are

to find the difference among the college students in their attitudes

towards internet based on select variables viz. Gender, locality, age, type

of institution, medium of instruction, course of study, and discipline of

study.

to find the difference among the college students in their attitudes

towards English based on the select variables viz. Gender, locality, age,

type of institution, medium of instruction, course of study, discipline of

study.

to discover the relationship between the college students’ attitude

towards internet and towards English language.

5.4 DESCRIPTIVE ANALYSIS

Descriptive analysis involved computing measures of mean and standard

deviation.

5.5 INFERENTIAL ANALYSIS

The inferential statistics used for the present study was ‘t’ test, ‘f’ test

and correlation.

5.6 MAJOR FINDINGS

The statistical treatment of the data revealed the following major findings

of the study.

There is no difference among the college students in their attitude

towards internet based on their age and discipline of study.

98

There is difference among the college students in their attitude towards

internet based on their gender, locality, and medium of instruction and

course of study.

There is no difference among the college students in their attitude

towards English language in their age and discipline of study.

There is difference among the college students in their attitude towards

English language based on the demographic variables; gender, locality,

medium of instruction, and course of study.

There is no relationship between college students’ attitude towards

internet and English language.

5.7 CONCLUSION

On comparing the mean scores of the college students following conclusions

were drawn.

Regarding the attitude towards internet, college students of following

demographic variables are having more positive attitude than their

counterparts;

Male

Rural

Science discipline

English Medium of instruction

Undergraduate course of study

Studying in Government college and

Below 19 years of age.

Regarding the attitude towards English language, college students of

following demographic variables are having more positive attitude than their

counterparts;

Male

99

Rural

Arts discipline

English Medium of instruction

Undergraduate course of study

Studying in Government college and

Below 19 years of age.

There is difference among the college students in their attitude towards

internet based on their gender, locality, and medium of instruction and course

of study.

There is difference among the college students in their attitude towards

English language based on the demographic variables; gender, locality,

medium of instruction, and course of study.

There is no relationship between college students’ attitude towards

internet and English language.

5.8 DISCUSSIONS

Chou, et al, (2011) did a study on Re-Visiting College Students

Attitudes toward the Internet-Based on a 6-T model gender and grade

Level difference. This study showed that PG students seem to have more

positive attitude toward the internet-related tool and information, than

undergraduate students. Contradictory results were obtained in the

present study. The investigator found that UG students showed better

attitude towards internet than PG students. The investigator found that

based on their gender, male students seem to have had a more positive

attitude toward the Internet-related dimensions than female students. But

contradictory results were found from the study of Chou.

Similarly while VijayaBhaskar. C et al (2009) showed that there was a

significant shift in their attitude towards English Language Learning at

their college level among students in their overall attitude. Similarly in

100

the current study significant differences are found in the attitude towards

English language.

The investigator found that, no significant difference were found

between students attitudes toward the internet related to age, and course

of study. Similarly Abedalaziz et al (2013) in their study found that

there was no significant differences were found between participants'

attitudes toward the Internet and computer related with age, field of

study and postgraduate students attitudes toward computer and internet

usage is not age related.

5.9 EDUCATIONAL IMPLICATIONS

In the present educational scenario, use of internet and English language

is inevitable. Education helps to modify the behavior of the students according

to the needs and expectancy of the society. Students’ attitude is an integral part

of learning and, therefore students should acquire positive learning ability.

On the basis of the results of the present study, Male, Rural, English

medium and undergraduate students had higher positive score in their

attitude towards internet. Male students have more outside world

exposure than female students, hence they can collect surplus amount

of information and gain their knowledge to build their career and life.

While taking Female students into consideration, some suggestions can

be recommended, because they don’t have enough contact to the

outside world, hence schools and colleges should develop their attitude

towards internet.

And also in the attitude towards English language, Tamil medium, Arts

discipline of study and Government college students scored lower mean

value. In order to cope up with the English medium students, Tamil

medium students can take special coaching classes to improve their

English language learning ability. This confidence will make them

101

employable and eligible for higher courses. Hence, educational

institutions should provide various awareness classes and training

programmes, and certificate courses in their schools and colleges.

5.10 SUGGESTIONS FOR FURTHER RESEARCH

The following are some specific area to which further research may be under

taken.

The same study can be extended to a large sample, covering many

districts and other states.

Replication of the study can be taken up at different levels.

Students’ attitude towards internet and other mass media can be

studied.

A study of attitude towards mother tongue and English language may

be carried.

102

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