1. Introduction:
The widespread use of English as international language makes it highly important in the world. It is no more working as the status of language of the elite class or educated class of the society such as professors, rather it is working as an instrument to bring success in life. English is recognized as the lingua franca for communication across nations and culture, and is the most desired second or foreign language in most countries in the world. English is used as a second or foreign language in the in workplace, international trade, global media, tourism, business, education, technology, and on diplomatic occasions (Abolghasem Heidarabadi et al, 2012).
Thus, individuals seeking to learn English do so not because it is an enriching second language, or because it is a rewarding pastime. More usually they learn because it affords access. It allows a young woman in Pakistan to communicate with a professor in US, a farmer in Ghana to get international weather reports and commodity prices via his mobile phone, or a student in Myanmar to share hopes and aspirations with community organizations in Belfast or Sarajevo (F. Sülen ùahin, 2010).
Nowadays, teachers also need to learn English language for research works like taking part in conferences of foreign countries and workshops, presenting ISI articles, using world information, etc. Teachers may teach different major but all of them need English language for their educational improvement (Abolghasem Heidarabadi et al, 2012).
Although teachers generally required taking part in professional development by certification or contractual agreements, most report that they engage in these activities because they want to become better teacher. They see professional development programs as among the most promising and most readily available routes to growth on the job (Fullun, 1991, 1993). Many educator, scholars, and policy makers see professional development (PD) as key to improvement of teaching, learning, and schools (e.g., Mourshed, Chijioke, & Barber, 2010; Opfer & Pedder, 2011).
Although research suggests that high-quality PD can improve instruction (Garet, Porter, Desimone, Birman, & Yoon, 2001; Van Den Bergh, Ros, & Beijaard,2014) .In addition professional development programs are systematic efforts to bring about change in the classroom practices of teachers, in their attitudes and beliefs, and in the learning outcomes of students (Thomas R. Guskey, 2002). What attracts teachers to professional development, therefore, is their belief that it will expand their knowledge and skill, contribute to their growth, and enhance their effectiveness with students (Fullan & Miles, 1992). Non-English Major teachers define as ones who teach a Non-English subject or the teacher’s study or (her or his major) is a Non-English subject.
1.1 Problem Statement:
As English define as an international language that 1.75 billion people spoke it as a first language, second language or foreign language and it used by quarter of the world population, the problem is that Non-English Major Teachers use their mother tongue in most of their work and context (Abolghasem Heidarabadi et al, 2012). This research see whether the knowing English has affect in their profession or not because most of updated material in their teaching process will be access by the English language and teacher should use some of them in their learning process.
1.2 Research Question:
The question is that dose knowing English effect on Non-English Major Teachers’ profession or not?
1.3 Research Objective:
The aim of this study is to investigate that if knowing English has effect on Non-English Major Teachers’ Profession or not.
2. Background of the study:
Interest in learning English has increased to such an extent that English is now considered by many researcher to be an international language (McKay, 2002). English is an international language which can be used for communication with foreigners at home and abroad. Interviews with English language students in six cities (Muscat, Cairo, Rome, Madrid, Kuala Lumpur and Ho Chi Minh City) reveal the range of ways in which courses impact on their live an impact that goes beyond the obvious linguistic goal of accuracy and fluency, Studying English, they reported, enabled them to be more competitive in the job market and to move up the career ladder (Simon Borg,, 2009).
According to Shameem Ahmed (2015) there are many possible reasons for studying a foreign/second language. Probably a major number of language students in the world do it because it is on the curriculum. Some people want to study English or another foreign language because they think it offers a chance for advancement in their professional lives. They will get a better job with two languages than if they only know their mother tongue. English has a special position here since it has become the international language of communication. Some language students find themselves living in a target language community either temporarily or permanently. The students would need to learn English to survive in that community. Students who are going to study at a university in the USA, UK, Australia or Canada, on the other hand, may need English so that they can write reports or essays and function in seminars. The term English for Special or Specific Purposes has been applied to situations where students have some specific reason for wanting to learn the language. Business executives need English for international trade. Waiters may need English to serve the customers. It will be clear from this list that there are many possible reasons for studying a language (Harmer, 2002).
It is the language of science; therefore, all university students, regardless of their specialization, will it in pursing their studies in particular to look for information and acquire knowledge, hence most of the university worldwide include English as one of their requirements (Dr.Khader T.Khadr & Mohammad Shaat).
Weje in Uwaifo (2009) opined that education unlocks the door of modernization and sustainable development and that, it is teachers that hold the key to the door. The whole process of education is shaped and mould by human personality called the teacher, who plays a pivotal role in any education system. Thus, the teacher has the responsibility of translating educational policies into practice and programmes into action.
Consequently for improving teachers in their jobs we need to the professional development program. High quality professional development is a central component in nearly every modern proposal for improving education (Thomas. Guskey, 2002).professional development programs are systematic efforts to bring about change in the classroom practice of teachers, in their attitudes and beliefs, and in the learning outcomes of students (Thomas.R.Guskey, 2002).Even though this is not just about providing professional development but about providing effective professional development. Availability alone is not an issue. In fact, in a recent study, researchers found that while 90 percent of teachers reported participating in professional development, most of those teachers also reported that it was totally useless (Darling-Hammond et al, 2009). This is because most development happens in a workshop-style model which research shows has little to no impact on student learning or teacher practice (Darling-Hammond et al.,2009).
Thus, the real issue isn’t that teacher aren’t provided professional development, but that the typical offering are ineffective at changing teachers’ practice or student teaching (Allison Gulamhussein, 2013). Many researches show that a good professional development program is the program which make teacher change, provide a critical thinking both in student and teacher and increase student learning and achievement (Yoon et al., 2007. Allison Gulamhussein, 2013). It is no longer just to show basic knowledge about a teaching methodology.
Instead, professional development in an era of accountability requires a change in a teacher’s practice that leads to increases in student learning. Hence, the area of greatest struggle is not in learning a new skill but in implementing it, something referred to as the “implementation dip” (Fuller, 2001). This is true with any new skill-learning about writing isn’t as difficult as actually writing, learning about bicycling isn’t as difficult as actually riding a bike, and learning about a teaching method isn’t as difficult as actually implementing it (Allison Gulamhussein, 2013).
In fact, studies have shown that teacher mastery of a new skill takes, on average, 20 separate instances of practice and that number may increase if the skill is exceptionally complex (Joyce & Showers, 2002). The implementation dip is further complicated by the fact that research shows teachers change their underlying beliefs about how to teach something only after they see success with students (Guskey, 2002). Researchers have documented this phenomenon since the 1980s (e.g.Huberman, 1981; Guskey, 1984). Indeed, when teachers do not see success, they tend to abandon the practice and revert to business as usual.
To internalize a practice and change their beliefs, teachers must see success with their students, but student success is very hard to come by initially, as learning new skills takes several attempts to master. Crafting effective professional development means confronting this reality and building a significant amount of support for teachers during the critical implementation phase in one’s actual classroom.
With a profession ensconced in traditional didactic approaches, such radical educational reforms require a substantial change in pedagogical approach. One such approach is the Bridge21model for21st Century teaching and learning (Lawlor, Conneely, & Tangney, 2010), initially developed within a lab-school environment as part of an outreach initiative in the authors’ university. The Bridge 21 model is designed to leverage the potential of technology-mediated learning within collaborative team-based learning, where teachers orchestrate and scaffold activities. The approach to team-work is based on the World Scout Movement model (Benard, 2002). Learners participate in student-led, cross-curricula projects within a learning space configured to support team-based learning and at regular points throughout each project, individuals and teams engage in semi-structured reflective activities (Lawlor et al., 2010).
A considerable body of research identifies characteristics of effective programs. School leaders seeking to provide meaningful learning opportunities for their staff should follow 5 principles. These five below principle is about to bring about change in the classroom practices of teachers.
2.1 Professional development:
Teacher professional development is often thought of as brief, isolated workshops teachers are required to attend, covering topics chosen by someone in the district office (Choy, Chen, & Bugarin, 2006). The responsibility for designing and planning professional development is generally allocated to district administration rather than the recipients of the development-teachers (Choy et al., 2006; Colbert, Brown, Choi, & Thomas, 2008). Because teachers are often not involved in their own professional development, it may not be well aligned with their classroom practice. Colbert et al. (2008) state that prescribed professional development may even “stifle a teacher’s ability to take proactive steps toward improving their (sic) instruction” (p. 148).Several studies found that when teachers were empowered to design their own professional development, they were more likely to engage and show changes in practice (see Choy et al., 2006; Colbert et al., 2008; Gregson & Sturko, 2007; Klein& Riordan, 2009).
Gregson & Sturko (2007) found that when teachers could see the immediate connection between the professional development and their classroom, their benefits were greatest. Content knowledge is the cornerstone of most secondary education teacher preparation programs. The No Child Left behind Elementary and Secondary Education Act of 2001 made content area preparation a requirement for secondary teachers to be considered highly qualified. Lucilio (2009) found that teachers identified content-specific material as the most needed professional development, and the National Commission on Teaching and America’s Future (1996) found that effective teachers need to know their subject matter well enough to teach it to others in a “challenging, clear, and compelling way” (p. 16).The content of the professional development is not the only factor to consider. Klein and Riordan (2009) point out that how it is delivered is just as important. When studying the professional development offered through a Teaching American History grant, Long (2006) found that the historians’ delivery did not meet teacher needs and expectations. The teachers complained of instructors who could not “adapt content to grade level, integrate state standards, or contemplate teachers ‘classroom needs” (p. 495). Instructors of professional development should be modeling the practices their learners need to implement.
Professional development experiences do not always translate into new or changed classroom practices. Polly and Hannafin (2011) found that the practices teachers purported to use did not match their “enacted practices” (p. 126). They also found that there was little connection between the practices highlighted during professional development and the practices in classroom use following these experiences. Transferring practices from the context of professional development to the context of the classroom is challenging for teachers. Battey and Franke (2008) explain in the following quote. Teachers’ identities carry personal histories, emotion, values, and knowledge and they shape how teachers participate in professional development and their classrooms.
A considerable body of research identifies characteristics of effective programs. School leaders seeking to provide meaningful learning opportunities for their staff should follow 5 principles. These five below principle is about to bring about change in the classroom practices of teachers.
2.1.1 Change classroom practices:
Principle 1: the duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem (Allison Gulamhussein 2013). In nine different experimental research studies were positively associated with teachers change and improvements in student learning (Darling-Hammond, et al, 2009). In fact, in a study analyzing the impact of a science professional development program on teacher’s practice, researchers found that teachers with 80 hours or more of professional development were significantly more likely to the teaching practice they learned than teachers who had less than 80 hours of training (Corcoran,McVay & Riordan,2003). French (1997) concluded that teachers may need as many as 50 hours of instruction, practice and coaching before a new teaching strategy is mastered and implemented in class.
Principle 2: There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice (Allison Gulamhussein, 2013).Studies have found that when teachers are supported during this phase, they change their teaching practices. Trues dale (2003) studied differences between teachers attending just a workshop and teachers attending the workshop and then being coached through implementation. The study found that coached teachers transferred the newly learned teaching practices, but teachers who only had the workshop quickly lost interest in the skill and did not continue to use it in their classrooms. Likewise, Knight and Cornett (2009) found in a study of 50 teachers that those who had coaching along with an introductory workshop were significantly more likely to use the new teaching practice in their classes than those who only were only exposed to the workshop.
Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice (Allison Gulamhussein, 2013). It is most important that teachers consider how they should introduce new practices and new activities to their student .Again, just like students, teachers learn better when they are able to actively participate and make sense of the information being presented (French, 1997). Professional development sessions which aim to make teachers aware of a concept have been shown to be more successful when they allow teachers to learn the concept in varied, active ways (Roy, 2005; Richardson, 1998).
Principle 4: Modeling has been found to be highly effective in helping teachers understand a new practice. For example, instead of hearing about inquiry learning in science, a master teacher might teach a science class using inquiry methodology while being observed by a teacher who is learning this skill. In this way, teachers can see how the method is used successfully in a class of real students.
Principle 5:The content presented to teachers shouldn’t be generic, but instead specific to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers).Several studies, for instance, have shown that professional development that addresses discipline-specific concepts and skills has been shown to both improve teacher practice, as well as student learning (Blank, de las Alas & Smith, 2007; Carpenter et al., 1989; Cohen & Hill, 2001; Lieberman & Wood, 2001; Merek & Methven, 1991; Saxe, Gearhart, & Nasir, 2001; Wenglinsky, 200; McGill-Franzen et al., 1999). Teachers themselves report that their top priority for professional development is learning more about the content they teach, giving high marks to training that is content-specific (Darling-Hammond et al., 2009).
2.1.2 Teacher attitude:
Another issue that should consider in professional development is about the teacher attitude toward teaching profession many researches show that teacher has positive attitude toward teaching profession. Attitude is a tendency to react in a certain way towards a designed class of stimuli (Anastasi, 1957) and it has an effect on teachers’ performance. Since the quality of education is directly related to the quality of teachers, we must consider the necessity of positive attitudes and try to develop teachers’ positive attitudes towards to the teaching profession by taking some measures and developing some programs (Sabriye ùener, 2015). F. Sülen ùahina in 2010 state that “the candidate teachers had a high level of life satisfaction and a positive attitude towards their future profession. It was found that the variables such as gender, department, grade, and academic achievement had no determinant effect on the life satisfaction and the attitude towards the teaching profession. While the educational backgrounds of the parents do not determine the attitude towards the profession, this was a determinant factor with respect to life satisfaction. Life satisfaction of those, whose parents were high-school or faculty graduates was higher. It is considered that only a teacher having a high level of life satisfaction and a positive attitude towards his/her profession could carry out his/her profession effectively. Therefore, it can be suggested that the identification of life satisfaction of the candidate teachers and their attitudes towards teaching profession is important in terms of teaching profession.” In addition in 2015Sabriye ùener also state that the attitudes of the trainee teachers towards teaching profession were positive. According to Brown (2001) teachers who are highly motivated and have positive attitudes towards their profession can establish good relationship. The effective attitudes and actions employed by teachers ultimately can also make a positive difference on the lives of their students.
2.1.3 Student outcome:
Thus we came across of another important issue in professional development program (student)! For sure students are in other side of this program. Furthermore the great effect of a teacher and a professional development program is on student outcome. They target the effectiveness of PD in demonstrating sustained gains in student performance, along with cost-benefit considerations (Schwartz, Hobsbaum, Briggs, & Scull, 2009). Student achievement as the preferred outcome measure. Education research that measures effects of improving teacher preparation and development of teacher knowledge and skills on change in student achievement has developed and expanded since the 1990s. Kennedy carried out one of the first reviews of research on the relationship of quality of teacher preparation to subsequent student achievement a decade ago (1998). At that time, she identified a relatively small number of research studies that were able to draw a direct link between the level of teach preparation in their teaching field and achievement of students. Darling-Hammond (1999) analyzed large-scale assessment data across the states, and her research results showed that teacher preparation in field was positively related to student achievement. These study findings resulted in extensive policy and research debate, that still continues, about the importance of formal teacher preparation and qualifications, including teacher certification. According to Rolf K. Blank & Nina de las Alas in June 2009 the effect of teacher professional development on student achievement show the important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs.
2.2 Teacher role:
Teaching has recently been designated as a profession and teachers now have the same responsibilities as others engaged in professional work. They have increased levels of individual responsibility, accountability and liability. One result of this is that there now is a legal commitment to supporting scholarly success for all students, despite the cognitive complexity that is required being elevated in terms of educational expectations and societal demands (Ministerial Council on Education Employment Training and Youth Affairs, 2008). Additionally, teachers are impacted upon by increasing globalization and mobility in that they are mandated to accommodate the cultural, religious and societal differences that are presented in diverse classrooms (Clarence, 2011; Dyson, 2004).
Dr.Egwu (2015) stated that the teacher is the pillar of educational development. Country’s level of development among other things is hinged on the quality of education given to its citizenry by the teacher. On this premise, teachers’ attitude, willingness, motivation and above all items or love for the teaching profession is the major focus of this work. It is important for the educational sector to have willful and talented teachers who will help to promote educational system which is almost at the dead point especially in Nigeria. Teachers constitute the most essential body of personnel within the educational system. They transmit accumulated knowledge of the present to generation upon generation and thus interpret this information with reference to the past with the view to modify the future. This responsibility is the professional role/duty of the teacher in the formal school setting.
Preparing all students for college and careers demands instruction that moves away from rote, memorization-based learning, instead elevating critical thinking and problem solving (Conley, 2011). Some important work has been done in several disciplines such as inquiry thinking in science and high-level questioning strategies in the humanities about teaching methods that foster critical thinking. However, the research base is not extensive enough so that everything a teacher does in a classroom can be covered with a proven, evidence-based skill. Instead, teachers will have to change the tire while the car is running so to speak, creating their own innovations in instruction while teaching to higher standards, including the Common Core (Little, 1993). Researcher Judith little describes these two different functions as 1) the teacher as a technician and 2) the teacher as an intellectual (Little, 1993). An effective professional development program, therefore, needs to address both functions, understanding that there are differences in the ways each should be supported.
Teacher as Technician:
Technical skill training
Teacher’s role: To implement particular skills or strategies which are backed by research
Focus: Explaining the skill and strategy and research base behind it with support for the teacher as he/she tries to transfer the skill or strategy to the classroom
Structure: Workshop and Coaching
Individual teacher coaching has been shown to be successful in supporting teachers to implement new, research-based practices into their classrooms (Bush, 1984; Showers, 1982; Showers, 1984; Knight, 1998; Knight, 2007; Batt, 2009; Slinger, 2004). While teacher coaching takes many forms, such as instructional coaching, literacy coaching and cognitive coaching, the basic structure remains essentially the same: a teacher meets with a coach before teaching to discuss how the strategy will be implemented into the lesson, the coach observes the teacher teaching with the new strategy, and the teacher and coach meet together to debrief about the lesson and how it could be improved. The cycle is repeated several times, as research shows teachers need as many as 20 different times practicing with a strategy to master it (Joyce & Showers, 1982). Studies have shown that coaching is effective at changing teacher practice and student achievement (Showers, 1984; Hull et al., 1998; Stephens et al., 2007). For example, South Carolina’s Reading Initiative provided instruction to teachers on research-based literacy practices along with individual coaching. One study showed that students in classes with coached teachers made higher gains on standardized reading exams than peers who were taught by non-coached teachers (Stephens et al., 2007).
Teacher as an Intellectual:
An inquiry process where teachers innovate
Teacher’s role: An intellectual examining broad research on learning and developing innovative classroom strategies to achieve goals
Focus: Exposing teachers to pedagogical research in teacher’s content area and provides support for innovation and implementation through a local teacher community Structure: Professional Learning Communities Allowing teachers to flourish as intellectuals requires 1) providing time and resources which allow teachers to think through and create innovative teaching methods, and 2) providing a support system for teachers as they implement those innovations, so that the awkward implementation stage does not merely result in frustration, but instead in continued practice and refinement of the teaching method. Many school districts have implemented such structures through professional learning communities. These are communities of practitioners, often teachers in the same department or grade level, who complete cycles of teaching inquiry together, creating innovations in teaching and then experimenting with those innovations in their own classrooms. In these communities, teachers begin by actively exploring “artifacts” that allow them to think about challenges the group faces in the classroom. Such artifacts might include student assessments, recent research about a particular aspect of learning or teaching, or even student standardized test results. For one highly effective Algebra professional learning community, the group used an entire binder of resources with research-based approaches to math instruction, which the group added to and used frequently in guiding their innovations (Stoll et al., 2007). In Chicago, a principal organized a monthly “Breakfast Club” as a professional learning community, where teachers began by reading the research on early childhood literacy, discussing the challenges they faced in their own classrooms, and developing innovations in teaching to address these issues (Stoll et al., 2007). After analyzing various student artifacts, teachers in a typical professional learning community will create a classroom technique to address a specific concept or skill that each member will try in their classroom. Later, they reconvene to debrief how it went and how it could be improved, using student data from the lesson (e.g., quiz data, writing samples, video of student discussions) to inform their discussion. With specific protocols to guide observations and discussions, researchers found teachers did indeed change their teaching practice; teachers became more student-centered with a focus on student mastery (Dunne et al., 2000).
3. Research design:
Quantitative research design is employed for this study with a survey approach .The purpose of the study lies in its attempt to determine that is knowing English on non-English Major Teacher’s profession has impact or not . To determine if it has an impact or not ,the study has been designed to investigate that in which way teachers’ attitude are positive or negative and their participation in PD program and its impact in other to answering research question. The nature of this purpose and the kind of data called for necessitated the adoption of a survey type of approach and a questionnaire as an instrument.
The questionnaire survey is one of the most common methods of data collection on attitudes and opinions from a large group of participation. It has been used to investigate a wide variety of questions in L2 research. Questionnaires allow researchers to gather information that learners are able to report about themselves that is typically not available from production data alone. One of the primary advantages of using questionnaires is that, apart from being economical and practical, they can in many cases bring about longitudinal information from learners in a short period of time. Questionnaires can also collect comparable information from a number of respondents. In addition, questionnaires can be administered in many forms, such as via e-mail, by phone, through mail-in-forms, as well as in person, allowing the researcher a greater degree of flexibility in the data collecting process.
Based on the structure, questionnaires can provide both qualitative insights and quantifiable data, and thus are very flexible for use in a range of research (Macky & Gass, 2005). According to Dörnyei & Taguchi (2010), questionnaires are one of the most common methods of data collection in L2 research. Questionnaires are very popular since they are easy to construct, extremely versatile, capable of gathering a large amount of information quickly in such a way that is readily process able. According to Brown, (2001, p. 6, cited in Macky & Gass, 2005), “Questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers.” Brown (2001, p. 2, cited in McKay, 2006) opines that language surveys are any studies “that gather data on the characteristics and views of informants about the nature of language or language learning through the use of oral interviews or written questionnaires”. Dornyei (2003, cited in McKay 2006) points out that survey can provide three types of information: (i) factual information; (ii) behavioral information; and (iii) attitudinal information. Surveys also act as a very useful tool for researchers to gather a good deal of information in a short time with little cost.
As a result, surveys are a particularly effective way for teachers to find out more about the background, habits, and preferences of their students and this kind of information can be used in curriculum development. This current study employed a questionnaire to collect data on students’ points of view regarding their attitude towards English language learning at the university. The data of this study were collected through a questionnaire survey. The questionnaire survey method was preferred since (i) this method is suitable for empirical research; (ii) collection of data through this method is easily quantifiable; (iii) this method enables informants enough time to provide accurate and correct answers; and (iv) this method is cost-effective and time saving.
3.1 Instrument:
The survey questionnaire consisted of 20 multiple-choice questions. The questionnaire comprised 3 sections and 20 Likert-scale items. The information gleaned from the participants was on the following themes: attitude toward use of English (5 Items), attitude toward teaching as profession (8 Items) and participating in PD program and its impact (7 Items). The first five questions were prepared based on previous study by Hohenthal (2003) after modifications according to the objective of this study. And also based on the objective of the study 8 item (4 positive, 4 negative) were took from “Attitudes towards Teaching Profession Scale” developed by Çetin (2006), It was a 5-item Likert-type scale in order to balance the questionnaire and because of two other sections were four Likert-type of scale it also scaled in 4-item Liker-type scale. In section 3, 7 item were takes from Organization for Economic Cooperation and Development (OECD) Teaching and Learning International Survey (TALIS) 2013.
The first five questions were set to measure the attitude of teachers toward use of English. The answer of these questions would range from 1 to 4. 1 was counted as positive attitude and 4 as a negative attitude. While preparing the questionnaire, special care was given to ensure standard and quality of the questions as well as the reliability, clarity, practicality and administer ability of the instruments (Al Mamun et al., 2012).
3.2 Participant:
The participants of this study were 30 non-English major teachers; 17 male and 13 female, who work as university teachers in Herat University and Herat Education University. They were part time and full time teachers; their level of education also was different most of them were B.A and other were PHD and M.A. The participants were randomly chosen and they were from different major. Table 1, 2, 3, 4 demonstrates the participants’ demographic data.
Table 1
Gender N percentage %
Male 17 56.67
Female 13 43.33
Table 2
Employment status N percentage %
part time 9 30
full time 21 70
Table 3
Education N percentage %
PHD 2 6.67
M.A 6 20
B.A 22 73.33
Table 4
Major N percentage %
Psychology 8 26.67
Biology 4 13.33
Chemistry 3 10
Physic 2 6.67
Computer Science 7 23.33
Persian Literature 5 16. 67
geography 1 3. 33
3.3 Data Analysis:
The quantitative data derived from the questionnaires were analyzed using Excel program. Data were analyzed using descriptive analysis. Data was realized using percentage, statistical comparisons, ratings and crosstabs.
A detail analysis with the number of respondents, their percentages are showed in table 5 to show attitude toward learning English. Question number 3 is the question that number of respondents who gave very positive response by tick marking the ‘strongly agree’ box is 16 i.e.53.33% of the total data range. Out of rest, 46.67% agreed with the proposition (14 respondents), and no negative respondents to strongly disagree and disagreed. This was followed by question number 1 with 13 ‘strongly agree’ respondents i.e.43.33%. The rest was 17 ‘agree’ responds with the (56.67%) and no negative respondents. The next question with high positive respondents was question number 5 with 8 strongly agree (26.67%) and 21 tick mark in agree box with (70%) and one disagree respondent (3.33%) and no strongly disagree. Then question number 4 with 56.67% strongly agree with the proposition (17 respondents) and 33.33% agree (10 respondents) and 2 disagree respond with (6.67%) and one strongly disagree respond (3.33%). The last question from this section of questionnaire was question number 2 with 11 strongly agree respond (36.66%) and 14 agree responds (46.67%).The rest 3 disagree respondents (10%) and 2 strongly disagree (6.67%).Question number 3 (Do you think that learning English will open more job opportunities for you?) was the question with most positive responds and the question number 2 (Do you think that learning English will improve your personality?) was the Question with most (5) negative responds. Most of the respondents to the range of questions were positive and the participants (non-English major teachers) had positive attitude toward learning English.