Effects of Attitude towards Language Learning and Risk-taking on EFL Student's Proficiency

AbstractThis study was an endeavor to investigate effects of attitude towards language learning and risk-taking on EFL students' proficiency. To achieve the objectives of the study, three data gathering instruments were used: Attitude towards Language Learning Scale, Venturesomeness Subscale of Eysenck IVE Questionnaire, and Oxford Quick Placement Test (2005). The participants were 120 female and male college students majoring in English Translation at Marvdasht University. The results showed that the relationship between proficiency level -high, middle, and low -and attitude towards language learning was not significant and the middle proficient participants were higher risk-takers. The results demonstrated differences in risk-taking between high and intermediate levels. Moreover, there was no significant difference between high and low groups and low and middle groups. Correlational analysis revealed a significant positive relationship between attitude towards language learning and risk-taking (r=.20, p 0.05). Keywords: Attitude towards language learning, Risk-taking, EFL students, Language proficiency1. IntroductionThe wide-spread use of English as an international language makes it highly important even in foreign language contexts. In the learning process, affective variables have become an important issue. Considering the significance of this area, Noels, Pelletier, and Vallerand (2000) agree, "In fact, affective variables, such as attitude, orientations, anxiety, and motivation, have been shown to be at least as important as language aptitude for predicting L2 achievement" (p. 35). Oxford (1996) asserts that the affective side of the learners is the most influential aspect in language learning success or failure. Based on the works of some researchers including Dornyei (1990), Ehrman (1996), Gardner (1980), Maclntyre and Charos (1996), seven areas have been defined for affective factors encompassing acculturation, ego, personality, emotion, beliefs, attitude, and motivation. Among these variables, risk-taking as a personality trait and attitude are studied in this research.Popham (2011) considered the affective domain important because of its influence on learners' future behavior. He asserted,The reason such affective variables as students' attitudes, interests, and values are important to us is that those variables typically influence future behavior. The reason we want to promote positive attitudes towards learning is because students who have positive attitudes towards learning today will be inclined to pursue learning in the future. The affective status of students lets us see how students are predisposed to behave subsequently. (p. 233)1.1 Attitude towards Language LearningLanguage attitude is believed to be the factor that makes differences between underachievement and accomplishment. Spolsky (2000) states that the attitudes towards the language hint at the learners' fears, feelings, or prejudice about the learning of English as a second language. Generally, it is believed that learners' attitudes, skills and strategies dictate whether or not they will be able to absorb the intricacies of language (Oxford, 1990; Nunan, 2000). Ajzen (2005) believes that attitude, like personality trait, is a hypothetical construct that is inaccessible to direct observation and must be inferred from measurable responses. These responses must reflect positive or negative evaluations of the attitude object. He states that an attitude is a disposition to respond favorably or unfavorably to the object, person, institution, or event.According to some researchers, learning a language is closely related to the attitudes towards languages (Starks and Paltridge, 1996). Karahan (2007, p. 84) states that "positive language attitudes let learner have positive orientation towards learning English". …