An investigation of freshman students' attitudes towards English at a Turkish university

This thesis investigated Bozok University freshman students' attitudes towards English in terms of English in general, the current English education policies of Turkey and the purposes for learning English. In addition, it purposed to find out whether there is any significant difference in the attitudes of students towards English in respect to three attitude domains according to some factors such as having and not having optional English preparatory education, having native or non-native English teachers, faculty type, having English intensive high school education and parents' education, and to understand whether these factors have an effect on their attitudes. The research was conducted with 226 freshman students at Bozok University in Yozgat utilising a survey design with a 6-point Likert type attitude questionnaire. The quantitative data were analysed via descriptive statistics, Independent Samples T- test and one-way ANOVA using SPSS. The results reveal that students have positive attitudes towards English in terms of English in general and the purposes for learning English, whereas they have neutral attitudes towards English in terms of the current English education policy in Turkey. The findings also suggest that studying in optional preparatory classes and having a native speaker of English teacher do not have an effect on freshman students' attitudes towards English in terms of English in general, while these factors have an effect on their attitudes towards English when their attitudes are examined with regard to the current English education policies of Turkey and the purposes for learning English. This research further finds that faculty type is not a factor on students' attitudes towards English regarding English in general and the purposes for learning English, whereas it is a factor on their attitudes towards English in respect to the current English education policies of Turkey. It is also understood that having an education at an English intensive high school does not affect students' attitudes towards three attitude domains. Finally, students' attitudes towards English in terms of English in general differ according to their parents' educational background; however, their attitudes towards English regarding the current English education policy in Turkey and the purposes for learning English do not change. The study has some implications for policy makers and English teachers and several suggestions are made for further research.