ENVIRONMENTAL FACTORS INFLUENCING STUDENTS' ACHIEVEMENT IN ENGLISH AS A FOREIGN LANGUAGE

Abstract

ABSTRACT : The main objective of this study was to investigate the relationship between several environmental variables and achievement measures in the English language of third-year Bahraini secondary school students. Fifteen null hypotheses were formulated and tested against students' achievement results. The first set of research instruments included students' first-term English Language Achievement Tests, while the second was a questionnaire completed by the selected students. The questionnaire was administered entirely in Arabic. The third set of materials involved conducting a total of 32 interviews. Responses to the interviews complemented the findings of the student and teacher questionnaires. The fourth and final set of materials was a teacher questionnaire, which was basically intended as an additional step towards the study of variables existing within the teaching situation The sample needed for the study consisted of a total of 327 randomly selected students, 161 of whom were male and 166 were female. Thus, differences in sex were fully taken into account. Ages ranged from 16 to 23 with a mean of 17. Subjects averaged 12 years of education and had studied English as a foreign language for a minimum period of 9 years The conclusion drawn from this research implies that Bahraini students need to show a significant degree of commitment and also strive to make use of the language in its various contextual settings. Female students need to modify their present attitudes held toward English language learning and its culture. Students need to be on the alert as to the degree of availability and teachers' frequency and skill in using a fully incorporated teaching aid. Home conditions, in terms of educational support and encouragement should work in favor of acquiring the language.