A Comparative Study Of Students’ Attitudes Toward Learning English As A Foreign Language According To Their Instructional Strategies Preferences At Gateway Learning Center, Hpa-An Township, Karen State, Myanmar


  • Aye Zar Chi Htun Assumption University
  • Richard Lynch Assumption University


Attitudes, English as a foreign language, differentiated instruction, instructional strategies preferences, Myanmar


Abstract: The purpose of this study was to investigate if there was a significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies at Gateway Learning Center, Hpa-an Township, Karen State, Myanmar. This research was a quantitative comparative design utilizing two questionnaires: Attitudes Toward Learning English as a Foreign Language Questionnaire (ATLEFLQ) and Instructional Strategies Preferences Questionnaire (ISPQ) to collect data. The data were collected from 203 students in November and December, 2017. The researcher analyzed the data using descriptive statistics (means, standard deviations, frequencies, and percentages) and one-way analysis of variance (ANOVA) for statistical hypothesis testing. The findings indicated that the students had positive attitudes toward learning English as a foreign language and the most preferred instructional strategy for learning EFL was mixed instructional strategy, followed by experiential learning, interactive instruction, indirect instruction, direct instruction and finally independent study. There was no significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies. Recommendations for students, teachers, administrators and future researchers are provided.  

Author Biographies

Aye Zar Chi Htun, Assumption University

Candidate, Master of  Education in Curriculum and Instruction

Richard Lynch, Assumption University

Assistant professor, Graduate school of Human Sciences


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