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Learner’s Attitude in Learning English Language towards Online English Language Teaching at Intermediate Level in Sargodha

Author

Listed:
  • Hamza Hassan
  • Ijaz Hussain
  • Shamaim Muneer
  • Nawaira Khan Niazi

Abstract

The Internet has a never-ending race in the 21st century. The topic of this study was the learner’s attitude toward learning English towards online English language teaching at an intermediate level in Sargodha. The main objectives of this study are to acquire the learner’s attitude towards online English language learning and whether they are ready or not to learn online English Language. This research was a mixed method in nature. Two research questions were designed what is the attitude of teachers toward online English language teaching to the intermediate learner at an intermediate level? What is the learner’s attitude towards online English language learning, whether they are ready or not to learn online English Language at an intermediate level? The answer to the first research question was found with the help of an empirical argument. The empirical ground proved that online learning could be initiated parallel to campus-based learning in private sector colleges of Sargodha. A questionnaire was based on the Likert scale to find the answer to the second research question. 135 students were selected as a sample out of the population. Descriptive and inferential statistics were applied to the collected data. The results of the descriptive analysis revealed that all the students believed that online English learning language learning is beneficial for all the students at an intermediate level of private-sector colleges of Sargodha. This valid research activity is replicable for the future researcher to make future explorations in this area.

Suggested Citation

  • Hamza Hassan & Ijaz Hussain & Shamaim Muneer & Nawaira Khan Niazi, 2022. "Learner’s Attitude in Learning English Language towards Online English Language Teaching at Intermediate Level in Sargodha," Journal of Education and Social Studies, Science Impact Publishers, vol. 3(3), pages 235-246.
    • Handle: RePEc:adx:jessjr:v:3:y:2022:i:3:p:235-246
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