Abstract
The world educational process has been changing based on the main characteristics of the New Millennium Learners and massive demand of globalization to promote sustainable lifestyles and development. Similarly, the policy at the world and national level has been directed towards equipping learners being right person both of profession and humanity. With the regard of the concept, this paper focused on investigating students’ attitude towards learning Professional English (PE) in order to answer the question that how was the students’ attitude developed in language acquisition. In accordance with, research objectives were designed that 1) to study about theoretical background; 2) to explore students’ attitude to learning professional English in the terms of 5 independent variables. To meet objectives of the study, the research data were collected through the tools of questionnaire, covering 18 professionals as key informants, 128 university students as casual informants, online interviews from 34 parents of the third-year students as general informants in the duration of 6 months. With the analysis techniques, the collected data were categorized as general information of respondents, students’ effort, curriculum implementation, family influence and employers’ requirement. Descriptive statistics to define frequencies and crosstab forms to make correlative results were used on SPSS program to analyze the 5 independent attitude variables by 5-Likert scale. The results indicated 51.5 percent of the students realized the necessity of learning PE and 33.6 percent consider that working with international experts and preparing financial reports in English are significant, 94.1 percent of parents mentioned that it is very important to study PE, and they encourage their children, which fosters the attitude of students to learn PE. Students have ability to overcome barriers in PE acquisition, occupied 81.3%, by the ways of being active in class-45.3% and self-motivation-35.9%. They are satisfied with curriculum content-46.9%, teaching method-39.8%, assessment-60.9% and technical support-52.3%. results of the 5 variables have met to the employers’ requirement of solving problems, working flexibly and life-long learning. The findings of the research were supported by Benjamin Bloom’s Affective domain, Five Conditions of Learning, and the Ground Theory and presented by descriptive methods. The research reliability was tested by the triangulation method in terms of cognitive, effective and behavioral dimensions of the attitudes.
Biography
Gantsetseg Sanjmyatav, Doctor (PhD.,), Associate Professor at Mandakh University, Mongolia, graduated from the University of the Humanities as an English-Russian teacher in 2002 and qualified in Master of Art in 2005, with 20-years of teaching experience. She got Ph.D in Cultural Science in Thailand, 2013. The research field is in Education, Linguistics and Cultural Studies.
Oyun-Erdene Tumurbat, Master in Linguistics, English lecturer at Mandakh University, Mongolia, graduated from the University of the Humanities as an English-Mongolian teacher in 2010 and qualified in Master of Arts in 2013, with 12-years of teaching experience. The research field is in Education, Linguistics and English Translation.