Anxiety, Motivation and Attitude of Indian Students in Learning English in National-Type Tamil Schools
Bibliographic record
Abstract
The aim of this study was to determine the students’ anxiety, motivation and attitude in learning English based on their socioeconomic status and English language achievement in National-type Tamil schools. Samples for this study comprised of 144 year 5 Indian students from four Tamil schools. Data for this study were collected by questionnaire adapted from instruments by Tsai & Chang (2013), Ghazvini & Khajehpour (2011) and Gaur (1985). The findings of this study showed that Indian students from urban and rural areas have a moderate level of anxiety in learning English. Students from both areas were instrumentally motivated and showed positive attitudes towards learning English. However, negative correlations were identified between English Language achievement and level of motivation in learning English as well as between daily spoken languages at home and with friends and the level of English language achievement. The result of this study also illustrated that level of motivation and attitude are positively correlated. In conclusion, the samples of this study showed high levels of anxiety as well as motivation and attitude in learning English. It is recommended that future research take more samples and include qualitative data to increase the reliability of the study.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".