Attitude And Motivation

According to Stiggins (2000), teachers can enhance or destroy students’ desire to be successful in school and permanently through their use of assessment than any other tools. The teachers most important challenge is to manage the relationship between assessment and student motivation.

Attitude and motivation are so closely related that some scholars as Gardner and Lambert (1972) do not separate them from each other.

Woldkowski (1985: 45-85) cites six factors which influence motivation. One of those factors is attitude: attitudes are predispositions to respond favorably toward particular people, ideas, objects, or situations. They learned or changed throughout a lifetime, they can have a great impact on adults learning activities. Tremblay

The findings suggested that peer feedback was generally perceived as useful and occurred often although about five percent of students did not enjoy the collaborative learning arrangement, and in these cases there was less interaction. The overall response to peer assessment as a learning experience was favourable, but students were unsure about its fairness and felt less comfortable about it as an assessment exercise than as a learning exercise.

Wen, M.L., and Tsai, C. (2006) have done a research on 280 university students in Tiwan to investigate their attitudes toward and perception of peer assessment and online peer assessment. Results revealed that participating students hold positive attitudes toward the use of peer-assessment activities, but they viewed online peer-assessment as a technical tool to facilitate assessment processes, rather than as a learning

This also highlighted that most of them showed positive attitudes towards English language and its learning which, in turn, emphasized the value of English language efficiency in the daily life.

Al-Tamimi and Shuib (2009) conducted a study on Petroleum Engineering students’ motivation and attitudes towards learning English. The finding showed that they had positive attitudes towards the use of English in the Yemeni social and educational contexts. They also showed affirmative attitude towards the culture of the English speaking world.

According to a study by Fakeye (2010), which was conducted among 400 senior secondary students selected randomly from five secondary schools, there is a significant relationship between attitude and achievement. Additionally, it was explored that students’ attitude is not gender-related. Thus, there was not a statistically significant difference in the attitudes of male and female