Learning Motivation and Attitudes of ESP University Students at the Faculty of Mining, Geology and Petroleum Engineering, University of Zagreb

Abstract

English for Specific Purposes (ESP) is a course which teaches students the terminology needed in their field of study through relevant topics. Due to the compulsory nature of the course and its placement in the first year at university, students may develop negative attitudes toward ESP and have lower levels of learning motivation. The aim of this thesis was to investigate learning motivation and attitudes of 142 ESP university students at the Faculty of Mining, Geology and Petroleum Engineering. The instrument used was a questionnaire whose results were subject to statistical analysis and used to test five hypotheses. The results showed that there is no difference in attitudes and learning motivation between male and female students, or among students of Petroleum Engineering, Mining and those of Geology. Years of learning English prior to learning ESP also showed no statistical relevance. The fourth and fifth hypotheses were confirmed: more positive attitudes toward the English language, the teacher, course material and evaluation lead to higher motivation for learning ESP and the students’ intrinsic motivation was higher than extrinsic. A further analysis of the questionnaire was also conducted and the overall results point to the fact that, due to their young age and the fact that they have just started university, students acknowledge the overall importance of English, but are not fully aware of the benefits of ESP in their field of study.Engleski jezik za posebne namjene (ESP) je kolegij koji kroz relevantnu tematiku poučava studente terminologiju koja im je potrebna u području koje studiraju. Zbog činjenice da je kolegij obavezan i održava se na prvoj godini studija, studenti prema njemu mogu razviti negativne stavove i imati nisku razinu motivacije za učenjem. Cilj ovog diplomskog rada bio je istražiti motivaciju za učenjem i stavove prema ESP-u 142 studenata koji pohađaju ESP na Rudarsko-geološko-naftnom fakultetu Sveučilišta u Zagrebu. Kao sredstvo prikupljanja podataka korišten je upitnik čiji su se podaci statistički obradili i analizirali kako bi se testiralo pet pretpostavki. Rezultati su pokazali kako ne postoji razlika u stavovima i motivaciji za učenjem između studenata i studentica, niti među studentima Naftnog rudarstva, Geologije i onih na smjeru Rudarstva. Godine učenja engleskog jezika prije učenja ESP-a na fakultetu također nisu bile statistički relevantan faktor. Četvrta i peta pretpostavka je dokazana: pozitivniji stavovi prema engleskom jeziku, učitelju, nastavnom materijalu i načinu evaluacije na kolegiju dovode do višeg stupnja motivacije za učenjem ESP-a, a intrinzična motivacija studenata je viša od ekstrinzične. Upitnik je podvrgnut daljnjoj analizi, a sveukupni rezultati ukazuju na to da zbog mlade dobi i činjenice da su tek upisali prvu godinu fakulteta, studenti shvaćaju općenitu važnost engleskog jezika, no još nisu u potpunosti svjesni koristi ESP-a u području koje studiraju